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Robin Russell Surrey Campus

EDUCATION COUNCIL

December 3, 2001- 4:15 p.m. Surrey Campus Boardroom (G2110)

AGENDA

1. Confirmation of Agenda

2. Approval of Minutes (November 5, 2001)

3. Chair's Report

4. Committee Reports

5.

6.

7.

4.1

4.2

4.3

4.4

4.5

4.6

4.7

4.8

4.9

4.10

Degree Proposal Assessment Committee (Dana Goedbloed - Chair) Curriculum Approval JRNL 4100 - Daily Newspaper Publication JRNL 4110- Business aud Management JRNL 4130 - Advanced Editing JRNL 4140 - Work Experience II (Journalism) JRNL 4190 - Directed Study Honours I-Research GRVD 2321 - Communications Design, Consumerism and Popular Culture Discontinued Courses GRVD 1121-History of Graphic Design (GRVD 2321 replaces this course) Grant Applications Panel (Jack Finnbogason - Chair) Liberal Education Curriculum Committee (Roger Elmes - Chair) International Education Committee (Derek Francis - Chair) Language Competency Liaison Committee (Rhondda Porter - Chair) Intake Testing and Assessment Committee (Robin Russell - Chair) Program Evaluation Committee (Robin Russell - NChair) · Policy Review Committee (Charon Graham - NChair) Appeals Policy Review Committee (Susan Moms - NChair)

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Program Portfolio Review (verbal: Skip Triplett) ,, ' ~ \ · , ,,ji\;J'0 .f/ / .

/ y.._ I/ iH' For Information: Applied Business Technology Options (deferred from October mtg.) S 11/'i<._v"' (~ \ , { \ft Gerontology Recreation Program (all 'd.)

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EDUCATION COUNCIL AGENDA: December 3, 2001 PAGE2

8. Changes to Diploma Requirements for the Marketing Management and Accounting Diploma Programs (at/ 'd.)

9. Revision to the Admission Point System for the Collaborative Nursing Program (lo be distributed)

IO. Continuation Criteria for Fashion Design-Third Year (all'd.)

11. Registrar's Attendance at Education Council Meetings (verbal)

12. Education Council Members' Attendance at Divisional Chairs Meetings (verbal)

13. Review of the Education Council Meta-Evaluation Report and the Summary of the External Evaluation Team (att 'd.)

14. Next Meeting: Jaooary 7, 2002 - 4:15 p.m. - Surrey Campos Boardroom (G2110)

15. Adjournment

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MEETING DATE: December3, 2001

AGENDA#: 2

PREPARED BY: Barbara Melnyk

EDUCATION COUNCIL

ISSUE:

ACTION:

Approval of Education Council Minutes

THAT the Minutes of the November 5, 2001 Education Council meeting be approved.

'

Present:

Absent:

Guests:

t<~ Kwantlen f1 UNIVERSITY COLLEGE

EDUCATION COUNCIL

November 5, 2001 -4:15 p.m. Surrey Campus Boardroom (G2110)

Larry Anderson Roni Clubb Jack Finnbogason Derek Francis Karin Green Judith McGillivray

GaryAmeja Charon Graham Gary Jones

TomRadesh Roger Elmes Jane Hayes Lucie Gagne

MINUTES

Susan Morris Maxine Mott Robin Russell (Chair) Graham Rankin Newton Wainman Barbara Melnyk (Recorder)

Thor Pona Skip Triplett

Elizabeth Lamberton Tracey Kinney Steven Lee (KSA)

l. Confirmation of Agenda The Agenda of November 5, 2001 was confirmed by consensus.

2. Approval of Minntes On page 3, under "Appeals Policy Review Sub-Committee", the Chair clarified the action statement as follows: 'The Chair will send a message to deans asking them to appoint people from various areas in the University College who are responsible for implementing Appeals policy".

3. Chair's Report • The Chair stated that she recently attended a conference on Institutional Research.

Those who attended from K wantlen will pull thoughts together in a "round table discussion":

• Three new Council standing committees have been struck: Policy Review Committee, Appeals Review Committee and Program Evaluation Committee (PEC). The PEC will take a formative rather than punitive view in evaluating programs. If interested, Council members can access a number of documents from the SCOEA Website with respect to program evaluation. The PEC will next meet in January.

• The Chair will attend the next Deans' Meeting on November 8,., to inform them of recent Education Council standing committees and initiatives.

• The Board accepted the recommended changes to English language competency. Judith McGillivray remarked that in the spring, her office would examine all UT

EDUCATION COUNCIL MINUTES November 5, 2001 Pa e 2

courses to specifically identify those students who were unable to register but who could have met the English prerequisite. We want to find out the number of students who couldn't register and whether they would have been able to fill the spot. Some programs, such as Science, have expressed concern regarding future enrolment. Of the tum-aways, it is likely there will be students who do have the 'C' and will be able to fill those seats.

• The Chair stated that the Board of Governors approved in principle the Admission Point System for the Collaborative Nursing Program. However, the Board had concerns around the two points assigned for persistence, as they believe this would give a student outside Kwantlen's region a better admission chance than a student who resides in Kwantlen's catchment area. Also, there was concern expressed on assigning an additional access point for an Aboriginal student. The Board would like more information on this, specifically on whether Government is mandating such an initiative.

4. Committee Reports 4.1 Degree Proposal Assessment Committee

Dana Goedbloed stated that DPAC is not reviewing many new programs due to the temporary suspension on degree/non-<legree development, and will spend more time looking at the format and process for review of boih non-<legree and degree programs. DPAC will be setting up a manual much like the course outline manual. This will be available on the Intranet 'Plaza' site. We have assigned a large part of this task to Alice Macpherson, who also will assist in the writing of degree proposals. Deans have indicated that a lot of time is taken up learning the process, and we believe that Alice will be helpful as a resource person to move this ahead.

4.2 Cnrrlculnm Approval Moved by M. Mott, seconded by L. Anderson, TBA T Council approve, pending suggested revisions, tbe following new courses: ABTY 2110 - Administrative Management ABTY 2120 - Project Management APPD 0021 - Career Awareness APPD 0031 - Job Preparation APPD 0220 - VST: Automotive Assistant APfli 112511 '!ST•-Fnnd Service.AuJstant CRIM 2214 - Corrections: Theory and Practice ENVI 1112- Euviroomeotal Science ENVI 3112 - Environment and Society EQUA 1265 - Equine Heredity aod Genetics HORT 1116- lotrodoctory Equipment Maintenance HORT 1155 - Introductory to Plaut ldeotiflcatloo HORT 1217 - Introductory Equipment Maintenance HORT 1224- Landscape Drafting HORT 1255- Plant ID D INFO 3140 - Advanced Data Commuolcatloos Systems NRSG 1231 - Self and Others 2: Creating Health Promoting Relationship NRSG 12141- Nursing Practice 2 PRLN 1142 - Computer Skills The following courses were held back pending requests for articulation/consultation with various internal departments: ABTY 2130 - Advanced Writing Skills

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/ EDUCATION COUNCIL MINUTES November 5, 2001 Pa e3

APPD 0210- VST: Childcare Option APPD 0230 - VST: Clerical Assistant Program

4.3 Grant Applications Panel Jack Finnbogason stated that he and Barb are working on a template that will be sent to those who have received GAP grants. This will remind and assist them to report back by April I, 2002. Also, Barb will circulate the 'Call for New Proposals' in the next few weeks. We hope to have this out earlier than last year.

4.4 Liberal Education Curriculum Committee Roger Elmes reported that the Committee is currently examining UT courses that meet LibEd learning outcomes for Kwantlen's degree programs. Students will then be able to choose those courses they would like to take to achieve the 18 credit LibEd requirement. Also, Roger stated the Committee is exploring "orphan" 3"'14"' year courses (that are not currently attached to a degree program) in order to schedule them to meet 3"' year requirements. The Director of Finance is hopeful there will be money to fund these. Roger also alerted Council that when a new program is implemented, funding to provide support courses outside the core area is not returned to the core area.

4.5 International Education Committee Derek Francis reported that K wantlen has the same number of international students as last Fall, however revenue has increased. There are 60 students in the Homestay Program. We are pleased with the Code Mobility Project, initiated by Interior Design. We have entered a partnership agreement with an institution in Chile, and there are exchange possibilities for our students at an institute in Helsinki, although not many of our students speak Finnish. We are about to conclude an agreement with the Hong Kong Polytechnic Institute and we are exploring where their two-year technical students can complete a degree. The Collaborative Nursing Program students will return to Nepal in March 2002. As well, we are investigating how we can manage block transfers with foreign institutions.

4.6 Language Competency Liaison Committee See attached minutes.

4.7 Intake Testing and Assessment Committee No report

4.8 Program Evaluation Committee No report.

4.9 Policy Review Committee No report. )' ~

4.10 Appeals Policy Review Committee ~'t"1 The first meeting will take place in Surrey on _. Susan Morris is organizing and initiating the proceedings.

S. Program Portfolio Review This item deferred to December meeting.

6. Statement Regarding Academic Freedom The statement included in the Council agenda package is the statement Kwan ti en University College attached to the AUCC submission.

On discussion, Council believe the statement should address conflict of interest, as found in the SFU statement. Do we renounce academic freedom in order to make money for

EDUCATION COUNCIL MINUTES November 5, 2001 Page4

research? In the context of labour relations versus universities, there is a different structure. Academic freedom has implications when working with collective agreements. ACTION: The Chair will explore other academic freedom statements and return this Issue to Council at a subsequent meeting for further discussion.

7. Education Council Marketing and Communication The Chair stated that she hoped to enhance Council's oniine 'intranet' space in order to provide additional information.

8. Electing Alternates for Education Council Membership The Chair commented that making quonuo every month at Council meetings is sometimes a dodging business. Several institutions now elect alternates and a decision is made on which meetings each person will attend. ACTION: Defer Item for further discussion. Note that we will need to decide on this prior to May/Jone elections.

9. Letter of Intent: Diploma in Early Childhood Education Maxine Mott spoke on behalf of the developers. She explained that the proposal is a combination of three semester certificate nnd post basic courses that will now form a diploma. The ECE diploma was initiated by graduates who, after completing ECE courses, said that they were disadvantaged financially without a diploma. Curriculum content is geared around the competencies and licensing in BC. The Program was vetted and found to be excellent. We expect there will be a number of graduates who will return to Kwantlen to complete a diploma. Moved by L. Anderson, seconded by J • .McGillivray, THAT Council approve the Letter ofloteot for a Diploma lo Early Childhood Education. (CARRIED)

10. Proposed Five-Year Moratorium on all proforma Course Outline Revisions At its meeting on June 22, 2001, the Social Sciences and Music Curriculum Committee presented a motion which had been carried unanimously at the Music Cwriculum Committee meeting of June s"', proposing a five-year moratorium on all pro Jonna Course Outline revisions. The Chair opened the issue up for discussion. • When applying for AUCC membership, it was found that many Kwantlen courses had

not been revised for up to 20 years. • It was noted in the Meta Evaluation RL'port that K wantlen has not consistently

evaluated programs/courses. We need to address this issue. • If we were to go with a 5-year moratorium, it could be 9 years before we look at certain

courses (in terms of a time frame). • The frustration in revising course outlines falls across all departments, not just the

Music Department. • The issue is that cwriculum committees can no longer check content and integration

but are reduced to checking formatting. • Content expertise resides at the departmental level, however, Karen Metzger has the

task ofremoving a lot of the trivia. This has worked in some areas. • The big challenge is having to review courses every three years, and the frustration we

experience with the current process to complete the review. Often different

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EDUCATION COUNCIL MINUTES November 5, 2001 Pa eS

expectations are applied and we have to try to guess what these might be. A five-year time frame seems much more reasonable.

• We should be addressing semantics as opposed to content. We spend hours on formatting and on grammar issues. The process is very frustrating.

• A change in process should be for all departments not just one. Moved by J. McGilllvray/secooded by L. Anderson, THAT Cooocll's concerns be sent back to each of the divisions for forther lopot and that this lssoe be sent as a priority item for cooslderotioo by the new Program Evaloatloo SuMommlttee. It was reqoested that the Program Evaluation Committee be asked to develop a plan of action and that the Committee consider appropriate time Hoes for course revisions. (CARRIED) It was also suggested that curriculum committees be asked to examine their programs' curricular structures with respect to PLA, E-Skills and Leaming Outcomes.

