Proposal for Bachelor of Applied Technology Construction Science and Management To be offered by The Centre For Advanced Building Technologies George Brown - Toronto City College P.O. Box 1015, Station B, Toronto, ON M5T 2T9
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Proposal for
Bachelor of Applied Technology Construction Science and Management
To be offered by The Centre For Advanced Building Technologies
George Brown - Toronto City College P.O. Box 1015, Station B, Toronto, ON M5T 2T9
1. Organization and Program Information
1.1 Submission Title Page
Name of Institution: George Brown - Toronto City College
Proposed Degree Nomenclature:
Bachelor of Applied Technology - Construction Science and Management
Date of Submission: May 2004
Location: Centre for Advanced Building Technologies George Brown - Toronto City College Casa Loma Campus 160 Kendal Avenue Toronto, Ontario M5R 1M3
Person Responsible for this Submission:
Dr. Marjorie McColm Director, Academic Excellence and Innovation George Brown - Toronto City College 200 King Street East P.O. Box 1015, Station B Toronto, Ontario M5T 2T9 Telephone: (416) 415-5000 x2123 Fax: (416) 415-4641 Email: [email protected]
URL for College Homepage: http://www.gbrownc.on.ca
Site Visit Coordinator: Dr. Marjorie McColm Contact information same as above
Chair, Board of Governors: Peter Barnes, Chair, Board of Governors c/o George Brown - Toronto City College President's Office P.O. Box 1015, Station B Toronto, ON M5T 2T9 Telephone: (416) 415-5000 x4472 Fax: (416) 415-4641
1.2 Table of Contents 1. Title Page
1.1 Submission Title Page 1.2 Table of Contents
2. Executive Summary 2.1 Executive Summary
3. Program Abstract 3.1 Program Abstract
4. Program Degree-Level Standard 4.1 Degree-Level Summary 4.2 Samples of Student Work
5. Admissions, Promotion, Graduation Standard 5.1.1 Program Admissions Requirements 5.1.2 Admissions Policies and Procedures for Mature Students 5.1.3 Credit Transfer/Recognition Policies 5.1.4 Advanced Placement Policies 5.2 Promotion and Graduation Requirements
6. Program Content Standard 6.1.1 Program Advisory Committee Membership 6.1.2 Minutes of Program Advisory Committee 6.2.1 Current Professional/Accreditation or Other Requirements 6.2.2.A Letters of Support: Professional/Accreditation or Other Requirements 6.2.2.B Letters of Support: Professional/Accreditation or Other Requirements 6.3 Program Level Learning Outcomes 6.4.1 Questions and Table: Program Hour/Credit Conversion Justification 6.4.2.A Academic Course Schedule –Full-Time Studies 6.4.2.B Academic Course Schedule –Part-Time Studies 6.5.1 Course Descriptions and Learning Outcomes 6.5.2 Course Outlines 6.5.3 On-line Course Support 6.6.1 Program Structure Requirements 6.6.2 Work Experience Outcomes 6.6.3 Work Experience Commitments
7. Program Delivery Standard 7.1 Quality Assurance Policies 7.1.1 Curriculum Development Delivery and Assessment 7.2.1 Policy on Student Feedback 7.2.2 Student Feedback: Criteria and Instruments 7.3 Academic Community 7.3.1 On-Line Learning 7.3.2 Academic Community Policies
8. Capacity to Deliver Standard 8.1 Past Performance – College Key Performance Data 8.2 Related Performance Indicators 8.3 Program Strengths and Program Appropriateness 8.4 Curriculum Vitae of Current Faculty Assigned to This Degree Program 8.4.1 Curriculum Vitae Exceptions 8.4.2 Curriculum Vitae for Faculty Responsible for Teaching and Curriculum of DW Courses
8.4.3 Curriculum Vitae for Faculty Responsible for Teaching and Curriculum Development of DO and DL Courses 8.4.4 Curriculum Vitae for Program Development Consultants 8.4.5 Curriculum Vitae for On-line Learning Professional and Technical Staff 8.4.6 Faculty Curriculum Vitae Release Form 8.5 Policies on Faculty 8.6 Enrolment Projections and Staffing Implications 8.7 Resources 8.7.1 Library Resources 8.7.2 Computer Access 8.7.3 Classroom Space 8.7.4 Laboratories/Equipment 8.7.5 Resource Renewal and Upgrading Plans 8.8 Support Services
9. Credential Recognition Standard 9.1 Program Design and Credential Recognition 9.2 Consultation
10. Regulation and Accreditation Standard 10.1.1 Current Regulatory or Licensing Requirements 10.1.2 Letters of Support From Regulatory/Licensing Bodies
11. Program Evaluation Standard 11.1 Periodic Review Policy and Schedule
12. Academic Freedom and Integrity Standard 12.1.1 Policy on Academic Freedom 12.1.2 Policy on Academic Honesty 12.1.3 Information and Compliance Plan 12.2 Policy on Intellectual Products 12.3 Policy on Ethical Research Practices
13. Student Protection Standard 13.1 Academic Calendar Information 13.2 Student Protection Policies 13.3 Student Protection Information
14. Economic Need 14.1 Evidence of Economic Need 14.2 Employer Support 14.3 Student Interest
15. Non-Duplication of Programs 15.1 Similar/Related College Programs 15.2 Similar/Related University Programs
16. Optional Material 16.1 Internal Committee Minutes - Approval Process 16.2 Honorary Bachelor of Applied Studies Approval 16.3 Economic and Social Impact of Residential Construction in the GTA
17. Conformity with Ministerial Policy Directives 17.1 Applicant Acknowledgement and Agreement
18. Ministry Submission Requirements 18.1 Required Information for Determining Funding Parameters 18.2 Diploma and Post-Diploma Programs in Related Areas
Appendices Appendix A Approval for Elective Liberal Studies Courses at University Level Appendix B College Academic Policies, Guidelines and Codes of Conduct 2003-04
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2. Executive Summary
2.1 Executive Summary
Proposed Credential Nomenclature: Bachelor of Applied Technology – Construction Science and Management Anticipated Program Start Date:
September 2005 College and Program Overview:
“George Brown – Toronto City College is woven into the economic and social fabric of the city
and recognized as a key resource in building its future”.
With that vision as a platform, this proposal outlines the introduction of Bachelor of Applied
Technology – Construction Science and Management (BAT – CS&M), which is ideally poised to
add to this vision. The program:
• responds to an identified educational and industry need
• is fully supported by the construction sector
• conforms to the College’s business planning process
The introduction of this program at George Brown - Toronto City College’s Centre for Advanced
Building Technologies (CABT) fully completes the suite of programs that respond to the
construction industry needs for qualified employees. Designed with direction from the industry,
the curriculum is structured in a manner that builds attributes verified through a comprehensive
survey (see Appendix 14.1) and predicts success for its graduates.
Its curriculum is based on the Worldwide Instructional Development System (WIDS) and infuses
the right mix of applied, team building, problem solving and interpersonal skills. Work
experience components will be positioned within the semesters to ensure optimum placement
opportunities for the students while concurrently ensuring real world training opportunities in the
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To meet the needs of the construction industry in Ontario, The Centre for Advanced Building Technologies at George Brown - Toronto City College is poised to deliver the province’s only applied degree program in construction technology.
field. Courses will be delivered by qualified and current practitioners and from an existing pool of
professors, which will continue to be expanded as the program matures.
Program Description and Rationale:
In Ontario’s increasingly specialized and complex construction industry, successfully managing
a construction project now requires the skills of an
orchestra conductor, in addition to those of the traditional
site supervisor. The orchestra conductor needs to
interpret the musical score as it was intended to be
played by the composer, co-ordinate the movements of
various orchestral sections and individual musicians to
remain on track, manage so that members of the orchestra are motivated and the audience
happy, and complete the performance on time and within budget. As well as a solid education in
modern building sciences, Construction Managers today need practical business and
managerial training, including strong negotiating, organizational and interpersonal skills.
In Ontario, there is currently no degree program designed specifically to produce Construction
Managers with the necessary applied skills and education to meet the demands of the
construction industry. To fill this gap, The Centre for Advanced Building Technologies (CABT) at
George Brown - Toronto City College and its industry partners are proposing a four-year BAT –
CS&M Technology (Construction Science and Management) degree.
Housed in a state-of-the art and purpose-built facility in downtown Toronto, the CABT is
dedicated to specialization and excellence, with a practical hands-on focus. Graduates of the
Construction Science and Management degree program will bring to Ontario’s vital construction
industry both the innovation and specialized skills required to keep the province competitive and
successful.
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Toronto is the centre of the construction industry and activity in Ontario, and business is growing.
In Ontario, as elsewhere, the construction industry is changing in the methods and materials it uses.
Ontario’s construction industry is a vital and important part of the economy of the Province.
The total value of Ontario’s construction industry to the
province’s economy is over $41 billion dollars, divided
almost equally between residential and non-residential
construction and other projects such as office towers, commercial and manufacturing facilities
(Industrial, Commercial, Institutional sector), roads and other public works. As an industry,
construction employs almost three times as many Ontario workers as the automobile industry –
about 400,000 people or about six percent of Ontario’s workforce are employed in the
construction industry. Ontario’s construction industry sector is, as the Premier said recently,
“vital to the province’s growth, job creation, competitiveness and continued prosperity.”
With one of the highest population growth rates in North America, the Greater Toronto Area
(GTA) is the centre of the construction industry and of
construction activity in Ontario and Canada. The Greater
Toronto Area accounts for more than 40 percent of all the
construction activity in the province and the industry currently employs about 147,000 Ontario
workers in the GTA. Statistics Canada estimates there are over 13,000 construction businesses
located in the Toronto census metropolitan area. While construction has historically been a very
cyclical business – dependent on both the larger economic outlook and local and seasonal
weather conditions – the Toronto area has enjoyed strong construction growth in recent years.
According to Human Resources Development Canada (HRDC), unemployment and the
seasonal nature of construction employment are not as significant in Toronto as they are in the
rest of the province. In fact, looking ahead, the 10-year growth rate for construction in the
Toronto area is higher than the estimated growth rates of all industries in Toronto and for
construction across the rest of Ontario and Canada.
The nature of construction and building technology is
changing in Ontario and across the rest of North America.
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The environment, energy costs and economics are driving industry innovation.
Broad societal trends are impacting the nature and focus of the industry in such areas as
heritage preservation and building restoration, environmental design and energy conservation.
• Building restoration and renovation, and infrastructure repair are fast-growing segments of
Ontario’s construction industry. To meet the demand for skilled craftspeople in these
specialized areas, George Brown - Toronto City College’s CABT and its industry partners
developed and now offer two one-of-a-kind diploma programs in Ontario for Building
Renovation Technicians and Building Restoration Technicians.
The market is demanding more environmentally friendly
construction materials and methods, and governments are
enacting regulations and controls to enforce higher
standards in the areas of health and safety. In Ontario and elsewhere, rising energy costs are
pushing the need for more energy-efficient buildings. At the same time, the economics of the
industry are being challenged with a goal to lowering the costs of construction. These external
changes are having a fundamental impact on how the industry operates and approaches
construction processes. Once a very conservative industry, where innovation was measured
incrementally over many years, construction is quickly becoming a technology-driven,
specialized and sophisticated business that is demanding a highly trained and educated
workforce.
• The industry is moving away from the traditional “design-bid-build” model to design-build,
build-operate-transfer and more comprehensive, long-term “holistic” paradigms. Under the
holistic thinking and planning, construction starts with the conception of a potential project,
and moves on to include design, construction, maintenance, remodelling and renovation,
and finally demolition. Instead of simple “design-bid-build”, all these critical milestones in the
lifecycle of the potential building or structure are included in the initial conceptualization and
planning phases. And construction management is built in as part of the process, from
conceptualization to demolition.
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Regulatory changes demand more sophisticated project attention and management.
Construction Managers need management and business skills to succeed in this changing industry.
• Environmental concerns and the demand for more energy efficient buildings define the so-
called “Green Building” movement. Instead of the traditional modular approach to building,
new building construction is beginning to stress a “whole building” approach that optimizes a
building’s energy efficiency, indoor environmental quality and resource and material use.
New building materials and innovation in building techniques are reducing building heat loss
and energy usage, and helping to preserve Ontario’s environment.
At the same time as the industry moves forward and
embraces innovation and change, the governmental
regulatory environment in which the construction industry
operates is also changing. In an effort to increase building safety and quality and to make the
regulatory process streamlined and transparent, Ontario is reforming building regulations.
Building Regulatory Reform in Ontario will, among other things, specify at what stages a
building is inspected and will mandate the qualifications of building officials. As well, the Ontario
Building Code is moving from being prescriptive to being objective-based, which will offer
greater flexibility and foster technical innovation in meeting the intent and objectives of the code
requirement. The construction industry requires individuals with the training, education and
interpersonal skills to interpret the new building codes and work within building regulatory
reform.
In this rapidly changing and growing industry, more and more highly trained Construction
Managers are needed, managers who can successfully
function within multidisciplinary project teams of architects,
engineers, regulators, environmentalists, building
planners, contractors and tradespeople. As well, the industry needs managers with a
comprehensive grasp of quality management systems and who possess a deep and broad
technical background that transcends the narrow scope of the disciplines that comprise the rest
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of the team. Ontario’s construction industry needs Construction Managers with the technical
construction expertise and the ability to work with people, who can see the “big picture”.
The analogy of the Construction Manager to an orchestra conductor is appropriate. Construction
Managers plan and direct construction projects, managing the process from start to finish
according to client schedules, specifications and budgets. Construction Managers:
• Prepare budget estimates for the project,
• Prepare schedules and milestones for the project, monitor progress against these
schedules, and report on-going progress,
• Prepare contracts and negotiate changes in contracts with architects, consultants, clients,
suppliers and sub-contractors,
• Develop and implement quality control programs,
• Direct the purchase of materials,
• Hire and supervise sub-contractors and staff, and supervise their activities, and
• Represent their client in business services and union contract negotiations.
Traditionally, individuals advanced into construction management positions after gaining
substantial experience in the construction trades. This “informal” pathway is quickly becoming
less tenable from the perspective of the industry, government and public, given the changes the
industry is experiencing and developing innovations in methods and materials.
• HRDC in a recent report on the Toronto labour market concluded “skill levels, training and
educational requirements are increasing” in the construction industry overall.
“New methods include increased use of computer technology and an increased need to
read technical drawings and instruction. Some pre-fabricated building components are
assembled on site, reducing labour requirements. There is increased use of materials such
as steel, concrete and plastics.” 1
• With specific regard to Construction Managers, HRDC reports a need for a background in 1 HRDC, Toronto Labour Market Information Service, May 2003.
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construction technology, combined with management skills:
“Advances in building materials, the development of electronically operated ‘smart buildings’
and the proliferation of new building standards will make the work of construction managers
more complex. Persons with a strong background in building construction technology with
proven managerial skills should have the best opportunities.” 2
• The U.S. Department of Labor goes further by adding business skills to the list, concluding
“persons interested in becoming a construction manager need a solid background in
building science, business, and management, as well as related work experience within the
construction industry.” 3
The demand for Construction Manager professionalism appears even greater in the United
States than it currently is in Canada. Given our close and parallel relationship, the trend seems
inevitable. “A nation-wide trend toward increase professionalism in the field of construction
management is expected to fuel the demand both for persons with training at the master’s level
and for professional development courses.” 4 Voluntary certification of Construction Managers
is increasing in the United States, as are advertisements for Construction Managers that
demand certification as a qualification. In the United States, some states are beginning to
licence professional Construction Managers, as they do engineers and architects.
• A survey of members of the Toronto Construction Association conducted by George Brown -
Toronto City College indicated that 61 percent of the companies experienced difficulties
hiring Construction Managers over the past three years. For two-thirds of these companies,
the main reason was the lack of formal training or education among potential Construction
Management candidates.
• When asked what level of education they would require if hiring a Construction Manager
today, 71 percent of the member firms reported requiring a college education and 28
2 Ontario Job Futures, 0711 Construction Managers 3 Bureau of Labor Statistics, Occupational Outlook Handbook, 2002-2003 4 Southern Illinois University, Resource Allocation Management Program, Planning Document for Fiscal Year 2004
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In addition to a skills gap, a shortage of Construction Managers is imminent as demand grows.
percent said an undergraduate degree. In terms of priority, the top five subject areas of most
relevance to the industry, as measured in the survey are mostly “high level”, as opposed to
specific technical, skills:
1. Oral and written communications
2. Plans interpretation
3. Planning scheduling
4. Client relationship management
5. Project administration management and leadership skills
While these subject areas are part of the curriculum of other construction management
programs studied by the George Brown team, what will differentiate the BAT – CS&M
Technology (Construction Science and Management) degree program at the College will be
the level and nature of study. The CABT offers theoretical classroom-based learning, as well
as practical hands-on experiences in the field where theory is applied and tested.
Growth in Ontario’s construction industry means overall
growth in demand for Construction Managers. According
to HRDC, “the number of job openings exceeds the
number of job seekers” and employment prospects to 2007 are rated as “good”. 5 A rating of
good means the opportunity for finding employment is relatively strong, chances of job loss
are weak and the earning potential is higher than in other occupations. The average income
of a Construction Manager is higher than average income of all occupations (i.e., $50,368
compared to $40,281 in 2002 in Ontario). Almost half – forty-two percent – of Ontario’s
Construction Managers are employed in the Toronto metropolitan area.
• Members of the Toronto Construction Association who answered the survey will hire over
1,100 new Construction Managers by 2006, to add to or to replace due to retirement the
2,257 they currently employ. About one in three of these member firms report they will be 5 HRDC, Job Futures National Edition, April 24, 2003
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No college or university in Ontario currently meets the need for advanced Construction Manager education and training.
hiring to replace retired Construction Managers.
While the growth prospects of this vital Ontario industry and occupation look good in the future,
this increasing demand for construction and expected retirement among the current workforce
indicate an acute shortage of skilled workers looming on the horizon. And this includes
Construction Managers. Statistics Canada data indicate that in 1989, 43 percent of the
construction workforce in Ontario was between the ages of 35 and 64. In 2002, 71 percent of
the workforce was in this age group. The workforce is getting older and closer to retirement.
Construction Managers have a higher than average projected retirement rate – an unpublished
Ministry of Training, Colleges and Universities study indicated that 36 percent of the
Construction Managers employed in Ontario in 1996 will have retired by the year 2010. That
percentage is contrasted to that of 29 percent among all occupations in Ontario. 6
Ontario is facing a looming shortage of Construction Managers, both in terms of pure demand
and in terms of the necessary professionalism and set of
skills required (i.e., technical, managerial and business),
given the changing needs of the industry and society. In
Ontario, there is currently no applied degree program offered that meets the professionalism
and skill set gap.
In the United States, the U.S. Department of Labor estimates there are approximately 100
colleges and universities offering four-year degree programs in construction management or
construction science and approximately 20 offering Master’s degree programs. In contrast,
Canada has very few colleges or universities offering degree programs specializing in
construction management. Only the British Columbia Institute of Technology offers specific
degree programs in construction management: a Bachelor of Technology in Construction
Management program (part-time) and a distance education Master’s program (in association
6 Projection of Retirements by Occupation, Ontario, Labour Market Information and Research, Training Division, MTCU, 2000
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George Brown - Toronto City College is ready to meet the needs of Ontario’s construction industry.
with the University of Bath in the United Kingdom). Courses relating to construction
management are available largely through studies in other specialized degree programs (e.g.,
Civil and Engineering or Architectural Science degree programs) or through two- and three-year
diploma programs (e.g., Construction Engineering Technician or Construction Engineering
Technology Management at George Brown - Toronto City College).
It is this gap that the CABT at George Brown - Toronto City College, with help from its industry
partners, is proposing to fill with a four-year BAT – CS&M
Technology (Construction Science and Management)
degree program. The CABT also offers a four-year
Bachelor of Applied Technology degree in Construction and Environment, Regulations and
Compliance. Being in the centre of the Province’s construction industry and activity puts the
CABT in a unique position to mount and deliver the Construction Science and Management
program. The Centre has been working with its industry partners to better understand the
industry’s needs and demand for Construction Managers and soliciting their input to shape the
curriculum for the program. Graduates of the applied degree program will directly enter the
construction workforce and quickly add value to their employers, the industry and the Province
in applying their skills and innovation to construction in Ontario.
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3. Program Abstract
3.1 Program Abstract
This hybrid program based on science and management theories will produce graduates capable of effectively functioning in all construction settings, whether industrial, commercial, institutional, residential or infrastructure revitalization. Program outcomes comply with codes, laws and regulations, while respecting sustainable environmental practices. The graduates of this program will be able to address the needs of the rapidly changing construction landscape, and with additional experience be able to assume positions as middle and senior managers. They will be able to continue their studies in the field of Business Management and specialized areas of the construction sector like green building, energy conservation and clean technology.
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4. Program Degree-Level Standard
4.1 Degree-Level Summary
Several applied degree models were studied while developing this program. Applied degree programs offered by different jurisdictions within Canada and the United States were studied in more detail. In addition to the current offerings of such programs, further research was conducted with the following organizations:
• Quality Assurance Agency for Higher Education: http://www.qaa.ac.uk/aboutqaa/qaaintro/contents.htm
• Canadian Engineering Accreditation Board (CEAB) OACETT: http://www.oacett.org/
• The Accreditation Board for Engineering and Technology (ABET): http://www.abet.org/about.html
• American Council for Construction Education (ACCE): http://www.acce
These organizations represent parallel developments and/or standards establishments in different jurisdictions. OACETT standards are defined at diploma level and since this proposal is at a degree level, it was found that the proposed standards for the degree program exceed that of the OACETT requirements. Currently, CEAB does not have developed documents and/or process for the applied degree level. ABET has developed an assessment model for applied degree programs. This model is time-tested in the United States and through bilateral and international agreements. ABET has defined applied degree levels in two broad categories: Associate and Baccalaureate levels. In addition, ABET also reviews program related standards while providing accreditation. In the development of the Course Objectives, reliance was placed on the language and content guidelines provided by ABET, ACCE and PEQAB. Please see Appendix 13.1 for detailed analysis of how this applied degree meets or exceeds the ABET and ACCE standards. The Bachelor of Applied Technology - Construction Science and Management program at George Brown - Toronto City College meets or exceeds the PEQAB Degree Level Standards for baccalaureate degrees with an applied focus in every category. Each standard is addressed below: 1. “Knowledge and critical understanding of the well-established principles of their area(s) of study, and of the way in which those principles have developed” Students seeking a career in the construction sector (management and engineering) will gain in-depth knowledge of construction engineering principles, management techniques, materials and specifications, communications and negotiation/mediation skills within a framework bounded by standards and codes. This level of focus allows the student to functionally apply new technologies in a manner consistent with the evolution of this new profession as defined by the construction industry.
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2. “Ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context” The Construction Science and Management program is, in every respect, an applied program. Throughout the course of study, students learn through extensive use of case studies and collaborative projects. In some courses, a problem-based approach is taken. These methods of learning, by definition, ensure that students are able to apply concepts to different contexts. Success is measured not solely by the ability to reproduce material from the textbook, but also by the student’s ability to apply the material to cases, group projects and real-world problems. 3. “Knowledge of the main methods of enquiry in their subject(s), and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study” Critical thinking is one of the most important skills that employers seek from their employees. The ability to think critically is also a skill that helps individuals to function effectively in all aspects of their lives – in both business and personal situations. The Construction Science and Management program begins teaching students to think critically from the first semester. Courses such as Industry Practices and Construction Law help students to develop the critical thinking skills that they will need in order to take a standard or practice and apply its principles to other applications or circumstances. Such courses set the groundwork for the use of problem-based and collaborative learning in specifically chosen later courses, where students learn through their own research, synthesis of information and critical thinking around various approaches to the problems presented. Just a few examples of courses that make extensive use of these techniques include Theory of Structures, Rating and Testing Methods, Contract Law and Specifications and Professional Ethics. 4. “An understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge” Knowing what you don’t know is as important as knowledge itself. A true professional is not afraid to say, “I don’t know – let me look into it”. Once again, this is all part of the approach to learning taken in the Construction Science and Management program at George Brown - Toronto City College. Early elements such as Canadian Law and Zoning & Land Surveying instil this understanding in students from the beginning of the program. In many courses, students learn to identify areas for which they are or are not qualified. In certain courses, for example, students start learning the principles and analytical techniques of existing and emerging building technology. They learn what additional knowledge they must obtain, or what other professionals they must work with in order to serve their clients’ interest and effectively construct building and environmental systems. They learn how to assess the limits on their knowledge and communicate those limits clearly to clients or co-workers when appropriate. The Construction Science and Management program exceeds the requirements of the degree level standard by also addressing the following: 5. “Use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis” The economic need for this program is based on the public and industry demand for professionals who work within the entire spectrum of the construction sector and who critically analyze and understand the impact of decisions and processes followed. All students in the
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Construction Science and Management program learn these steps in their first year of study. These principles are then applied continually to courses as students build on basic theories and applications. Critical analysis is a core competency instilled in students throughout the programs, in all courses. Finally, these skills are tested in aggregate in the fourth year and are embedded in the courses (e.g. Leadership Development 1 & 2, Risk Management and Professional Ethics). 6. “Effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively” Effective communication is critical to success. Effective communication will enable the student to progress on the job and to achieve results. The Construction Science and Management program dedicates three courses specifically to develop students’ communication skills (Communications PBL, Project Management – Construction, and Business Practices and Communications). The fundamental communication skills learned in these courses are then further developed and refined through innovative learning methods. Written communications and analyses are developed through case projects that require written reports. Oral analysis and communications are developed through presentations, debates and discussions in real-world settings, and form a significant portion of the students’ grades in many courses. The ability to communicate with confidence and effectiveness was the number one criteria demanded by the industry in the survey for a competent construction manager. 7. “Undertake further training, develop existing skills and acquire new competencies that will enable them to assume significant responsibility within organizations” The Construction Science and Management program focuses on the construction industry and related management and engineering skills. The skills developed for successful group relationships, management of resources, risk taking and public safety are very applicable to other areas of organizations and to other industries. For example, these graduates can move toward leadership roles in many other areas of an organization by undertaking roles in land development, testing, logistics, public and private administration. 8. “Have qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making” Several courses have been established in the program specifically to instil in students a sense of personal responsibility for their actions, and to develop skills that will be easily transferable. Through collaborative learning, problem-based learning and casework, students learn that knowledge of the subject matter goes beyond the specific situation in which it was presented. In topics such as Contract Law and Specifications, students must use their core knowledge and combine it with critical thinking, communications, problem-solving and teamwork skills to situations well outside the boundaries of their core subjects. As a result of this process, they will perform more effectively in business. This is truly the culmination of a complete, applied education at the degree-level.
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5. Admissions, Promotion, Graduation Standard
5.1 Admission Requirements
5.1.1 Program Admission Requirements and Level of Achievement
Program Admission Requirements
Academic
A minimum of six (6) Grade 12 courses at 65% including three (3) required university preparation (U) courses and three additional university (U) or university/college (M) courses The following Grade 12 U courses are required:
• Grade 12 compulsory English (ENG 4U) • Any one of Grade 12 4U Mathematics (MGA 4U, MCB 4U,
MDM 4U) • One 4U level Science is recommended but not mandatory
Related work/ volunteer experience
None
Other (e.g., portfolio, specialized testing, interview, G.R.E., etc.)
None
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5.1.2 Admission Policies and Procedures for Mature Students
For degree programs, mature student applicants may be considered for admission if they meet all of the following requirements:
• 19 years of age by December 31st of the year in which they commence studies • Present tangible evidence of ability to cope with the program at George Brown -
Toronto City College • Possess the program prerequisite subject requirements as outlined in section 5.1.1. • To support applications, applicants should submit a letter and resume outlining: • Why they have chosen this program • Career ambitions/career goals • Past work experience
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5.1.3 Credit Transfer/Recognition Policies
Transfer of External Academic Credits Current transfer policies at the college are designed for the diploma programs. Degree program transfer policies will be in accordance with the guidelines established by the PEQAB. Policies and practices pertaining to credit transfer/recognition (including any bridging requirements for certificate/diploma to degree laddering) ensure that the degree level standard and program learning outcomes are met. In such cases, if transfer credits are awarded for learning done at a post-secondary institution which is not:
i. a Canadian institution empowered to award degrees either on the basis of their own statues or ministerial consent; or
ii. a degree granting institution recognized by the Department of Education or by an accrediting agency which itself is accredited by the Council of Higher Education Accreditation in the United States; or
iii. a degree granting institution from another jurisdiction which has a similar “accredited” status,
then the applicant will be required to demonstrate the appropriateness of the methodology that will be used to ensure that the content and outcomes of the studies for which transfer credit is being awarded have a substantial academic affinity with the proposed program and are at the degree level. To Qualify Applicants wishing to qualify for transfer of academic credits received at another academic institution in one or more courses should so indicate on the Application of Admission to Ontario Colleges of Applied Arts and Technology. Supporting documentation, such as official transcripts or an outline of work experience should be sent directly to the College. Review of Request The Chair of the program in which course credit is requested, or the Chair’s designate, will assess the request, consulting with other college personnel as appropriate, to ensure that the requirements of the course or courses for which the student is seeking academic credit have been met. Students will be notified by the Office of the Registrar and/or the program’s Chair or designate with respect to the status of the request for credit transfer. Advanced Standing Advanced standing is granted to a student upon admission that enables direct entry to the second semester or higher of a program. This status is based on the decision that previous academic experience or work experience is equivalent to one or more semesters of the College's prescribed curriculum. No grade is awarded for the recognition and therefore not included in any grade point average (GPA) calculations. To Qualify Applicants wishing to qualify for advanced standing should so indicate on the Ontario College Application Form produced by the Ontario College Application Service (OCAS). The application should be accompanied by supporting documentation, such as official transcripts and/or course/program outlines and outline of work experience. All foreign-language transcripts must be translated into English and notarized.
19
Status of Request The Chair of the program in which advanced standing is requested, or the Chair’s designate, will assess the request, consulting with other college personnel as appropriate, to ensure that all course/program requirements have been previously met. Students will be notified by the Office of the Registrar and/or the program’s Chair or designate with respect to the status of the request for advanced standing and the final placement of the student in the program.
20
5.1.4 Advanced Placement Policies Policies and practices pertaining to advanced placement (including prior learning assessment, entrance examination) ensure that the degree level standards and program learning outcomes are met. Please refer to Appendix 13. Prior Learning Assessment and Recognition (PLAR) Procedures George Brown PLAR Process – All Departments PLAR is open to all individuals who are interested in gaining credit for college courses diploma and degree. When a candidate who is not enrolled in a program calls the PLAR office, he/she will be given general information about what PLAR is and how it operates in the College. The college will ensure that all of the PLAR policies and procedures are consistent with the PEQAB guidelines and requirements. If the candidate wishes to proceed, the PLAR Coordinator will identify the course that the candidate wants to be exempted from. This may mean:
• talking to the candidate about his or her experiences; • reviewing the course calendar, course descriptions, and course outlines; • providing information on other George Brown - Toronto City College resources; and • providing information on particular department challenge processes.
Candidates will be informed whether a challenge process is available for that course. If a challenge process is available, candidates can be given a description of the challenge process and told how long it will take to arrange. If the challenge process is not available, candidates should be told when it will be available. If the course is closed to PLAR, candidates should be given the reasons. 1. Once a course or program has been identified, the PLAR Coordinator will refer the
candidate to the department's Chair or Program Coordinator or Chair Designate concerned with more specific course/program details.
Initially, candidates may only need information to decide whether to proceed. This might involve the Chair or Program Coordinator doing the following:
• interviewing the candidate; • informing the candidate about specific departmental PLAR processes; • setting up an interview between faculty members and the candidate; • telling the candidate about resource material and where it is available; and • arranging for the audit of a class. • If the candidate chooses to proceed, he/she will be asked by the PLAR Coordinator
and/or Chair to complete the PLAR Application form. As appropriate, other members from the department undergoing the PLAR procedure are then informed about the candidate.
2. The challenge process or portfolio assessment is always conducted by the department that
offers the course. The challenge process may include an interview, a field placement, a lab, an exam, an essay, a demonstration, or a combination of these.
3. When the challenge process is complete, the department informs the candidate of the result.
21
Please note the following: • PLAR assessments require an actual mark, and the candidate is graded on her/his
ability to meet the course outcomes; • PLAR failures are not recorded on grade reports, transcripts, etc.
Candidates must pay the non refundable PLAR fee before undergoing the PLAR challenge process. The department will submit the fully completed PLAR application form and payment to the PLAR Coordinator, who will then process it and forward it to Central Registration.
Completed PLAR assessments will be kept in the department for a period of time and must remain confidential, according to College policy. An administrative record of the candidate’s PLAR will be kept at the PLAR office.
Appeals
Candidates have the right to appeal a failure or appeal the PLAR process designated for a given course. • For a failed PLAR course, the candidate will use the process as designated in the
academic appeals process • For an appeal of a PLAR failure, the candidate must state his/her case before two or
more subject matter experts and the Chair or Program Coordinator of that department Dates for PLAR Applications for Full-time Programs
• Fall Semester: May 15 • Winter Semester: October 15 • Spring Semester: February 15
22
5.2 Promotion and Graduation Requirements
Level of Achievement Program Requirement Promotion Graduation Courses in disciplines outside the main field(s) of study
1.0 D Overall average 2.3 C+
Courses in disciplines within the main field(s) of study
1.7 C- Overall average 2.3 C+
Other, please specify (e.g., work placement/internship)
Complete and pass Complete and pass all
Other, please specify (e.g., research paper)
Other, please specify (e.g., laboratories)...etc.
Overall achievement
2.3 C+ 2.3 C+
49
6.2 Professional/Accreditation or Other Organization Support
6.2.1 Current Professional/Accreditation or Other Requirements
Graduates from this program are well positioned to receive credential recognition from: • Canadian Council of Technician and Technologists (CCTT) • Ontario Association of Certified Engineering Technicians and Technologists (OACETT) • Ontario Building Officials Association (OBOA)
The Canadian Engineering Accreditation Board (CEAB), the Accreditation Board of Engineering and Technology (ABET), and the American Council for Construction Education (ACCE) will be further consulted for credential recognition prior to the third year of delivery and as per their individual guidelines. George Brown - Toronto City College is keenly aware of the need for program accreditation and graduate recognition. Dialogue with various associations and accrediting bodies will continue.
50
6.2.2.A Letters of Support: Professional/Accreditation or Other Requirements
The letters of support contained in this section were provided to George Brown - Toronto City College when the idea of developing an applied degree directed at the construction sector was in its conceptual stage. It provided the College and the Toronto Construction Association with verifiable evidence that a need existed for this type of program.
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
Appendix 6.2.2.B Letters of Support – Professional/Accreditation or Other Requirements
The letters of support contained in this section further confirm the need for the Bachelor of Applied Technology - Construction Science and Management and reference the company’s ability and willingness to hire both co-op students and graduates. (See also Appendix 6.6.3.)
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
6.3 Program Level Learning Outcomes
Proposed Program Outcomes Courses 1 Using relevant media communicate all manner of
information related to a construction project 3, 5, 17, 27, 28, 31, 32, 33, 38, 49 and 50
2 Analyze past performance of projects to predict and improve future projects
2, 3, 4, 19 and 23
3 Manage projects in a compliant, safe, ethical and “green” manner
9, 10, 11, 13, 15, 20, 21, 26, 36, 40 and 45
4 Apply management tools and concepts in the execution of construction projects
27, 31, 32, 33, 34, 35, 38, 39 and 41
5 Recognize and value diversity of opinion, process and approach
6, 12, 18, 24, 30, 37 and 44
6 Incorporate effective leadership strategies to form multidisciplinary and multicultural teams and work groups
5, 31, 33, 34, 38, 42, 48, 49 and 50
7 Use the theories and practice of organizational behaviour and human resources to manage and develop people.
3, 5, 28, 31, 33, 34, 35, 49 and 50
8 Model and analyze technical problems by applying sound engineering and building science principles
1, 4, 2, 7, 9, 14, 15, 16, 19, 21, 22, 23 and 25
9 Assess and apply business, accounting and financial principles
2, 8, 16, 19, 23, 27, 29, 43 and 46
10 Assess and apply logistical concepts and practices in the management of time, cost and quality performance
23, 27, 31, 32, 33, 34, 35 38, 39, 41 and 43
11 Evaluate risk potential and environmental impact of projects and mitigate accordingly
19, 32, 33 and 43
12 Create technical documents such as tenders, RFPs, records, etc.
5, 20, 23, 27, 29, 49 and 50
13 Behave in a fair, ethical and responsible manner consistent with the professional codes of conduct, laws, policies, contracts, etc.
3, 26, 28, 33, 36, 45, 49 and 50
The above learning outcomes were used as the source for the development of the detailed curriculum.
140
6.4 Academic Course Schedule Information
6.4.1 Program Hour/Credit Conversion Justification
1. Does this program include laboratory components? __X__ Yes _____ No 2. If “yes”, will the calculation of program breadth be based on a conversion of all program hours into program credits? _____ Yes __X__ No 3. If “yes”, Complete Table 6.4.1. If “no”, proceed to Appendix 6.4.2.
141
6.4.
2.A
Aca
dem
ic C
ours
e Sc
hedu
le –
Ful
l-Tim
e St
udie
s
Year
and
Se
mes
ter
No.
C
ours
e Ti
tle
DW
C
ours
e Se
m
Hrs
DO
C
ours
e Se
m
Hrs
DL
Cou
rse
Sem
H
rs
Cou
rse
Pre-
req
and
Co-
req
Prop
osed
In
stru
ctor
or
indi
cate
if fa
culty
to
be
recr
uite
d
Hig
hest
Q
ualif
icat
ion
earn
ed (o
r re
quire
d) a
nd, o
nly
whe
re a
pplic
able
, hi
ghes
t qu
alifi
catio
n pr
ogre
ss
Page
R
ef to
C
V
Yea
r 1
Sem
este
r 1
1 M
ath
- Tec
h 42
Kra
ntzb
erg
Mas
ters
32
6
2
Mac
ro E
cono
mic
s
42
Poo
l M
aste
rs o
r abo
ve
3
Indu
stry
Pra
ctic
es
56
5 W
ills
Mas
ters
33
6
4
Con
stru
ctio
n Te
chno
logy
1 –
Sm
all
Bui
ldin
gs
70
W
ills
Mas
ters
33
6
5
Com
mun
icat
ions
(PB
L)
42
3 O
rman
P
hD
367
6
His
tory
of A
rchi
tect
ure
42
M
ulle
r M
aste
rs &
Arc
hite
ct
362
Yea
r 1
Sem
este
r 2
7 C
onst
ruct
ion
Tech
nolo
gy 2
–IC
I 84
4
Wills
M
aste
rs
336
8
Mic
ro E
cono
mic
s
42
2
Poo
l M
aste
rs o
r abo
ve
9
The
Sci
ence
of A
rchi
tect
ure
– Th
eory
of S
truct
ure
28
11
Wills
M
aste
rs
336
10
B
uild
ing
Cod
e A
ct &
Reg
ulat
ions
42
4
To b
e re
crui
ted
Mas
ters
or a
bove
11
C
onst
ruct
ion
Sci
ence
: Fou
ndat
ions
&
Stru
ctur
es
56
9 Kr
antz
berg
M
aste
rs
326
12
El
ectiv
e
42
pool
M
aste
rs o
r abo
ve
Opt
iona
l Wor
k Te
rm
Yea
r 2
Sem
este
r 3
13
Zoni
ng &
Site
Eng
inee
ring
56
Kr
antz
berg
&
/or W
ills
Mas
ters
32
6/
336
14
Q
uant
ity S
urve
ying
56
Kiss
oon
PQS
324
142
Year
and
Se
mes
ter
No.
C
ours
e Ti
tle
DW
C
ours
e Se
m
Hrs
DO
C
ours
e Se
m
Hrs
DL
Cou
rse
Sem
H
rs
Cou
rse
Pre-
req
and
Co-
req
Prop
osed
In
stru
ctor
or
indi
cate
if fa
culty
to
be
recr
uite
d
Hig
hest
Q
ualif
icat
ion
earn
ed (o
r re
quire
d) a
nd, o
nly
whe
re a
pplic
able
, hi
ghes
t qu
alifi
catio
n pr
ogre
ss
Page
R
ef to
C
V
15
C
onst
ruct
ion
Sci
ence
: Com
pone
nts
& S
epar
ator
s 56
11
Kr
antz
berg
M
aste
rs
326
16
A
pplie
d M
ath
- Sta
tics
42
9 Kr
antz
berg
M
aste
rs
326
17
La
w &
Con
stru
ctio
n C
ontra
cts
28
To
be
recr
uite
d M
aste
rs o
r abo
ve
18
E
lect
ive
42
P
ool
Mas
ters
or a
bove
Yea
r 2
Sem
este
r 4
19
Pro
babi
litie
s &
Sta
tistic
s 42
Litw
in
Mas
ters
33
0
20
C
onst
ruct
ion
Est
imat
ing
1 –
Sm
all
Bui
ldin
gs
56
4, 1
4 K
isso
on
PQ
S
324
21
M
echa
nica
l & E
lect
rical
Sys
tem
s 56
To b
e re
crui
ted
Mas
ters
or a
bove
22
S
truct
ural
Sys
tem
s A
naly
sis
42
11
Kran
tzbe
rg
Mas
ters
32
6
23
Q
ualit
y As
sura
nce:
Spe
cific
atio
ns
42
17
To b
e re
crui
ted
Mas
ters
or a
bove
24
E
lect
ive
42
P
ool
Mas
ters
or a
bove
Opt
iona
l Wor
k Te
rm
Yea
r 3
Sem
este
r 5
25
Con
stru
ctio
n Fi
eld
Engi
neer
ing
56
15, 2
7 To
be
recr
uite
d M
aste
rs o
r abo
ve
26
Bu
ildin
g C
ode
Com
plia
nce
42
10
To b
e re
crui
ted
Mas
ters
or a
bove
27
Pl
anni
ng &
Sch
edul
ing
56
25
To b
e re
crui
ted
Mas
ters
or a
bove
28
H
ealth
& S
afet
y 28
To b
e re
crui
ted
Mas
ters
or a
bove
29
C
onst
ruct
ion
Est
imat
ing
2 –
Pric
ing
56
20
Kiss
oon
PQS
324
30
E
lect
ive
42
P
ool
Mas
ters
or a
bove
Yea
r 3
Sem
este
r 6
31
Pro
ject
Man
agem
ent C
onst
ruct
ion
56
25, 3
2 W
ills
Mas
ters
33
6
143
Year
and
Se
mes
ter
No.
C
ours
e Ti
tle
DW
C
ours
e Se
m
Hrs
DO
C
ours
e Se
m
Hrs
DL
Cou
rse
Sem
H
rs
Cou
rse
Pre-
req
and
Co-
req
Prop
osed
In
stru
ctor
or
indi
cate
if fa
culty
to
be
recr
uite
d
Hig
hest
Q
ualif
icat
ion
earn
ed (o
r re
quire
d) a
nd, o
nly
whe
re a
pplic
able
, hi
ghes
t qu
alifi
catio
n pr
ogre
ss
Page
R
ef to
C
V
32
C
ost C
ontro
l 56
31
To
be
recr
uite
d
33
B
usin
ess
Pra
ctic
es &
C
omm
unic
atio
n
42
To b
e re
crui
ted
34
La
bour
Rel
atio
ns &
HR
M
anag
emen
t 28
To b
e re
crui
ted
35
C
ost P
lann
ing
28
W
ills
Mas
ters
33
6
36
C
onst
ruct
ion
Law
– C
ase
Stud
ies
28
17
Bobe
chko
LL
B 31
8
37
E
lect
ive
42
P
ool
Mas
ters
or a
bove
Opt
iona
l Wor
k Te
rm
Yea
r 4
Sem
este
r 7
38
Pro
ject
Adm
inis
tratio
n 28
17
Fu
kush
ima
Arc
hite
ct
321
39
D
evel
opm
ent E
cono
mic
s 28
35
N
icho
lls
Mas
ters
40
In
nova
tion
& C
onst
ruct
abilit
y 56
31
To
be
recr
uite
d M
aste
rs o
r abo
ve
41
P
roje
ct P
rocu
rem
ent
28
29
To b
e re
crui
ted
Mas
ters
or a
bove
42
Le
ader
ship
Dev
elop
men
t 1
42
To
be
recr
uite
d M
aste
rs o
r abo
ve
43
R
isk
Man
agem
ent
42
36
To b
e re
crui
ted
Mas
ters
or a
bove
44
E
lect
ive
42
P
ool
Mas
ters
or a
bove
Yea
r 4
Sem
este
r 8
45
Pro
fess
iona
l Eth
ics
28
46
M
ortg
age
Mon
itorin
g 42
47
El
ectiv
e
42
48
Le
ader
ship
Dev
elop
men
t 2
42
144
Year
and
Se
mes
ter
No.
C
ours
e Ti
tle
DW
C
ours
e Se
m
Hrs
DO
C
ours
e Se
m
Hrs
DL
Cou
rse
Sem
H
rs
Cou
rse
Pre-
req
and
Co-
req
Prop
osed
In
stru
ctor
or
indi
cate
if fa
culty
to
be
recr
uite
d
Hig
hest
Q
ualif
icat
ion
earn
ed (o
r re
quire
d) a
nd, o
nly
whe
re a
pplic
able
, hi
ghes
t qu
alifi
catio
n pr
ogre
ss
Page
R
ef to
C
V
49
P
roje
ct M
anag
emen
t Pra
ctic
um
– S
tudi
es B
id C
ompe
titio
n 56
29
Ki
ssoo
n PQ
S 32
4
50
Se
nior
Inde
pend
ent C
apst
one
Indu
stry
Pro
ject
56
42
W
ills
Mas
ters
33
6
Subt
otal
Pro
gram
Hou
rs
1624
49
0 12
6
Ave
rage
Con
tact
Hrs
. per
sem
este
r inc
ludi
ng la
bs =
20
A=S
um
of D
W
Hou
rs
B=S
um
of D
O
Hou
rs
C=S
um
of D
L H
ours
Tota
l Pro
gram
Hou
rs =
A+B
+C
2240
Cal
cula
te th
e pe
rcen
tage
of t
he p
rogr
am o
ffere
d in
DO
an
d D
L co
urse
s [(B
+C)/(
A+B
+C)]*
100
28%
M
ust b
e at
leas
t 20%
Cal
cula
te th
e pe
rcen
tage
of t
he p
rogr
am o
ffere
d in
DO
co
urse
s [B
/(B+C
)]*10
0 80
%
Mus
t be
at le
ast 7
5% o
f the
tota
l DO
and
DL
cour
ses
Cal
cula
te th
e pe
rcen
tage
of t
he p
rogr
am o
ffere
d in
DL
cour
ses
[C/(B
+C)]*
100
20%
M
ust n
ot b
e gr
eate
r tha
n 25
% o
f the
tota
l DO
and
DL
cour
ses
Dis
cipl
ine
with
in M
ain
Fiel
d(s)
of S
tudy
– D
W
Dis
cipl
ine
Out
side
the
Mai
n Fi
eld(
s) o
f Stu
dy –
DO
D
isci
plin
e O
utsi
de th
e M
ain
Fiel
d(s)
of S
tudy
but
Lin
ked
to th
e M
ain
Fiel
d of
Stu
dy –
DL
145
6.4.2.B Table: Academic Course Schedule – Part-Time Studies
Not applicable to this proposed program.
146
6.5
Cou
rse
Out
lines
and
Oth
er G
radu
atio
n R
equi
rem
ents
6.5.
1 C
ours
e D
escr
iptio
ns a
nd L
earn
ing
Out
com
es
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 1, Semester 1
1 M
ath
- Tec
h Th
is c
ours
e pr
ovid
es th
e te
chni
cal m
ath
com
pone
nt a
s a
lead
-in to
futu
re c
ours
es in
th
is p
rogr
am. T
echn
ical
mat
h is
app
lied
to
gene
ral c
ase
stud
y pr
oble
ms
perta
inin
g to
th
e ot
her c
ours
es in
this
sem
este
r and
ot
hers
.
· A
pply
the
prin
cipl
es o
f men
sura
tion
(leng
th, a
reas
, vol
umes
) of g
eom
etric
fig
ures
, x-y
coo
rdin
ates
, equ
atio
ns o
f st
raig
ht li
nes
and
othe
r fig
ures
. ·
Con
vert
units
, uni
t sys
tem
s of
phy
sica
l m
easu
rem
ents
. ·
Sol
ve m
athe
mat
ical
righ
t ang
le a
nd
non
right
ang
le tr
igon
omet
ry, p
robl
ems
rele
vant
to th
e ot
her c
ours
es w
ithin
this
se
mes
ter.
· S
olve
alg
ebra
ic e
quat
ions
incl
udin
g qu
adra
tics.
·
App
ly th
e pr
inci
ples
of c
alcu
lus,
lim
its,
diffe
rent
iatio
n an
d in
tegr
atio
n
· A
pply
mat
hem
atic
s to
con
stru
ctio
n sc
ienc
e pr
oble
ms.
147
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 1, Semester 1
2 M
acro
econ
omic
s:
Can
ada
in th
e G
loba
l Env
ironm
ent
This
intro
duct
ory
cour
se g
ives
stu
dent
s a
foun
datio
nal u
nder
stan
ding
of s
carc
ity a
nd
the
dyna
mic
s of
sup
ply
and
dem
and.
V
ario
us m
acro
econ
omic
mea
sure
men
ts
are
stud
ied,
incl
udin
g in
flatio
n,
unem
ploy
men
t rat
es, g
ross
dom
estic
pr
oduc
t, ec
onom
ics
mul
tiplie
rs a
nd m
oney
su
pply
. Stu
dent
s le
arn
the
mec
hani
cs o
f fis
cal a
nd m
onet
ary
polic
y, in
clud
ing
the
role
of t
he b
anki
ng s
yste
m in
an
econ
omy,
an
d ho
w a
nd w
hy th
e B
ank
of C
anad
a pl
ays
a ro
le in
inte
rest
rate
det
erm
inat
ion.
· A
naly
ze th
e ba
sic
econ
omic
pro
blem
fa
ced
by a
ll so
ciet
ies.
·
App
ly fu
ndam
enta
l eco
nom
ic th
eory
to
curr
ent e
vent
s.
· A
naly
ze th
e fa
ctor
s w
hich
influ
ence
ris
ing,
falli
ng a
nd s
tabl
e pr
ices
. ·
Use
var
ious
eco
nom
ic m
easu
rem
ents
to
det
erm
ine
whi
ch p
hase
of t
he
busi
ness
cyc
le a
n ec
onom
y is
in.
· A
naly
ze fi
scal
pra
ctic
es u
sed
by
gove
rnm
ents
to in
terv
ene
in a
n ec
onom
y.
· A
naly
ze p
ract
ices
use
d by
the
Ban
k of
C
anad
a.
148
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 1, Semester 1
3 I
ndus
try P
ract
ices
Th
is c
ours
e in
trodu
ces
the
stud
ents
to th
e pr
actic
es w
ithin
the
cons
truct
ion
indu
stry
, an
d in
clud
es p
ract
ices
that
are
regu
late
d.
Stu
dent
s be
com
e fa
mili
ar w
ith c
onst
ruct
ion
term
inol
ogy,
cod
es a
nd s
tand
ards
, en
gine
erin
g an
d ar
chite
ctur
al d
esig
n do
cum
ents
, con
stru
ctio
n do
cum
ents
, pr
ojec
t dev
elop
men
t and
the
regu
lato
ry
agen
cies
with
in th
e bu
ildin
g an
d re
late
d in
dust
ries.
Thi
s co
urse
incl
udes
a tu
toria
l on
the
inte
rpre
tatio
n of
per
mit
draw
ings
and
ot
her r
elat
ed d
ocum
ents
as
wel
l as
a le
ctur
e/la
b co
mpo
nent
of b
uild
ing
scie
nce
mat
eria
ls. T
he s
cien
ce a
nd a
pplic
atio
n of
fo
ur m
ajor
bui
ldin
g m
ater
ials
: woo
d,
conc
rete
, ste
el a
nd m
ason
ry is
stu
died
. Soi
l co
mpo
sitio
n an
d cl
assi
ficat
ion
is s
tudi
ed.
Met
hods
of t
estin
g, a
naly
zing
, cla
ssify
ing
and
appl
ying
mat
eria
ls a
re p
ract
iced
in th
e bu
ildin
g sc
ienc
e la
b an
d in
the
field
.
· R
ead
and
inte
rpre
t arc
hite
ctur
al,
stru
ctur
al, m
echa
nica
l and
ele
ctric
al
draw
ings
. ·
Iden
tify
cons
truct
ion
indu
stry
st
anda
rds,
pro
cedu
res,
pro
toco
ls,
code
s, e
tc.
· R
esea
rch
rele
vant
indu
stry
dat
a on
line.
·
Cla
ssify
the
diffe
rent
type
s of
bus
ines
s en
titie
s us
ed in
the
cons
truct
ion
indu
stry
. ·
Def
ine
the
role
s an
d oc
cupa
tions
pe
rform
ed in
the
cons
truct
ion
indu
stry
. ·
Exa
min
e th
e ro
le o
f var
ious
indu
stry
an
d pr
ofes
sion
al a
ssoc
iatio
ns.
· A
sses
s pr
ofes
sion
al c
onst
ruct
ion
and
arch
itect
ural
car
eers
and
op
portu
nitie
s.
· D
escr
ibe
the
desi
gn a
nd c
onst
ruct
ion
proc
ess
of a
bui
ldin
g pr
ojec
t. ·
Inte
rpre
t env
ironm
enta
l and
saf
ety
issu
es
· C
omm
unic
ate
effe
ctiv
ely
with
clie
nts,
w
hile
und
erst
andi
ng th
e ke
y ar
eas
that
af
fect
clie
nt re
latio
ns w
ith re
gard
to a
bu
ildin
g pr
ojec
t. ·
Dev
elop
a n
etw
ork
of c
onta
cts
in th
e co
nstru
ctio
n in
dust
ry to
impr
ove
pers
onal
em
ploy
men
t and
bus
ines
s op
portu
nitie
s.
149
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 1, Semester 1
4 C
onst
ruct
ion
Tech
nolo
gy 1
- H
ousi
ng a
nd S
mal
l B
uild
ings
This
cou
rse
intro
duce
s th
e bu
ildin
g te
chno
logi
es a
ssoc
iate
d w
ith h
ousi
ng a
nd
smal
l bui
ldin
gs. W
ood
fram
e co
nstru
ctio
n te
chni
ques
are
dem
onst
rate
d an
d di
scus
sed.
A la
b co
mpo
nent
con
sist
s of
sk
etch
ing
and
build
ing
mod
els
of fr
amin
g de
tails
. Stru
ctur
e, fr
amin
g gr
ids,
co
nnec
tions
, wal
l sec
tions
, eng
inee
red
woo
d an
d st
eel p
rodu
cts,
etc
. will
be
stud
ied.
Thi
s co
urse
ana
lyze
s se
lect
ed
sect
ions
of P
art 9
of t
he O
ntar
io B
uild
ing
Cod
e fo
r ref
eren
ce.
· Id
entif
y fra
min
g sy
stem
s an
d de
tails
. ·
Des
crib
e m
etho
ds a
nd m
ater
ials
for
smal
l bui
ldin
g co
nstru
ctio
n.
· D
iagr
am s
mal
l bui
ldin
g fo
unda
tion
and
supe
rstru
ctur
e m
etho
ds.
· In
terp
ret a
nd a
naly
ze a
ppro
pria
te
sect
ions
of P
art 9
of t
he O
ntar
io
Bui
ldin
g C
ode.
·
Con
stru
ct w
orki
ng m
odel
s of
co
nnec
tions
and
sys
tem
s de
term
inin
g ap
prop
riate
mod
es o
f con
stru
ctio
n an
d m
ater
ials
that
mee
t the
Ont
ario
B
uild
ing
Cod
e.
· A
sses
s st
anda
rds
and
code
s fo
r sm
all
build
ing
cons
truct
ion.
·
Ana
lyze
con
stru
ctio
n w
orki
ng d
raw
ings
an
d de
tails
. ·
Pro
duce
fiel
d sk
etch
es a
nd re
ports
for
the
inte
rpre
tatio
n of
sm
all b
uild
ing
cons
truct
ion
syst
ems.
150
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 1, Semester 1
5 C
omm
unic
atio
ns
(PB
L)
This
cou
rse
is d
esig
ned
to d
evel
op th
e sk
ills
nece
ssar
y fo
r sm
all g
roup
, stu
dent
-di
rect
ed, p
robl
em-b
ased
lear
ning
. Stu
dent
s w
ill in
tera
ct in
team
s to
sol
ve p
robl
ems
pose
d fro
m re
al-li
fe s
ituat
ions
in a
cas
e st
udy
form
at. S
tude
nts
will
dev
elop
sel
f-aw
aren
ess,
inte
rper
sona
l ski
lls a
nd
stra
tegi
es fo
r wor
king
effe
ctiv
ely
with
gr
oups
. Stu
dent
will
lear
n ho
w, w
ithin
the
smal
l gro
up, t
o ca
rry
out t
he e
ight
task
s of
pr
oble
m-b
ased
lear
ning
. Thr
ough
sol
iciti
ng
peer
feed
back
, the
stu
dent
will
dev
elop
an
awar
enes
s of
his
/her
ski
lls in
cha
iring
m
eetin
gs a
nd m
akin
g an
effe
ctiv
e co
ntrib
utio
n to
the
grou
p ta
sks.
Sel
f-ev
alua
tion
tech
niqu
es w
ill a
lso
be
mas
tere
d.
· Im
prov
e se
lf-di
rect
ed le
arni
ng s
kills
an
d de
velo
p gr
oup-
lear
ning
ski
lls.
· A
naly
ze a
nd s
olve
cas
e st
udy
prob
lem
s.
· D
emon
stra
te le
arne
d m
etho
ds o
f sel
f an
d gr
oup
asse
ssm
ent t
echn
ique
s.
· M
aste
r pro
blem
bas
ed le
arni
ng
tech
niqu
es in
a s
elf a
nd g
roup
set
ting.
·
Sum
mar
ize
lear
ning
pro
gres
s by
ca
rryi
ng o
ut c
ritic
al a
naly
ses
of s
elf
and
grou
p le
arni
ng b
ases
on
grou
p de
velo
ped
lear
ning
out
com
es o
f eac
h su
bjec
t mat
ter.
151
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 1, Semester 1
6 H
isto
ry o
f A
rchi
tect
ure
This
cou
rse
will
intro
duce
stu
dent
s to
the
hist
ory
of W
este
rn a
rchi
tect
ure
by
conc
entra
ting
on th
e m
ost s
igni
fican
t and
in
fluen
tial p
erio
ds, s
tyle
s, a
rchi
tect
s an
d bu
ildin
gs. T
he ro
ots
of T
oron
to’s
ar
chite
ctur
e w
ill b
e ex
plor
ed, a
nd T
oron
to’s
ar
chite
ctur
e w
ill b
e us
ed a
s a
case
stu
dy
whe
re a
pplic
able
. Ele
men
ts o
f arc
hite
ctur
e w
ill b
e an
alyz
ed.
· S
umm
ariz
e th
e ch
arac
teris
tics
of
Wes
tern
arc
hite
ctur
al p
erio
ds a
nd
styl
es.
· A
naly
ze th
e el
emen
ts o
f arc
hite
ctur
e.
· A
naly
ze th
e w
orks
of p
rom
inen
t ar
chite
cts.
·
Des
crib
e hi
stor
ical
bui
ldin
gs u
sing
ar
chite
ctur
al la
ngua
ge.
· R
esea
rch
arch
itect
ural
per
iods
, sty
les,
ar
chite
cts
and
build
ings
. ·
Pro
duce
repo
rts a
nd p
rese
ntat
ions
on
a pa
rticu
lar a
rchi
tect
ural
per
iod,
sty
le,
arch
itect
or b
uild
ing.
·
Ske
tch
hist
oric
al b
uild
ings
and
det
ails
fo
und
in T
oron
to.
· P
repa
re a
ssig
nmen
ts d
emon
stra
ting
good
writ
ing
and
grap
hic
pres
enta
tion
skill
s.
· D
emon
stra
te th
e or
igin
s of
pro
min
ent
arch
itect
ural
sty
les
seen
in T
oron
to.
152
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 1, Semester 2
7 C
onst
ruct
ion
Tech
nolo
gy 2
- IC
I In
dust
rial,
Com
mer
cial
and
Inst
itutio
nal
(ICI)
sect
or b
uild
ings
are
stu
died
in th
is
cour
se. E
xist
ing
and
emer
ging
te
chno
logi
es a
s ap
plie
d to
con
stru
ctio
n te
chno
logy
incl
udin
g co
ncre
te, m
ason
ry,
stee
l, w
ood,
cla
ddin
g, ro
ofin
g an
d ot
her
build
ing
syst
ems
are
exam
ined
. Bui
ldin
g en
clos
ures
for p
rote
ctio
n ag
ains
t the
forc
es
of n
atur
e ar
e ex
amin
ed fr
om a
rchi
tect
ural
, st
ruct
ural
and
env
ironm
enta
l dis
cipl
ines
. In
clud
ed in
this
cou
rse
are
the
finis
hing
m
etho
ds, c
onve
ying
sys
tem
s an
d sp
ecia
l eq
uipm
ent u
niqu
e to
ICI b
uild
ings
. The
C
onst
ruct
ion
Spe
cific
atio
ns In
stitu
te’s
(CS
I) M
aste
r For
mat
is u
sed
for c
lass
ifica
tion
of
the
met
hods
and
mat
eria
ls.
· E
valu
ate
vario
us c
onst
ruct
ion
met
hods
, mat
eria
ls a
nd a
ppro
pria
te
appl
icat
ions
for w
ork
on IC
I bui
ldin
gs
and
civi
l eng
inee
ring
proj
ects
. ·
Ana
lyze
con
stru
ctio
n do
cum
ents
suc
h as
wor
king
dra
win
gs, d
etai
ls, s
hop
draw
ings
, spe
cific
atio
ns, e
tc. u
sed
for
the
cons
truct
ion
of la
rger
bui
ldin
gs (I
CI
sect
or).
· C
onst
ruct
wor
king
mod
els
of
conn
ectio
ns a
nd s
yste
ms
dete
rmin
ing
appr
opria
te m
odes
of c
onst
ruct
ion
and
mat
eria
ls, w
hich
mee
t the
Ont
ario
B
uild
ing
Cod
e.
· A
sses
s st
anda
rds
and
code
s fo
r sm
all
build
ing
cons
truct
ion.
·
Pro
duce
fiel
d sk
etch
es a
nd re
ports
for
the
inte
rpre
tatio
n of
ICI c
onst
ruct
ion
syst
ems.
·
Com
pile
a s
olut
ions
por
tfolio
of
arch
itect
ural
cas
e st
udy
prob
lem
s th
at
have
occ
urre
d on
con
stru
ctio
n pr
ojec
ts.
· R
esea
rch
and
cate
goriz
e da
ta
perta
inin
g to
ICI s
ecto
r bui
ldin
gs
acco
rdin
g to
the
CS
I Mas
ter F
orm
at,
the
OB
C a
nd o
ther
sta
ndar
ds a
nd
refe
renc
e do
cum
ents
.
153
Year
&
Sem
. R
ef#
Cou
rse
Title
C
alen
dar C
ours
e D
escr
iptio
n C
ours
e Le
arni
ng O
utco
mes
(a
s id
entif
ied
in 6
.5.2
) Year 1, Semester 2
8 M
icro
econ
omic
s:
Can
ada
in th
e G
loba
l Env
ironm
ent
This
intro
duct
ory
mic
roec
onom
ics
cour
se
cove
rs e
last
icity
, pric
e de
term
inat
ion,
the
mar
ket s
yste
m, g
over
nmen
t int
erve
ntio
n in
th
e m
arke
ts, f
orm
s of
com
petit
ion,
and
di
strib
utio
n of
inco
me
and
wea
lth.
· A
naly
ze th
e ef
fect
s of
ela
stic
ity o
n pr
ices
. ·
Ana
lyze
the
conc
epts
of e
cono
mic
ef
ficie
ncy
and
equi
ty.
· E
valu
ate
the
wor
king
s of
the
dyna
mic
m
arke
t. ·
Eva
luat
e th
e po
ssib
ilitie
s, p
refe
renc
es
and
choi
ces
of h
ouse
hold
s fro
m a
n ec
onom
ic p
ersp
ectiv
e.
· A
naly
ze th
e va
rious
form
s of
mar
ket
syst
ems
and
com
petit
ion.
·
Ana
lyze
var
ious
mar
ket f
acto
rs.
154
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 1, Semester 2
9 Th
e S
cien
ce o
f A
rchi
tect
ure
This
cou
rse
expl
ores
the
stru
ctur
e of
bu
ildin
gs in
an
arch
itect
ural
and
en
gine
erin
g sc
ienc
e co
ntex
t. Th
e ef
fect
of
forc
es o
n st
ruct
ures
– s
uch
as te
nsio
n an
d co
mpr
essi
on –
is d
emon
stra
ted.
For
ces,
fo
rm, s
pace
and
ord
er a
re s
tudi
ed fr
om a
n ar
chite
ctur
al s
cien
ce a
nd s
truct
ural
en
gine
erin
g po
int o
f vie
w. S
truct
ural
sy
stem
s of
bui
ldin
gs a
re a
naly
zed
from
a
cons
truct
ion
pers
pect
ive.
· D
escr
ibe
the
phys
ical
pro
perti
es o
f st
ruct
ural
mat
eria
ls a
nd th
eir u
se in
st
ruct
ures
and
arc
hite
ctur
e.
· A
ssem
ble,
ana
lyze
and
pre
sent
in
form
atio
n re
latin
g to
stru
ctur
e in
ar
chite
ctur
e.
· D
escr
ibe
how
the
form
, spa
ce a
nd
orde
r of a
rchi
tect
ure
are
gene
rate
d by
st
ruct
ure.
·
Pro
duce
pho
togr
aphs
, ske
tche
s an
d dr
awin
gs o
f exi
stin
g bu
ildin
gs o
r bu
ildin
gs u
nder
con
stru
ctio
n fo
r use
in
an e
lect
roni
c pr
esen
tatio
n of
the
scie
nce
of s
truct
ure
in a
rchi
tect
ure.
·
Ana
lyze
the
stru
ctur
e an
d bu
ildin
g sc
ienc
e of
exi
stin
g bu
ildin
gs.