11. For Information: Change of Names - Applied Bosiness Technology Options Deferred to December Council meeting.

12. Nert Meeting: December 3, 2001-4:15 p.m. - Sorrey Campos Boardroom (G2110)

13. Adjooroment The meeting adjourned at 6: 15 p.m.

fMKwantlen ~ UNIVERSITY COLLEGE


AGENDA#: 4.2

PREPARED BY: Barbara Melnyk

EDUCATION COUNCIL

ISSUE:

ACTION:

Curriculum Approval

THAT Council approve the following new course outlines:

JRNL 4100- Daily Newspaper Publication JRNL 4110 - Business and Management JRNL 4130-Advanced Editing JRNL 4140 - Work Experience II (Journalism) JRNL 4190 - Directed Study Honours 1- Research GRVD 2321 - Communications Design, Consumerism

and Popular Culture

Discontinued Course GRVD 1121 - History of Graphic Design (GRVD 2321 replaces this course)

EDUCATION COUNCIL

INFORMATION:

MEETING DATE: AGENDA#: PREPARED BY:

December 3, 2001

6

Gordon Lee

Change of Names -Applied Business Technology Options

Note: Please bring forward this item from your November Council package.

MEETING DATE: Novembers, 2001

AGENDA#: 11

PREPARED BY: Gordon Lee

EDUCATION COUNCIL

INFORMATION: Change of Names -Applied Business Technology Options

(see attached memo)

;.-..-Kwantle·n ~ UNIVERSITY COLLEGE

MAILING ADDRESS TELEPHONE 12666-72nd-... (604)599-2100 Sum\< BC

TO:

c: FROM:

DAIB:

C~VJW2M8

9P/1 CslRRtiltee f. J,1,.1.(1A.:t::0 l'l Cou.n r~l

Gordon Lee, Dean, School of Business

Kathryn Waldie, Chair, Applied Business Technology

October I, 2001

I Memorandum I

SUBJECT: Changes of Names - Applied Business Technology Options

This memo is to inform you that it is the intention of the Applied Business Technology department to change the names of two options as follows:

Current Names

Integrated Bookkeeping Systems Option Automated Office Systems Option

Name Changes

Accounting Assistant Option Administrative Assistant Option

The change of these options names comes about so that they reflect the nature of the positions that students will be able to perform upon successfully completion of their options. The curricular content and presentation modes will remain the same.

The name changes will also bring into line the names of the specific occupations for which the students are being education. as do the other two options - Legal Secretary and Medical Office Assistant.

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December 3, 2001

7 Carol Hansen Ron Coreau

EDUCATION COUNCIL

ISSUE:

ACTION:

Letter of Intent: Gerontology Recreation Program

THAT Education Council approve a Letter of Intent for the Gerontology Recreation Program.

On September 19, 2001, DPAC approved, subject to revisions, a Letter of Intent for the Gerontology Recreation Program. The following revisions were suggested:

Carol Hansen and Ron Coreau attended to answer questions. The following revisions were requested: • Where applicable, spell out abbreviations for hours (hrs.). • Under 2(a) - "Purpose": Move the 2"'1 paragraph to "Rationale" section.

Include the connection with accrediting organization for facilities, employer and Kwantlen University College.

• Under 2(a) - "Purpose", Move the 3n1 paragraph to "labour Markel Demand". • Under 2(a) - "Purpose", In the 4111 paragraph, expand on the model to be used. • Under 2{c) - "Purpose", provide clarification in (i) th'at the plan is for formal

articulation with Douglas College, however, in past practice, students have applied for Prior Leaming Assessment In (ii), state that it is a goal that graduates will bridge into the Resident Care Attendant program, however, this is currently in the planning stage.

• Under 3(a) - Target Population, state that graduates from the citation program may bridge into the certificate program. On page 3, make graphs clearer in the final document. Also, clarify why marital status is an important factor.

• Under 3{d)(i), List the tests in Appendix A. • Under 3(d)(iii), Provide separate evaluation components for theory and mastery

levels. Identify when practicum placement will take place in the program.

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• Page 4: Underline names of journals and newspapers. On the bottom of the ~ page, rt to last bullet, the word "of' is missing.

• Page 5: Under "Specific skills", take out the reference to Appendix A. Page 5. Under "External Consultations", add that a Douglas College program member is on our Advisory Committee and explain why this is important; in each case, add why • these external groups were consulted and provide the rationale for

consultation. • Page 6: Under "Internal Consultations", add 'Library' and indicate that our

students will be required to complete some research. This section contains mixed sentences and phrases and requires more parallel construction that includes complete sentences to explain the rationale for each consultation. Missing are consultations with the 'Leaming Centre' and 'Counselling' services. Add a 'Bibliography' (e.g. reference to Coe-Vetter, K., page 7, b, paragraph 1 ). Underline all bibliographic references (style) BC Employment Trends.

• Page 7: Under (c) "Evidence in support of this estimate", add a short sentence to show why/how Appendix E relates to this.

• Page 8: Under (b) "Promotion", fix the slash and remove the decimal in $500.00.

• Under 8. Costs, reformat expenses so that they line up. Check the total. Re-work the budget based on two full-time programs.

Appendix A: "Employability Skills" - Under 'Creative Thinking', check the spelling in the word "Applying". Under 'Oral Skills', delete "performing presentations" and replace with "making presentations". Under 'Interpersonal skills', 151 bullet, change O "behaving calmly under" to "behaving calmly in". • "Develop". Under 'Personal management and entrepreneurial skills', correct

the spelling in the word "Respecting• and "Establishing". Under 'lntercultural', rt bullet, divide into two (e.g., "participating effectively" and "respecting diversity").

• Appendix B: There will be one addition to the Advisory Committee. Also, Julie Kemble is no longer a member.

• Appendix C: Move both paragraphs, "As British Columbia faces .. ." and "Julie Kemble conducted .. ." into 'Labour Market Demand'.

• Appendix D: Add a note about where the statistics came from and the area to which they apply. Include this in the bibliography.

• With respect to educational effectiveness, it was suggested that the developers expand the therapeutic rather than the medical model. The proposal should be written in a non-degree format.

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REVISED PROGRAM

LETTER OF INTENT

Gerontology-Based Recreation

Submitted by:

Carol Hansen, GBRC Coordinator, Faculty

Phone: (604) 599-2447

Fax: (604) 599-2279

Email: [email protected]

Maxine Mott, Dean, Community and Health Studies

Ron Coreau, Director, Venture Programs

Oct. 01, 01

1. BASIC INFORMATION

a. Title of Proposed Program:

b. Proposed Start Date of Program:

c. Program Length:

d. Credential to be A warded to Graduates:

Revised Program, Letter of lntef.li Gerontology-Based Recreation

Gerontology-Based Recreation (GBR)

Ongoing; next intake September 200 l

Ten months or 900 hours

Gerontology-Based Recreation Certificate

e. Rationale for program length and level of credential:

The format for this certificate program follows the model for certificates offered within the Kwantlen University College structure. Program length is consistent with the minimum requirements indicated by industry for a recreation practitioner. This 900-hour program

· consists of 696 hours of classroom theory and three practicum experiences totalling 204. hours.

The GBR program was developed by Kwantlen University College in 1992 to meet the needs of long-term care facilities undertaking voluntary accreditation. It was then called the Geriatric Activity Coordinator (GAC) program. Accreditation standards stipulate employment of staff designated as provider of recreation services. As a result of this standard, employers began funding their staff to attend this program. In 1997, the licensing

•

standards for British Columbia required that all recreation/activity staff be trained (see • Appendix D), though to date there are no specific industry standards. In February 2001, an advisory committee composed of representatives from varied settings and graduates of the previous programs was established to provide current requirements from the workplace. (See Appendix B)

2. PURPOSE AND BENEFITS OF THE PROPOSED PROGRAM:

a. Purpose:

This program will prepare graduates to plan, implement, and evaluate recreation programs for the elder population in settings such as adult day centres, extended care units, special care units, intermediate care units, assisted living sites, seniors' centres, and Parks and Recreation programs directed toward the elder population.

Our program is unique in that it focuses on gerontology and is not limited to the medical model designation of therapist. The philosophical base for the GBR program is community oriented and aligns with the relationship of recreation and leisure to health and wellness in the older adult. The old medical model of care was based on the concept that any deviation from an ideal, healthy state resulted in problems that had identifiable causes, and that once the causes were treated, there would be no problems and health would be restored. (Clark, 1996, p. 760) Once the treatment is prescribed, the therapist or physician is the scientifically trained person who assists the client to comply with the order. Although therapeutic interventions are a part of our program, we focus on a wellness model (Miller, Peckman, and

Date: November 26, 2001 1

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Revised Program, Letter of Intent Gerontology-Based Recreation

Peckman, 1998), which emphasizes personal responsibility for one's health, and in which the practitioner's role may be as educator, facilitator, andfor programmer.

b. The following components ensure the program's educational effectiveness:

i) Assigned reading of articles and books

ii) Case studies and simulations

iii) Researching relevant materials

iv) Review sessions and tests (written and practical)

v) Developing personal portfolios

vi) Three levels of practicum in a variety of agencies providing services for the elder population

c. Will the program ladder or bridge into further educational programs? Please specify:

i) In the past, graduates of the GBR program have been accepted into the Therapeutic Recreation Practitioner (TRP) diploma program at Douglas College via PLA. The plan is to establish formal articulation with Douglas College to allow graduates to ladder into the program.

ii) The plan is to formally articulate with the Resident Care Attendant (RCA) citation program at Kwantlen to permit students to have dual certification (RCA and GBR) upon graduation.

3. TARGET POPULATION

a. Description of the students for whom the program is intended:

The program is designed for those individuals who show a commitment to working with the elder population in recreation and/or in health care areas. Students may be:

• .currently employed in the gerontology-based recreation field with no formal ,ti31ning ..

• interested in working with the elder population and therapeutic or general recreation programming (i.e., no previous background).

• graduates from the former GAC citation program.

(See graph next page.)



In the most recent four classes (full-time [rTJ and part-time [PT)), the educational backgrounds of the students were:

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A Ddegree

8 Dcollege courses or CE

c Dtrades

D Dworkshops

E Deare aide

F Dworklng In recreation

The following graph shows the ages of the students in the four most recent classes:

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20-30 30-40 40-50 50-60

DFULLTIME 2001

GJ FULL TIME 2000

DPARTTIME 2001

DPARTTIME 2000

In the full-time classes, 46% were married, 46% were single parents, and 8% were single. In the part time classes, 63% were married, 21 % were single parents, and 16% were single. Due to lifestyle transition of a significant number of students, marital status is significant as past practice has shown the need for counselling and learning support services.

The Healthcare Labour Adjustment Agency is now considering adapting the GBR program for workplace upgrading in Adult Day Centres. See attached letter in Appendix B.

b. Will there be provision for PLA? Yes

c. Expected annual intake: 18 full-time students, and 18 part-time students


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d. Address equity: The program addresses systemic barriers in the following ways:

i) Recruitment and testing: Recruitment will be done through the calendar and distribution of brochures. Descriptions of the program will be printed in professional newsletters (British Columbia Therapeutic Recreation News and Views, Cango Magazine). Language testing has been established to ensure the students have the language skills to be successful (CAT 17 for English as a first language, SLEP for English as an additional language). Students who do not pass the language testing are given information outlining the available ESL services and learning support. A basic orientation to the computer labs is also given. Students are given industry contacts who provide placement for prerequisite volunteer hours.

ii) Culture: The program establishes a consistent and sensitive learning environment based on the values and principles of adult education. The instructors acknowledge different learning styles and maintain a positive attitude toward heritage cultures, while orienting students to the Canadian culture and workplace. The program celebrates diversity through the development of theme weeks.

iii) Evaluation: Oral and written tests, case studies, and group work will be evaluated. The clinical component will be evaluated on theory and mastery.

iv) Access: Students of this program may access student loans. Several students in the past have qualified for the Ministry of Health Education Bursary ($3500). The program has adapted to the individual needs of students. In the past we have accommodated the learning needs of students with attention deficit disorder, lupus, attention deficit/hyperactivity disorder, and anxiety disorder. Students will be made aware of and will have access to the learning centre and counselling services on campus.