· R
ecog
nize
the
inte
rdep
ende
nce
of
arch
itect
ural
and
stru
ctur
al d
isci
plin
es
rela
ting
to c
onst
ruct
ion
proj
ects
.
155
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 1, Semester 2
10
Bui
ldin
g C
ode
This
cou
rse
emph
asiz
es th
e us
e of
and
in
terp
reta
tion
of th
e O
ntar
io B
uild
ing
Cod
e (O
BC
) Act
and
Par
ts 1
, 2, a
nd 9
of t
he
Reg
ulat
ions
. Stu
dent
s w
ill a
pply
sec
tions
of
the
Bui
ldin
g C
ode
to p
roje
cts.
Sta
ndar
ds
and
refe
renc
e do
cum
ents
will
be
iden
tifie
d.
· A
pply
rele
vant
sec
tions
of t
he B
uild
ing
Cod
e to
bui
ldin
g pr
ojec
ts.
· In
terp
ret s
elec
ted
sect
ions
of t
he
Ont
ario
Bui
ldin
g A
ct a
nd R
egul
atio
ns.
· A
naly
ze c
limat
ic in
form
atio
n co
ntai
ned
with
in th
e R
egul
atio
ns.
· S
elec
t stru
ctur
al d
ata
from
tabl
es
foun
d in
the
Reg
ulat
ions
for g
iven
ap
plic
atio
ns.
· C
alcu
late
lim
iting
dis
tanc
e an
d sp
atia
l se
para
tion
usin
g ta
bles
in th
e R
egul
atio
ns.
· Id
entif
y st
anda
rds
and
docu
men
ts
refe
renc
ed in
the
Reg
ulat
ions
. ·
Ana
lyze
OB
C il
lust
ratio
ns o
f sel
ecte
d se
ctio
ns o
f the
Cod
e.
· In
spec
t and
iden
tify
non-
com
plia
nce
with
the
OB
C R
egul
atio
ns.
156
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 1, Semester 2
11
Con
stru
ctio
n S
cien
ce –
Fo
unda
tions
and
S
truct
ures
This
cou
rse
expl
ores
the
engi
neer
ing
and
arch
itect
ure
of b
uild
ing
foun
datio
ns a
nd
stru
ctur
es. S
elec
tion
of s
yste
ms
of e
arth
-w
orks
, exc
avat
ion,
sho
ring,
de-
wat
erin
g,
etc.
is e
xam
ined
with
em
phas
is o
n th
e im
pact
on
the
envi
ronm
ent.
Sup
er-s
truct
ure
syst
ems,
met
hods
and
mat
eria
ls a
re a
lso
exam
ined
.
· S
elec
t app
ropr
iate
sho
ring,
tie-
back
an
d sh
eet p
iling
sys
tem
s.
· D
eter
min
e th
e di
ffere
nt k
inds
of
shal
low
and
dee
p fo
unda
tions
, the
na
ture
of f
ound
atio
n se
ttlem
ent a
nd
prob
able
cau
ses
of fo
unda
tion
failu
re.
· D
eter
min
e de
-wat
erin
g m
etho
ds a
nd
mat
eria
ls fo
r the
con
stru
ctio
n of
fo
unda
tions
. ·
Des
crib
e th
e ph
ysic
al p
rope
rties
of
stru
ctur
al m
ater
ials
and
thei
r use
in th
e co
nstru
ctio
n of
bui
ldin
gs a
nd o
ther
st
ruct
ures
. ·
Com
pile
pho
togr
aphs
, ske
tche
s an
d e-
data
of e
xist
ing
build
ings
or b
uild
ings
un
der c
onst
ruct
ion
for u
se in
vis
ual
com
preh
ensi
on a
nd p
rese
ntat
ion
of
stru
ctur
e, fo
rm, s
pace
and
ord
er in
bu
ildin
g co
nstru
ctio
n.
· P
artic
ipat
e in
the
sele
ctio
n of
ap
prop
riate
met
hods
and
mat
eria
ls fo
r ex
cava
tion,
sub
-stru
ctur
e an
d su
per-
stru
ctur
e bu
ildin
g sy
stem
s fo
r a v
arie
ty
of b
uild
ing
case
stu
dies
.
157
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 1, Semeste
r 2 12
E
lect
ive
158
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 2, Semester 3
13
Zoni
ng a
nd S
ite
Eng
inee
ring
This
cou
rse
focu
ses
on p
lot/s
ite p
lan
issu
es
incl
udin
g lo
catio
n, g
rade
s, c
onto
urs,
el
evat
ions
and
set
back
s, e
tc. S
tude
nts
gain
ha
nds-
on s
kills
in th
e op
erat
ion
of fi
eld
mea
sure
men
t equ
ipm
ent.
Com
pute
rs a
re
used
to d
ownl
oad
and
anal
yze
field
dat
a.
The
Pla
nnin
g A
ct a
nd it
s re
gula
tions
as
wel
l as
offic
ial p
lans
, zon
ing
byla
ws
and
min
or v
aria
nces
are
exa
min
ed a
nd
inte
rpre
ted.
Lan
d R
egis
try a
nd L
and
Title
s pr
actic
es a
re e
xam
ined
. Site
Eng
inee
ring
desi
gn d
raw
ings
are
inte
rpre
ted
and
appl
ied.
· C
olle
ct a
nd a
naly
ze fi
eld
data
from
la
nd s
urve
y an
d m
easu
rem
ent
equi
pmen
t. ·
Gen
erat
e si
te p
lans
via
com
pute
r pl
ots.
·
Inte
rpre
t and
ana
lyze
site
dat
a fro
m
engi
neer
ing
desi
gn d
raw
ings
in o
rder
to
util
ize
site
pla
ns a
nd p
lot p
lans
. ·
Des
crib
e th
e pr
oces
ses
invo
lved
for
acqu
iring
app
rova
ls fr
om th
e zo
ning
de
partm
ent,
com
mitt
ee o
f adj
ustm
ent,
build
ing
depa
rtmen
t, pl
anni
ng
depa
rtmen
t and
the
Ont
ario
Mun
icip
al
Boa
rd.
· In
terp
ret t
he P
lann
ing
Act
, R
egul
atio
ns, O
ffici
al P
lans
and
zon
ing
by-la
ws.
·
Eva
luat
e an
d re
-writ
e zo
ning
by-
law
s.
· D
escr
ibe
the
urba
n pl
anni
ng p
roce
ss,
the
land
regi
stra
tion
and/
or la
nd ti
tles
proc
ess
in O
ntar
io.
159
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 2, Semester 3
14
Qua
ntity
Sur
veyi
ng
This
cou
rse
intro
duce
s th
e pr
inci
ples
of
Qua
ntity
Sur
veyi
ng a
s a
prof
essi
on o
f the
C
anad
ian
Inst
itute
of Q
uant
ity s
urve
yors
(C
IQS
). Th
e co
urse
focu
ses
on in
dust
ry
term
inol
ogy,
type
s of
est
imat
es, t
he
estim
atin
g pr
oces
s, p
rinci
ples
of
mea
sure
men
t and
the
criti
cal r
ole
of th
e qu
antit
y su
rvey
or in
the
desi
gn a
nd
cons
truct
ion
proc
ess.
Bid
ding
pro
cedu
res
for v
ario
us p
roje
ct d
eliv
ery
syst
ems
are
anal
yzed
and
crit
ique
d.
· In
vest
igat
e ar
eas
in th
e co
nstru
ctio
n se
ctor
whe
re k
now
ledg
e of
qua
ntity
su
rvey
ing
is n
eces
sary
. ·
Exa
min
e th
e at
tribu
tes
requ
ired
to b
e a
succ
essf
ul p
rofe
ssio
nal q
uant
ity
surv
eyor
(PQ
S).
· E
valu
ate
bidd
ing
prac
tices
and
pr
oced
ures
. ·
Org
aniz
e do
cum
ents
requ
ired
for b
id
prep
arat
ion.
·
App
ly e
lect
roni
c to
ols
and
com
pute
rs
to th
e m
easu
rem
ent o
f con
stru
ctio
n w
ork.
·
Arr
ange
con
stru
ctio
n in
form
atio
n us
ing
indu
stry
sta
ndar
ds.
· A
naly
ze th
e ty
pes
of e
stim
ates
re
quire
d at
eac
h st
age
of p
roje
ct
deve
lopm
ent.
· M
easu
re b
uild
ing
elem
ents
by
leng
th,
area
and
vol
ume
in a
ccor
danc
e w
ith
the
first
prin
cipl
es o
f qua
ntity
sur
veyi
ng
as s
tipul
ated
by
the
CIQ
S M
etho
d of
M
easu
rem
ent.
160
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 1, Semester 2
15
Con
stru
ctio
n S
cien
ce –
C
ompo
nent
s an
d S
epar
ator
s
This
cou
rse
exam
ines
the
build
ing
scie
nce
theo
ry a
nd p
rinci
ples
app
lied
to th
e co
ntro
l of
moi
stur
e, h
eat,
air a
nd s
olar
radi
atio
n flo
ws
acro
ss b
uild
ing
sepa
rato
rs. T
he fi
re
safe
ty o
f sep
arat
ors
is a
lso
exam
ined
. P
rinci
ples
and
ana
lytic
al te
chni
ques
are
re
view
ed w
ithin
the
cont
ext o
f exi
stin
g an
d em
ergi
ng b
uild
ing
tech
nolo
gy. T
he c
ours
e al
so s
urve
ys th
e co
mpl
exiti
es a
nd
rele
vanc
e of
sci
ence
and
sys
tem
s to
en
viro
nmen
tal d
esig
n. T
he s
ensi
tiviti
es o
f th
e ec
olog
ical
bal
ance
s ar
e di
scus
sed
in
rela
tion
to th
e na
tura
l, co
ntro
lled
and
built
en
viro
nmen
ts. T
he c
once
pt o
f sus
tain
abili
ty
is in
trodu
ced,
stre
ssin
g en
ergy
as
a ce
ntra
l is
sue
that
und
erlie
s de
sign
or m
anag
emen
t of
sys
tem
s in
the
envi
ronm
ent.
· E
xam
ine
build
ing
and
envi
ronm
enta
l sy
stem
s an
d es
tabl
ish
thei
r re
latio
nshi
p to
the
appr
opria
te c
odes
. ·
App
rais
e bu
ildin
g se
para
tors
for f
ire
safe
ty u
sing
app
ropr
iate
cod
e.
· D
iscu
ss th
e re
leva
nce
of s
cien
ce a
nd
syst
ems
to e
nviro
nmen
tal d
esig
n.
· A
naly
ze e
colo
gica
l bal
ance
s of
na
tura
l, co
ntro
lled
and
built
en
viro
nmen
ts.
· Ju
stify
the
conc
ept o
f sus
tain
abili
ty a
s re
late
d to
cod
e, s
yste
ms
and
sepa
rato
rs.
161
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 1, Semester 2
16
App
lied
Mat
h -
Sta
tics
& S
treng
th
of M
ater
ials
Sta
tics
and
stre
ngth
of m
ater
ials
as
appl
ied
to s
truct
ural
ana
lysi
s an
d de
sign
of b
uild
ing
com
pone
nts,
incl
udin
g pr
oper
ties
of li
near
, pl
anar
and
com
posi
te s
truct
ural
sys
tem
s,
will
be
cove
red
in th
is c
ours
e. S
tude
nts
will
ap
ply
the
conc
epts
of f
orce
s an
d pr
inci
ples
of
mec
hani
cs, e
quili
briu
m, s
hear
forc
e an
d be
ndin
g m
omen
ts to
stru
ctur
al e
lem
ents
an
d as
sem
blie
s. T
opic
s in
clud
e th
e us
e of
co
nven
tiona
l lum
ber,
engi
neer
ed w
ood
prod
ucts
, mas
onry
, ste
el a
nd re
info
rced
co
ncre
te.
· A
naly
ze a
ppro
pria
te b
uild
ing
mat
eria
ls
and
syst
ems
for a
rchi
tect
ural
and
st
ruct
ural
des
ign
of b
uild
ings
. ·
Cal
cula
te fo
rces
and
load
s ap
plie
d to
bu
ildin
gs.
· D
eter
min
e be
ndin
g m
omen
ts,
reac
tions
and
she
ar fo
rces
for
stru
ctur
al m
embe
rs.
· A
naly
ze s
truct
ural
sys
tem
s fo
r co
mpl
ianc
e to
cod
e re
quire
men
ts.
162
Year 1, Semester 1
17
Law
and
C
onst
ruct
ion
Con
tract
s
This
cou
rse
intro
duce
s C
anad
ian
law
as
it re
late
s to
Con
stru
ctio
n A
gree
men
ts a
nd
Doc
umen
tatio
n. T
ypes
of l
aw, l
aw
form
atio
n, la
ws
givi
ng a
utho
rity
and
law
en
forc
emen
t are
exa
min
ed. T
he c
ours
e pr
ovid
es th
e st
uden
t with
the
know
ledg
e an
d sk
ills
nece
ssar
y to
und
erst
and
Con
stru
ctio
n La
w, C
ontra
cts,
S
peci
ficat
ions
and
oth
er d
ocum
ents
use
d in
the
desi
gn a
nd c
onst
ruct
ion
of b
uild
ing
proj
ects
. Rel
evan
t Ont
ario
Act
s an
d R
egul
atio
ns, i
nclu
ding
the
Pro
vinc
ial
Offe
nces
Act
, are
dis
cuss
ed.
· D
escr
ibe
bran
ches
of l
aw, s
truct
ure
and
proc
edur
es a
nd c
ontra
ct la
w.
· C
ontra
st b
ills,
act
s, re
gula
tions
and
po
licy
and
expl
ain
thei
r rel
evan
ce.
· Id
entif
y an
d di
scus
s O
ntar
io A
cts
and
Reg
ulat
ions
rele
vant
to th
e pr
ogra
m.
· S
umm
ariz
e au
thor
ity a
nd e
nfor
cem
ent
proc
edur
e in
law
. ·
Des
crib
e th
e pr
oces
s fo
r for
mul
atin
g an
d re
com
men
ding
new
law
s.
· E
xpla
in ri
ghts
and
resp
onsi
bilit
ies
of
the
parti
es to
a c
ontra
ct.
· E
xam
ine
stan
dard
form
s of
co
nstru
ctio
n co
ntra
cts.
·
Pre
pare
, int
erpr
et a
nd/o
r ada
pt w
ritte
n do
cum
ents
use
d in
des
ign,
tend
erin
g an
d co
nstru
ctio
n.
· A
naly
ze s
peci
ficat
ions
and
/or o
ther
w
ritte
n do
cum
ents
use
d in
des
ign,
te
nder
ing
and
cons
truct
ion.
·
Com
mun
icat
e co
nstru
ctio
n pr
ojec
t in
form
atio
n ef
fect
ivel
y an
d ac
cura
tely
by
ana
lyzi
ng a
nd p
rese
ntin
g da
ta in
w
ritte
n fo
rmat
.
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
163
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 2, Semester
3 18
E
lect
ive
164
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 2, Semester 4
19
Pro
babi
litie
s &
S
tatis
tics
This
is a
des
crip
tive
stat
istic
s co
urse
. To
pics
cov
ered
are
mea
sure
s of
cen
tral
tend
ency
, mea
sure
s of
var
iatio
n, fr
eque
ncy
dist
ribut
ions
, lin
ear r
egre
ssio
n an
d th
e no
rmal
dis
tribu
tion.
Com
pute
r spr
eads
heet
so
ftwar
e w
ill b
e us
ed to
gen
erat
e st
atis
tical
re
ports
and
gra
phs.
· In
terp
ret r
epor
ts a
nd s
tatis
tics
rele
vant
to
Con
stru
ctio
n an
d E
nviro
nmen
tal
Law
pra
ctic
e.
· C
ondu
ct re
sear
ch to
dis
cove
r cen
tral
tend
ency
, mea
sure
s of
var
iatio
n,
frequ
ency
dis
tribu
tions
, lin
ear
regr
essi
on a
nd th
e no
rmal
dis
tribu
tion.
·
Val
idat
e re
sults
of s
tatis
tical
ana
lysi
s.
· G
ener
ate
stat
istic
al re
ports
and
gr
aphs
.
165
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 2, Semester 4
20
Con
stru
ctio
n E
stim
atin
g 1
- S
mal
l Bui
ldin
gs
This
cou
rse
emph
asiz
es th
e pr
inci
ples
of
estim
atin
g co
nstru
ctio
n w
ork
for p
ricin
g la
bour
, mat
eria
ls a
nd e
quip
men
t. W
ork
is
mea
sure
d fo
r qua
ntifi
catio
n an
d pr
icin
g of
si
te w
ork,
con
cret
e, m
ason
ry a
nd w
ood
fram
ing.
Est
imat
es a
re p
repa
red
for t
he
proc
urem
ent a
nd s
hipm
ent o
f mat
eria
ls to
th
e co
nstru
ctio
n si
te.
· E
stim
ate
quan
titie
s of
wor
k fo
r sm
all
build
ings
usi
ng s
ketc
hes
and
wor
king
dr
awin
gs fo
r Arc
hite
ctur
al a
nd/o
r Civ
il w
orks
in a
ccor
danc
e w
ith th
e pr
inci
ples
of m
easu
rem
ent a
s st
ipul
ated
by
the
CIQ
S M
etho
d of
M
easu
rem
ent o
f Con
stru
ctio
n W
orks
. ·
Arr
ange
and
cla
ssify
dat
a fo
r bill
of
mat
eria
ls, c
ost e
stim
atin
g an
d bi
ddin
g.
· A
sses
s re
leva
nt d
ata
and
met
hods
for
lapp
ing,
was
tage
bul
king
and
co
nsol
idat
ion
of v
ario
us b
uild
ing
mat
eria
ls.
· A
pply
com
pute
rized
con
stru
ctio
n es
timat
ing
softw
are.
·
Com
pare
the
cost
of a
ltern
ate
asse
mbl
ies
for f
ound
atio
n w
orks
. ·
Gen
erat
e es
timat
es fo
r sm
all b
uild
ings
in
a c
olla
bora
tive
offic
e en
viro
nmen
t.
166
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 2, Semester 3
21
Mec
hani
cal a
nd
Ele
ctric
al S
yste
ms
In th
is e
nviro
nmen
tal s
yste
ms
build
ing
scie
nce
cour
se, s
tude
nts
lear
n to
ass
ess
mec
hani
cal a
nd e
lect
rical
(M&
E) s
yste
ms
used
in b
uild
ings
. Hea
ting,
ven
tilat
ion
and
air c
ondi
tioni
ng (H
VA
C),
plum
bing
and
dr
aina
ge (P
&D
), fir
e pr
otec
tion,
con
trols
, po
wer
dis
tribu
tion,
sec
onda
ry e
lect
rical
di
strib
utio
n, li
ghtin
g an
d ill
umin
atio
n,
alte
rnat
ive
and
coge
nera
tion,
and
site
se
rvic
e co
nnec
tions
are
eva
luat
ed. T
he
cour
se is
des
igne
d fo
r stu
dent
s to
ana
lyze
ea
ch s
yste
m b
ased
on
the
requ
irem
ents
for
heal
th, l
ife s
afet
y an
d sa
nita
tion.
Ana
lysi
s w
ill in
clud
e th
e ra
nge
of s
yste
ms
avai
labl
e fo
r eac
h di
scip
line
and
thei
r im
pact
on
and
inte
grat
ion
with
arc
hite
ctur
al d
esig
n an
d bu
ildin
g co
nstru
ctio
n.
· C
ompa
re a
nd c
ontra
st th
e ba
sic
prin
cipl
es o
f var
ious
mec
hani
cal a
nd
elec
trica
l sys
tem
s fo
r bui
ldin
gs.
· A
naly
ze th
e fu
nctio
n an
d ap
plic
atio
n of
m
echa
nica
l and
ele
ctric
al s
yste
ms
for
build
ings
. ·
Ass
ess
M&
E e
ngin
eerin
g dr
awin
gs to
co
mm
unic
ate
with
clie
nts,
eng
inee
rs,
cont
ract
ors,
sub
cont
ract
ors
or tr
ades
. ·
Inte
rpre
t Ont
ario
Bui
ldin
g C
ode
(OB
C)
sect
ions
for a
ny M
&E
, HV
AC
, P&
D o
r co
nvey
ing
syst
em.
· In
terp
ret t
he in
ter-
depe
nden
cy o
f M&
E,
HV
AC
, P&
D d
isci
plin
es re
latin
g to
co
ntro
ls, a
rchi
tect
ure
and
cons
truct
ion.
167
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 2, Semester 4
22
Stru
ctur
al S
yste
ms
Ana
lysi
s Th
is c
ours
e ex
plor
es th
e ar
chite
ctur
e an
d en
gine
erin
g of
bui
ldin
g st
ruct
ures
. Woo
d-fra
me,
eng
inee
red-
woo
d, m
ason
ry, s
teel
-fra
me
and
rein
forc
ed c
oncr
ete
stru
ctur
al
syst
ems
of b
uild
ings
are
ana
lyze
d fro
m a
de
sign
and
con
stru
ctio
n pe
rspe
ctiv
e.
· A
pply
eng
inee
ring
prin
cipl
es to
st
ruct
ural
bui
ldin
g sy
stem
s of
co
nstru
ctio
n pr
ojec
ts.
· A
ssis
t in
the
sele
ctio
n, d
esig
n an
d in
tegr
atio
n of
a s
truct
ural
sys
tem
in th
e sc
hem
atic
des
ign
phas
e of
a b
uild
ing,
us
ing
a fra
min
g sy
stem
sel
ectio
n ch
art
and
prel
imin
ary
desi
gn c
harts
. ·
Des
crib
e th
e ph
ysic
al p
rope
rties
of
stru
ctur
al m
ater
ials
and
thei
r use
in
vario
us s
truct
ural
sys
tem
s.
· A
naly
ze a
nd p
rese
nt in
form
atio
n re
latin
g to
stru
ctur
al d
esig
n.
· E
xam
ine
build
ings
and
stru
ctur
es
unde
r con
stru
ctio
n an
d pr
esen
t in
form
atio
n pe
rtain
ing
to th
e co
nstru
ctio
n m
etho
ds a
nd m
ater
ials
. ·
Exa
min
e, in
terp
ret a
nd e
valu
ate
plac
emen
t dra
win
gs, s
hop
draw
ings
, ba
r lis
ts a
nd o
ther
fabr
icat
ion
data
of
vario
us s
truct
ural
sys
tem
s fo
r des
ign
com
plia
nce
and
for u
se o
n a
cons
truct
ion
site
. ·
Ass
ess
the
stru
ctur
e of
exi
stin
g bu
ildin
gs.
168
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 3, Semester 4
23
Qua
lity
Ass
uran
ce -
Spe
cific
atio
ns
The
stud
ent w
ill le
arn
the
appl
icat
ion
of th
e P
roje
ct M
anua
l, Te
nder
Doc
umen
ts,
Bid
ding
Pro
cedu
res,
Can
adia
n C
onst
ruct
ion
Doc
umen
ts C
omm
ittee
(C
CD
C) C
ontra
cts,
Gen
eral
Con
ditio
ns,
Spe
cific
atio
ns (O
utlin
e, P
resc
riptio
n an
d P
erfo
rman
ce) a
nd th
e C
SI M
aste
r For
mat
S
yste
m a
s re
late
d to
qua
lity
cont
rol.
Pra
ctic
e st
anda
rds
are
exam
ined
in re
latio
n to
var
ious
fiel
ds p
erta
inin
g to
Con
stru
ctio
n S
cien
ce, E
nviro
nmen
tal L
aw, a
nd
Con
stru
ctio
n S
uper
visi
on a
nd
Man
agem
ent.
· Id
entif
y th
e us
e of
the
Proj
ect M
anua
l w
ith re
gard
to c
once
pt, c
onte
nts
and
appl
icat
ions
. ·
Res
earc
h th
e C
SI M
aste
r For
mat
sy
stem
with
rega
rd to
his
tory
, fo
rmat
ion
(tech
nica
l and
non
-tech
nica
l do
cum
ents
) with
app
licat
ions
rela
tive
to th
e co
ntro
l of Q
ualit
y an
d C
ost.
· E
xpla
in th
e th
ree-
part
sect
ions
in a
S
peci
ficat
ion.
·
Rel
ate
refe
renc
e st
anda
rds
to N
on-
Pro
prie
ty S
peci
ficat
ions
. ·
Dis
tingu
ish
betw
een
Out
line
Spe
cific
atio
ns a
nd O
pen
and
Clo
sed
Spe
cific
atio
ns.
· C
ontra
st E
xpre
ss T
erm
s an
d Im
plie
d Te
rms
rela
tive
to S
peci
ficat
ions
. ·
Pre
pare
Ten
der D
ocum
ents
(for
a
smal
l pro
ject
) or T
echn
ical
S
peci
ficat
ions
(for
a c
ompo
nent
of
wor
k).
· P
repa
re B
id F
orm
s do
cum
ents
in
clud
ing
Bid
ding
Pro
cedu
res,
In
vita
tion
to B
id a
nd In
stru
ctio
ns to
B
idde
rs.
· R
elat
e ho
w q
ualit
y as
sura
nce
prac
tices
are
inte
gral
to s
peci
ficat
ions
, co
des
and
stan
dard
s in
terp
reta
tion.
·
Iden
tify
inte
rnat
iona
l com
petit
ion
oppo
rtuni
ties.
·
Ass
ess
qual
ity a
ssur
ance
re
quire
men
ts fo
r im
plem
enta
tion.
169
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 2, Semester 4
24
Ele
ctiv
e
170
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 3, Semester 5
25
Con
stru
ctio
n Fi
eld
Eng
inee
ring
Stu
dent
s an
alyz
e th
e co
ordi
natio
n an
d su
perv
isio
n of
pro
ject
s. T
he m
anag
emen
t of
labo
ur, m
ater
ials
and
equ
ipm
ent o
n th
e si
te is
exp
lore
d. P
roje
ct s
tart-
up, j
obsi
te
layo
ut a
nd tr
ade
insp
ectio
n is
pra
ctic
ed.
· A
naly
ze c
onst
ruct
ion
jobs
ite
man
agem
ent T
ime,
Qua
lity
and
Cos
t C
ontro
l sys
tem
s an
d pr
actic
es.
· E
nsur
e th
at a
ll co
nstru
ctio
n w
ork
adhe
res
to c
ontra
ctua
l obl
igat
ions
, pr
ojec
t spe
cific
atio
ns a
nd d
raw
ings
. ·
Mai
ntai
n sy
stem
s fo
r pro
ject
do
cum
ents
, rec
ords
, log
s an
d in
vent
orie
s.
· E
valu
ate
the
met
hods
em
ploy
ed a
nd
the
use
of e
quip
men
t and
mat
eria
ls fo
r co
mpl
etin
g co
nstru
ctio
n pr
ojec
ts.
· C
oord
inat
e an
d fa
cilit
ate
the
colle
ctin
g,
proc
essi
ng, i
nter
pret
ing
and
use
of
surv
ey a
nd la
yout
info
rmat
ion
rela
ted
to c
onst
ruct
ion
site
s.
· A
pply
the
prin
cipl
es o
f eng
inee
ring
and
build
ing
scie
nce
to a
naly
ze a
nd s
olve
te
chni
cal p
robl
ems
rela
ted
to
cons
truct
ion
proj
ects
. ·
Coo
rdin
ate,
sup
ervi
se, i
nspe
ct a
nd
asse
ss q
ualit
y of
wor
k of
trad
es a
nd
supp
liers
. ·
Coo
rdin
ate
and
faci
litat
e sh
op
draw
ings
, sub
mitt
als
and
sam
ples
. ·
Con
duct
con
stru
ctio
n fil
ed la
yout
s us
ing
a va
riety
of m
easu
rem
ent
equi
pmen
t.
171
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 3, Semester 5
26
Bui
ldin
g C
ode
Com
plia
nce
This
cou
rse
emph
asiz
es th
e us
e an
d in
terp
reta
tion
of th
e O
ntar
io B
uild
ing
Cod
e (O
BC
) Act
and
Par
ts 3
, 10,
and
11
of th
e R
egul
atio
ns. S
tude
nts
will
app
ly th
ese
sect
ions
of t
he B
uild
ing
Cod
e to
pro
ject
s.
Sta
ndar
ds a
nd re
fere
nce
docu
men
ts w
ill b
e id
entif
ied.
Cas
e st
udy
exam
ples
will
be
used
to h
elp
inte
rpre
t reg
ulat
ory
resp
onse
to
non
-com
plia
nce
of th
e R
egul
atio
ns.
· A
pply
rele
vant
sec
tions
of t
he B
uild
ing
Cod
e to
bui
ldin
g pr
ojec
ts.
· In
terp
ret s
elec
ted
sect
ions
of t
he
Ont
ario
Bui
ldin
g A
ct a
nd R
egul
atio
ns.
· Id
entif
y st
anda
rds
and
docu
men
ts
refe
renc
ed in
the
Reg
ulat
ions
. ·
Cla
rify
by O
BC
illu
stra
tions
sel
ecte
d se
ctio
ns o
f the
Cod
e.
· In
spec
t and
iden
tify
non-
com
plia
nce
with
the
OB
C R
egul
atio
ns.
· Id
entif
y Fi
re S
afet
y, O
ccup
ant L
oad,
sa
nita
ry fa
cilit
ies,
Fire
Res
ista
nce
Rat
ings
, fire
sep
arat
ions
, exi
ts, e
gres
s,
barr
ier f
ree
acce
ss, r
enov
atio
ns,
alte
rnat
ive
mea
sure
s an
d co
mpl
ianc
e al
tern
ativ
es re
quire
men
ts o
f Par
ts 3
, 10
and
11.
·
Rev
iew
Pla
ns E
xam
inat
ion
Che
cklis
ts
for B
uild
ing
Per
mit.
172
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 3, Semester 5
27
Pla
nnin
g an
d S
ched
ulin
g Th
e st
uden
t dev
elop
s th
e sk
ills
nece
ssar
y to
pla
n an
d sc
hedu
le a
pro
ject
. Thi
s co
urse
us
es c
ompu
ter s
oftw
are
to a
ssis
t in
the
plan
ning
, org
aniz
ing,
lead
ing
and
reco
rdin
g of
pro
ject
dat
a. T
he c
ours
e fo
cuse
s on
the
sequ
enci
ng o
f ope
ratio
ns o
n a
cons
truct
ion
proj
ect i
n or
der t
o m
eet d
eadl
ines
, ord
er
mat
eria
ls, s
peci
fy a
nd s
ched
ule
activ
ities
, an
d se
t up
cont
inge
ncy
plan
s. S
tude
nts
will
as
sem
ble
data
and
app
ly n
etw
ork,
bar
ch
arts
, lin
e of
bal
ance
and
oth
er m
etho
ds
of m
ultip
le u
nit s
ched
ules
to c
onst
ruct
ion
proj
ects
.
· D
ocum
ent t
he th
eory
and
prin
cipl
es
asso
ciat
ed w
ith c
onst
ruct
ion
proj
ect
plan
ning
and
sch
edul
ing.
·
Org
aniz
e tim
e, m
ater
ial a
nd p
eopl
e to
ac
hiev
e pr
edef
ined
obj
ectiv
es.
· A
naly
ze a
pro
ject
and
bre
ak it
dow
n in
to it
s ba
sic
wor
k co
mpo
nent
s.
· P
rodu
ce n
etw
ork
diag
ram
s, G
antt
char
ts, l
ine
of b
alan
ce a
nd m
ultip
le
unit
cons
truct
ion
sche
dule
s.
· M
easu
re, c
alcu
late
and
ana
lyze
pr
oduc
tivity
for u
se in
pla
nnin
g an
d sc
hedu
ling.
·
Pre
dict
pot
entia
l pro
blem
are
as w
hen
asse
ssin
g pr
ojec
ts.
· A
pply
com
pute
r sof
twar
e to
pla
n an
d sc
hedu
le a
ny g
iven
pro
ject
.
173
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 3, Semester 5
28
Hea
lth a
nd S
afet
y In
terp
retin
g th
e im
porta
nce
of th
e ke
y A
cts,
R
egul
atio
ns a
nd P
olic
ies
that
rela
te to
sa
fety
cod
es a
nd is
sues
will
be
stud
ied
in
this
cou
rse.
Exa
mpl
es o
f the
se d
ocum
ents
ar
e: T
he O
ccup
atio
nal H
ealth
and
Saf
ety
Act
, Env
ironm
enta
l Pro
tect
ion
Act
, Spi
lls
Bill
, Bui
ldin
g C
ode
Act
, Par
t 4 –
Fire
Cod
e,
Wat
er R
esou
rces
Act
, the
Fla
mm
able
Li
quid
s H
andl
ing
Act
, etc
. Thi
s co
urse
co
vers
the
prin
cipl
es a
nd p
ract
ices
of
adm
inis
terin
g sa
fety
, inc
ludi
ng p
rodu
cing
do
cum
enta
tion
acco
rdin
g to
the
Reg
ulat
ions
and
dev
elop
ing
plan
s, p
olic
ies
and
proc
edur
es fo
r acc
iden
t pre
vent
ion.
P
artic
ipan
ts w
ill a
lso
be p
artic
ipat
ing
in
WH
MIS
and
oth
er s
afet
y an
d fir
st a
id
certi
ficat
e tra
inin
g se
min
ars.
· In
terp
ret k
ey A
cts
rela
ted
to h
ealth
and
sa
fety
and
thei
r Reg
ulat
ions
. ·
Dev
elop
saf
ety
polic
ies
and
proc
edur
es.
· P
rodu
ce re
leva
nt d
ocum
enta
tion
for
safe
ty c
ompl
ianc
e or
acc
iden
t re
porti
ng.
· S
olve
pre
vent
ion
and
occu
rren
ce
prob
lem
s fro
m c
ase
stud
ies
of
wor
kpla
ce a
ccid
ents
.
174
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 3, Semester 5
29
Con
stru
ctio
n E
stim
atin
g 2
- P
ricin
g
The
cour
se e
xam
ines
the
anal
ysis
and
ap
plic
atio
n of
uni
t pric
es fo
r con
stru
ctio
n w
orks
in c
ase
stud
y/pr
ojec
t dat
a ba
se
form
at. L
abou
r pro
duct
ivity
, equ
ipm
ent a
nd
mat
eria
ls c
osts
will
be
anal
yzed
to p
rodu
ce
unit
cost
s fo
r con
stru
ctio
n ac
tiviti
es. P
ricin
g su
bcon
tract
or’s
wor
k, p
ricin
g ge
nera
l ex
pens
es a
nd c
losi
ng th
e bi
d w
ill b
e an
alyz
ed.
· R
esea
rch
mat
eria
l, la
bour
and
eq
uipm
ent p
rodu
ctiv
ity a
nd u
nit p
rices
. ·
Con
stru
ct a
nd m
aint
ain
an e
lect
roni
c da
taba
se.
· C
ompa
re u
nit p
rices
from
his
toric
al
data
, cos
t ind
ices
and
/or b
uilt-
up
calc
ulat
ions
. ·
Fore
cast
labo
ur a
nd e
quip
men
t pr
oduc
tivity
and
cos
ts fr
om h
isto
rical
da
ta.
· A
naly
ze re
leva
nt d
ata
and
met
hods
for
prod
uctiv
ity, w
asta
ge, b
ulki
ng,
cons
olid
atio
n, s
ite o
verh
eads
and
m
ark-
up re
latin
g to
risk
, ove
rhea
d an
d pr
ofit.
·
Mea
sure
a b
uild
ing
as s
tipul
ated
by
the
Can
adia
n In
stitu
te o
f Qua
ntity
S
urve
yors
(CIQ
S) M
etho
d of
M
easu
rem
ent o
f Con
stru
ctio
n W
orks
in
a p
roje
ct te
am e
nviro
nmen
t. ·
Ana
lyze
est
imat
ing
and
bidd
ing
func
tions
with
a c
onst
ruct
ion
man
agem
ent t
eam
. ·
Mea
sure
and
est
imat
e al
tern
ate
asse
mbl
ies
for c
ost c
ompa
rison
. ·
Con
stru
ct a
nd o
rgan
ize
data
for c
ost
estim
atin
g an
d bi
ddin
g us
ing
com
pute
rized
con
stru
ctio
n es
timat
ing
softw
are.
175
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 3, Semester 5
30
Ele
ctiv
e
176
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 3, Semester 6
31
Pro
ject
M
anag
emen
t -
Con
stru
ctio
n
This
cou
rse
exam
ines
the
theo
ry a
nd
prac
tice
of a
ll as
pect
s of
con
stru
ctio
n pr
ojec
t man
agem
ent a
s pr
actic
ed in
O
ntar
io. C
ontra
ctin
g, e
stim
atin
g, b
iddi
ng,
proc
urem
ent,
sche
dulin
g, p
lann
ing,
or
gani
zing
, cas
h flo
w, m
arke
ting,
tim
e,
qual
ity, q
uant
ity a
nd c
ost c
ontro
l, re
porti
ng,
purc
hasi
ng, c
ost p
lann
ing,
etc
. will
be
stud
ied
and
prac
ticed
from
a c
ontra
ctua
l vi
ewpo
int.
Ext
ensi
ve g
roup
par
ticip
atio
n is
de
man
ded
and
eval
uate
d.
· A
naly
ze h
ow th
e na
ture
and
con
tent
of
cons
truct
ion
cont
ract
s de
term
ines
how
co
nstru
ctio
n w
ork
is m
anag
ed.
· C
ompa
re a
nd c
ontra
st C
onst
ruct
ion
Pro
ject
Man
agem
ent s
yste
ms.
·
Def
ine
the
fund
amen
tal f
unct
ions
of
man
agem
ent a
nd c
onst
ruct
ion
man
agem
ent.
· D
eter
min
e se
lf-m
anag
emen
t stra
tegi
es,
incl
udin
g at
titud
e an
d be
havi
oura
l ad
just
men
t, in
situ
atio
nal t
eam
en
viro
nmen
ts.
· P
ract
ice
lead
ersh
ip s
kills
by
docu
men
ting,
repo
rting
and
pre
sent
ing
the
proj
ect m
anag
emen
t of s
imul
ated
an
d re
al c
ase
stud
y co
nstru
ctio
n pr
ojec
ts.
· D
iscu
ss th
e si
te (i
nclu
ding
sub
-sur
face
co
nditi
ons)
and
its
effe
cts
on th
e co
sts
of th
e ge
nera
l req
uire
men
ts o
f a
cont
ract
. ·
Pro
duce
pla
ns a
nd m
onito
r con
stru
ctio
n pr
ojec
ts fo
r Tim
e, Q
uant
ity a
nd Q
ualit
y,
Mon
ey (c
ost),
Peo
ple,
and
Saf
ety
(TQ
QM
PS
). ·
Doc
umen
t the
insp
ectio
n an
d re
ject
ion
of c
onst
ruct
ion
wor
k, in
clud
ing
sub-
cont
ract
or p
unch
list
s.
· D
iscu
ss th
e cl
aim
s, d
ispu
tes
and
arbi
tratio
n m
etho
ds o
f dis
pute
re
solu
tion
for c
onst
ruct
ion
proj
ects
.
177
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 3, Semester 6
32
Cos
t Con
trol
This
cou
rse
exam
ines
the
theo
ry a
nd
prac
tice
of c
ost c
ontro
l of c
onst
ruct
ion
proj
ects
as
prac
ticed
in O
ntar
io. P
lann
ing
budg
ets,
org
aniz
ing
cash
flow
and
co
ntro
lling
con
stru
ctio
n co
sts
are
prac
ticed
. E
xten
sive
gro
up p
artic
ipat
ion
is d
eman
ded
and
eval
uate
d.
· C
ompa
re a
nd c
ontra
st c
onst
ruct
ion
cost
con
trol s
yste
ms.
·
Pro
duce
a c
onst
ruct
ion
budg
et a
nd
paym
ent s
ched
ule.
·
Mon
itor a
nd a
sses
s pr
ojec
t pro
gres
s us
ing
prod
uctiv
ity a
naly
sis
for t
ime
and
cost
con
trol.
· A
naly
ze th
e im
porta
nce
of e
stim
atin
g an
d co
st a
ccou
ntin
g to
con
stru
ctio
n m
anag
emen
t. ·
Doc
umen
t and
exp
lain
bud
gets
, cas
h flo
w, c
ontra
ct p
aym
ents
and
cos
t co
ntro
l. ·
Man
age
the
dire
ct c
osts
of
cons
truct
ion
mat
eria
ls, l
abou
r, to
ols,
pl
ant,
equi
pmen
t, in
form
atio
n an
d jo
b ov
erhe
ad.
· P
ract
ice
lead
ersh
ip s
kills
by
docu
men
ting,
repo
rting
and
pre
sent
ing
the
proj
ect m
anag
emen
t of s
imul
ated
an
d re
al c
ase
stud
y co
nstru
ctio
n pr
ojec
ts.
178
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 3, Semester 6
33
Bus
ines
s P
ract
ices
&
Com
mun
icat
ion
This
cou
rse
anal
yzes
bus
ines
s m
anag
emen
t prin
cipl
es a
nd m
arke
ting
stra
tegi
es. B
usin
ess
skills
nec
essa
ry to
es
tabl
ish,
mar
ket a
nd o
pera
te a
suc
cess
ful
com
pany
will
be
deve
lope
d.
· P
rodu
ce a
com
preh
ensi
ve b
usin
ess
plan
det
ailin
g ho
w th
e sm
all b
usin
ess
will
ope
rate
, gro
w a
nd b
e m
onito
red
for i
ts s
ucce
ss a
gain
st p
re-s
et g
oals
. ·
Dev
elop
the
nece
ssar
y st
rate
gies
to
set u
p a
smal
l bus
ines
s in
clud
ing
mar
ketin
g, fi
nanc
es, o
pera
ting
plan
, hu
man
reso
urce
s, e
tc.
· D
evel
op th
e ne
cess
ary
skill
s to
iden
tify
pote
ntia
l pro
blem
s an
d re
med
ies
rela
ted
to th
e sm
all b
usin
ess.
·
Pro
duce
fina
ncia
l rec
ords
nec
essa
ry
for t
he d
aily
ope
ratio
ns o
f a s
mal
l bu
sine
ss.
· D
escr
ibe
acco
untin
g pr
inci
ples
. ·
Inte
rpre
t fin
anci
al s
tate
men
ts.
· A
ccur
atel
y an
alyz
e th
ese
reco
rds
to
fore
cast
tren
ds o
r pro
blem
s.
· U
tiliz
e ac
coun
ting
docu
men
ts to
es
tabl
ish
proc
edur
es fo
r pro
ject
cos
t co
ntro
l. ·
Iden
tify
com
pute
r app
licat
ions
for
smal
l bus
ines
s re
cord
kee
ping
. ·
Con
tribu
te to
the
hum
an re
sour
ce
man
agem
ent o
f con
stru
ctio
n pr
ojec
ts.
· A
pply
prin
cipl
es o
f bus
ines
s pr
actic
es.
179
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 3, Semester 6
34
Labo
ur R
elat
ions
an
d H
R
Man
agem
ent
The
prin
cipl
es a
nd p
roce
dure
s of
labo
ur
rela
tions
and
hum
an re
sour
ce
man
agem
ent,
as th
ey a
pply
to th
e co
nstru
ctio
n in
dust
ry, a
re th
e fo
cus
of th
is
cour
se. T
his
cour
se p
rovi
des
the
stud
ent
with
the
proc
edur
es o
f col
lect
ive
barg
aini
ng, h
uman
rela
tions
and
con
flict
re
solu
tion.
Thr
ough
the
case
stu
dy m
etho
d,
stud
ents
inte
rpre
t em
ploy
men
t and
hum
an
right
s le
gisl
atio
n an
d th
e m
ajor
issu
es
invo
lved
in e
mpl
oym
ent d
iscr
imin
atio
n.
Stu
dent
s al
so d
evel
op n
egot
iatio
n sk
ills
and
form
ulat
e al
tern
ativ
e di
sput
e re
solu
tion
met
hods
.
· E
xpla
in th
e th
eorie
s of
mot
ivat
ion,
le
ader
ship
, com
mun
icat
ion,
mor
ale,
re
desi
gnin
g w
ork
and
man
agem
ent b
y ob
ject
ives
. ·
Exa
min
e th
e fu
nctio
ns o
f per
sonn
el
man
agem
ent a
s pr
actic
ed in
a ty
pica
l hu
man
reso
urce
dep
artm
ent.
· D
iscu
ss th
e im
porta
nce
of e
mpl
oyee
tra
inin
g, m
anag
er d
evel
opm
ent a
nd
staf
f eva
luat
ion
and
care
er
deve
lopm
ent.
· D
iscu
ss th
e im
porta
nce
of e
mpl
oyee
be
nefit
s, h
ealth
and
saf
ety,
pro
mot
ion
pote
ntia
l, tra
nsfe
r with
in th
e co
rpor
ate
stru
ctur
e, d
ism
issa
l and
retir
emen
t. ·
Exp
lain
the
theo
ry a
nd p
ract
ice
of th
e in
ter-
rela
tions
hip
of c
ontra
ctor
s an
d la
bour
uni
ons.
·
Des
crib
e th
e pr
oces
s of
uni
on
certi
ficat
ion
and
colle
ctiv
e ba
rgai
ning
.
180
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 3, Semester 6
35
Cos
t Pla
nnin
g Th
e co
urse
exa
min
es th
e co
ncep
t of
build
ing
econ
omic
s as
app
lied
to c
ost
plan
ning
and
cos
t con
trol d
urin
g th
e ea
rly
desi
gn p
hase
s of
a d
evel
oper
’s o
r de
sign
/bui
ld c
onst
ruct
ion
proj
ect.
The
stud
ent w
ill s
tudy
the
need
for c
ost c
ontro
l du
ring
the
desi
gn p
rogr
am a
nd d
esig
n sc
hem
atic
s st
ages
of d
evel
opm
ent.
Fact
ors
influ
enci
ng c
osts
, con
cept
ual a
nd
prel
imin
ary
estim
atin
g m
etho
ds a
nd
Ele
men
tal C
ost A
naly
sis
(EC
A) w
ill b
e re
view
ed a
nd p
ract
iced
.
· D
escr
ibe
the
fact
ors
that
affe
ct d
esig
n an
d co
sts
of b
uild
ing
proj
ects
. ·
Est
imat
e de
sign
ele
men
ts a
s st
ipul
ated
by
the
Can
adia
n In
stitu
te o
f Q
uant
ity S
urve
yors
(CIQ
S) f
or
Ele
men
tal C
ost A
naly
sis
(EC
A).
· R
esea
rch
and
spec
ify a
ltern
ate
desi
gn
asse
mbl
ies
for c
ost c
ompa
rison
. ·
Est
imat
e un
it pr
ices
from
qua
ntiti
es
and/
or c
ost i
ndic
es fo
r EC
A.
· A
naly
ze a
n ou
tline
spe
cific
atio
n us
ing
the
CIQ
S E
lem
enta
l sys
tem
. ·
Par
ticip
ate
in th
e gr
oup
dyna
mic
s ex
erci
ses
with
a d
esig
n/bu
ild te
am.
· P
rodu
ce a
cos
t pla
n re
port
and
sum
mar
y.
181
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 3, Semester 6
36
Con
stru
ctio
n La
w -
Cas
e S
tudi
es
This
cou
rse
uses
the
case
stu
dy m
etho
d to
an
ticip
ate
the
lega
l pitf
alls
ass
ocia
ted
with
m
anag
ing
a co
nstru
ctio
n pr
ojec
t. S
tude
nts
deve
lop
stra
tegi
es to
pre
vent
pitf
alls
and
or
gani
ze p
lans
to m
itiga
te s
ituat
ions
pr
esen
ted
in c
ase
stud
ies.
Due
dili
genc
e in
co
nstru
ctio
n pr
ojec
t adm
inis
tratio
n an
d do
cum
enta
tion
is re
info
rced
.
· Id
entif
y m
ajor
cau
se a
nd e
ffect
of p
oor
proj
ect m
anag
emen
t pra
ctic
es a
s re
late
d to
the
cons
truct
ion
law
. ·
Res
earc
h ca
se la
w fo
r stu
dies
in
cons
truct
ion
proj
ect m
anag
emen
t pr
actic
e.
· D
escr
ibe
in d
etai
l at l
east
one
cas
e re
late
d to
the
build
ing
indu
stry
. ·
Dem
onst
rate
a p
robl
em-s
olvi
ng
tech
niqu
e re
late
d to
con
stru
ctio
n co
ntra
ct la
w.
· D
escr
ibe
givi
ng e
vide
nce
in c
ourt
and
the
docu
men
tatio
n re
quire
d fo
r a
cons
truct
ion
disp
ute.
·
Des
crib
e al
tern
ativ
e di
sput
e re
solu
tion
(AD
R) m
etho
ds.
· C
ompl
ete
all w
ork
acco
rdin
g to
co
ntra
ctua
l obl
igat
ions
; pro
ject
sp
ecifi
catio
ns a
nd d
raw
ings
; and
ap
plic
able
law
, sta
ndar
ds, b
y-la
ws,
an
d co
des.
182
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 3, Semester 6
37
Ele
ctiv
e
183
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 4, Semester 7
38
Pro
ject
A
dmin
istra
tion
This
cou
rse
uses
the
case
stu
dy m
etho
d to
ap
ply
the
skill
s of
pro
ject
adm
inis
tratio
n as
ap
plie
d to
con
stru
ctio
n pr
ojec
ts b
y ar
chite
cts.
App
lied
proj
ect d
ocum
enta
tion,
in
clud
ing
appr
oval
s, c
hang
es, s
hop
draw
ings
, mon
itorin
g, fi
eld
revi
ew,
insp
ectio
n an
d ce
rtific
atio
n, is
em
phas
ized
fro
m a
des
igne
r’s v
iew
poin
t.
· D
escr
ibe
the
impo
rtanc
e of
do
cum
enta
tion.
·
Ass
ist i
n th
e ad
min
istra
tion
of a
co
nstru
ctio
n pr
ojec
t usi
ng s
tand
ard
indu
stry
pra
ctic
e an
d fo
rms
rela
ted
to
cons
truct
ion
scie
nce
and
man
agem
ent.
· P
resc
ribe
proc
edur
es fo
r dea
ling
with
“a
utho
ritie
s ha
ving
juris
dict
ion”
(AH
Js).
· D
eter
min
e m
ajor
cau
se a
nd e
ffect
of
poor
pro
ject
adm
inis
tratio
n pr
actic
es
as re
late
d to
the
cons
truct
ion
proc
ess.
·
Dis
cuss
a p
roje
ct a
dmin
istra
tion
case
. ·
Dem
onst
rate
pro
blem
-sol
ving
te
chni
ques
rela
ted
to p
roje
ct
adm
inis
tratio
n.
· A
naly
se th
e A
gree
men
t and
the
Gen
eral
Con
ditio
ns o
f CC
DC
-2, a
s it
rela
tes
to p
roje
ct a
dmin
istra
tion.
·
Ana
lyze
pro
gres
s dr
aws,
OG
CA
/OA
A
clos
e pr
oced
ures
, det
aile
d m
eetin
g fo
rmat
s an
d ot
her d
ocum
enta
tion
expe
cted
of a
pro
ject
adm
inis
trato
r for
a
build
ing
proj
ect.
184
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 4, Semester 7
39
Dev
elop
men
t E
cono
mic
s Th
is c
ours
e ex
amin
es c
once
pts
of
deve
lopm
ent e
cono
mic
s as
pra
ctic
ed b
y a
cons
truct
ion/
proj
ect m
anag
er, p
rofe
ssio
nal
quan
tity
surv
eyor
or a
rchi
tect
. The
stu
dent
w
ill d
isse
ct o
utlin
e sp
ecifi
catio
ns a
nd
prel
imin
ary
estim
ates
and
app
ly th
ese
to
feas
ibili
ty s
tudi
es, f
inan
cing
(mor
tgag
es
and
the
rais
ing
of c
apita
l) an
d lif
e cy
cle
cost
ing.
Tim
e an
d m
oney
, yie
ld a
naly
sis
and
elem
ents
of r
eal e
stat
e w
ill a
lso
be
cove
red.
· P
repa
re fe
asib
ility
stu
dies
by
usin
g th
e pr
elim
inar
y an
d el
emen
tal c
ost
anal
ysis
tech
niqu
es.
· C
ondu
ct re
sear
ch fo
r arc
hite
ctur
al
feas
ibili
ty s
tudi
es: m
arke
t app
roac
h,
cost
app
roac
h an
d in
com
e ap
proa
ch.
· A
naly
ze m
ortg
age
and
inte
rim
finan
cing
for b
uild
ing
proj
ects
. ·
Cal
cula
te P
rese
nt V
alue
s fo
r in
vest
men
t pur
pose
s.
· C
alcu
late
Yie
ld fo
r inv
estm
ent
purp
oses
. ·
Exp
lain
ele
men
ts o
f ris
k w
ith re
gard
to
real
est
ate
and
build
ing
deve
lopm
ent.
· A
naly
ze b
uild
ing
elem
ents
usi
ng li
fe
cycl
e co
stin
g m
etho
ds.
· P
rodu
ce a
pro
-form
a fo
r a b
uild
ing
deve
lopm
ent p
roje
ct.
· A
naly
ze th
e ef
fect
s of
taxa
tion
on
capi
tal i
nves
tmen
t.
185
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 4, Semester 7
40
Inno
vatio
n &
C
onst
ruct
abili
ty
This
cou
rse
cove
rs d
esig
n an
d co
nstru
ctio
n in
nova
tion,
con
stru
ctab
ility
anal
ysis
and
va
lue
man
agem
ent,
all o
f whi
ch a
re v
ital t
o su
cces
sful
pro
ject
del
iver
y. In
add
ition
to
expl
orin
g th
e th
eore
tical
and
pra
ctic
al
aspe
cts
of th
ese
topi
cs, t
he c
ours
e em
phas
izes
the
inte
grat
ion
of c
onst
ruct
ion
proc
esse
s an
d th
e us
e of
ele
ctro
nic
com
mun
icat
ion
and
docu
men
tatio
n in
pr
ojec
t exe
cutio
n.
· A
ppra
ise
a co
nstru
ctab
ility
ana
lysi
s.
· D
evel
op d
esig
n an
d co
nstru
ctio
n in
nova
tion
theo
ries.
·
Eva
luat
e a
valu
e an
alys
is u
sing
the
five
step
pro
cess
. ·
Inte
grat
e el
ectro
nic
com
mun
icat
ion
and
docu
men
tatio
n in
pro
ject
ex
ecut
ion.
·
Pre
sent
inno
vatio
n an
d co
nstru
ctab
ility
anal
yses
for c
onst
ruct
ion
proj
ects
.
186
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 4, Semester 7
41
Pro
ject
Pro
cure
men
t U
sing
the
case
stu
dy m
etho
d, th
is c
ours
e ex
plor
es th
e pr
ojec
t pro
cure
men
t and
pr
ojec
t del
iver
y sy
stem
s (P
DS
) pre
vale
nt in
th
e co
nstru
ctio
n in
dust
ry. T
he P
DS
de
term
ines
the
proc
edur
es, r
elat
ions
hips
an
d re
spon
sibi
litie
s of
the
parti
cipa
nts
for
all p
roje
ct a
ctiv
ities
, inc
ludi
ng p
roje
ct
proc
urem
ent.
This
cou
rse
exam
ines
al
tern
ativ
e m
etho
ds o
f PD
S, i
nclu
ding
pu
blic
/priv
ate
partn
ersh
ips,
des
ign-
build
, co
nstru
ctio
n m
anag
emen
t, tu
rnke
y an
d le
ase-
to-o
wn
deve
lopm
ent a
gree
men
ts.
· A
naly
ze c
ontra
ctua
l rel
atio
ns w
ithin
va
rious
pro
ject
del
iver
y sy
stem
s.
· E
xam
ine
vario
us fo
rms
of s
peci
al
agre
emen
ts fo
r pro
ject
pro
cure
men
t. ·
Ana
lyze
alte
rnat
e m
etho
ds o
f PD
S.
· S
elec
t the
mos
t app
ropr
iate
PD
S fo
r gi
ven
case
stu
dies
. ·
Ana
lyze
pro
tect
ion,
inde
mni
ficat
ion,
bo
nds
and
insu
ranc
e fo
r con
stru
ctor
s.
· C
ompa
re a
nd c
ontra
st le
ase
and
prop
erty
man
agem
ent s
yste
ms.
187
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 4, Semester 7
42
Lead
ersh
ip
Dev
elop
men
t 1
Lead
ersh
ip is
dis
cuss
ed fr
om a
theo
retic
al
and
prac
tical
vie
wpo
int u
sing
lect
ures
, di
scus
sion
s an
d gr
oup
brea
k-ou
t ses
sion
s.
Topi
cs c
over
ed in
clud
e: s
elf-m
anag
emen
t, pr
ofes
sion
al re
latio
nshi
ps, p
rofe
ssio
nal
cond
uct,
pers
onal
ity in
vent
orie
s, ti
me
man
agem
ent t
echn
ique
s, le
ader
ship
as
a m
inds
et, e
thic
s, le
ader
ship
inve
ntor
y, te
am
build
ing
skill
s, p
ract
ical
cas
e st
udie
s,
cons
truct
ion
law
and
lead
ersh
ip is
sues
. C
onst
ruct
ion
prof
essi
onal
s w
ill g
uest
le
ctur
e an
d pa
rtici
pate
in p
anel
di
scus
sion
s.
· A
naly
ze p
erso
nalit
y pr
ofile
s w
ith
rela
tion
to te
am b
uild
ing.
·
Dev
elop
con
stru
ctio
n le
ader
ship
ski
lls
for t
ime
man
agem
ent,
impr
ovin
g th
e w
ork
ethi
c, h
uman
reso
urce
m
anag
emen
t, et
c.
· R
esea
rch
and
anal
yze
indu
stry
le
ader
ship
pra
ctic
e.
· D
evel
op le
ader
ship
vs.
man
agem
ent
as a
min
dset
.
188
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 4, Semester 7
43
Ris
k M
anag
emen
t Th
e ne
ed to
ass
ess
risk,
man
age
risk
and
redu
ce li
abili
ties
is th
e m
ain
subj
ect m
atte
r of
this
cou
rse.
Ass
essm
ent o
f ris
k, th
e m
anag
emen
t of l
iabi
lity,
gov
ernm
ent a
nd
soci
etal
pub
lic d
eman
d fo
r an
inde
pend
ent
third
par
ty to
man
age
risk
is a
lso
exam
ined
. In
sura
nce,
inde
mni
ficat
ion,
war
rant
y,
bond
ing
and
sure
ty a
re e
xam
ined
as
risk
man
agem
ent s
trate
gies
.
· D
iscu
ss ri
sk m
anag
emen
t the
ory.
·
Pro
vide
redu
ctio
n st
rate
gies
for g
iven
ca
se s
tudy
pro
blem
s w
here
risk
is
mea
sure
d.
· C
ompa
re a
nd c
ontra
st in
sura
nce,
in
dem
nific
atio
n, w
arra
nty,
bon
ding
and
su
rety
. ·
Pro
duce
a R
isk
Man
agem
ent M
atrix
to
ol fo
r con
stru
ctio
n pr
ojec
ts.
189
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 4, Semester 7
44
Ele
ctiv
e
190
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 4, Semester 8
45
Pro
fess
iona
l Eth
ics
An
exam
inat
ion
of e
thic
al is
sues
aris
ing
in
the
cont
empo
rary
pro
fess
iona
l and
bu
sine
ss s
ettin
g. E
mph
asis
is o
n th
e m
aste
ry o
f rep
rese
ntat
ive
ethi
cal s
yste
ms
and
conc
epts
and
thei
r app
licat
ion
to a
ctua
l si
tuat
ions
. Dis
cuss
ion
will
dra
w fr
om s
uch
topi
cs a
s: th
e co
ncep
t of a
mar
ket s
ocie
ty,
cont
ract
mod
els
of b
usin
ess
ethi
cs, p
rofit
m
akin
g an
d so
cial
resp
onsi
bilit
y, s
elf
inte
rest
and
altr
uism
, the
con
cept
of
busi
ness
as
a pr
actic
e, m
echa
nist
ic a
nd
orga
nic
conc
eptio
ns o
f bus
ines
s, c
onfli
cts
of in
tere
st, a
nd d
istin
ctio
n be
twee
n le
gal
and
ethi
cal c
once
rns.
· U
se a
n ap
proa
ch to
dec
isio
n-m
akin
g th
at id
entif
ies
vario
us c
odes
of e
thic
s in
app
lied
field
s of
bus
ines
s, in
dust
ry
and
the
publ
ic s
ecto
r and
that
crit
ical
ly
eval
uate
s an
d ar
ticul
ates
the
mai
n go
als.
·
Iden
tify
vario
us c
odes
of e
thic
s in
ap
plie
d fie
lds
of b
usin
ess,
indu
stry
and
pu
blic
sec
tor a
nd c
ritic
ally
eva
luat
e an
d ar
ticul
ate
the
mai
n go
als.
·
Be
able
to d
eter
min
e th
e na
ture
of
ethi
cal i
ssue
s ex
tant
in a
giv
en
situ
atio
n.
· D
evel
op a
dyn
amic
, wor
kabl
e pe
rson
al
code
of e
thic
s up
on w
hich
to d
epen
d in
all
situ
atio
ns, p
rofe
ssio
nal a
nd
pers
onal
. ·
Form
ulat
e an
eth
ical
pos
ition
and
co
mm
unic
ate
it ap
prop
riate
ly to
oth
ers.
· D
emon
stra
te k
now
ledg
e of
the
deve
lopm
ent o
f eth
ical
cod
es a
nd
appl
y th
at k
now
ledg
e to
a v
arie
ty o
f hy
poth
etic
al a
nd a
ctua
l situ
atio
ns.
191
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 4, Semester 8
46
Pro
ject
Mon
itorin
g Th
is c
ours
e ex
plor
es th
e co
ncep
t of P
roje
ct
Mon
itorin
g an
d A
ccou
ntin
g w
ith e
mph
asis
on
a P
roje
ct M
onito
r's ro
le d
urin
g al
l ph
ases
of a
con
stru
ctio
n pr
ojec
t. Th
e fin
anci
al re
latio
nshi
ps o
f the
par
ties
invo
lved
in e
ach
phas
e of
a c
onst
ruct
ion
proj
ect a
re a
naly
zed.
Stu
dent
s st
udy
the
role
of t
he P
roje
ct M
onito
r in
the
cont
ext o
f Le
nder
's v
s. B
orro
wer
's in
tere
sts.
· E
valu
ate
the
role
of p
roje
ct m
onito
ring
in th
e co
nstru
ctio
n pr
oces
s.
· D
escr
ibe
the
Pro
ject
Mon
itor's
fu
nctio
ns a
t eac
h st
age
of th
e co
nstru
ctio
n pr
oces
s.
· O
utlin
e th
e P
roje
ct M
onito
r's
rela
tions
hips
with
eac
h pa
rty in
volv
ed
in th
e co
nstru
ctio
n pr
oces
s.
· S
peci
fy th
e P
roje
ct M
onito
r's
oblig
atio
ns in
Len
der v
s. B
orro
wer
co
nflic
t of i
nter
ests
. ·
Com
pile
pro
ject
cos
t acc
ount
s an
d ot
her f
inan
cial
repo
rts.
· P
repa
re b
asic
bud
get r
evie
w a
nd
prog
ress
dra
w re
ports
, inc
ludi
ng c
ost
to d
ate,
cos
t to
com
plet
e ca
lcul
atio
n,
sour
ce o
f fun
ds a
nd m
argi
n ca
lcul
atio
n, h
oldb
ack
and
cont
inge
ncy
anal
ysis
, geo
tech
nica
l and
insu
ranc
e an
alys
is.
192
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year4, Semester 8
47
Ele
ctiv
e
193
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 4, Semester 8
48
Lead
ersh
ip
Dev
elop
men
t 2
Lead
ersh
ip is
dis
cuss
ed fr
om a
theo
retic
al
and
prac
tical
vie
wpo
int u
sing
lect
ures
, di
scus
sion
s an
d gr
oup
brea
k-ou
t ses
sion
s.
Topi
cs c
over
ed in
clud
e: s
elf-m
anag
emen
t, pr
ofes
sion
al re
latio
nshi
ps, p
rofe
ssio
nal
cond
uct,
pers
onal
ity in
vent
orie
s, ti
me
man
agem
ent t
echn
ique
s, le
ader
ship
as
a m
inds
et, e
thic
s, le
ader
ship
inve
ntor
y, te
am
build
ing
skill
s, p
ract
ical
cas
e st
udie
s,
cons
truct
ion
law
and
lead
ersh
ip is
sues
. P
rofe
ssio
nals
will
gue
st le
ctur
e an
d pa
rtici
pate
in p
anel
dis
cuss
ions
.
· A
naly
ze c
ase
stud
ies
invo
lvin
g co
nstru
ctio
n la
w a
nd le
ader
ship
is
sues
. ·
Ana
lyze
the
met
hods
of p
rove
n in
dust
ry p
rofe
ssio
nals
and
exe
cutiv
es
com
mitt
ed to
lead
ersh
ip.
· D
eter
min
e pr
ecis
e le
ader
ship
ski
lls
and
inve
ntor
y st
reng
ths
and
wea
knes
ses.
·
Dev
elop
a p
olic
y of
pro
fess
iona
l co
nduc
t. ·
Pro
duce
a p
erso
nal p
ortfo
lio o
f le
ader
ship
eth
ics
and
goal
s.