4. CURRICULUM AND DELIVERY

a. A Summary Description of the Program:

Graduates of this 900-hour program will have theoretical and practical knowledge'!ll: .

• gerontology

• disease processes of the elder population

• recreation activities appropriate for healthy older adults in the community and for adults with varying degrees of disabilities in adult care settings, intermediate care facilities, extended care units, and special needs units.

The program is designed to fulfill a need for professional development for gerontology-based recreation professionals. Graduates will able to:

• plan and implement recreation programs,

• understand the special needs of the elder adult and the person with dementia,

• use interpersonal communication skills appropriate to client population,

• transcribe legal documentation and understand legal aspects of resident confidentiality,

• understand and apply a variety of therapeutic modalities,



• promote staff and volunteer relations,

• recognize the cultural diversity in the aging population, and

• apply and enhance the knowledge and skills learned in this program by completing three practicum sessions with on-site instructor supervision at local care facilities and/or seniors' services provided by Parks and Recreation.

b. Ways in which the program will be delinred:

Delivery Mode: The program is delivered in two different modes.

1. Part-time program runs one and a half days a week over two years with practicums interspersed with class hours.

2. Full-time program runs for ten months with practicums interspersed with class hours.

Classroom related instruction: Students will study theory components in a classroom. setting, which will include lecture, discussion, student presentation, and group work.

Specific skills: Students will receive hands-on training in body mechanics, transfers, CPR Level I and modified Foodsafe.

Practicum Placement: Students will complete three practicums during the second and third semesters:

Adult day centre or seniors' centre or assisted living (60 hrs.)

Intermediate care facility (72 hrs.)

Extended care/multi-level care/dementia care (72 hrs.)

5. EXTERNAL CONSULTATIONS:

We have established an advisory committee (Appendix B) composed of representatives from many work sites (Parks and Recreation, Mental Health, intermediate, extended and special care, adult day centres and respite care, private and government sponsored service; J>_roviders). A member of our committee is on faculty at Douglas College for the TRP diploma program and will be instrumental in the future articulation process. -

Okanagan University College offers the Rehabilitation Assistant certificate program, which focuses on careers in hospital settings under the direction of physiotherapists, occupational therapist, and/or recreational therapists. Graduates of this program could bridge into Kwantlen's GBR program. We are exploring options for delivering a bridging program, possibly by distance education.

Ryerson Polytechnic University offers a one-year certificate in gerontology and is now developing a degree program in gerontology. We have begun articulation discussions with Sandra Kerr, Program Manager.


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a. The following institutions I community agencies were consulted (See Appendix BJ:

i) Chown Adult Day Centre: Charlene Masaro, administrator, has consistently hired graduates from the GBR program (see attached letter).

ii) Adanac Park Lodge: Rosemary Dunne, Director of Volunteers and Leisure Services. Rosemary did not support this program in the past but now hires from this revised program (see letter attached). She is now a member of our advisory committee.

iii) Zion Park Manor: Chris Mulat, Manager of Recreation and Leisure Services, supports this program and hires graduates.

6. INTERNAL CONSULTATIONS

Resident Care Attendant Program: There are ongoing consultations with Sarah Modrow, Coordinator, re the potential for graduates of the RCA program to bridge into the GRB program.

Wellness Centre: There are ongoing discussions with Janine Hadfield re the linking of our students with the Wellness Centre for practicum and research projects.

Nursing Lab: Roni Clubb, nursing lab coordinator, has designated times for our students to use the nursing lab.

Bookstore: We consulted with Sherry Martell re the Bookstore carrying texts for our students.

Learning specialist: We consulted with Dennis Dahl and will continue our past practice of coordinating special needs of students with the learning specialist and the counselling services.

Leaming Centre: We consulted with Dave Saunders and will continue our past practice of orienting the students to the services of the Learning Centre. ' -

Counselling: We consulted with Davinder Cheema re the potential need for services for our students in transition. Derek Nanson confirmed that CE students now have access to Counselling services.

Facilities: We consulted with Craig Regan re continued use of our designated classrooms.

Third Age Leaming: Joanne Cunningham, Coordinator, has addressed students in the program in the past two years on aging issues. There is ongoing discussion about having members of the Third Age Learning program making presentations to students.

English Language Testing: We consulted with Iris Goodlet to make sure testing services are available.



Library: We consulted with Robert Gore re stocking books for the program, and Sigrid Kargut re stocking videos.

LABOUR MARKET DEMAND

a. Number of students expected to graduate from this program annually:

30-36 students annually

b. Estimated market for graduates of this program:

BC Work Futures 2000 research indicates that ''the continued and steady demand for the services of professionals in (health) occupational group is based on a growing and aging population. As more boomers start reaching their older middle ages, the overall demand for various health care and therapy services is expected to increase .... In the long run, more employment opportunities are likely to be in long tenn care facilities, seniors' residences, and other community-based rehabilitation centres .... Many people are also more aware of the importance of living a healthy life and taking measures of preventive care." (p. 7) ··

The GBR program prepares people to work in adult day centres, extended care units, intermediate care units, special care units, as well as in senior centres and Parks and Recreation programs with a gerontology focus. Positions in health care facilities have been the main employment destinations.

•

Increasing numbers of graduates will access employment in the community as leisure and • recreation services grow to meet the needs of the growing population of older adults. (See leners of support in Appendix B)

Various opportunities are available for graduates with an entrepreneurial focus. These opportunities range from consultation work to opening an adult day centre.

A telephone survey conducted in January 2001 of full-time and part-time students who graduated after September 2000 indicated: .. _

I) 82.6% employed within the gerontological recreation field. Of this group, 100% were employed within six months.

2) 17.4% unknown (meaning: did not respond or unable to contact).

The pattern of employment of program graduates has oveiwhelmingly (90%) been in care facilities. There is every reason to believe this trend will continue as the health industry in this region is a major growth area. (BC Ministry of Employment and Investment, and Tom McNamara, BC Employment Trends, SeptJOct. 1995)

See Appendix E for Simon Fraser Health Region population demographics, which includes statistics for the Greater Vancouver area.

Date: November 26, 2001

• 7


Increasingly, workers in the field of gerontology-based recreation are required to acquire more knowledge and skill as they facilitate programs for seniors. Workers in the field can expect to earn between $14.25 - $24.99 (data from Job Survey Study, Julie Kemble, 2001)

As British Columbia faces this unprecedented shift in society's age groups, the need for health-related programs that prepare professionals and paraprofessionals to work to meet the special needs of the well elderly and those living with chronic health conditions and seniors residing in care facilities will grow. The previous assertion is supported by BC Work Futures 2000 research that indicates, "the continued and steady demand for the services of professionals in (health) occupational group is based on a growing and aging population. As more boomers start reaching their older middle ages, the overall demand for various health care and therapy services is expected to increase .... In the long run, more employment opportunities are likely to be in long term care facilities, seniors residences, and other community-based rehabilitation centres .... Many people are also more aware of the importance of living a healthy life and taking measures of preventive care"(p. 7). It is commonly accepted through activation theory that activity and intellectual stimulation is health promoting. For these reasons, seniors' centers, parks and recreation facilities, and adult day care facilities incorporate gerontology-based recreation programming as integral to their offerings.

Julie Kemble conducted a job survey with the membership of the BCTRA and the BCACA in the fall of 2000, identifying pay rate, job title and job responsibilities. Her data clearly illustrated the lack of standardization in any of the categories.

c. Evidence in support of this estimate: Demographic indicators for our aging population show a growing need for practitioners of recreation programs for independent seniors and for those with special need, both in the community and in facilities. See Appendix E.



7_ SPACE CONSIDERATIONS

a. Where will the program be offered? Surrey campus

b- How much and what kinds of space will be needed? Two dedicated classrooms

c. What space modifications will be required? None

d. Will this space be available by intended start date of the program? Yes

8. COSTS

a. Estimated preparatory costs:

Purchase of library and resource centre holdings, videos, and other materials ....................................................................... $5,000

b. Promotion:

Brochures, calendar, articles for professional association newsletters, introductory letters /b~ochures to health units/professional associations/care facilities (profit and non- profit) Updating of brochure ..................................................................................... 500

c. Estimated ongoing costs:

Program supplies ......................................................................................... 6,400

d. Faculty & staff requirements:

Faculty and Staff

Two regular faculty .............................................................. 120,000 Non-regular faculty (for practicums) ...................................... 20,000 Support staff .............................................................................. 9,000 Benefits ................................................................................... 26,820 Total faculty and staff expenses .............................................................. 175,820

TOTALEXPENSES ............................................................................... 187,720 ·--

PROJECTED REVENUE:

Based on Minimum Enrollments of 15 students

Two full-time programs @ fees of $6,500 x 30 Projected revenue based on minimum enrollments ................................ 195,000

Based on Maximum Enrollments of 18 students

Two full-time programs @ fees of $6,500 x 36 Projected revenue based on maximum enrollments ............................... 234,000

Expense Range:'$180,000 to 187,720 Revenue Range: $195,000 to 234,000.


•

•

0

INTERNAL APPROVALS:

Ron Coreau, Director, Venture Programs

Dana Goedbloed, DPAC Chair (recommendation):

Robin Russell, Education Council Chair


Date

Date

Date

PRESIDENT'S SIGNATURE (to be affixed upon the approval of Education Council)

Skip Triplett, President Date


Appendix A: Employability Skills 0 During the program the following Employability Skills are integrated into the courses.

Creative thinking and problem solving skills

• Thinking critically when exploring theories, principles, decisions and phenomena

• Applying theoretical knowledge to practice situations

Oral skills

• Making presentations

• Performing oral evaluations

Interpersonal skills

• Behaving calmly in stressful situations

• Contributing to a supportive and reflective learning climate

• Communicating clearly with people with impairments (hearing loss, cognitive loss, aphasia)

• Developing rapport with site-based team members and senior clients

• Attending to, interpreting, and responding to verbal and non-verbal messages and cues

• Participating in team discussions, conversing in a professional manner 0 Teamwork and leadership skills

• Participating as a member of the health care team

• Assuming a leadership role at practicum site

Personal management and entrepreneurial skills

• Respecting client confidentiality

• Establishing personal and professional learning goals

Writing skills

• Communicating thoughts, ideas, and information in writing

Reading skills

• Locating, understanding, and interpreting information in a variety of formats

Visual literacy

• Creating a visual representation of a professional practice issue

Mathematical skills

• Conducting a program analysis •

lntercultural skills

• Respecting individual differences and perspectives presented by classmates

• Participating effectively with people from diverse backgrounds, respecting diversity and individual differences

Technological skills

• Working with a variety of technologies

Citizenship and global perspective

• Understanding the interconnectedness of personal, social and professional practice issues

Appendix B: Support From Industry

Advisory Committee Members

Cindy Mitchell-Duffy, (Vancouver Resource Society)

Gina Mondin, Manager of Recreation Services (Dufferin Care Centre)

Sally Gibbeson, (Graduate, employed as recreation worker at Chown Adult Day Centre)

Judy MacPherson (Graduate, employed as recreation programmer at Renfrew Care Centre)

Rosemary Dunne, Manager of Recreation and Volunteers (Adanac Parle Lodge)

Chris Mulat, Director of Activities (Zion Park Manor)

Judy Milinkovic, Activation Coordinator (Renfrew Care Centre)

Carol Sogawa, Coordinator of Special Needs & Senior's Programs, City Wide Services, (Vancouver Parks Board)

Corinne Dziuba, Manager of Recreation (Langley Gardens)

Jill Sangster, acting head of VON Respite and Day Centre

Don Bateman (graduate now employed as recreation worker at UBC HSCH)

Alexandra Wood (graduate now employed as recreation programmer at Normanna Lodge)

Janice Spenser (Douglas College Instructor in TRP Program)

Jacinta MacK.innon, Quality Improvement Facilitator, Vancouver Richmond Health Board

0

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•

APPENDIX C: Graduate Employment Information

Graduates of Kwantlen's GAC and GRP program are employed in the following sites (not a complete list):

Adanac Park Lodge (Burnaby)

Canada Way Lodge (Burnaby)

Cartier House (Surrey)

Central Park Manor (Burnaby)

Cherington Place (Surrey)

Chown (ADC) (Vancouver)

Come Share (ADC) (White Rock)

Cooper Place (Vancouver)

Coppernick Lodge (Burnaby)

Crescent Gardens (White Rock)

Crossreach (ADC) (Vancouver)

Dogwood Lodge (Burnaby)

Evergreen Baptist Home (White Rock)

George Derby (Burnaby)

HSCH UBC (Vancouver)

Jackman Manor (Aldergrove)

Langley Lodge (Langley)

Le Chaim (ADC) (Vancouver)

Lion's Den (ADC) (Vancouver)

New Vista Home and Hospital (Burnaby)

Newton (Bear Creek Lodge) Regency

Renfrew Collingwood (ADC) (Vancouver)

Renfrew Park Manor (Vancouver)

Royal Arch Masonic Home (Vancouver)

Twin Cedars Lodge (White Rock)

VON Respite and ADC (Vancouver)

Whytecliffe (White Rock)

Willingdon Hospital (Burnaby)

Wintrestle Home (Surrey)

Zion Park Manor (Surrey)

LITILE MOUNTAIN RESIDENTIAL CARE & HOUSING SOCIETY

Adanac Park Lodge 85 I Boondary Road Vancouver, BC V5K 41'2 Phone: (604) 299-7567 Fax: (604) 299-7424

Wednesday, March 28, 2001

Kwantlen University College

Little Mountain Place 330 East 36th Avenue Vancouver, BC V5W 3Z4 Phone: (604) 325-2298 Fax: (604) 325-3655

12666-72nd Avenue, Surrey, BC VJW 2M8

To Whom It May Concern:

Uttle Mountain Court 330 East 36th Avenue Vancouver, BC V5W 3Z4 Phone: (604) 325-2298 Fax: (604j 325-3655

Over the past three years I have had the opportunity to meet a number of the Gerontologlcal R~ation Program students at various educational forums. It Impresses me ·first and foremost how well the students take to heart the aspects Qf continued professional develppment as taught by their instructors.

I have been an observer of the Geriatric Recreation Program for many years. Up until three years ago, I was not a supporter of the program. Since observing the professionallsm, commitment and sincerity of the faculty I have been pleased to see a parallel growth and modeling of similar attributes amongst students. As a result, I have changed my feelings considerably about the program. In fact, this has resulted In the recent hiring of one of your graduates.

I can tell you that -It was not only the right move but also a wise one. This graduate demonstrates a· strong level of professionalism; competence and - most Important - a deep respect and commitment to our residents. Having spoken with faculty, I can say that the skills demonstrated deariy reflect the Increasing professlonallsm of the program In both approach and content.

There are other programs available In the Lower Mainland from which I have hired graduates or hosted practicum students. However, in terms of specialized sklUs (geriatric care) and dear focus of heart with mind I have to say the well from whlcff I carefully draw Is that which Is filled by your Instructors. Congratulations on the growth and contribution your program continues to make to a very needy field of practice in the specialization of gerlatri·c care. In condusion, should the opportunity arise, I would be pleased to offer my site: Adanac Park Lodge as a practicum site for future students.

ne, RT . re &. Volunteer Services

"Compassion/or the needs of others, especially those whom ii would be very easy to neglect."

"

~o: Cerot Hansen KwanUen College From: ANGIE (604)879.0121

~Chown Adult Day Centre Caring Together

Carol Hansen Kwantlen College Gerontology Reaeatlonal Program

March 16, 2001

Dear carol,

Chown ADC has been hlrtno graduated Gerontology Recreational students slnc:e 1997. At the present time, I have three PrOgram Workers who have graduated from the program.

00/16/01 13:05:40

{The Lower Mainland ADC Administrator's AssodatJon has endorsed In tllelr] l_sklll sets that this program Is nec:essary to work In this environment. -

The staff, tndudlng myself, look forward to students from the Gerontology based Recreation Program (fonnerly G.A.C. Program), coming to our centre each year for their practla1m.

The students become Involved and connected to the dlents, whlle they are here, and help In Improving the quallty of llfe to our seniors. I feel_they are successful because their studies are based In Gerontology and not other populations.

This Is a wonderful educational program that has been recognized by clients and other staff as bringing a positive addition to the ADC environment.

Yours truly,

~ Charlene Masaro _ Administrator

.- .... ·-·- -

3519 camble Street, vanc:cuver, BC VSZ ZW9 Tel: (604) 879-0947 Fax: (604) 879-0121 emall: chownadc @vcn.be.c11

Ms. Carol Hansen

•

Rnyal Arch Masonic Home Clvnnp/ain Heiglils /n1em1ttflllk long Tmn Cart Facif11y

7850 Champlain Crescent, /1Jnc011Vtr, B.C. YSS 4C7 Ttlephont (604)437-7343 Fox (604)437-7373

Clo Kwantlen University College Geriatric Activity COordinator Program 12666 - 72"" Ave. _ -Surrey, B.C. V3W2M8

February 18, 2000

Dear Ms. Hansen;

As Director of Recreation I.have bad the pleasure of working with a number of graduates from your program. At present we employ one graduate on a permanent

0

fulltime basis and I anticipate hiring· two more in the near future, fulltime and permanent 0 In the meantime these two are employed as casuals. All ofthese_individuals perform their duties with a high degree of professionalism, enthusiasm and responsibility. Having the privilege of seeing several of their assignments I was impressed with the ciliber and appropriateness of the exercises as they relate to geriatrics and long term care issues.

I look forward, in the future, to working with more Kwantlen College students either during their practicums or on staff, as needed.

Director of ecreation

- '

0

-- ------===============-

Co11is 1!1'ier Jlome am/ Jlospita/ .. JEWISH HOME FOR 711E AGED OF BRJTISH COWMBIA

IOSS W. 41st Avenue, Vancouver, B.C. V6M IW9 • Tel. (604) 261-9376 Ftue (604) 266-8712

August 11, 2000.

Attention: Carol Hanson,

We have now completed our third practicum experience with Kwantlen College {GAC.) students. It seems that our practicum experiences grow increasingly smoother with each additional one.

Our hope is that the benefits to our residents equal the benefits to your students. We were privileged to have opportunity this practicum to have students assist with planning andimplementing summer outings, some remarkable one-UH>ne visits between students SI1d residents,assistance with evaluation of our programs through resident/student interviews and a very skilled t~ of students over on the Special Care Unil

As we experienced summer holiday rotation of our staff and an emergency leave of absence, it was a true trial for some of your students. Under your supervision these students proved themselves to be skilled and competent in their performance. .

We are delighted to be a partner in a practicum experience where the caliber of students is so high. In addition, the academic content of your program is so updated and in tulle with where our profession is at ·

We hope to continue our partnership long into the future and congratulate you and your students on a job well done!

Sincerely, .. : ....

Donna Levi Manager, Therapeutic Recreation Services

Recreation Hanson Aug 11 00

.•'

,C,o11is Brier Jlome am/ Jlospital JEWISH HOME FOR 711E /<GED Of" BRITISH COWMB/11

1055 W. 41st Avenue, Vancouver, B.C. V6M I W9 • Tel. (604) 261-9376 Fax (604) 266-8712

February 20, 2000.

Attention: Carol Hanson Practicum Supervisor Kwantlen College

As I review our last quarter for purposes of Continued Quality Improvement, I marvel at the benefits that your students ·have brought to our residents.

Your students are clearly motivated and professionally trained. They arrived at our facility able to understand the process and role of therapeutic recreation from assessment and implementation through to evaluation of the success of programs. Their skills were exceptional. The students left behind memories of meaningful one-to-one visits, a variety of new activities, carefully planned sensory stimulation baskets and the memories of an awesome special event that will not be easily forgotten. One gentleman residing in the Special Care Unit still insists that he is on a cruiseship and merrily requests a drink form the bar on occasion_ The event was so authentic that is triggered a happy memory that remains with him.

I commend you on a thorough curriculum which provides students with an understanding of the role and process of therapeutic recreation, and a keen awareness of the special p0pulation that they worked with. I am also aware of your skill as a practicum supervisor, and grateful to have you on site to serve as educator, coach and mentor to the students.

Our affiliation with a college that trains professionally and with exceptional standards keeps us on our toes. I hope that our relationship will continue to be mutually beneficial for a long time to come.

P.S.. It was a treat to read and absorb your thesis. I look forward to debriefing with-you in person.

Sincerely,

Donna Levi Manager Therapeutic Recreation Services

Rec Hanson Feb 20 00

•

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APPENDIX D: Background Information

Percentage of Canada's population 65+

20.00%

15.00%

10.00%

5.00% •2016

0.00%

Statistics gathered from the National Advisory Council on Aging, 1999 and Statistics Canada 1993 population projections estimates and medium-growth projections.

This graying of the population presents a unique set of issues.

Percentage of Canadians 75+ affected by disease

•Dementia

•Arthritis

Done or more disabilities

Ddiabetes

Statistics based on NACA, 1999 and Beyond, Ottawa, 1999.

Simon .fi;a= Hcolth Region • Health Profile

---·-·-·--·------·-----------------Table S Population Distribution for Senion (65+) by Age and Su, by LUA, 1996 and 2006

Burnaby New Westminster Coquitlam Maple Ridge Age 1996 2006 1996 2006 1996 2006 1996 2006

65-74 years male 6,310 7,052 1,671 1,845 3,783 5,756 2,002 2,479 female 7,263 7,496 2,175 2,082 4,446 6,289 2,244 2,763 total 13,573 14,548 3,846 3,927 8,229 12,045 4,246 5,242

75-84 years male 3,255 4,186 1,031 1,165 1,667 2,447 961 1,490 female 5,106 5,363 1,895 1,724 2,534 3,61 I 1,392 2,073 total 8,361 9,549 2,926 2,889 4,201 6,058 2,353 3,563

85+ male 844 1,371 257 437 338 667 198 448 female 1,883 2,687 718 995 833 1,808 435 875 total ... 2,727 4,058 975 1;432 1,171 2,475 633 1,323

Total65+ male 10,409 12,609 2,959 3,447 5,788 8,870 3,161 4,417 female 14,252 15,546 4,788 4,801 7,813 11,708 4,071 5,711 total 24,661 28,155 7,747 8,248 13,601 20,578 7,232 10,128

l!l!&k - indcy - next

-"':--

2 of2 4122101 2:4R PM

I of I

HEAL TH PROFILE POPULATION

DEMOGRAPHICS

Social Demographics

Social factors include type of residence, family structure, home language and ethnicity.

Home Language

Home language refers to the language spoken most often at home by the individual at the timeof the census.

For 21 % of the SFHR's total population. the home language was a language other than English.

In 1996, the top five home languages (after English) were Chinese, Russian. Punjabi, Italiaii, and German (Figure 9).

At the LHA level, 29% of Burnaby residents' home language was other than English or French, the Coquitlam LHA was next at 15%, then New Westminster at 13%. In the Maple Ridge LHA only 4% of the residents' home language was other than English or French (Map 3).

<

Figure 9 Home Language (ooo-Eoglisb), 1996

10%

• Sflfl a South Fraser a BC

2%

0% ., .. c

l i 6 c :~ ii i " Jl. " ll

~ ~ o; .. ~ l5 ". ~ 5 ..

~. ::E ~ 0 "' !:l

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4/22101 2:52 PM

Sinol Fo:- Heabh Region - Health Profile bttp1/www.lfhr.bc.Cll/inlcr_publichcalth/publidlcalth/profilc/2/low_intomc3.hun

I of2

HEALTH PROFILE POPULATION

DEMOGRAPHICS

Low Income Seniors

Figure 18 displays the low income rates for seniors in each health region. Only Vancouver had a higher rate than Burnaby. The BC average rate was 18% which was lower than the SFHR rates.

The low income rates were higher in senior women than in senior men. Over a third (35%) of Burnaby senior women were oflow income status.

At the LHA level, Maple Ridge had the lowest rate of low income (14%) while New Westminster (29%), Burnaby (29"/o), and Coquitlam (27%) all had proportionately more low income seniors.