194
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 4, Semester 8
49
Pro
ject
Man
agem
ent
- Pra
ctic
um
This
cou
rse
is c
ompo
sed
of th
e m
anag
emen
t of a
pra
ctic
al p
roje
ct a
s a
clas
s pr
ojec
t. S
tude
nts
cond
uct a
n O
ntar
io-
wid
e si
mul
ated
con
stru
ctio
n bi
d co
mpe
titio
n sp
onso
red
by th
e O
ntar
io In
stitu
te o
f Q
uant
ity S
urve
yors
(OIQ
S) a
nd th
e O
ntar
io
Gen
eral
Con
tract
ors
Ass
ocia
tion
(OG
CA
). Th
e en
tire
clas
s is
invo
lved
in th
e m
anag
emen
t of t
he p
roje
ct, w
hich
incl
udes
w
ritin
g, is
suin
g an
d ad
min
istra
tion
of th
e bi
d do
cum
ents
, ans
wer
ing
bidd
er’s
que
ries,
qu
antit
y su
rvey
ing
and
estim
atin
g of
the
bid
docu
men
ts fo
r tar
get a
mou
nts,
pric
ing,
sub
-co
ntra
ctor
quo
tatio
ns, e
tc. T
he c
lass
ad
min
iste
rs th
e co
mpe
titio
n. T
eam
s of
st
uden
ts fr
om c
olle
ges
and
univ
ersi
ties
acro
ss C
anad
a ar
e th
e bi
dder
s. S
tude
nts
in
this
cou
rse
also
man
age
the
sele
ctio
n of
th
e w
inni
ng b
ids
in th
e fo
llow
ing
cate
gorie
s:
Clo
sest
to th
e Ta
rget
, Bes
t Pro
fess
iona
l C
ondu
ct a
nd B
est P
rese
ntat
ion
of B
idde
r’s
Doc
umen
tatio
n. T
his
com
petit
ion
will
be
oper
ated
on
a na
tiona
l lev
el in
con
junc
tion
with
the
Brit
ish
Col
umbi
a In
stitu
te o
f Te
chno
logy
’s (B
CIT
) fou
rth-y
ear s
tude
nts.
· P
artic
ipat
e in
, and
pra
ctic
e pr
ojec
t m
anag
emen
t, bi
ddin
g an
d es
timat
ing
proc
edur
es fo
r, th
e op
erat
ion
and
man
agem
ent o
f a p
rovi
ncia
l and
na
tiona
l sim
ulat
ed s
tude
nt
com
petit
ion.
195
Year
&
Sem
. R
ef #
C
ours
e Ti
tle
Cal
enda
r Cou
rse
Des
crip
tion
Cou
rse
Lear
ning
Out
com
es
(as
iden
tifie
d in
6.5
.2)
Year 4, Semester 7
50
Sen
ior I
ndep
ende
nt
Cap
ston
e In
dust
ry
Pro
ject
This
cou
rse
prov
ides
stu
dent
s th
e op
portu
nity
to li
aise
with
the
indu
stry
pa
rtner
s in
ord
er to
con
duct
an
inde
pend
ent c
apst
one
proj
ect i
n co
njun
ctio
n w
ith o
ne o
f tho
se p
artn
ers.
Thi
s co
urse
pre
pare
s st
uden
ts to
acc
ompl
ish
the
caps
tone
indu
stry
pro
ject
suc
cess
fully
th
roug
h fa
culty
gui
danc
e in
dev
elop
ing
a su
bjec
t of i
nqui
ry a
nd e
xten
ding
sch
olar
ly
rese
arch
tech
niqu
es, d
ocum
enta
tion
and
pres
enta
tion
skill
s. C
apst
one
proj
ects
may
in
clud
e ex
perim
enta
l and
/or a
naly
tical
in
vest
igat
ive
rese
arch
of a
ny a
spec
t of t
he
scie
nce
or m
anag
emen
t of c
onst
ruct
ion.
· C
ompo
se a
nd p
rese
nt a
form
al
prop
osal
. ·
Con
duct
inte
rvie
ws
and
fact
-find
ing
accu
rate
ly a
nd e
ffect
ivel
y.
· O
rgan
ize,
out
line,
form
at a
nd w
rite
a pr
ofes
sion
al re
port.
·
Pre
sent
a c
apst
one
indu
stry
pro
ject
or
ally
and
vis
ually
in s
emin
ar fo
rmat
. ·
App
ly in
divi
dual
and
col
labo
rativ
e st
rate
gies
for c
ritiq
uing
cou
rse
wor
k.
· R
esea
rch
and
sum
mar
ize
info
rmat
ion
accu
rate
ly a
nd e
ffect
ivel
y.
301
6.6 Work Experience Required for Degree Completion
6.6.1 Program Structure Requirements
September January April Year 1 On-campus studies 1 On-campus studies 2 Work Term Opportunity Year 2 On-campus studies 3 On-campus studies 4 Work Term Opportunity Year 3 On-campus studies 5 On-campus studies 6 Work Term Opportunity Year 4 On-campus studies 7 On-campus studies 8 Graduation
Paid full-time work term = 15 consecutive weeks and about 560 hours. The students are required to complete one work term opportunity before graduation.
302
6.6.2 Work Experience Outcomes
As noted in Appendix 6.6.1, one work term is required. Work term outcomes are presented below and they are correlated to the Program Learning Outcomes in Appendix 6.3. Work Experience Outcomes How work experience puts into
practice the program outcomes 1. Understand and apply team building and basic
management techniques 1, 3, 4, 5, 7
2. Apply technical skills required on construction sites including regulations, safety requirements and codes, using appropriate resources
1, 6, 7, 8, 10
3. Support the analysis of project efficiencies considering such variables as cost, time lines, logistics, etc.
1, 3, 6, 11
4. Support the preparation of RFPs, tenders or other technical proposals/reports considering past performs, risk, capacity, etc.
1, 2, 3, 6, 7, 8, 9, 10, 11
Additional work term outcomes may be established by the employer.
304
7. Program Delivery Standard
7.1 Quality Assurance Policies
7.1.1 Curriculum Development Delivery and Assessment
In order to ensure well-developed curriculum, all courses will be developed using the Worldwide Instructional Design System (WIDS). WIDS is software designed to assist faculty in the development of outcome-based curriculum, criterion-based assessment and lesson plans that support a variety of learning styles. The College has been using this system for over two years and currently there are over 250 faculty trained to use the software. All probationary faculty are required to become proficient in using this software. WIDS assists the course designer in determining what students must learn based on task analysis and needs assessment. It emphasises the application of knowledge, skills and attitudes. It assists the faculty in articulating measurable, observable instructional targets, which are shared with students before the learning experience begins. WIDS utilizes Bloom’s Taxonomy to assist the faculty in determining the appropriate complexity of the learning that takes place. All course outcomes in the cognitive domain are written at the application level or above. Once the learning outcomes are established, the software prompts the faculty to design the appropriate assessment strategies, which are valid, reliable and fair. Using WIDS encourages faculty to use a variety of assessments. Assessments include on-demand tests and exams, as well as cumulative assessment tools. The latter require students to perform more complex tasks that demonstrate critical thinking and the ability to synthesize previously learned skills and knowledge and apply it to problems. The goal is to design authentic assessment tools that will prepare students for the types of problems that they will encounter in their careers. WIDS assists the faculty in determining clear criteria and standards of performance for each assignment. WIDS also assists faculty in designing effective learning activities to support a variety of learning styles. The faculty are encouraged to structure the learning activities so that students will be able to determine the knowledge that they need and apply this knowledge to real life problems or goals. Once the faculty has designed a course, the WIDS program will analyze the course to ensure the outcomes are written at the application level or above, that each outcome has a set of learning objectives, and that the assessment strategies match the level of the outcome.
305
7.2.1 Student Feedback – College Policy
George Brown - Toronto City College Title: Maintaining Academic Relevancy and Responsiveness to Students Authorizing Body: Board of Governors Policy #: Curriculum Policy
6.1, 6.2 Contact: Director of Academic
Excellence Approved by: Vice-President
Academic Excellence and Innovation
Date Approved: 2002-02-13 At the end of every course, students will be given the opportunity to complete a student feedback questionnaire that provides feedback to the faculty member and program chair on course content, teaching methodology, evaluation methods, classroom ambiance, responsiveness of the faculty member and the overall learning experience. Students will also be given the opportunity to give feedback on their field placement experience and co-op terms. In order to ensure that programs are delivered in a method that supports student learning, George Brown - Toronto City College has several methods of soliciting student feedback:
• Student Satisfaction Survey: This survey is a provincial Key Performance Indicator (KPI), conducted once each year. It provides information about the overall satisfaction of each student with the program, faculty, learning resources, services and facilities. The results are distributed to the program faculty, who must develop a plan to respond to identified student concerns. All service areas also receive the results and provide plans for improvement. Where additional information is required, programs hold focus groups with students.
• Graduate Satisfaction Survey: This survey is also a Key Performance Indicator, conducted six months after graduation. It measures the graduate’s employment status and satisfaction with his or her college program in the employment situation. The results are distributed to the program faculty, who must develop a plan to respond to identified graduate concerns.
• Course Evaluation: George Brown - Toronto City College has a long-standing practice of administering a student survey at the end of every course. The results are tabulated by Compustat Consultants, the same consultants used for the KPI survey, and returned to George Brown - Toronto City College. The results are distributed to the faculty member and his/her Chair. The results are used to inform faculty reviews.
• Program Advisory Committee: Each program has a program advisory committee, which includes a student and a graduate.
• Work-Term Evaluation: George Brown - Toronto City College is in the process of finalizing a student handbook that will be used for applied degree work-term placements. The student surveys that will be administered for work-term evaluation will gather information on several aspects of the experience, including:
· Assessments on how well the work experience met the anticipated outcomes outlined in Appendix 6.10.1 of this application
· The skills that were used (e.g. self-management, technical, interpersonal) · How the work experience relates to the courses taken during academic
semesters · Opportunities to develop skills and which skills the student would like to continue
to develop · Feedback received from supervisors, co-workers and clients
306
· Ratings of the relevance and value of the learning experience · Ratings on the support provided by George Brown - Toronto City College during
the work term • Withdrawal Survey: This survey is requested for students who leave the program prior to
graduation. It is conducted in a face-to-face environment so that the College, whenever possible, can assist the student to stay in the program.
307
7.2.2 Student Feedback Criteria and Instruments
The following Student Feedback form is currently in place at George Brown - Toronto City College and will be used for the applied degree program:
308
309
7.3 Academic Community
7.3.1 On-Line Learning Policies and Practices
Not applicable to this proposed program.
7.3.2 Academic Community Policies
Not applicable to this proposed program.
310
8. Capacity to Deliver Standard
8.1 Past Performance – College Key Performance Indicators
GEORGE BROWN - TORONTO CITY COLLEGE – KEY PERFORMANCE INDICATORS
Reporting Year
Graduate Employment Rate
Graduate Satisfaction
Employer Satisfaction
Student Satisfaction
Graduation Rate
2000-01 89.6% 79.9% 89.3% 64.8% 61.3% 2001-02 85.8% 79.7% 92.0% 63.8% 59.9% 2002-03 86.4% 78.8% 89.5% 70.1% 54.5%
NOTES: Graduate Employment and Graduate Satisfaction KPI data: is collected through a telephone survey with graduates from each of the three academic terms/semesters (Summer/Fall/Winter) six months after their graduation, e.g., for the reporting year of 2002-03, the Graduate Employment and Graduate Satisfaction rates include data from the Summer 2001, Fall 2001 and Winter 2002 graduates. Employer Satisfaction KPI data: is also collected through a telephone survey with employers of the graduates who have consented to their employers being contacted. The employer satisfaction survey is conducted two weeks after the completion of each graduate survey, e.g., for the reporting year of 2002-03, the Employer Satisfaction rate include employers of graduates from the Summer 2001, Fall 2001 and Winter 2002. Student Satisfaction KPI data: is collected through an in-class survey in February. Colleges also have the option to survey students in advance, provided these students are in co-op, clinical or field placement during the formal survey period in February, e.g., the 2002-03 reporting year includes students (2nd semester and above) surveyed in November 2002 (advanced survey) and in February 2003 (formal). Graduation Rate: For the graduation rate calculation, the student’s completion time frame equals approximately 200 per cent of the normal program duration, e.g., for the reporting year of 2002-03, the Graduation rates include those who started one-year programs in 2000-01, 2-year programs in 1998-99, and 3-year programs in 1996-97, and who graduated by 2001-02.
311
8.2 Related Program Performance Indicators
RELATED PROGRAM PERFORMANCE INDICATORS: THE CENTRE FOR ADVANCED BUILDING TECHNOLOGIES
Architectural Technician – T132 Reporting Year
Graduate Employment Rate
Graduate Satisfaction
Employer Satisfaction
Student Satisfaction
Graduation Rate
2000-01 100.0% 75.0% 100.0% 83.0% 20.6% 2001-02 62.5% 50.0% 100.0% 62.5% 38.6% 2002-03 100.0% 100.0% 100.0% 64.3% 25.0% Architectural Technology – T109 Reporting Year
Graduate Employment Rate
Graduate Satisfaction
Employer Satisfaction
Student Satisfaction
Graduation Rate
2000-01 84.6% 100.0% 80.0% 75.0% 44.8% 2001-02 86.2% 75.8% 100.0% 60.3% 43.0% 2002-03 90.0% 82.6% 100.0% 54.7% 37.3% Building Renovation Technician – T110 Reporting Year
Graduate Employment Rate
Graduate Satisfaction
Employer Satisfaction
Student Satisfaction
Graduation Rate
2000-01 85.7% 75.0% 100.0% 65.4% 47.1% 2001-02 85.7% 85.7% 0.0% 64.0% 39.6% 2002-03 60.0% 84.6% 50.0% 80.2% 39.6% Building Restoration Technician – T142 Reporting Year
Graduate Employment Rate
Graduate Satisfaction
Employer Satisfaction
Student Satisfaction
Graduation Rate
2000-01 -- -- -- -- -- 2001-02 -- -- -- 68.2% -- 2002-03 -- -- -- 69.2% -- Construction Engineering Technician – T101 Reporting Year
Graduate Employment Rate
Graduate Satisfaction
Employer Satisfaction
Student Satisfaction
Graduation Rate
2000-01 100.0% 85.7% 100.0% 65.0% 42.4% 2001-02 50.0% 100.0% -- 71.4% 46.3% 2002-03 100.0% 50.0% 100.0% 63.8% 40.9%
312
Construction Engineering Technology – T105 Reporting Year
Graduate Employment Rate
Graduate Satisfaction
Employer Satisfaction
Student Satisfaction
Graduation Rate
2000-01 100.0% 70.0% 100.0% 70.6% 78.3% 2001-02 100.0% 92.9% 100.0% 59.0% 65.7% 2002-03 96.0% 84.6% 100.0% 60.5% 83.9% Heating/Refrigeration/AC Technician – T100 Reporting Year
Graduate Employment Rate
Graduate Satisfaction
Employer Satisfaction
Student Satisfaction
Graduation Rate
2000-01 100.0% 77.8% 100.0% 87.5% 40.0% 2001-02 66.7% 46.7% 100.0% 77.0% 20.0% 2002-03 91.7% 100.0% 50.0% 79.1% 32.4%
313
8.3 Program Strengths and Appropriateness to College Mission and Goals
George Brown - Toronto City College is a non-profit corporation established by the Government of Ontario on November 22, 1967 to serve the City of Toronto as part of a province-wide system of colleges. During its first six years of operation, the College incorporated two trade schools, five nursing schools and four upgrading centres. The roots of the College reflect a strong representation of diverse sectors of our economy and, in particular, construction and civil industries. The College’s vision – “George Brown - Toronto City College is woven into the economic and social fabric of the city and recognized as a key resource in building its future” – is clearly reflected in its mission statement below: College Mission Statement Working closely with partners from all sectors of our society, George Brown - Toronto City College, will provide high-quality education that meets the evolving social and economic development needs of the communities we serve, enabling students to succeed in achieving individual career and life goals. To achieve our mission we will:
Responsiveness Respond quickly and with flexibility to changes in the communities we serve, renewing programming and delivery methods to meet emerging needs;
Quality Ensure a high degree of satisfaction with the quality of our programs and services among students, graduates, employers and other partners;
Access Promote access to our programs and services;
Learning Culture Foster a culture of continuous learning within the College for students, staff and community partners;
Leadership Evolve in areas where the College is, or can become, a recognized leader;
Diversity Promote the positive value of diversity in the College community and in society;
Responsibility Secure the future stability of the College through responsible strategic investment of resources in innovative practices, programs and services.
The ongoing achievement of these goals will be realized through the continuing commitment and creativity of College staff working with students and community partners. The College has created the structure and environment needed to support the CABT in the development and delivery of this program in the following ways:
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a) Strong Financial Foundation: Over the past five years, George Brown - Toronto City College has worked toward its mission and strategic direction by embarking on an aggressive plan to improve the economy and efficiency of the core educational programs and to eliminate peripheral programs and activities. Through decisive leadership and sound financial management, the fiscal position of the College has gone from an operating deficit and a negative cash flow to an accumulated surplus of $2.9 million, a capital reserve of $7.5 million and a $20 million positive cash flow. This has been accomplished within a context of decreasing funding per capita from the operating grant, increased enrolment and fewer faculty and staff.
b) Quality Policies and Support Structure: Program quality is assured through corporate policies and structures established under the aegis of the office of the Vice-President, Academic Excellence and Innovation. This office is unique to the Ontario colleges in that it has no operational responsibilities and is fully focused on standards, best practices, quality assurance and institutional research. Michael Cooke presently holds the Vice-President's position. In 1997, he received the College's Board of Governor's Award of Excellence for Leadership. The Association of Community Colleges of Canada has named him the recipient of the 2001 Leadership Award.
c) E-Learninq Expertise: E-learning technologies include the World Wide Web, e-mail, CD-ROM, video-conferencing and instructional software that complement more traditional forms of distance education. George Brown - Toronto City College is already a leader in the use of distributed learning with its award-winning electronics program, its Bell Centre and a significant number of courses or course segments developed through its Centre for Learning Innovations and Academic Development. Currently, the use of e-learning technologies at George Brown - Toronto City College is at the high end of the national estimate of five to ten percent of curriculum offerings. In 2004, the College will have doubled that percentage.
The CABT, its programs, faculty and staff respond to and complement both the Vision and Mission. The introduction of a Bachelor of Applied Technology Degree - Construction Science and Management is ideally poised to add to this vision. The program:
• responds to an identified educational and industry need • is fully supported by the construction sector • conforms to the College’s business planning process
The CABT further confirms the following requirements in the development and delivery of this program:
• Current and qualified (as defined by the PEQAB) full time faculty members, will develop courses that fall within their area of expertise. For all other courses, qualified teachers will be identified and hired to develop and deliver courses requiring the unique blend of credentials and work experience to implement the program.
• All faculty members assigned to teach in the applied degree program will be reviewed in accordance with the CAAT collective agreement.
• Opportunities for professional development will be made available to faculty members to ensure program currency and relevancy. As noted earlier, the curriculum will be based on the WIDS system and all full- and part-time faculty members will be fully compliant in this method of course development.
• All faculty members will be requested to post schedules outside of regularly scheduled
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class assignment time to provide access to students for feedback, assistance and other forms of academic counselling.
• All George Brown - Toronto City College students and staff have equal access to all services and facilities (LRC, computer labs, specialized lab facilities as determined by curriculum, etc.).
• Consistent with the College’s strategic and business planning process, resources required to meet the curriculum needs for this and all other programs will be maintained.
• Students enrolled in the applied degree program will fully benefit from and have access to all the services and privileges afforded all George Brown - Toronto City College students. Please refer to Appendix 8.8 for description of the full range of support services to students.
• All college policies pertaining to FOI, hiring practices, equal opportunity, diversity, access, confidentiality, etc. will be followed for this program.
• Teaching assignment will be fully determined by faculty credentials, experience and self-selection to maintain standards at the degree level of this program.
• Courses will be appropriately assigned to professors, inside or outside the main field of study, who will hold a higher credential than the degree offered.
The introduction of this program in the CABT fully completes the suite of programs that respond to the construction industry’s need for qualified employees. Designed with direction from the industry, the curriculum is structured in a manner that builds attributes verified through a comprehensive survey (see Appendix 14.1) and predicts success for its graduates. Its curriculum is based on the Worldwide Instructional Development System (WIDS) and infuses the right mix of applied, technical, team building, problem-solving and interpersonal skills. Work experience components will be positioned within the academic semesters to ensure optimum placement opportunities for the students while concurrently ensuring real world training opportunities in the field. Courses will be delivered by qualified and current practitioners and from an existing pool of professors that will continue to be expanded as the program matures.
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8.5 Policies on Faculty
Policy Regarding Faculty Credentials George Brown - Toronto City College College Policy: Approved by the Board of Governors, June 11, 2003 Originator: Human Resources Date: June 11, 2003 Policy: Credentials Required by Faculty to Teach Courses in a Degree Level Program Introduction: George Brown - Toronto City College is an educational and training institution of higher education offering learning opportunities, education and training resulting in a range of credentials from certificates, to diplomas, to applied degrees and collaborative degrees. The Postsecondary Education Quality Assessment Board (PEQAB) that assesses and monitors applied degrees in colleges in Ontario has mandated the credentials required for all faculty who are assigned to teach in any applied degree program. In addition, our collaborative partners may also determine the credential required to teach in a particular program or course. This College policy is therefore introduced at George Brown - Toronto City College. Policy: 1. Any faculty member assigned to teach courses in the degree programs at George Brown - Toronto City College must possess an advanced academic credential, normally the terminal credential in the field of study, but at a minimum at least one degree higher than a baccalaureate in a field of study related to the subject being taught. 2. Faculty may also be required to possess particular professional credentials and/or related work experience of a substantial depth and range. 3. In order to teach in a baccalaureate program, faculty must submit and update credential evidence to the College, as required and outlined in the College’s Procedure Statement, “Statement of Evidence of Faculty Credentials”. 4. Any exception to the above policy and practice must be:
a. Justified in writing; b. Based upon the absence of a related program credential in a university, or other exceptional circumstances; c. Approved by the President in the spirit of not impeding the College’s ability to
deliver the standard as required by PEQAB. Reference: letter from Donald N. Baker, Director, PEQAB to President Frank Sorochinsky, dated November 29, 2002.
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1. Evidence on file supplied directly to George Brown - Toronto City College from the granting agency of the highest academic credential and any required professional credential claimed by faculty members.
George Brown - Toronto City College currently requires written verification from the granting institutions of academic and professional credentials.
2. Regular review of faculty performance, including student evaluation of teaching.
a. All probationary faculty members participate in an in-depth orientation program that is concurrent with the probationary period. The program includes a week-long residential retreat covering all aspects of their duties as a professor. During the first year, they also complete a week-long instructional skills workshop and a week-long program on instructional design and outcomes-based learning (See section 5.e). In the second year, each professor completes an instructional design or teaching project that is presented to the Vice-President, Academic Excellence and Innovation. This intensive program was implemented in September 2001.
b. During the probationary period, faculty members are informed in writing of their progress at intervals of four months continuous employment or four full months of accumulated non-continuous employment. This policy is outlined in the Collective Agreement, Article 27.02D, last ratified on September 26, 2001. To determine the progress being made, the Chair will evaluate the faculty in the classroom. It is the practice at George Brown - Toronto City College that each in-class observation is also followed by an evaluation discussion with the Chair.
c. Depending on the faculty member's workload as defined in the Collective Agreement, Article 11, all permanent faculty members meet with their Chair between two and five times a year. Faculty members also meet with their Chair annually to discuss their professional development plans and performance. The professional development plan responds to student feedback, evolution of their teaching responsibilities and changes in their profession or area of expertise. The practice of having this meeting to discuss professional development plans is a long-time standard practice. The commitment was formally established in September, 2000.
d. At the end of every course, students complete a student feedback questionnaire that provides input to faculty members and Chairs on course content, teaching methodology, evaluation methods, classroom ambiance, responsiveness of the faculty member and overall learning experience. Chairs meet with faculty once or twice a year to discuss the results of their student feedback questionnaires. The practice has been formally in place since September, 1998.
3. Means for ensuring the currency of faculty knowledge in the field.
a. Each year, a number of faculty members are awarded full sabbaticals to pursue major professional development projects related to their teaching duties. This policy, and the formula to calculate the number of faculty members who will participate, are outlined in the Collective Agreement, Article 20, which was last ratified on September 26, 2001. The faculty must submit a detailed plan for their sabbatical, which describes how their work will support their own development, and support the strategic direction of the College.
b. The Deans and Chairs work with the faculty members to establish business and advisory committee connections. These connections and ongoing relationships provide the faculty with opportunities to increase awareness on changes in industry
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practice and needs. This approach to industry connections was originally legislated by the Ministry of Colleges and Universities prior to 1990. George Brown - Toronto City College has long adopted Program Advisory Committees as a standard practice to provide the necessary link between the College, the faculty members and communities being served.
c. In the case of the Bachelor of Applied Technology - Construction Science and Management, faculty will be given paid professional leave to work in industry, on the basis of one half-year leave for every five years. This paid leave program will ensure that faculty are current in their profession and are focused on the application of the curriculum in construction and environment law. It will also provide faculty with relevant real-world experiences to share with students in the classroom, thereby enriching the classroom experience.
4. The promotion of curricular and instructional innovation.
At George Brown - Toronto City College, the President has appointed a Vice-President, Academic Excellence and Innovation whose primary mandate is to promote scholar-ship, applied research, teaching excellence and program innovation. The following are some practices and initiatives that contribute to promotion of curricular and instructional innovation: a. The College has a Centre for Learning Innovation and Academic Development,
which operates under the aegis of the Office of the Vice-President, Academic Excellence and Innovation. The Centre offers training and support for faculty members who are developing innovative approaches to curriculum design and program delivery. Each year, the College provides up to fifteen partial sabbaticals for faculty members who want to do a major project through the Centre. This has been the practice of George Brown - Toronto City College since 1995. These sabbaticals are over and above those described in section b.
b. A Staff Resource Centre has been available to faculty members since George Brown - Toronto City College was established. This Centre provides workshops, resource materials and other professional development resources. The development and delivery of new resources are closely linked to the College's goals of academic excellence and strategic direction. Since 1999, George Brown - Toronto City College has also provided easy accessibility to the Resource Centre resources and activities through the website: http://www.gbrownc.on.ca/Admin/hr/src/default.htm.
c. For four years, George Brown - Toronto City College has provided an Employee Tuition Assistance Plan for personal, professional or institutional development. If approved for the plan, the faculty member is entitled to a maximum of $5,000 over the span of their career at George Brown - Toronto City College. This program is unique in the Ontario college system.
d. Professional development subsidies for George Brown - Toronto City College have been in place since prior to 1995. This program encourages life-long learning by allowing faculty members to enrol in a College course for a nominal fee of $20.
e. In order to ensure well-developed curriculum, the College uses the Worldwide Instructional Design System (WIDS). WIDS is software designed to assist faculty in the development of outcome-based curriculum, criterion-based assessment, and lesson plans that support a variety of learning styles. The college has been using this system for over two years and currently there are over 250 faculty trained to
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use the software. All probationary faculty are required to become proficient in using this software. WIDS assists the course designer in determining what students must learn based on task analysis and needs assessment. It emphasizes the application of knowledge, skills and attitudes. It assists the faculty in articulating measurable, observable instructional targets, which are shared with students before the learning experience. WIDS utilizes Bloom’s Taxonomy to assist the faculty in determining the appropriate complexity of the learning that takes place. All course outcomes in the cognitive domain are written at the application level or above.
Once the learning outcomes are established, the software prompts the faculty to design appropriate assessment strategies, which are valid, reliable and fair. Using WIDS encourages faculty to use a variety of assessments. Assessments include on-demand tests and exams, as well as cumulative assessment tools. The latter require students to perform more complex tasks that demonstrate critical thinking and the ability to synthesize previously learned skills and knowledge, and to apply that to problems. The goal is to design authentic assessment tools that will prepare students for the types of problems that they will encounter in their careers. WIDS assists the faculty in determining clear criteria and standards of performance for each assignment. WIDS also assists faculty in designing effective learning activities to support a variety of learning styles. The faculty are encouraged to structure the learning activities so that students will be able to determine the knowledge that they need and apply it to real life problems or goals.
Once the faculty has designed a course, the WIDS program will analyze the course to ensure that the outcomes are written at the application level or above, that each outcome has a set of learning objectives, and that the assessment strategies match the level of the outcome.
5. Faculty Workload
The Faculty work load is established using the workload formula in the Colleges of Applied Arts and Technology Faculty Collective Agreement. The workload formula includes time for class preparation, delivery, student evaluation and time with students outside of class.
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8.6 Enrolment Projections and Staffing Implications
Enrolment projections, based on an introduction of the program in September 2005, for all years are as follows:
Staffing Requirements - Projected
Cumulative Enrolment
Cumulative Full Time Faculty Equivalents
Cumulative Part Time Faculty Equivalents
Cumulative Other Teaching Support Equivalents
Ratio of Full Time Students / Full time Faculty
Full Time
Part Time
Year 1 35 0 1 0.8 0 35 to 1 Year 2 65 3 2 1.5 0.5 33 to 1 Year 3 92 6 3 2.3 1 31 to 1 Year 4 117 10 3 3.6 1 39 to 1
These projections are based on the introduction of one section. In the event the employment demand exceeds substantially the potential graduate pool, the CABT will evaluate enrolment targets, in concert with employers, and take necessary action. The overall retention for the first intake over the four-year span is predicted at 68% with yearly retention predicted at the following rates:
Year 1 to year 2 86% Year 2 to year 3 90% Year 3 to year 4 93%
The College endeavours to implement strategies such as student advising and tutoring to affect these retention rates. The senior years may also reflect an increase in enrolment subject to articulations, direct entries, bridging and PLAR. These senior level entries will be according to the policies established by the PEQAB.
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8.7 Resources
8.7.1 Library Resources
The George Brown - Toronto City College Library/Learning Resource Centre provides students and faculty with the necessary resources to support study and teaching needs. Resources include print and electronic collections of books, periodicals, indexes, and videotapes. See Appendices 8.8.1.1-2 for a detailed assessment of current and proposed holdings supporting the proposed Bachelor of Applied Technology – Construction Science and Management. The development of the library collection is the responsibility of professional librarians working in collaboration with teaching faculty. Sources for the identification of relevant materials to be acquired include subject-specific reviewing media and industry-related association newsletters, bibliographies of books for college libraries, lists of “Recommended Readings,” academic publishers’ catalogues, and (for new programs) the catalogues of libraries with comparable academic programs. The National Library’s online Forthcoming Books (a classified list of cataloguing-in-publication titles) is systematically checked to ensure that all relevant Canadian publications are considered for acquisition. Such online databases as Bowker’s Books in Print Global (with its contents synopses and book reviews) and Ulrich’s Periodical Directory (with indexing information and review) are useful selection tools. Strategic subject searches in online indexes such as Applied Science and Technology Index Plus and ABI Inform are useful for identifying the major journals relevant to the curriculum. The Canadian Library Association’s AECT-ACRL Standards for Learning Resource Centres: The Canadian Context (1994) recommends a minimum of 12 books per student (of which at least 6 should be in the student’s major area of study). George Brown - Toronto City College, with a total enrolment of 12,000 full- time students, has about 7 books per student. In areas of the collection relating to the proposed BAT - CS&M degree (enrolment goal 600), the Casa Loma library can currently provide 6 books per student. However, since over a third of the collection was published prior to 1980, we can assume that only about 4 books per student are relatively current and useful (see Appendix 8.8.1.2 for a publication date analysis). In order to bring the library collection up to a minimum standard of support at the degree level, additional books will be purchased in relevant subject areas, as indicated in Appendix 8.8.1.1, under the heading “Recommended Additional Vols.” The periodical collection is very good and the book collection is fairly adequate in areas which overlap with collections supporting the recently approved Bachelor of Applied Technology in Construction and Environment, specifically in the areas of Environmental Compliance, Building Codes and Standards, and Health and Safety, but some additional volumes will be needed in these subject areas to satisfy the anticipated increase in demand resulting from higher enrolments. Collection areas requiring upgrading to the Bachelor’s degree level include: the History of Major Construction Projects, Human Resources and Personnel Management, Project Management, Risk Management, Cost Estimating and Bidding, Information Systems for Construction Management, Business Principles and Ethics and Stakeholder Communications.
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Table I: Summary of Current and Proposed Additional Resources Material Type Current Holdings If Program Approved Books Periodicals
3,612 print, 33 electronic 19 print, 39 electronic
5,142 print, 63 electronic 19 print, 40 electronic
Videotapes 8 28 Electronic Databases 13 15
Other Resources: Students and faculty at the Casa Loma campus are able to use (but not borrow from) the Ontario Institute for Quantity Surveyor’s Collection of 341 volumes, which is on loan to the campus library. The George Brown - Toronto City College Library also has reciprocal borrowing agreements with other Ontario college libraries, and ad-hoc interlibrary loan arrangements. Students and faculty also benefit from walk-in access to the many university and large public libraries in the City of Toronto. Information Literacy: Professional librarians and staff at George Brown - Toronto City College are committed to ensuring that students will graduate with a high degree of information literacy, equipped with the knowledge and life-long-learning skills that will help them to find the practical information they need to be successful in their jobs. To achieve this goal, library staff provide informal one-to-one instruction at the Reference Desk, as well as more formal, scheduled classes in subject-specific research methods and the effective use of reference materials and electronic databases, in addition to sessions on the best strategies for searching and evaluating information on the World Wide Web. The library is equipped with a special library instruction room that has multiple workstations for presenting instruction session to classes. Instruction and assistance with using the catalogue and databases is also available through VAL (the Virtual Academic Librarian), a real-time online chat-style reference service accessible via the library’s website.
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8.7.2 Computer Access
The Casa Loma Campus Library and Information Commons, open 7 days per week, is equipped with 208 computer workstations, which provide access to the library catalogue and databases, the Internet, and a full range of word-processing, design and information management software. Students also have remote access to the online catalogue and the majority of the networked and online databases from smart classrooms and computer labs, from home and from other remote locations. The number of computers currently available (in 2003) in the Casa Loma Campus Library and Learning Commons is considered adequate to serve projected student needs over the next 5 years. Summary of computer workstations in the Casa Loma Library and Learning Commons: Year Number of
Students Cumulative
Number of Computers
Number of Computers with Internet Access
Location On Site
Location Off Site
1 35 208 208 208 N/A 2 65 208 208 208 N/A 3 92 208 208 208 N/A 4 117 208 208 208 N/A
Summary of computer workstations in the CABT: Year Number of
Students Cumulative
Number of Computers
Number of Computers with Internet Access
Location On Site
Location Off Site
1 35 140 120 All N/A 2 65 140 120 All N/A 3 92 140 120 All N/A 4 117 140 120 All N/A
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8.7.3 Classroom Space
Year Number of Students Cumulative
Number of Classrooms
Location On Site
Location Off Site
1 35 1 All N/A 2 65 2 All N/A 3 92 3 All N/A 4 117 3 All N/A
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8.7.4 Laboratories/Equipment
Specifically Equipped Workstations/Labs
Location of Laboratories/Equipment
Year
Number of Students (cumulative)
Type and Number of Labs Number
Ratio of Students to Equipment On Site Other
1 35 Chemistry 40 4 to 1 X N/A 2 65 Chemistry 40 4 to 1 X N/A 3 92 Chemistry 40 4 to 1 X N/A 4 117 Chemistry 40 4 to 1 X N/A
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8.7.5 Resource Renewal and Upgrading
The book collection will be upgraded to the Bachelor’s degree level with the acquisition of new titles in target areas, as noted below. Two new databases are recommended for purchase, with networked access for at least three simultaneous users:
• Means Building Professionals CostWorks CD-ROM Package ($704 US annually networked for one user at a time)
• Means CostWorks Estimator ($284 US annually networked for one user at a time) Total cost networked for 3 simultaneous users : $704 + 284 x 3 = $2964 US or $3,885.00 Can. est. Two new subscriptions to journals are recommended, based on the large number of hits resulting from strategic subject searches in program-relevant online databases:
• Construction Management and Economics ($1,460 US, or $1,912 Can.) • International Journal of Project Management ($1,005 US or $1316 Can.)
Table I: Summary of Initial Cost Estimates for Proposed Additional Resources Material Type Volumes /
Subscriptions Unit Cost* Total
Books 1530 vols $61.50 $94,095 Journal Subscriptions 2 $400 $3,228 Databases 2 $3,885 Videotapes 20 $108 $2,160 $103,368 Total Initial
*Unit costs were calculated on the basis of relevant materials identified in Books in Print Global and Ulrich’s Periodical Directory online, and with Can/US dollar exchange rates for October 2003. Table II: Summary of Projected Annual Costs for Maintaining Degree-Level Resource Support Material Type Volumes /
Subscriptions Unit Cost** Total
Books 400 vols $61.50 $24,600 Journal Subscriptions 6 $400 $3,228 Databases 2 $3,885 Videotapes 10 $108 $1,080 $32,793 Total
Ongoing **The continuing costs (in 2003 dollars) do not take into account inevitable inflationary increases and changes in exchange rates (which should be factored into future budget plans).
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Current Book Holdings, with Recommended Additions
Following is a summary of Library of Congress Classification categories with volumes held and volumes recommended for addition to the collection supporting a proposed degree in Construction Science and Management.
LC Classification Class Description Current Vols.
Recommended Additional Vols
Minimum Target Vols.
. Management HD 1 – 50 General Management 81 81 HD 51- 62 Organizational Behaviour 78 10 88
HD 66-69 Project planning, Time Management 23 25 48
HD 9715 Construction Industry Materials 37 20 57 HF 5387 Business Ethics 2 35 37
HF 5548-5549 Personnel & Employee Management 158 25 183
HF 5691-5716 Business Mathematics 47 30 77 HF 5717-5746 Business Communication 74 20 94 Law K890 International Construction Law 8 8 KD Law of Contracts 16 20 36
KE 5268-5281 Canadian Building & Plumbing Law 10 20 30
KEO 670-684 Occupational Health and Safety 13 20 33 KEO 700-900 Ontario Building Code, Standards 49 20 69 KF 900 Ontario Construction law 4 20 24 KF 3775 Environmental Law & compliance 19 10 29
KF 5600-4 Construction practice, solar access 6 20 26
Architecture NA 190-1614 History -- General 115 10 125 NA 740-749 Canadian Architecture--History 56 25 81 NA 750-1614 Architecture Hist.-Other countries 45 10 55 NA 1995-2590 Modern Architecture 66 25 91 NA 2600-2793 Architectural Design and Drawing 161 30 191 NA 2835-4050 Architectural Details 43 20 63 NA 4100-8480 Special Classes of Buildings 106 25 131 Technology T 10-11.9 Communication of technical Info. 97 40 137 T 55.3 Industrial Safety, Accident Prev. 21 25 46 T 56-7 Quantitative methods 58 20 78 T 58.4 Managerial Control Systems 0 10 10
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LC Classification Class Description Current Vols.
Recommended Additional Vols
Minimum Target Vols.
T 60 Work Measurement / Project mgt. 17 75 92 TA 15-26 Engineering History & Achieve. 14 100 114
TA 177-185 Engineering Economy (bidding etc.) 12 30 42
TA 190 – 194 Management of Engineering Works 8 25 33
TA 329- 348 Engineering Mathematics 67 25 92 TA 401 – 492 Materials of Eng. & Construction 283 20 303 TA 501 – 625 Surveying 28 20 48 TA 630-695 Structural Engineering 255 20 275
TA 703-712 Eng. Geology, Underground Constr. 27 35 62
TA 715 – 787 Foundations, Earthwork 42 25 67 TE 1-450 Highway Engineering 36 36 TG 1-470 Bridge Engineering 37 37 Buildings TH 1—166 Building Principles and Practices 110 20 130 TH 226 Canadian Building Code 8 10 18 TH 375-85 Site Planning 3 15 18
TH 425 Contracting, Bidding (incl. Writing) 23 35 58
TH 431 Blueprints & Plan Reading 20 35 55 TH 435 Costing & Estimating 78 20 98 TH 437 Computers and Systems 4 15 19
TH 438 Construction Project Management 40 45 85
TH 439 Building Inspection 3 10 13 TH 441 Construction Failure, Problems 6 40 46 TH 443 Construction Safety 4 35 39 TH 845-895 Architectural & Structural Eng. 12 25 37 TH 900-915 Construction Equipment 1 35 36 TH 1000-1100 Systems of Bldg. Construction 6 20 26 TH 1101-1111 Wood and Frame Construction 7 35 42 TH 1199-1501 Masonry & Concrete Construction 20 30 50 TH 1611-1621 Steel Construction 23 30 53 TH 1700 Weatherproofing, Insulation 25 20 45 TH 2000 Exterior & Interior Finishes 64 20 84 TH 2391-2450 Roof Systems 39 25 64 TH 2521 Interior flooring 12 10 22 TH 3000-3411 Maintenance & Repair 16 16 TH 4021-4977 Buildings and Dwellings-Gen. 188 20 208 TH 5011-5701 Trades: masonry, carpentry, etc. 156 156 TH 6101-6887 Plumbing & Pipe-fitting 142 142
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LC Classification Class Description Current Vols.
Recommended Additional Vols
Minimum Target Vols.
TH 7005-7699 Heating, Ventilation, and Air-Conditioning. 318 318
TH 7700-7975 Lighting 8 15 23 TH 8001-8581 Decorative Finishes, Furnishings 18 10 28 TH 9025-9745 Protection -- Fire, Flood, Burglary 39 45 84 TOTALS 3612 1530 5142
Summary of Publication Dates of Current Book Collections
The following is a summary of the percentages of books published during specific time periods.Of the 3612 volumes held, 1120 have been published since 1990.
LC Class Total Vols All Years 2000-03 1990-99 1980-89 1970-79 Pre-1970
HD, HF Management, Bus. 500 6% 42% 35% 12% 5% K Law 125 6% 23% 40% 25% 6% NA Architecture 592 3% 22.50% 45% 18.00% 11% T Technology 1002 5.50% 28.00% 42% 16.50% 8.00% TH Building 1393 5.60% 14.50% 24% 32.50% 23.40% Total Vols and % by Period 3612 5% 26.00% 37.14% 20.80% 10.68% Total Vols & No. by Time Period 3612 181 939 1341 751 386
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Electronic Databases, Periodicals and Websites
The following is a list of electronic databases and networked CD-ROMS for Construction Science and Management available at the Casa Loma Campus Library: ABI Inform Academic Search Premier Applied Science and Technology Plus Architectural Index for Ontario The Building Code CBCA Full-Text Business and Reference CCOH Academic Support Program Career and Technical Education Electric Library Canada LexisNexis Canadian Academic Universe National Building Code National Fire Code National Plumbing Code
The following is a list of print periodicals on building and construction available at the Casa Loma Campus LRC /Library: American Professional Constructor 1994-96, 2000- Builder [Washington] 1985- Building [Toronto] 1991- CAD Systems 1998-2000. Construction Canada 1989- Construction Manager 2000- Construction Specifier 2000- Construction Technology Updates 2000- Consulting-Specifying Engineer 1987- Contracting Business 1981- Custom Home 2000- Design Engineering 1981- EC & M (Electrical Design Construction & Maintenance) 1980- Electronic House 1994 Taunton’s Fine Homebuilding 1981- GTA Construction Report 2001- Heavy Construction News 1991- Industry Week 2001- Pre-stressed Concrete Institute Journal 1985-
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The following is a list of electronic periodicals relating to building, construction, and management available at the Casa Loma Campus Library: Periodical Titles and Years Available Online Databases Builders Merchants Journal 1997- LexisNexis Building 1996- CBCA Fulltext Business Building Design 1997- LexisNexis Building Design & Construction 1996- Abi / Inform Global Building Operating Management 1998- Career & Technical Education Buildings 1997- Abi / Inform Global Cad/Cam Update 1999- Electric Library Canada Cadalyst 1998- Career & Technical Education California Construction Link 2000- Jan. 2003 LexisNexis Canadian Journal of Civil Engineering 1997- Applied Science & Technology Plus Canadian Manager 1992- ABI Inform Civil Engineering 1996-2002 Applied Science & Technology Plus Colorado Construction 2000 – Jan. 2003 LexisNexis Concrete Construction 2000- Applied Science & Technology Plus Concrete Products 1998- Career & Technical Education Construction Accounting & Taxation 2002- ABI Inform Construction Equipment 1996- Career & Technical Education Construction Review [Washington] 1991- Electric Library Canada Contractor 1996- ABI Inform Cost Engineering 1992- ABI Inform Daily Commercial News And Construction Record 1997-
CBCA Fulltext Business
Electrical Construction & Maintenance 1997- LexisNexis ENR 1996- Applied Science & Technology Plus Heavy Construction News: Canada's Construction Magazine 1996-
Electric Library Canada
Human Organization ABI / Inform Global International Construction Review 2002- LexisNexis Journal of Construction Accounting & Taxation 1995-
ABI Inform Global
Journal of Construction Engineering & Management 1995-
Academic Search Premier
Midwest Construction 1998- LexisNexis New York Construction 1998- LexisNexis Professional Builder 1996- ABI / Inform Global Project Management Journal 1999- ABI / Inform Global Professional Safety 1996- ABI / Inform Global Public Works 1997- Applied Science & Technology Plus Texas Construction 2000-Jan. 2003 LexisNexis Training 1991- ABI / Inform Global Water Power And Dam Construction 1998- LexisNexis What's New In Building 1997- LexisNexis
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Selected Internet Sites
Advanced Buildings: Technologies & Practices (http://www.advancedbuildings.org/ ) Guide to more than 90 environmentally appropriate building technologies and practices that can be utilized in the construction of commercial, industrial and multi-unit residential buildings. American Society for Testing and Materials (http://www.astm.org/cgi-bin/SoftCart.exe/index.shtml?E+mystore ) ASTM publishes standard test methods, specifications, practices, guides, classifications, and terminology. American Society of Civil Engineers (http://www.asce.org/ ) ASCE represents more than 120,000 civil engineers worldwide, and is America's oldest national engineering society. Builder Online (http://www.builderonline.com/ ) Canadian Architect and Builder Historical full text images of actual journal from 1888 - 1908.(http://digital.library.mcgill.ca/cab/ ) Center of Excellence for Sustainable Development (http://www.sustainable.doe.gov/ ) Provides information on how a community can adopt sustainable development as a strategy for well-being. Includes the Green Building Technical Manual. U.S. Department of Energy. Galaxy Index, Civil & Construction Engineering (http://www.einet.net/galaxy/Engineering-and-Technology/Civil-and-Construction-Engineering.html) Web resources for civil engineering: Academic Organizations, Collections, Directories, Organizations and Software. Great Buildings Collection (http://www.greatbuildings.com/gbc.html) Institute for Research in Construction (http://irc.nrc-cnrc.gc.ca/irccontents.html) Canada's construction technology centre provides research, building code development, and materials evaluation services. The Institution of Civil Engineers (http://www.ice.org.uk/index.asp?bhcp=1) A UK Professional Engineers of Ontario (http://www.peo.on.ca/) Includes the results of a survey on Engineers' salaries. This Old House: Expert advice on Improving your home (http://www.thisoldhouse.com) TOXNET (http://toxnet.nlm.nih.gov/) Provides access to databases and websites on toxicology, hazardous chemicals, and related areas World Intellectual Property Organization (http://www.wipo.org/index.html.en) This UN agency promotes the protection of intellectual property for its 171 member states. The site includes worldwide statistics & treaties on industrial property & copyright.
404
World-Wide Web Virtual Library: Civil Engineering (http://www.ce.gatech.edu/WWW-CE/home.html ) This site is to provides a comprehensive information about Civil Engineering. This list includes universities, organizations, government agencies, and commercial sites from around the world.
405
8.8 Support Services
Support Service Brief Description of Service Career Counselling Career & Employment Services - Assists students in defining and
accomplishing their career and employment goals by offering a number of services and programs. Career and Employment counsellors are available for one-on-one and group counselling and career assessment sessions. Counselling sessions are free. Appointments can be booked at the campus Counselling Office or by e-mail at [email protected] Quick Tip Sessions and Workshops - To help students prepare for their search for work, workshops are offered on such topics as:
• Résumé and cover letter preparation • Résumé clinics to critique the student’s résumé • Interviewing skills • Mock interview practice • Job interview practice
These workshops can be presented in class, if requested. The workshop schedule can be found on the GBC website (click on Student Affairs, then Career & Employment Services). Students register for a workshop by visiting or phoning the Counselling Office or contacting the office by e-mail at [email protected] Career Fairs - Career & Employment Services has created a template for organizing Career Fairs to assist the Technology Division in planning Career Fairs. Résumé workshops and clinics are also scheduled to ensure that students are prepared. Workopolis Campus - WorkopolisCampus.com is an Internet job posting, recruitment and résumé database service for job seekers and employers alike. This site has been designed to help companies target the students and graduates. Employers looking to recruit students and graduates from George Brown - Toronto City College have posted their jobs on WorkopolisCampus.com, which can be accessed 24 hours a day, seven days a week from any computer that has an Internet connection. Last year (2002-2003) there were 6,830 job postings listed on the site. To date there have been almost 4,000 students and recent graduates registered as job seekers who have accessed the site over 9,000 times during the last academic year. Passport To Employment - Career & Employment Services has arranged with several programs to give partial credit towards courses and job search readiness workshops attended by their students. Faculty in each program decide how many and which workshops they want their students to attend, or they invite the counsellor into their classrooms to deliver the workshops. A student receives a stamp in his/her “passport” every time he/she
406
attends a workshop. Résumé Assistance - “Craft Your Draft” is a very easy to follow form obtained from the Career Employment Services, Office or on the Student Affairs/Career Services web site. It takes the student through a step-by-step process of writing an up-to-date résumé. Graduate Employment Data - Graduates are surveyed annually, 6 months after graduation. The data is posted on the College’s web site at www.gbrownc.on.ca. Click on Student Affairs, then Graduate Employment Report.
Personal Counselling Counselling Services assist students to define and accomplish their personal, academic and career goals. This involves:
• Individual and group counselling services for students • Programming focused on the developmental needs of
college students to maximize their potential to benefit from the academic environment and experience
• Career counseling and assessment • Consultative services to the college
Counsellors Help Students: • Assist student with personal problem solving • Offer specialized workshops or individual coaching • Facilitate support groups • Provide referrals for community support and problems that
are beyond the scope of college counselling (e.g. addiction counseling, marital and family therapy,
• Psychiatric assessment and psychiatric assessment and psychotherapy)
• Arrange peer tutoring or study skills assistance • Provide testing and other assessment techniques when
appropriate to foster self-understanding and personal and career decision-making.
Counsellors Help Faculty: • Partnering in delivery of curriculum. • Advising on managing classroom difficulties related to
student behavior. • Providing consultation on assisting individual students who
are struggling with various issues that interfere with their ability to function effectively in the classroom.
• Designing customized workshops to address the needs of classes (for example, working in teams).
• Meeting with students who are in distress and in need of immediate support.
Counselling Services Online - The GBC web site offers many resources for students who are unable to visit the offices or attend workshops in person. The “Mastering Blue Moods” booklet is available for free and is available on the web site. Other resources include the “Learning Styles Inventory” and links to many useful web sites for students. Further services are listed at www.gbrownc.on.ca/saffairs/counseling/counseling.html.
407
Services for Students with Disabilities
George Brown - Toronto City College is committed to providing equal access to education for students with disabilities. The Disability Services Office serves over 700 clients yearly. Staff members are trained to provide assistance and arrange any accommodations that may be required because of physical, emotional or leaning disability. Types of assistance include short-term wheelchair loans, large print, taped or Braille materials, test proctoring, tape recorders, adaptive computer devices and software including alternative pointing devices, screen magnification, word prediction, voice output and voice dictation, portable spell-checkers, note-takers, peer assistance, extended programs to suit students’ needs and accommodations for tests and exams. Learning Opportunities Trust Fund (LOTF Program) - The LOTF program provides enhanced services for George Brown - Toronto City College students with learning disabilities. The Learning Strategists and Assistive Technologists provide specialized services and technologies at each of the main campuses to help students succeed in their academic program. One-on-one assistance is provided with a learning strategist to understand the psychoeducational report, improve time management, writing and study skills as well as reading comprehension, and more. The Technologists will complete an Adaptive Technology Assessment with the student to find out what software and/or hardware works best for him/her. The student participates in an orientation to familiarize him/herself with the Assistive Technology (AT) Room and all the technologies that are available for him/her. Students are free to use software in the AT Room to assist them with their essays and homework or to study and better prepare themselves for their exams. There is open access to the labs during the day, in the evening and on weekends during the fall and winter semesters and limited hours during the summer semester. Learning Strategists are trained counsellors and learning disabilities specialist, who can assist students in the following areas:
• Help students understand their psychoeducational reports. The Learning Strategist will meet with the student and explain his/her report in easy-to-understand language. This will help the student comprehend what he/she learning disability is all about, and help the student understand why he/she requires certain accommodations in classes and for tests.
• Help students develop higher-level thinking skills. This can mean getting assistance with: time management, organizational skills, problem solving, memory, and planning and editing your essays. These skills can also be helpful in other aspects of their personal lives. These are
408
known as their metacognitive skills. • Help students improve their: reading comprehension,
writing, spelling, vocabulary, note-taking, study skills, test-taking skills, and researching skills.
The work that students do with the Learning Strategist is not additional schoolwork. Students bring in their own schoolwork, and they and the Learning Strategist will work together to show them how to get their work done more efficiently. Adaptive Technologists provide one-on-one demonstrations and training sessions of Adaptive Technology software for students with learning disabilities. Some examples of the many software programs available are:
• Kurzweil 3000, which is a text to voice program that lets students listen to the text being read out loud.
• Dragon Naturally Speaking, which allows students to talk to their computer through a microphone.
• Text Help, which assists in reading and writing difficulties. It reads text out loud and helps students to construct words and sentences through word prediction.
Deaf Services - Educational Support Services are available for deaf, deafened and hard of hearing students to access full-time post-secondary programs. A range of services is offered including educational interpreting, computerized note-taking, scribing, peer note-taking, peer tutoring, professional tutoring, modified course load, test proctoring, technical devices and counselling. These services are free of charge.
Tutoring Peer Tutoring is a free service for all full-time, post-secondary students of George Brown - Toronto City College. The Peer Tutoring program is dedicated to assisting students to reach their academic goals. In addition to tutoring, students are also encouraged to take workshops provided through the Counselling Office, which provide help with issues such as Study Skills, Test Anxiety, and Time Management. Peer Tutor sessions are not intended as 'cramming' for exams. They are to help build overall strength in the course area. Prior to accessing tutoring, students are required to take the Peer Tutoring Program Orientation. Students are then allowed unlimited access to Peer Tutoring options include English, Math, English as a Second Language, Programming, AUTOCAD, and Pro Engineering. Tutoring is offered in any core subject area upon request of the department. Peer Tutoring is offered on a convenient, drop-in basis. Depending on traffic, labs may consist of small group sessions. These group sessions have been found to be very helpful for learning material. A Peer Tutor is a student who has achieved above average marks in the course area and has a desire to help fellow students. The role of a Peer Tutor is to assist the student in learning how to perform independently; this means the tutor is
409
there to help the tutee, not do the work for them nor to teach new material. Last year:
• Tutoring took place in 13 different tutoring labs • 1,260 tutees went through tutee orientation • 130 tutors were trained • 14,716 tutees visited tutoring labs • 508 sessions happened in the technology labs • 1,185 visits were made to the English lab by nursing
students. Writing and Math Support - The Peer Tutoring for Math and English is done in partnership with the Access Centre of Excellence in the Tutoring and Learning.
Others Housing - Although GBC does not have a residence, we do purchase the U of T housing registry. This list of housing is available to students for a fee of $5.00 to help cover the cost of the purchase of the list. This lists about 1,000 wide range of accommodation options within the Greater Toronto Area to include: rooms, shared accommodation, bachelor apartments, basement apartments, apartment of various sizes and full houses. Students also have access to two residences, the Neil Wycik Residence at Jarvis and Gerrard Streets and the recently opened U of T residence in the building previously operating as the Colony Hotel. The rooms are double occupancy, shared bath, common room and study room on each floor, a pool and gym available and several meal plans. The college has a registry of very reasonably priced temporary accommodations available that students can use while they are finding full time accommodation. Athletics - A large variety of lunchtime intramurals sports are offered including Ball Hockey (Non-Contact), Volleyball, Basketball, Indoor Soccer, Badminton, 3 on 3 Basketball. The College also participates in a number of extramural tournaments such as Outdoor Cricket, Ball Hockey, Basketball, Women’s Ice Hockey, Co-ed Volleyball, Table Tennis, Golf. Varsity programs include Men’s Outdoor Soccer, Baseball, Cross Country, Women’s Basketball, Men’s Basketball, Men’s Volleyball, Badminton, Alpine Skiing, Men’s Indoor Soccer, Women’s Indoor Soccer, Golf. Financial Assistance and Awards - The following financial assistance programs are available to all students:
• Ontario Student Assistance Program (OSAP) - Provides major funding for most full-time, postsecondary programs. A student must be taking at least 60% of a full-time program.
• Child Care Bursary - Provides funding for a student with more than two children who require public or private daycare. The student must qualify for OSAP.
410
• Bursary for Students with Disabilities - Provides funding for students who require special equipment or services because of a disability. The student must be assessed for the need and qualify for OSAP.
• Canada Part-Time Student Loan and/or Special Opportunity Grant - Funds part-time postsecondary studies. A Student must be registered in at least 20% and up to 59% of a full time course load.
• Ontario Work Study Program - For OSAP-eligible students provides funds for part-time employment at the college. The student must find his/her own employment through the many divisions or departments at the college. Apply early in the college year.
• Work Study Program for non-eligible OSAP students - Is basically the same program as the above but funds come from the George Brown - Toronto City College Student Assistance Fund.
• The George Brown - Toronto City College Bursary Fund - Provides assistance for students in good academic standing who are in danger of not completing their studies due to inadequate finances.
• The George Brown - Toronto City College Emergency Fund - Provides immediate financial assistance in unforeseen situations caused by theft, fire, illness or accident that put students at financial risk of leaving college.
Details can be found on the George Brown - Toronto City College website at http://www.gbrownc.on..ca/saffairs/financial/06awards.html.
411
9. Credential Recognition Standard
9.1 Program Design and Credential Recognition
As discussed previously in this submission, there are no similar types of programs offered in Canada that have an integrated management focus related to the broad construction sector. However, there are degree programs within Ontario and elsewhere in Canada that have segments of courses that are related. These have been identified and reciprocal agreements will be discussed for student/graduate transfer in both directions. Programs that fall within this category include civil engineering and architectural science. On the international scene, there are at least two universities (Bath University, UK and Michigan State University in the USA) that offer degrees beyond the bachelor level. Negotiations with these universities will be established to identify transfer recognition into their masters level programs. Based on the manner in which the curriculum for this program was developed, in the final year of the program’s delivery, American Board of Engineering Technology (ABET) and American Council for Construction Education (ACCE) may be requested to start the process for accrediting this program. Self evaluations are appended here in relation to the requirements established by ACCE and ABET. The following chart demonstrates that the proposed program meets or exceeds the requirements in all of the categories for the ACCE model.
412
Year 1Course # 1
Course # 2
Course # 3
Course # 4
Course # 5
Course # 6
Course # 7
Course # 8
Course # 9
Course # 10
Course # 11
Course # 12
Year 2Course # 13
Course # 14
Course # 15
Course # 16
Course # 17
Course # 18
Course # 19
Course # 20
Course # 21
Course # 22
Course # 23
Course # 24
Course # 25
Course # 26
1G
ener
al E
duca
tion
xx
xx
x1.
1C
omm
unic
atio
n [O
ral a
nd W
ritte
n]x
x1.
2
Ethi
csx
Sel
ectio
n O
ptio
ns: H
uman
rela
tions
; Psy
chol
ogy;
Soc
iolo
gy;
Soc
ial S
cien
ce; L
itera
ture
; His
tory
; Phi
loso
phy;
Art;
La
ngua
ge; P
oliti
cal s
cien
ce
xx
*Mus
t be
inte
grat
ed th
roug
hout
con
stru
ctio
n-sp
ecifi
c cu
rricu
lum
2M
athe
mat
ics
and
Scie
nce
xx
x2.
1Ph
ysic
al o
r Env
ironm
enta
l sci
ence
[ana
lytic
al]
x2.
1S
elec
tion
Opt
ions
: Phy
sics
; Che
mis
try; G
eolo
gy;
Env
ironm
enta
l Sci
ence
;x
2.2
St
atis
tics
and/
or M
athe
mat
ics
x2.
2S
elec
tion
Opt
ions
: Ana
lytic
geo
met
ry; P
re-c
alcu
lus;
C
alcu
lus;
Lin
ear A
lgeb
ra; S
tatis
tics;
Oth
er S
cien
ces;
C
ompu
ter s
cien
ce.
xx
x
3B
usin
ess
and
Man
agem
ent
3.1
E
cono
mic
sx
3.2
Acco
untin
gx
3.3
Prin
cipl
es o
f Man
agem
ent
x3.
4B
usin
ess
Law
x
NO
TE:
INC
LUD
E A
LL R
EQ
UIR
ED
CO
UR
SE
S IN
TH
E P
RO
GR
AM
BY
NU
MB
ER
Expl
anat
ion
of ti
er la
yout
Inst
ruct
ions
: Eac
h se
gmen
t of t
he C
urric
ulum
Sta
ndar
d-C
urric
ulum
Cat
egor
ies,
Cor
e S
ubje
ct M
atte
r, an
d C
urric
ulum
Top
ical
Con
tent
- m
ust b
e ad
dres
sed
by e
ach
prog
ram
. Th
is
mat
rix is
des
igne
d to
pro
vide
a u
nifo
rm a
nd c
onsi
sten
t met
hod
of id
entif
ying
the
loca
tion
of th
e re
quire
men
ts w
ithin
eac
h pr
ogra
m.
Min
imum
sem
este
r/qua
rter h
our r
equi
rem
ents
sh
ould
indi
cate
the
exte
nt to
whi
ch e
ach
cour
se c
ontri
bute
s to
this
min
imum
(one
sem
este
r hou
r equ
als
15 in
stru
ctio
nal h
ours
; one
qua
rter h
our e
qual
s 10
inst
ruct
iona
l hou
rs).
The
re
quire
men
t of i
nclu
sion
in th
e cu
rricu
lum
sho
uld
be n
oted
by
(X) u
nder
spe
cific
cou
rses
. Ti
er o
ne ro
w s
how
s th
e nu
mbe
r of h
ours
eac
h co
urse
con
tribu
tes
to th
e re
quire
d in
stru
ctio
nal h
ours
for t
hat c
urric
ulum
cat
egor
y. T
ier t
wo
row
sho
ws
the
num
ber o
f hou
rs e
ach
cour
se c
ontri
bute
s to
the
requ
ired
inst
ruct
iona
l hou
rs fo
r eac
h C
ore
Sub
ject
Mat
ter.
Tier
thre
e ca
n be
mar
ked
with
an
(X) o
r ass
igne
d th
e ac
tual
inst
ruct
iona
l tim
e th
e To
pica
l Con
tent
requ
irem
ent c
ontri
bute
s to
the
Cor
e S
ubje
ct M
atte
r ins
truc
tiona
l hou
rs.
NO
TES:
Th
e m
inim
um a
ggre
gate
of b
oth
Con
stru
ctio
n S
cien
ce a
nd C
onst
ruct
ion
com
bine
d re
quire
men
t is
50 s
emes
ter (
75 q
uarte
r) ho
urs
of a
cade
mic
cre
dit.
Acc
redi
tatio
n re
quire
s do
cum
enta
tion
of a
nd lo
catio
n fo
r Cor
e S
ubje
ct M
atte
r and
Top
ical
Con
tent
. S
ampl
es o
f stu
dent
wor
k (te
sts,
pap
ers,
repo
rts, p
roje
cts,
etc
.) us
ed a
s do
cum
enta
tion
shou
ld in
clud
e re
pres
enta
tion
from
all
grad
e (A
thro
ugh
F) c
ateg
orie
s. C
olle
ctio
n sh
ould
beg
in o
ne y
ear p
rior t
o a
site
vis
it.
If th
e do
cum
enta
tion
is n
ot a
vaila
ble,
th
e Vi
sitin
g Te
am w
ill a
ssum
e th
at C
ore
Subj
ect M
atte
r and
/or T
opic
al C
onte
nt a
re n
ot s
atis
fied.
413
Year 1Course # 1
Course # 2
Course # 3
Course # 4
Course # 5
Course # 6
Course # 7
Course # 8
Course # 9
Course # 10
Course # 11
Course # 12
Year 2Course # 13
Course # 14
Course # 15
Course # 16
Course # 17
Course # 18
Course # 19
Course # 20
Course # 21
Course # 22
Course # 23
Course # 24
Course # 25
Course # 26
4C
onst
ruct
ion
Scie
nce
xx
4.1
D
esig
n Th
eory
x4.
1S
elec
t one
or m
ore
of th
e fo
llow
ing
optio
ns: S
truct
ural
M
echa
nics
; Ele
ctric
ity; T
herm
odyn
amic
s; S
oil M
echa
nics
.x
xx
xx
4.2
Anal
ysis
and
Des
ign
of C
onst
ruct
ion
Syst
ems
x4.
2C
ivil
x4.
2E
lect
rical
x4.
2M
echa
nica
lx
4.2
Stru
ctur
alx
4.
3C
onst
ruct
ion
Met
hods
and
Mat
eria
ls
x4.
3C
ompo
sitio
n an
d pr
oper
ties
xx
4.3
Term
inol
ogy
& U
nits
of m
easu
rex
x4.
3S
tand
ard
desi
gnat
ions
, siz
es, a
nd g
radu
atio
nsx
x4.
3C
onfo
rman
ce re
fere
nces
and
test
ing
tech
niqu
esx
x4.
4P
rodu
cts,
sys
tem
s an
d in
terfa
ce is
sues
xx
4.4
Equ
ipm
ent a
pplic
atio
ns a
nd u
tiliz
atio
nx
x4.
4C
ompa
rativ
e co
st a
naly
sis
xx
4.4
Ass
embl
y te
chni
ques
& e
quip
men
t sel
ectio
nx
x4.
4B
uild
ing
Cod
es a
nd S
tand
ards
x
x4.
4C
onst
ruct
ion
Gra
phic
s4.
4B
asic
ske
tchi
ng a
nd d
raw
ing
tech
niqu
esx
x4.
4G
raph
ic v
ocab
ular
yx
x4.
4D
etai
l hie
rarc
hies
, sca
le, c
onte
ntx
4.4
Not
es a
nd s
peci
ficat
ions
, ref
eren
ce c
onve
ntio
nsx
4.5
Com
pute
r app
licat
ions
x
4.5
C
onst
ruct
ion
Surv
eyin
g4.
5S
urve
y, la
yout
, and
alig
nmen
t con
trol
x4.
5S
ite o
rgan
izat
ion
and
deve
lopm
ent
x5
Con
stru
ctio
n5.
1
Est
imat
ing
5.1
Type
s of
est
imat
es a
nd u
ses
x5.
1Q
uant
ity ta
keof
fx
5.1
Labo
r and
equ
ipm
ent p
rodu
ctiv
ity fa
ctor
sx
5.1
Pric
ing
and
pric
e da
ta b
ases
x5.