F"igure 18 Pen:ent Aged 65 and over with Low lntome, BC and Health Regiom, 1996

T

CoulG.ri>oldi ·--Con!ultv""' ,._ ,.. __ _

t.w<r , ...... ·---. (;up1:ll ·--e-..i·~ .. ,. ___ _

• $.°""'_. ·---· •

Ca."t>o<i ·---· t

Waol_., ·---• "'Olo!mgaii ·---· • f-kJnhVit~t ·----· . . ._..._, 1m11---•

. Peaceun )II••••• ·• N lnl«a ·-----

'.•~-.;.I

No"'15Mrs µ;~~~~=~

Fnl...-V""'>' ·------· S<>AhF"""' ·-------

Percent. of 65-plus below LICO'

Source: Sta ti sties Canada,~ tabulatioa GOO 199 •pc:rccn1 below the Low lnoome Cut-Om: for ll)l)3IC 65 and older ••exclu&:s Bwnaby

4122101 2:55 PM

~imon Fraser Health Region - Health Profile nup"JIWWW,NJ.11 ........ .__~.J----·r----r·-----·-...--.--

I of3

HEAL TH PROFILE HEALTH STATUS

Life Expectancy

Life expectancy refers to the average number of years that a newborn is expected lo live.

It is a good indicator of the overall health status of the population. Life expectancy tends to be higher for females, for the rich, and for married people. 9

Life expectancy in the Simon Fraser Health Region continues to increase. Between 1972 and 1996, life expectancy for SFHR males increased by nearly four years and for females by nearly two years (Figure 22).

In the SFHR., males born in 1997 are expected to reach 75 years of age, on average, while females are expected to reach 81 years (Figure 23 ).

When compared to the BC average, Burnaby residents have a longer life expectancy (Figure 24). Overall, however, both male and female residents of the SFHR have lower life expectancy than the BC average.

Within the SFHR., New Westminster has the lowest life expectancy for males and females among the fourLHAs.

64 82

Figure 22 Life Exptttancy Trend, SFHR and BC, 1972-96

--•::OFl-IR~.:.a • • • • S~HRF~ ---Be M~ ••••••• ~c'Ftc'lakl

-··- ...... . 80 - ...... ----·.:.-.:. - - - -. . -~--···- . - . --78 •.••. -· 76

74L------=~-72 70 68+------1----+----+-------l 1972-76 19n.a1 1982·86 1987-91 1992·96

Sou=: B.C. Vital Slatistic:s AfPry

._ ....

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4122101 2:S7 PM

Simon fraser: Health Region - Health Profile

2of3

N--·--· ~---NonllWesl·----Pa.xal.lmd·---· -CaN>oojlll ___ _ ~·+_!II ____ _

-WMIK.........,~-----+ Uppotlsl:lnd1)111 ____ _

+

c.rml'llrc:la. ·-----SiftionF<aMI' +l=======:=i +

CGaslGmlbaldi,·------· + oc~~~~;:;;;;;;;;:::;;;;.;;;:;;~~=;;;::;~~ .. ~-~-=-;;::i·

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"-"Vaooot·jll•-----· lt!Jlmnap\,_ _____ __

e.....cr1-~~~~~~~~~

Ed~!·----....... . Cepild·------SoolhFlllS~ .................... ..

S°""''lgOll ................. . . ._,sh.n,,·---------... RdlTOlld~~~!!!!!~~!!!!!~~!!!!!!_---l'

74 76 78 80 82

years

4/22JOI 2:57 PM

Simon Frm<r Heallh Kcpon - Hcallh l'rolik: ................... ·--·--·- -----

HEAL TH PROFILE HEALTH STATUS --·-·----------···---·-- -·-···.

Dementia

Demenlia is a deterioration of a person's intellectual, emotional, and rognitive faculties to the e.xtent thaJ daily function is impaired

The estimated of prevalence of dementia ranges from about I% to over 6%21. The chances of developing dementia increase with age.

Because the number of elderly people in Canada is increasing, it is anticipated that the number of people with dementia will more than double by 202 I, to about 592,000 22 •

The current and anticipated numbers of people with dementia have significant implications for the demand on Continuing Care services in the SFIIR

Table 16 represents the range of potential dementia cases in the present and future regional populations over the age of 65 using prevalence levels of l to 6%.

Table 16 Potential Prevalence of Dementia In the SFBR for Those Aged 65 and Above

Population 65 and over Estimated number with Demen!ia ( 1-6%)

Souioo: B.C. V"dal s..ti<lia ~

1991 1996 1997 2001 2006 46,527 53,241 54,551 59,877 67,109

465-2800 530-3200 S4S-3270 600-3600 67o:4000

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~imon frosa Health Kcgion .. Health l'ro111c .............................. -.- -·--·---··-··--·--' --·····--· ...•

I of2

HEAL TH PROFILE HEALTH STATUS .................... - ........ -.. ,..,.-.... .,....':':" . ....,..~.,."::".''~·.-· . .,-. ........ .,.·--.,... .. -

Mental Health

Chronic severe menial health conditions include schizophrenia and bipolar disorder (manic depressive disorder). Data indicating the manber o/SFHR resldenJs who have been diagnosed with these conditions is lacking.

The Denver University Assessment Model can be used to estimate the likely burden of mental illness, including chronic severe conditions, in the SFHR. This model is well regarded for its ability to predict occurrences of mental illness.

It predicts prevalence of mental illness at five levels, ranging from a broad to narrow definition of need for mental health intervention. These levels are:

1. Total or any need. _ . 2. Any two mental health needs, not necessarily the presence of a psychiatric diagnosis. 3. Psychiatric diagnosis plus one other mental health need. 4. Severe psychiatric diagnosis. S. Diagnosis of a chronic mental illness.

This model estimates that there are 72,000 people with some type of mental illness in the SFIIR (Table 17).

Other measures of mental illness among SFIIR residents include hospitalizations due to mental health conditions, outpatient mental health services, and physician visits for mental disorderi

Hospitalization data include the number of hospitalizations of SFIIR residents for psychiatric diagnoses. Since it is the number of hospitalizations that are counted, not the number of different people who are hospitali7.ed, one cannot use these statistics to say how many people have had psychiatric illnesses severe enough to require hospitalization in 1996/97.

Table 17 Denver Modd Applied to tbe SFHR, Population 19 and over, 1997

Total mental health illnesses in the SFHR Two mental health needs Psychiatric diagnosis + one other mental health need Severe psychiatric diagnosis Chronic mental illness

Soura:: B.C. Vil.d Slalistics Ager&j

Percent Number 19.1% 72,018 5.2% 19,607 3.8% 14,140 1.9"/o 7,165 0.9"/o 3,394

Table 18 summarizes the leading causes of hospitalization due to mental health conditions in the 15 and older population. In 1996/97, there were 2,282 hospitalizations of SFIIR residents for psychiatric reasons. Affective psychoses and schizophrenia were the two leading causes of hospitalization.

4122101 3:03 PM

:'Jlllnnl rrcgo,..o , ,.,..., .... , '""-&' .. '• - • ,...,.,u, • ,.,,., ...

As Table 31 indicates, in 1995, outpatient mental health services were provided at a rate of 15 outpatient cases per l ,000 population in Burnaby and I 0 outpatient cases per 1,000 population in the · remainder of the SFHR. This translates into about 5,600 SFHR clients receiving outpatient mental health services.

In 1997/98, the SFHR had over 250,000 MSP billed visits to physicians for mental health conditions (Table 19). The rate per 100,000 population was over 50,000 physician visits in 1997/98. This is equivalent to every second SFHR resident visiting their physician for a mental health condition annually.

Table 18 Hospitalizations for Psychiatric Diagnoses, SFHR, Population 15 and over, 1996197

Diagnostic category (ICD9 Code)

Affective Psychoses (296) Schizophrenia (295) Other Psychoses (292-294, 297-299) Neurotic and personality disorders (300,3.01) Senile and presenile organic psychotic conditions (290) Alcoholic Psychoses (291) Alcohol dependence syndrome (303) Drug dependence (304) Other mental disorders (302, 305-316) TOTAL

Sounx:: lnfommtioo end Analysis Branch. BC MinistJy oflloallh

Hospital c ....

520 332 298 276 126 112 77 45

496 2,282

Hospital Days

8,109 5,430 2,423 2,216 2,982

700 297 124

3,210 25,491

Table 19 Physician V"1Sil5 for Mental Health Conditions (MSP visits per 100,000 Population) 1996197 nnd 1997198

Simon Fraser South Fraser Vanc:ouver/Ric:hn1ond North Shore BC

Soun:c: B.C. Vital S1atistics ~-

Total Visits

1996197 1997198

230,990 250,239 265,485 289,478 4'.!l,799 447,443

87,221 90,732 1,878,294 2,004,209

Rate per 100,000

1996191 1997/!!_8_"-

47,649 49,409 60,718 49,833 48.867

50,666 52.610 63,164 51,350 51.108

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Appendix F: Bibliography

Clark, Phillip G. Communication between Provider and Patient: Values, Biography, and Empowennent in Clinical Practice. Ageing and society, 16, 1996, 747-774. Cambridge: Cambridge University Press.

Miller, M.E., Peckman, C.W.P. & Peckman, A.B. (1998) Activities Keep Me Going and Going. Michigan: Thomson-Shore Inc.

Ministry of Public Works and Government Services Canada. Challenges of an Aging Society, 1999 and Beyond. (1999)

http://workfutures.bc.ca


December 3, 2001

8

Gordon Lee

EDUCATION COUNCIL

ISSUE:

ACTION:

Changes to Diploma Requirements for the Marketing Management and Accounting Diploma Programs

THAT Education Council approve the changes to the diploma requirements for the Marketing Management and Accounting Diploma Programs

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,

~<&. Kwantlen "!} UNIVERSITY COLLEGE

MAILING ADDIESS TELEPHONE 12666-nnd- (604)599-2100 Sun"J. BC I Memorandum I Cenada 'Im 2MS

TO: Education Council

c: FROM:

DATE:

Gordon Lee

April IO, 200 I

SUBJECT: Diploma Program Requirements

School of Business

The Marketing Management and Accounting Diploma programs are proposing the following change in their diploma requirements:

3 ·.Both programs will require on(e course in Applied Communications (CMNS) excluding CMNS 111 ~ n.-Y-· AND English (ENGL) excluding ENGL 0099. . tu~ <P" (

J v-t 110 . This change has been done to enhance the student's verbal and written skills. This also brings these programs in alignment with the Education Council requirements as per November 2000 minutes regarding liberal education requirements for K wantlen .University College degree programs.

This chang~ is effective for students enrolling after Septem~,


AGENDA#: 9

PREPARED BY: Roni Clubb

EDUCATION COUNCIL

ISSUE:

ACTION:

Revision to the Admission Point System for the Collaborative Nursing Program

THAT Education Council approve the revision to the admission point system for the Collaborative Nursing Program.

COLLABORA T AIVE NURSING PROGRAM

ADMISSION POINT SYSTEM

Starting in the year 2002 The Collaborative Nursing Program can admit 32 students into each of the Fall and Winter semesters respectively. The expectation is that applicants will far exceed the 11umber of available seats in each semester. In anticipati<>n oftarge numbers of applicants the CNP is proposing a new approach to the admission process. A point system has been devised to allow for priority admission for a select few .

.32 seats to be dislnbuted as followed:

• 8 seats dedicated to high school applicants who will enter through random selection

• 8 seats drawn through random selection • 16 seats assigned to those students with the highest points calculated from the

following criteria: I. Geographical location I point " geographical location is defined as those applicants who reside within the Kwantlen catchment region.

2. Relevant education experience 6 points to be calculated from:

Biology 1160 Biology 1260 English II 00 level English 1200 level Etective Elective

I point 1 point 1 point 1 point l JlOint I point

6 points

3. Persistent interest in the program 2 points

4.

I point allotted for each previous unsuccessful admission attempt

Aboriginal applicant l point

TOTAL 10 POINTS

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Revisions to the Admission Point System for the Collaborative Nursing Program (CNP)

As requested by the Board of Governors (BOG) the Admissions Committee of the CNP has reviewed and revised the admissions point system. The revisions have been approved by the Division ofCommunity and Health Studies Curriculum Committee. The revisions to the point system address the BOG concerns of:

• discrepancy between the points allotted for students living in the Kwantlen catchment area and points assigned to persistent interest in the program

• appearance that students living outside the Kwantlen catchment area have an unfair advantage for admission

The committee has revised the points to:

• Geographical Location 2 points (defined as: applicants who reside within the Kwantlen catchment area)

• Persistent interest in the program 2 points

With the addition of the extra point for- geographical location the total number-of attainable points is I 0.