2Jo
b di
rect
and
indi
rect
cos
tsx
5.2
Bid
pre
para
tions
and
bid
sub
mis
sion
x5.
2C
ompu
ter a
pplic
atio
nsx
414
Year 1Course # 1
Course # 2
Course # 3
Course # 4
Course # 5
Course # 6
Course # 7
Course # 8
Course # 9
Course # 10
Course # 11
Course # 12
Year 2Course # 13
Course # 14
Course # 15
Course # 16
Course # 17
Course # 18
Course # 19
Course # 20
Course # 21
Course # 22
Course # 23
Course # 24
Course # 25
Course # 26
5.2
Plan
ning
and
Sch
edul
ing
5.2
Par
amet
ers
affe
ctin
g pr
ojec
t pla
nnin
g5.
2S
ched
ule
info
rmat
ion
pres
enta
tion
5.2
Net
wor
k di
agra
mm
ing
and
calc
ulat
ions
with
CP
M5.
2R
esou
rce
allo
catio
n an
d m
anag
emen
t5.
3Im
pact
of c
hang
es5.
3C
ompu
ter a
pplic
atio
ns5.
3C
onst
ruct
ion
Acco
untin
g an
d Fi
nanc
e 5.
3C
ost a
ccou
ntin
g an
d in
dust
ry fo
rmat
s5.
3Fi
xed
and
varia
ble
cost
s: in
sura
nce,
bon
ding
, mar
ketin
g,
gene
ral a
nd a
dmin
istra
tive
expe
nses
5.3
Bid
ding
and
pro
cure
men
t pra
ctic
es5.
3R
ecor
d an
d re
port
prac
tices
5.4
Cap
ital e
quip
men
t, de
prec
iatio
n, a
nd e
xpen
sing
5.4
Fore
cast
ing
cost
s, c
ash
flow
requ
irem
ents
5.4
Pay
men
t pro
cess
es a
nd ti
me
valu
e of
mon
ey5.
4
Con
stru
ctio
n La
wx
5.4
Con
stru
ctio
n co
ntra
cts,
role
s &
resp
onsi
bilit
ies
of p
artie
sx
5.4
The
regu
lato
ry e
nviro
nmen
t and
lice
nsin
gx
5.4
Lien
law
s an
d th
e co
ntra
ctor
's ri
ghts
x5.
4N
atio
nal a
nd lo
cal l
abor
law
x5.
5A
dmin
istra
tive
proc
edur
es to
avo
id d
ispu
tes
x5.
5
Safe
ty5.
5S
afe
prac
tices
5.5
Man
dato
ry p
roce
dure
s, tr
aini
ng, r
ecor
ds, a
nd m
aint
enan
ce
5.5
Com
plia
nce,
insp
ectio
n, a
nd p
enal
ties
5.6
Pr
ojec
t Man
agem
ent
Con
cept
s, ro
les,
and
resp
onsi
bilit
ies
5.6
Labo
r rel
atio
ns5.
6A
dmin
istra
tive
syst
ems
and
proc
edur
es5.
6C
ost c
ontro
l dat
a an
d pr
oced
ures
5.7
Doc
umen
tatio
n at
job
site
and
offi
ce5.
7Q
ualit
y co
ntro
l phi
loso
phie
s an
d te
chni
ques
5.7
Com
pute
r app
licat
ions
ACC
E m
inim
um p
rogr
am re
quire
men
ts (1
20 s
emes
ter h
ours
or 1
80 q
uart
er h
ours
) - 1
800
inst
ruct
iona
l hou
rs. P
ropo
sed
prog
ram
hou
rs e
xcee
d th
e re
quire
men
ts.
415
Year 3Course # 25
Course # 26
Course # 27
Course # 28
Course # 29
Course # 30
Course # 31
Course # 32
Course # 33
Course # 34
Course # 35
Course # 36
Course # 37
Year 4Course # 38
Course # 39
Course # 40
Course # 41
Course # 42
Course # 43
Course # 44
Course # 45
Course # 46
Course # 47
Course # 48
Course # 49
Course # 50
1G
ener
al E
duca
tion
xx
xx
xx
x1.
1C
omm
unic
atio
n [O
ral a
nd W
ritte
n]x
1.2
Et
hics
xx
S
elec
tion
Opt
ions
: Hum
an re
latio
ns; P
sych
olog
y; S
ocio
logy
; S
ocia
l Sci
ence
; Lite
ratu
re; H
isto
ry; P
hilo
soph
y; A
rt;
Lang
uage
; Pol
itica
l sci
ence
x
2M
athe
mat
ics
and
Scie
nce
xx
2.1
Phys
ical
or E
nviro
nmen
tal s
cien
ce [a
naly
tical
]x
2.1
Sel
ectio
n O
ptio
ns: P
hysi
cs; C
hem
istry
; Geo
logy
; E
nviro
nmen
tal S
cien
ce;
x
2.2
St
atis
tics
and/
or M
athe
mat
ics
x2.
2S
elec
tion
Opt
ions
: Ana
lytic
geo
met
ry; P
re-c
alcu
lus;
C
alcu
lus;
Lin
ear A
lgeb
ra; S
tatis
tics;
Oth
er S
cien
ces;
C
ompu
ter s
cien
ce.
3B
usin
ess
and
Man
agem
ent
xx
xx
x3.
1
Eco
nom
ics
xx
x3.
2Ac
coun
ting
xx
3.3
Prin
cipl
es o
f Man
agem
ent
xx
3.4
Bus
ines
s La
wx
Expl
anat
ion
of ti
er la
yout
NO
TE:
INC
LUD
E A
LL R
EQ
UIR
ED
CO
UR
SE
S IN
TH
E P
RO
GR
AM
BY
NU
MB
ER
Inst
ruct
ions
: Eac
h se
gmen
t of t
he C
urric
ulum
Sta
ndar
d-C
urric
ulum
Cat
egor
ies,
Cor
e S
ubje
ct M
atte
r, an
d C
urric
ulum
Top
ical
Con
tent
- m
ust b
e ad
dres
sed
by e
ach
prog
ram
. Th
is
mat
rix is
des
igne
d to
pro
vide
a u
nifo
rm a
nd c
onsi
sten
t met
hod
of id
entif
ying
the
loca
tion
of th
e re
quire
men
ts w
ithin
eac
h pr
ogra
m.
Min
imum
sem
este
r/qua
rter h
our r
equi
rem
ents
sh
ould
indi
cate
the
exte
nt to
whi
ch e
ach
cour
se c
ontri
bute
s to
this
min
imum
(one
sem
este
r hou
r equ
als
15 in
stru
ctio
nal h
ours
; one
qua
rter h
our e
qual
s 10
inst
ruct
iona
l hou
rs).
The
re
quire
men
t of i
nclu
sion
in th
e cu
rricu
lum
sho
uld
be n
oted
by
(X) u
nder
spe
cific
cou
rses
. Ti
er o
ne ro
w s
how
s th
e nu
mbe
r of h
ours
eac
h co
urse
con
tribu
tes
to th
e re
quire
d in
stru
ctio
nal h
ours
for t
hat c
urric
ulum
cat
egor
y. T
ier t
wo
row
sho
ws
the
num
ber o
f hou
rs e
ach
cour
se c
ontri
bute
s to
the
requ
ired
inst
ruct
iona
l hou
rs fo
r eac
h C
ore
Sub
ject
Mat
ter.
Tier
thre
e ca
n be
mar
ked
with
an
(X) o
r ass
igne
d th
e ac
tual
inst
ruct
iona
l tim
e th
e To
pica
l Con
tent
requ
irem
ent c
ontri
bute
s to
the
Cor
e S
ubje
ct M
atte
r ins
truc
tiona
l hou
rs.
NO
TES:
Th
e m
inim
um a
ggre
gate
of b
oth
Con
stru
ctio
n S
cien
ce a
nd C
onst
ruct
ion
com
bine
d re
quire
men
t is
50 s
emes
ter (
75 q
uarte
r) ho
urs
of a
cade
mic
cre
dit.
Acc
redi
tatio
n re
quire
s do
cum
enta
tion
of a
nd lo
catio
n fo
r Cor
e S
ubje
ct M
atte
r and
Top
ical
Con
tent
. S
ampl
es o
f stu
dent
wor
k (te
sts,
pap
ers,
repo
rts, p
roje
cts,
etc
.) us
ed a
s do
cum
enta
tion
shou
ld in
clud
e re
pres
enta
tion
from
all
grad
e (A
thro
ugh
F) c
ateg
orie
s. C
olle
ctio
n sh
ould
beg
in o
ne y
ear p
rior t
o a
site
vis
it.
If th
e do
cum
enta
tion
is n
ot a
vaila
ble,
th
e Vi
sitin
g Te
am w
ill a
ssum
e th
at C
ore
Subj
ect M
atte
r and
/or T
opic
al C
onte
nt a
re n
ot s
atis
fied.
416
Year 3Course # 25
Course # 26
Course # 27
Course # 28
Course # 29
Course # 30
Course # 31
Course # 32
Course # 33
Course # 34
Course # 35
Course # 36
Course # 37
Year 4Course # 38
Course # 39
Course # 40
Course # 41
Course # 42
Course # 43
Course # 44
Course # 45
Course # 46
Course # 47
Course # 48
Course # 49
Course # 50
4C
onst
ruct
ion
Scie
nce
4.1
D
esi g
n Th
eory
x4.
1S
elec
t one
or m
ore
of th
e fo
llow
ing
optio
ns: S
truct
ural
M
echa
nics
; Ele
ctric
ity; T
herm
odyn
amic
s; S
oil M
echa
nics
.x
4.2
Anal
ysis
and
Des
ign
of C
onst
ruct
ion
Syst
ems
x4.
2C
ivil
4.2
Ele
ctric
al4.
2M
echa
nica
l4.
2S
truct
ural
4.3
Con
stru
ctio
n M
etho
ds a
nd M
ater
ials
4.
3C
ompo
sitio
n an
d pr
oper
ties
4.3
Term
inol
ogy
& U
nits
of m
easu
re4.
3S
tand
ard
desi
gnat
ions
, siz
es, a
nd g
radu
atio
nsx
4.3
Con
form
ance
refe
renc
es a
nd te
stin
g te
chni
ques
4.4
Pro
duct
s, s
yste
ms
and
inte
rface
issu
es4.
4E
quip
men
t app
licat
ions
and
util
izat
ion
4.4
Com
para
tive
cost
ana
lysi
s4.
4A
ssem
bly
tech
niqu
es &
equ
ipm
ent s
elec
tion
4.4
Bui
ldin
g C
odes
and
Sta
ndar
ds4.
4C
onst
ruct
ion
Gra
phic
s4.
4B
asic
ske
tchi
ng a
nd d
raw
ing
tech
niqu
es4.
4G
raph
ic v
ocab
ular
y4.
4D
etai
l hie
rarc
hies
, sca
le, c
onte
nt4.
4N
otes
and
spe
cific
atio
ns, r
efer
ence
con
vent
ions
4.5
Com
pute
r app
licat
ions
4.5
C
onst
ruct
ion
Surv
eyin
g4.
5S
urve
y, la
yout
, and
alig
nmen
t con
trol
4.5
Site
org
aniz
atio
n an
d de
velo
pmen
t5
Con
stru
ctio
n5.
1
Est
imat
ing
x5.
1Ty
pes
of e
stim
ates
and
use
sx
5.1
Qua
ntity
take
off
x5.
1La
bor a
nd e
quip
men
t pro
duct
ivity
fact
ors
x5.
1P
ricin
g an
d pr
ice
data
bas
esx
5.2
Job
dire
ct a
nd in
dire
ct c
osts
x5.
2B
id p
repa
ratio
ns a
nd b
id s
ubm
issi
onx
5.2
Com
pute
r app
licat
ions
x
417
Year 3Course # 25
Course # 26
Course # 27
Course # 28
Course # 29
Course # 30
Course # 31
Course # 32
Course # 33
Course # 34
Course # 35
Course # 36
Course # 37
Year 4Course # 38
Course # 39
Course # 40
Course # 41
Course # 42
Course # 43
Course # 44
Course # 45
Course # 46
Course # 47
Course # 48
Course # 49
Course # 50
5.2
Plan
ning
and
Sch
edul
ing
x
5.2
Par
amet
ers
affe
ctin
g pr
ojec
t pla
nnin
gx
5.2
Sch
edul
e in
form
atio
n pr
esen
tatio
nx
5.2
Net
wor
k di
agra
mm
ing
and
calc
ulat
ions
with
CP
Mx
5.2
Res
ourc
e al
loca
tion
and
man
agem
ent
x5.
3Im
pact
of c
hang
esx
5.3
Com
pute
r app
licat
ions
x5.
3C
onst
ruct
ion
Acco
untin
g an
d Fi
nanc
e 5.
3C
ost a
ccou
ntin
g an
d in
dust
ry fo
rmat
sx
5.3
Fixe
d an
d va
riabl
e co
sts:
insu
ranc
e, b
ondi
ng, m
arke
ting,
ge
nera
l and
adm
inis
trativ
e ex
pens
esx
5.3
Bid
ding
and
pro
cure
men
t pra
ctic
es5.
3R
ecor
d an
d re
port
prac
tices
5.4
Cap
ital e
quip
men
t, de
prec
iatio
n, a
nd e
xpen
sing
x5.
4Fo
reca
stin
g co
sts,
cas
h flo
w re
quire
men
tsx
5.4
Pay
men
t pro
cess
es a
nd ti
me
valu
e of
mon
ey5.
4
Con
stru
ctio
n La
wx
x5.
4C
onst
ruct
ion
cont
ract
s, ro
les
& re
spon
sibi
litie
s of
par
ties
xx
5.4
The
regu
lato
ry e
nviro
nmen
t and
lice
nsin
gx
x5.
4Li
en la
ws
and
the
cont
ract
or's
righ
tsx
x5.
4N
atio
nal a
nd lo
cal l
abor
law
xx
5.5
Adm
inis
trativ
e pr
oced
ures
to a
void
dis
pute
sx
x5.
5
Safe
tyx
5.5
Saf
e pr
actic
esx
5.5
Man
dato
ry p
roce
dure
s, tr
aini
ng, r
ecor
ds, a
nd m
aint
enan
cex
5.5
Com
plia
nce,
insp
ectio
n, a
nd p
enal
ties
x5.
6
Proj
ect M
anag
emen
tx
xx
xx
Con
cept
s, ro
les,
and
resp
onsi
bilit
ies
xx
xx
x5.
6La
bor r
elat
ions
xx
xx
x5.
6A
dmin
istra
tive
syst
ems
and
proc
edur
esx
xx
xx
5.6
Cos
t con
trol d
ata
and
proc
edur
esx
xx
x5.
7D
ocum
enta
tion
at jo
b si
te a
nd o
ffice
xx
xx
5.7
Qua
lity
cont
rol p
hilo
soph
ies
and
tech
niqu
esx
xx
x5.
7C
ompu
ter a
pplic
atio
nsx
xx
x
ACC
E m
inim
um p
rogr
am re
quire
men
ts (1
20 s
emes
ter h
ours
or 1
80 q
uart
er h
ours
) - 1
800
inst
ruct
iona
l hou
rs
418
ABET has developed an accreditation model around applied degree programs. This model is time tested in the United States. Through bilateral and International agreements, the Canadian Engineering Accreditation Board (CEAB) may be encouraged to work in the same format. Currently CEAB does not have documents and/or a process for the applied degree level. ABET has defined applied degree levels in two broad categories, Associate and Baccalaureate. In addition to this, ABET also reviews program-related standards while providing accreditation. Following is a self assessment of the proposed program against ABET criteria at the Applied Baccalaureate Technology level. The assessment demonstrates that the program meets the criteria.
I. GENERAL CRITERIA APPENDIX I.A. Program Content and Orientation
I.A.1. Programs must have written goals 3.1and 6.3 I.A.2. Programs must have plans
for continuous improvement. 11.1 I.A.3. The program content should
be applied in nature 6.5.1
I.B. Program Level and Course Requirements
I.B.1. Accreditable associate degree programs n/a I.B.2. Accreditable baccalaureate programs
ABET REQUIRMENTS PROGRAM CONTENT
1.B.2.a. Minimum Semester Hour Credits
124 141.5
1.B.2.b. Minimum Technological Courses
72 78
1.B.2.c. Minimum Basic Sciences and Mathematics
24 24
Basic Science included in 1.B.2.c 8 10
Mathematics included in 1.B.2.c 12 12
1.B.2.d. Social Sciences and Humanities and includes Electives
24 35
Communication included in 1.B.2.d 9 9
Social Sciences and/or Humanities included in 1.B.2.d.
8 11
1.B.2.e. Co-op minimum part of total credit
8 Appendix 6
1.B.3 Non traditional program n/a
419
I.C. CURRICULUM ELEMENTS APPENDIX
I.C.1. Technical Sciences 6 I.C.2. Technical Specialties 6 I.C.2.a. Technical Skills and Techniques 6 I.C.2.b. Technical Design Courses 6 I.C.3. Technical Electives 6 I.C.4. Basic Sciences and Mathematics 6 I.C.4.a. Allocations within the group above 6 I.C.4.b. Basic Sciences 6 I.C.4.c. Mathematics 6 I.C.4.c.(1). College algebra 6 I.C.4.c.(2). Calculus In baccalaureate programs 6 I.C.4.c.(3). Study of the concepts of calculus
in associate degree programs n/a I.C.5. Communications, Humanities,
and Social Sciences 6 I.C.5.a. Communications 6 I.C.5.b. Social Sciences/Humanities 6 I.C.6. Computer Competency 6 I.C.7. Cooperative Education Experience 6 I.C.8. Remedial Work 8
I.D. TECHNICAL CURRENCY APPENDIX
competent and inquisitive faculty 8.4 an active industrial advisory committee 6.1 an adequately funded faculty development budget 7 modern library collection 8.7.1 procedures established and closely monitored
to safeguard against technical obsolescence 7 & 8 I.E. ARRANGEMENT OF BACCALAUREATE PROGRAMS APPENDIX
I.E.1. “two plus two” or a “three plus one” n/a I.E.2. Upper-division program transfer Future Articulation I.E.3. For those upper-division programs that
continue the technical specialty Future Articulation I.E.4. “Interdisciplinary” upper-division program n/a I.E.5. Management Type Program n/a
I.F. FACULTY APPENDIX
I.F.1. Basic credentials consist of three years of
relevant industrial experience and one of the following: 8
420
I.F.1.a. A master's degree in engineering or engineering technology, which is considered as the appropriate terminal degree. 8
I.F.1.b. A master's degree in a closely related field if the degree is primarily analytical and the subject clearly appropriate, e.g., a degree in physics for certain areas of electronics. 8
I.F.1.c. Professional registration and a master's degree. 8 I.F.1.d. For associate degree programs only, professional
registration. n/a I.F.2. Exceptional cases n/a I.F.3. Technical faculty members not satisfying paragraph 1 n/a I.F.4. The number of faculty members n/a I.F.4.a. Number of Faculty - associate degree program n/a I.F.4.b. Number of Faculty - baccalaureate degree program 2 I.F.4.c. Number of Faculty - upper-division only
baccalaureate degree program 2 I.F.4.d. Closely related programs sharing faculty members,
facilities, and courses 2 I.F.4.e. General n/a I.F.5. Faculty Composition yes I.F.6. Faculty Lab Environment yes I.F.7. Department head/Faculty yes I.F.8. The overall competence and effectiveness of faculty yes I.F.9. Faculty currency yes I.F.10. Other n/a
I.G. STUDENT BODY APPENDIX
I.G.1. Entrance requirements 5.1.1 I.G.2. Institutional policies and procedures on credit 5.1.3
for scholastic work (including transfer credit), retention, probation, and graduation
I.G.3. Proper academic advising 7 and 8 I.G.4. Up-to-date admissions and academic records College Infrastructure I.G.5. Adequate placement services College Infrastructure
I.H. ADMINISTRATION APPENDIX
I.H.1. Faculty admin relationship Collective Agreement I.H.2. Administration roles: n/a I.H.3. Consultative process yes I.H.4. Program Coordinator/curriculum yes
I.I. Satisfactory Employment: employer satisfaction
with recent graduates, graduate satisfaction with employment, career mobility opportunities, appropriate starting salaries, and appropriate job titles 8.1
421
I.J. INDUSTRIAL ADVISORY COMMITTEE APPENDIX
I.J.1 6.1 I.J.1.a. An effective industrial advisory committee should:
I.J.1.a.(1). Be broad-based I.J.1.a.(2). Meet regularly I.J.1.a.(3). Periodically review program offerings
I.J.1.b. Industrial advisory committees should also be encouraged to: I.J.1.b.(1). Assist in the recruitment of a competent faculty and of potentially capable students. I.J.1.b.(2). Assist in the placement of graduates. I.J.1.b.(3). Assist in obtaining financial aid and part-time employment for needy students. I.J.1.b.(4). Assist in obtaining financial and material
I.J.2. To be effective, advisory committees must be properly supported 6.1, 6.2
I.K. FINANCIAL SUPPORT AND FACILITIES APPENDIX
I.K.1. Adequate financial and facility provisions 8 I.K.2. Adequate facilities in classrooms and laboratories 8 I.K.3. Applied Labs 8 I.K.4. Laboratory equipment and computers 8 I.K.5. Equipment catalogues, professional magazines,
journals, and manuals of industrial processes and practices. 8
I.K.6. Satisfactory secretarial/clerical support 8 I.K.7. Personnel for repair and maintenance of laboratory 8
422
9.2 Consultation
As noted in Appendix 9.1, no similar program exists that permits the recognition by other institutions of this credential. However, extensive research was conducted in concert with the Toronto Construction Association (TCA) to verify the absolute need for this degree program. The TCA is the largest association in Canada representing the construction sector. The instrument is contained in Appendix 14.1 – Evidence of Economic Need. Highlights of the survey that address the consultation with industry are below:
• Over 1600 companies were sent the survey and 147 (8%) responded. • Fully all respondents indicated a need for this type of program based on factors such as: • Technology changes in the industry • No pool of qualified professionals exist with the range of academic preparation offered
by this program • Training to meet internal company requirements is either done in house, through
consultants or by the creation of specialized courses using college or university resources
• The demand for qualified and “construction engineering/management” professionals is increasing in Canada and is evident in other off shore jurisdictions
• Advancement opportunities for employees are limited and require extensive training The TCA will continue supporting this application by offering tangible evidence from its membership of student and graduate work placements.
423
10. Regulation and Accreditation Standard
10.1 Regulatory/Licensing Requirements
10.1.1 Current Regulatory or Licensing Requirements
Not applicable to this proposed program.
424
10.1.2 Letters of Support From Regulatory/Licensing Bodies
Not applicable to this proposed program.
425
11. Program Evaluation Standard
11.1 Periodic Review Policy and Schedule
The program review process for George Brown - Toronto City College’s degree level programs, including the Bachelor of Applied Technology - Construction Science and Management (BAT - CS&M), will have two levels of review. The first is an ongoing internally-focused process within the College, which will be carried out annually or as needed. The second is the formal review process that is consistent with the guidelines established by the Council of Ontario Universities (COU) through the Undergraduate Program Review Audit Committee (UPRAC) of the Ontario Council of Academic Vice-Presidents (OCAV). Ongoing Review and Evaluation The strength of the Colleges of Applied Arts and Technology is their close ties to the community and the program-related industries. It is of paramount importance that the BAT - CS&M maintains relevant content and modes of curriculum delivery and assessment that exemplify best practice. The programs will carry out on-going review of the content and delivery. Under the direction of the Vice-President, Academic Excellence and Innovation, the program faculty and administration will meet annually or as needed to review relevant feedback, which includes the provincial KPI and course evaluations, in addition to consultations with the industry. Recommended changes will be presented to the Vice-President, Academic Excellence and Innovation and the program advisory committees. Formal Evaluation The College’s Board of Governors is the body responsible for ensuring that all programs are of high quality and deliver current and relevant content using the best pedagogical practices. To ensure the programs meet the College’s standards, all programs will be formally reviewed every five years. The Vice-President, Academic Excellence and Innovation has operational responsibility for program review and will report the findings of the review to the Board of Governors through the Academic and Student Affairs Committee. Basic Principles The internal academic review process is based on the principles that:
• provision of academic program of the highest quality is an important goal; • academic endeavours should be consistent with the equity goals of the college; • academic programs should make the best use of the resources available to them; • empirical evidence is a necessary precursor to informed judgement; • informed judgements of academic quality are a reasonable basis for meaningful
decisions, including decisions about resource issues. General Outline Each program will be subject to an academic review on a periodic basis such that all programs will be reviewed over a period of seven years. The aim of this review will be to evaluate program initiatives in the context of the College’s institutional plans, to maintain and enhance academic standards, and to assess the resource implications of all current and future initiatives. The review will examine all academic and resource dimensions of the program with a particular focus on relevancy of program content, the quality of the teaching and the connection of the program to its related industry.
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A. Reviews The Vice-President, Academic Excellence and Innovation in consultation with the Dean(s) of the respective Faculties will determine the order in which programs are reviewed. Under certain circumstances, a program may request a review of its operations. B. Reviewers The review group should normally consist of three reviewers external to the College, and a third who is a George Brown - Toronto City College faculty member from outside the Faculty and two members from the program advisory committee. This faculty member should be someone familiar with the operation of the program under review. Programs should submit a list of at least four potential external reviewers and two potential internal reviewers to Dean who will make the selection in consultation with the Vice-President, Academic Excellence and Innovation. The internal reviewer is expected to participate fully in the review. C. Self-Study Document While the program concerned will determine the contents of the self-study document, it must include all pertinent aspects of the program's activities. The document should be divided into two parts. One would be purely factual and could include the following:
• program background and history, • program organization/structure, • service offerings, • student outcomes (measured by graduation rates and employment rates 6 months, and
student, graduate and employer satisfaction, • research/scholarship/creative activity, • publications relating to research/scholarship/creative activity, • resources (i.e., faculty, staff, financial, space, library, etc.), • external funding (industry support, other sources), • interaction with other units (departments, centres, programs, administration, etc.), • interaction with related industries, • enrolment and other relevant data (to be provided by Director of Academic Excellence
and Innovation and/or the Office of the Registrar), • teaching activities (teaching loads)
The major aim of the self-study process is to stimulate the program to reflect upon its objectives and its ability to meet these objectives; and to examine problems, including available resources. The second part of the report should address the following issues:
• priorities, • long and short term goals, • resources requirements, • strengths and weaknesses, • faculty renewal, • other issues
D. Student Opinion, Program Advisory Committee and Industry Partners The program should seek feedback regarding the program from past and present students, members of the program advisory committee and industry partners. E. Review Reports Three documents will be produced from the review. The first is the self-study document developed by the program. It will provide background and information for the reviewers. The
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second document will be the Reviewers' Report. The third document will be the program response to the Reviewers' Report. Upon conclusion of the review process, these three reports will be made available to the Dean and to the Academic Review Committee. F. Review Sequence The Vice-President, Academic Excellence and Innovation, in consultation with the Deans, shall determine a seven-year schedule for the review of all programs.
1. The Vice-President, Academic Excellence and Innovation, in consultation with the Dean of the respective Faculty shall confirm by March 1 annually the program to be reviewed in the following year. The Dean shall then inform the program that will be reviewed during the following year.
2. The Dean shall meet with the program to outline the review process. 3. The program shall establish a committee to develop its self-study proposal. 4. The program shall prepare a self-study document in consultation with the Dean. 5. At the same time as step 5., the program shall develop a list of potential external and
internal reviewers from which the Dean, in consultation with the Vice-President, Academic Excellence and Innovation, shall make the final selection.
6. The program then shall submit the self-study document and a list of proposed interviewees to the Academic Review Committee for approval. Interviewees shall normally include faculty and students associated with the program, faculty from interdisciplinary disciplines and others as appropriate program.
7. The Dean shall forward the approved self-study document and related materials to the reviewers. • The Dean, in consultation with the program, shall establish timelines for the
reviewers. • The reviewers shall conduct on-site visits, preferably at the same time. The length of
the on-site visit normally will be two days, with an additional day allocated to preparation of their report.
• The reviewers shall submit their report to the Dean, normally within four weeks of the site visit. The Dean shall forward it to the Department/Centre. The full reviewers' report is confidential to the Dean, Department/Centre and the Academic Review Committee.
• The Department/Centre shall develop its response, normally within three weeks of receiving the reviewers' report, and shall submit it to the Dean.
• After consultation with the Vice-President, Academic Excellence and Innovation and the Department/Centre, the Dean shall submit to the Academic Review Committee a) the self-study document; b) the reviewers’ report; c) the Department’s/Centre’s response, and d) his/her Executive Summary report. The Dean’s Executive Summary shall comment on the outcomes, findings and conclusions of the review, and shall include a statement on the strengths and weaknesses of the Department/Centre and his/her recommendations on actions to be taken arising from the review.
• The Academic Review Committee shall review all materials submitted by the Dean and shall examine the process used. The Academic Review Committee shall prepare a report to Senate, with the Dean’s Executive Summary attached, either confirming that all procedures have been followed or identifying where they have not. The Academic Review Committee shall recommend to Senate either that a) the academic review of the Department/Centre be accepted; b) that the review be accepted conditional on recommendations regarding procedures made by the Academic Review Committee or c) that the review or part of the review be redone. If
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the Committee recommends either b) or c), reasons are to be provided. • The Department/Centre, in consultation with the Dean, shall determine a time frame for
the development of an Action Plan to implement recommendations coming out of the review. Normally, the Action Plan shall be completed within eight weeks of Senate’s acceptance of the report of the Academic Review Committee.
• The Dean shall submit the Action to the Vice-President, Academic Excellence and Innovation for approval. The Vice-President, Academic Excellence and Innovation shall submit the approved Action Plan to the Academic Review Committee and to Senate for information.
• Within one year of submitting its Action Plan, the Department/Centre shall report to the Academic Review Committee on the progress made in achieving the goals of the Action Plan.
• The Academic Review Committee shall report to the Senate on the final outcomes of the review process and the implementation of the Action Plan.
• The Vice-President, Academic Excellence and Innovation shall report annually to the Board of Trustees on the results of all Department/Centre reviews.
G. Budget A budget for Academic Reviews will reside in the Office of the Vice-President, Academic Excellence and Innovation. Each year, after the departments/centres to be reviewed are determined, the Vice-President, Academic Excellence and Innovation will transfer funds to cover the costs of the reviews to respective Deans.
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12. Academic Freedom and Integrity Standard
12.1 Policy on Academic Freedom and Honesty
12.1.1 Policy on Academic Freedom
Academic staff are entitled to the exercise of academic freedom. Academic freedom includes the right, without constriction, to:
• freedom of expression in the learning environment, • freedom in carrying out research and disseminating and publishing the results thereof, • freedom in producing and performing creative works, • freedom to engage in service to the college and the community, freedom to express their
opinion about the college, its administration, or the system in which they work, • freedom from institutional censorship and • freedom to participate in professional or representative academic bodies.
In exercising such freedom, there is a responsibility to adhere to the law as it pertains to Human Rights and Hate Propaganda as defined under the Criminal Code of Canada, to the Code of Conduct for Academic Faculty, and to respect the academic freedom of all others.
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12.1.2 Policy on Academic Honesty
Researchers are expected to maintain the highest standards of honesty and integrity. Any form of academic dishonesty, including but not limited to the following, is considered a serious offence: Falsifying Data The gathering of data and research materials must be conducted with honesty and integrity. Researchers should never publish data they know to be false or the result of deliberate acts of falsification. Plagiarism Researchers should not knowingly represent the published or unpublished work of another person as their own or assist anyone else in doing so. Rather, researchers must appropriately and adequately acknowledge the use of work completed by other individuals. Plagiarism is an act of academic dishonesty. When plagiarism occurs, it shall be presumed that the researcher did so knowingly and the researcher shall bear the burden of rebutting the presumption by evidence satisfying the person or body hearing the case that no such knowledge existed. Conflict of Interest A conflict of interest arises when the researcher has a material interest of any nature – personal, financial, career or otherwise – that may conflict with the researcher's duty of honesty and integrity. When there is conflict of interest, the researcher must immediately disclose it in writing to his/her superior and to all other persons to whom it should be disclosed, in accordance with the context and with the highest standards of honesty and integrity. Misuse of Research Funds Researchers and directors of research projects must follow the guidelines provided by the granting agency verbatim as well as all college guidelines on the management and disbursement of funds. Regardless of the source of research funding, it is not permitted to divert any of the research resources for personal or any other use, except in cases where the grant or contract specifically provides otherwise. This policy does not intend to blame the actions of a person who has made an honest error or who exercises judgement or interprets data or designs experiments in a way which may reasonably be the subject of honest differences of opinion.
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12.1.3 Policy on Compliance with Policies Pertaining to Academic Honesty
Communication of the Standards Faculty and students will be informed through initial orientation and the availability of polices on the College Web site. Also, each course outline must have the statement below regarding student responsibilities. Student Responsibilities Students should obtain a copy of the Student Handbook or view to the College’s web site and refer to it for additional information regarding the grading system, withdrawals, exemptions, class assignments, missed tests and exams, supplemental privileges and academic dishonesty. Students are required to apply themselves diligently to the course of study, and to prepare class and homework assignments as given. Regular attendance, though not a requirement, is strongly advised. Past student performance shows a strong relationship between regular attendance and success. Compliance Students who do not comply will be subjected to academic disciple as per college policy. Please see Student Code of Conduct Section 9 and Student Discipline Section 7 of the Academic Polices. Faculty will be subjected to the progressive disciplinary policies of the College.
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12.2 Policy on Intellectual Products
A. Introduction George Brown - Toronto City College seeks to encourage creativity and invention among its faculty, students and staff. The College invests in this endeavour by making available its own facilities, equipment, personnel and information resources. The College also actively seeks specific support for creative activity from external sources, both public and private. Frequently, inventions, discoveries and creative works that are developed by individuals at the College will have commercial as well as scientific and scholarly value. The intent of this policy is to provide for incentives that foster creative activity, and to help assure that any intellectual property produced will be exploited for the benefit of the creators, the College research enterprise and the public7. To help meet these policy objectives, the College makes available (from the Office of Academic Excellence) technical and legal assistance in procedures necessary to protect ownership of intellectual property and to aid in its commercial development. The rights and responsibilities of intellectual property are covered in this policy. Goals of Policy The specific aims of this policy include the following:
• encourage creativity among the faculty, students and staff; • increase the likelihood that ideas, inventions and creative works produced at the College
are used to benefit the public; • protect the traditional rights of scholars with respect to owning the products of their
intellectual endeavors; • assure compliance with the provisions of contracts with external sponsors; and • provide that, when intellectual property is introduced for commercial development, the
creator(s) and the College share any net profits. Changes to this Policy The College reserves the right to change this policy from time to time. Proposed changes normally will be developed by the Office of Academic Excellence, in consultation with appropriate representatives or committees of the College. George Brown - Toronto City College’s policy on Rights and Responsibilities Regarding Intellectual Property was adapted from material prepared by Tufts Computing and Communication Services Department, Tufts University and from material prepared by Steven J. McDonald, Associate Legal Counsel for Ohio State University. We wish to thank them for permission to use the material. B. Who is Covered: College Personnel For purposes of this policy, College personnel refers to College faculty, administrators, office and technical staff, students, visitors, contractors, consultants and all others whose primary work affiliation is with the College, whether compensated by the College or not. 7 This is in contrast to normal practice in the business world, where works created by employees are usually owned by the employer under work-for-hire rules.
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Scope of Coverage College personnel are covered to the extent that their creative work involves the use of College resources such as space, facilities, equipment, staff or funds, as stipulated for the particular circumstances described in the sections below "Determination of Rights...." for both patentable and copyrightable material8. C. What is Covered: Intellectual Property All intellectual property produced at the College by personnel (defined above) is covered by this policy. Definition Intellectual property shall consist of, for example and without limitation:
• Inventions; • creative works; • patentable subject matter; • copyrightable materials; • know-how, electronic or paper documents; • software (including source code and object code); • multimedia or audiovisual materials; and • photographs.
For purposes of this policy, intellectual property is divided into two categories. Patentable Intellectual Property This includes, without limitation, all inventions, discoveries, know-how (despite the fact that these may not benefit from patent protection) and discoveries or other material that is patentable under Canadian law (whether or not produced in the Canada), as well as all software that is excluded from "copyrightable material" (whether or not patentable under Canadian law). Copyrightable Intellectual Property This includes, without limitation, all creative works, electronic or paper documents, software (including source code and object code), multimedia or audiovisual materials, photographs and any other materials that may be copyrightable under Canadian law (whether or not produced in the Canada). Copyrightable material shall include educational or research software, but shall not include software other than educational or research software. D. Patentable Intellectual Property Responsibility for Disclosure of Patentable Intellectual Property College personnel who alone or in association with others create patentable subject matter with any use of College resources are responsible for disclosing the patentable subject matter to the College. Disclosure must be made when it can be reasonably concluded that a patentable subject matter has been created, and sufficiently in advance of any publications, presentation or other public disclosure to allow time for possible action that protects rights to the intellectual property for the creator and the College. Creators are encouraged to seek the advice of the Office of Academic Excellence in determining whether the subject matter is patentable.
8 As a condition of affiliation with the College, members of the College community are bound by all College policies, including this one.
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Determination of Rights to Patentable Subject Matter Except as outlined below, the creator of patentable intellectual property retains his/her rights, and the College shall not assert ownership rights. The College will assert ownership rights to patentable intellectual property developed under any of the following circumstances:
• Development was funded by an externally sponsored research program or by any agreement which allocates rights to the College;
• Development required use of College resources (e.g. facilities, equipment, funding) or more than minimal use of College personnel; 9
• The creator was assigned, directed, or specifically funded by the College to develop the material;
• Material was developed by administrators or staff in the course of employment duties and constitutes work for hire under Canadian law.
E. Copyrightable Intellectual Property Responsibility for Disclosure of Copyrightable Intellectual Property In contrast to historical business practice, the tradition of academic institutions is to give staff the right to retain ownership of their copyrightable products. This policy protects that traditional right and staff are not obligated to disclose the creation of copyrightable material, even when the product might have commercial value, unless the material was developed under one of the qualifying conditions listed in the next section. In this case, the creator is responsible for timely disclosure. However, staff are encouraged to disclose any copyrightable material that has commercial value to the extent that they may wish assistance in copyright protection and marketing in exchange for profit sharing with the College. All disclosures should be made to the Office of Academic Excellence. Determination of Rights to Copyrightable Intellectual Property Except as outlined below, the creator of copyrightable intellectual property will retain his/her rights, and the College shall not assert ownership rights. However, creators will be expected to grant non-exclusive, royalty-free, perpetual licenses to the College for copyrightable material that is developed for College courses or curriculum, so that the College's continued use of such material for educational purposes would not be jeopardized. The College will assert ownership rights to copyrightable intellectual property developed under any of the following circumstances:
• development was funded as part of an externally sponsored research program under an agreement which allocates rights to the College;
• a staff member was assigned, directed or specifically funded by the College to develop the material, and the College has negotiated an understanding or formal contract with the creator;
• material was developed by administrators or other non-faculty employees in the course of employment duties and constitutes work as a condition of employment under Canadian law;
• the material was developed with extraordinary or substantially more use of College 9 The College has rights to patentable material derived from research carried out with any use of George Brown's resources. However, patentable material developed independently by the creator outside of normal duties associated with the creator's position and with no use of College resources is vested with the creator and/or with the organization whose resources were used, such as a hospital.
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resources than would normally be provided for the creator's employment duties. This might occur as disproportionate use of staff time, networks, equipment or direct funding.
F. Intellectual Property Developed Under Sponsored Research Agreements Ownership of copyrightable and patentable intellectual property developed pursuant to an agreement with any sponsor will be governed by the provisions of that agreement. Sponsored research programs funded by private sponsors will generally provide for the College to retain title to all intellectual property that arises in the course of the research program with the sponsor retaining an option to acquire commercialization rights through a separate license agreement. Government and non-profit sponsors generally allow rights to intellectual property that arises from the research program to vest with the College, subject to certain retained rights held by the sponsoring agency. G. Special Agreements Since the College aims to encourage creativity, it reserves the right to allow some flexibility in applying this policy on a case by case basis. In such cases, ownership of materials developed pursuant to a special agreement between the College and the creator will be governed by the provisions of any such agreement. H. Waiver or Return of Rights The College may in its sole discretion waive, transfer or license to the creator its rights in any intellectual property when such action does not conflict with obligations to other interested parties. This could occur, for instance, if the costs for protecting and developing the intellectual property are not likely to be matched by anticipated income. If at any time the College shall terminate its effort to seek protection of intellectual property, or to discontinue commercial development, the inventor shall, upon filing a request with the College and completing appropriate transfer of rights, be free at his or her expense to seek a patent or copyright, and/or develop, license and otherwise use the material, subject to the College's rights to reimbursement of incurred costs and sharing of future royalties, in amounts to be negotiated between the College and the creator on a case by case basis. I. Administration of Intellectual Property The Office of Academic Excellence will be responsible for day-to-day management of all College intellectual property issues, and shall be empowered to negotiate the College's rights under these policies. Disclosure Intellectual property disclosable hereunder shall be disclosed to the Office of Academic Excellence, which will be responsible for timely review of all disclosures. This Office will:
• complete a review of the patentability and marketability of the intellectual property and prepare a recommendation for the Vice-President, Academic Excellence and Innovation regarding the protection and the commercialization of the intellectual property;
• be responsible, working with creators, for obtaining patent, copyright or other protection of intellectual property owned by the College hereunder, and for marketing and licensing
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of all such intellectual property rights; • set up and manage individual expense and income accounts for intellectual property that
is vested in the College under this policy. College personnel who wish to pursue the commercialization of their independently developed and owned intellectual property through the College may offer such intellectual property to the College by disclosing the intellectual property to the Office of Academic Excellence. The Office will evaluate the commercial potential of the intellectual property and make a recommendation to the Vice-President, Academic Excellence and Innovation regarding the acceptance of the intellectual property. Acceptance of such intellectual property by the College will be made at the sole discretion of the College and will require creator(s) to accept all provisions of this policy, including the assignment of rights and income distributions. J. Income Distribution Costs and Net Royalty Income Unless otherwise agreed, Net Royalty Income shall mean gross royalties in the form of cash or cash proceeds whether from the sale of equity or obtained in licensing transactions, less commercialization costs, including but not limited to billed costs for protection of intellectual property, marketing, legal fees and other licensing costs, as well as a share of royalties for non-reimbursed costs as follows: 10% of Net Royalties up to the first $150,000 and 2% of Net Royalties over $150,000. Distribution of Net Royalty Income With respect to intellectual property owned by the College hereunder, Net Royalty Income shall be distributed (usually annually) as follows:
• 40% Creator(s) (personal) • 20% Creator's Department or equivalent unit (for support of research and other creative
activity) • 20% Creator's School (Dean's fund for support of research and other creative activity) • 20% College (Office of Academic Excellence funds for discretionary support of research
and other creative activity) In the event of joint creators, the payments made to the inventor under the above schedule shall be divided equally among the creators, except as may be otherwise agreed to by the creators and approved by the Office of Academic Excellence. In the event the College receives other than monetary consideration in connection with any license, such as equity, such consideration shall be considered Gross Royalties and shall be apportioned according to the above schedule. Any equity received by the College may be held by the College until such time that the College decides to liquidate such equity. The College has the sole right to determine the disposition of intellectual property in which it has equity. Payments for research or contributions of equipment shall not be considered Gross Royalty Income but shall be the sole property of the College. The College may postpone the distribution of Net Royalty Income when future expenses relating to the applicable technology, such as patent prosecution costs, or an infringement suit, are reasonably anticipated.
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Creator Equity Participation College policy on conflict of interest does allow creators to receive equity in return for their contributions to companies as founders or consultants, as long as the creator discloses his/her equity position and is otherwise in compliance with the College Conflict of Interest Policy. In the event the creator receives equity from the company, and the College has negotiated as licensor a royalty bearing license, or an option for such a license, with respect to intellectual property, the creator shall agree to waive his or her share of Net Royalty Income received by the College and the College shall retain it. College personnel who are planning to direct or participate in a research program sponsored by a company in which they hold equity must disclose their equity position, and agree to periodic review of their participation in the project, by the Director of Academic Excellence and Innovation or her/his designee. The purpose of such review is to assess potential conflicts between company-sponsored research and other research programs in the creator's laboratory and to monitor compliance with College policies. Conflict Resolution The Director of Academic Excellence and Innovation is responsible for the administration of this policy. The Office of Academic Excellence will handle questions regarding the application, interpretation or implementation of the policy, or regarding disagreement among creators concerning assignment of rights or sharing of royalties. Disagreement with any determination made by that Office may be directed to the Vice- President Academic Excellence and Innovation or his/her designee for a final determination. K. Use of George Brown - Toronto City College Name, Mark or Insignia The George Brown - Toronto City College name, seal and logo may not be used:
• in conjunction with any private or commercial enterprise; • in tandem with the advertisement of any product; or • by any individual or group promoting itself.
Use of the College name, seal or logo on letterhead and business cards is standardized and regulated by the Communications and Marketing Department. Any questions regarding the use of the College name, seal, or logo in circumstances other that the ones listed above should be referred to the Director of Communications.
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12.3 Policy on Ethical Research Practices
It is the policy of George Brown - Toronto City College to ensure that all research (defined as a systematic investigation of an issue, topic, group of individuals, etc. that uncovers new information or interprets existing data) is carried out in an ethical fashion and is consistent with the principles of George Brown - Toronto City College policies, procedures and values. The Research Ethics Policy is designed to minimize the College’s liabilities associated with research at the institution or research undertaken by members of the College community who may use the College name to gain access to other settings. These liabilities include, but are not limited to, guarding against ill effects to participants. Research Ethics is defined as a set of moral principles that researchers use when researching a topic. These principles encompass all areas of the research project especially those related to participants in the study. This policy covers all research activities connected with George Brown - Toronto City College. The Research Ethics policy is not concerned with evaluating the research design. The policy is concerned that research conducted should conform to George Brown - Toronto City College policies and procedures listed here. A. Requests for Review Researchers will submit their research proposal on the Application for Research Ethics Review (Appendix D) to the Vice-President, Academic Excellence and Innovation, who will serve as the Chair of the Research Ethics Committee. This form is also available on diskette. If applicable, researchers will be required to:
• complete the Freedom of Information and Protection of Privacy Agreement (Appendix E) (when personal information must be collected;
• advise the Committee of any changes in protocol after the proposal has been approved. Within six months of completion of the project and preparation of a research report, a full copy of the report should be forwarded to the Chair of the Research Ethics Committee. B. Procedures for Research Ethics Review Research Ethics Committee This policy will be administered by the Research Ethics Committee. The Committee is responsible for reviewing research projects as outlined in the procedures section and ensuring that a complete review of the application has been conducted. The day-to-day operation of the Committee will be managed by the Director of Academic Excellence and Innovation. Committee Members The members will be selected through consultation with interested members of George Brown - Toronto City College. A quorum shall be met with five members in attendance. The Committee will consist of the following:
• one student; • two support staff (names to be provided by union); • three faculty (names to be provided by union); • two administrators, one of whom should be a Dean or Chair;
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• one Student Services representative; • the Director of Academic Excellence and Innovation; and • the Vice-President, Academic Excellence and Innovation, who will chair the committee.
Terms of office will be two years, with the exception of the student representative, who will serve a one-year term. Members of the Committee will be trained in using the standards of the Committee when reviewing proposals. The Committee will evaluate its membership every year. The evaluation processes will be determined by the first Research Ethics Committee to be created. C. Projects Requiring Review All research projects that are in any way connected with George Brown - Toronto City College should be reviewed by the Research Ethics Committee. These projects would include those where:
• the College name or affiliation is used in a proposal or contract bid to an outside research supporting agency, in a proposed partnership or alliance, or in the research activity;
• the College participates as a sponsor financially or through provision of release time, study leave, use of facilities, use of College personnel, administration of a grant from an outside agency, or other College resources; or College employees or students are participants or subjects for whom the College has responsibilities to regulate legal or ethical aspects of the research or where databases will be used that contain information about the aforementioned groups.
Who must Apply for an Ethics Review George Brown - Toronto City College employees (e.g., part of academic studies) and requests to do research within the College community received from persons or organizations external to George Brown - Toronto City College must both undergo an ethics review process. In the case where a particular course or program requires a student to conduct research involving human or animal subjects, the course professor will submit a research proposal to the Research Ethics Committee for approval. Preliminary Approval In the case of tight timelines for grant applications, one member of the Committee will review the document and determine if preliminary approval can be given only to allow the grant to be sent for funding review. Evaluation of the proposal will continue to focus on the attached procedures and evaluation process, but in a less in-depth process. When the study is funded, the full proposal shall go through the in-depth Committee review; only when it has passed will the study begin. Ongoing Research Projects Ongoing information gathering activities that are part of normal College operations do not necessarily fall within the mandate of the Research Ethics Committee (e.g., First Year Student Survey, Student Success Survey, curriculum development, data collection to support College direction, course evaluation). There is an understanding that the research should follow minimum ethical standards such that if it were submitted to the Research Ethics Committee for review, it would be acceptable. The Committee may be asked to periodically review ongoing research projects and provide guidance on their ethical implications.
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External Proposals Research proposals that name George Brown - Toronto City College employees who conduct research external to the College and who use their status at the College to gain entry to the research site and/or participants must be submitted to the Research Ethics Committee for approval. D. Reviewing Requests The Ethics Committee assesses each application using the following standards. The following guidelines are set out with the understanding that in all cases the true representation of the study be evident in the proposal. Identification
• Is it clear who will carry out the research and who will be responsible for its supervision and the conduct of the research team?
Purpose
• Are the purpose(s) and justification clearly stated? • Is the research proposal related to the College’s mission?
Risk/Benefit
• Are all the risks and benefits clearly stated and dealt with appropriately? • Will there be any direct benefits to the participants? If not, will this be clearly
understood? • Given consent, where there are risks, are these outweighed by the potential benefit(s)? • Is there a need for monitoring this study? • Are there any risks/benefits to the College that should be reviewed with people outside
the Committee? Procedures
• Is the research design outlined clearly? • Are the procedures clearly outlined and described in layperson’s language? • Is the timeline clearly outlined?
Population
• Is the nature and manner of obtaining the participants’ consent clearly stated? • Are special populations involved, such as minors? Is a cogent justification for this
provided? Relationship
• Is it clear who will actually contact participants? • Does any prior relationship exist between participant and researcher, such as
teacher/student? Are special procedures for obtaining free consent required? Are adequate special procedures proposed?
Informed Consent
• Is it clear what information will be given to participants? • Is the information adequate as to the purpose, risks/benefits and procedures of the
research?
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• Is it expressed in lay terms? • Is there any deception involved in the information given to participants? If so, why is
such deception felt to be necessary? Is it justified? • Will the participants be under any kind of pressure to consent? • Are appropriate procedures for consent of special populations described? • Are the participants made aware they are free to withdraw or discontinue participation? • If verbal and not written consent is proposed, is adequate justification given for this? • Will participants be given a written information sheet to retain?
Use of Existing Records
• Is the nature of any data, their source and the method whereby they are obtained stated?
Confidentiality of Data
• Are there adequate safeguards to obtain the consent of both participants and/or others having authority over the data and to maintain the confidentiality of the data?
Compensation
• If there is any compensation, is it used in such a way or is the amount such that it can be construed as inducement of participants?
E. Decision Making Consensus Every effort will be made to reach decisions by consensus. If a conflict of interest arises, then the Committee member(s) will be asked to leave the room and/or abstain from the Committee’s discussion of and decision on the project. College staff, faculty and external experts may be consulted on an ad hoc basis. Voting Voting will be in person, in writing, or by voice or electronic mail on or before the meeting date. In the event consensus cannot be reached, a majority vote will be sufficient. If there is no consensus and no majority vote is reached with the Committee’s decision, the College President will be consulted for resolution. The President’s decision will be conveyed in written form to all concerned. If the researchers receive a “permission is denied” response, they will have the option of re-submitting their proposal. Their re-submission should include a letter outlining how the issues that were stated in the letter of denial from the President are addressed in the revised proposal. Review Outcomes Possible outcomes from a review include the following:
• accepted without revisions; • accepted with revisions noted; or • permission denied with reasons outlined (e.g., student survey fatigue)
In the last scenario, an opportunity for re-submission is possible. The re-submission should include a letter outlining how the issues that were stated in the letter from the committee or Vice-President, Academic Excellence and Innovation are addressed in the revised proposal.
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Meetings Meetings will be held within four weeks of receiving a request for reviewing a research project. F. Academic Honesty Researchers are expected to maintain the highest standards of honesty and integrity. Any form of academic dishonesty, including but not limited to the following, is considered a serious offence: Falsifying Data The gathering of data and research materials must conducted with honesty and integrity. Researchers should never publish data they know to be false or the result of deliberate acts of falsification. Plagiarism Researchers should not knowingly represent the published or unpublished work of another person as their own or assist anyone else in doing so. Rather, researchers must appropriately and adequately acknowledge the use of work completed by other individuals. Plagiarism is an act of academic dishonesty. When plagiarism occurs, it shall be presumed that the researcher did so knowingly and the researcher shall bear the burden of rebutting the presumption by evidence satisfying the person or body hearing the case that no such knowledge existed. Conflict of Interest A conflict of interest arises when the researcher has a material interest of any nature – personal, financial, career or otherwise – that may conflict with the researcher's duty of honesty and integrity. When there is conflict of interest, the researcher must immediately disclose it in writing to his/her superior and to all other persons to whom it should be disclosed, in accordance with the context and with the highest standards of honesty and integrity. Misuse of Research Funds Researchers and directors of research projects must follow the guidelines provided by the granting agency verbatim as well as all College guidelines on the management and disbursement of funds. Regardless of the source of research funding, it is not permitted to divert any of the research resources for personal or any other use, except in cases where the grant or contract specifically provides otherwise. This policy does not intend to blame the actions of a person who has made an honest error or who exercises judgement or interprets data or designs experiments in a way which may reasonably be the subject of honest differences of opinion.
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13. Student Protection Standard
13.1 Academic Calendar Information
Current Academic Calendar Page Number
Information
210 The organization’s mission and goal 221 A history of the organization and its governance and academic
structure 46, 66, 180 If the organization currently offers degree programs, a general
description (e.g. purpose, outcomes, length) of each degree program
N/A If the organization does not currently offers degree programs, a general description (e.g. purpose, outcomes, length) of each diploma program
Refer to Appendix 6.1.1 and 8.4 through 8.4.5
The academic credentials of faculty and senior administrators (dean and above)
Refer to Appendix 6.4.2A Individual description of all subjects in these programs, and their credit value
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13.2 Student Protection Policies
Student protection policies are located in the College’s Academic Policies. (Please refer to Appendix A, beginning on page 456 of this submission.)
a) Academic Appeals – Please see Academic Appeals Chapter 6 of the Academic Polices
b) Payment Schedules of Fees and Charges – Please see Tuition Chapter 3 of the Academic Polices
c) Student Dismissal – Please see Office of the Registrar Polices Chapter 1 of the Academic Polices
d) Withdrawals and Refunds – Please see Office of the Registrar Polices Chapter 1 of the Academic Polices
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13.3 Student Protection Information
Prior to registration students will be provided with the information required by referring them to the appropriate College websites, which appear on all promotional material, including the College calendar. They will confirm their awareness by a check-off box in the web-based registration process, which will also include links to the pertinent information.
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14. Economic Need
14.1 Evidence of Economic Need
Construction Survey Results - Key Findings George Brown - Toronto City College approaches new degree proposals by partnering with industry sectors and/or associations. The college also conducts a needs analysis through these various industrial level collaborations. In the context of this proposal, the Toronto Construction Association (TCA) has acted as the industry sector champion. The TCA represents the voice of the broad landscape of the construction industry in Ontario and is the largest of its kind in Canada. In a true spirit of collaboration and as a full partner in the development process, the TCA offered facilities, human resources and significant volunteer time. The TCA has a membership pool of 1,800 which represents small, medium and large contractors, suppliers, architects, engineers, consultants, financial institutions and insurance companies. The College’s Department of Academic Excellence and Innovation developed a survey instrument in full collaboration with the TCA and executed it through the offices of the TCA. The key finding of this survey are reflected in the following statements.
• 147 survey respondents (8% response rate) • 144 firms currently employ 34,530 people, with 133 of these firms employing 2,257
CAMs* (6.5% of total employment in the survey sample). • Over the past 3 years, employment growth has been positive, increasing from 1,607
CAMs in 2000 to 2,257 in 2003 (up by 40%). In comparison to the average employee, CAMs are more likely to work full-time (81% vs. 63%) and on contract (17% vs. 3%), and are less likely to work part-time (2% vs. 34%).
• Close to 2 out of 3 respondents (N=123) reported having difficulties hiring CAMs during the past 3 years. Lack of work related experience (86%) and formal training or education (64%) were the two most common reasons cited by 73 respondents.
• The employment outlook for CAMs to 2006 is positive, as employment is expected to increase at an annual average rate of 9.6% (respondents estimated that their firms will hire over 1,100 CAMs by 2006).
• Almost one-tenth of these new hires will be as a result of retirement (121 CAMs are expected to retire by 2007).Firms cited college education (71% of respondents) as the most common educational requirement when hiring CAMs, followed by certification (35%), and apprenticeship training (32%).
• Once CAMs are hired, they are encouraged to continue to upgrade their skills. In fact, 76% of firms (N=126) offer some kind of training/learning opportunities to their CAMs.
• The top 3 training/learning opportunities currently being offered by 98 firms include workshop/seminars (86%), continuing education at colleges/universities and/or other educational institutions (51%), and vendor training courses (42%).
• The top 5 skills/knowledge rated by 133 respondents as “High Priority” when designing a curriculum for a four-year degree program in Construction Technology and Management include: communications-oral/written (89%), plans interpretation (78%), planning and scheduling (77%), client relationship management (76%), and project administration management (68%).
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• The top 5 skills/knowledge rated by 118 respondents as “Low Priority” include: construction surveying (54%), mechanical and electrical design (46%), human resources mgmt. (42%), environmental mgmt. (38%), finance and economics (32%).
Construction Survey Results Key Findings (see table on next page)
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% of Respondents Who Rated Skills/Knowledge as "HIGH Priority" (N=133)
0 10 20 30 40 50 60 70 80 90 100
g) Construction Surveying
r) Mechanical and Electrical Design
k) Environmental Mgmt
b) Civil and/or Structural Design
e) Construction Eng. (finishes, static load,material sciences)
n) Finance & Economics
q) Logistics (transport., storage,procurement, material mgmt.)
ab) Site Development
o) Human Resources Mgmt
p) Information Technology
v) Project Data Analysis
h) Contract Delivery Method
a) Business & Contract Law
y) Records Mgmt.
z) Risk Mgmt.
w) Quality Assurance Systems
f) Constructability
m) Evaluation of Methods, Materials, &Equipment
x) Quantity Surveying & Estimating
l) Ethical Practice
i) Coordination of Consultants & Trades
j) Cost Control and Budget Mgmt
aa) Safety and Compliance
u) Project Administration Mgmt.
c) Client Relationship Mgmt
s) Planning & scheduling
t) Plans Interpretation
d) Communications (oral/written)
Overall, there seems to be a general consensus that a four-year degree program, which combines management skills, construction technology and hands-on experience through co-op education would be beneficial. This is also reinforced by the fact that respondents (N=133) believe that there are education (64%) and experience (72%) shortfalls with current CM hires.
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Agree*
(%) Neutral
(%) Disagree*
(%) a. A four-year degree program will better serve the skills and knowledge of CMs (N=131) 82.4 17.6 --
b. Co-op education for CMs is important (N=134) 97.0 3.0 --
c. It is important to have more people who are 'job-ready' (N=135) 94.1 5.9 -- d. The industry will be better served by a degree program, which combines both management skills and construction technology (N=135) 92.6 6.7 0.7
e. There are educational shortfalls with current CM hires (N=133) 63.9 34.6 1.5 f. There are experience shortfalls with current CM hires (N=133) 72.2 24.1 3.8 g. The industry should be a major stakeholder in the design and the education process of programs producing CMs into the industry (N=135) 90.4 8.1 1.5 h. The industry will introduce more and higher technology in the future (N=135) 87.4 10.4 2.2 i. Graduates of a Construction Management degree program should be able to adapt to the continuing development of newer and higher advancements of technology (N=136) 96.3 3.7 -- j. Graduates of a Construction Management degree program should have the capabilities to become effective leaders (N=135) 92.6 7.4 --
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CONSTRUCTION INDUSTRY SURVEY
The objective of this survey is to assess the current and future demand for individuals with the necessary skills and knowledge to work as construction managers or related occupations. Information provided by your organization will be kept strictly confidential and will only be used by George Brown - Toronto City College and the Toronto Construction Association to determine the feasibility of offering a Bachelor of Applied Construction Technology and Management program. Note: “CM’ in this survey refers to individuals working as Construction Managers, Estimators, Site Administrators, Site Superintendents, Project Managers, Project Coordinators, Project Estimators, Supply, Sales, Technical Representatives, and other related occupations.
A. COMPANY INFORMATION
Name
Title:
Company Name
Telephone
1. Which of the following classifications best describes your organization? (Please select ONE)
Architecture……………….. Manufacturing………. Consulting………………… Trade Contracting…... Engineering……………….. Supply/Service……… General Contracting………. Other (specify)………
2. How many employees are currently employed by your organization?
Full-time…………………….... Part-time………………..…….. Other (e.g., contract, seasonal)..
3. How many of these employees work as CMs?
Full-time……………………. Part-time……………………… Other (e.g., contract, seasonal)..
4. How many CMs, if any, were employed by your organization during the past 3 years?
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CMs 2000 2001 2002 Full-time…………………..……. Part-time…….………………….. Other (contract/seasonal)……….
5. During these past 3 years, did you have any difficulties hiring CMs? Yes No
If yes, what were the main reasons? (Please check more than one item if applicable)
a. Lack of formal training or education…………..... e. Unable to promote from within…..
b. Lack of work related experience.…………..…… f. Unable to hire from external sources …………………………...
c. Lack of specialization …………………………..
d. Unable to provide in-house training…………….
g. Other (please specify):
6. Based on your company’s plans for future growth and anticipated human resources needs, do you plan to
hire CMs within the next 3 to 5 years? Yes No
If yes, please indicate the approximate number of CMs your organization is planning to hire: CMs 2004 2005 2006 Full-time…………………..……. Part-time…….………………….. Other (contract/seasonal)……….
7. Will any of these CMs be hired to replace those who are expected to retire in the next 3 to 5 years?
Yes No
If yes, how many CMs currently working for your organization are expected to retire by 2007?
8. If you were to hire a CM today, what type of educational qualifications/training will you require him/her to have? (Please check more than one item if applicable)
a. Apprenticeship training………………... e. Graduate degree…………..
b. Certification (e.g., Gold Seal)….….…... f. Don’t know/NA…………..
c. College education (certificate/diploma).. d. Undergraduate degree………………….
g. Other (please specify):
9. Does your organization provide learning/training opportunities to new or existing CMs currently working
for your organization? Yes No If yes, please indicate which type of learning/training opportunities your organization provides:
a. Continuing education at colleges, universities
and/or other educational institutions………….. e. Workshops/seminars…
b. Distance learning……………………………… f. Don’t know/NA……… c. Gold Seal Certification…………….. d. Vendor training courses………….
g. Other (please specify):
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B. CM GRADUATES – SKILLS/KNOWLEDGE
10. In order to design a comprehensive curriculum for a four-year degree program in Construction Technology and Management, we would like your assistance with identifying the subject areas, which are most relevant to the industry.
a. Based on the following table, please indicate the level of priority we should give to each of the following skills/knowledge when designing such a curriculum.
Skill/Knowledge LEVEL OF PRIORITY for CURRICULUM DESIGN (Please choose ONE)
Don’t Know/ NA
Low
Medium
High
a) Business & Contract Law………………………………….. b) Civil and/or Structural Design……………………………... c) Client Relationship Mgmt………………………………….. d) Communications (oral/written)…………………………….. e) Construction Eng. (finishes, static load, material sciences)... f) Constructability…………………………………………….. g) Construction Surveying…………………………………….. h) Contract Delivery Method………………………………… i) Coordination of Consultants & Trades……………………... j) Cost Control and Budget Mgmt…………………………….. k) Environmental Mgmt………………………………………. l) Ethical Practice……………………………………………... m) Evaluation of Methods, Materials, & Equipment……….… n) Finance & Economics………………………..………….…. o) Human Resources Mgmt………………………………….... p) Information Technology……………………………………. q) Logistics (transport., storage, procurement, material mgmt.) r) Mechanical and Electrical Design………………………….. s) Planning & scheduling……………………………………... t) Plans Interpretation…………………………………………. u) Project Administration Mgmt……………………………… v) Project Data Analysis………………………………………. w) Quality Assurance Systems………………………………... x) Quantity Surveying & Estimating………………………….. y) Records Mgmt…………………………………………….... z) Risk Mgmt…………………………………………………. aa) Safety and Compliance……………………………………. ab) Site Development……………………………………….… ac) Other ‘HIGH’ priority (specify)…………………………..
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11. Please indicate your level of agreement with the following statements:
Strongly Agree
Agree Neutral Disagree Strongly Disagree
a. A four-year degree program will better serve the skills and knowledge of CMs………………………………….……..
b. Co-op education for CMs is important…………………….
c. It is important to have more people who are ‘job-ready’..….
d. The industry will be better served by a degree program, which combines both management skills and construction technology………………………………………………….
e. There are educational shortfalls with current CM hires….…
f. There are experience shortfalls with current CM hires……..
g. The industry should be a major stakeholder in the design and the education process of programs producing CMs into the industry…………………….……………………………
h. The industry will introduce more and higher technology in the future………………………………………….………...
i. Graduates of a Construction Management degree program should be able to adapt to the continuing development of newer and higher advancements of technology….….……...
j. Graduates of a Construction Management degree program should have the capabilities to become effective leaders…..
Thank you for your time and cooperation
Please return the completed questionnaire by e-mail or fax to: Erin Vanderham
Toronto Construction Association Telephone: 416-499-4000
Fax: 416-499-8752 E-mail: [email protected]
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14.2 Employer Support
Employers represented through the TCA have shown universal support for the program. A large and diverse group of employers has participated on the Program Advisory Committee and attended a number of meetings. Employers have also participated in the curriculum development process. This participation is demonstrated in Appendices 6.1.1 and 6.1.2. Supporting letters from the employers are included previously in this proposal.