• Geographical location • Relevant education experience: ( 6 points calculated from:

Biology 1160 1 point Biology 1260 English I 00 level l point English 1200 level l point Elective 1 point

2 points 6 points

I point

Elective l point) • Persistent interest in the progmm 2 points (l point for each previous unsuccessful admission attempt}

10 points

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MEETING DATE:· December3, 2001

AGENDA#: 10

PREPARED BY: Barbara Duggan

EDUCATION COUNCIL

ISSUE:

ACTION:

Continuation Criteria for Fashion Design

THAT Education Council approve the revision to the admission point system for the Collaborative Nursing Program.

I<wantlen UNIVERSITY COLLEGE

Dean, Applied Design and Communications

Phone: (604) 599-2525 FAX: (604) 599-2578

To: Education Council

Copy: Mary Boni

From:

Date: 14-Nov-01

Subject: Continuation criteria for Fashion Design third year

IMEMORANDUMI

Richmond Campus

At the February 15, 2001 Applied Design Curriculum Committee meeting, the following motion was passed:

Motion: Commencing September 2002, the requirements for continuation for the third year of the Fashion Design & Technology program be modified to an "average of 2.7 GPA or higher with a final grade of B- or greater in FASN 2200 Design Drawing II and FASN 2220 Drafting & Sewing IV."

Rationale: These two courses are at the heart of the curriculum for the Fashion Design Degree program. Understanding and skill developed through these courses needs to be at a greater than satisfactory level of demonstrated achievement in order that students will be able to successfully engage in third year courses.

Background: This motion was approved by DPAC at the May meeting and when it was submitted to Ed. Council thereafter, Ed. Council suggested that we assign a Mastery to these courses. However, Mastery would not work in this case, as it may prevent~ea1keystudents who were not intending to continue to take the degree from graduating with the 1p oma.


December 3, 2001

11

Robin Russell

EDUCATION COUNCIL

ISSUE:

ACTION:

Registrar's Attendance at Education Council Meetings

THAT Education Council Invite the Registrar to sit as an ex officio at Council meetings.

~Kwantlen ~ UNIVERSITY COLLEGE


December 3, 2001

12

Robin Russell

EDUCATION COUNCIL

ISSUE:

ACTION:

Education Council Members' Attendance at Divisional· Chairs' Meetings

THAT Education Council representatives report to their constituent groups by attending the 9ivisio11al Chairs Meetings on a monthly basis. •

~Kwantlen ~ UNIVERSITY COLLEGE

EDUCATION COUNCIL


December 3, 2001

13

Robin Russell

ISSUE: Review of the Education Council Meta-Evaluation Report and the summary of the External Evaluation Team

Summary of Comments regarding Education Council from External Evaluation Team

Report on November 23, 2001 meeting_

The comments below refer to the document submitted by the Education Council selfevaluation committee, a report created for the 2001 Meta-Evaluation. Dr. David Thomas delivered these comments with the understanding that a formal evaluation document will be sent to K wantlen within three weeks.

Key: The External Evaluation Committee indicated that the recommendations proposed in the Education Council meta-evaluation report were too ambitious and need to be prioritized.

Recommended Focus: -Education Council should expand its activities to cover its full mandate. -Education should focus on self-evaluation measures.

High Priority Actions: . -Review structure, mandate and processes of committees. "--Base Education Council plan of action on the collective or strategic plan ofKwantlen. -Use data in the context of the plan, not in place of the plan.

Program Review: Refer to SCOEA guidelines in selecting a model. The Red Deer model may be fine but Kwantlen should look at other models as well. Run a pilot project first Five-year model is probably too ambitious.

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Meta Evaluation Education Council Report

Working Group Committee Members

JimGunson Robin Russell Harry Yang Peter Chevrier Jack Finnbogason Steven Lee Elizabeth Friesen

Introduction

We take the intention of this study as being 10 recommend crileria and processes evaluating the effectiveness of Education Council self-evaluation. Appendix G of the Institutional Self-study Working Group Guide lislS a number of questions lo be answered We feel that restricting ourselves to these questions unnecessarily limilS our role and value as the questions are based on certain assumptions about the role of Education Council, which may nol be true for Kwantlen, and fail lo address other aspects of Council's role. We, therefore, propose to address the issue by answering the given questions, but in the context of Kwantlen University College, and providing additional criteria.

The role of Education Council is defined (or ill-defined) in legislation. The College and Institute Act is open to interpretation. The reality is that the role of Education Council varies from institution to institution. All councils approve curriculum and policies related to the granting of credit. In the area of priority setting, the role of council varies considerably. At some institutions, council has a direct role in the budgeting process, at others not al all. II should also be noted that the role of Council continues to evolve at each institution, depending on institutional hislory and culture, and on the resoun:es provided. Councils have existed for comparatively few years.

Some Kwantlen-specific faclS are worth noting: • Kwantlen's size has doubled in the past ten years, and in that time has added a number

of courses and degrees. The Education Council has concentrated ilS energy and time on the growth of the University College (Appendix 1).

• Council has been engaged in filling a policy vacuum.

• Council is in the process of assuming it's full mandate.

• It is anticipated that the above activities will be completed, leaving more time for fine tuning and introspection.

• Informal reviews of Council's role and effectiveness have taken place, but informally, largely by the Chair.

• The Education Council continues 10 be in an evolutionary state - many subcommittees have been formed since the last self-evaluation.

Kwarulen University College 2001 Meta-Evaluation 7

Comments on the Process

We have a number of concerns about the process as it now stands. The major concern is that the documentation seems primarily designed for use in evaluating an existing evaluation scheme, rather than in designing one. The suggestions as to what might be said when a question is answered in the negative tend to beg que8tions. Questions about the use of evaluations, for example, are moot when no evaluations have as yet taken place.

It would have been helpful if the meeting with SCOEA personnel had taken place before we began the task. This would have set us on the right path without having to read the subtext of the documentation.

The Meta-Evaluation assumes that evaluations have taken place.

Kwantlen Universily Colkge 2001 Meta-Evalualion 8

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Recommendations

Self Evaluation

• That the Education Council perfonn periodic self-evaluation, and that processes be implemented for this purpose.

• Education Council shoUld review legislation to ensure that it is fulfilling the mandate set out in legislation.

• That each sub-committee of Education Council also undergo an annual fonnal selfevaluation process.

• That Education Council should annually monitor the extent to which action has been taken on those recommendations from the self-evaluation that relate to its mandate.

• That the process for in-depth review of the Education Council's governance function be fonnalked. Reviews should talce place at least every 5 years.

• That the process for in-depth review of the Education Council's governance function be fonnalked. ·

• That Education Council comply with the following requirements for an effective Education Council evaluation:

• It considers whether the Education Council's goals and objectives

• are explicit,

• are consistent with the institution's Strategic Plan,

• have been developed in consultation with constituencies,

• have been reviewed and revised as prompted by the annual indicators and trends, changes to the institutional Strategic Plan and other factors which inay have arisen.

• It includes a summary of the relevanJ indicators and trends that are collected annually. (See Guidelines for Annual Reviews.)

• · It examines Council's operations (procedures &: practices) aiul policies in tenns of the Council's goals and objectives. This evaluation will include:

• relationships among Board, Administration and Education Council,

• process for ensuring that the Education Council is fulfilling its roles and responsibilities as outlined in the relevanJ legislation or as otherwise empowered by the Board,

• measures of institutional satisfaction with the Education Council,

• measurement of achievemerit of the Education Council's goals and objectives.

Kwan1len Universily College 2001 Meta-Evaluation

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• It includes consultation with constituencies and the results are made available to the stakeholders.

• It includes evalualors external to the Education Council

• It produces a clear summary of the findings and recommendations emerging from the evaluation.

• That Education Council dedicates one meeting to study key daJa received and make recommendaJions for the upcoming year, and use the information to set goals and objectives

lnfonnation Use

• That, once formal mechanisms are in place for evaluations, Education Council should investigate how the evaluation outcomes might be used for planning, decisionmaking, and policy development.

• The Education Council should review reports containing indicators and trends, such as SORS data, KP/ reports, Student Outcomes, Program Reviews, and Annual Reviews. One session each year should be devoted to analysing the infonnaJion in the KP I's Annual Report together with daJa from other areas that relate to the report.

• That &Jucation Council formalize the process of using indicators and trend.

• That Education Council wort with lnstitulional Research and senior leadership to ensure that all relevant studies and reports be provided to Education Council.

• That Education Council formalize the collection and distribution of information for sub-committees, enabling Education Council to anticipate and comment on changes in the mandate of the University College, including matters related to budget cuts and program reviews.

• That Education Council take an active role in the evaluation of institutional effectiveness as it pertains to student retention and success.

• That, if Education Council is to be involved in Program Review, then it must be a primary recipient of Educational Studies, Program Reviews, and Reports.

Other Recommendations • That Education Council consider whether its current size and composition are

appropriate, and whether its meeting times and locations are appropriate.

• That Education Council consider whether its sub-committee structure is appropriate. In particular, it should consider the mandates, composition and process of subcommiltees.

• That Education Council review whether current practices for program and course review are appropriate.

Kwanilen University College 2001 Meta-Evaluation

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Thal Education Council reflect on the health of its relaJionsh ips, particularly with the Board of Governors. · ·

Thal Education Council review how well it is fulfilling its legisla1ed mandate .

Thal Educalion Council consider the effectiveness of its meetings .

Thal the University College ensure thal adequate resources are provided for Educalion Council to fulfil its mandate, and. in particular, to support its information needs.

Answers to SCOEA Questions

I. Does the Education Council annually examine a set of relevant data concerning key elements of its operation and performance?

SCOEA requins that the Education Council annually reviews a set of Indicators and trends dealing with educational programs and services which may Include • institutional Key Performance Indicator (KPI) data, • institutional Student Outcomes data, • program and education services reviews.

Response

The role of Education Council at Kwantlen is largely confined to setting educational policy, rather than priorities. The data mentioned above would seem to be more significant in the latter. Thus, Education Council does not currently annually examine the relevant data on a formal basis. In addition, Council has not become involved in program and service reviews.

Recommendations: • Thal Educalion Council review reports containing indicators and trends such as

SORS data. KP/ reports, Student Outcomes, Program Reviews, and Annual Reviews. Information can be distributed to Education Council members by Institutional Research. One session each year should be devoted to analyzing the information in the KP I's Annual Report together with data from other areas thal relale to the report.

• That Education Council dedicate one meeting to study key data received and make recommendatWns for the upcoming year, and use the information to set goals and objectives.

2. Does the Education Council use the information for planning and decision-making?

There is not a formal process for this, as Council is not currently involved in priority setting.

Response No. See the response to question I.

RecommendatWn:

Kwantlen University College 2001 Meta-Eva/uaJion JI

That Education Council formalkP the process of using indicators and trends as indicated in Question 1.

3. Does the institution have processes to ensure that appropriate bodies annually monitor the implementation of recommendations arising from completed In-depth Evaluations of the Education Council and from previous Institutional Self-studies?

Response

The last institutional Self-Study was 1991/1993. The Education Council did not exist at that time.

Recommendation:

That Educalion Council should annually monitor the e;ctent to which action has been taken on those recommendations from the self-evaluation thal relale to its mandate.

4. Does the institution regularly review its governance function as defined by SCOEA?

Response

Some form of governance review takes place regularly, but informally, as provoked by issues. Last year the Board and EdCo began working on a review or their roles in curriculum approval

Recommendation: That the process for in-depth review of the Education Council's governance function be formalkPd. Reviews should take place at least every 5 years.

5. What are the dates or the last two evaluations or the Education Council?

If the institution has not complied with SCOEA' s criteria for regular review, refer to the appropriate body to develop a schedule for governance function reviews.

Response See the response to· question 4

6. What evidence is there that the process for the In-depth evaluation or the Education Council is efficient?

Response

In-depth, formal evaluation is not currently 11n ongoing process.

Kwanllen University College 2001 Meta-Evaluation

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Recommeru/Jztion: ThaJ the process for in-depth review of the Education Council's governance function be formaliud.

7. How useful do the members of the Council think the evaluations have been?

Response See#6

8. Does the current institutional process for evaluating the Education Council comply with SCOEA's criteria for an Education Council In-depth evaluation?*

Response This does not currently happen.

Recommendations: • Thal Education Council comply with the following requirements for an effective

Education Council evaluation.