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14.3 Student Interest
The CABT has experienced a consistent and dramatic growth pattern. This reflects growth of the sector and the excellence of the Centre. The CABT has grown by over 10 percent annually over the last two years. The CABT’s visibility, support of the Toronto District School Board, and the grass-root support of the TCA membership will ensure full subscription of the program.
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15. Non-Duplication of Programs
15.1 Similar/Related College Programs
Research confirms that none of the Colleges of Applied Arts and Technology (CAAT) offers a program such as this at the three-year diploma level. Initial search of CAAT programs through OCAS showed no program listed in the Construction Science and Management field. The OCAS site was also searched for allied programs in the construction and architecture disciplines. There were no comparable programs found during this research. A number of colleges offer traditional Construction Technology and Architectural Technology programs, however there is a complete vacuum of programs in the field covered by the proposed program. The College has on file and available upon request the research undertaken to complete Appendix 15.1.
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1. Institution: Conestoga College Program Name & Credential: Architecture – Project and Facility Management BAT Program Description: Graduates of this program will be educated and trained specifically to supervise and manage projects and facilities for the built environment. Students will graduate with strong foundations in architecture, construction, basic engineering and business, comprehensive insight into facility management, and exposure to both liberal arts disciplines and practical applications for the business enterprise. All dimensions will involve creativity, leadership training, teamwork and individual initiative, emphasising the practical application of classroom studies. This program also provides a solid foundation for further studies in the field of architecture, construction and management. Analysis of Similarities and Differences: Similarities
• Both programs are four years in duration and they are co-op programs. • Programs include studies of architecture and building systems.
Differences • Conestoga’s program focuses on Facilities Management and is based on the
International Facility Management Institute standards. • Conestoga’s program works with the management of already existing buildings, as
compared to the proposed program, which covers a full range of management of construction and building activities.
• The proposed program is a construction management program based on the ACCE standards and fully validated by the Toronto Construction Association (TCA).
• The involvement of and sponsoring by the TCA plays a major role in the proposed program.
• The proposed program engages Industrial, Commercial and Institutional (ICI) sectors in addition to non-ICI construction sectors, such as Residential and Civil.
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2. Institution: George Brown - Toronto City College Program Name & Credential: Construction Engineering Technology- Management Three year Diploma Program Description: The construction industry is Canada's largest employer and the demand for professional construction managers continues to grow. This three-year program, which is unique in the Greater Toronto Area, will provide you with the technical, business and interpersonal skills required to effectively manage construction projects of varying size and complexity. Learning in the new Centre for Advanced Building Technologies, you will gain an in-depth knowledge of construction industry management practices, including contracts and specifications, bidding and estimating, quantity surveying (estimating the labour, materials and equipment required for a project), construction law and managing schedules and cash flow. Throughout the program, you will also gain extensive computer experience working with general business software, as well as specialized project management, bidding and estimating software that is used by the industry. Analysis of Similarities and Differences: Similarities
• Both programs have some studies of construction industry practices, however the depth is at significantly different levels.
Differences • This is a three-year diploma level program with a different graduation level focus. • The program has college level entrance requirements as compared to the proposed
program, which has university level entrance requirements. • The programs have a different mix of theory and practical. • The diploma program provides entry level positions in building departments,
construction sites and or design/drafting offices. • The proposed program offers wider choice for advancement and career options. • The proposed program has a significant proportion of ethics and senior level
management training and education in the curriculum. • The proposed program is a co-op program with industry-driven practicum and a
capstone industry project.
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3. Institution: Fanshawe College Program Name & Credential: Construction Engineering Technology (Management) Three year co-op diploma Program Description: CONSTRUCTION OF INDUSTRIAL, COMMERCIAL, INSTITUTIONAL BUILDINGS: The program includes activities from planning to design to actual construction. Studies include construction methods, equipment, surveying, planning, scheduling, estimating, building economics, contracts and building law. The program interacts closely with the construction industry. Twelve months co-op work experience is part of this program. Graduates of this program have direct transferability of 60 credits to the Bachelor of Science Post-Diploma program at Athabasca University. Analysis of Similarities and Differences: Similarities
• Both programs have some studies of construction industry practices, however the depth is at a significantly different level.
Differences • This is a three-year diploma level program with a different graduation level focus. • The program has college level entrance requirements as compared to the proposed
program, which has university level requirements. • The programs have a different mix of theory and practical. • The diploma program provides entry level positions in building departments,
construction sites and or design/drafting offices. • The proposed program offers wider choice for advancement and career options. • The proposed program has a significant proportion of ethics and senior level
management training and education in the curriculum. • The proposed program is a co-op program with industry driven practicum and a
capstone industry project.
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15.2 Similar/Related University Programs
The research of university programs in this field had a two-fold purpose. One, there was a need for assurance about non-duplication and second, there was a desire to learn from the university experiences in this field. During the program development process, university programs were reviewed and research was conducted through web sites. Some models in the United States were discovered, and the American Council for Construction Education (ACCE) was also researched. The standards established by the ACCE have been used for benchmarking purposes in this proposal. A number of universities in Ontario are offering an architecture program but none are offering a program with the explicit purpose and outcomes of the BAT – CS&M proposed herein. University architecture programs remain, as they should, at a professional bachelor level and added master level for accreditation purposes. The proposed program is not specific in the field of architecture and it does not include any studio training as prescribed for the architecture programs. The conclusion, therefore, was that there is no university level program in this field. The Ryerson University bachelor level architecture program contains different options, one of which is in the management field. For study purposes, the analysis is provided below. The following is a summary of the university comparison based on research, both in-person and via the Internet. Information on the program descriptions were drawn and quoted from Internet sources.
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1. Institution: Ryerson University Program Name & Credential: Architectural Science Bachelor of Architectural Science Program Description: Architecture is the art of building — one that relies on a combination of design and technological know-how to create total environments. Architects deliver the design creativity, technical understanding, and project management skills required to guide an entire design and construction process from start to finish. No other Canadian pre-professional architectural program more closely links design to building technology than Ryerson’s program. It offers uniquely balanced and robust learning and career-preparation. The program explores fundamentals of design and invention, the place of history, contemporary issues — elements that nurture architectural creativity. The focus extends to include a thorough understanding of the principles of construction and building science — a distinguishing feature of the program. Studies during the first two foundation years include design principles, modeling and representation of space, selection and evaluation of building sites, structural principles, materials selection, architectural history and theory, good business and management practice, project development, building industry regulations and economics. Safety, energy efficiency and building performance considerations are also studied. Beginning in third year, you major in one of the following three options: Architecture - Design principles are studied along with related social, technical and physical factors. Building Science - Proficiency is gained in complexities/ technical aspects of building design. Project Management - High-level skills are gained to guide the building construction process from the initial architectural concept through to occupancy and hand over to the client. Analysis of Similarities and Differences: Similarities
• Both programs are four years in duration and the programs include studies of the built environment.
Differences • The proposed program is a co-op program while the Ryerson program is a non co-op
model. • Ryerson program has an option of Project Management in the third and fourth years of
the offering and has a common base in the first two years. • George Brown program has a sustained construction management theme throughout
the program and it is fully integrated within the offering. • The proposed program is a highly focused program while the Ryerson program is at a
more general level. • The proposed program has a unique capstone project and industry practicum. • Ryerson program graduates find employment in the traditional
architectural/engineering companies while the proposed program mainly addresses the need of the construction industry through construction and building firms.
• The involvement and sponsoring by the Toronto Construction Association plays a major role in the proposed program.
• The proposed program engages Industrial, Commercial and Institutional (ICI) sectors in addition to non-ICI construction sectors such as Residential and Civil.
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16. Optional Material
16.1 Internal Committee Minutes - Approval Process
Minutes - Academic and Student Affairs Committee March 17, 2004
290 Adelaide St East, Room 113
5:30 – 7:30 pm
Present: Irene Chu Michael Cooke Ita Ferdinand-Grant Geri Markvoort (Chair) Marjorie McColm Michael Palmer Anne Sado Susan Stylianos
Guests: Michael Garreau Michael Ludolph Brenda Pipitone Wayne Poirier Regrets: Peter Barnes Gordon Gow Eugene Harrigan 1. Minutes of February 18, 2004 The minutes of January 19, 2004 were approved at the Board of Governors meeting on March 10, 2004. 2. Early Leavers Initiatives Anne Sado reported that, following recent discussions at the Board and the Academic and Student Affairs Committee, staff have been researching current initiatives and exploring potential roles for the College. There is a wide range of initiatives in progress and we need to give careful consideration to the most appropriate and high impact role(s) for the College. She will report to the Board at the May or June meeting. 3. Student Life Cycle Initiative Brenda Pipitone and Wayne Poirier, members of the project team, gave a detailed presentation of the status of the project and of progress since its last report to the ASA Committee. They outlined plans for the next phase of implementation in 2004-05. This will include the launch of two prototype centres, the upgrading of Banner (the central database system) and further development of the Common Information Repository. The projected investment for this phase is $2.8M. The Committee provided positive feedback on the progress to date and expressed support for the strategies the team is using to address challenges and minimize risk. It was agreed that Geri Markvoort will organize a small group of Board members to meet with the team and provide further advice on strategies for success.
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4. Proposed Bachelor of Technology in Construction Management Michael Ludolph presented a detailed review of the proposed program compared against the benchmarks set by the Postsecondary Education Quality Assessment Board and updated the Committee on the development of the proposal since the last presentation. The Committee agreed that the proposal is consistent with the College’s strategic positioning, that there is good evidence of due diligence in preparing the proposal and that the appropriate processes have been followed. Moved by Michael Palmer and seconded by Irene Chu that the Committee forward the proposal to the Board of Governors with a recommendation for approval by the Board. 5. Program Development Planning Geri Markvoort requested that staff prepare a tracking document to show the status of recent and upcoming program proposals. This will provide the Committee with an easy-to-use tool in assessing the status of the College’s program development work. Marjorie McColm will prepare a template for the April meeting. 6. Next Meeting The next meeting will take place on Wednesday April 21, 2004 from 5:30 to 7:30 pm. The agenda will include a preliminary report on the development of new post-diploma offerings in Digital Media, a discussion of the policies for the Notebook Computing program and a progress report on the 2003-04 program review cycle.
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Minutes - Program Planning and Review Committee March 25, 2004
Present: Michael Cooke Suzanne Kavanagh Luigi Ferrara Rez Davoodi John Hardy Doug Stulla John Wills Barry Hemmerling Lilly Wang Marjorie McColm Neil McGillivray
Regrets: Mary Raspor Cal Shaw Surinder Kumar
Guests: Tom Stephenson, Rivie Seaberg, Michael Ludolph 1. Agenda reviewed and accepted.
2. Notes reviewed and accepted. 3. Michael Ludolph gave a presentation of the proposed new Bachelor of Applied Technology Degree in Construction Science and Management. Michael reviewed how the proposal complied with the 12 benchmarks set by the Postsecondary Quality Assessment Board.
The committee was satisfied that the proposal was consistent with the benchmarks with the exception of the admission requirement of physics. It was the committee’s concern that if the OAC or U level physics was not required for admission, the program curriculum must prepare the students’ skill in physics to enable them to complete the construction science portion of the program. Michael Ludolph was to report back to the Committee Chair on the final disposition of the proposal regarding admission requirements.
Motion: It was moved by Barry Hemmerling and seconded by Suzanne Kavanagh that the proposal be forwarded the Board of Governors recommending that the Board submit the proposal to the Minister requesting her approval for George Brown - Toronto City College to grant a Bachelor of Applied Technology Degree in Construction Science and Management. Passed.
4. Next meeting April 23, 2:30 , 400 King St 487 F
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The George Brown College of Applied Arts and Technology Board of Governors Public Session Minutes
April 14, 2004, 290 Adelaide St. E., Toronto, 5:30 p.m.
Present:
Peter Barnes Christopher Boyle Irene Chu Gordon Gow
Mary Lawson Cynthia McDonagh Randy McLean Noella Milne (via phone)
Asha Mohamed Shirlee Sharkey (via phone) Anne Sado
Guests Michael Cooke Eugene Harrigan
R. Ho
Regrets: Bob Crawford Ita Ferdinand-Grant
Geri Markvoort Michael Palmer
Minutes: Diane Fantinato Note: Items do not necessarily appear in the order they were discussed. Item Discussion Action 4.0
Program Approvals Michael Cooke and Michael Ludolph presented the proposed Bachelor of Applied Technology Construction Science and Management program. Michael Cooke explained that this was a major undertaking for the College. It is a four year applied degree at the bachelor level and it will be the fourth applied degree and sixth bachelor level program offered at the College. Michael Ludolph continued that the program was developed in cooperation with the Toronto Construction Association. He noted that the program’s curriculum emphasizes managerial, HR, interpersonal, team building, leadership, problem solving, and budgetary attributes required of the construction professional. Technical and liberal studies courses and engineering/science principles complement the curriculum. The proposal, prepared for the Ministry of Training, Colleges and University’s Postsecondary Education Quality Assessment Board (PEQAB) conforms fully to prescribed guidelines. Also to ensure the quality and accuracy of the proposal's content, the College’s service areas such as Learning Resource Centre, Marketing, Student Services, Registrar's Office, Counselling, and Disabilities were consulted and contributed to the preparation of the proposal. The program meets the aspects of industry requirements and answers the need for higher managerial skills. The BAT is offered in addition to the existing diploma programs at the College. Upon Board approval, the application will be sent to PEQAB for review. Once accepted the program must meet the enrolment targets. It will be offered in collaboration with the other BAT in Construction and Environment - Regulations & Compliance.
MOTION: That the Board of Governors approve the Bachelor of Applied Technology Construction Science and Management program as presented. Moved: C. Boyle Seconded: M. Lawson CARRIED
MOTION 03-07-03
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16.2 Honorary Bachelor of Applied Studies
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16.3 The Economic and Social Impact of Residential Construction in the Greater Toronto Area
468
469
470
471
472
477
Appendix A
Approval for Elective Liberal Studies Courses at University Level
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Appendix B
George Brown - Toronto City College Academic Policies, Guidelines and Codes of Conduct 2003-04
George Brown College
ACADEMIC POLICIES, GUIDELINES AND CODES OF CONDUCT
2003-04
Approved by College Council 11 February 2004 and
Approved by the Board of Governors Board Motion #03-05-04
31 March 2004
THE CITY COLLEGE
GEORGE BROWN
George Brown College – Academic Policies, Guidelines & Codes of Conduct – 2004-03 – Page 2
Approved by Board of Governors Motion #03–05–04, 11 February 2004,
Publication 2004 – 03 – 31
TABLE OF CONTENTS Table of Contents.......................................................................................................................................... 2 Introduction ............................................................................................................................................ 6 Chapter I: Office of Registrar ............................................................................................................... 7 1 General Regulations.............................................................................................. 7 2 Attendance And Participation .............................................................................. 12 3 Transfers And Withdrawals ................................................................................. 12 4 Adding and Dropping Courses ............................................................................ 14 5 Promotion ............................................................................................................ 15 6 Failed Courses .................................................................................................... 16 7 Conditions Imposed By Promotions Committee .................................................. 17 8 Transcripts And Grade Points ............................................................................. 17 9 Special Grading Symbols and Their Use............................................................. 19 10 Academic Forgiveness ........................................................................................ 22 11 Graduation........................................................................................................... 22 12 Diplomas/Certificates And Other Achievements.................................................. 24 Chapter II: Admissions Policy .................................................................................................................... 26 1 Procedures .......................................................................................................... 26 2 Admissions Procedures – Eligibility..................................................................... 27 3 Probationary Acceptance .................................................................................... 29 4 Conditional Acceptance....................................................................................... 30 5 Re-Admission – Full-Time Studies ...................................................................... 30 6 Re-Admission Following Academic Failure ......................................................... 31 7 Re-Admission To A New Program of Study ........................................................ 32 8 Testing Of Applicants .......................................................................................... 32 9 Equivalent Admission Requirements................................................................... 35 10 International VISA Students ................................................................................ 37 11 Admission Into A College Preparaory or Foundations Program.......................... 38 12 Admission Procedures – Program Eligibility........................................................ 38 13 Applicant Selection.............................................................................................. 40 14 Application Processing Procedures..................................................................... 40 15 Waiting Lists ........................................................................................................ 41 16 Closing of Program.............................................................................................. 41 17 Amendments To Applications.............................................................................. 41 18 Admission Decision Review ................................................................................ 41 19 Advanced Standing, Transfer of Academic Credits, and Prior
Learning Assessment.......................................................................................... 42 20 Registration And Enrolment ................................................................................ 45
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Chapter III: Tuition...................................................................................................................................... 46 1 Tuition and Other Compulsory Fees.................................................................... 46 2 Deferral of Fees................................................................................................... 46 3 Students in Default .............................................................................................. 47 4 Refund of Fees.................................................................................................... 47 5 Withdrawal Service Charge................................................................................. 47 6 Fee Refund Schedule.......................................................................................... 47 7 Modified Fees Policy ........................................................................................... 48 Chapter IV: Curriculum Pattern.................................................................................................................. 49 1 Curriculum Pattern .............................................................................................. 49 2 Diploma, Certificate and Degree Programs......................................................... 49 3 Diploma, Certificate and Degree Courses........................................................... 50 4 Residency Requirements .................................................................................... 50 5 Course Outlines................................................................................................... 50 6 Program Electives ............................................................................................... 51 7 General Education/Liberal Studies...................................................................... 52 8 General Education Exemptions........................................................................... 53 9 Accommodation for Religious Observance ......................................................... 54 Chapter V: Educational Complaint Resolution Policy ................................................................................. 55 1 Introduction.......................................................................................................... 55 2 Procedures For Investigating A Complaint .......................................................... 55 3 Procedures To Resolve The Complaint............................................................... 57
4 Disagreement About The Validity Of A Complaint............................................... 58 Chapter VI: Appeals Policy ........................................................................................................................ 59 1 College Policy...................................................................................................... 59 2 Step One – Formal Request for Review.............................................................. 61 3 Procedure for Review Meeting ............................................................................ 62 4 Final Review Before A Formal Appeals Hearing ................................................. 63
5 Step Two: Formal Appeals Hearing For Failing Grades Or Promotions Committee Decisions ....................................................................... 64
6 Appeals Committee ............................................................................................. 65 7 Procedural Review .............................................................................................. 66 8 Appeals Procedure: Disciplinary Decision........................................................... 67 9 Appeals Procedures Relating to Discrimination or Harassment.......................... 70
Chapter VII: Student Discipline .................................................................................................................. 72 1 Policy................................................................................................................... 73 2 Minor Infractions.................................................................................................. 73 3 Major Infractions.................................................................................................. 75 Chapter VIII: Non-Academic Policies and Complaint Resolution .............................................................. 79 1 Locker Assignment.............................................................................................. 79 2 Extracurricular Activities ...................................................................................... 80 3 Non-Academic Policy Complaints Resolution ..................................................... 82
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Chapter IX: Code of Student Conduct: Academic ..................................................................................... 83 1 Benchmark Statement ......................................................................................... 83 2 Standards of Classroom Conduct ....................................................................... 84 3 Conduct Relating To Academic Performance ..................................................... 85 4 Relationships Outside The Classroom ................................................................ 85 5 Relationships With Faculty And Staff Outside The Classroom............................ 86 6 Policy Governing Non-Conforming Student Behaviours...................................... 87 7 Academic Dishonesty.......................................................................................... 87 8 Assessment of Academic Dishonesty ................................................................. 89 Chapter X: Code of Conduct: Academic Employees ................................................................................. 90 1 Professionalism and Professional Conduct ......................................................... 90 2 Academic Preparation ......................................................................................... 92 3 Classroom Conduct ............................................................................................. 92 4 Relationships With Students Outside The Classroom......................................... 94 5 Relationships With Other Faculty And Staff ........................................................ 95 6 Academic Freedom ............................................................................................. 97 Chapter XI: Code of Conduct: Support Staff ........................................................................................ 98 1 Professionalism and Professional Conduct ......................................................... 98 2 Job Performance ............................................................................................... 100 3 Workplace Conduct ........................................................................................... 100
4 Relationships With Students ............................................................................. 101 5 Relationships With Faculty, Colleagues, Administrative Staff And The General Public................................................................................................... 102
Chapter XII: Code of Conduct: Administrative Staff ............................................................................ 103 1 Professionalism and Professional Conduct ....................................................... 103 2 Management ..................................................................................................... 105 3 Conflict Resolution ............................................................................................ 107 4 Enactment of College Priorities ......................................................................... 107 5 Collective Agreements ...................................................................................... 107 6 Public Relations................................................................................................. 108 Chapter XIII: Learning Resource Centre.............................................................................................. 109 1 General Policies ................................................................................................ 109 2 Fines Schedule.................................................................................................. 110
3 Loan Periods ..................................................................................................... 111 4 Computer Use Policy......................................................................................... 111
Chapter XIV: Research Ethics Policy ................................................................................................... 112
1 Requests for Review ......................................................................................... 112 2 Procedures for Research Ethics Review........................................................... 112 3 Projects Requiring Review ................................................................................ 113 4 Reviewing Requests.......................................................................................... 114 5 Decision Making ................................................................................................ 115 6 Honesty and Integrity ........................................................................................ 116
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Chapter XV: Intellectual Property............................................................................................................. 118 1 Introduction........................................................................................................ 118 2 Who Is Covered: College Personnel ................................................................. 119 3 What Is Covered: Intellectual Property .............................................................. 119
4 Patentable Intellectual Property ........................................................................ 120 5 Copyrightable Intellectual Property.................................................................... 120 6 Intellectual Property Developed Under Sponsored Research Agreements....... 121 7 Special Agreements .......................................................................................... 121 8 Waiver or Return of Rights ................................................................................ 122 9 Administration of Intellectual Property ............................................................... 122 10 Income Distribution............................................................................................ 123 11 Use of George Brown Name, Mark, or Insignia................................................. 124
Glossary of Terms..................................................................................................................................... 125 Appendices ........................................................................................................................................ 135 - Appendix A – Prior Learning Assessment and Recognition (PLAR) Procedures ............... 135 - Appendix B – Freedom of Information and Protection of Privacy Agreement..................... 137 - Appendix C - Schedule of Related College Policies and Other Pertinent Documents........ 138 - Appendix D – Ontario Human Rights Code – Relevant Provisions..................................... 139 - Appendix E – Academic Discipline Report.......................................................................... 142 - Appendix F – Request For Appeals Hearing Form ............................................................ 143 - Appendix G – Procedures and Protocols for Appeal Proceedings..................................... 146 - Appendix H - Application for Research Ethics Review at George Brown College .............. 150 - Appendix I – Instructions for Preparation of Consent Form Research Ethics Committee at George Brown College.............................................................................. 153 - Appendix J – Notice of Collection of Personal Information ................................................. 154 - Appendix K – Retention and Disposal Schedules............................................................... 155 - Appendix L – Academic Accommodation Agreement ......................................................... 157
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INTRODUCTION George Brown College is one of the most diverse colleges in Canada, and is committed to promoting and providing an equitable environment for students and employees, and opportunities for members of the community to have access to and participate in all aspects of college life. Our policies articulate these commitments and identify rights and responsibilities for all members of our community. An Overview These policies, in particular the Code of Student Conduct, Student Discipline Policy, the Appeals Policy and Educational Complaint Resolution Policy are a series of policies that collectively define the institution's value system. Also contained in the main document are Office of the Registrar, Admission and Tuition Fees policies, the Codes of Conduct for support staff, for academic employees, and for managers in the College. This combined series of statements will give you a sense of the values that we all share and are committed to uphold. These policies are the result of a complex process of consultation and revision that has taken place over the past year and which have built on policies already approved. They represent the results of continuous refinement as various groups in the College - students, faculty, staff and managers - have had an opportunity to read and comment on them. Your Student Association, your Student Representatives on the Board of Governors and on College Council have played an active and constructive role in the development and ongoing review of these policies. They have also provided us with valuable suggestions on statements of College policy on student discipline in non-academic matters, emergencies, and persons posing risk of harm. These statements of College policy are available to you in any College Learning Resource Centre, Student Association Office, academic division office, Counselling Centre or on the College website. If you have any questions or concerns about these policies or any of the other College policies and procedures, please contact your Student Association, any faculty member or the office of the Vice-President, Academic Excellence and Student Success. We will be pleased to respond to them.
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CHAPTER 1 – THE OFFICE OF REGISTRAR POLICIES These policies apply to all full-time, part-time, and Continuing Education students engaged in study at George Brown College. Amendments to these policies must be endorsed by the College Council. The Vice President, Academic Excellence and Innovation, and the Registrar are the final signing authority. 1 GENERAL REGULATIONS The Faculties and Centres are responsible for informing all students of these policies and any related policies regarding promotion or continuation in a program, in writing, at the beginning of the academic year. In addition they are also required to inform students about the grading scheme used in a course, as well as the relative values of each component of the course used in the overall evaluation, in writing, at the beginning of each course. 1.1 Full-time Enrolment (Student) Students who are enrolled have registered in their courses and paid full fees, or made payment arrangements prior to the start of classes. Students who are enrolled full-time are taking 67% of the prescribed courses for their program, or 70% of the program contact hours (defined as instructional or classroom time) in any given semester. Students enrolled in credit courses must specify a program of study at the time of application. 1.2 Full-Time Registration – Reduced Course Load Students with Disabilities or Deaf/Hard of Hearing Only The following policy applies to students with a disability or deaf/hard of hearing only, where the course load is between 40 – 69% of the regular course requirements. For the purposes of admissions/registration activity and status within the College academic framework, students recognized by the College as disabled, or deaf/hard of hearing, shall be considered full-time students if they meet the following criteria: - are registered with George Brown College Disability Services; - have provided documentation of his or her disability to the College - have met entrance requirements for the full-time program for which he/she seeks entrance; - have met with the program chair or designate AND a representative from George Brown
College Disability Services to outline appropriate, attainable goals and timelines with respect to program mapping; and
- are prepared to register in a minimum of 40% of the program course load within any one semester.
MINIMUM COURSE LOAD (40%)
If a full-time student with a disability is required to lower his/her course load to a minimum of 40%, it will not affect his/her admission to, or progress through, a program. The student will retain entitlement to all the rights of full-time status, such as access to classes during the day, the use of peer tutoring services, and other services for full-time students, as long as the course load minimum (40%) is maintained.
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1.3 Records All student records will be maintained as a Cumulative Academic Record, as defined in Section 1.6. The cumulative Grade Point Average determines the eligibility for graduation and hours standing and will assist in ranking students for scholarships, awards, and Dean’s Lists. 1.4 Discipline Students who contravene regulations of the College or commit offences against persons or property may incur a suspension, expulsion, or refusal of enrolment. The academic faculty will determine this status and it will become part of the student's Cumulative Academic Record. 1.5 Grading System Grades, grade point values, letter grades, and percentage scores in courses will be related to one another as shown below.
PERCENTAGE GRADE GPA VALUE COMMENTS
86 – 100 A, A+ 4.0 80 – 85 A- 3.7
“A” Range = GPA 4.0 - The student demonstrates the ability to
apply and communicate subject matter that goes well beyond the course requirements.
- The student completes projects, work samples, and essays that require a significant amount of extra work and also reflect a high level of problem-solving or creative ability.
77 – 79 B+ 3.3 73 – 76 B 3.0 70 – 72 B- 2.7
“B” Range = GPA 3.0 - The student demonstrates the ability to
apply and communicate all the subject matter as described in the course outline.
- The student completes projects, work samples, and essays that reflect a good deal of extra work and are above average in quality.
67 – 69 C+ 2.3 63 – 66 C 2.0 60 – 62 C- 1.7
“C” Range = GPA 2.0 - The student demonstrates an acceptable
ability to apply and communicate the subject matter as described in the course outline.
- The student completes all projects, work samples, and essays on time and at an acceptable level of quality.
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PERCENTAGE GRADE GPA VALUE COMMENTS
57 – 59 D+ 1.3 50 – 56 D 1.0
“D” Range = GPA 1.0 - The student demonstrates a minimal ability
to apply and communicate subject matter as described in the course outline.
- The student completes most projects, work samples, and essays at a level that is below average and does not complete all assignments on time.
00 – 49 F 0.0 “F” Range = GPA 0.0 - The student demonstrates very little
knowledge of the subject matter as described in the course outline.
- The student does not complete projects and/or submits assignments that are continually unacceptable in quality.
1.6 Grade Point Average (GPA) The grade points assigned to a course are the product of the value of the letter grade ("A" through "F" only) and the course credit. A grade point average (GPA) is the sum of the course grade points for all courses divided by the sum of the course credits. Courses completed with special symbol grades or exemptions are not included in the grade point averaging process, which is an arithmetic calculation. The record of all courses taken and their status, including exemptions, is called the Cumulative Academic Record. DECIMAL PLACING Grade point averages are computed to three significant decimal digits, rounded off and expressed to two decimal places. TERM GRADE The term GPA (TGPA) is based on the courses taken in a single term. At the end of each term of full-time study, a grade point average will be calculated (as described above). A promotion status will be assigned at the discretion of the Promotion Committee, indicating whether or not the student should be permitted to progress to the next term, and under what conditions. CUMULATIVE GRADE The cumulative GPA (CGPA) is based on all courses taken for diplomas, certificates, or degrees at the time of calculation. 1.7 Honours Standing The cumulative grade point average will determine eligibility for graduation and honours standing and will assist in ranking students for scholarships, awards, and Deans' Lists. In case of non-term programs or courses, the entire activity in the course or program will appear on transcripts as a unit with final grades, which will be used to calculate grade point averages.
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1.8 Major/Minor Courses There are no major or minor subjects or courses for our programs. The relative importance of each course is determined by the credit value of the course as defined by the program's Advisory Committee, and as maintained in the College course database. 1.9 Transfer Credits Transfer credits are those resulting from study done elsewhere, which are used to determine individual course exemptions, or entire terms of Advanced Standing toward a George Brown College program. 1.10 Term/Semester Term or semester is usually completed in a period of the calendar year (e.g., September - December). George Brown offers various terms for diploma and degree programs. Refer to the College calendar for details. 1.11 Residency Twenty-five percent of the declared program of study must be earned at George Brown College. Advanced Standing, exemptions, and credits earned through the Prior Learning Assessment and Recognition process are not credited toward residency. 1.12 Time Limitations on Full-time Study Students must complete their programs within the following timelines: - within 4 years for 2 year diploma programs - within 6 years for 4 year degree programs. Programs of different durations or patterns will be pro-rated accordingly. The time limitation may be extended at the discretion of the Registrar, upon the recommendation of the Dean of the student's faculty. 1.13 Expression of Policies Promotion and graduation requirements must be expressed in terms of the student's Grade Point Average (GPA) and course letter grades. 1.14 Responsibilities Responsibilities are outlined below.
GROUP RESPONSIBILITIES
Faculties and Centres - Sets academic criteria, program requirements, and performance outcomes (something the students must do to demonstrate they meet the objectives of the course)
- communicates these criteria, requirements, and outcomes to students
- evaluates students and submits course grades, program promotion status, or standing to the Registrar in a timely manner, in accordance with the academic calendar
- reconciles the registrar class list with those who actually attend the class, and ensures that students who are
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GROUP RESPONSIBILITIES
attending their class(es) appear on the class list. If not, the Faculties and Centres will advise the Office of the Registrar accordingly so that steps can be taken to properly enrol the new students
Office of Registrar - manages the course database
- ensures that computed grade points and grade point averages appear on transcripts
- produces and distributes grade reports and transcripts - administer the processes of grade collection and transcript
production - informs students of their grades, promotion status, and
eligibility for graduation - produces and grants diplomas and certificates - maintains the official convocation and graduation records - monitors and interprets these policies and procedures - retains, secures, and disposes of student records as
outlined in the Retention and Disposal Schedules (Appendix K).
- College Council Amendments to these policies must be recommended by the
Registrar and the Vice President, Academic Excellence and Student Success, in consultation with the Deans, Chairs, directors, and managers, and must be endorsed by College council or its subcommittee.
1.15 Notification of Promotion Committee Decisions The Academic Department will be responsible for notifying the Registrar department regarding decisions affecting student status at the College, including: - probation; - mandatory withdrawal; - failure; or - any conditions placed on the student. The Office of the Registrar is responsible for making the appropriate notations on the student’s academic record and providing the student with a copy of their transcript when requested.
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2 ATTENDANCE AND PARTICIPATION Attendance in classes is necessary in order to cover a course adequately. Regular participation in class discussion and completion of all term work are usually essential in obtaining a satisfactory standing. 2.1 Participation Requirements Due to their nature, certain courses require a high level of attendance and participation as a specific course objective. The attendance policy for each course will be determined by the program faculty members, in consultation with the Chair, and will be clearly stated in the course outline. Students will be informed of the course attendance and participation requirements at the beginning of each semester. 2.2 Grades for Attendance Grades for attendance and participation grades, taken together, will normally not exceed 10% of the final grade. In cases where the grades for participation and attendance exceed 10%, students will be notified at appropriate periods over the length of the course of their progress in this area. For courses with a clinical or practical component, failure to attend may result in a failing grade. 3 TRANSFERS AND WITHDRAWALS 3.1 Student Program Transfer Following admission to the College, students have the option to apply to transfer from one program to another. The transfer to another program is contingent upon the approval of the Office of the Registrar and the Chair of the program into which the student wishes to transfer. There are two types of program transfers: 1. transfers to a program of a similar type; that is, to a program with similar intermediate and
terminal program goals and objectives to the program from which the student is transferring; or
2. transfers to a program of a dissimilar type; that is, to a program for which the intermediate and terminal program goals and objectives are not the same as those of the program from which the student is transferring.
REQUIREMENTS Students must ensure that they meet the admission standards for the program to which they wish to transfer. Students wishing to transfer programs at any time after the first semester must: - make this request in writing and - ensure that their enrolment status, both at the College and at OCAS, has been updated.
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FEES There may be an OCAS fee to apply for the new program. Student-initiated program transfers will be charged a separate registration fee as outlined in course curriculum. 3.2 Application to Transfer Students must apply to the Office of the Registrar and the appropriate faculty conducting the program for program transfer. The Chair of the program to which the applications are made will consider the applications, with particular attention to: - the reasons given by the students for program transfer, - the prevailing academic record of the students, and - the availability of spaces in the program. The Chair may apply program testing, as appropriate, in order to ascertain the suitability of the candidate for the program to which he/she is applying. Based on the decision of the Chair, the student will or will not be admitted to the new program, and the Office of the Registrar will be notified accordingly. 3.3 Withdrawals This policy applies to full-time or reduced-load day students. For Continuing Education courses, refer to the Continuing Education Calendar. To be eligible for the appropriate academic standing and fee refund (where applicable), notification of withdrawal from a program or course must be: - directed in writing (by registered mail, by fax, or delivered in person) to the Office of the
Registrar by the students, in, and - within the published timelines (see below). In all cases, not attending classes and/or notifying the professor of intention to withdraw is not acceptable notification. Failure to officially withdraw (providing written withdrawal) will result in a Did Not Attend (DNA) or "F" grade and will affect the students’ grade point averages. PROGRAM WITHDRAWAL The following policy applies to full-time/reduced load day only. For fee refunds, refer to Chapter 3.
IF WITHDRAWAL IS ... ACADEMIC STANDING
Before 10th Day Of First Scheduled Class
All references are deleted from your academic record.
By First Scheduled Class AND Before Final Withdrawal Date* OR On Final Date
All references are deleted from your academic record.
After The Final Withdrawal Date* You will receive the appropriate grade designation of "F".
* As published by the Registrar in the College calendar or on the College website
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COURSE WITHDRAWAL The students’ academic standing and fee refund relates to the number of classes in the course, as outlined below. For fee details, refer to Chapter 3.
IF WITHDRAWAL IS … ACADEMIC STANDING
At Least 7 Days Before The First Scheduled Class OR 6 Days Prior to First Scheduled Class (if course has 6 or fewer classes)
All references are deleted from your academic record.
Before 3rd Scheduled Class All references are deleted from your academic record.
Before 2/3 of Course Is Complete
All references are deleted form your academic record.
After 2/3 of Course Completed You will receive a grade designation of “F” on your academic record.
4 ADDING AND DROPPING COURSES Students may not be concurrently enrolled in full-time program courses and in the same courses offered through Continuing Education. 4.1 Adding Hours/Courses Permission to take additional hours or courses will be based on successful academic standing, equitable accessibility to course offerings, and space availability. Students wishing to take more hours or courses than are regularly scheduled in a program in which they are enrolled may do so, providing that: - their grade point average to-date is 3.0 or greater - there is sufficient accommodation in the course in which they wish to enrol, and - they wish to audit the additional course. Additional fees may be assessed in accordance with provincial audit guidelines, which can be requested through the Office of the Registrar and/or the Office of the President. 4.2 Reducing Hours Students’ hours/coarse load may be reduced for any of the following reasons. - Students who have been placed on probationary status may be required by the program
Chair to reduce the number of hours in their semester curriculum. - Students whose academic status at the end of a semester falls below the minimum grade
point average required for probationary status may be required to withdraw from the program on a full-time basis, as determined by the faculty/department Promotion Committee.
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OSAP Support Students taking less than a normal course load may be ineligible for Ontario Student Assistance Program (OSAP) support. 5 PROMOTION Students are required to pass all courses prescribed for their program of study (diploma or degree), except where an Advanced Standing credit has been awarded. For course requirements, refer to the course calendar. Included in Pass are the letter grades "A" to "D" and all special grading symbols indicating successful completion of the stated objectives of any course, such as Attended – Non-granted (ATT), Passed (P), Pass by Aegrotat (AEG), and Complete (CM). The College will promote students who have completed all requirements of an ending semester to the succeeding semester, provided there are no outstanding disciplinary actions against the student. Upon successful completion of all semesters in a program, the student will be graduated from the program. The progress of students will be monitored systematically by the faculty/department Promotion Committee at least twice per semester or clinical/workplace activity. 5.1 Student Evaluation Each faculty member assigned to teach a course will provide, to his/her immediate academic supervisor, the minimum of a formative student evaluation at the midpoint in the course, and a summative evaluation at the conclusion of the course. Both evaluations should also be provided to students. 5.2 Evaluation Methods Students will be informed regarding the evaluation methods to be used in each course of a program at the commencement of the course and/or program. It is recommended that if the faculty member uses a final project or final exam in a course, it should be worth no more than 50% of the final grade. However, due to their nature, certain courses may require a final project worth more than 50% of the final grade. The policy for each course will be determined by the program faculty, in consultation with the Chair, and will be clearly stated in the course outline. Students will be informed of the final project or exam requirement at the beginning of each semester. 5.3 In Good Standing Students will be considered to be In Good Standing when they: - pass all courses, and - have a term grade point average (TGPA) equal to or above 1.70 (for diploma programs) and
2.30 (for degree programs). Students may register and proceed in their studies without conditions, except as may be specified in program faculty policies. They will receive a status of Passed in that term.
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5.4 Honours Students who achieve a TGPA of 3.50 (diploma program) or 3.70 (degree program) or more will receive a status of Passed with Honours for that term. 5.5 Priority in Registration When registering in programs or enrolling in courses with restricted places available, students In Good Standing and entering their final term shall have priority over students repeating courses or attempting to meet conditions. 6 FAILED COURSES Failing grades are reviewed by the program Chair and the Promotion Committee Chair before submission to the Registrar. Students who fail one or more courses in any term will have their records assessed by a program Promotion Committee, which will determine their status and the conditions under which they may continue. 6.1 Repeating Courses Students who fail a course in their declared program of study will have to repeat the course. Fees will be assessed for the courses being repeated, and will depend on total course load for full-time students and number of courses for part-time students. With approval, students may repeat courses a maximum of two times. 6.2 Calculations The appropriate grade point value of the "F" (failing) grade will be used initially in calculating both the term grade point average (TGPA) and the cumulative grade point average (CGPA) in the term in which the failure was earned. 6.3 Transcripts All courses in which a student is registered will appear on the transcript. If the course is repeated, the original failure will remain displayed on the transcript, but it will not be used in the grade point average (GPA) calculations. The new grade will be used in calculating both the CGPA and the TGPA. 6.4 Appeals Students may appeal a failure ("F" course grade), in writing, to their department Chair in accordance with the College Appeals Procedure as outlined on the College web site and in the student policy handbook.
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7 CONDITIONS IMPOSED BY PROMOTIONS COMMITTEE 7.1 Probation Probationary students are those: - re-admitted to the program after failing; - transferring from another program after failing; or - with a TGPA of less than 1.70 for the diploma program and 2.30 for the degree program. Students who fail one or more courses or obtain a TGPA below 1.70/2.30 will be placed on probation and may register again only under the conditions set by the Promotion Committee. Students will be given every reasonable opportunity to continue and complete their studies. 7.2 Committee Review All students who fail one course and/or obtain a TGPA below 1.70 (diploma program) or 2.30 (degree program) will have their academic records evaluated by a Promotion Committee, which will assign a promotion status and set conditions under which a students may or may not continue their studies. Probationary status is conferred by the Registrar and may be held in addition to any conditions set by the faculty or by the Centre for Continuous Learning. Students may appeal the decisions of the Promotion Committee if they feel the decisions are inappropriate (refer to the College Appeals Policy for further information). 7.3 Clearing Probation Probationary status usually lasts for one term and may be cleared by passing all courses and obtaining a cumulative GPA of 1.70 (diploma program) or 2.30 (degree program). 7.4 Failure to Clear Probation Students who do not clear probation within the period of one semester will have failed the program and may be removed from the program (after notification from their program faculty by letter and/or telephone). The Promotion Committees may advise the Registrar to permit an extension of probationary status for one additional term. 8 TRANSCRIPTS AND GRADE POINTS 8.1 Official Notification After each term during which they were registered, all students will receive official notification from the Registrar indicating their program of study, course(s) taken, and the final grade in each course. 8.2 Release to Third Parties Transcripts are not available directly to third parties outside the College, under the Freedom of Information and Protection of Privacy Act. Students may, however, request additional single or multiple copies of their cumulative transcript at any time. Students may ask that transcripts be sent to anyone else: - upon payment of the currently approved fee and - upon submission of a Request for Transcript form to the Records Department.
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8.3 Cumulative Academic Record Official George Brown College student records are the cumulative summary of all aspects of affiliations with the College, such as grades and status. 8.4 Data Displayed on Transcripts and Grade Reports Professors may mark and submit course final results as either percentages or letter grades. However, only the letter grade equivalents will appear on transcripts and grade reports. Grades may be submitted using only the materials and mechanisms (such as direct grade entry into our information system) identified by the College Registrar, or an approved equivalent. 8.5 Credit Values In addition to grades, transcripts will display the course credit value, grade point values, any special comments relating to the course, an indicator governing inclusion or exclusion of the grade in the GPA calculations, the term GPA and cumulative GPA, and any special grading symbols awarded. With the exception of practicum/fieldwork components of courses, one instructional hour per week, per semester, is equivalent to one credit. CONTINUING EDUCATION COURSES The credit value of all Continuing Education courses (not equivalent to a course offered within a George Brown College post-secondary diploma) is recorded in Continuing Education Units (CEUs). One unit is granted for each ten hours of instruction, rounded to the nearest tenth. For example, a 42-hour course will have a CEU value of 4.2. This number is not included in any calculation of grade point averages. 8.6 Courses Exceeding One Term Courses longer than one term will appear on the grade reports at the end of the first term, with an interim grade and a modifier symbol indicating that these grades will not be included in GPA calculations until the grades are final. The final grade in a course will be calculated over all terms of the course, not just the last semester. 8.7 Submission and Release of Transcripts and Grade Reports The College Registrar will prepare transcripts or grade reports in a timely fashion at the end of each term. Professors are required to submit their grades each semester, according to the deadline established by the Registrar. 8.8 Midterm Marks or Grades Midterm marks or grades are not considered part of the official GPA or Cumulative Academic Record and are not reported by the Registrar. Faculties and centres may establish their own procedures (consistent with Freedom of Information Act and Protection of Privacy Act guidelines) for ongoing notification of progress to students. 8.9 Amended Transcripts and Grade Reports Amended grades must be submitted to the Registrar on the Electronic Student Action form, or its hard copy equivalent, within 60 days of the official termination of the course. The form must be countersigned by the Chair and Dean, and must show the reason for the change.
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9 SPECIAL GRADING SYMBOLS AND THEIR USE 9.1 Definitions In addition to the letter grades, a number of special symbols are permitted on transcripts to more accurately describe a student's performance in a course or the way in which the final grade was achieved. These symbols are also used in cases where a letter grade is inappropriate. The College intends that proper letter grades be awarded wherever possible and that the use of these special symbols from the approved listing be minimized.
SYMBOL AND MEANING EXPLANATION
AEG – Pass by Aegrotat - Awarded to students who, for compelling reasons, were unable to complete a portion of their course or write the final examination. Their performance was otherwise more than satisfactory, but they would have failed the course because of the missed evaluation.
- represents the minimum pass for graduation purposes, and is usually given only when an Incomplete (INC) or Standing Deferred (SD) could not be given, implying that no possibility exists for making up the missed evaluation. An AEG grade cannot be appealed.
- Replaces a letter grade, and the course is eliminated from GPA calculations.
AS – Advanced Standing Credit for one or more courses in a program of study is
awarded at the time of admission to George Brown College. Advanced Standing is achieved through exemption or Prior Learning Assessment and Recognition (PLAR).
AUD – Course Audited Without Formal Evaluation
- A credit course is identified by a specific number and carries a particular credit value. Students who decide formally to waive that credit, by choosing not to be evaluated or graded, are considered to be auditing the course. Because of the nature of some courses, class size restrictions, space constraints, possible legal restrictions, and safety factors, permission of the course Chair is required for registration with audit status. Students should be aware that audit status is a privilege, not a right.
- Students must declare their program of study at the time of registration in a course, as well as whether they are taking the course for credit, or on an audit basis. Priority is given to students enrolled in full-time study.
- Only the AUD grade will appear on transcripts, and the course will be excluded from GPA calculations. The course fee will be assessed for audited courses
ATT – Attendance Used to denote attendance in the first semester of a two-semester course. This refers to courses that are still in progress because they last more than one semester.
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SYMBOL AND MEANING EXPLANATION
CM – Course Completed Generally, CM is used for part-time courses that do not have an academic credit (CR) implication and for which it is desirable to show that some activity prescribed by the College was completed by the student. The opposite of CM is NP (Not Passed).
EX – Exempted To be considered for exemption from a course, a student must be registered in a full-time George Brown College program. The student is granted exemption from enrolling in a prescribed course because of previous academic work, and it is assumed that the student will not attend the course. Exemption is determined by application to the Chair at the beginning of the term. Exemptions must be submitted to the Office of the Registrar by the end of the third week of the term. Until an exemption has been granted, the student should attend the course. Late exemptions will not be processed. An EX grade has no GPA implications and will appear on the student's academic record. Should the student withdraw from the program after the exemption is granted, it will be removed from the student's academic record. - Continuing Education students may be exempted from a
course if they have completed an equivalent course at another educational institution. Students seeking an exemption should make an application to the Program Coordinator.
- GNR – Grade Not Reported
This symbol will appear on transcripts and grade reports for courses for which no mark had been submitted to the Registrar by the academic department at the time of transcript or grade report production.
INC – Incomplete Course - This symbol is temporarily given to students who remained enrolled until the normal course termination date but, for various valid reasons beyond their control, were unable to finish some part of the course required for complete evaluation. It is not included in the GPA.
- INC may be awarded by an instructor and does not require a formal presentation to a Promotion Committee (see SD). However, the INC will automatically be converted to an "F" after 60 calendar days from the scheduled termination date of the program semester, unless it has been changed to a valid letter grade ("A" to "F") in the meantime, through an amended grade report.
-
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SYMBOL AND MEANING EXPLANATION
P or NP – Pass or Not Passed
These symbols are used for courses that do not lend themselves to evaluation by the usual letter grades ("A" to "F"), indicating the achievement (or not) of some terminal competency or objective. Students with an NP grade in a required course will not be permitted to graduate. P and NP have no effect on the GPA calculation.
SD – Standing Deferred Awarded when the student, for reasons beyond his/her control, was unable to complete the course and is unlikely to do so within 60 days (in which case INC would be used). Documentation of extenuating circumstances, such as illness, must be provided to the Promotion Committee by the student or the College.
SUP – Supplemental Privilege
- Supplemental examination is not a right but a privilege, granted by a Promotion Committee, Chair, or Dean on an individual basis to students who have failed a course after attending the entire course and attempting the final examination.
- The prescribed examination or assignment must be completed within 60 days of the official termination of the course. Supplemental examinations or assignments are not permitted if the student has achieved the minimum passing grade, as defined by the program, for the course.
- The term grade report will indicate that supplemental privilege has been granted by a grade of "S," which excludes the course from GPA calculations. After the grade is amended, the GPA will be recalculated, the student's promotion status will be re-determined, and an amended transcript or grade report will be issued.
- A full-time student may be allowed supplemental privileges in only two courses in a five-course semester. A student with more than two failures that could be redeemed through supplemental assignments or examinations must retake the remaining failed courses.
- The maximum grade attainable on a supplemental examination is "C-," unless there is a departmental policy that will override this policy.
W – Withdrawn The student has withdrawn from the course/program.
9.2 Deferred Examinations A deferred examination privilege may be granted for circumstances arising on compassionate grounds, such as a death in a family, illness, or other circumstances beyond the student's control. The student must provide documentation of the extenuating circumstances. The responsibility to grant deferred examinations rests with Chair or the Chair's designate. Notification to the Promotion Committee will be provided.
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9.3 Apprentices Apprentice students at the College will receive the standard George Brown College transcripts or grade reports at the appropriate intervals. These will be prepared according to the College’s promotion policies. 9.4 Students in Tuition Short Programs The provisions of these promotion policies include students enrolled in tuition short programs (e.g., ESL) that are not post-secondary programs but are taken full-time during the day. Students will be treated in the same manner as full-time post-secondary diploma students, with respect to transcripts, grade reports, grade point averages, and determination of status at the appropriate points in their programs. 10 ACADEMIC FORGIVENESS Academic forgiveness is a process by which a student's academic performance prior to an absence may be expunged from the student's transcript. The basic purpose of academic forgiveness is to enable a former student to have a fresh start in his/her academic studies. Academic forgiveness is a privilege, not a right, and may be granted only once. 10.1 Eligibility To be eligible, a petitioner must be absent from full-time studies for a minimum of three years. 10.2 Application A student must request academic forgiveness at the time of re-admission. The petitioner must: - make his/her request in writing to the Registrar, giving compelling reasons why he/she
should be granted forgiveness - provide supporting documents for these reasons with the submission of the petition - maintain a GPA of 1.70 (diploma program) or 2.30 (degree program) in all terms in which the
student is enrolled. After appropriate consultation, the Registrar will notify the petitioner, in writing, of the decision to grant or deny academic forgiveness. The decision of the Registrar is final. 11 GRADUATION 11.1 Timing All students must apply to graduate within the first 90 days of their final semester. Students will be asked to complete an Application for Graduation form, distributed by the Office of the Registrar.
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11.2 Eligibility Students who have satisfactorily met all College and faculty or centre requirements will be awarded their diplomas, degrees or certificates. Requirements include but are not limited to: - achieving the required GPA for each course; - paying the fees as stipulated by the College; - returning College properties at the completion of a course or program; - completing residency requirement. 11.3 Grade and Curriculum Requirements The minimum requirement for graduation from a program and for receipt of a diploma, certificate, or degree is: - a cumulative GPA value of 1.70 for the diploma program, or 2.30 for the degree program - completion of the curriculum requirements of the program of study, with no outstanding "F"
(Fail), or INC (Incomplete) grade designations for any of the courses in the program. Some programs may require standing higher than a “D.” These will be clearly identified to the students in the course outline and program handbook. 11.4 Multiple Diplomas Students may qualify for more than one diploma by applying common courses toward multiple diplomas. Students must declare their intention to do so in the first term of their graduating year. 11.5 Lesser Certification Students who leave the College before completing their full program (e.g. a two-year diploma instead of a three-year diploma or a one-year program certificate instead of a two-year diploma) may be awarded a lesser certification. Approval from the Ministry of Training, Colleges and Universities and by the College Board of Governors is required. 11.6 Non-Attendance at Graduation Ceremony Diplomas and certificates are awarded to students at Convocation. If a graduating student is absent from the ceremony, the diploma or certificate is awarded in absentia and may be obtained from the Office of the Registrar following Convocation. All diplomas and certificates not claimed within a six-month period following Convocation are destroyed. 11.7 Convocation Ceremony The Registrar of the College will establish and maintain the Convocation protocol. The protocol will be recommended by the College council and will be approved by the Board of Governors and the Office of the President. 11.8 Awards and Recognition DEAN'S LIST Graduating students who achieve a cumulative GPA of 3.50 (diploma program)/3.70 (degree program) or better will be awarded Dean's List recognition on their diploma or certificate and on their transcript.
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DEAN'S AWARD Awarded to the graduating student with the highest GPA, including fieldwork, work placement, and clinical, in a program selected in rotation and a different program than that of the Valedictorian. DEAN'S MEDAL Awarded to a student with a high GPA who has demonstrated qualities essential for success in the student's field of study. The faculty makes the selection and a medal may be awarded in each post-secondary program. GOVERNOR GENERAL'S AWARD The Governor General's Award is awarded to the student graduating from a full-time program of at least two years in duration with the highest graduating cumulative GPA. In the case of a CGPA tie, the students' academic standing will be calculated by examining the students' GPA in the year prior to graduation. VALEDICTORIAN The graduating student with the highest GPA, including fieldwork, work placement, and clinical, in a program selected in rotation by the Dean. 11.9 Optional Third Year Where a diploma program has an optional third year, or where a three-year diploma program has an exit after two years, the CGPA will be calculated over the entire period, whether or not a diploma was awarded after the second year. 11.10 Post-Diploma Programs Where students proceed to post-diploma programs, the TGPA for the post-diploma program will be calculated separately from the previous diploma program, and the same graduation rules will apply (minimum CGPA of 1.70). Post-diploma certificates will be awarded. 12 DIPLOMAS/CERTIFICATES AND OTHER ACHIEVEMENTS 12.1 Requirements A diploma or certificate is issued to students who have successfully completed programs approved by the Ministry of Training, Colleges and Universities as outlined below.
CERTIFICATE/DIPLOMA/DEGREE REQUIREMENTS Ontario College Certificate (OCC) Meets the provincial program standards,
normally up to one year (52 weeks) duration Ontario College Graduate Certificate Meets the provincial program standards,
normally up to one year (52 weeks) duration of post diploma/degree studies
Ontario College Diplomas Meets the provincial program standards, normally up to four semesters duration
Ontario College Advanced Diploma
Meets the provincial program standards, normally six semesters duration of post diploma/degree studies
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12.2 Applied Degrees Degree level standards are established by the Postsecondary Education Quality Assessment Board (PEQAB) under the authority of the post-secondary Education Choice and Excellence Act, 2000. 12.3 Recognition/Achievement Award Recognition awards are presented to students who have completed courses or groups of courses (programs not approved by the Ministry of Training, Colleges and Universities) that require successful completion of specific academic requirements. This is also referred to as an achievement award. The granting of this award requires the approval of the Registrar. Where at all possible, the Chair or his/her designate will make the decision to grant this award prior to the start of classes. It cannot be construed as an award to those not completing certificate or diploma programs. 12.4 Recognition of Attendance This acknowledgement is issued to students who have attended a College learning activity for which some form of recognition is appropriate but for which no formal assessment was conducted. This is given for a workshop that did not require anything to be submitted for grading. 12.5 Special Certificates/Diplomas From time to time, the College may, at the direction of the Board of Governors and the Office of the President, grant special certificates or diplomas. The Board of Governors usually awards these to distinguish some meritorious person, either internal or external to the College, who has performed a special service to the College or its community.
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CHAPTER II – ADMISSIONS POLICY The admissions policy of George Brown College has been established to conform with the intentions and directions of the Ministry of Training, Colleges and Universities set out in the College Admissions Policy of the Ministry, effective April 1, 2003. These admission procedures are maintained by the Office of Registrar. 1 PROCEDURES The Office of Registrar will maintain admission procedures that conform to government policies. 1.1 Semesters/Terms Generally, there are three semesters begin in: - the fall (September) - the winter (January), and - the Spring (May). Terms may differ for degree programs. Refer to the College calendar. 1.2 Documentation Requirements Prior to commencement of classes, applicants are responsible for submitting valid Ontario Secondary School Diplomas (OSSD) or equivalent, or any other outstanding documents (e.g. proof of landed immigrant status), where required. 1.3 Conditional – Early Acceptance Students may be accepted conditionally on the basis of their first semester or mid-term grades. Acceptance is based upon successful completion of the OSSD at the end of the academic year. 1.4 Admission Status Full-time admission to a program of study at George Brown College means that students are admitted to that program only. Admission to one program is not a guarantee of subsequent admission to another program of study. 1.5 Custody of Files Files are transmitted to the Registrar at the time of registration. Until they are transferred they are the responsibility of the Admissions Manager. 1.6 Relations with Third Parties The Admissions Office will not normally deal with third parties in the matter of application and/or admission to the College. This policy applies to public and private organizations inside and outside Canada, relatives, faculty, and other third parties. Exceptions will be made where common sense demands, such as in the case of sponsoring agencies. 1.7 Students with an Outstanding Balance Admission may be denied to students who have accounts that are in arrears with the College. 1.8 Dates for Processing Applications Dates for processing applications are applied to all colleges in the province, as approved by the Committee of Presidents. The following are general time frames, but dates will vary from year
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to year. For dates specific to any given academic cycle, applicants need to check with the Ontario College Application Service, their secondary school, or the College. Please note that these dates are subject to change. Notice of change will be announced approximately one year in advance through College and provincial publications.
DATE ACTION November 1 Applications may be submitted as of this date. This is also the
starting date for any selection criteria. Students deemed academically ineligible for admission may be so informed by the college.
February 1 Applications received postmarked up to and including this date will be considered for admission purposes on an equal basis. Applications received after this date will be considered in chronological order.
February 1 Decisions regarding acceptance for students not currently enrolled in secondary school may be released.
March 31 Decisions regarding acceptance for students currently enrolled in secondary school will be released.
May 15 Confirmation deadline for first offers of acceptance. Confirmation deadline following June 1 is two weeks following offer of admissions.
June/July/August Information regarding registering for courses/programs and fee payment will be sent to confirmed students.
June/July/August Applicants must register in order to select timetable of studies. Availability of courses will be on first-come, first-served basis.
July/August Applicants will be advised of payment date that must be met in order to maintain place in program. In all cases payment must be prior to the start of classes unless otherwise arranged with the college’s finance department.
2 ADMISSION PROCEDURES – ELIGIBILITY 2.1 Basic Admission Requirements DIPLOMA PROGRAMS The basic requirement for admission to post-secondary programs is: - an Ontario Secondary School Diploma (OSSD) or equivalent (recognized secondary school,
college, or university credential) from another province or country); - mature student status; or - any lesser minimum admission requirement as established by the college on a program-
specific basis, such as academic bridging programs for secondary school equivalency.
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DEGREE PROGRAMS In addition to the above requisites, degree programs also require: - a minimum average of 65%; - six university or university/college courses at Grade 12 level; and - and any additional requirements as programs require. 2.2 English Proficiency Since the main language of instruction is English, success at the College depends on the students’ level of English. To prove capability in English, the students can: - provide proof that their secondary school and/or post-secondary studies were completed at
a recognized institution where English is the common language used (e.g. secondary schools that offer a Canadian, American, or British curriculum). The applicant must have achieved satisfactory academic progress in at least two years for diploma programs and four years for degree programs of full-time study in English.
- take the George Brown College's English Entrance Test in Toronto; or - send the College the results of an international English test. The College requires the
following scores, or higher.
TEST AND REQUIRED SCORE MEDIUM TOEFL* IELTS MICHIGAN TEST
Diploma Degree Diploma Degree Diploma Degree
Paper 550 580 6.0 7.0 80 85 Computer 213 237
In addition, students must include English in their studies at the level (or higher) indicated in the individual program admission requirements. Tests of English as a Foreign Language (TOEFL), the Michigan English Language Assessment Battery (MELAB), the International English Language Testing System (IELTS) or English as a Second Language (ESL) studeis cannot be used as a substitute for the English prerequisite requirement. *For information, contact: Test of English as a Foreign Language P.O. Box 6151 Princeton, New Jersey 08541-6151 Applicants from a country where English is not the first language, or where English is an official language but not the first language, including applicants who have resided in Canada for two years or less, are required to present proof of English proficiency at a satisfactory level. 2.3 Mature Students DIPLOMA PROGRAM Mature students, aged 19 or over, who do not have an OSSD or equivalent (see 2.1) and wish to resume their education in a course of study at George Brown College will be evaluated by the Admissions Department and will be sent for Pre-admission testing. Applicants will be either accepted or rejected on the basis of the Pre-admission test. In the case of Faculty Select Programs, mature students who have successfully passed the pre-admission stage, must then complete the Faculty Select process before an admission decision is made.
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DEGREE PROGRAM Mature students, aged 19 or over, who do not have an OSSD or equivalent (see 2.1) and may be considered for degree programs if they: - can present tangible evidence of ability to cope with the program at George Brown College - possess the program prerequisite subject requirements – English and Mathematics. George Brown reserves the right to ask that mature student applicants possess the minimum prerequisite subject requirements at the level indicated for the program at George Brown. Subject to competition, candidates may be required to present averages above the minimum. Please contact the Admissions Office for detailed information. To support their application, applicants should submit a letter outlining: - why they have chosen this program; - career ambitions/career goals; - past work experience. COLLEGE GRADUATES College graduates who do not have the required U level courses may be considered for admission to a degree level program if they meet the specific program requirements for admission. 3 PROBATIONARY ACCEPTANCE In some instances, the Program Selection Committee has discretionary power to recommend probationary admission to a diploma or certificate program when students: - fail to meet all the admission criteria for a program of study, or - are returning to a program of study in which they were previously registered. Probationary students will be asked to withdraw from the College should they fail to meet the probationary requirements listed in the College calendar. 3.1 Probationary Status Probationary status is granted to, but is not limited to, applicants who: - do not possess all of the necessary academic qualifications for routine acceptance and entry
into a particular program, as outlined in the College calendar; - have previously failed a semester of their program and are being re-admitted into that
program; - have interrupted their program of studies and are returning to continue that original program;
or - have been placed on academic suspension from another post-secondary institution. -
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3.2 Probationary Status Listing At the beginning of each semester in the academic year, the Office of the Registrar will ensure that each academic faculty receives a listing of those students registered at the College with probationary status. The listing will indicate - the students’ names in full; - the program in which the students are enrolled; - the specific reason(s) for the probationary status for each student as designated; and - a final date for the end of the probationary status, provided students have met the
probationary requirements. 3.3 Resuming Registration Status Under ordinary circumstances, probationary students will be required, during the semester of their probation, to demonstrate acceptable academic standing (i.e., pass all their courses). Students who demonstrate such acceptability will be placed on regular registration status. Those who do not demonstrate acceptable academic standing will be withdrawn from the program. 3.4 Appeals Students who are withdrawn from a program by their Dean or the Dean’s designate because of an unsuccessful probationary period have the right to an academic review or appeal (see Policy on Academic Appeals, Chapter VI). 4 CONDITIONAL ACCEPTANCE Applicants who have not met the non-academic or academic requirements outlined in the College calendar at the time of application may, if acceptable in all other respects, be given a conditional acceptance to the College. This conditional acceptance will be made final if the applicant provides proof of having met the requirements of the College on September 1 of that academic year. Applications of those who fail to meet conditional requirements by September 1 will be reviewed and acceptance letters revoked. 5 RE-ADMISSION – FULL-TIME STUDIES Requests for re-admission are received on occasion from students who have withdrawn from George Brown College for one or more full semesters. In these cases, a student must apply in the normal manner by submitting an application for admission to the Ontario College Application Service (OCAS). Prior study at George Brown College does not guarantee re-admission. Re-admitted students must fulfill the requirements for admission that are in current use at the time of re-admission, rather than the requirements for admission under which they were originally admitted.
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5.1 Advanced Standing Under normal circumstances, students who have been absent from the program for two consecutive semesters or less will be re-admitted (e.g., given advanced standing) to the last incomplete semester if, at the time of withdrawal, all grades recorded for the student were passing grades. 5.2 Preparatory Work Requirement At the discretion of the Dean/designate, students may be required to satisfactorily complete preparatory work prior to re-admission to the incomplete semester when they are: - absent for two consecutive semesters or less and had failing grades at the time of
withdrawal, or - absent for more than two consecutive semesters, This preparatory work may involve taking or auditing previously completed courses in the program. Students re-admitted to a program under these circumstances will be admitted on probationary status. 5.3 Tuition Fees Students will be required to pay the tuition fees for any probationary work required. For required fees, refer to the College calendar. 6 RE-ADMISSION FOLLOWING ACADEMIC FAILURE Under normal circumstances, students who have previously failed a single semester of a program may, at the discretion of the appropriate Dean or Dean’s designate, be re-admitted to that failed semester once. Such re-admitted students will be placed on probationary status. Students who are asking to be readmitted to semester one following a failure must apply in the normal manner by submitting an application for admission to the Ontario College Application Service (OCAS). 6.1 Re-Admission Requirements Students who are re-admitted to a program following program failure must pass on the first attempt during the semester in which they are re-admitted. Students who fail a previously failed semester will be failed from the program. 6.2 Failing Previous Semesters Under normal circumstances, students who have previously failed two semesters of a program may be re-admitted to a failed semester once. Re-admitted students will be placed on probationary status. Students who are re-admitted to a failed semester, and who have a history of two previously failed semesters must pass all courses in the failed semester on the first attempt. Students who fail to pass the semester will be withdrawn from the program.
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7 RE-ADMISSION TO A NEW PROGRAM OF STUDY Except in the pursuit of an approved sequence of certificates or diplomas or degrees, applicants who have already completed a program at the College will be considered for admission to a second or subsequent diploma or degree program on a reduced level of priority. These applicants will be considered after first-time applicants to the College, and on receipt of documentation of work experience in the area of the first diploma or certificate or degree. Students will be required to submit an application for admission to the Ontario College Application Service (OCAS). 8. TESTING OF APPLICANTS 8.1 Pre-Admission Testing – Diploma Program Only Three types of applicants may be required to take pre-admission assessments administered by the Assessment Centre: - those who apply to any program as mature students who do not hold an OSSD or equivalent
(see 2.1 Basic Admission Requirements); - those who hold an OSSD or equivalent but do not have the required Mathematics and/or
English and/or Science Program admission requirements; and - those programs requiring a mandatory test for admission. When the College receives an application, the Registrar will send the student a letter detailing the procedure for making an appointment for testing. OVERSCRIBED PROGRAMS In some oversubscribed programs, applicants will be ranked based on their academic marks and/or mature student test, while in the designated oversubscribed programs, applicants are ranked on the results of their test score. EXEMPTION REQUESTS Mature students who hold an OSSD or equivalent, with the required subject for the program they are applying for, may request exemption from the Pre-admission test. When the test letter is received from the Registrar: - Students submit the documents showing an OSSD or equivalent with the required subjects
to a College Admissions Officer - The Admissions Officer will assess the documentation in order to establish OSSD
equivalency and will notify the student of whether he/she is exempt from the Pre-admission test.
- If testing is required, students may appeal the decision of the Admissions Officer regarding exemption from Pre-admission testing by contacting the Associate Registrar or designate.
- The decision of the Associate Registrar will be final. FEES A non-refundable fee will be charged for Pre-admission testing. There is a fee per test taken.
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SPECIAL ACCOMMODATION Students with physical, emotional, or learning disabilities may request special accommodation for their tests and examinations. Based upon a prior interview with a George Brown College consultant and receipt of disability-related documentation, the Assessment Centre will provide the student with the specified accommodation. TEST CONTENT Depending on the program the student has applied to, the test will cover the subjects of English, Mathematics and/or Science and any additional subjects as approved by the academic departments in consultation with the Registrar. BELOW STANDARD TEST RESULTS Applicants meeting or exceeding the pre-admission test results will be accepted to corresponding programs. Otherwise, admission is denied. Pre-admission test results falling into the "foundations range" as specified by the College will result in the students being required to enrol in foundations-level courses if the students’ application to the College is accepted. Applicants who fail the Pre-admission test must wait a minimum of six months before re-testing. FOUNDATIONS-LEVEL COURSES Foundations-level courses are pre-requisites for the first semester English, Mathematics and/or Science course(s) required by the various programs. Following successful completion of foundations-level courses, the student will move into the college-level English and Mathematics course(s) required for graduation. These courses are crucial to student success and are not optional. ADDITIONAL SEMESTER OF STUDY Depending upon individual circumstances, a student may require an additional semester of study and there may be an additional fee for courses taken in the regular semester. In the situation where the student must take College English or Mathematics above a regular course load, an additional fee will be assessed. 8.2 Testing of Students – Post-admission Skills Assessment (Placement) The Post-admission Skills Assessment is designed to place students in the English, Mathematics and/or Science course level that is best suited to the students’ needs. Those requiring preparatory English, Mathematics and/or Science will be placed into a foundations-level course (see 8.1). Those who do not require preparatory work will be placed in the regular college-level course. Students are required to take the post-admissions skills assessment test unless granted an exemption (see 8.3). Students must take the assessment test and register in the appropriate foundations- or college-level course to fulfil the requirements of their program.
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8.3 Exemptions from Post-Admission Skills Assessment (Placement) Students may be eligible for an exemption from the placement test and/or related college-level course if they meet requirements outlined below.
EXEMPTION FROM TYPE OF SKILLS ASSESSMENT
REQUIREMENTS PLACEMEN
T TEST COLLEGE COURSE
- OAC Mathematics credit with a grade of at least 80% or higher, or an equivalent college course or university math course
X
N/A
Mathematics
- provide the relevant department with documentation (course outline and transcript) indicating possession of math skills equivalent to those taught in the applicable college-level math course
-
N/A
X
- have an OAC English credit with at least 80% X X - equivalent university English credit X X
English
- score at the exemption level (as determined by the College) on Placement Test
- - If, after a week of taking the course, students
feel they were not appropriately assessed, they can appeal the placement to the English professor who will contact the manager of Assessment Services. The students will be required to take another standardized essay writing test. The results of the second test are final and there are no further appeals.
- - Placement appeals must be made by the end
of the second week of classes. -
N/A
X
Science no exemption
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9 EQUIVALENT ADMISSION REQUIREMENTS 9.1 Equivalency DIPLOMA PROGRAMS Academic standing from other provinces and other countries that is recognized by the College as equivalent to an OSSD/SSGD (Secondary School Graduation Diploma) will be considered for admission. Generally, the standards are as follows: - A valid general-level SSGD or equivalent for the following provinces: Alberta, British
Columbia, Manitoba, New Brunswick, Newfoundland, Nova Scotia, Prince Edward Island, Quebec and Saskatchewan;
- United Kingdom, Asian countries, the West Indies and Africa – General Certificate of Education with mark "C" or above or 1, 2, 3, in at least five academic courses a the "O" or ordinary level;
- Hong Kong Certificate of Education with credit standing in five academic courses or pass standing in six academic courses;
- Chinese University of Hong Kong Entrance Examination with a pass in five academic courses;
- United States of America – Grade 12 (a minimum of 16 units of credit at the secondary school level of which at least four credits are in English);and
- Caribbean Examination Council Certificate with grades A, B, C or 1, 2, 3 in five academic courses at the general level.
DEGREE PROGRAMS Academic standing from other provinces and other countries that is recognized by the College as equivalent to an OSSD/SSGD (Secondary School Graduation Diploma) with the required OAC/U or M U/C credits including Math and English will be considered for admission. Generally, applicants who are eligible for admission to first year university studies in their home country will be considered. Applicants from some countries will require first year standing from an accredited university in addition to the high school graduation certificate Samples of General standards are outlined below. Applicants will be assessed on an individual basis.
COUNTRY REQUIREMENTS Other Canadian Provinces
- OSSD equivalent
Commonwealth Caribbean
- Caribbean Examinations Council (CXC) Secondary Education Certificate or the GCE "Ordinary" (O) Level examinations plus the GCE "Advanced" (A) Level examinations or a Preliminary Year at the University of the West Indies, one year at the College of the Bahamas, or one year at Barbados Community College, or equivalent.
- passes in at least five academic papers - two at the A level and three at the CXC or “O” level or three “A” level passes and one CXC or “O” level pass.
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COUNTRY REQUIREMENTS
Commonwealth Caribbean (Cont’d)
- CXC papers at the General Proficiency level (with grades of I, II or III). Grades in O level papers must be between A and C or 1 and 3.
- prerequisite subjects may be included in either the “A” level or CXC/O level papers. English at the A level is recommended. See also United Kingdom and Commonwealth.
- “A” levels with grades of "C" or better, may be considered for transfer credits on an individual basis.
Europe (General) High School Graduation Certificate (Maturity Certificate, Baccalaureate, or equivalent) from an academic program of study
Hong Kong
- Hong Kong Certificate of Education Examination (HKCEE) plus Hong Kong Advanced Level Examination (HKALE) (since 1980) with passes in at least five academic subjects – two at A Level and three at O Level or four academic papers, three of which must be at the Advanced Level and one at the Ordinary Level; Grades in Ordinary level papers must be between A and C or 1 and 3.
- See also United Kingdom and Commonwealth. - A levels with grades of "C" or better, May be considered for
transfer credits on an individual basis.
United Kingdom and Commonwealth
- The General Certificate of Secondary Education (GCSE) and the GCE Advanced Level Examinations (U.K. Examining boards).
- The Cambridge Overseas School Certificate (COSC) and Cambridge Higher School Certificate (COHSC).
- The West African School (WASC) and Higher School (WAHSC) Certificates
- General Certificate of Education - Hong Kong Certificate and Higher Certificate of Education - Scottish Certificate of Higher Education - passes in at least five academic papers, two at the Advanced
(A) level (GCE) or Principal Level (COHSC) and three at the "Ordinary" (O) or Subsidiary Level or four academic papers, three of which must be at the "Advanced" Levels and one at the "Ordinary" Level or Subsidiary level
- Two subjects at the Advanced Supplementary (AS) level may be substituted for one subject at the Advanced level or Principal Level. Grades in Ordinary (O) level/GCSE papers must be between A and C or 1 and 3. Caribbean Examination Council papers must be at the "General Proficiency" level (with grades of I or II or III)
-
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COUNTRY REQUIREMENTS
United Kingdom and Commonwealth (Cont’d)
- No subject can be counted at both the GCE Ordinary and Advanced levels.
- Prerequisite subjects may be included in either the "A" level or "O" level (or equivalent) papers; English at the "A" level is recommended.
- A Levels with grades of C or better may be considered for transfer credit on an individual basis.
United States
- Graduation from Grade 12 of an accredited academic program with high academic standing including minimum "B" grades in the program-specific subject prerequisites and a minimum of "B" overall average. The high school profile (grading scheme, etc.) should accompany the academic record.
- SAT I. Reasoning Test with minimum score of 550 in each of SAT I Verbal and SAT I Mathematics is recommended. (APs and ACT scores will also be considered.)
- Applicants who do not present the above criteria will be considered on an individual basis, taking into consideration their high school performance, SAT/ACT/AP scores and first year standing from an accredited university or college, where applicable.
- APs with grades of 4 or higher will be considered for transfer credits on an individual basis.
9.2 Providing Proof of Equivalency Students are responsible for providing acceptable proof of foreign credential equivalency, and College staff will consult with the International Credential Assessment Services if questions arise. 10 INTERNATIONAL VISA STUDENTS 10.1 Eligibility Following the directives of the Ministry of Colleges, Training and Universities, the College will accept international VISA students into programs if spaces are available after other qualified applicants have been accepted. In this instance, international VISA students are defined as those who: - are not Canadian citizens; - do not hold immigrant status; - are in possession of a Student VISA prior to the start of classes; and - do not in any other way qualify for support while studying in a Canadian college or
university.
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10.2 Change in International Student Status Those who becomes landed immigrants, Canadian citizens or Convention refugees during a semester will be considered international students until the end of the current semester. Students must provide documentation of status by submitting the documents to the Registrar’s office. Valid documents include: - landed immigrant or citizenship papers; - a document referred to as a "Minister's letter," which stipulates that the person has
completed all the necessary steps to become a citizen or a landed immigrant or refugee status papers.
11 ADMISSION INTO A COLLEGE PREPARATORY OR FOUNDATIONS PROGRAM George Brown College offers preparatory programs for applicants who require certain academic skills or experience to be accepted in a post-secondary program of study and who wish to pursue College study at the diploma or certificate level. These programs are not a substitute for secondary school programs, but successful completion of many of the programs may qualify the applicant for admission to post-secondary programs at George Brown College or programs at other Ontario Colleges of Applied Arts and Technology (see College calendars for the most up-to-date information). 11.1 Requirements Preparatory program students must be 19 years of age or older on or before the first day of classes. 11.2 Exception For College vocational, see calendar for requirements. 12 ADMISSION PROCEDURES – PROGRAM ELIGIBILITY 12.1 Preparation Courses No secondary school university preparation course or Ontario Academic Course shall be required as a program eligibility criterion for diploma or certificate courses, with two exceptions, as noted below. 12.2 Exceptions Degree programs and collaborative college-university programs governed by joint agreements are not subject to the restrictions on use of secondary school university preparation courses or Ontario Academic Courses, where those requirements are specifically stated in the agreement. 12.3 Preparation Courses - Diploma College programs that provide a diploma rather than a degree will be accessible to applicants without university preparation courses or Ontario Academic Courses.
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12.4 Course Types The following chart is a general guideline outlining the potential use of various course types in the destination-related secondary school curriculum for diploma program admission.
COURSE TYPE SYMBOL USE OF COURSE TYPE FOR DIPLOMA AND DEGREE PROGRAM ADMISSION
College Preparation Course
C Can be used. Refer to the College calendar.
University/College Preparation
U/C Can be used for degree or diploma. Refer to the College calendar.
University Preparation Course (see sections 12.1–12.3)
U Cannot be required for diploma program but may be acceptable in substitution for “C” or “U/C” required courses (see section 12.6). Required for degree program.
Workplace Preparation Course
W May be used for college vocational.
12.5 Program Requirements Program eligibility requirements must be capable of being objectively demonstrated or measured and must be relevant to the program. 12.6 Additional Admission Requirements Notwithstanding the general policies and procedures related to admission into programs offered by the College, additional admission requirements may be established for specific programs. These requirements will be determined by the Dean or director or designate for the program, in consultation with the Registrar of the College, and must be documented and validated. 12.7 Special Listing and Reasons In consultation with the Registrar, the Dean or director will establish, on an annual basis, a listing of those programs with admission requirements that supersede the general College policies and procedures related to admissions. In conformity with the directives of the Ministry on the matter, each Dean or director, in collaboration with the Office of the Registrar, will compose a detailed statement of the reasons for the special listing requirements. This statement should incorporate, where applicable, appropriate research to validate the need for special admission requirement status (see Ministry Program Policies and Procedures). 12.8 Course and Level Pre-Requisites Several diploma and certificate programs require specific course and level pre-requisites among the 30 credits in the Ontario Secondary School Diploma. These prerequisites are published in the College’s annual calendar. It is the student’s responsibility to ensure that his/her secondary school studies fulfil program requirements.
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13 APPLICANT SELECTION 13.1 Oversubscribed Programs Applicants shall be accepted into oversubscribed programs according to the following order of preference: - residents of Ontario; - residents of provinces and territories in Canada; and - other applicants. 13.2 Selection Procedures SELECTION REQUIREMENTS Certain diploma and certificate programs offered at the College may require an essay, a pre-test, an audition, a portfolio, or a group orientation to determine whether candidates are suitable for the program. The selection requirements will be determined by the Dean or his/her designate, in consultation with the Registrar. These requirements will be listed in the College calendar. NOTIFICATION TO APPLICANT Following receipt of applications to such a program, the Admissions Department will advise applicants of the selection procedures of the program chosen by them. ALTERNATE ARRANGEMENTS Alternate arrangements for implementation of a particular selection procedure must be made for applicants who reside some distance from the College. In these instances, the College will arrange appropriate testing centres for such applicants within normal commuting distance from their residences. SELECTION TIMELINES Each faculty will select applicants for admission within the timelines established by the Ministry and published by OCAS. SELECTION DECISIONS Each faculty will designate a member of its staff to be responsible for making selection decisions where the selection decision takes place in the faculty. If this representative is not available, the Registrar or his/her designate(s) may make the selection decisions. 14 APPLICATION PROCESSING PROCEDURES Application processing procedures will conform with Ministry policies.
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15 WAITING LISTS Waiting lists will be established any time that the number of qualified applicants exceeds the number of seats available. The waiting list will be realistic according to the College’s experience with the likelihood of vacancies occurring after final admission offers have been sent out by the College. 15.1 Position on Waiting Lists The relative position of applicants on a waiting list will be determined by the Admissions Department and may be determined in a variety of ways, depending on: the program; the admission and/or selection requirements and procedures for that program; the date; and stage in the admissions process. Applicants will not normally be informed of their actual positions on the waiting list, but will be informed, upon request, of their relative positions on the list. 15.2 Notification Applicants still on a waiting list when the program is filled and/or at the start of classes will be advised that the program has begun and is full, so they did not gain a place in the program. 16 CLOSING OF PROGRAM The Associate Registrar, in consultation with the appropriate Dean or the Dean’s designate, will determine when applicants will be told that a program is filled and no further applications will be accepted. 17 AMENDMENTS TO APPLICATIONS Applicants cannot amend their applications between academic years (September 1– August 1). They must re-apply through OCAS. Unless a qualified candidate so requests, all outstanding applications will lapse at the end of each admissions year. Changes within academic years do not require a new application, but must be reported directly to OCAS. 18 ADMISSION DECISION REVIEW It is the policy of George Brown College to provide a method of reviewing a refusal to admit a prospective student to any full-time program conducted by the College. This policy does not include part-time courses or programs that register students on a first-come, first-served basis.
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18.1 Written Decision In the normal course of operations, a decision to accept or reject an application for admission to the College shall be sent to the applicant in writing, whether or not a previous verbal decision has been given. In the case of a rejection, a brief written explanation of the reason(s) for rejection will be included. 18.2 Reasons For Rejection The Admissions Office will provide further explanation of the reason for rejection if so requested by the applicant. 18.3 Formal Review For Rejection If the applicant is not satisfied with the explanation or requests a review of the admission decision, the following procedure will apply: - The applicant must apply in writing to the Registrar for a review of the non-acceptance
decision within 30 days of the date of the written decision. - The Registrar will: - acknowledge the application in writing and will appoint an Admission Review Panel
consisting of the Registrar, the Associate Registrar, the Chair of the program in question and, where applicable, the Program Coordinator
- set a date for a meeting of the panel and will notify the applicant and the panel members within 15 days of the receipt of the applicant's written request.
- The applicant may make representation to the panel, either verbally or in writing (with reasons as to why he/she should be admitted although he/she does not meet the requirements), or both; no counsel or other agent may attend or represent the applicant.
- The panel will notify the applicant in writing of its decision and the reasons for it. - The decision of the panel is final and binding. Should the panel find in favour of the applicant, and the pertinent program no longer has seats available or the withdrawal date for the semester has passed, alternative entrance dates or programs will be investigated. Under no circumstance will a student already admitted to George Brown College be disadvantaged on behalf of another by the findings of the panel. 19 ADVANCED STANDING, TRANSFER OF ACADEMIC CREDITS, AND PRIOR LEARNING ASSESSMENT 19.1 Advanced Standing Advanced standing is granted to a student upon admission that enables direct entry to the second semester or higher of a program. This status is based on the decision that previous academic experience or work experience is equivalent to one or more semesters of the College's prescribed curriculum. No grade is awarded for the recognition and therefore not included in any grade point average (GPA) calculations. TO QUALIFY Applicants wishing to qualify for advanced standing should so indicate on the Ontario College Application Form produced by the Ontario College Application Service (OCAS). The application should be accompanied by supporting documentation, such as official transcripts and/or course/program outlines and outline of work experience. All foreign-language transcripts must be translated into English and notarized.
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STATUS OF REQUEST The Chair of the program in which advanced standing is requested, or the Chair’s designate, will assess the request, consulting with other college personnel as appropriate, to ensure that all course/program requirements have been previously met. Students will be notified by the Office of the Registrar and/or the program’s Chair or designate with respect to the status of the request for advanced standing and the final placement of the student in the program. TRANSFERS TO ANOTHER PROGRAM If a student transfers to another program, any advanced standing will be reviewed by the Chair or designate. Any changes in previously granted advanced standing will be communicated to the student by means of a transcript. 19.2 Transfer of External Academic Credits Equivalency course standing is credit awarded to students upon admission that enables them to be credited with some of the courses in the program in which they are registered. This status is based on the decision that previous academic experience is equivalent to one or more courses of prescribed curriculum in the College program in which the students are enrolled. TO QUALIFY Applicants wishing to qualify for transfer of academic credits received at another academic institution in one or more courses should so indicate on the Application of Admission to Ontario Colleges of Applied Arts and Technology. Supporting documentation, such as official transcripts or an outline of work experience should be sent directly to the College. REVIEW OF REQUEST The Chair of the program in which course credit is requested, or the Chair’s designate, will assess the request, consulting with other college personnel as appropriate, to ensure that the requirements of the course or courses for which the student is seeking academic credit have been met. Students will be notified by the Office of the Registrar and/or the program’s Chair or designate with respect to the status of the request for credit transfer. 19.3 Transfer of Internal Academic Credits Equivalency course credit may be obtained by students who, while registered in either a full-time or a part-time program of studies, has previously completed some of the courses that are applicable to the program in which they are currently registered. The most common example of such a situation would occur when a student enters a full-time program after having taken some of the prescribed courses in the full-time program through part-time or Continuing Education studies. A similar situation might occur when a student opts to withdraw from a full-time program but wishes to continue studies through part-time or Continuing Education courses. APPLICATION FOR EXEMPTION Students wishing to apply previously completed courses to the program of studies in which they are presently enrolled should discuss the matter with the Chair of the program. INCLUSION ON TRANSCRIPTS After examining the students’ college transcript and determining that they have previously completed equivalent courses in the program through other means, the Chair will complete the necessary course exemption forms and forward these to the Office of the Registrar. At this time, the Chair should arrange, through the Office of the Registrar, that all previously completed courses be entered on the students’ current transcripts.
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19.4 Prior Learning Assessment and Recognition Prior Learning Assessment and Recognition (PLAR) gives students credit for knowledge and skills they have gained through life experience such as work or volunteer experience. The granting of PLA credits does not guarantee entrance into any program of study. However, in keeping with the College's commitment to student access and student success, every effort will be made to facilitate a timely entrance into the candidate's program of choice. For more information, refer to the PLAR guidelines in Appendix A. APPLYING FOR PLAR A student may apply for PLAR at George Brown College, where mastery of the learning outcomes of a George Brown College course can be clearly demonstrated through the assessment of a portfolio and/or by means of a challenge process. The Prior Learning Assessment Coordinator will provide information on the procedure for Prior Learning Assessment. FEE A fee will be charged for each course where assessment is requested. PLAR CREDITS PLAR credits earned will be noted on the student’s George Brown College transcript. Applicants obtaining credit through Prior Learning Assessment shall proceed through the published admissions process to gain entry into a specific College program. ASSIGNMENT ON TRANSCRIPT Credits earned through Prior Learning Assessment are recorded on the transcript using a letter grade where possible, if that is the usual practice for that course. When the assignment of a grade is not possible, the designation of SAT (satisfied) is used to signify that the essential learning outcomes of the course have been achieved, as evaluated through PLAR. College transcripts will indicate subject competence, as described above, but will not indicate that credits have been acquired through Prior Learning Assessment. FAILING COURSE Students who fail a course in which they are enrolled may only apply for PLAR after one year has elapsed and provided they can offer reasonable explanation of additional relevant learning since the failure of the course.
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20 REGISTRATION AND ENROLMENT Registration is defined as the process by which applicants select courses and pays for the courses. Individuals are not considered students until both these conditions are met. 20.1 Process When the College selects applicants for admission to a course or program: - The Office of the Registrar notifies applicants of their acceptance to the program and
requests that they confirm their intention to attend the College. Note: Normally, students confirm this intention with OCAS, but some programs require
students to confirm their intention to attend directly with the College. All International VISA students confirm attendance directly with the College, more specifically with the College’s International Centre.
- When the applicants’ confirmations are received, the Office of the Registrar holds a place in the program until the final dates for receipt of fees and submissions of any outstanding documentation has been reached.
- Students are advised of the final date for the receipt of fees in order to hold a place in the program.
20.2 Conditions For Registering Students may be prevented from registering and enrolling if: - all academic, performance, disciplinary, financial, and program-specific (e.g. in nursing, this
is a medical exam) conditions are not met - specific academic pre-requisites imposed by the College are not met. It is the students’
responsibility to ensure that all published course and program pre-requisites have been met. Failure to comply with this regulation may result in the withdrawal of the offer of admission to the College.
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CHAPTER III – TUITION AND OTHER COMPULSORY FEES This policy does not apply to Continuing Education students. 1 TUITION AND OTHER COMPULSORY FEES Fee guidelines for Ontario Colleges of Applied Arts and Technology are established by the Ministry of Training, Colleges and Universities. Fees are collected from students by the College in accordance with the regulations for provincial funding issued by the Ministry. A statement of the George Brown College fee policy is included with offers of admission for new students and with registration information for subsequent semesters. Copies are available from the Office of the Registrar at each campus location. 1.1 Payment All fees are payable in full by the fee deadline date established by the College. Fees may be paid by: - cash; - certified cheque; - money order; - VISA; or - MasterCard. - Debit Card Personal cheques are not accepted. Registration in a course or program is not complete until full fees are paid or deferred (see section 2.3). Students who fail to pay full fees and have not signed a deferral agreement will not be permitted to register for the program. A non refundable late fee must be paid for failure to pay fees or arrange for a deferral by the due date. 2 DEFERRAL OF FEES 2.1 Administration Fee For students who will be applying for Ontario Student Assistance Program (OSAP), a non-refundable administration fee of either of the following will be charged to defer tuition fees: - $45.00 (for using the fee instalment option), or - $145.00 ($45.00 non-refundable and $100.00 to be applied to the tuition amount owing) 2.2 Materials Students in some programs may not defer payment of course material fees. 2.3 Deferral Agreement Requirements Students who have signed deferral agreements but fail to pay the fees on the due date indicated on the promissory note will receive letters requesting payment from Accounts Receivable. If payment is not received and there is no response to a subsequent reminder letter, these accounts will be referred to an agency for collection.
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3 STUDENTS IN DEFAULT 3.1 Outstanding Fees Grade reports and official transcripts will not be issued when students: - have outstanding fees, fines, or emergency loans, or - fail to return books to the library or equipment owned by George Brown College. Registration will be refused in subsequent semesters. 4 REFUND OF FEES George Brown College refunds fees in accordance with Ministry guidelines. Refunds are paid by cheque. 4.1 Notification of Withdrawal Notification of withdrawal must be directed to the Office of the Registrar in writing (by registered mail, fax, or hand delivery) within the published timelines in order to be eligible for fees refund where applicable. Failure to attend classes and/or notifying the professor of your intention to withdraw are NOT acceptable forms of notification. 4.2 Return To Payee The fee refund will be sent to the student or the organization paying the student's fees. For example, a student who has received an OSAP bursary for child care or disability-related expenses will not receive the refund. Instead, the refund will be paid directly to the Treasurer of Ontario. 5 WITHDRAWAL SERVICE CHARGE Varying services charges apply for withdrawing from a course. For details, refer to the Course Calendar. 6 FEE REFUND SCHEDULE 6.1 Program Withdrawal
IF WITHDRAWAL IS ... FEE REFUND POLICY
Before 10th Day Of First Scheduled Class
Full tuition fees less Service Charge are refunded.
By First Scheduled Class AND Before Final Withdrawal Date* OR On Final Date
No tuition fees are refunded for the semester in progress. Fees collected in advance for future semesters are refunded.
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IF WITHDRAWAL IS ... FEE REFUND POLICY
After The Final Withdrawal Date* No tuition fees are refunded for the semester in progress. Fees collected in advance for future semesters are refunded.
6.2 Course Withdrawal
IF WITHDRAWAL IS … FEES REFUND
At Least 7 Days Before The First Scheduled Class
Full tuition fees less Service Charge fee and full materials fee, if any is refunded.
Before 3rd Scheduled Class Full tuition fees less Service Charge fee, and one half of the materials fee, if any, is refunded.
Before 2/3 of Course Is Complete Full tuition fees less Service Charge fee, and two-thirds of the materials fee, if any, is refunded.
After 2/3 of Course Completed No tuition or materials fees are refunded. COURSES WITH 6 CLASSES OR FEWER 6 Days Prior to First Scheduled Class
Full tuition fees less Service Charge and one half of the materials fee, if any, is refunded.
7 MODIFIED FEES POLICY 7.1 Students With Special Needs Students who have a disability or who are deaf or hard of hearing and are on a modified or extended program are required to pay normal fees for the regular duration of their program provided they have provided the required documentation to the Disability Services or Deaf Services Offices. 7.2 Extended Programs Students who are required to take additional time to complete their program as a direct result of their special needs may register for the nominal administrative fee upon presentation of authorization from the Disability Services or Deaf Services Office to the Registration Centre. This does not apply to the repetition of failed courses but does apply to those Continuing Education courses equivalent to courses listed in the individual student's program in his/her choice of study. In these cases, students, the Program Co-Ordinator, and the Disability or Deaf Services consultant: - must sign a form outlining the schedule of courses to be taken - forwards the authorized form to the Registration Centre when the student registers for the
applicable courses.
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CHAPTER IV - CURRICULUM POLICY 1 CURRICULUM PATTERN Students are responsible for ensuring that all academic requirements of the diploma, certificate, or applied degree program in which they are registered are met. 1.1 Prerequisite Courses Certain courses are pre-requisites for others and therefore, must be completed in a specific sequence. It is the student’s responsibility to ensure that all pre-requisites have been successfully completed in order to progress into the next semester. Continuing Education students should check with the Program Co-ordinator for policies pertaining to Continuing Education. 1.2 Fast Track Program Students have an opportunity to complete their programs faster when: - they have been granted Advanced Standing in a program, or - the program is offered through the summer semester. 1.3 Program Cancellation or Changes George Brown College regularly surveys employment opportunities and revises and updates its programs accordingly. If at any time it becomes clear to the College that employment prospects for any program are limited, or for any other compelling reason related to a College offering, the College reserves the right to: - replace, update, defer, limit or cancel such program/course offerings - revise or replace certain semester courses or sections thereof. 2 DIPLOMA, CERTIFICATE, AND DEGREE PROGRAMS A diploma, certificate, or degree program is a prescribed sequence of semester courses that meets the requirements for a College certificate, diploma, or degree. These programs are developed and offered under the authority of one of the divisions/faculties/ programs of the College. Under the provisions of this policy, a comprehensive listing of all diplomas, certificates, and degrees issued by George Brown College is maintained. Where diplomas, certificates, and applied degrees can be earned sequentially, such sequences will be identified as part of that listing under the authority of this policy. 2.1 Collaborative Programs Degree level programs may be collaborative programs with other universities where the degree is granted by the university. Students must meet all the requirements as determined by the degree granting institution. In a collaborative program students may receive diplomas from the college as part of the degree level studies. Students must meet the all requirements for the diploma.
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2.2 Degrees with Applied Focus Under the authority of the Post-Secondary Education Choice and Excellence Act 2000, the college may also grant a degree with an applied focus. Consent for offering the degree is given by Ministry of Training, Colleges and University upon the recommendation of the Post-Secondary Quality Assessment Board (PQAB). All degree programs granted under this act will undergo a recertification process carried out by PQAB five years from the date of consent. 3 DIPLOMA, CERTIFICATE, AND DEGREE COURSES Diploma, certificate, and degree courses are those in which the primary emphasis is on material related directly and practically to the field of work for which the student is preparing. Successful acquisition of appropriate skills and satisfactory performance in field placements are the required ingredients for success in certain courses. For these, a satisfactory level must be achieved in both theory and field placement before a passing grade may be granted. 3.1 Duplicate Use of Credit and Course Equivalency Where George Brown course credits (whether earned directly, granted as equivalent, or obtained through Advanced Standing) have been used toward the granting of a certificate or diploma, these courses may be used toward the granting of subsequent certificates or diplomas when: - such a sequence of certificates/diplomas is approved by the College, - a specific course is common to both certificates or diplomas, or - a specific course required in the subsequent program is deemed to be the equivalent of a
course completed in the first program. Duplicate use of credits may be denied by the receiving College official(s) where competence in the relevant course(s) cannot be clearly demonstrated or documented. Applying diploma level courses to a degree program will be determined on a case-by-case basis by the Faculty or the Institution granting the degree. 4 RESIDENCY REQUIREMENTS A Faculty of George Brown College may recommend a student for a certificate or diploma or degree only after the student has earned a minimum of 25% of the credit for that certificate or diploma, over and above Advanced Standing and Prior Learning Assessment credits (as they are defined in the College grading and promotions policies) and under the authority of the recommending Faculty. 5 COURSE OUTLINES Students registered in each course receive a copy of the course outline at the start of the course. 5.1 Annual Review Course outlines are approved for one academic year by the relevant program and are reviewed annually.
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5.2 Outline Components Course outlines contain the following elements: - course name and code - College Policy on Plagiarism and Academic Dishonesty - credit hours - pre-requisites and co-requisites - effective date - Prior Learning Assessment and Recognition (PLAR) eligibility - Equity Statement - outline of student responsibilities - course description - course outcomes - delivery methodology (lectures, group work, online, etc.) - list of textbooks and other supplies required - testing policy - assignment policy - evaluation system - grading system in use by George Brown College - topical outline. Students may also be provided with an approved Section Addendum to the College Course Outline, which details the name of the professor for the section, his/her office hours for student consultation, test and assignment schedules for the section, standards for projects and assignments, and any variation in the mode of instruction. Students are expected to be knowledgeable of the contents of the course outline and to discuss with the professor any areas where clarification is required. 6 PROGRAM ELECTIVES Programs, both full time and part time, allow, as appropriate, the inclusion of course electives. 6.1 Course Electives A course elective is defined as a course that does not form part of the base core academic requirements for a program but is, rather, a course of study selected by the student that: - is of immediate interest to the student, and/or - will enhance the student’s general body of discipline-specific knowledge but is beyond the
base core academic requirements as specified for a program. The inclusion of course electives allows students the opportunity to "stylize" their college program to more readily meet their immediate, personal needs. Course electives are divided into two subsections: - discipline-specific electives - general electives
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6.2 Selecting Electives As part of the registration procedure, the Registrar will ensure that all new students to the College: - are advised of the procedures with respect to electives selection, and - are aware of the listing of electives that are available to them. 7 GENERAL EDUCATION/LIBERAL STUDIES In the community college milieu, general education/liberal studies may be defined as those elements of the curriculum that, although not directly related to the specific skills development of the student, are regarded as leading towards the overall betterment of the student as a contributing member of the community. General education and liberal studies should: - enhance the student's ability to reason, to appreciate, and to communicate effectively - encompass life skills and promote a sense of worth in the student. These studies should not necessarily be regarded as a separate didactic component of curriculum but rather form part of the fabric of all curricula offered to students. The College is responsible for ensuring that, in accordance with prevailing ministerial policies and the needs of society and students, all College academic programming contains general education elements. 7.1 General Education Course Requirements A two-semester program requires two general education courses, one of which may be mandatory. A four-semester program requires four general education courses, two of which may be mandatory, and a six-semester program also requires four general education courses, two of which may be mandatory. Students are required to choose at least one general education elective from two of the following broad content areas: - Art and Humanities, - Social Sciences, and - Science and Technology. 7.2 Liberal Studies Liberal Studies courses are degree level courses that develop: - breadth and depth of understanding and knowledge of the social, historical, and cultural
context in which students live and will work - critical thinking ability and analytic skills, as well as writing and oral communication skills. The number of and level of liberal studies required will be established by the degree level program.
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UPPER AND LOWER LEVEL COURSES Every liberal studies course must be classified as an upper or lower level course: - Lower level liberal studies courses are broad based or survey courses that introduce
students to the discipline. - Upper level liberal studies courses may be a more specific examination of a subject area
and have more advanced requirements of how the students are expected to synthesize and evaluate the content. The level of writing and the amount and type of reading expected is more advanced.
8 GENERAL EDUCATION EXEMPTIONS Some students may be eligible for exemption from general education/liberal studies electives and/or courses. These students must apply for an exemption from the Interdisciplinary Studies (IDS) Co-ordinator. To be eligible for exemption, students must meet the minimum exemption requirements. The Program chair or designate has the authority to grant or deny exemption requests. 8.1 General Education /Liberal Studies Required Some general education/liberal studies courses are program requirements and require specific equivalent courses. Students must consult their department regarding these courses. 8.2 General Education/Liberal Studies Elective Exemption To be exempted from a general education elective, students must have taken a college or university credit (minimum mark of C-) in a general education course not previously used for exemption. 8.3 Foundation Course Exemption Students may be exempted from General Education Foundation (GNED 1003) if they have taken: - two OAC credits and obtained a minimum grade of B- in two different areas
(Arts/Humanitites, Social Science, Science and Technology), or - a college or university credit in a general education subject and received a minimum mark of
C-. Students must provide the required documents (usually an official transcript and supporting documents). 8.4 Processing Requirements Exemptions will not be processed until the student is registered and all fees are paid or deferred. 8.5 Class Attendance It is the students’ responsibility to attend classes until exemptions are granted. 8.6 Course Drop Form Students who have completed (passed) equivalent courses in other programs at George Brown College should visit their current department and complete a course drop form. Students must apply for an exemption no later than the end of the second week of classes.
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9 ACCOMMODATION FOR RELIGIOUS OBSERVANCE George Brown College is committed to respecting religious beliefs and practices of all members of our community, and making accommodation for religious observances in each tradition. Every effort will be made to avoid scheduling in class or formal examinations on days of special religious significance throughout the year. The schedule of dates for religious holidays will be compiled by the registrar and circulated with the critical dates calendar. The list of religious holidays will be consistent with those in the Ontario Public Service religious holiday policy. Faculty should inform students of the existence of this policy and protocol in the first two weeks of classes. However, when there is a conflict the student will follow the protocol below for accommodation. The Council of Regents lists all Christian and non-Christian holidays on their web site:
http://www.ocor.on.ca/english/links/pdf's/christ2002.pdf http://www.ocor.on.ca/english/links/pdf's/nonchrist2002.pdf
9.1 Notifying Course Instructor Students requiring an accommodation for a religious holiday should notify the course professor if possible two weeks prior to the required accommodation using the Request for an Academic Accommodation Agreement found in Appendix L. It is the student’s responsibility to contact the professor to arrange the accommodation for a test, exam, or clinical placement, work placement or any other academic situation that conflicts with a day or time period for religious observances of special significance to them. The faculty will return the form to the student detailing how the student’s need for accommodation will be met. The accommodation request will be within reasonable limits. 9.2 Notifying Work Placement Supervisor In the case of an external work placement, clinical placement or practicum, it is the student’s responsibility to inform their supervisor at least two weeks prior to their need for accommodation regarding religious observances. If the student encounters any difficulties they should contact their co-op officer or faculty member.
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CHAPTER V – EDUCATIONAL COMPLAINT RESOLUTION 1 INTRODUCTION In keeping with its commitment to academic excellence, George Brown College is proud to offer students high-quality programs and courses delivered by highly qualified and dedicated faculty members. George Brown College places a strong emphasis on providing students with learning experiences of the highest calibre. The College assures students that any concerns they have about their educational experience are dealt with in a responsive and timely manner. Concerns regarding educational experience in the classroom that are not covered by other College policies (e.g., harassment or discrimination issues are covered by the Prevention of Discrimination and Harassment Policy) are covered by this policy. This policy concerns student complaints about pedagogical issues and the quality of the students’ educational experience. 2 PROCEDURES FOR INVESTIGATING A COMPLAINT Students who have concerns about the quality of education should approach their faculty member. If they are unable to talk to him/her or the issue is unaddressed, students may contact the Chair directly. If they disagree with the Chair’s decision, they may appeal to the Dean. The process for initiating a complaint and the follow-up investigation is outlined below.
Student 1. Approach the relevant faculty member and either outline concerns in person or in writing. (If a written letter is provided, retain a copy of the letter).
2. If unable or unwilling to approach the faculty member, or where
concerns remain unaddressed by the faculty member, approach the Chair/Director of the department director or contact Student Affairs or the Student Association, who will provide guidance with the resolution.
Chair Within 2 Working Days
3. Hear the student complaint and if necessary, ensure the complaint
is prepared in writing (either by him/herself or the students) and have the complainant sign that version.
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Chair 4. Investigate the merits of the complaint (which could include
detailed, in-depth discussion with the faculty member, the complainant or other students, or any other investigation method deemed appropriate by the Chair).
5. Identify the appropriate person to address the complaint. 6. Notify the students of the status of the complaint process. 7. If required, bring the faculty member and students together to
discuss the situation to clarify the complaint (Section 4). 8. If the complaint has merit, work out a resolution with the faculty
member and advise the student. 9. If the complaint lacks merit (e.g., if students have not regularly
attended class or completed assignments, or cannot identify a specific area of concern), inform the students and provide reasons why a further investigation will not occur.
10. Students who disagree with the Chair's assessment of the
complaint may escalate their concerns to the Dean.
Dean When Complaint Is Received 11. Investigate the situation. 1. If complaint has merit, resolve the complaint according to Section 2
(the Dean will act in the role of the Chair). 2. If the complaint is not merited, the Dean will inform the student and
the matter will end.
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CHAPTER V – EDUCATIONAL COMPLAINT RESOLUTION 1 INTRODUCTION In keeping with its commitment to academic excellence, George Brown College is proud to offer students high-quality programs and courses delivered by highly qualified and dedicated faculty members. George Brown College places a strong emphasis on providing students with learning experiences of the highest calibre. The College assures students that any concerns they have about their educational experience are dealt with in a responsive and timely manner. Concerns regarding educational experience in the classroom that are not covered by other College policies (e.g., harassment or discrimination issues are covered by the Prevention of Discrimination and Harassment Policy) are covered by this policy. This policy concerns student complaints about pedagogical issues and the quality of the students’ educational experience. 2 PROCEDURES FOR INVESTIGATING A COMPLAINT Students who have concerns about the quality of education should approach their faculty member. If they are unable to talk to him/her or the issue is unaddressed, students may contact the Chair directly. If they disagree with the Chair’s decision, they may appeal to the Dean. The process for initiating a complaint and the follow-up investigation is outlined below.
Student 1. Approach the relevant faculty member and either outline concerns in person or in writing. (If a written letter is provided, retain a copy of the letter).
2. If unable or unwilling to approach the faculty member, or where
concerns remain unaddressed by the faculty member, approach the Chair/Director of the department director or contact Student Affairs or the Student Association, who will provide guidance with the resolution.
Chair Within 2 Working Days
3. Hear the student complaint and if necessary, ensure the complaint
is prepared in writing (either by him/herself or the students) and have the complainant sign that version.
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Chair 4. Investigate the merits of the complaint (which could include
detailed, in-depth discussion with the faculty member, the complainant or other students, or any other investigation method deemed appropriate by the Chair).
5. Identify the appropriate person to address the complaint. 6. Notify the students of the status of the complaint process. 7. If required, bring the faculty member and students together to
discuss the situation to clarify the complaint (Section 4). 8. If the complaint has merit, work out a resolution with the faculty
member and advise the student. 9. If the complaint lacks merit (e.g., if students have not regularly
attended class or completed assignments, or cannot identify a specific area of concern), inform the students and provide reasons why a further investigation will not occur.
10. Students who disagree with the Chair's assessment of the
complaint may escalate their concerns to the Dean.
Dean When Complaint Is Received 11. Investigate the situation. 1. If complaint has merit, resolve the complaint according to Section 2
(the Dean will act in the role of the Chair). 2. If the complaint is not merited, the Dean will inform the student and
the matter will end.
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CHAPTER VI – APPEALS POLICY George Brown College is one of the most diverse colleges in Canada and it is committed to promoting and providing an equitable environment for students and employees, as well as providing opportunities for members of the community to have access to and participate in all aspects of college life. Our policies articulate these commitments and identify rights and responsibilities for all members of our community. The Appeals Process at George Brown College is designed to ensure that students who believe that they have not received a fair academic or disciplinary decision by the College will have access to a thorough, respectful, and impartial review of their concerns. It is the intention of the College to establish policies and procedures for the resolution within the College setting, at the lowest possible level, in a timely fashion, and in the context of a process that respects the dignity of all parties concerned. These policies and procedures are predicated upon the assumption that the means for resolution exist within the value system of the College and that these matters of concern can be resolved in a climate that can provide, for everyone involved, an opportunity for growth and learning as well as for a resolution of the issues at hand. The statement of policy and procedures applies to the following specific areas of concern: academic assessment and disciplinary interventions. It is intended to serve as a complementary document to the following: Code of Student Conduct: Academic; College Policy on Student Discipline; Codes of Conduct for Academic Employees, Administrative Staff, and Support Staff, and Prevention of Discrimination and Harassment Policy. 1 COLLEGE POLICY ON APPEALS 1.1 All students at George Brown College, full-time and part-time, are entitled to receive
feedback as to their academic standing during and at the end of every course they take. Within ten working days of the date of issuance of the transcript, a student has the right to obtain a review of a final course grade.
1.2 The College expects professors to adhere to the constraints of the Freedom of Information
and Protection and Privacy Act (FOI) in providing students with feedback. It is not in contravention of the FOI to post student's marks using a specially designated examination identification (ID) number or the student's College ID number with the first two digits removed.
1.3 All students, full-time and part-time, are entitled to a review, in the manner specified in this
policy, of a final grade in a course or any decision by the College, following the recommendation of a Promotion Committee, with respect to the student's academic standing, continuation, or status in a program, faculty, or the College.
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1.4 All students, full-time and part-time, may appeal, in the manner specified in this policy, any failing final grade in a course or any decision by the College, following the recommendation of a Promotion Committee, with respect to the student's academic standing, continuation, or status in a program, faculty, or the College.
1.5 Before proceeding with a formal Appeals Process, the student must first fully utilize the
informal Appeals Process. 1.6 Resolution should occur at the lowest level possible, should be completed within identified
time constraints, and should be fully documented at all stages. 1.7 All students, faculty members, support staff members, and administrators are expected to
be aware of the existence of appeals policies and to adhere to them in resolving concerns (in the order and time frame specified) falling within their scope.
1.8 The College will deem appeals that are not initiated or pursued in the time frames specified
in this policy to have lapsed. 1.9 Students may be accompanied by an advisor at any stage in the review or appeals
proceedings. The College encourages students to seek the advice of Student Affairs or other College staff members during the review or Appeals Process. Deaf or hard of hearing students will be provided with an interpreter and/or note-taker at the College's expense.
1.10 In order to facilitate College record keeping, the Checklist and Forms A and B will be
submitted to the Office of the Registrar at the conclusion of all appeals hearings. The transcript of phases one and two of the hearings and one copy of all relevant documents will be stored in the Office of the Registrar. The documentation will be retained in the Office of the Registrar for a period of two years, after which the documentation will be destroyed.
1.11 In the case of a disciplinary appeal, the Office of the Registrar will keep a copy of all
pertinent documentation for a period of two years, after which the documentation will be destroyed.
1.12 Before initiating a formal request for a review of a final course grade or program
assessment, the student must first discuss the problem with the course instructor. If the matter concerns a decision made by a Promotion Committee, the student should first discuss the matter with his/her faculty advisor or coordinator. If a resolution cannot be reached, the student should proceed to step one of the appeals procedure, a formal request for review.
1.13 The student does not waive any legal rights by initiating a review or an appeal.
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2 STEP ONE: FORMAL REQUEST FOR REVIEW 2.1 If a student believes that a final grade is not an accurate reflection of his/her performance,
he/she may request a formal review of that grade. 2.2 If a student believes that a decision made by a Promotions Committee does not accurately
reflect the student's performance, he/she may request a formal review of that decision. 2.3 To start the process, the student must complete two forms: a Checklist (designed to help
the student decide whether the request has merit) and Form A (Request for Review), which can both be found in Appendix F. Form A starts the formal review process.
2.4 The forms applicable to the review/Appeals Process will be made available in any
department office or any Student Affairs office in the College. 2.5 The student must submit the completed Form A to the Chair of the faculty member who
taught the course in dispute within ten working days of receiving the final grade for the course.
2.6 If the matter concerns a decision made by a Promotions Committee, the completed Form A
must be submitted to the Chair of the program that the Promotions Committee represents within ten working days of receiving the decision of the Promotions Committee.
2.7 When the student submits a completed Form A to the appropriate Chair, the Chair or
his/her secretary will sign and date both copies of Form A and give a copy of the signed Form A to the student. Students will be advised of the appropriate Chair to approach by asking a counsellor or staff working in an academic office for help in identifying the correct office.
2.8 The date on the signed Form A marks the formal beginning of any subsequent Appeals
Process. Any adjustments to the timelines specified in the Appeals Policy will be noted on Form A so that both the student and the College are aware of them.
2.9 The Chair will ascertain whether or not the faculty member who taught the course to be
reviewed or the Promotion Committee Chair/designate is available. 2.10 The Chair may negotiate with the student an adjusted time frame depending on such
factors as availability of faculty and the urgency of the request. A failing grade that affects a student's standing in the following semester or a student's graduation would have the highest priority, whereas a review of a non-failing mark could be scheduled at any time in the semester. Any revision to the time frame will be noted on Form A.
2.11 If a revised time frame has been noted on Form A, sections 2.14, 2.15, and 2.16 will not
apply. 2.12 Upon receipt of Form A, the Chair or his/her designate must inform the course instructor or
Promotion Committee of the request for review. 2.13 The Chair or his/her designate will give a copy of Form A, the Checklist, and Form B
(Response to Request) to the instructor or the Chair of the Promotion Committee or his/her designate. (See Appendix F for these forms.)
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2.14 Within five working days of submission of Form A to the Chair, the faculty member (in the
case of a course mark dispute) will arrange a meeting with the student to discuss the grade.
2.15 Within seven working days of submission of Form A to the Chair, the Chair of the
Promotion Committee or his/her designate will arrange a meeting with the student to discuss the issue.
2.16 If, within five working days (meeting with faculty member) or seven working days (meeting
with the Promotion Committee Chair/designate), the student has not been able to meet with the faculty member and/or Promotion Committee Chair/designate, the student must inform the Chair who will then facilitate a meeting.
2.17 If the faculty member is not available, the Chair will attempt to achieve a resolution by one
of the following means: assembling documentary evidence to support the grade; locating the faculty member in order to clarify his/her position; consulting with the faculty member, if possible, or with other qualified faculty regarding such options as an independent assessment of disputed work; or assigning a supplemental examination to be marked by faculty with expertise in the area.
2.18 The College encourages faculty and/or the Promotions Committee Chair/designate to
document attempts to reach a student in response to a Form A request. 2.19 If the faculty member and/or Promotions Committee Chair/designate has been unable to
contact the student at the phone number on Form A during the times specified after repeated attempts, the Chair should be notified to that effect.
2.20 If the Chair is unable to contact the student within five working days, and the student does
not contact the Chair within 15 working days of the original submission of Form A, the request for review will be deemed abandoned and no subsequent action will be taken.
3 PROCEDURE FOR THE REVIEW MEETING 3.1 During the meeting with the Faculty member and/or the Promotion Committee
Chair/designate, the student may be accompanied by an advisor. 3.2 The advisor may not make any submissions on behalf of the student and must not interfere
in any way with the review meeting. In the case where the student has difficulty expressing himself/herself due to language, disability, or another significant reason, the advisor may speak on the student's behalf.
3.3 During the review meeting the student will have the opportunity to review with the faculty
member and/or Promotions Committee Chair/designate any and all concerns regarding the grade or decision.
3.4 If the student is requesting a review of a mark or Promotions Committee decision on
medical grounds, the student may be asked to provide documentation for the period of the illness. The necessity for documentation will depend in part upon the length of the medical condition and the amount and type of work missed during this time.
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3.5 If the student is requesting a review of a mark or Promotions Committee decision on
compassionate grounds, the student must provide details of events or circumstances beyond the control of the student and often unforeseen by the student, that seriously impaired the student's ability to study, attend class, prepare papers, or write examinations. The student should prepare a written list detailing any circumstances he/she feels warrant compassionate consideration in advance of the review meeting.
3.6 During the review meeting, the student has the opportunity to review with the faculty
member and/or Promotions Committee Chair/designate, any and all concerns regarding the grade or decision.
3.7 The parties must try to resolve the matter at this meeting. 3.8 If the matter is resolved, the faculty member and/or Promotion Committee Chair/designate
will note the terms of the resolution on Form B. 3.9 Form B (Response to Request) will note the progress of the meeting and will document
that the meeting took place. When the meeting is over, the student and the faculty member and/or Promotions Committee Chair/designate will both sign and receive a copy of Form B.
3.10 If the matter is not resolved at the review meeting, the failure to reach an agreement will be
documented on Form B. 3.11 When the meeting is over, the student and the faculty member and/or Promotions
Committee Chair/designate will both sign and receive a copy of Form B. 3.12 If the student decides not to pursue the matter further, the student, faculty member and/or
Promotions Committee Chair/designate will each keep a copy of the documents and the matter will end here.
4 FINAL REVIEW BEFORE A FORMAL APPEALS HEARING 4.1 If the student wishes to pursue the matter, the student must take all signed and completed
documents back to the Chair. The Chair will convene a meeting with the faculty member and/or Promotions Committee Chair/designate and the student in a final attempt to resolve the issue.
4.2 During the meeting with the faculty member and/or Promotion Committee Chair/designate,
the student may be accompanied by an advisor. The advisor may not make any submissions on behalf of the student, and must not interfere in any way with the review meeting. In the case where the student has difficulty expressing himself/herself due to language, disability, or another significant reason, the advisor may speak on the student's behalf.
4.3 If the matter is resolved, the terms of the resolution will be documented by the Chair as an
addendum to Form B and signed by all the parties. 4.4 The signed addendum is a binding resolution of the matter and cannot be appealed.
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4.5 If the Chair has been unable to achieve a resolution, the failure to reach an agreement will be documented as an addendum to Form B.
4.6 The addendum will be prepared by the Chair and will provide a summary of the Chair's
findings. The addendum will be signed and dated by all parties. This summary will demonstrate that the College is satisfied that a full and comprehensive review has taken place and will reiterate that the original disputed grade or disputed amended grade will stand. This ends the review process for all non-failing grades.
4.7 The completion of Form B documents the conclusion of the formal review of the grade and
all of the processes of mediation that have been attempted. The College has no further capacity to adjudicate non-failing grades.
4.8 If the dispute concerns a failing grade or a Promotions Committee decision and was not
resolved during the review process, the student may proceed to a formal appeals hearing. 5 STEP TWO: FORMAL APPEALS HEARING FOR FAILING GRADES OR PROMOTIONS COMMITTEE DECISIONS 5.1 If the student wishes to appeal a failing grade or Promotions Committee decision, he/she
must inform the Chair in writing within five working days of the final date on Form B. The request must be in writing and should restate the student's concerns.
5.2 The criteria for initiating a formal appeal are the following:
- the dispute must be over a failing grade or a Promotion Committee decision - if the dispute is regarding a failing course mark, there must be a written record
demonstrating that the student has completed assignments and exams worth at least 70% of the disputed grade.
5.3 If the failing grade or Promotion Committee decision will prevent the student from
continuing in his/her program of study according to the terms of the College Grading and Promotion Policy and the policy and procedures of the department, the student may be required to await the results of the appeals hearing before he/she is permitted to attend classes in a subsequent semester. However, a student may be granted permission to attend classes at the discretion of the Chair of the program.
5.4 The Appeals Committee must convene a hearing within ten working days of the request for
an appeal unless an alternative timeline can be established. 5.5 Upon receipt of the formal request for an appeal, the Chair of the department will
- notify his/her Dean of the request; - notify the Chair of the Appeals Committee of the request; - request that the student provide all documentary evidence (such as marked
assignments or projects, medical documentation, documentation pertaining to compassionate grounds) and advise the student that the evidence will be shared with the Appeals Committee;
- request that the faculty member and/or Promotion Committee Chair/designate provide any marked test or examination involved in the dispute;
- assemble the Appeals Committee as specified in section 6.4 and forward the names to the Chair of the Appeals Committee; and
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- forward the complete set of documents to the Appeals Committee. 6 APPEALS COMMITTEE 6.1 The President of the College will appoint two people who will serve as Chairs for the
Academic and Discipline Appeals Committees. These individuals will be appointed from different faculties to ensure that no Appeals Committee is chaired by someone from the student's own faculty.
6.2 The Chairs of the Appeals Committees will be appointed by the President of the College
for a term of two years, with terms expiring in alternate years. 6.3 The Chairs of the Appeals Committees will be trained in identifying and dealing with issues
of discrimination and harassment pursuant to the College Prevention of Discrimination and Harassment Policy.
6.4 The Appeals Committee will be composed of the following:
- one of the academic and discipline Appeals Committee Chairs - three faculty members, one of whom must have experience in the subject area being
appealed and at least one of whom must be from outside the subject area - one student, who ideally should be from the appealing student's program of study – the
Chair of the Appeals Committee, in consultation with the Student Association, will appoint the student
- a court reporter or equivalent who will record the minutes of the appeals hearing – it is the responsibility of the Chair to ensure that a court reporter or equivalent is engaged.
The course instructor may not serve as a member of the academic Appeals Committee.
6.5 All members of the Appeals Committee will be trained in College policies and procedures
as found in Appendix H of this document. Appendix G will provide all participants in the hearing process with detailed information as to the protocol and procedures that are followed in appeals hearings.
6.6 The student, faculty member, and/or Promotion Committee Chair/designate may be
accompanied by an advisor to this hearing. 6.7 The advisor may not make any submissions on behalf of the student, faculty member,
and/or Promotion Committee Chair/designate, and must not interfere in any way with the review meeting. In the case where the student has difficulty expressing himself/herself due to language, disability, or another significant reason, the advisor may speak on the student's behalf. The advisor may speak on behalf of the student at the discretion of the Chair.
6.8 The Appeals Committee will provide the student with a final, neutral forum in which to
present his/her appeal. The Committee can uphold the student's appeal and assign the disputed grade or amend or reverse the disputed Promotions Committee decision.
6.9 If, during the course of an appeals hearing, issues of discrimination or harassment emerge,
the Chair will note these concerns and ensure that the issues are adequately investigated pursuant to the College Prevention of Discrimination and Harassment Policy. If necessary,
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the hearing will be adjourned and the Chair will consult with the College human rights officer.
6.10 The Appeals Committee can deny the student's appeal or Promotions Committee decision
and maintain the existing grade or decision; or it may impose specified conditions of performance for an opportunity to change the grade or decision.
6.11 The Chair of the Appeals Committee will communicate the decision reached by the
Committee in a letter to the student within five days from the date of the hearing. The faculty member and the Chair will receive a copy of this letter.
6.12 If the Appeals Committee upholds the student's appeal, the College will provide an
appropriate level of additional instruction and/or remediation to ensure that there is no penalty to the student as a result of this process.
6.13 The decision reached by the Appeals Committee is final and is not subject to final appeal,
except for complaints regarding process, in which the procedures outlined in the following procedural review section apply.
7 PROCEDURAL REVIEW 7.1 If the student believes that the procedures outlined in this Appeals document were not
followed or that he/she was otherwise denied appropriate procedural fairness during the hearing, he/she may request that the Dean of the faculty that the student is enrolled in conduct a procedural review.
7.2 The student must request a procedural review in writing within five working days of the
student's receipt of the Appeals Committee's findings. 7.3 The request for a procedural review must be submitted to the Dean in writing and include a
detailed statement of the student's procedural concerns. 7.4 The Dean will review the student's complaint within five days of receipt. The Dean's review
will focus only upon the College Appeals Procedures. 7.5 If the Dean is satisfied that the procedures, as laid out in this Appeals document and
Appendix F, have been followed, and that procedural fairness is evident, he/she will deny the student's appeal. The Dean's decision cannot be appealed.
7.6 The student will be notified in writing of the Dean's decision. This notice will provide the
student with reasons for the decision. 7.7 If the Dean believes that the procedures as outlined in this Appeals document and
Appendix G have not been followed or that procedural fairness was otherwise denied and that these deficiencies have likely prejudiced the outcome of the hearing, then he/she will request that the other Appeals Committee Chair convene a new Appeals Committee with new committee members.
7.8 In the case where the second Appeals Committee Chair is from the student's faculty, a
Chair from another faculty will serve as Chair.
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7.9 The new Appeals Committee will be comprised of the representatives as specified in 6.4
and will follow the same procedures as specified in this document. 7.10 The procedural review must be convened within ten working days of the Dean's request
that it be held. 7.11 If the Appeals Committee upholds the student's appeal, the College will provide an
appropriate level of additional instruction and/or remediation to ensure that there is no academic penalty to the student as a result of this process.
7.12 If the Appeals Committee denies the student's appeal, a letter from the Chair of the
Appeals Committee will be sent to the student. 7.13 The letter will inform the student that the College has no further capacity to hear the
appeal. 8 APPEALS PROCEDURE: DISCIPLINARY DECISION 8.1 Students wishing to appeal any disciplinary intervention by the College must follow the
steps prescribed in the order and time frame specified. Students may be accompanied by an advisor at any stage in these proceedings. The College encourages students to seek counsel from Student Affairs or other College staff to assist in this process.
8.2 The advisor may not make any submissions on behalf of the student and must not interfere
in any way with any meetings between the student and College officials or an appeals hearing. In the case where the student has difficulty expressing himself/herself due to language, disability, or another significant reason, the advisor may speak on the student's behalf. The advisor may speak on behalf of the student at the discretion of the Chair.
8.3 The criteria for disciplinary appeals are as follows:
- a disagreement over the veracity of a charge of academic dishonesty (see Code of Student Conduct: Academic)
- the Dean's or Registrar's intervention for discipline relating to major infractions (see College Student Discipline Policy items 3.4 and 3.5).
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8.4 STEP ONE: Academic Dishonesty Review 8.4.1 A student who wishes to appeal a disciplinary assessment of academic dishonesty made
by a faculty member and/or Chair of his/her program of study must request the Dean of his/her faculty to review the matter. This request must be made within five working days of the date of the Academic Discipline Report (see Code of Student Conduct: Academic, Section 8).
8.4.2 The Dean, upon receiving a request for a review, will arrange to meet the student within
five working days of the receipt of the request. 8.4.3 The student is encouraged to bring to the meeting all information relevant to the appeal,
including documents or the names and addresses of other people whom the Dean could contact for further information regarding the disputed incident.
8.4.4 The purpose of this meeting is to allow the student to present his/her side of the story
and provide the Dean with an understanding of the concerns that have caused the appeal.
8.4.5 During the meeting, the Dean will discuss with the student the total context of the
concerns raised in order to ascertain whether there are human rights implications. If the Dean believes that there are human rights concerns, he/she will recommend that the Appeals Procedures be changed to those outlined in Section 8.0 of the College Prevention of Harassment and Discrimination Policy. The purpose of this provision is to ensure that the appeal is heard once in the most appropriate manner.
8.4.6 The Dean will interview the staff member involved and, at his/her discretion, any other
person with information of relevance to the matter at hand. 8.4.7 If, as a result of further investigation, the Dean discovers that there is additional
information regarding the matter, he/she will share this information with the student and with the faculty member and/or Chair and give all the participants in this process a chance to respond to this information.
8.4.8 The Dean's review must be completed with a decision made within five working days of
the meeting with the student. 8.4.9 By means of a letter to the student, the Dean will summarize the issues that gave rise to
the decision, the Dean's decision following his/her review of the matter, and a brief explanation of the reasons for that decision. The College faculty member initially involved and any other official in the College who is entitled to this information will also receive a copy of this letter.
8.4.10 If the Dean upholds the student's appeal, the College will remove the Academic
Discipline Report from the student's file and provide the student with an opportunity to retake the disputed test or resubmit the disputed assignment for reassessment. If necessary, the College will also provide an appropriate level of additional instruction and/or remediation to ensure that there is no academic penalty to the student as a result of this process.
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8.5 STEP TWO: The Student Discipline Appeals Committee Hearing 8.5.1 The student may request a discipline Appeals Committee hearing if
- he/she is still not satisfied with the Dean's review of a matter of academic dishonesty as specified in the Code of Student Conduct: Academic,
- the student wishes to appeal a Dean's suspension as a result of a major infraction pursuant to Section 3.4 of the College Student Discipline Policy,
- the student wishes to appeal a letter of expulsion from the Registrar pursuant to Section 3.5 in the College Student Discipline Policy.
8.5.2 The student may initiate the disciplinary hearing process by writing to the Registrar, as
secretariat to the College discipline Appeals Committee. This letter must be submitted within five working days of the student's receipt of the Dean's letter and must provide a brief explanation of the nature of his/her concern with the disciplinary decision.
8.5.3 The disciplinary Appeals Committee will be comprised of four members of the College
community. Two members will be appointed by the President's Office, and the Student Association will appoint a student. The Chair of the discipline Appeals Committee will be one of the two Chairs appointed to oversee disciplinary or academic appeals by the College President.
8.5.4 The Registrar's Office, as secretariat to this Committee, will receive the student's request
for an appeals hearing, and will request the student and the appropriate Dean to provide all relevant documentation for the Committee.
8.5.5 The Appeals Committee will convene within seven working days of receipt of the
student's request for the hearing. The student must attend the hearing and may be accompanied by an advisor. The advisor may not make any submissions on behalf of the student, and must not interfere in any way with the review meeting. In the case where the student has difficulty expressing himself/herself due to language, disability, or another significant reason, the advisor may speak on the student's behalf. The advisor may speak on behalf of the student at the discretion of the Chair.
8.5.6 The Chair of the Appeals Committee will ensure that due process occurs, that all
participants have an opportunity to present their case in a respectful environment, and that all pertinent documentation is available to the Committee.
8.5.7 If, during the course of an appeals hearing, issues of discrimination or harassment
emerge, the Chair will note these concerns and ensure that the issues are adequately investigated pursuant to the College Prevention of Discrimination and Harassment Policy. If necessary, the hearing will be adjourned and the Chair will consult with the College human rights officer.
8.5.8 Appendix G provides all participants in this process with detailed information as to
protocol and procedures that are to be followed during the hearing. 8.5.9 The Committee, upon receiving all the evidence, will uphold or deny the student's appeal
or it may impose a different or modified disciplinary sanction. These findings are binding and are not subject to further appeals.
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8.5.10 If the Committee upholds the student's appeal, the College will provide an appropriate level of additional instruction and/or remediation to ensure that there is no academic penalty to the student as a result of this process.
8.6 PROCEDURAL REVIEW (PRESIDENT’S OFFICE) 8.6.1 If the student believes that the procedures as outlined in section 10 or Appendix G of this
policy were not followed during the appeals hearing or that he/she was otherwise denied appropriate procedural fairness, he/she may request a procedural review by the President or designate.
8.6.2 The procedures outlined in section 7 will be followed. 9 APPEALS PROCEDURES RELATING TO DISCRIMINATION OR HARASSMENT 9.1 Issues of discrimination or harassment and the College's response to them demonstrate
the College's endorsement of and compliance with Ontario's Human Rights Code. The College Prevention of Discrimination and Harassment Policy binds all members of the College Community – students, faculty members, support staff, and administrators – to a common set of objectives, standards, and procedures. It demonstrates the College's determination to address and rectify issues relating to human rights wherever they arise.
9.2 Any student who feels that he/she has been discriminated against or harassed (according
to the definitions specified in that document) by any student, faculty member, support staff member, or administrator in the College may seek redress through the procedures outlined in that document.
9.3 The College encourages students to seek counsel from appropriate resources in the
College, such as Student Affairs, the campus manager, or the human rights advisor, in order to ensure their understanding of the processes available to them and to address any issues of personal security or fear. These resources will also direct the student to the appropriate official in the College to whom a formal statement of concern should be addressed, for example, whether to a Chair, a manager, a Dean, or a director.
9.4 A student who wishes to initiate a human rights appeal subsequent to receiving the results
of a related academic or disciplinary appeal (i.e. arising out of the same set of circumstances), must request such a hearing from the human rights advisor of the College.
9.5 This request may be made in person or in writing and must include either a detailed
explanation from the student's perspective as to why the first Appeals Process did not appropriately address the concern, or any additional information that was not available to the Committee and a satisfactory explanation as to why this information was not available to the Committee.