It considers whether the Education Council's goals and objectives • are explicit, • are consistent with the institution's Strategic Plan, • have been developed in consultation with constituencies, • have been reviewed and revised as prompted by the annual indicators and trends,

changes to the institutional Strategic Plan and other factors which may have arisen. ii It includes a summary of the relevant indicators and trends which are collected

annually. (See Guidelines for Annual Reviews.) iii It examines Council's operations (procedures & practices) and policies in terms of the

Council's goals and objectives. This evaluation will include • relationships among Board, Administration and Education Council, • process for ensuring that the Education Council is fulfilling its roles and

responsibilities as outlined in the relevant legislation or as otherwise empowered by the Board,

• measures of institutional satisfaction with the Education Council, • measurement of achievement of the Education Council's goals and objectives.

iv It includes consultation with constituencies and the results are made available to the stakeholders.

v It includes evaluators external to the Education Council. vi It produces a clear summary of the findings and recommendations.emerging from the

evaluation.

9. Has each evaluation completed since the current process was adopted followed that process?

RecornrnendaJion: As per Recornrnendalion in Question 8.

Kwantlen Univenity College 2001 Meta-Eva/Ulllion 13

10. Are the findings and recommendations of Education Council evaluations used for planning, decision-making and policy development by th~ in8titution' s faculty or staff, board, management, or education council, as appropriate?

Response The Education Council does periodic infonnal evaluations, but they are often pushed to the end or the agenda, and are not seen as criticaL As yet there have been no fonnal evaluatJons.

Recommendalion: Thal, once formal mechanisms are in place for evaluations, Education Council should investigale how the evaluation ow comes might be used for planning, decision-making, and policy development.

11. Does the evaluation process result in constructive change to the Council's operation if required?

In those cases where an evaluation recommended changes to the Education Council, have they occµrred?

Response

The question is currently not applicable, as the Education Council has not been evaluated on a fonnal basis. Education Council was formed after the last Institutional Seir-Evaluation.

KwanJlen Univer.riry College 2001 Meta-Evaluation

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Appendix . 1. Kwantlen University College Summary of Education Council Minutes

References

College of New Caledonia 1999 Institutional Evaluation Self-Study Report (available on line at) http://www.cnc.bc.ca/ie/reptoc.hbnl

Government of British Columbia College and Institute Act. Part 4 - 'The Powers and Duties of Boards and Education Councils".

Kwantlen University College Charting a New Course: Operational Plan

Kwantlen University College Critical Success Factors (aka) Management Leners

Kwantlen University College 1994195 Calendar

Kwantlen University College Coyote Creek Retreat Notes

Kwantlen University College Education Council Minutes (available on-line at http://www.kwantlen.bc.ca)

Kwantlen University College, Kwantlen College 1992193 Self-Study Steering Committee Summary Report.

Kwantlen University College Strategic Plan 1997

Ministry of Advanced F.ducation, Training and Technology, 1998 Peifonnance Report (Key Peifonnance lndictors)

Ministry of Advanced F.ducation Training and Technology (via Auditor Generals Office) FTE Reports 1999 - 2000.

Standing Committee on Evaluation and Accountability Draft Working Group Guide: Appendix G- Governance: Education Council

KwanJ/m Univenily College 2001 Meta-Evaluation

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Appendix I: Educational Council SUJJllll3I)'

Part A

Standing Committee on Evaluation and Accountability (SCOEA): Meta-evaluation of Governance, Education Council

The Mission of the Education Council was outlined in 1995 December as: '"The Education Council is a group representative of the internal Kwantlen community. Its mission is to guide the educational activities of the University College and provide the structure to achieve University College mission and goals. It does this by: being a forum for the exploration, discussion, and resolution of educational issues; establishing priorities, policies and procedures in consultation with peers and with external communities; advising the Board on a wide range of educational matters."

Membership entailed the following (April 1995): '"The current council is the result of democratic voting and presidential appointments. It represents the K wantlen community well. Councillors did not recommend changes. However, the Council instructed Skip Triplett to invite Kwantlen's Board of Governors to exercise its right (11.4(3)(5) of the College and Institute Amendment Act, 1994) to "appoint one person to be a non-voting member of the Education Council to serve for one year".

The Objectives of the Educational Council were examined in September 1996. Education Council Goals: What - policy for curriculum matters, have an evaluation scheme that matches the outcomes

- what direction the University College should take in degree approval process - role of liberal arts - policies and procedures to improve access to Kwan lien - prior learning assessment policies - relevance vs. liberal education - course program outline review approval process - bridging between programs - workplace based training - articulation of private training.

How - briefing from sub committees re issues identified above - strategic plan first ' - effective use of time

In April 1997, Goals of the Educational Council were revisited. One of the recurring concerns of discussion groups was "communication" i.e. is the University College community aware of Education Council functions, are we working toward clear procedures? planned professional day in August to address some of these concerns. Awareness needs to be developed and.maintained of Education Council's role as a governance body as opposed to a working

KwanJ/en Universily College 2001 Meta-Eva/uaJion 16

committee. Committees need to be educated as to which issues are learning related and need to be referred to Education Council for .8cceptance or recommendation. Suggestion made to invite a representative from outcomes group to provide an information sheet and give brief report. Education Council should receive minutes from sub committees on a regular basis.

The following was stated regarding Education Council Self-Assessment (March 1999): "The Chair stated that at some point in time, Council should hold a brief discussion on how we are doing and what we can do better. It was agreed that this item should be deferred to another meeting, and placed a little earlier on the agenda."

A Review or Education Council's Structure and Mandate took place (September 1999):

"After review of the section of the Act pertaining to Education Council, it was agreed that Council is operating well. It was questioned whether the Liberal Education Committee should be part of the standing committee reports, and the consensus was that it should be deleted"

NUMBER OF COURSES & PROGRAMS APPROVED MINUTES

The following is a synthesis of degree programs and courses approved by Education Council from 1995, its first year of existence. Note: Minutes from January, February, March, June, September, October, November 1995 are missing. Plus, January & February 1996 Minutes are not included

FROM APRIL 1995 TO DECEMBER 1996

COURSE APPROVAL

I Number of Courses Approved 172

PROGRAM APPROVAL

3 1 1 0

FROM .JANUARY 1997 TO DECEMBER 1998 (In Jan. 1997, it was moved that members of Ed. Council form a sub<ommittee that looks at all future course outlines until Ed. Council receives the report from the Course

Kwantlen Universily College 2001 MellJ-Evaluation 17

Outline Committee and that the new sub-committee makes recommendations to the Ed. Council as a whole as to acceptance or rejection of course outlines.)

COURSE APPROVAL I Number of Courses Approved I 202

PROGRAM APPROVAL

l 2 0 2

FROM JANUARY 1999 TO DECEMBER 2000 (In Jan. 1998, it was noted that concerns have been expressed that the Curriculum Approval sub-committee is usurping the role of the divisional curriculum committees, particularly with regard to course outline revisions.)

COURSE APPROVAL I Number of Courses Approved

roved

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Standing Committee on Evaluation and Accountability (SCOEA): Meta-evaluation of Governance, Education Council

The following is a comparison of the number of courses and programs that Kwantlen University College offered in the 1994195 academic year, EdCo's first year of existence, compared with the number of courses and programs offered in the 2000101 academic year.

KwanUen Calendar 1994195

NUMBER OF COURSES IN 1994195 I Total Number of Courses I 978

NUMBER OF PROGRAMS IN 1994195 I Total Number of Programs 112

Kwan1len University College 2001 Meta-EvaluaJion 18

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Number of Certificates of Completion 2 Number of Citations .. 15 Number of Certificates 30 Number of Diplomas 24 Number of Associate Del!reCS 5

Kwantlen Calendar 2000/01

NUMBER OF COURSES IN 2000101 I Total Number of Courses I 1179

NUMBER OF PROGRAMS JN 2000101 Total Number of Programs 92 - 105 (fluctuates with

CE) Number of Certificates of Completion 4 Number of Citations 16 Number of Certificates 44 Number of Diplomas 21 Number of Associate Del!reCS 6 Number of Bachelor Del!reCS 5

Regarding CE, the note on approval of Continuing Education Curriculum reads as follows:

"At the June l, 1998, Education Council Meeting, Council approved in principle a number of CE Programs. Details at the course outline level have still to be considered. Following the motion, it was suggested that the Executive Committee examines each CE Program and makes a judgment on which cWTiculum committee should review it. If there is not a relevant committee, then the Executive Committee will recommend a group of experts to vet the program."

Kwantlen Univenily College 2001 Metil-Evaluation 19

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Meta-Evaluation Educational Prog.,.llJS Report

Working Group Committee Members

Linda Condell Roy Daykin Elizabeth Friesen (support) Charon Graham Ron Kelly Gordon Lee Judith McGillivray Wendy Parry Panteli Tritchew Terri Van Steinberg

We are pleased to submit our Educational Programs Meta-Evaluation Report, which responds to the questions stipulated by SCOEA and provides recommendations.

As part of our package, please find the following material:

Educational Programs Meta-Evaluation Report

Appendix A - Meta-Evaluation Educational Program Reviews Appendix B - Meta-Evaluation Educational Program Review Questions Red Deer College's Program and Services Review Policy and Process

Questions from SCOEA's Guidelines

1. Are there any institutional reviews of programs in your area that have occurred in the last 10 years? If so, please identify the program and date completed.

Different divisions and educational programs across the institution have instituted program reviews, varying in scope and depth.

(For a detailed list of these reviews, please refer to the Meta-Evaluation Educational Program Reviews (Appendix I)

2. Do the faculty and staff in each program annually examine a set of re_levant data concerning key elements of its operation and perfonruince? Explain how you determined your answer?

Currently, the faculty and staff do examine relevant data concerning aspects of operation and performance. Typically, the data most frequently examined relates to the number of students who complete the courses and programs and their success rates. More specifically, the variables that are examined usually include ·enrollment statistics, and student "success," which looks at pass/fail rates and cumulative GPAs.

Kwan1/en Universily College 2001 Maa-EvaluaJion 20

Although some programs do annually examine student enrolment and success data as pan of an annual review process, the depth, scope, and frequen.cy of these varies across the institution. Also, the method with which data Die ultimately used to modify educational planning or curriculum revision is not fonnally documented.

Some programs use the enrollment data to modify their timetables .or educational planning, while grade reports are not used as instruments of change as often as the enrolment data

Some programs annually examine data from the Student Outcomes Reporting System (SORS) and develop recommendations based on SORS data

Occasionally, the student success rate of a course or program are more closely examined in tenns of a specific mark breakdown, which would compare all of the grades for a course or program, with specific reference to D's, Fs, and Withdrawals.

This closer examination typically occurs when a student success issue is noticed, either by faculty or staff. In the last year, the Intake and Assessment subcommittee of education Council has requested that several programs with lower than average success rates participate in a review process. (These programs included Math, Chemistry, Biology, Criminology and Philosophy.)

We determined our answer by soliciting individual input from the dean of each Education Program at Kwantlen University College. (See Source data Meta-Evaluation Educational Program Review Questions, (Appendix 2) ·

3. Do the faculty and staff In each program use the annual Information for program planning and decision-making? Explain how you determined your answer?

The faculty and staff in each program do review data from SORS (Student Outcomes Reporting System), enrollment figures, and grade repons.

The frequency, depth, and scope of the data review vary across the institution. Also, the examination of the data may or may not result in modifications to program planning and decision making.

We determined our answer by soliciting individual input from the dean of each Education Program at Kwantlen University College. (See source data in MetaEvaluation Educational Program Review Questions, attached.)

4. Does the institution have processes to ensure that appropriate bodies annually monitor the implementation of recommendations arising from In-Depth Program Evaluations and from previous Institution Meta-Evaluations?

Currently, Kwantlen has no explicit processes to monitor the implementation of recommendations arising from In-Depth Program Evaluations or previous Institution Meta-Evaluations. The processes that are in place tend to be ad hoc, or on an as needed basis. One example is Kwantlen's Intake and Assessment sub-committee to

Kwantlm University College 2001 Meta-Evaluation

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• Education Council, which makes recommendations to Education Council, but does not monitor recommendations.

Typically, either external or internal pressures would trigger any reviews that are conducted. External pressures would include employer input to Advisory Committees, or employer dissatisfaction with graduates.

Internal pressures would include either low success.rates for a program (e.g. an unacceptable percentage of D's, Fs, or Withdrawal's) or low enrollment in the program. Faculty, Deans, Education Council, and the Office of the Vice President, Education monitor both of thC$C internal triggers.