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9.6 The human rights advisor will review the documents and the transcript of the previous hearing. If the human rights advisor believes - the procedures outlined above have not been followed, - there is information that could have bearing on the issue and that this information was
not considered, or - there are arguments and concerns that have yet to be adequately considered and that
any or all of these shortcomings has likely prejudiced the findings of the Appeals Committee,
he/she will recommend to the President that a human rights Appeals Committee be established to hear the case.
9.7 If the review, in the opinion of the human rights advisor, does not substantiate the student's allegations that the appeals process has failed to recognize his/her concerns, the human rights advisor will inform the student that the College will not undertake a further appeal. This notification will be made in writing, it will provide the student with the reasons for the decision, and it will also inform the student that the College has no further capacity to hear an appeal on the matter.
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CHAPTER VII – STUDENT DISCIPLINE INTRODUCTION This policy statement demonstrates the College's determination that behaviour that is disruptive to the maintenance of an appropriate academic environment, that is harmful to others, that is threatening to others, that vandalizes College property, that constitutes an act of academic dishonesty, or that is illegal will not be tolerated. The policy defines a range of disciplinary responses depending upon the seriousness of the offence. The policy concentrates on the results of such infractions, not on the intent of the perpetrator. Remedies range from formal warning, to suspension, to expulsion from the College. In some situations, the College will turn to authorities – such as the police – for assistance. As this policy outlines increasingly severe disciplinary action, it is very specific in content. It begins with a statement of student conduct that outlines the context in which the College has developed this policy, and it contains a glossary of terms to help ensure that there is clarity in its application. This policy applies to all students whether they are traditional on-site students or distance students. STATEMENT ON STUDENT CONDUCT Students are members of a complex community and as such are required to obey the laws of the Dominion, the Province, and the City; are required to observe the rules of George Brown College; and to conduct themselves within the commonly accepted standards of behaviour. In a community dedicated to the development of mature and responsible individuals, the College will not tolerate the following behaviours/offences: - dishonesty - misconduct - disruption of the academic environment - destruction of property - fraud - misdemeanours, or other offences against persons or things - failure to abide by the various regulations of the institution, including those established in the
Code of Student Conduct: Academic and this Statement on Student Conduct; or - failure to respect the rights of others. Students are at all times responsible for their own actions. Ignorance of the rules or of the law is not a defence against disciplinary action. Lack of intention to violate College policy will not generally excuse an infraction. The College reserves the right at all times and at any time to discipline, suspend, expel, place terms or conditions upon, or refuse admission or registration to any individual whose action or influence is considered contrary to this disciplinary policy. Disciplinary actions may become part of the permanent academic record. Individuals posing a risk of harm to others – in the classroom, elsewhere on campus, or in the context of a field or clinical placement – may initially be dealt with in accordance with the
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College Policy on Persons Identified as Posing Risk of Harm or the College Policy on Emergencies, and then disciplined if appropriate and applicable. Students and their rights are protected by the Canadian Charter of Rights and Freedoms, the Ontario Human Rights Code, the Freedom of Information and Protection of Privacy Act, and the College policies and procedures. Copies of these documents are available in every College library on campus. 1 POLICY Students who violate a College administrative policy or behave in a manner inconsistent with the above Statement on Student Conduct will be subject to disciplinary sanctions commensurate with the seriousness of the infraction. Discipline can be progressive in nature and can range from verbal warning to expulsion. In serious situations, the College may invoke a higher level of discipline without the intermediate stages. Students may be required to compensate for damage or to perform remunerative services. Records will be kept of all disciplinary action and may form part of the student's permanent record with the College. 2 MINOR INFRACTIONS A minor infraction refers to such matters as being disruptive and disrespectful of others on College property by shouting or "roughhousing," smoking in restricted areas, or loitering on College property. Generally speaking, an infraction will be considered minor where it clearly violates College policy but: - there is no immediate threat to the safety or security of people or property, - there is no criminal act, - there is no breach of trust, or - it is an isolated incident. 2.1 Handling Minor Infractions REPORTING OFFENCES Students who observe an infraction should report the matter to a College staff member. If an academic employee or administrative or support staff member observes an infraction or receives a report that an infraction has occurred, he/she will verbally advise the student that the activity is in violation of College policy.
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FACULTY RESPONSE Upon notification, the College staff member will: 1. Listen to the student's explanation of his/her side of the story in relation to the conduct. 2. If satisfied that an infraction occurred, suggest to the student a way of rectifying the situation
(e.g., apologizing for his/her behaviour). 3. Warn the student that repeated infractions may lead to progressively severe disciplinary
consequences, including suspension and expulsion, in accordance with the procedures governing major infractions.
4. If the identity of the violator is: - known, then report the incident to the Chair of program where the student is registered - not known – then prepare a report of the incident describing the appearance of the
student(s) and the nature of the encounter and file it with the Campus Manager (in cases where the violator’s identity is unknown).
The College expects that this sequence of procedures is sufficient to educate the student as to the nature of the infraction, to ensure that the behaviour will not be repeated, and to provide a basis for further action in the event that the behaviour does occur again. 2.2 Repetition of Minor Infractions Continued incidents of minor infractions, or failure to comply within the time limit for cessation of the specified infraction will result in the appropriate disciplinary sanction. The Manager or Chair may impose sanctions including, but not limited to: - withdrawing permission to attend class - restricting access to a physical area or service - suspending the student for up to three days - recommending that a fine be imposed by the Registrar to cover such costs as damaged
property or compensation for any required additional instruction Repeated or continuous minor infractions may be characterized as a major infraction and may be disciplined in accordance with the procedures governing major infractions. 2.3 Attendance in Class Students are not permitted to attend class(es) during a suspension. Suspended students must ensure that any work or examination missed during the period of suspension is completed upon their return to the College. 2.4 Re-admittance After Suspension Before being re-admitted to class, students must agree, in writing, to comply with College policy and/or certain conditions. The College will warn that failure to abide by the agreement will result in further and more serious disciplinary action. The Chair will: - prepare the agreement - meet with the student when the agreement is signed - retain a copy of the signed agreement and distribute copies to the Registrar and student.
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2.5 Appealing Minor Infractions Students may request the Dean to review a disciplinary intervention regarding a minor infraction within five working days. This request must be in writing and: - outline their concerns, and - include the name(s) of any person(s) who could corroborate the their point of view. Upon receipt of the written request, the Dean will meet: - with the student and the Chair - interview parties who may be able to provide relevant information - give the student and the Chair an opportunity to comment upon those facts considered
important in this decision-making process - determine whether to uphold or deny the student's appeal, or impose a modified sanction - advise the student of the decision, in writing, within 10 days of the interviews. This will constitute the conclusion of any review by the College of interventions regarding minor infractions. 3 MAJOR INFRACTIONS A major infraction refers to such matters as disruption of the academic environment; theft on College premises; making threats to the safety and security of others; harassing other members of the community; promoting racism or hatred of others; breach of trust in work, field, or clinical placements; and vandalism of College property. Generally, an infraction is considered major when: - College property (e.g., educational resource materials, computers, laboratory equipment, or
any other teaching aid) is stolen or vandalized; - there is immediate danger to individuals or property; - there is a criminal act; - the action is utterly disruptive to the academic environment; - there is behaviour that contravenes College Human Rights policies; - the action constitutes a breach of trust between a student and patient or client; - there are repeated or continuous minor infractions; - there is an act of academic dishonesty (see Code of Student Conduct: Academic); - frivolous and vexatious legal proceedings against the College or any of the College staff are
commenced; - an infraction of the College Information Technology Policy is committed; or - there is dissemination of slanderous, defamatory, or libellous material regarding any
member of the College community. 3.1 Handling Major Infractions REPORTING OFFENCES Students If a student sees anyone committing a major infraction, he/she should report it immediately to any academic employee or administrative staff member. Support Staff If a support staff member observes a major infraction, he/she should report it immediately to any administrative staff member.
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Academic or Administrative Staff If an academic employee or administrative staff member sees anyone committing a major infraction or responds to a report, he/she should immediately: - intervene by ordering the student(s) to stop; and - report the infraction to the Manager or Chair and/or Designate who is responsible for the
student, program, or area in which the infraction occurred. - prepare a full written report, describing the alleged infraction, providing information to
support the allegation that an infraction took place, and describing any action taken to date, - submit the report to the appropriate Chair, who will then be responsible for any further
disciplinary action. FACULTY RESPONSE If the administrative staff believes that the student poses a continuing danger to persons or property, or a continuing threat to the academic environment, the Chair or Manager and/or designate: - may order the student removed from the College premises and/or - may impose an immediate suspension (without warning), pending review of the situation - forward a copy of the written report (prepared by staff) to the Dean of his/her division. - If a student refuses a disciplinary order to leave the premises, the College will: - view this refusal as an additional major infraction and - will resort to whatever means necessary, including seeking the assistance of the police, to
effect a removal (see item 2.0 in the College Policy on Emergencies). 3.2 Review and Decision Within two days of receiving a report of a major infraction, the responsible Chair will: 1. Familiarize himself/herself with the surrounding circumstances and provide the student with:
- a description of the alleged infraction - the information in support of the allegation that the infraction took place.
2. Give the student an opportunity to:
- present their side of the story to the Chair in person and to share any information they believe is relevant to the conduct under consideration
- ask that the Chair obtain or receive information from others who were present or who have relevant information for some other reason.
3. Obtain all of the information relevant to the incident (e.g., interview other persons who may
have relevant information, etc.). All interviews should occur as soon as reasonably possible.
4. Report to the Dean with a recommendation regarding what action, if any, should be taken. The Dean will then: 5. Convene a meeting with the student and the Chair to share with the student the
recommendation that has been made by the Chair and the reason(s) for that recommendation.
6. Give the student an opportunity at that time to present his/her side of the story before
deciding what action, if any, should be taken in relation to the alleged infraction.
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7. Interview any other parties who may be able to provide information about the relevant circumstances.
8. Give both the student and the Chair an opportunity to comment upon those facts considered
important in this decision-making process. 9. Make a final decision and where required, consult with the offended party regarding the
resolution. Note: In some cases, there may be an ongoing relationship between the parties involved (e.g., student and instructor/classmate). Obtaining agreement concerning the resolution may help to ensure that any discomfort is not prolonged or intensified.
10. Advise the student and the Chair of that decision in writing, including the reasons for the
decision and the sanction to be imposed. 3.3 Sanctions/Suspensions The Chair may recommend a sanction or combination of sanctions commensurate with the seriousness of the infraction, including suspension of up to ten instructional days. The Dean may impose suspension for a period longer than ten days, expulsion from the program, or expulsion from the College. There are no fee rebates as a result of a suspension. 3.4 Expulsion from a Program or from the College If the Dean determines that the only appropriate response to a major infraction is expulsion from the College, he/she will recommend that action to the Registrar. The Registrar will provide the students with formal written notification of the expulsion, with a summary of the evidence leading to the decision. 3.5 Attendance Students are not permitted in class or on College premises during a suspension, or following an expulsion. If students wish to appeal the expulsion, their presence on campus must conform to the conditions specified at that time by the Registrar. 3.6 Timeframe For Explusion The normal time frame for an expulsion is a period of 12 calendar months from the date of the expulsion. Following that period, the student may apply for re-admission to the College. 3.7 Re-admittance After Suspension or Expulsion Students who have been suspended or expelled will be re-admitted to a class or program only: - after the time frame specified, and - after entering into a written agreement as set out in 2.4 above, undertaking to comply with
College policy and to behave in an appropriate manner at all times.
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3.8 Permanent Academic Record The following disciplinary actions will be reported to the Registrar and become a part of the permanent academic record and appear on transcripts: - suspensions of more than ten days, - expulsions, or - refusals of further registration. Students may apply to have the official record erased after five years by means of a letter to the President. Disciplinary records will be held for three years following the student's graduation from the College and will then be destroyed in compliance with the provisions of the Freedom of Information and Protection of Privacy Act (see Code of Conduct: Academic Employees). 3.9 Appeal of Disciplinary Intervention for a Major Infraction Students have the right to appeal all disciplinary interventions for major infractions, as specified in the College Policy on Student Appeals.
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CHAPTER VIII – NON-ACADEMIC POLICIES AND COMPLAINT RESOLUTION The policies covered in this chapter include: - the assignment of student lockers; - policy concerning extracurricular activities; and - non-academic complaints resolution. 1 LOCKER ASSIGNMENT George Brown College is under no obligation to provide student lockers, but does, free of charge, on a first-come first-served basis The College endeavours to provide lockers for all full-time day students, in locations as close as possible to their areas of study. 1.1 Eligibility Lockers are for use by full-time students only, and not for staff or faculty. They are allocated on a first-come-first-served basis, one per student. 1.2 Department Allocation Facilities Management allocates groups of lockers for each academic department, who will then assign lockers to individual programs, based on the numbering system. 1.3 When Assigned Lockers are assigned at the start of the fall semester, and sometimes the start of the winter and summer semesters, depending on student intake. Students may obtain information about locker assignments and issues regarding lockers from their academic department. 1.4 Student Use Lockers are expected to be vacated by the end of the winter semester for cleaning, repair and re-assignment to new students the following fall. 1.5 Student Responsibility Students are responsible for purchasing their own locks. Locks can be purchased at the George Brown College bookstores. The College is not responsible for items lost or stolen from lockers. Students are totally responsible for their own locker use, safety and maintenance. 1.6 Unauthorized Use If there is suspicion of unauthorized use, Facilities Management will post a note on the outside of the locker advising of a two week notice time to report to Campus Management or their academic department for discussion. Upon expiry of the notice time, the lock will be removed with witnesses from Facilities Management, Security and relevant academic department.
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Lockers are expected to be vacated during the summer months. Students who are enrolled in the summer semester should check with their department about locker assihnment for the semester. Any contents found are tagged and kept in the Lost and Found for one month, then discarded. 1.7 Vandalism/Damage to Property Any students caught vandalizing or damaging lockers will be dealt with through their academic departments based on the current disciplinary policies in place in the Student Discipline Policy (Chapter VII). 2 EXTRACURRICULAR ACTIVITIES While participation in Varsity Athletics is an important component of college life, student athletes must remember that the primary purpose of their attendance at the College is the attainment of a diploma/certificate. 2.1 Academic Guidelines A student who is not maintaining a satisfactory academic standard and adequate attendance in his/her educational program will not be permitted to participate in varsity athletics. All athletes are expected to: - attend classes regularly; - abide by the rules and regulations set down by their coaches. Any serious conflicts or
problems must be brought to the attention of the Manager of Athletics. - as representatives of the College, conduct themselves in the proper manner at all times and
at all places; - respect and obey all the rules and regulations set down by the College. 2.2 Failing Grades - All athletes must maintain a passing grade in all course subjects. Failing to do so will be
handled under the following conditions:
# COURSES FAILED OUTCOME One Subject He/She may participate on the varsity team on the condition that the
athlete upgrades his/her grade within one month, to the satisfaction of his/her professor and the Manager of Athletics.
Two Subjects Is not permitted to participate in practices or games for a one-month period. The athlete must upgrade his/her grade within one month, to the satisfaction of his/her professor and the Manager of Athletics.
Three Or More Subjects
Is not permitted to participate on any varsity team for the subsequent semester. An assessment of the athlete's progress over that semester will be used to determine future participation.
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2.3 Athletes Excused from Class Academic success is the top priority for the student athlete. Varsity athletes are encouraged to inform their instructors of their membership on a varsity athletic team. On occasion, the distance that must be travelled to compete may necessitate leaving class early. The instructor is not obliged to excuse the student. Student participation in varsity athletics will depend on how honest and committed the student is in showing intention to make up any missed work. A form letter stating that the student is a team member is available from the Varsity Coordinator and provides additional documentation should the student need it. 2.4 Academic Studies Support Programs At George Brown College, we value academic success. Our ultimate goal is graduation on time by all student athletes, who work hard to achieve success both in the classroom and in athletic competition. The Athletic Academic Studies Support Program is designed to assist the achievement of academic goals by: - facilitating the athlete's academic success; - regularly reviewing academic progress; - regularly providing feedback and encouragement; - recognizing academic improvement; and - recognizing the achievement of academic excellence. 2.5 Academic Support Service As a student athlete, you will: - know about the Athletic Academic Studies Support Program after attending the first team
meeting and reading the athletes' handbook. - discuss your participation in the Athletic Academic Studies Support Program in a one-to-one
meeting with the Athletic Academic Studies Support Program Advisor, which includes: - your participation in the "faculty feedback process," which occurs at the mid-point of the first
and second semester; - your academic progress to date; - academic policies; - College resources and support services available to assist in your academic progress. 2.6 Academic Elibigility Eligibility to participate in varsity athletics is determined by a student athlete's cumulative grade point average (GPA). The cumulative GPA is the student’s overall grade point average, which indicates the student’s full record of academic achievement. The student must maintain a cumulative GPA of 1.70 (diploma programs) or 2.30 (degree programs) or higher to remain eligible to play (one failed subject – probation, two failed subjects – suspension). Incoming student athletes at George Brown College are allowed one semester to establish their cumulative GPA, at which time the eligibility rule takes effect and remains in effect. An athlete with probationary status will be closely monitored. The first unsatisfactory report received by the Athletic Academic Studies Support Program Advisor will result in the student’s suspension from varsity athletics until a semester has been passed. A student athlete whose semester GPA has been below 1.70 or 2.30 for two of the previous three semesters must begin an academic counselling program. Varsity Coordinators will initiate this process with the student and the Athletic Academic Studies Support Program Advisor.
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2.7 Appeal Process A student athlete with an accumulated GPA of less than 1.70 (for diploma programs) or 2.30 (for degree programs) but who has passed one of the previous two semesters may choose to appeal in writing to the Athletic Academic Studies Support Program Advisor. The appeal will be considered by the Athletic Academic Studies Support Program Committee, which is comprised of the: - Athletic Academic Studies Support Program Advisor, - the Varsity Coordinator, and - an academic representative (i.e. Program Coordinator or Faculty Designate). The Committee will: - consider the extenuating circumstances surrounding the failing grades in the one semester - may determine that the circumstances justify granting the athlete probationary status for the
next semester. The Athletic Academic Studies Support Program goes beyond academic eligibility. It is a program of support for student athletes. Varsity Coordinators and the Academic Studies Support Program Advisor are able to assist varsity athletes in planning their strategies for success and can help students to connect with the College's counselling resources. If necessary, they can act as a link between the student athlete and his/her academic Program Coordinator. Responsibility for academic success lies with the student athlete. The Department of Athletics is committed to assist in the realization of that success. 3 NON-ACADEMIC POLICY COMPLAINTS RESOLUTION George Brown College, in keeping with its commitment to academic excellence, is proud to offer students high-quality programs and services delivered by qualified and dedicated staff. George Brown College places a strong emphasis on providing services and an environment that supports the student’s learning. 3.1 Scope George Brown College wishes to assure students that any concerns they have about the services they receive will be dealt with in a responsive and timely matter. This policy concerns complaints about registration, student services, educational resources, and College facilities. Each department will have a complaint procedure and will ensure that this procedure is available to students.
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CHAPTER IX – CODE OF STUDENT CONDUCT: ACADEMIC George Brown College is mandated by law and by the community it serves to provide an educational environment that demonstrates professionalism and academic currency, that values diversity, and that respects the processes and traditions of learning. The terms of this mandate are prescribed by: - the founding documents of the College; - by the laws to which the College is subject; - by the collective agreements that govern academic employees and support staff; and - the operational policies and procedures that the College has adopted (see Appendix C -
Schedule of Related College Policies and Other Pertinent Documents). Central to these documents and the processes that created them is an implicit assumption about the maturity and appropriate personal conduct of all students studying at the College. This code of conduct is designed to provide an explicit definition of the minimal standards of personal conduct that the College expects of all its students including those who are distance students. It represents, for the College, a benchmark of expectations regarding students, and defines the boundaries within which a rewarding and mutually supportive learning environment can be created. It is based on the assumption that most students in the College already uphold these statements of conduct and can, without reservation, endorse them. A Benchmark Statement on Student Academic Conduct George Brown College assumes that all students attending the College in all programs – full-time and part-time – are adult learners who have accepted the principle that they share, with the College, responsibility for creating and maintaining a respectful and productive learning environment. 1 SCOPE OF CONDUCT Appropriate student conduct can be defined by describing behaviours that demonstrate its presence and then, conversely, by defining activities that clearly demonstrate its absence. Student conduct will be demonstrated in four distinct areas of activity: - classroom conduct - conduct relating to academic performance - relationships with students outside of the classroom - relationships with faculty and staff outside of the classroom. The expectations of the College with relation to each of these areas will be described in detail in this document.
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1.1 Adherence to Policies Students are expected to: - familiarize themselves with the College policies relevant to them; - adhere to those policies to the best of their ability and assist and encourage fellow students
to adhere to the policies; - draw perceived problems with the policies to the attention of their Student Association,
which will take concerns to the Office of the Vice President, Academic Excellence and Innovations;
- familiarize themselves with and adhere to the relevant provisions of the Ontario Human Rights Code (see Appendix D) and the College Prevention of Discrimination and Harassment Policy.
1.2 Inappropriate Behaviour Students will ensure that their behavior is at all times respectful of others and supportive of class objectives. Students are not to use the classroom or online environment to: - utter scurrilous, profane, or obscene language; - make remarks or engage in conduct that is racist, sexist, or in other ways discriminatory as
defined by the Ontario Human Rights Code (see Appendix D); - engage in behaviours or make remarks that could reasonably be interpreted as threatening; - attempt to divert the class in support of any personal, political, religious, or social agenda; or - attempt to use one class as a forum to complain about another class or professor - encourage, by inaction or innuendo, the development of a learning environment that is
fractious, disrespectful of others, or inconsistent with the student code of conduct. 2 STANDARDS OF CLASSROOM CONDUCT Students will ensure that their conduct in the classroom contributes to a productive learning environment. Students are expected to refrain from promoting their personal, religious, political, social, or business agendas either during class time or in the online environment. 2.1 Participation and Conduct Students are expected to: - arrive at each class on time. If for any reason they are late in arriving, they should enter with
minimal disruption. If it is necessary to leave the class early, they should leave unobtrusively.
- participate co-operatively in classroom activities - bring any concerns about any class situation or about the course to the attention of the
professor in a timely manner, and in an atmosphere that is non-confrontational and respectful of issues of confidentiality. Specifically, students should avoid repeated in-class interruptions that disrupt the progress of learning.
- comply with College regulations regarding prohibition of food and drink in the classroom.
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2.2 Audiotaping Students may audiotape their class under the following conditions: - they must first ask the faculty for permission to audiotape, and permission will not be
unreasonably withheld. It is recognized that some classes such as group processing classes may not be appropriate for audiotaping.
- all members of the class must know the class is being taped; - the individual student will only use the tape of class for academic purposes; - the right to privacy of the faculty and the members of the class will be respected. 3 CONDUCT RELATING TO ACADEMIC PERFORMANCE Students will take responsibility for their own academic achievement. Students will demonstrate their commitment to their own goal of educational advancement by attending class, completing assigned work, and complying with copyright legislation, as outlined below. 3.1 Attendance Students should attend class. The College recognizes that, as adult learners, students will make individual decisions regarding attending classes. The College expects that students understand and accept that there may be consequences resulting from their decision not to attend. 3.2 Classroom Activities Students should complete assignments, projects, and any other classroom activities set by the professor for evaluation, on time. If a student is unable to complete the work in the designated time, he/she should discuss this matter with the professor in advance of the due date. 3.3 Copyrights Students must comply with legislation regarding copyright, trademark, and licensing agreements. The law applies on the intranet/internet as it does on paper. Students will not, for example, violate copyright conditions specified on College-owned software, texts, and/or any other materials subject to the terms of this legislation. Students who are not familiar with this legislation should clarify their responsibility with any College librarian. Students should be aware that the College will not provide protection or assistance relating to charges arising from violation of the copyright law. 4 RELATIONSHIPS OUTSIDE THE CLASSROOM Relationships outside the classroom refers to student interactions in such areas as Learning Resource Centres, gymnasiums, lounges, cafeterias, and other College spaces designed for students to use, either for study, for access to services, or for socializing and to interactions that occur off campus in activities sponsored by the College. Behaviours that are inappropriate inside the classroom are equally inappropriate outside the classroom and students are expected to demonstrate courtesy and respect (see item 1.3) in all their interactions with other students, including the communications on the intra/internet.
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Students should feel free to ask fellow students for help with or clarification of course content. However, they should be aware that there are limits to the kind of help that fellow students and support services, such as peer tutoring and peer learning, can reasonably be expected to provide. 4.1 College Property/Resources Students will comply with College rules and regulations governing areas designed for common student use (includes property within and outside of school premises) and will co-operate with College staff in applying those rules and regulations. Students will return all materials borrowed from Learning Resource Centres or from other departmental resource centres when due. Students will treat books, computers, and all other materials and equipment provided by the College for student use with care, and will refrain from any activity that in any way damages, defaces, or negatively affects the usefulness of the material or equipment. Specifically, students will understand that the College regards vandalism of learning resources as a major infraction of the College Policy on Student Discipline (Section 3.0). 4.2 Conflicts and Interventions Students should strive actively to resolve conflict between themselves and fellow students and should make an effort to prevent conflict between other students. Interventions to be used are verbal attempts at conciliation; if these are not successful, the student should immediately notify a College staff member. Specifically, students should refrain from physical intervention. Students are urged to follow the specific procedural guidelines provided in the College Policy on Emergencies and the College Policy on Student Discipline when dealing with such situations. On College premises, students should refrain from behaviour that may result in the imposition of College sanctions or civil or criminal proceedings. 5 RELATIONSHIPS WITH FACULTY AND STAFF OUTSIDE THE CLASSROOM Interactions with faculty and staff outside the classroom can occur in two contexts: - contacts directly relating to their learning situation, for example, with faculty or staff assisting
students’ work in areas such as libraries, labs, and offices - contacts with any faculty member, support staff member, or manager in any non-academic
matter. Students should: - feel free to discuss in a courteous and respectful manner any issue concerning their
academic standing or learning experience with the faculty member who is teaching them - schedule any discussion to take place during the office hours that may be posted by that
faculty member or at a mutually determined time. - maintain a non-confrontational attitude in interactions with faculty and should approach even
difficult matters with a view to resolving the problem at hand.
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5.1 Concerns with Faculty Students should refrain from discussing any concerns about another faculty member or another class with any other faculty member. Instead, they should approach their faculty member directly. However, those who are reluctant to approach their faculty member for any reason (e.g., genuinely intimidated by a faculty member or concerned that any discussion could threaten his or her academic standing or sense of security or integrity), may discuss their concern directly with: - the Chair of the faculty member involved, or - Student Affairs, if they are unwilling to approach the Chair. Any discussions with Student
Affairs are confidential. 5.2 Professional Boundaries Students should observe and respect the boundaries of the professional relationship between faculty and student. Specifically, students should avoid forming inappropriate relationships with or attachments to faculty who are currently teaching or evaluating them, for example, by getting drunk with them or by attempting to engage in romantic or sexual activities with them. Students will treat support staff with courtesy and respect. Specifically, students will, for example, - maintain a calm and non-confrontational attitude in their dealings with support staff and - honour the professionalism of support staff by accepting the support staff member‘s
assessment of the nature and limits of the duties they are able and willing to perform. 6 POLICY GOVERNING NON-CONFORMING STUDENT BEHAVIOURS The College is serious in its intent to maintain a climate in which learning can flourish and in which all members of the academic community are treated with equality and respect. The College will take disciplinary action in response to student behaviour that is inconsistent with the maintenance of an appropriate learning environment. Non-conforming behaviour that constitutes a minor or major infraction as defined in the College Policy on Student Discipline may be dealt with according to the procedures outlined in that policy. 7 ACADEMIC DISHONESTY George Brown College believes that the development of self-discipline and acceptable standards of academic honesty are fundamental aspects of the learning process. Individuals and groups must uphold the principles of academic integrity. The establishment and maintenance of effective discipline is seen as the responsibility of College administration, faculty members, and students. Disciplinary action will be taken in response to acts of academic dishonesty.
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7.1 Offences Warranting Disciplinary Action The following offences are considered to be acts of academic dishonesty warranting disciplinary action: - forging, altering, or in any other way falsifying any document or evidence required for
admission to the College, or circulating or making use of any such forged, altered, or falsified document, whether the record be in print or electronic form;
- the use or possession of an unauthorized aid or aids or use of unauthorized assistance in
any academic examination or term test or in connection with any other form of academic work (e.g. cheating during a test or an examination or theft of an examination);
- the impersonation of, or the act of having another person impersonate, another student at
any academic examination or term test or in connection with any other form of academic work;
- plagiarism, which is defined as
- direct quotation from a text or paper without identification as to source, - submission of a work as one‘s own when it has been prepared by someone else, and - contraction for assignments or submission of reports that are not the work of the author.
- the submission, without the knowledge and approval of the instructor to whom it is
submitted, of any academic work for which credit has previously been obtained or is being sought in another course or program of study in the College or elsewhere;
- the submission for credit of any academic work containing a purported statement of fact or
reference to a source that has been concocted; - engaging in any form of cheating, academic dishonesty or misconduct, fraud or
misrepresentation not herein otherwise described, in order to obtain academic credit or other academic advantage of any kind.
7.2 Consequences The College is committed to academic integrity and will, without hesitation and without exception, penalize acts that demonstrate disregard for the standards governing honesty in academic performance. The minimal consequence for submitting a plagiarized, purchased, contracted, or in any manner inappropriately negotiated or falsified assignment, test, essay, project, or any evaluated material will be a grade of zero on that material. If the College discovers that a student has knowingly provided illegal assistance to a fellow student in an examination or assignment, then that student will also receive a mandatory grade of zero on the examination or assignment in question. Incidents of academic dishonesty will be considered a major infraction under the terms prescribed in the College Policy on Student Discipline. The College may apply the full range of options, including suspension or expulsion, according to the procedures outlined in that document.
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8 ASSESSMENT OF ACADEMIC DISHONESTY 8.1 Process for Course Instructor If a professor has cause to believe that a student has plagiarized, submitted false materials, cheated on an exam, or in any other way behaved in an academically dishonest manner, he/she will: 1. Immediately inform the student of the act of dishonesty and give the reasons. 2. Give the student an opportunity to present his or her side of the story and, if appropriate,
write an on-the-spot précis of the material in question. 3. Assign a mandatory grade of zero to the material in question if the student is unable to: - provide a credible explanation to account for the behaviour that has caused the concern to
be raised - refute the evidence provided, or - provide an accurate précis. 4. Provide the appropriate Chair of the student’s program with an Academic Discipline Report
that: - outlines the nature of the offense, - summarizes the interactions, and - documents that a grade of zero has been assigned (copy attached as Appendix E). 8.2 Process for Inviligator (Exam Supervisors) If an invigilator who is not the student’s professor and who may not be a faculty member has reason to believe that a student is cheating during an examination, he/she will 1. Inform the student immediately that he/she believes that an act of dishonesty has taken
place and give reasons. 2. Require the student to leave the examination. 3. Provide a full report in the form of a memo to the student’s faculty member, who will follow
up according to the provisions outlined in item 8.1. 8.3 Discipline Reports and Records The Academic Discipline Report will remain with the Chair for the duration of the student’s participation in that program of study to ensure documentation of repeated incidents of academic dishonesty. Disciplinary records may be held for three years following the student’s graduation from the College and will then be destroyed in compliance with the provisions of the Freedom of Information and Protection of Privacy Act (see Code of Conduct: Academic Employees).
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CHAPTER X - CODE OF CONDUCT: ACADEMIC EMPLOYEES George Brown College is mandated by law and by the community it serves to provide an educational environment that demonstrates professionalism and academic currency, values diversity, and respects the processes and traditions of learning. The terms of this mandate are prescribed by the founding documents of the College; by the laws to which the College is subject; by the collective agreements that govern academic employees and support staff; and by the operational policies and procedures that the College has adopted (see Appendix C). Central to these documents and the processes that created them is the implicit assumption of professionalism and appropriate professional conduct on the part of all College employees. This code of conduct is designed to provide an explicit definition of the minimal standards of professional conduct expected of all faculty. It represents, for the College, a benchmark of expectations about faculty conduct and defines the boundaries within which a rewarding and mutually supportive learning environment can be created. For the purposes of this document, the terms "academic employees" and "faculty" are used interchangeably to refer to full-time, partial-load, part-time, and sessional professors, instructors, counsellors, and librarians. A BENCHMARK STATEMENT ON PROFESSIONALISM Faculty are expected to proceed in their daily duties in a manner that upholds the dignity of their profession, and to exhibit a commitment to learning, an enthusiasm for teaching, and a concern for the well-being of students, staff, the College, and the broader society in which all exist. 1 PROFESSIONALISM AND PROFESSIONAL CONDUCT George Brown College expects all faculty in its employ to conform to the explicit standards of professionalism defined in this document. Academic employees who demonstrate behaviour that does not comply with or that is inconsistent with the minimal standards of professionalism contained in this document may be subject to the range of disciplinary actions specified in the collective agreement and the College's Progressive Discipline Policy. 1.1 Scope The term "professionalism" is used to describe adherence by academic employees to an acceptable standard in the method, manner, and spirit in which they perform their duties. The professional conduct of academic employees at George Brown College is assessed in relation to four distinct areas of College activity: - academic preparation - classroom conduct - relationships with students outside the classroom - relationships with other faculty and staff.
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1.2 Adherence to Policies The expectations of the College with relation to each of these areas will be described in detail in the following sections of this document. The College also expects that academic employees will: - familiarize themselves with College policies that are relevant to their responsibilities; - adhere to those policies to the best of their ability; - assist and encourage others to adhere to the policies – for example, by directing a student
to the appropriate channels for appeal; - draw perceived problems with the policies to the attention of the Office of the Vice President,
Academic; - familiarize themselves with and adhere to the relevant provisions of the Ontario Human
Rights Code (see Appendix D) and the College Prevention of Discrimination and Harassment;
- familiarize themselves with the class definitions of Professor, Counsellor, Instructor, and Librarian in the current collective agreement; and
- familiarize themselves with and adhere to the policies regarding Intellectual Property, Academic Freedom (see Section 6), and Academic Dishonesty (see Chapter 14 – Research Ethics).
1.3 Inappropriate Behaviours Academic employees will not use the classroom or online environment to: - use scurrilous, profane, or obscene language; - make remarks or engage in conduct that is racist, sexist, or in other ways discriminatory, as
defined by the Ontario Human Rights Code (see Appendix D), nor permit any student in any class to do so;
- engage in behaviour or make remarks that could reasonably be interpreted as threatening, nor allow any student in any class to engage in such behaviour; or
- encourage, by inaction or innuendo, the development of a classroom environment that is fractious, disrespectful of others, or inconsistent with the Code of Student Conduct: Academic;
- promote their personal, religious, political, social, or business agendas; - spread negative, malicious, or unkind remarks or rumours. 1.4 Online Environment/Communication Facilities All employees must apply professional and ethical standards at all times when accessing, using, and distributing information and materials through use of learning technologies. Staff must use computing and communication facilities and services only for the purposes for which they are authorized. Technologies must not be used to access, use or distribute materials that are obscene, vulgar, or pornographic, or that might be perceived by others as harassment or intimidation. The College believes that every user bears the primary responsibility for the material she/he chooses to access, send, or display. A full description of policies in this area (technology and accessibility) are located in the Appendices. Note: All policies regarding academic staff conduct and responsibilities also apply to the online teaching environment.
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1.5 Copyright Academic employees will abide by all copyright laws, which apply to the internet, print and all other media. Under certain conditions faculty can use and copy original works. For information on the copy write laws please refer to the Academic Resource Centre’s Web Site. Employees who are not familiar with these laws may clarify their responsibilities with any College librarian. The College will not provide assistance or protection relating to charges arising from violation of copyright law. 2 ACADEMIC PREPARATION 2.1 Academic Readiness All faculty are expected to be academically prepared to teach assigned courses. Faculty will demonstrate academic readiness by maintaining, developing, and expanding competence in their field (s). Specifically, academic employees will: - explore materials in and relating to their field (s); - use available Professional Development days in a productive manner; - keep abreast of current research and technical advances in their field; and - maintain familiarity with current standards of practice in their field. 2.2 Course Delivery All academic employees are expected to perform activities in advance of class that are necessary to ensure adequate delivery of the courses they have been assigned. Specifically, academic employees will: - prepare course outlines for the courses they are teaching or become familiar with outlines
that already exist; - have clear learning goals for each class; - select texts and order films, videos, and other materials for each class in a timely fashion; - gather supplementary materials for distribution as needed; and - consult with colleagues teaching the same course. - share information relevant to fields of instruction and discuss teaching strategies with
appropriate faculty; - discuss issues involving androgogy and curriculum development with those involved; 3 CLASSROOM CONDUCT Academic employees will refrain from using class time to promote their personal, religious, political, social, or business agendas and will refuse to allow students to use class time for these purposes. This guideline is not intended to restrict the freedom of academic employees or students to express personal views of relevance to topics being taught or discussed. 3.1 Classroom Environment Academic employees will treat all students with courtesy and respect. In each and every class they teach, academic employees will maintain a climate in which learning can flourish and in which all students are treated with equality and respect.
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3.2 Review of College Policies Academic employees will ensure the following are covered with their students: - familiarize students with College policies and codes relating to student rights and
responsibilities; - discuss the Notice of Collection of Personal Information (see Appendix J) with students; - ensure that students are made aware of appropriate campus evacuation procedures (see
College Policy on Emergencies, item 5.2.1). 3.3 Review of Course Description Academic employees will provide their students with a course description and review it with them at the first class. The course description will clearly state: - the title of the course, the dates of the course, and the number of instructional hours
involved; - the name and office number of the professor or instructor; - the title(s) of the text(s) and any other learning resources required for the course; - the evaluation procedure that will be used in the course, including specific percentages for
items that will count toward the final grade; and - the general goals of the course, including, if possible, a detailed outline of lecture topics,
reading assignments, due dates for projects or written work, and test dates. 3.4 Class Protocols and Content Academic employees will: - ensure that all activities in the class pertain to the learning objectives of the class; - commence each class on time; - inform students of the procedure to be followed in the event that their class is cancelled; - be in the classroom, ready to start teaching, at the prescribed time, with technical aids on
hand; - use allotted instructional time – teaching for 50 minutes for a one-hour class and negotiating
a consensus with their students regarding breaks for two- and three-hour classes; - end classes on time. Classroom time should be managed so that the room is vacated on
schedule and other classes are not inconvenienced by being forced to wait; - encourage open discussion and feedback from students regarding the course and the
manner in which it is being taught as a follow-up to the required written course evaluations; - clearly inform students that if they do not pick up their work and if they make no provisions
for their work to be picked up, then that work will be destroyed four weeks after the beginning of the following semester or academic year.
3.5 Assignments and Grades Academic employees will: - mark all tests and assignments promptly and give explanations of grades and feedback to
students in an appropriate manner; - return graded student assignments in a timely fashion; - keep a record of student grades. Records of marks are to be kept for a minimum of three years and, if destroyed, must be disposed of in accordance with the Freedom of Information and Protection of Privacy Act.
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4 RELATIONSHIPS WITH STUDENTS OUTSIDE THE CLASSROOM Interaction with students outside the classroom occurs in two contexts: - contact with students that is didactic in nature, as when faculty assist students with their
work in areas such as Learning Resource Centres and labs, or meet with students in offices or elsewhere to provide help with course materials or feedback on performance
- contact with students that is non-didactic in nature, as when faculty interact with students in areas such as lounges or cafeterias or at social functions held on or off-campus.
4.1 General Interactions Academic employees will: - demonstrate courtesy, respect, patience, and a willingness to help in their interactions with
students in either context; - demonstrate the spirit of professionalism by encouraging students to approach them outside
the classroom to clarify issues of concern and by providing reasonable assistance with course work at a time that is agreed upon by both parties;
- respond to special needs identified by a student by directing the student to appropriate resources within the College that might be of assistance in meeting course objectives;
- consult, where required, with Disabilities Services or with their Chair or Dean for help in determining how to reasonably accommodate a student with special needs.
4.2 Conflict Resolution Faculty will strive actively to resolve conflict between themselves and any student and should make an effort to resolve conflict between students; In the event of conflict between faculty and student, the faculty member will meet with the student and maintain an open, non-confrontational attitude while attempting to resolve the problem at hand. In the event of conflict between students, faculty will intervene by making verbal attempts at conciliation; if these are not successful, faculty should immediately notify the appropriate authority according to the procedural guidelines established in the College Policy on Emergencies and the College Policy on Student Discipline in Non-academic Matters. Academic employees should refrain from physical intervention to resolve a conflict. Academic employees should behave toward students with circumspection, avoiding conduct on College premises that might result in the imposition of College sanctions or civil or criminal proceedings.
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4.3 Professional Boundaries To maintain their professional relationships, faculty will not: - develop a friendship with a student, the terms of which might be misunderstood by the
student; - become sexually intimate with a student currently enrolled in a course being taught or
evaluated by the faculty member; - involve students in their own personal problems; - involve a student in any interpersonal difficulties the faculty member might have with any
other member of the College community; or - become involved in any situation with a student or group of students that is inconsistent with
the role of an academic leader, for example, by getting drunk or using prohibited substances on College premises.
4.4 Conflicts of Interest If a pre-existing relationship might cause a conflict of interest between the faculty member and the student (for example, if the academic employee is a relative, spouse, close friend, or lover of the student), arrangements should be made to assign the student to a different section of the same class. In the event that no other section of the class exists, the Chair of the student's program should be approached to resolve the issue and to protect the interests of the faculty member, the student, and other students. 5 RELATIONSHIPS WITH OTHER FACULTY AND STAFF Behaviour that is inappropriate inside the classroom (see 1.1) is equally inappropriate in relationships with other faculty and staff. 5.1 Conduct with Faculty When interacting with other academic employees/colleagues, faculty will: - behave with courtesy, respect, patience, helpfulness, and a general spirit of goodwill in their
interactions; - share educational resources such as audiovisual equipment, computer facilities, and
learning resource materials; - vacate classrooms in a timely fashion so as not to inconvenience incoming faculty; - leave classrooms reasonably clean and orderly, with boards cleared and seating
arrangements restored to the layout standard for that classroom, so that incoming faculty will not have to perform housekeeping chores before beginning class;
- refuse to engage in or condone gossip, innuendo, or any other activities that would malign or otherwise damage a colleague;
- refrain from talking about a faculty member or another course or program in a public manner or with students. Instead, students should be encouraged to share their concerns with either the faculty member involved or the faculty member’s chair.
Faculty who are directly affected by unprofessional or troublesome conduct on the part of a colleague should express their concern directly to that colleague in an attempt to clarify and correct the situation. Should such an intervention be unsuccessful (that is, if the behaviour persists), faculty members should advise the colleague that they will speak to the appropriate Chair.
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Faculty will, without exception, maintain confidentiality when attempting to resolve issues and will base all reports of concern on direct behavioural observations of the colleague involved. Whenever possible, these observations should be documented in writing. 5.2 Conduct with College Support Staff Faculty are expected to: - treat support staff with courtesy and respect; - behave toward support staff in a circumspect manner, avoiding conduct or comments that
are or could be reasonably construed as being discriminatory in nature or that might result in the imposition of College sanctions or civil or criminal proceedings;
- respect the professionalism of support staff and to honour and abide by the systems and procedures that support staff members have established to enable them to function effectively;
- assist support staff by handing in time sheets, records of grades, and other documents that must be processed according to a College schedule at the times requested by support staff and in the format specified;
- respect the terms and conditions of the support staff collective agreement and individual job descriptions;
- provide support staff with appropriate advance notice to complete requested work; - keep support staff fully apprised of any changes in the nature or timing of the services they
are expected to perform. 5.3 Conduct with College Administrative Staff Faculty will: - treat College administrative staff with courtesy and will ensure that their activities in the
College will not impede the effective operation of their department or the College; - notify their manager at the earliest reasonable opportunity if, for reasons of illness or
accident, they are unable to meet their assigned classes and provide, if possible, appropriate instructions to be given to their classes to be carried out during their absence;
- provide their manager with appropriate written notice of requests for vacations at non-traditional times;
- avoid problems of professional conflict of interest by ensuring that their manager is aware of and has approved the terms and conditions of any additional employment or contracted activity that could impede their ability to fulfill their assigned responsibilities in the College;
- accurately complete essential academic records, such as exemption requests and amended grade notices, within specified time frames and submit grade calculations within specified times following the end of the semester.
5.4 College Equipment Faculty will: - demonstrate a concern for the appropriate use and maintenance of all equipment provided
by the College, such as computers, photocopiers, and test-scoring devices; - ensure that College services such as photocopying and postage are used for College
purposes only.
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6 ACADEMIC FREEDOM Academic staff are entitled to the exercise of academic freedom. Academic freedom includes the right, without constriction to: - freedom of expression in the learning environment, - freedom in carrying out research and disseminating and publishing the results thereof, - freedom in producing and performing creative works, - freedom to engage in service to the college and the community, - freedom to express their opinion about the college, its administration, or the system in which
they work, - freedom from institutional censorship and - freedom to participate in professional or representative academic bodies. In exercising such freedom, there is a responsibility to adhere to the law as it pertains to Human Rights and Hate Propaganda as defined under the Criminal Code of Canada, any other relevant legislation, the code of conduct for academic faculty and to respect the academic freedom of all others.
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CHAPTER XI - CODE OF CONDUCT: SUPPORT STAFF George Brown College is mandated by law and by the community it serves to provide an educational environment that demonstrates professionalism and academic currency, values diversity, and respects the learning process. The terms of this mandate are prescribed by the founding documents of the College; by the laws to which the College is subject; by the collective agreements that govern academic employees and support staff; and by the operational policies and procedures that the College has adopted (see Appendix C). Central to these documents and the processes that created them is the implicit assumption of professionalism and appropriate professional conduct on the part of all college employees. This code of conduct is designed to provide an explicit definition of the standards of professional conduct expected of all support staff. It represents, for the College, a benchmark of expectations with respect to support staff conduct. For the purposes of this document, the terms "support staff" and "employees" are used interchangeably to refer to those employees specifically designated as support staff in the collective agreement and in the College's Collective Bargaining Act, as well as employees with similar jobs who are not included in the bargaining unit. A BENCHMARK STATEMENT ON PROFESSIONALISM Support staff are expected to proceed in their daily duties in a professional manner and to exhibit a commitment to providing a supportive environment for learning, an enthusiasm for excellence in performance, and a general concern for the well-being of students, staff, the College, and those members of the general public with whom they interact. 1 PROFESSIONALISM AND PROFESSIONAL CONDUCT George Brown College expects all support staff in its employ to conform to the explicit standards of professionalism defined in this document. Support staff who demonstrate behaviour that does not comply or is inconsistent with the minimal standards of professionalism contained in this document may be subject to the range of disciplinary actions specified in the College's Progressive Discipline Policy. 1.1 Scope The term "professionalism" is used to describe adherence by support staff to an acceptable standard in the method, manner, and spirit in which they perform their duties. The professional conduct of support staff at George Brown College is assessed in relation to four distinct areas of College activity: - job performance; - workplace conduct; - relationships with students;
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- relationships with faculty, colleagues, administrative staff, and the general public. 1.2 Adherence to Policies The expectations of the College with relation to each of these areas will be described in detail in the following sections of this document. The College also expects that support staff employees will: - familiarize themselves with College policies that are relevant to their responsibilities; - adhere to those policies to the best of their ability; - assist and encourage others to adhere to the policies – for example, by directing a student
to the appropriate channels for appeal; - draw perceived problems with the policies to the attention of the Office of the Vice-
President, Academic; - familiarize themselves with and adhere to the relevant provisions of the Ontario Human
Rights Code and the College Prevention of Discrimination and Harassment policy; 1.3 Inappropriate Behaviours Support staff will not use the workplace or online environment to: - use scurrilous, profane, or obscene language; - make remarks or engage in behaviour that might reasonably be construed as a violation of
the Ontario Human Rights Code (see Appendix D); - engage in behaviour or make remarks that could reasonably be interpreted as threatening
and will intervene if they witness such behaviour; - intimidate any employee or student verbally and will strive actively to prevent others from
engaging in such behaviour; or - encourage, by inaction or innuendo, the development of an environment that is fractious,
disrespectful of others, or intolerant of order and good manners - promote their personal, religious, political, social, or business agendas - to spread of negative, malicious, or unkind remarks or rumours - refrain from using work time to promote personal, religious, political, social, or business
agendas. 1.4 Online Environment/Communication Facilities All staff must apply professional and ethical standards at all times when accessing, using, and distributing information and materials through use of learning technologies. Staff must use computing and communication facilities and services only for the purposes for which they are authorized. Technologies must not be used to access, use or distribute materials that are obscene, vulgar, or pornographic, or that might be perceived by others as harassment or intimidation. The College believes that every user bears the primary responsibility for the material she/he chooses to access, send, or display. A full description of policies in this area (technology and accessibility) are located in the Appendices. 1.5 Copyright Administrative staff will abide by all copyright laws, which applies on the internet as well as the paper. Staff wishing to copy original work shall receive written permission from the copyright owner prior to copying (George Brown College Copyright Policy and Procedures, 1985). Employees who are not familiar with these laws may clarify their responsibilities with any College librarian. The College will not provide assistance or protection relating to charges arising from violation of copyright law.
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2 JOB PERFORMANCE All employees are expected to be prepared to perform the duties that they have been assigned. Support staff will demonstrate readiness by maintaining, developing, and expanding their capability with respect to the requirements of the position. Within the scope of their job, support staff will, for example: - use professional development opportunities, when available, in a productive manner; and - keep reasonably abreast of current research, technical advances, and current standards of
practice in their field. All employees are expected to perform such activities as are necessary to ensure delivery of the duties they have been assigned. Specifically, support staff will: - understand the job scope, practices, and procedures relating to their position; - ensure accuracy and thoroughness in the performance of their assigned duties; - meet targets regarding work to be performed to the best of their ability; - manage time effectively; - be well-organized; - demonstrate ability to problem-solve within the scope of their position; - demonstrate ability to work independently when appropriate; - show initiative; and - ensure efficient and responsible follow-through on assigned duties. - 3 WORKPLACE CONDUCT It is expected that employees will treat all students, faculty, administrative staff, other employees, and members of the general public with courtesy and respect. 3.1 General Conduct Within the office environment, employees will: - maintain a supportive environment for working and learning; - commence work on time; - notify their supervisor at the earliest reasonable opportunity if, for reasons such as accident
or illness, they are unable to come to work and will arrange in advance for those absences that can be foreseen;
- provide their manager with appropriate notice of requests for vacation time; - use all work hours productively and ensure that their activities in the workplace do not
impede the effective operation of their department. Specifically, they will refrain from using work time to promote personal, religious, political, social, or business agendas;
- respect confidentiality in all matters. 3.2 Inquiries Employees will: - respond to telephone inquiries in a helpful and respectful manner. Specifically, support staff
will transfer a misplaced call to the appropriate extension, if known, or to the switchboard, if not known, and will try to keep the call within the system so that the caller will not have to telephone again.
- inform students and the public of procedures to be followed when help is requested, for example, in course application, registration, class cancellation, and similar matters, if related to their job responsibilities;
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3.3 College Equipment Employees will: - demonstrate a concern for the appropriate use and maintenance of all equipment provided
by the College for their use; - ensure that College services such as photocopying and postage are used only for College
purposes. 4 RELATIONSHIPS WITH STUDENTS Interactions between support staff and students occur in many contexts: - student services, such as financial aid and counselling; - registration services; - Learning Resource Centres, including libraries, labs, and computer centres; and - social and recreational environments. Support staff will demonstrate courtesy, respect, patience, and willingness to help in all their interactions with students in any context. Support staff should behave toward students with circumspection, avoiding conduct on College premises that might result in the imposition of College sanctions or civil or criminal proceedings. Support staff, for example, will not: - involve a student in any interpersonal difficulties the employee might have with colleagues,
faculty, or administrative staff; or - become involved with a student or group of students in any situation that is inappropriate or
inconsistent with the role of a College employee, for example, by getting drunk or using prohibited substances on College premises.
4.1 Conflict Resolution Support staff should: - strive actively to avoid conflict between themselves and any student - refrain from physical intervention to resolve a conflict between students. In the event of conflict initiated by a student, the employee will maintain an open, non-confrontational attitude and attempt to resolve the problem at hand; if a resolution is not possible, the support staff member should seek guidance from administrative staff. In the event of conflict between students, support staff will intervene by making verbal attempts at conciliation; if these are not successful, the employee should immediately notify the appropriate authority according to the procedural guidelines established in the College Policy on Emergencies and the College Policy on Student Discipline in Non-academic Matters.
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5 RELATIONSHIPS WITH FACULTY, COLLEAGUES, ADMINISTRATIVE STAFF, AND THE GENERAL PUBLIC Support staff will treat all staff and the general public with courtesy and respect. If a support staff member is asked by anyone other than an administrator to perform functions or services that are not included in applicable support staff job descriptions, such services are to be performed solely on the employee’s own time. In the case of conflicting demands, the situation should be brought to the attention of the appropriate administrator. Support staff are urged to respect the professionalism of academic employees and fellow support staff members and to refrain from behaviour that would prevent others from fulfilling their duties, for example, by failing to order books or repair equipment.
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CHAPTER XII – CODE OF CONDUCT: ADMINISTRATIVE STAFF George Brown College is mandated by law and by the community it serves to provide an educational environment that demonstrates professionalism and academic currency, values diversity, and respects the processes and traditions of learning. The terms of this mandate are prescribed by the founding documents of the College; by the laws to which the College is subject; by the terms and conditions of employment for administrative staff; by the collective agreements that govern academic employees and support staff; and by the operational policies and procedures that the College has adopted (see Appendix C). Central to these documents and the processes that created them is the implicit assumption of professionalism and appropriate professional conduct on the part of all College employees. This code of conduct is designed to provide an explicit definition of the standards of professional conduct expected of all administrative staff. It represents, for the College, a benchmark of expectations about professional conduct. For the purposes of this document, the terms "administrative staff" and "managers" are used interchangeably to refer to any person in the College who serves as a Dean, Director, Manager, or Chair. A BENCHMARK STATEMENT ON PROFESSIONALISM Administrative staff are expected to proceed in their daily duties in a manner that upholds the dignity of their profession; to honour the terms and intent of the collective agreements that have been entered into with faculty and support staff and the terms and conditions of employment for administrative staff; and to exhibit a commitment to excellence in learning and teaching and a concern for the well-being of students, faculty, support staff, colleagues, the College, and the broader society in which all exist. 1 PROFESSIONALISM AND PROFESSIONAL CONDUCT George Brown College expects all administrators in its employ to conform to the explicit standards of professionalism defined in this document. Administrators who demonstrate behaviour that does not comply with or that is inconsistent with the minimal standards of professionalism contained in this document may be subject to the range of disciplinary actions specified in the College's Progressive Discipline Policy.
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1.1 Scope The term "professionalism" is used to describe adherence by administrative staff to an acceptable standard in the method, manner, and spirit in which they perform their duties. The professional conduct of administrative staff at George Brown College is assessed in five distinct areas of College activity: - management; - conflict resolution; - enactment of college priorities; - collective agreements; - public relations. - 1.2 Adherence to Policies The expectations of the College with relation to each of these areas will be described in detail in the following sections of this document. The College also expects that administrative staff will: - familiarize themselves with College policies that are relevant to their responsibilities; - adhere to those policies to the best of their ability; - assist and encourage others to adhere to the policies, for example, by directing a student to
the appropriate channels for appeal; - draw perceived problems with the policies to the attention of the Office of the Vice-
President, Academic; - familiarize themselves with and adhere to the relevant provisions of the Ontario Human
Rights Code and the College Prevention of Discrimination and Harassment policy; and - familiarize themselves with and adhere to the policies regarding Intellectual Property, and
Academic Freedom (see Section 6), and Academic Dishonesty (see Chapter 15 – Research Ethics).
1.3 Unacceptable Behaviours Administrative staff will not use the workplace or online environment to: - use scurrilous, profane, or obscene language; - make remarks or engage in behaviour that could reasonably be considered racist, sexist, or
discriminatory according to the Ontario Human Rights Code (see Appendix D) and will intervene if they witness such behaviour;
- engage in behaviour or make remarks that could reasonably be interpreted as threatening and will intervene if they witness such behaviour;
- intimidate any employee or student verbally, while they themselves strive actively to prevent others from engaging in such behaviour; or
- encourage, by inaction or innuendo, the development of an environment that is fractious, disrespectful of others, or intolerant of order and good manners;
- promote their personal, religious, political, social, or business agendas In addition, administrators will avoid attempts to use their authority as managers or the reputation of the College to forward any personal or political agendas.
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1.4 Online Environment/Communication Facilities All staff must apply professional and ethical standards at all times when accessing, using, and distributing information and materials through use of learning technologies. Staff must use computing and communication facilities and services only for the purposes for which they are authorized. Technologies must not be used to access, use or distribute materials that are obscene, vulgar, or pornographic, or that might be perceived by others as harassment or intimidation. The College believes that every user bears the primary responsibility for the material she/he chooses to access, send, or display. A full description of policies in this area (technology and accessibility) are located in the Appendices. Note: All policies regarding academic staff conduct and responsibilities also apply to the online teaching environment. 1.5 Copyright Administrative staff will abide by all copyright laws, which applies to the internet as well as paper. Staff wishing to copy original work shall receive written permission from the copyright owner prior to copying (George Brown College Copyright Policy and Procedures, 1985). Those who are not familiar with these laws may clarify their responsibilities with any College librarian. The College will not provide assistance or protection relating to charges arising from violation of copyright law. 2 MANAGEMENT 2.1 General Expectations Administrative staff are expected to: - - demonstrate courtesy and respect in all dealings with students, academic employees, and
support staff; - - be fully conversant with all aspects of the College's policies and procedures and will be
prepared to implement them; - demonstrate their respect for the professionalism of faculty and support staff; - - ensure that the work assigned to an employee meets the terms of the employee's job
description and the collective agreements and that the duties are appropriate to the qualifications and skills of the employee;
- give faculty and support staff who agree to accept assignments currently outside their
qualifications and skills but within their expected potential a commitment to provide the time or training needed to successfully perform these assignments;
- be clear and specific in communications with faculty and staff so that all concerned will know
precisely what behaviour is expected of them;
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- meet College deadlines for preparation of such items as standard workload forms, timetable profiles, and textbook ordering, as well as deadlines for submission of grades, timesheets to payroll, and budget data;
- practise fiscal responsibility to ensure that all expenditures fall within budget and use
common sense in the expenditure of College funds; - demonstrate support of the need for accurate class lists by supplying them in a timely
fashion; and - establish and maintain co-operative and collegial relationships with other administrative staff
members; - work diligently to ensure that the College provides faculty and staff with the tools needed to
do their jobs and will act promptly to remedy such short-term deficiencies as equipment failures or classroom problems.
- exercise caution in the expenditure of College funds and ensure that due process and fair
bidding practices are observed. 2.2 Relationships Managers at the College will be aware that there are limitations on the nature of the collegial relationships they can have with faculty, staff, and students. Managers will, for example: - avoid activities which might give rise to a perception of favouritism; - - refuse to invite, solicit, or allow gossip, innuendo, or direct disparagement of any academic
employee, support staff member, or other administrator, other than in the context of receiving a report regarding an issue of concern;
- - acknowledge any conflict of interest with faculty or staff due to a pre-existing relationship
and attempt to resolve any difficulties that may arise; - - maintain an even-handed and consistent professional tone in all their interactions with
faculty, staff, and management in the College, and - - refrain from engaging in behaviour on College premises that is inconsistent with their role as
College leaders. - -
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3 Conflict Resolution Processes of conflict resolution form a central mandate in job descriptions of all College management. Administrative staff will demonstrate professionalism in conflict resolution by doing the following: - respecting the dignity of all parties involved; - refusing to allow their own perception of the importance of the nature of the conflict to
preclude attempts to achieve resolution of the problem; - ensuring that specific complaints are resolved by a specific timetable for the resolution with
all parties concerned; - refusing to permit the same complaints or concerns to be raised without making a
commitment to resolution, followed by reasonable and appropriate efforts to attain resolution; and
- ensuring that the terms of all resolutions of specific complaints are appropriately documented.
Following resolution of the immediate conflict, the manager will intervene as necessary to ensure that the behaviour that led to the conflict does not recur. 4 ENACTMENT OF COLLEGE PRIORITIES Administrators will ensure that the priorities of the College are addressed. Administrative staff will: - clearly communicate these priorities to everyone in their department; - ensure that no activity in the department is running counter to those priorities; - articulate departmental goals that further those priorities; and - seek training in those areas where they are not equipped to meet the priorities of the
College. 5 COLLECTIVE AGREEMENTS Administrators will demonstrate their understanding that the terms of their relationships with faculty and staff in their departments are governed by the terms of the collective agreements into which the College has entered with faculty and support staff. Administrators must: - have a basic understanding of the terms of the collective agreements and seek counsel
before taking action in areas of uncertainty - not knowingly subvert the intention of the collective agreements.
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6 PUBLIC RELATIONS Administrators understand that how they represent the College is vitally important to all members of the College community. Professionalism in the realm of public relations will be demonstrated by ensuring: - public statements are accurate, and - public statements do not misrepresent or distort the intentions of the College. Administrators are responsible for ensuring ensure that the required statistical data provided for external agencies providing funds is accurate. Administrators will avoid attempts to use their authority as managers or the reputation of the College to forward any personal or political agendas.
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CHAPTER XIII - LEARNING RESOURCE CENTRE (LRC) POLICIES 1 GENERAL POLICIES All active students, faculty members, and staff of George Brown College have access to Resource Centre collections with full borrowing privileges. Loan periods, borrowing privileges, and other policies are written with the intent of giving users fair access to Resource Centre materials in order to make the best educational use of them. Privileges vary according to borrower status and are granted subject to the continuing adherence to the established Resource Centre regulations. 1.1 Requirements A borrower's card is required to sign out materials and to use reserved materials in the Learning Resource Centre. Full-time students use their student photo identification card as their borrower's card. Part-time and Continuing Education users may obtain a generic borrower’s card or buy a photo identification card from the Resource Centre upon showing proof of registration. The card is not transferable. Borrowers are responsible for all transactions made on their borrower’s card and are subject to overdue fines and/or the payment of the full replacement costs for all lost or damaged materials, in addition to the applicable fine. Borrowing privileges are suspended while fines are outstanding. Transcripts may be withheld until the student’s record is cleared of fines and other outstanding charges. 1.2 Access Rights Students, staff, and faculty members of the College have priority access to the resources housed in the campus Learning Resource Centre. Users from the general public are limited to the use of books, periodicals, magazines, and newspapers only while in the Resource Centre. Use of media and reserve collections is restricted. Use of Resource Centre computers is permitted for the purpose of locating information in the Resource Centre only. Licensing precludes community access to research databases and other electronic resources. For the annual payment of an external borrower fee, members of the public may receive broader access to College resources, including borrowing privileges. The level of access will be limited by the obligation to give priority access to active students, faculty members, and staff. Access rights and borrowing privileges are extended to members of institutions with whom George Brown College has established reciprocal borrowing agreements. Here, too, the needs of George Brown’s students, faculty members, and staff take precedence.
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1.3 Use of Resources The use of all resources, including hardware, software, audio, video, and textual resources, is restricted to academic purposes only. Users have the right to consult and borrow resources without prejudice. While the obligation of sharing resources is governed, in part, by College codes of conduct, information about the activities of individual borrowers – including materials used – is not released to any person, institution, or agency, except as may be required in the application of sanctions. 1.4 Security Resource Centre staff reserve the right to request identification from any user – in particular, those users who have tripped the security alarm when leaving the Resource Centre, those users who are deemed to be using resources inappropriately, and those users whose behaviour is deemed to be disruptive or contrary to College policy. Users who refuse to provide identification when requested will be asked to leave the premises. Likewise, users who fail to adhere to College codes of conduct and Resource Centre policies may have their privileges suspended pending disciplinary action by their academic Chair or Dean. 2 FINES SCHEDULE The following fines will apply to overdue materials:
ITEMS FINE PER DAY
Books $0.25/day to a maximum of $25.00/item
Uncatalogued Paperbacks
$0.25/day to a maximum of $5.00/item
Periodicals $0.25/day to a maximum of $10.00/item
Picture Files $0.25/day to a maximum of $10.00/item
Vertical Files $0.25/day to a maximum of $10.00/item
ESL Kits $0.25/day to a maximum of $25.00/item
Seven-day Loan Items $1.00/day to a maximum of $25.00/item
Three-day Loan Items $1.00/day to a maximum of $25.00/item
One-day Loan Items $5.00/day to a maximum of $25.00/item
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3 LOAN PERIODS
ITEM PERIOD OF LOAN
Books/Required Reading Most books in the collection may be signed out by students for 14 days.
Some specially marked, heavily used, required-reading books may be signed out for seven days or three days.
Back Issues of Magazines
Back issues of magazines (except the current issues and bound volumes) can be signed out for seven days.
Faculty and staff may sign out regular-loan books for 28 days. 4 COMPUTER USE POLICY It is not acceptable to use Resource Centre computer equipment or electronic resources: - for illegal or commercial purposes. Illegal or commercial purposes include, but are not
limited to, copyright infringement, harassment, libel or slander, and use of the hardware and software to support personal e-business activities.
- to harass or interfere with other users of the Resource Centre. Harassment includes, but is
not limited to, displaying or printing sexually offensive material and displaying hate literature or symbols (see Prevention of Discrimination and Harassment Policy at George Brown College).
- to interfere with or disrupt local or other network users, services, or equipment. Disruptions
include, but are not limited to, interfering with the configuration of equipment, distributing unsolicited advertising, sending anonymous messages, propagating computer worms and viruses or other malicious acts, and using the network to make unauthorized entry into any other machine accessible via the network.
Violators of this policy may lose Resource Centre privileges. Illegal acts involving Resource Centre computing resources may also be subject to prosecution by local, provincial, or federal authorities.
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CHAPTER XIV - RESEARCH ETHICS POLICY It is the policy of George Brown College to ensure that all research (defined as a systematic investigation of an issue, topic, group of individuals, etc. that uncovers new information or interprets existing data) is carried out in an ethical fashion and is consistent with the principles of George Brown College policies, procedures, and values. The Research Ethics Policy is designed to minimize the College’s liabilities associated with research at the institution or research undertaken by members of the College community who may use the College name to gain access to other settings. These liabilities include, but are not limited to, guarding against ill effects to participants. Research ethics is defined as a set of moral principles that researchers use when researching a topic. These principles encompass all areas of the research project especially those related to participants in the study. This policy covers all research activities connected with George Brown College. The Research Ethics policy is not concerned with evaluating the research design. The policy is concerned that research conducted should conform to George Brown College policies and procedures listed here. 1 REQUESTS FOR REVIEW Researchers will submit their research proposal on the Application for Research Ethics Review (Appendix H) to the Vice President Academic Excellence and Innovation, who will serve as the Chair of the Research Ethics Committee. This form is also available on diskette. If applicable, researchers will be required to: - complete the Freedom of Information and Protection of Privacy Agreement (Appendix B)
(when personal information must be collected - advise the Committee of any changes in protocol after the proposal has been approved. Within six months of completion of the project and preparation of your report, a full copy of the research report should be forwarded to the Chair of the Research Ethics Committee. 2 PROCEDURES FOR RESEARCH ETHICS REVIEW 2.1 Research Ethics Committee This policy will be administered by the Research Ethics Committee. The Committee is responsible for reviewing research projects as outlined in the procedures section and ensuring that a complete review of the application has been conducted. The day-to-day operation of the Committee will be managed by the Director of Academic Excellence.
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2.2 Committee Members The members will be selected through consultation with interested members of George Brown College. A quorum shall be met with five members in attendance. The Committee will consist of the following: - one student (appointed by the Student Association) - two support staff (names to be confirmed by union) - three faculty (names to be confirmed by union) - two administrators, one of whom should be a Dean or Chair - one Student Affairs representative - the Director of Academic Excellence - the Vice-President Academic and Student Success who will chair the committee. - Terms of office will be two years, which may be renewable to ensure continuity. Exceptions
are the student representative who will serve a one-year term and the Director of Academic Excellence the Vice-President Academic and Student Success who will be standing members of the committee. Members of the Committee will be trained in using the standards of the Committee when reviewing proposals. The Committee will evaluate its membership every year. The evaluation processes will be determined by the first Research Ethics Committee to be created.
3 PROJECTS REQUIRING REVIEW All research projects that are somehow connected with George Brown College should be reviewed by the Research Ethics Committee. These projects would include those where: - the College name or affiliation is used in a proposal or contract bid to an outside research
supporting agency, in a proposed partnership or alliance, or in the research activity; - the College participates as a sponsor financially or through provision of release time, study
leave, use of facilities, use of College personnel, administration of a grant from an outside agency, or other College resources; or
- College employees or students are participants or subjects for whom the College has responsibilities to regulate legal or ethical aspects of the research or where databases will be used that contain information about the aforementioned groups
3.1 Who must Apply for an Ethic Review George Brown College employees (e.g., part of academic studies) and requests to do research within the George Brown community received from persons or organizations external to George Brown College must both undergo an ethics review process. In the case where a particular course or program requires a student to conduct research involving human or animal subjects, the course professor will submit a research proposal to the Research Ethics Committee for approval. 3.2 Preliminary Approval In the case of tight timelines for grant applications, the chair or designate and one other member of the Committee will review the document and determine if preliminary approval can be given only to allow the grant to be sent for funding review. Evaluation of the proposal will continue to focus on the attached procedures and evaluation process, but in a less in-depth process. When the study is funded, the full proposal shall go through the in-depth Committee review; only once it has passed will the study begin.
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3.3 Ongoing Research Projects Ongoing information gathering activities that are part of normal College operations do not necessarily fall within the mandate of the Research Ethics Committee (e.g., First Year Student Survey, Student Success Survey, curriculum development, data collection to support College direction, course evaluation, employee surveys). There is an understanding that the research should follow minimum ethical standards such that if it were submitted to this committee for review, it would be acceptable. This committee may be asked to periodically review ongoing research projects and provide guidance on their ethical implications. 3.5 External Proposals Research proposals that name George Brown employees who conduct research external to George Brown College and who use their status at the College to gain entry to the research site and/or participants must be submitted to the Research Ethics Committee for approval. 4 REVIEWING REQUESTS The Ethics Committee assesses each application using the following standards. The following guidelines are set out with the understanding that in all cases the true representation of the study be evident in the proposal. 4.1 Identification - Is it clear who will carry out the research and who will be responsible for its supervision and
the conduct of the research team? 4.2 Purpose - Are the purpose(s) and justification clearly stated? - Is the research proposal related to the College’s mission? 4.3 Risk/Benetit - Are all the risks and benefits clearly stated and dealt with appropriately? - Will there be any direct benefits to the participants? If not, will this be clearly understood? - Given consent, where there are risks, are these outweighed by the potential benefit(s)? - Is there a need for monitoring this study? - Are there any risks/benefits to the College that should be reviewed with people outside the
Committee? 4.4 Procedures - Is the research design outlined clearly? - Are the procedures clearly outlined and described in layperson’s language? - Is the timeline clearly outlined? 4.5 Population - Is the nature and manner of obtaining the participants’ consent clearly stated? - Are special populations involved, such as minors? Is a cogent justification for this provided?
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4.6 Relationship - Is it clear who will actually contact participants? - Does any prior relationship exist between participant and researcher, such as
teacher/student? Are special procedures for obtaining free consent required? Are adequate special procedures proposed?
4.7 Informed Consent - Is it clear what information will be given to participants? - Is the information adequate as to the purpose, risks/benefits, and procedures of the
research? - Is it expressed in lay terms? - Is there any deception involved in the information given to participants? If so, why is such
deception felt to be necessary? Is it justified? - Will the participants be under any kind of pressure to consent? - Are appropriate procedures for consent of special populations described? - Are the participants made aware they are free to withdraw or discontinue participation? - If verbal and not written consent is proposed, is adequate justification given for this? - Will participants be given a written information sheet to retain? 4.8 Use of Existing Records - Is the nature of any data, their source, and the method whereby they are obtained stated? - 4.9 Confidentiality of Data - Are there adequate safeguards to obtain the consent of both participants and/or others
having authority over the data and to maintain the confidentiality of the data? 4.10 Compensation - If there is any compensation, is it used in such a way or is the amount such that it can be
construed as inducement of participants? 5 DECISION MAKING 5.1 Consensus Every effort will be made to reach decisions by consensus. If a conflict of interest arises, then the Committee member(s) will be asked to leave the room and/or abstain from the Committee’s discussion of and decision on the project. College staff, faculty, and external experts may be consulted on an ad hoc basis. 5.2 Voting Voting will be in person, in writing, or by voice or electronic mail on or before the meeting date. In the event consensus cannot be reached, a majority vote will be sufficient. If there is no consensus and no majority vote is reached with the Committee’s decision, the College President will be consulted for resolution. The President’s decision will be conveyed in written form to all concerned. If the researchers receive a “permission is denied” response, they will have the option of re-submitting their proposal. Their re-submission should include a letter outlining how the issues that were stated in the letter of denial from the President are addressed in the revised proposal.
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5.3 Review Outcomes Possible outcomes from a review include the following: - accepted without revisions - accepted with revisions noted - permission denied with reasons outlined (e.g., student survey fatigue) In the last scenario, an opportunity for re-submission is possible. The re-submission should include a letter outlining how the issues that were stated in the letter from the committee or Vice President Academic are addressed in the revised proposal. 5.4 Meetings Meetings will be held within four weeks of receiving a request for reviewing a research project. The deliberations of the committee are not public. 5.5 Communication of the Decision The decision will be communicated to the applicant by a letter from committee chair. 6 ACADEMIC HONESTY Researchers are expected to maintain the highest standards of honesty and integrity. Any form of academic dishonesty, including but not limited to the following, is considered a serious offence: 6.1 Falsifying Data The gathering of data and research materials must conducted with honesty and integrity. Researchers should never publish data they know to be false or the result of deliberate acts of falsification. 6. 2 Plagiarism Researchers should not knowingly represent the published or unpublished work of another person as their own or assist anyone else in doing so. Rather, researchers must appropriately and adequately acknowledge the use of work completed by other individuals. Plagiarism is an act of academic dishonesty. When an accusation of plagiarism occurs, the researcher shall be given an opportunity to respond or clarify to the person or body responsible. 6.3 Conflict of Interest A conflict of interest arises when the researcher has a material interest of any nature - personal, financial, career or otherwise - that may conflict with the researcher's duty of honesty and integrity. When there is conflict of interest, the researcher must immediately disclose it in writing to his/her superior and to all other persons to whom it should be disclosed, in accordance with the context and with the highest standards of honesty and integrity.
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6.4 Misuse of Research Funds Researchers and directors of research projects must follow the guidelines provided by the granting agency verbatim as well as all college guidelines on the management and disbursement of funds. Regardless of the source of research funding, it is not permitted to divert any of the research resources for personal or any other use, except in cases where the grant or contract specifically provides otherwise. This policy does not intend to blame the actions of a person who has made an honest error or who exercises judgement or interprets data or designs experiments in a way which may reasonably be the subject of honest differences of opinion.
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CHAPTER XV - INTELLECTUAL PROPERTY 1 INTRODUCTION George Brown College seeks to encourage creativity and invention among its faculty, students, and staff. The College invests in this endeavor by making available its own facilities, equipment, personnel, and information resources. The College also actively seeks specific support for creative activity from external sources, both public and private. Frequently, inventions, discoveries, and creative works that are developed by individuals at the College will have commercial as well as scientific and scholarly value. The intent of this policy is to provide for incentives that foster creative activity, and to help assure that any intellectual property produced will be exploited for the benefit of the creators, the College research enterprise, and the public1. To help meet these policy objectives, the College makes available (from the Office of Academic Excellence) technical and legal assistance in procedures necessary to protect ownership of intellectual property and to aid in its commercial development. The rights and responsibilities of intellectural property are covered in this policy. 1.2 Goals of Policy The specific aims of this policy include the following: - encourage creativity among the faculty, students and staff ; - increase the likelihood that ideas, inventions, and creative works produced at the College
are used to benefit the public; - protect the traditional rights of scholars with respect to owning the products of their
intellectual endeavors; - assure compliance with the provisions of contracts with external sponsors; and - provide that, when intellectual property is introduced for commercial development, the
creator(s) and the College share any net profits. 1.3 Changes to this Policy The College reserves the right to change this policy from time to time. Proposed changes normally will be developed by the Office of Academic Excellence, in consultation with appropriate representatives or committees of the College. "George Brown’s policy on Rights and Responsibilities Regarding Intellectual Property was adapted from material prepared by Tufts Computing and Communication Services Department, Tufts University and from material prepared by Steven J. McDonald, Associate Legal Counsel for Ohio State University. We wish to thank them for permission to use the material."
1 This is in contrast to normal practice in the business world, where works created by employees are usually owned by the employer under work-for-hire rules.
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2 WHO IS COVERED: COLLEGE PERSONNEL For purposes of this policy, College personnel refers to College faculty, administrators, office and technical staff, students, visitors, contractors, consultants and all others whose primary work affiliation is with the College, whether compensated by the College or not. 2.1 Scope of Coverage College personnel are covered to the extent that their creative work involves the use of College resources such as space, facilities, equipment, staff, or funds, as stipulated for the particular circumstances described in the sections below "Determination of Rights...." for both patentable and copyrightable material2. 3 WHAT IS COVERED: INTELLECTUAL PROPERTY All intellectual property produced at the College by personnel (defined in 2. above) is covered by this policy. 3.1 Definition Intellectual property shall consist of, for example and without limitation: - Inventions; - creative works; - patentable subject matter; - copyrightable materials; - know-how, electronic or paper documents; - software (including source code and object code); - multimedia or audiovisual materials; and - photographs. For purposes of this policy, intellectual property is divided into two categories. 3.2 Patentable Intellectual Property This includes, without limitation, all inventions, discoveries, know-how (despite the fact that these may not benefit from patent protection) and discoveries or other material that is patentable under Canadian law (whether or not produced in the Canada), as well as all software that is excluded from "copyrightable material" (whether or not patentable under Canadian law). 3.3 Copyrightable Intellectual Property This includes, without limitation, all creative works, electronic or paper documents, software (including source code and object code), multimedia or audiovisual materials, and photographs, and any other materials that may be copyrightable under Canadian law (whether or not produced in the Canada). Copyrightable material shall include educational or research software, but shall not include software other than educational or research software. 4 PATENTABLE INTELLECTUAL PROPERTY 2 As a condition of affiliation with the College, members of the College community are bound by all College policies, including this one.
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4.1 Responsibility for Disclosure of Patentable Intellectual Property College personnel who alone or in association with others create patentable subject matter with any use of College resources are responsible for disclosing the patentable subject matter to the College. Disclosure must be made when it can be reasonably concluded that a patentable subject matter has been created, and sufficiently in advance of any publications, presentation, or other public disclosure to allow time for possible action that protects rights to the intellectual property for the creator and the College. Creators are encouraged to seek the advice of the Office of Academic Excellence in determining whether the subject matter is patentable. 4.2 Determination of Rights to Patentable Subject Matter Except as outlined below, the creator of patentable intellectual property retains his/her rights, and the College shall not assert ownership rights. The College will assert ownership rights to patentable intellectual property developed under any of the following circumstances: - Development was funded by an externally sponsored research program or by any
agreement which allocates rights to the College. - Development required use of College resources (e.g. facilities, equipment, funding) or more
than minimal use of College personnel. 3 - The creator was assigned, directed, or specifically funded by the College to develop the
material. - Material was developed by administrators or staff in the course of employment duties and
constitutes work for hire under Canadian law. 5 COPYRIGHTABLE INTELLECTUAL PROPERTY 5.1 Responsibility for Disclosure of Copyrightable Intellectual Property In contrast to historical business practice, the tradition of academic institutions is to give staff the right to retain ownership of their copyrightable products. This policy protects that traditional right and staff are not obligated to disclose the creation of copyrightable material, even when the product might have commercial value, unless the material was developed under one of the qualifying conditions listed in the next section (5.2). In this case, the creator is responsible for timely disclosure. However, staff are encouraged to disclose any copyrightable material that has commercial value to the extent that they may wish assistance in copyright protection and marketing in exchange for profit sharing with the College. All disclosures should be made to the Office of Academic Excellence.
3 The College has rights to patentable material derived from research carried out with any use of George Brown' resources. However, patentable material developed independently by the creator outside of normal duties associated with the creator's position and with no use of College resources is vested with the creator and/or with the organization whose resources were used, such as a hospital.
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5.2 Determination of Rights to Copyrightable Intellectual Property Except as outlined below, the creator of copyrightable intellectual property will retain his/her rights, and the College shall not assert ownership rights. However, creators will be expected to grant non-exclusive, royalty-free, perpetual licenses to the College for copyrightable material that is developed for College courses or curriculum, so that the College's continued use of such material for educational purposes would not be jeopardized. The College will assert ownership rights to copyrightable intellectual property developed under any of the following circumstances: - development was funded as part of an externally sponsored research program under an
agreement which allocates rights to the College - a staff member was assigned, directed, or specifically funded by the College to develop the
material, and the College has negotiated an understanding or formal contract with the creator
- material was developed by administrators or other non-faculty employees in the course of employment duties and constitutes work as a condition of employment under Canadian law
- the material was developed with extraordinary or substantially more use of College resources than would normally be provided for the creator's employment duties. This might occur as disproportionate use of staff time, networks, equipment, or direct funding.
6 INTELLECTUAL PROPERTY DEVELOPED UNDER SPONSORED RESEARCH AGREEMENTS Ownership of copyrightable and patentable intellectual property developed pursuant to an agreement with any sponsor will be governed by the provisions of that agreement. Sponsored research programs funded by private sponsors will generally provide for the College to retain title to all intellectual property that arises in the course of the research program with the sponsor retaining an option to acquire commercialization rights through a separate license agreement. Government and nonprofit sponsors generally allow rights to intellectual property that arises from the research program to vest with the College, subject to certain retained rights held by the sponsoring agency. 7 SPECIAL AGREEMENTS Since the College aims to encourage creativity, it reserves the right to allow some flexibility in applying this policy on a case by case basis. In such cases, ownership of materials developed pursuant to a special agreement between the College and the creator will be governed by the provisions of any such agreement.
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8 WAIVER OR RETURN OF RIGHTS The College may in its sole discretion waive, transfer, or license to the creator its rights in any intellectual property when such action does not conflict with obligations to other interested parties. This could occur for instance, if the costs for protecting and developing the intellectual property are not likely to be matched by anticipated income. If at any time the College shall terminate its effort to seek protection of intellectual property, or to discontinue commercial development, the inventor shall, upon filing a request with the College and completing appropriate transfer of rights, be free at his or her expense to seek a patent or copyright, and/or develop, license, and otherwise use the material, subject to the College's rights to reimbursement of incurred costs and sharing of future royalties, in amounts to be negotiated between the College and the creator on a case by case basis. 9 ADMINISTRATION OF INTELLECTUAL PROPERTY The Office of Academic Excellence will be responsible for day-to-day management of all College intellectual property issues, and shall be empowered to negotiate the College's rights under these policies. 9.1 Disclosure Intellectual property disclosable hereunder shall be disclosed to the Office of Academic Excellence, which will be responsible for timely review of all disclosures. This Office will: - complete a review of the patentability and marketability of the intellectual property and
prepare a recommendation for the Vice President, Academic Excellence and Innovation regarding the protection and the commercialization of the intellectual property
- be responsible, working with creators, for obtaining patent, copyright, or other protection of intellectual property owned by the College hereunder, and for marketing and licensing of all such intellectual property rights
- set up and manage individual expense and income accounts for intellectual property that is vested in the College under this policy.
College personnel who wish to pursue the commercialization of their independently developed and owned intellectual property through the College may offer such intellectual property to the College by disclosing the intellectual property to the Office of Academic Excellence. The Office will evaluate the commercial potential of the intellectual property and make a recommendation to the Vice President, Academic Excellence and Innovation regarding the acceptance of the intellectual property. Acceptance of such intellectual property by the College will be made at the sole discretion of the College and will require creator(s) to accept all provisions of this policy, including the assignment of rights and income distributions.
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10 INCOME DISTRIBUTION 10.1 Costs and Net Royalty Income Unless otherwise agreed, Net Royalty Income shall mean gross royalties in the form of cash or cash proceeds whether from the sale of equity or obtained in licensing transactions, less commercialization costs, including but not limited to billed costs for protection of intellectual property, marketing, legal fees and other licensing costs, as well as a share of royalties for non-reimbursed costs as follows: 10% of Net Royalties up to the first $150,000 and 2% of Net Royalties over $150,000. 10.2 Distribution of Net Royalty Income With respect to intellectual property owned by the College hereunder Net Royalty Income shall be distributed (usually annually) as follows: - 40% Creator(s) (personal) - 20% Creator's Department or equivalent unit (for support of research and other creative
activity) - 20% Creator's School (Dean's fund for support of research and other creative activity) - 20% College (Office of Academic Excellence funds for discretionary support of research and
other creative activity) In the event of joint creators, the payments made to the inventor under the above schedule shall be divided equally among the creators, except as may be otherwise agreed to by the creators and approved by the Office of Academic Excellence. In the event the College receives other than monetary consideration in connection with any license, such as equity, such consideration shall be considered Gross Royalties and shall be apportioned according to the above schedule. Any equity received by the College may be held by the College until such time that the College decides to liquidate such equity. The College has the sole right to determine the disposition of intellectual property in which it has equity. Payments for research or contributions of equipment shall not be considered Gross Royalty Income but shall be the sole property of the College. The College may postpone the distribution of Net Royalty Income when future expenses relating to the applicable technology, such as patent prosecution costs, or an infringement suit, are reasonably anticipated. 10.3 Creator Equity Participation College policy on conflict of interest does allow creators to receive equity in return for their contributions to companies as founders or consultants, as long as the creator discloses his/her equity position and is otherwise in compliance with the College Conflict of Interest Policy. In the event the creator receives equity from the company, and the College has negotiated as licensor a royalty bearing license, or an option for such a license, with respect to intellectual property, the creator shall agree to waive his or her share of Net Royalty Income received by the College and the College shall retain it.
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College personnel who are planning to direct or participate in a research program sponsored by a company in which they hold equity must disclose their equity position, and agree to periodic review of their participation in the project, by the Director of Academic Excellence or her/his designee. The purpose of such review is to assess potential conflicts between company sponsored research and other research programs in the creator's laboratory and to monitor compliance with College policies. 10.4 Conflict Resolution The Director of Academic Excellence is responsible for the administration of this policy. The Office of Academic Excellence will handle questions regarding the application, interpretation or implementation of the policy, or regarding disagreement among creators concerning assignment of rights or sharing of royalties. Disagreement with any determination made by that Office may be directed to the Vice President, Academic Excellence and Innovation or his/her designee for a final determination. 11 USE OF GEORGE BROWN NAME, MARK, OR INSIGNIA The George Brown College name, seal, and logo may not be used: - in conjunction with any private or commercial enterprise; - in tandem with the advertisement of any product; or - by any individual or group promoting itself. Use of the College name, seal or logo on letterhead and business cards is standardized and regulated by the Communications and Marketing Department. Any questions regarding the use of the College name, seal, or logo in circumstances other that the ones listed above should be referred to the Director of Communications.
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GLOSSARY OF TERMS A Academic Dishonesty Dishonest practices, some of which include fabrication of data, altering transcripts or other official documents, cheating on exams or assignments, presenting another’s work (in whole or in part) as one’s own (plagiarism) or buying or selling assignments, impersonating someone in an exam or test, or the making false statements relating to academic work by a student. Academic Employees Used interchangeably with “faculty” to refer to full-time, partial-load, part-time, and sessional professors, instructors, counsellors, and librarians. Academic Forgiveness Defined Academic forgiveness is a process by which a student's academic performance prior to an absence may be expunged from the student's transcript, enabling a former student to have a fresh start in his/her academic studies. Administrators Used interchangeably with "administrative staff" and "managers" to refer to any person in the College who serves as a Dean, Director, Manager, or Chair. Advanced Standing Courses taken at other colleges or institutions may be given credit towards a George Brown course. These courses are recorded as AS on the students’ transcripts. AEG – Pass by Aegrotat Awarded to students who, for compelling reasons, were unable to complete a portion of their course or write the final examination. Their performance was otherwise more than satisfactory, but they would have failed the course because of the missed evaluation. Appeal A generic term for a request to have a decision reviewed by an impartial body. Applied Degree Applied degrees are undergraduate bachelor (baccalaureate) degrees with an applied focus in a particular field. The program combines theory and analytical skills with a practical, career-focused education, preparing individuals to work in a profession or earn a professional designation or standing while also earning a degree. Students graduate with a Bachelor of Applied Arts (BAA) degree rather than a Bachelor of Arts (BA) degree. ATT – Attend Grading symbol used to denote attendance in the first semester of a two-semester course. This refers to courses that are still in progress because they last more than one semester.
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AUD – Course Audited Without Formal Evaluation A credit course is identified by a specific number and carries a particular credit value. Students who decide formally to waive that credit, by choosing not to be evaluated or graded, are considered to be auditing the course. B, C CM – Course Completed Generally, this grading symbol is used for part-time courses that do not have an academic credit (CR) implication and to show that students completed some activity prescribed by the College. The opposite of CM is NP (Not Passed). Code of Conduct George Brown has designed codes of conduct for students, academic employees, support staff and administrative staff outlining the personal and professional expectations of behaviours required by students and staff. Collaborative Programs Degree level programs may be collaborative programs with other universities when the degree is granted by the university. Students must meet all the requirements as determined by the degree granting institution and may receive diplomas from the colleges as part of the degree level studies. Students must meet the all requirements for the diploma. College Premises Any physical space where College-supervised activity takes place (e.g., on campus, at an athletic event, on a field trip, etc.). College Staff Member All individuals employed by George Brown College (includes academic employees, support staff, and administrators in the College.) Conditional Acceptance Applicants who fail to meet the non-academic or academic requirements may be accepted on a conditional basis at the time of application. Applicants must provide proof of requirements by September 1st of the academic year. Convocation The graduation ceremony where students receive their diplomas and certificates. Copyright The sole right to produce or reproduce a work or any substantial part in any material form (as defined by the Copyright Act, 1970).
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Copyrightable Intellectual Property This includes, without limitation, all creative works, electronic or paper documents, software (including source code and object code), multimedia or audiovisual materials, and photographs, and any other materials that may be copyrightable under Canadian law (whether or not produced in the Canada). Copyrightable material shall include educational or research software, but shall not include software other than educational or research software. Course Electives A course that does not form part of the base core academic requirements for a program. CR – Credit Granted Grading symbol used on transcipt. Credit/Course Equivalency George Brown course credits that are earned directly, granted as equivalent, or obtained through Advanced Standing are used towards the granting of a certificate or diploma. These courses may be used toward the granting of subsequent certificates or diplomas when specific criteria are met. Duplicate use of credit may be denied by the receiving College official(s) where competence in the relevant course(s) cannot be clearly demonstrated or documented. Credit Value Credit value for course. With the exception of practicum/fieldwork components of courses, a course is equal to one credit if it has one instructional hour per week, per semester. A course that is seven weeks or 21 hours in duration is equal to a half-credit. Cumulative Grade Point Average (CGPA) The CGPA is the sum of the course grade points for all courses divided by the sum of the course credits. The total grade point average is calculated for all courses taken at the time of calculation. Curriculum Pattern The academic requirements of the diploma, certificate, or applied degree program. D Deferred Examinations A deferred examination privilege may be granted for circumstances arising on compassionate grounds, such as a death in a family, illness, or other circumstances beyond the student's control. The Chair/designate may grant deferred examinations. Disciplinary Action Students or staff who contravene College regulations or commit offences against persons or property may incur consequences that relate to the seriousness of the offences. DNA – Did Not Attend Grading symbol used on transcripts.
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E EX – Exempted Grading symbol used when student is exempt from a course. Expulsion Students who violate the code of conduct may be removed or discharged from the College. In these cases, registration is revoked and fees are forfeited. F Faculty Used interchangeably with “academic employees: to refer to full-time, partial-load, part-time, and sessional professors, instructors, counsellors, and librarians. Fast Track Program Students may finish their programs faster if they have been granted an Advanced Standing in a course or when their program has courses that are offered through the summer semester. Full-Time Enrolment Students are considered full time if they are taking 67% of the prescribed courses for their program, or 70% of the program contact hours (defined as instructional or classroom time) in any given semester. Students with disabilities may qualify for a reduced course load (40%-69%). G GNR – Grade Not Reported The grading symbol indicating that no mark has been submitted at the time the marks were being produced. General Education In the community college milieu, general education are those elements of the curriculum that lead towards the overall betterment of the student as a contributing member of the community. General education should: enhance the student's ability to reason, to appreciate, and to communicate effectively encompass life skills and promote a sense of worth in the student, and form part of the fabric of all curricula offered to the student by the College. General Education Exemptions Some students may be eligible for exemption from general education electives and/or courses. These students must apply for an exemption and must meet the minimum requirements.
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To be exempt from a general education elective, students must have taken a college or university credit (minimum mark of C-) in a general education course not previously used for exemption. Grade Point Average (GPA) The sum of the course grade points for all courses divided by the sum of the course credits. This average is calculated for the courses taken in a single term. Grading Symbols Special symbols (e.g., AS – Advanced Standing) used on transcripts to describe a student’s performance in a course or the way the final grade was achieved. H Honours Standing Cumulative grade averages of 3.50/3.70 or more are used to identify students with honours standing and to rank students for scholarships, awards, and Deans’ Lists. I INC – Incomplete Course The grading symbol temporarily given to students who were unable to finish part of the course required for complete evaluation. In Good Standing – Passing Grades Students must pass all courses, and have a term grade point average (TGPA) equal to or above 1.70 (for diploma programs) and 2.30 (for degree programs). Infractions An infraction occurs when students violate the College’s rules or student codes of conduct. MINOR infractions include disruptive and disrespectful of others on College property (e.g., shouting or "roughhousing," smoking in restricted areas, or loitering on College property). MAJOR infractions include disruption of the academic environment; theft on College premises; making threats to the safety and security of others; harassing other members of the community; promoting racism or hatred of others; breach of trust in work, field, or clinical placements; and vandalism of College property. Intellectual Property Inventions, discoveries, and creative works that are developed by individuals at the College that may have commercial as well as scientific and scholarly value. Examples of intellectual property includes, but is not limited to: - inventions; - creative works; - patentable subject matter; - copyrightable materials;
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- know-how, electronic or paper documents; - software (including source code and object code); - multimedia or audiovisual materials; and - photographs. International English Language Testing System (IELTS) A recognized testing system that is designed to measure an individual’s English language skills. It is commonly used by students when studying or training in the medium of English. J, K, L Learning Resource Centre (LRC) George Brown provides educational materials in the LRC that are available for use by faculty members and students. M Manager The administrative staff member (e.g., may be Chair or Dean) who initially imposes a sanction. Mature Students Individuals who do not have the OSSD or equivalent but wish to resume their education, may be accepted as a mature student if they meet the conditions required. Michigan English Language Assessment Battery (MELAB) An advanced level or group of English language proficiency tests, designed to measure an individual’s proficiency in writing, listening, reading, and speaking. It is commonly used for non-native speakers of English who will need to use English for academic purposes at the college and university level. N NP - Not Passed The grading symbol used for courses not requiring a grade (i.e., A – F). Students with an NP grade in a required course will not be permitted to graduate. This symbol has no effect on the GPA calculation. O Ontario College Application Services (OCAS) The Ontario College Application Services provides administrative systems and application processing services for Ontario’s Colleges of Applied Arts and Technology, and three Agricultural Colleges affiliated with the University of Guelph and the Michener Institute for Applied Health Sciences. The OCAS processes applications and acceptances for college programs. Applicants may choose up to 5 programs when applying through this service (www.oacs.on.ca)
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OSSD Ontario Secondary School Diploma OAC Ontario Academic Course Ontario Student Assistance Program (OSAP) A government supplement to assist Canadian students and their families to meet the costs of postsecondary education. It is not intended to supply all the assistance required for educational and living costs. For details, refer to the Ministry of Training, Colleges and Universities. Overscribed Programs When the number of students outnumber the number of spaces for a course/program. P P – Passed The grading symbol used for courses not requiring a grade (i.e., A – F). This symbol has no effect on the GPA calculation. Patentable Intellectual Property This includes, without limitation, all inventions, discoveries, know-how (despite the fact that these may not benefit from patent protection) and discoveries or other material that is patentable under Canadian law (whether or not produced in the Canada), as well as all software that is excluded from "copyrightable material" (whether or not patentable under Canadian law). Permanent Academic Record That which is maintained by the Registrar under the CRAO Guidelines, exemplified by the official transcript. Petition A request to have an administrative decision reviewed by an impartial body. Post Admission Skills Assessment Students lacking the standard English, Math and/or Science admission requirements may take assessment tests to ensure they are placed in the appropriate course level. Post-secondary Education Quality Assessment Board (PEQAB) An arms-length advisory agency that makes recommendations to the Minister of Training, Colleges and Universities of Ontario on applications for ministerial consent under the terms of the Post-secondary Education Choice and Excellence Act, 2000. This government-appointed academic panel that studies all aspects of the program before recommending acceptance to the Minister of Colleges and Universities. For more information about PEQAB and the applied degree program approval process go to www.peqab.edu.gov.on.ca.
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Pre-requisites Some courses in a program must be completed before the next required courses can be taken. In these cases, the preliminary courses in the sequence are considered pre-requisite courses to the next level of courses. Prior Learning Assessment and Recognition (PLAR) Individuals with significant work and/or life experience can have their skills and knowledge assessed for course credits toward a college credential. PLAR gives students credit for knowledge and skills they have gained through life experience such as work or volunteer experience. Probation A temporary status requiring fulfillment of specific requirements (e.g. a student may be admitted to the College (probationary admission) but must pass all their courses to obtain regular registration status. Program Electives A course elective is not part of the base core academic requirements for a program. Rather, it is a course of study selected by the student that: is of immediate interest to the student, and/or will enhance the student’s general body of discipline-specific knowledge but is beyond the base core academic requirements as specified for a program. Program Transfer With the appropriate approvals, George Brown students may transfer from one program to another. Q, R Refusal of Further Registration Students have no opportunity to submit a future application or registration. This usually applies to the entire College but can be restricted to a single program or division. Removal from the Premises Students are physically removed from College property. This may be confined to a specified area, a whole campus, or the whole College. Students may not re-enter without permission. Research Ethics George Brown College ensures that all research (defined as a systematic investigation of an issue, topic, group of individuals, etc., that uncovers new information or interprets existing data) is carried out in an ethical fashion and is consistent with the principles of George Brown College policies, procedures, and values. The Research Ethics Policy is designed to minimize the College’s liabilities associated with research at the institution or research undertaken by members of the College community who may use the College name to gain access to other settings. These liabilities include, but are not limited to, guarding against ill effects to participants.
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Residency The required percentage of courses/credits (i.e., 25%) that must be earned at George Brown College in order to obtain a diploma, certificate, or degree. This percentage excludes courses that are exempt or are graded as Advanced Standing. S SD – Standing Deferred This grading symbol is awarded when the student, for reasons beyond his/her control, was unable to complete the course and is unlikely to do so within 60 days (in which case INC would be used). The Promotions Committee grants this status. Semester A semester or term is one academic session, usually 4 months in duration (e.g., September to December). SUP - Supplemental Privilege This grading symbol is used to indicate that supplemental privilege has been granted by a grade of "S," which excludes the course from GPA calculations. The Promotions Committee determines whether a student may take a supplemental exam or assigment. Supervisor A generic term that refers to the next level of potential management intervention (e.g., faculty members have Chairs, Chairs have Deans, etc.). Suspension A time-limited removal from the College, a program, or class(es) and coincident restriction of all privileges associated with registration. T Term See definition for Semester. Test of English as a Foreign Language (TOEFL) A recognized testing system that is designed to measure an individual’s proficiency in English. It is commonly used by students when studying or training in the medium of English. Transfer Credits Transfer credits are those resulting from study done elsewhere, which are used to determine individual course exemptions, or entire terms of Advanced Standing toward a George Brown College program. Transcripts Official student records/grade reports containing the student’s course and overall grades.
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U, V, W Withdrawal A student may withdraw from a course or the program. If students withdraw prior to the Withdrawal date with the required notification, their academic record will not be affected. If students withdraw after the withdrawal date or without the required notification, then they will be assigned a grade of F. The grading symbol is “W”. Withdrawal of Permission to Attend Class(es) Students may be prevented from attending class(es) without revocation of enrolment in the class or registration in the program. This is usually for a designated period of time and is less severe than suspension. X, Y, Z
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APPENDICES
APPENDIX A: PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR) PROCEDURES
PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR) PROCEDURES
For Information regarding PLAR and to reach the PLAR Coordinator contact the Access Centre
of Excellence Ext. 2953 George Brown PLAR Process – All Departments 1) PLAR is open to all individuals who are interested in gaining credit for college courses.
When a candidate who is not enrolled in a program calls the PLAR office, he/she will be given general information about what PLAR is and how it operates in the College.
If the candidate wishes to proceed, the PLAR Coordinator will identify the course that the candidate wants to be exempted from. This may mean: - talking to the candidate about his or her experiences; - reviewing the course calendar, course descriptions, and course outlines; - providing information on other George Brown College resources; and - providing information on particular department challenge processes.
Candidates will be informed whether a challenge process is available for that course. If a challenge process is available, candidates can be given a description of the challenge process and told how long it will take to arrange. If the challenge process is not available, candidates should be told when it will be available. If the course is closed to PLAR, candidates should be given the reasons.
2) Once a course or program has been identified, the PLAR Coordinator will refer the
candidate to the department's Chair or Coordinator concerned with more specific course/program details.
Initially, candidates may only need information to decide whether to proceed. This might involve the Chair or Coordinator doing the following:
- interviewing the candidate; - informing the candidate about specific departmental PLAR processes; - setting up an interview between faculty members and the candidate; - telling the candidate about resource material and where it is available; and - arranging for the audit of a class.
3) If the candidate chooses to proceed, he/she will be asked by the PLAR Coordinator and /or
Chair to complete the PLAR Application form. As appropriate, other members from the department undergoing the PLAR procedure are then informed about the candidate.
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APPENDIX A: PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR) PROCEDURES 4) The challenge process or portfolio assessment is always conducted by the department that
offers the course. The challenge process may include an interview, a field placement, a lab, an exam, an essay, a demonstration, or a combination of these.
5) When the challenge process is complete, the department informs the candidate of the result.
Please note the following: - PLAR assessments require an actual mark, and the candidate is graded on her/his
ability to meet the course outcomes; - PLAR failures are not recorded on grade reports, transcripts, etc.
Candidates must pay the non refundable PLAR fee before undergoing the PLAR challenge process. The department will submit the fully completed PLAR application form and payment to the PLAR Coordinator, who will then process it and forward it to Central Registration.
6) Completed PLAR assessments will be kept in the department for a period of time and must
remain confidential, according to College policy. An administrative record of the candidate’s PLAR will be kept at the PLAR office.
7) Appeals
Candidates have the right to appeal a failure or appeal the PLAR process designated for a given course. - For a failed PLAR course, the candidate will use the process as designated in the
academic appeals process - For an appeal of a PLAR failure, the candidate must state his/her case before two or
more subject matter experts and the Chair or Program Coordinator of that 8) Dates for PLAR Applications for Full-time Programs
- Fall Semester: May 15 - Winter Semester: October 15 - Spring Semester: February 15
APPENDIX B: FREEDOM OF INFORMATION AND PROTECTION OF PRIVACY AGREEMENT
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APPENDIX B: FREEDOM OF INFORMATION AND PROTECTION OF PRIVACY AGREEMENT This agreement is made between __________ (name of researcher), referred to below as the researcher, and George Brown College, referred to below as the College. The researcher has requested access to the following records or information or persons which may lead to collecting personal information that is under the custody or under the control of the College (describe the records below). The researcher understands and promises to abide by the following terms and conditions:
1. Information will be only disclosed in aggregate form so as to protect the identity of individuals.
2. The researcher will not use the information in the records for any purpose other than the following research purpose unless the researcher has the College’s written authorization to do so (describe the research purpose below). _____________________________________________________________ _____________________________________________________________ _____________________________________________________________
3. The researcher will give access to personal information in a form that ensures that the individual to whom it relates can be identified only to the following person (name the person below).
4. Before disclosing personal information to the person mentioned above, the
researcher will enter into an agreement with this person to ensure that he/she will not disclose it to any other person.
5. The researcher will keep the information in a physically secure location, access to which will be restricted to the researcher and to the person mentioned above.
6. The researcher will destroy all records linking individual identities to the information by ________(date). [Please note and check change here]
7. The researcher will notify the College in writing immediately upon becoming aware that any of the conditions set out in this agreement has been breached.
Signed at ____________________ this _______ day of __________ (month) ______ (year) Principal Researcher (Signature) _________________________________ Principal Researcher (Name Printed) ______________________________ Representative of George Brown College (Signature) _______________________________ Representative of George Brown College (Name Printed) ____________________________ Address __________________________________________________ Telephone _________________________ Fax _______________________________ Email _____________________________
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APPENDIX C: SCHEDULE OF RELATED COLLEGE POLICIES AND OTHER PERTINENT DOCUMENTS Ontario Human Rights Code (Human Resources Manual) Prevention of Discrimination and Harassment Policy (available through the Human Rights Office) Sexual Harassment (Human Resources Manual) Persons With Disabilities (Human Resources Manual) Race and Ethnic Relations Policy (available through the Human Rights Office) Special Needs Policy (available from Student Affairs) Freedom of Information and Protection of Privacy Act (available through the Human Rights Office) George Brown College Policies and Procedures and Codes of Conduct (widely distributed and specifically available in the Human Resources Manual, as well as through all faculty and all administrative offices) Race and Ethnic Relations Policy (available through the Human Rights Office) Special Needs Policy (available through Student Affairs Disability Services)
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APPENDIX D: ONTARIO HUMAN RIGHTS CODE – RELEVANT PROVISIONS ONTARIO HUMAN RIGHTS CODE
Relevant Provisions
(Chapter H.19)
Whereas recognition of the inherent dignity and the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world and is in accord with the Universal Declaration of Human Rights as proclaimed by the United Nations;
And whereas it is public policy in Ontario to recognize the dignity and worth of every person and to provide for equal rights and opportunities without discrimination that is contrary to law, and having as its aim the creation of a climate of understanding and mutual respect for the dignity and worth of each person so that each person feels a part of the community and able to contribute fully to the development and well-being of the community and the Province;
And whereas these principles have been confirmed in Ontario by a number of enactments of the Legislature and it is desirable to revise and extend the protection of human rights in Ontario;
Therefore, Her Majesty, by and with the advice and consent of the Legislative Assembly of the Province of Ontario, enacts as follows:
Part I FREEDOM FROM DISCRIMINATION
1. Every person has a right to equal treatment with respect to services, goods and facilities, without discrimination because of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, age, marital status, family status or handicap.
2. (1) Every person has a right to equal treatment with respect to the occupancy and accommodation, without discrimination because of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, age, marital status, family status, handicap or the receipt of public assistance.
(2) Every person who occupies accommodation has a right to freedom from harassment by the landlord or agent of the landlord or by an occupant of the same building because of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, age, marital status, family status or handicap.
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APPENDIX D: ONTARIO HUMAN RIGHTS CODE – RELEVANT PROVISIONS ONTARIO HUMAN RIGHTS CODE
3. Every person having legal capacity has a right to contract on equal terms without discrimination because of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, age, marital status, family status or handicap.
4. (1) Every sixteen or seventeen year old person who has withdrawn from parental control has a right to equal treatment with respect to occupancy of and contract for accommodation without discrimination because the person is less than eighteen years old.
(2) A contract for accommodation entered into by a sixteen or seventeen year old person who has withdrawn from parental control is enforceable against that person as if the person were eighteen years old.
5. (1) Every person has a right to equal treatment with respect to employment without discrimination because of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, age, record of offences, marital status, family status or handicap.
(2) Every person who is an employee has a right to freedom from harassment in the workplace by the employer or agent of the employer or by another employee because of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, age, record of offences, marital status, family status or handicap.
6. Every person has a right to equal treatment with respect to membership in any trade union, trade or occupational association or self-governing profession without discrimination because of race, ancestry, place or origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, age, marital status, family status or handicap.
7. (1) Every person who occupies accommodation has a right to freedom from harassment because of sex by the landlord or agent of the landlord or by an occupant of the same building.
(2) Every person who is an employee has a right to freedom from harassment in the workplace because of sex by his or her employer or agent of the employer or by another employee. (3) Every person has a right to be free from
(a) a sexual solicitation or advance made by a person in a position to confer, grant or deny a benefit or advancement to the person where the person making the solicitation or advance knows or ought reasonably to know that it is unwelcome; or
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APPENDIX D: ONTARIO HUMAN RIGHTS CODE – RELEVANT PROVISIONS ONTARIO HUMAN RIGHTS CODE
(b) a reprisal or a threat of reprisal for the rejection of a sexual solicitation or advance where the reprisal is made or threatened by a person in a position to confer, grant or deny a benefit or advancement to the person.
8. Every person has a right to claim and enforce his or her rights under this Act, to institute
and participate in proceedings under this act and to refuse to infringe a right of another person under this Act, without reprisal or threat of reprisal for so doing.
9. No person shall infringe or do, directly or indirectly, anything that infringes a right under this Act.
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APPENDIX E: ACADEMIC DISCIPLINE REPORT
Academic Discipline Report Form To be completed by faculty members and forwarded to the Chair of the student’s program of study. Name of Student: Date: Course: Program: Faculty Member: Nature of the Offence: Action Taken: Student’s Comments: Student’s Signature: Faculty Member’s Signature:
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APPENDIX F: REQUEST FOR APPEALS HEARING FORM
CHECKLIST FOR STUDENTS WHO ARE CONSIDERING REQUESTING A FORMAL REVIEW
OF A FINAL COURSE GRADE OR PROGRAM ASSESSMENT One of the goals of the educational process is to encourage collaboration and dialogue between faculty and student; you should monitor your progress in each of your courses and ask faculty for feedback and help. The formal request to review a final grade or assessment is part of a process designed to ensure that you have access to a thorough, respectful, and impartial review of your concerns. This Checklist may prove helpful to you in deciding whether to request a formal review. Please check the items that apply to your concern:
I have attempted an informal discussion with my professor regarding the mark in question. (Sometimes simple mistakes in grade calculations or entry of marks occur, and problems can be easily resolved.)
I have attended class regularly (or have at least met the minimum participation requirements established by the Policies and Procedures of my Division), and I have completed assignments, projects, and other activities set out by the professor for evaluation on time, in accordance with the Code of Student Conduct: Academic.
I understand that the appeal will be deemed to have lapsed if I do not initiate it or follow through with it according to the time frames stipulated. (Note: the phrase "working days" as used on Form A and B and in the academic Appeals Policy refers to the actual days that your program in the College is in operation and does not include holidays or days when the College is closed for any reason.) Student Signature:_______________________ Date:____________________ NOTE: if you believe that violations of the Ontario Human Rights Code have occurred, do not proceed with this request. Instead, consult with your Chair, who will advise you regarding the procedures to be followed in making human rights complaints.
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APPENDIX F: REQUEST FOR APPEALS HEARING FORM
FORM A: REQUEST FOR REVIEW
This request for a formal review of a final course grade or program assessment must be initiated within ten working days of your receipt of the final mark in the course or program in question. To initiate the process, complete this form and take it, together with your completed and signed Checklist, to the Chair of the faculty member who taught the course to be reviewed. The Chair (or designate) will sign and date this form, give you a copy to keep, and ensure that due process is followed in handling this request for review. Faculty should respond to this request for a review interview within five working days from the date on this form. If you have not heard from your professor within that time, you should take this form back to the Chair who will attempt to resolve the matter. Student Name_____________________________ I.D.#_________________________ Mailing Address- Street__________________________City______________________ Postal Code__________ Phone________________________ E-mail_____________________ Student Signature__________________________________ Dear Professor ________________________, This is to advise you that I wish to schedule an interview to review my grade of ___________ in _____________________ (course number and title), for the following reasons: (Please state the specific reasons you feel that the mark you received is an unfair assessment of your work. Reference tests, exams, assignments, or any other evaluation and attach a copy if available or any other material that will assist with a review of the mark or academic status.) Signature of Chair or designate of professor's department Date _______________________________________________ _________________
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APPENDIX F: REQUEST FOR APPEALS HEARING FORM
FORM B: REQUEST FOR REVIEW The Chair will attach Form B to the signed and dated copy of Form A and the Checklist and will forward all the documents to the faculty member whose grade is being reviewed. If the faculty member is not available or does not respond to the request, then the Chair will attempt to mediate a resolution and will complete Form B with the student. SUMMARY OF REQUEST FOR REVIEW INTERVIEW This summary is to be written together in collaboration by the faculty member (or Chair) whose grade is being reviewed. If the faculty member is not available or does not respond to the request, then the Chair will attempt to mediate a resolution and will complete Form B with the student. Student and faculty member (or Chair) should each keep a copy of the signed and dated form.
Agreement reached Agreement not reached
Summary: Faculty Member of Chair ___________________________Date_________________ Student _______________________________________Date_______________ Note to Student: If you were unable to resolve this matter with your professor, take this signed and completed form back to the Chair, who will discuss the outcome with you. The Chair may, at his/her discretion, convene a meeting with you and the faculty member involved, in a final attempt to resolve issues for all but failing grades. If this review concerns a failing grade, you may request that the Chair initiate a formal Appeals Process as specified in the College Appeals Policy. Please note that if this matter goes to step two of the Appeals Process, personal information relating to you could be shared. I wish to proceed with a formal appeal of my failing grade or academic status ________. Student____________________________________ Date _________________
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APPENDIX G: PROCEDURES AND PROTOCOLS FOR APPEAL PROCEEDINGS
Procedures and Protocols for the Proceedings of Academic and Disciplinary Appeals Committees
1.0 This summary of procedures is designed to provide all participants on the academic and
discipline Appeals Committees with an understanding of the processes that will be followed during the hearings of College appeals on grades and discipline. Human rights Appeals Committees follow a different protocol, which is defined in the College Prevention of Discrimination and Harassment Policy.
1.1 All participants in an appeals hearing must read the following procedures prior to the
commencement of a hearing. 1.2 It is the duty of the academic/discipline Appeals Committee Chair to ensure that all
members of the Committee have read and understand the procedures and protocols outlined in this document.
The Procedures of an Appeals Hearing 2.0 COMPOSITION OF APPEALS COMMITTEE 2.1 As specified in the College Appeals Procedures, Committees hearing academic appeals
are structured somewhat differently than those hearing disciplinary appeals. The responsibility for assembling the Committee rests with either the student’s Chair, in academic appeals, or the Registrar, in disciplinary appeals. In both cases, it is the College's intention that members of Appeals Committees have no prior involvement in the appeal.
2.2 Prior to the commencement of the hearing, any member of the Appeals Committee must
disclose any conflict of interest. Any such member so declaring will be disqualified from sitting on that Appeals Committee and a suitable alternate will be found.
3.0 NOTICE OF APPEALS HEARINGS 3.1 The convenor of these hearings will ensure that all participants in the process have
received due notice of the date, time, and location of the hearing. Unless the appealing student agrees, such notice cannot be shorter than two working days after receipt of a request for a hearing and cannot exceed ten working days of receipt of notice. In either case, it is the responsibility of the convenor to ensure that the student has received proper notice of this hearing.
3.2 If the student is unable to attend the hearing at the proposed time, he/she must notify the
Chair of the Committee within two days of receipt of the notice of the hearing so that an alternative date can be arranged. If the Chair has not received appropriate notice or if the student does not attend the hearing, the Committee may, at its discretion, proceed in absence of the student.
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APPENDIX G: PROCEDURES AND PROTOCOLS FOR APPEAL PROCEEDINGS
3.3 The appeals hearing will commence at the date and time specified by the convenor. 4.0 ATTENDANCE AT THE HEARING 4.1 Present at the hearing will be the following people:
- the student who has brought the appeal, and, if desired, his/her advisor - all members of the Appeals Committee as specified in the College Appeals Policy
and Procedures - the faculty member, College staff member, or Promotions Committee
Chair/designate involved at Step One of the process; an advisor may accompany the faculty/staff member or Promotions Committee Chair/designate to this hearing
- a recorder who will record the proceedings of the hearing – this person is normally a court reporting student or a court reporter.
5.0 THE PROCESS OF THE HEARING 5.1 The Chair of the Appeals Committee will call the hearing to order and will introduce
himself/herself to the student. The Chair will then ask everyone in the room to introduce themselves and to identify their particular reason for being present.
5.2 Normally, the members of the Committee hearing the appeal will seat themselves close to
the Chair at the "head" of the table to help all participants understand who they are. This is not always possible in all rooms where hearings are held.
5.3 The Chair will then review for all participants the procedures and protocols for the hearing. 6.0 STAGE ONE OF THE HEARING 6.1 The Chair will invite the student to present his/her case to the Appeals Committee. As this
hearing provides the final opportunity for the student to make his/her case, the Committee will be indulgent in an allotment of time. The Chair may intervene to end repetition and/or to clarify where arguments are going. It is the intention of the College that, within reason, a student be provided as much time as required to make his/her case and to ensure that a student has, in fact, said everything he/she needs to say. Such questions from the Chair as "Is there anything else you wish to add?" or "May we be satisfied that you have stated your entire case?" are entirely appropriate to verify that this is the case.
6.2 At the end of the student's presentation, the members of the Committee may ask the
student questions for the purpose of clarification. The faculty member or Promotions Committee Chair/designate is not permitted to ask questions directly of the student.
6.3 When the student has completed his/her presentation and members of the Committee
have asked all their questions, the Committee Chair will then invite the faculty member or Promotions Committee Chair/designate to present his/her side of the case to the Committee. Normally, this case will include a review of the relevant documents provided to the Committee and a summary of the key points of the processes of resolution taken to
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date.
6.4 At the end of the faculty member's or Promotions Committee Chair/designate's
presentation, the Committee members may ask the faculty member or Promotion Committee Chair/designate questions.
6.5 The student may not ask questions directly of the faculty member or Promotions
Committee Chair/designate. 6.6 If the Committee deems it desirable, the Chair of the Committee may also call upon the
Chair of the student's program of study to present an overview of the program in order to assist the Committee members to understand the relevance of this appeal to the overall program of study and the student's completion of that program.
6.7 This completes the first phase of the hearing. At this stage, all members of the Committee
should have heard all of the issues, reviewed all relevant documents with the people concerned, and have been satisfied that everyone has stated, as completely as they can, their respective positions in relation to these issues.
7.0 STAGE TWO OF THE HEARING 7.1 Stage two permits another round of clarification. The Chair of the Committee will invite any
of its members to ask questions of clarification to any of the presenters. 7.2 When all clarifying questions have been asked, the Chair will invite the faculty member or
Promotions Committee Chair/designate to provide the Committee with a summary statement of his/her position.
7.3 The Chair will confirm that the student has had an opportunity to make all relevant
submissions to the Appeals Committee. 7.4 If the student indicates that he/she wishes to say more, the Chair should allow this
request with the proviso that the student understands that the Committee will allow the faculty member or Promotions Committee Chair/designate an opportunity to respond to new or additional information raised by the student.
7.5 The Chair will then close stage two of the hearing. At this time, the Chair will request the
student, the faculty member or Promotions Committee Chair/designate, the recorder, the advisors, and anyone who is not a member of the Committee to leave the hearing room.
8.0 STAGE THREE OF THE HEARING 8.1 Stage three consists of a comprehensive, confidential, and candid review by the
Committee of all submissions and evidence presented to the members of the Committee. No notes or minutes are taken during this review.
8.2 It is the Chair's role to ensure that the discussion of the Committee members remains
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APPENDIX G: PROCEDURES AND PROTOCOLS FOR APPEAL PROCEEDINGS
focussed upon the relevant submissions and evidence.
8.3 The Committee will conclude its deliberation with one of three recommendations:
- uphold the appeal and order that the disputed grade, Promotions Committee’s decision, or the disputed disciplinary sanction be modified
- deny the appeal and uphold the disputed grade, decision, or sanction - impose specified terms of performance or behaviour in order to modify a disputed
grade, decision, or sanction; e.g., complete a special supplemental examination to a specified percentage of achievement in order to change a grade
8.4 Once the Committee has reached a decision, the Chair will prepare a memo that provides
a brief explanation of the reason for the decision. All members of the Committee will sign it to demonstrate formally the decision that they have reached.
8.5 The Chair of the Appeals Committee, by means of a letter, will inform the student of the
decision of the Committee within five working days. The faculty member, the program Chair, the divisional Dean, and the Registrar will also receive a copy of this letter.
8.6 The Checklist and Forms A and B will be submitted to the Office of the Registrar at the
conclusion of all appeals hearings. The transcript of stages one and two of the hearings and one copy of all relevant documents will be stored in the Office of the Registrar. The documentation will be retained in the Office of the Registrar for a period of two years after which the documentation will be destroyed.
8.7 The Chair of the Committee is responsible for assembling all other copies of all
documents gathered during the review and appeals process and ensuring they are destroyed.
8.8 Students who have gone through the process, may, upon making a formal request to the
Registrar, have access to the transcript of their hearing. Such access will take place on campus, in an area designated by the Registrar, during normal office hours of the College.
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APPENDIX H: APPLICATION FOR RESEARCH ETHICS REVIEW GEORGE BROWN COLLEGE
This form is to be used in the following instances:
- The College name or affiliation is used in a proposal or contract bid to an outside research supporting agency (e.g., Change Foundation), in a proposed partnership or alliance, or in the research activity.
- The College participates as a sponsor financially or through provision of release time, study leave, use of facilities, use of College personnel, administration of a grant from an outside agency, or other College resources.
- College employees or students are participants or subjects for whom the College has responsibilities to regulate legal or ethical aspects of the research or where databases will be used that contain information about the aforementioned groups.
This includes - requests received from George Brown employees who wish to do academic research (e.g.,
part of academic studies), or - requests to do academic research within the George Brown community received from
persons or organizations external to George Brown College.
Note: A copy of this application is available on diskette. Answer only those questions relevant to your proposal. Name of Principal Researcher _____________________________ Institution Name____________________________________________________ Institution Address__________________________________________________ Telephone_______________________________ Fax_____________________________________ Email___________________________________ Name(s) of other applicants and employment/affiliations: Are any of the applicants George Brown College Employees? Yes/No Name of Advisor (if applicable) Institutional affiliation Phone/Email Title of Project:
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APPENDIX H: APPLICATION FOR RESEARCH ETHICS REVIEW GEORGE BROWN COLLEGE
Proposed start date of project: _________________ Completion date:___________________ Where is the research to be conducted (e.g., in class, on campus, off campus)? ___________________________________ Has the study been reviewed by other research committees? If yes, attach copy of decision and application. Status of Funding: 1. Pending 2. Funded 3. Other 4. None Research Sponsor or Funding Agency: ______________________ Amount: ___________ Summary Provide a brief (less than 300 words) summary of the proposed study using layperson language. Include the rationale, purpose/objective/goal, procedure for collection and analysis, reporting, and benefits to the College (where applicable). Body of Proposal The following are guidelines to assist you in identifying the information that the committee may require of your project. Not all items listed below will be relevant for all projects. Please discuss your project using these questions as a guideline. The “Guidelines for Assessing Applications” (see attached) will be used to evaluate the comprehensiveness of your application. Protocol 1. What is the purpose of the study? 2. What is the relevance or significance of your study? 3. What is the setting? 4. What sample/population will be used? How will you choose your sample? What is your
sample size? How was the sample size determined? 5. What is your design (e.g., pre-test/post-test, descriptive)? What is the timeline? 6. What are the treatments, interventions, or manipulations? 7. What will the sample/population be asked to do? Give a step-by-step listing of your
procedures. 8. List the instrumentation, interview guides, or protocol to be used and attach copies.
Describe the psychometric properties of the instruments. 9. What are the projected results? Informed Consent 10. How will participants be approached to be a part of your study? (Attach copies of
advertisement, information sheets, etc.) 11. How will participants be informed and their consents obtained? (Attach copy of consent
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APPENDIX H: APPLICATION FOR RESEARCH ETHICS REVIEW GEORGE BROWN COLLEGE
form.) 12. Describe the relationship between the researcher(s) and the participant(s). 13. Are participants competent to consent? If not, describe the alternate source of consent. If a
minor, describe the procedure to be used. 14. What procedures will be followed for participants who wish to withdraw at any point during or
after the study? Benefits and Risks to College and Participants 15. What are the benefits to the College community, society, and/or the participants that would
justify asking for their participation? 16. What inducement or compensation is offered to participants? Will they be reimbursed for
expenses? If yes, provide details. 17. What are the ethical implications and considerations? 18. Will the participants be fully informed about the nature and the purpose of your research,
and about any risk to them? If no, please elaborate. 19. Is there any potential for emotional distress? If yes, please elaborate. 20. Will the participants be alone (isolated) with the researcher at any time? 21. Is there any potential for physical harm? If yes, please elaborate. 22. Is there any potential for infringement of rights (e.g., confidentiality, privacy, and human
rights)? If yes, please elaborate. 23. How will confidentiality be maintained in data collection, storage, and disposal? Where and
how will the data be stored, and who will supervise access to the data to ensure confidentiality is maintained?
24. Are there any other potential risks of any kind? If yes, please elaborate. 25. For any of the above risks that you may have described, please indicate how they will be
minimized or removed. Impact on George Brown College 26. Are there any implications for the reputation of George Brown College? If yes, please
elaborate. 27. Describe anticipated use of George Brown College resources (e.g., class time, space,
materials). 28. What are the benefits to the College? 29. Will the results be published? Will the College be identified in the final report? Please describe other pertinent information. Note: After approval, the Committee must be notified if any changes are made in the protocol.
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APPENDIX H: APPLICATION FOR RESEARCH ETHICS REVIEW GEORGE BROWN COLLEGE
Principal Researcher (Signature)_________________________________ Principal Researcher (Name Printed)______________________________ Date: __________________________
Within six months of completion of your project and preparation of your report, a full copy of the report should be forwarded to the Chair of the Research Ethics Committee.
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APPENDIX I: INSTRUCTIONS FOR PREPARATION OF CONSENT FORM RESEARCH ETHICS COMMITTEE GEORGE BROWN COLLEGE Consent forms must be written in a simple, direct style using terms and language that the participant understands and must incorporate the following information: 1. identities of the researchers and sponsoring institutions 2. title of study 3. statement of the general purpose(s) of the study 4. description of the procedure(s) involving the participant including the purpose, nature,
duration, and frequency 5. description of any physical risks such as side effects, discomforts, and inconveniences, and
psychological or social discomforts which might accompany or result from participation 6. benefits or lack thereof 7. description of any device to be investigated 8. statement of provisions for confidentiality 9. details of the manner in which subjects will have access to the results of the study and, if
appropriate, indicate the way a subject can request results of the study 10. details of any scheme of remuneration, if any, and in the case of long-term projects, the
manner in which the compensation is to be given if the subject withdraws from the study prior to its completion but after partial participation
11. statement indicating that the participant is free to abstain from or to withdraw, at any time, from the project without adversely affecting present or future status at the institution
12. name and telephone number of contact person in case of emergency 13. name and telephone number of principal researcher to answer general questions 14. name and telephone number of Chair, Research Ethics Committee for ethical concerns 15. statement that the participant consents to take part in study 16. signature line for participant or for relative in case of a minor TThhee ccoonnsseenntt ffoorrmm mmuusstt bbee oonn lleetttteerrhheeaadd oorr bbeeaarr tthhee pprrooppeerr hheeaaddiinngg ooff tthhee pprriinncciippaall rreesseeaarrcchheerr’’ss hhoommee iinnssttiittuuttiioonn..
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APPENDIX J: NOTICE OF COLLECTION OF PERSONAL INFORMATION NOTE TO STUDENTS Pursuant to Section 39(2) of the Freedom of Information and Protection of Privacy Act, you are hereby notified that personal information relating to you is being collected, and will be collected throughout your association with the George Brown College of Applied Arts and Technology, for the principle purposes of Education Administration and Statistics. The term "Education Administration" refers to all activities associated with the discharge of George Brown College's responsibility to provide educational programs to its students in an appropriate learning environment. It includes, but is not limited to, the application and enforcement of all George Brown College policies and codes of conduct. The legal authority for this collection is the Ministry of Colleges and Universities Act, R.S.O. 1990, c.N. 19 and Reg. 640, R.R.O. 1990. Questions about this collection should be directed to: (Name of Administrator) George Brown College of Applied Arts and Technology P.O. Box 1015, Station "B" Toronto, Ontario M5T 2T9 (Telephone)
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APPENDIX K: RETENTION AND DISPOSAL SCHEDULES (Freedom of Information and Protection of Privacy Act) Ontario Colleges of Applied Arts and Technology Committee of Registrars and Admissions Officers (CRAO) Guidelines for Retention, Disposal and Securing of Student Records Prepared by: Records, Registration and Enrolment Reporting Subcommittee Date: June 1990 DISPOSAL OF RECORDS A head shall dispose of personal information under the control of the institution in accordance with the regulations and in accordance with any directives or guidelines issued by the responsible minister. Ontario Regulation 15189 was issued in January 1989 and deals exclusively with disposal of personal information. All institutions covered by the legislation, including Colleges of Applied Arts and Technology (schedule 3), are bound by the regulation. According to section 3 of the regulation, no one may destroy personal information in the custody or under the control of an institution without the authorization of the head. This responsibility may be delegated by the head in writing to an officer or officers of the institution subject to any limitations, restrictions, conditions, and requirements set out in the written delegation of authority (subsection 6662(1) of the Act). The head, however, remains accountable for action taken and decisions made by his or her delegate. Subsection 4(3) of the regulation states: (1) Every head shall ensure that all reasonable steps are taken to protect the security and confidentiality of personal information that is to be destroyed, including protecting its security and confidentiality during its storage, transportation, handling and destruction. (3) In determining whether all reasonable steps are taken, the head shall consider the nature of the personal information to be destroyed. In its guidelines regarding the regulation, the Management Board Secretariat noted that institutions should ensure that each step in the disposal process is identified and that appropriate measures are taken to protect the confidentiality of the personal information at each step. Measures which should be considered include: - at no point in the process should the personal information be left unattended or outside of secured areas
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APPENDIX K: RETENTION AND DISPOSAL SCHEDULES - storage rooms should be locked and secure, with the distribution of keys or combinations carefully controlled - access to the information during temporary storage should be limited to authorized personnel, and such access should be documented - containers should be labeled in such a manner that the nature of the contents is not revealed - outside suppliers of transportation and disposal services should be bonded, with security provisions included in the services contract (The above list is not meant to be comprehensive and the Colleges' efforts should not be limited to those measures noted.) Under section 2 of the regulation, an institution may dispose of personal information only by transferring it to the Archives of Ontario or by destroying it. In the case of the Colleges, the records may be disposed of only by destruction. Section 5 states that: Every head shall take all reasonable steps to ensure that when personal information is to be destroyed, it is destroyed in such a way that it cannot be reconstructed or retrieved. This means that paper and other hard copy records should be burned, pulped, or shredded (provided that the shreds are small enough to prevent re-assembly of information). Personal information may also be recycled, providing the recycling program conforms with the confidentiality provisions of the regulation. Personal information on tape, floppy disk, hard disk, or other magnetic media should be disposed of by magnetic erasure or by destruction of the media. Care must be taken to ensure that carbons, print ribbons, print-outs, back-up copies, etc., that contain personal information are also destroyed. Subsection 6 of the regulation provides that every head, or designate, is responsible for ensuring that the institution maintains a disposal record setting out what personal information has been destroyed and the date of destruction. This is a very important requirement.
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APPENDIX L: ACADEMIC ACCOMMODATION AGREEMENT This form is to be used to arrange alternative date or time for examinations, tests or clinical, fieldwork, and co-op experience. Student’s Name__________________________ Program_________________________ Mailing Address__________________________________________________________ Telephone_______________________________________________________________ Course________________________________ Faculty__________________________ Due to religious observance of _____________________________I require the following accommodation. _________________________________________________________________________ This religious observance will be accommodated by the following: (Alternate date for test, exam or clinical make-up time) Faculty Signature_____________________________________ Date ___________ A copy of this agreement will be kept in the students program file. Any questions or concerns regarding accommodation for religious observances should be directed to the Human Rights Advisor or the Registrar. Give to the professor at least two weeks prior to the requested accommodation.
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