5. Is there a schedule for conducting In-Depth Evaluations of all educational programs so that each is evaluated at least once in a ten-year period?

Currently, there is no schedule for conducting In-Depth Evaluations of all educational programs so that each is evaluated at least once in a ten-year period.

6. When was each educational program last evaluated?

Different divisions and educational programs across the institution have completed program reviews that vary in scope and depth.

(For a detailed list of these reviews. please refer to the Educalional Program Reviews at Kwantlen University College spreadsheet attached.)

7. Is the institution's process for the In-Depth Evaluation of educational programs efficient? (Note: There may be different processes for different groups or programs; if so, answer this and the following questions for each process.

Kwantlen's process for the In-Depth Evaluation of educational programs is time consuming and costly. Currently, the process is addressed in different ways by · different programs, so the methodologies and efficiencies vary from program to program.

The processes and responsibility to evaluate educational programs are currently spread between three committees - Education Council, Degree Proposal Approval sub-committee to Education Council (DPAC), and the Intake and Assessment subcommittee to Education Council.

Education Council and these two committees have recently started to involve themselves more actively and formally in program evaluations, but no formal policies and procedures are yet in place. '

Because no formal procedures or mechanisms are in place, program reviews are costly and time-consuming. One example of this is the review and recommendations of ur English prerequisites at K wantlen, which took about two years to be approved by Education Council and the Board.

Also, externally driven program reviews (i.e., reviews required by outside accrediting bodies or professional organizations) are extremely time-consuming and expensive. For example, last year's five year accreditation of the Interior Design program by

KwanJ/en Umversity College 2001 Meta-Eva/uaJion 22

FIDER (Foundations for Interior Design Education and Research) cost K wantlen approximately $25,000, while the seven year accreditation of.the Nursing program by CA USN (Canadian Association of University Schools of Nursing) cost approximately $40,000.

8. How useful do the evaluated programs' personnel think the evaluations have been? Describe how you determined your answer.

Because different educational programs conduct program evaluations with varying degrees of frequency and depth, some programs have found evaluations more useful than others have.

As a general rule, it seems that the more formal (depth and scope) the evaluation, the more useful it was found by the program evaluated. Also, the more formal the review, the more likely it was that its recommendations would be actively pursued or implemented.

Not surprisingly, faculty and staff are reluctant to modify educational plans or curricula unless the findings are significant and conclusive.

9. Does the current institutional process for evaluating the educational programs comply with SCOEA'S criteria for effective In-depth Educational Program Evaluation?

The current institutional process for evaluating new educational program8 (degrees) is very rigorous and does comply with SCOEA'S criteria for effective In-depth Educational Program Evaluations. All new degree programs are rigorously vetted and validated by

1. An external Validation Team 2. Degree Proposal Approval sub-Committee to Education Council 3. Education Council 4. Board of Governors 5. Ministry of Education's Degree Approval Committee

DPAC and Education Council must also approve significant revisions to certificate, diploma, or degree programs in their first cycle of operation. Currently, however, there are no formal procedures in place to monitor and evaluate ongoing programs once they have been implemented.

10. Has each evaluation that was completed since this process was adopted foUowed that process?

Not Applicable to Kwantlen during this Meta-Evaluation.

11. Are the fmdings and recommendations of educational program In-depth evaluations used for planning, decision-making and policy development by the institution's faculty or staff, board, management or education council, as appropriate?

Kwamlen Univenity College 2001 Meta-EvaluaJion

•

•

23

I ,

I

I

, • • • I

• • • I I I I I

• • •

Different educational programs conduct program evaluations with varying degrees of frequency and depth and some programs have found evaluations more useful than others. Because of these inconsistencies, faculty, staff, management, and Education Council seem to get involved only if a rigorous review yields conclusive findings that require program or cwiicular change.

Typically, Education Council would only be involved if curricular or prerequisite modifications resulted from a program evaluation.

12. Does the evaluation process result in constructive change to the program required?

Please refer to the response to Question Eight, above.

Recommendations

Based on our assesqnent of the educational review processes currenily In place at Kwanilen University College, the Educational Prog:tam review Committee presents the following recommendations: ·

ThaJ KwanJlen UniversiJy College perfonn Regular and CenJralked Education Program Reviews.

I. Use the models presented in Red Deer College's Program and Services Review Policy and Process document as a starting point for institutional prcicess enhancemenL

2. Develop guidelines and procedures for more regular and centralized use of relevant data for educational program reviews, aiming for annual reviews where applicable .

3. Incorporate data from student FI'E ertrollment, SORS, GPA and grade 'reports, and other more qualitati.ve data into these guidelines and procedures. ·

4. Develop processes for more qualitaJive data gathering and analysis to supplement the quantitative data currently available.

5. Develop standards and procedures to document the analyses and recommendations arising from educational program reviews .

6. Develop a schedule to ensure that educational programs are reviewed annually.

(Regular or annual reviews would minimize the time and cost involved for either In-depth Institutional reviews or external accreditation reviews.)

7. Pursue external accreditation of applicable education programs.

Thal Kwantlen UniversiJy College adopts a Two-Tiered Program Evaluation Process •

1. Develop a two-tier program evaluation structure .

2. In the first level, examine data annually to see if there are any significant variations from established norms or patterns.

Kwan1len Umver.sity College 2001 MetD·EvalUJJJion 24

(These variances could be either higher or lower than the.normal success patterns. Thus, programs or courses would be flagged for further review to determine what is working well and what isn't working as well.)

3. In the second level, implement a more rigorous examination of variances that prove to be valid and relevant.

4. Develop separate guidelines and procedures for both levels of review.

5. Document findings and recommendations from both levels of review, and distribute to appropriate committees.

That Kwantlen UniversiJy College adopts Program Review Monitoring Mechanisms.

1. Develop guidelines and procedures for a more formalized and centralized structure (e.g., committee or sub-committee) to coordinate, track and monitor the implementation of recommendations that arise from annual program or course. reviews.

2. Ensure that recommendations arising from educational program reviews are centrally received and recorded. ·

3. Ensure that recommendations arising from educational program reviews are distributed to DPAC and Education Council, either for background information or approval purposes.

4. Designate a sub-committee of Education Council to monitor and evaluate program or curricular changes that result from reviews of ongoing programs.

APPENDICF.S I. Kwantlen University College Meta-Evaluation Educational Program

Reviews 2. Kwantlen University College Meta-EvaluaJion Educational Program

Review Questions 3. Red Deer College Program and Services Review Policy and Process

KwanJ/en University College 2001 Meta-Evaluation

•

0

25

- - - - - - - - - - - - - - - -- -

Pean DlftslolYDlsdpUne Accn:dltaUon Leftl AccrtdltaUon Gnntcd - Dlte orlut - Dlte of last 1111!....tll' Tramter lntamllleTI .... Date or last Accndlllq l!xt...W Ad.isory Ad"'°'7 (Block'l'nmfu to which (Omt.,.amc-i lnl.....t

~~· Accredltatloo. Board Board lmUlallcm/None) "(Otba)} ReTlew "'-donl ,.,..,., •. a-.._ Reoort.

••Varies ••Varies Diploma General Studies None N Curriculum Committee

Nanson APASS Adult Career Preparation None N None Curriculum Committee

Nanson APASS Completion Certificate of Completion • None . N None Curriculum Certificate Adult S""'riaJ Education Committee

Nanson APASS Citation Employment and Educational None N None Curriculum Access Committee

Nanson APASS Diploma Adult Oraduation or •Adult Ministry N None Curriculum Doewood" Committee

Kwalfllm C/n,.,,.lry CJU.1• 2001 Mna-Evalsualon 26

. • -

0 -o- ------------u----

Dean Dh1slon/Dlsdpllne Accrcdltatlon Lenl Accreditation Granted - o. .. otlal - o. .. otlal Uol...,.ty Transfer lnterml Rmcws Date ot last Accm!IU., - Ad.tsory Ad.tsory (Blod(fram:fer to which (Cmrfcalam Comm) ln!mm!

Body Aa:redltaUo Boord Boord lmtllutloalNODe) '(Other)) Rnlew (NlmO) • (YS!lo) Report. Report.

m.-t1onl

Duggan Applied Design Bachelor Degree Applied Journalism Nav None Yes Nov/00 in process with Curriculum Nav (Nap) Bcrr. Langara Committee

monthly meetings, course review as nee.

Duggan Applied Design Bachelors Applied Design in Interior Design Foundation October yes Sept/00 none Curriculum Fall 2000 Degree for Interior 2000,6 Committee

Design years Research accreditati

on Duggan Applied Design Bachelors Applied Design in Fashion Design Nap Nap yes Jan/99 none Curriculum Nav

Deoree and Technoloov Commiaee Duggan Applied Design Certificate Interdisciplinary Design Studies Nap Nap no, Nap under dev. with Curriculum Nav

under Emily Carr Committee . develo oment

Duggan Applied Design Certificate Fashion Marketing Nap none no Nap none Curriculum Nap , Committee

Duggan Applied Design Diploma Fashion Design & Technology Nap none yes Jan/99 none Curriculum Nap Committee

Duggan Applied Design Diploma Public Relations Nap none yes Mar/98 none Curriculum Nap Committee

Duggan Applied Design Diploma Graphics and Visual Design Nap none yes OctlOO .. none Curriculum Nap Committee

Duooan Annlied Desim Diploma Journalism Nao none ...eo Nov/00 none Curriculum Nag

Kwan.rlcn Univ~ni.ty Coll•t• 2001 Mtta·Evabuuion 27

. ----------····••' 11 'W' I' I' 1 J. I' )··············~e•

Dean DITlsl.onlDlsdpllnre Acettd.11.adon Leftl Ac:cn:dltlltlon Gn.ated ExlmW Dateotlast l!xttmo 0a1 .. r1as1 UnhU'Slty Tramter lnt<rnalRm .... Date of last AccndlHna - I AdTbory (BlodtTramt'cr to which (Curr1calam Cctnm) Internal·

Body Acc:rtdltatloa Ad ..... Board lmtltutlon.INODt) '(Other)) Rm ... (Nome) (llanldon) 7 llolrd ~ Report. (Y':"'d

Baur Applied Apprenticeship Floor Covering ITAC Tech/Trades

Baur Applied Apprenticeship Bricklaying ITAC Tech/Trades

Baur Applied Apprenticeship Ouldoor Power Technician ITAC Tech/Trades

Baur Applied Apprenticeship Industrial Warehousing ITAC Tech/Trades

Baur Applied Apprenticeship Industrial Engines and Equipment ITAC Tech/Trades Parts

Baur Applied Apprenticeship Automotive Parts ITAC Tech/Trades

Baur Applied Apprenticeship Cement Muon ITAC Tech/Trades

Baur Applied Apprenticeships Automotive Mechanical Repair ITAC Tech/Trades

Baur Applied Certificate · Furniture Upholstery . ITAC Tech/Trades

Baur Applied Certificate Carpentry Tech/Trades

Baur Applied Certificate Automotive Upholstery y June Tech/Trades 20/00

Baur Applied Certificate Automotive Mechanics CARS April y June · October, 1999 October, Tech/Trades 112000 20100 99

KWdlllltn Unlvmlly Collq• 2001 Meta-Eva/uallon 28 '

•

""!Ill' ........... - - - - - - - - - -

Baur Applied Certificate An:hitecturul/Structural Drafting Techll'rades

Baur Applied Certificate Appliance Servicing Techll'rades

Baur Applied Certificate Automotive Parts/Light Techll'radcs W arehousina

Baur Applied Certificate An:hitectural/Electrical Drafting Techll'rades

Baur Applied Certificate Welding - Level C Techll'rades

Baur Applied Certificate Millwright/Industrial Mechanic Techll'rades

Bour Applied Certificate An:hitcctural/lndustrial Drafting Techfl'rades

Baur Applied Certificate Outdoor Power Equipment Tech/Trades Technician

Baur Applied Certificate Computer Systems Technician Tech/Trades

Baur Applied Citation Welding- Welder Fitter Techfl'rades

Baur Applied Citation .. Welding Level B Tech/Trades

Bour Applied Citation Welding Level A Tech/Trades

Baur Applied Ci talion Auto-CAD Level Tech/Trades

Please note: The Program Advisory Committees are sectoral:

0

y June 20/00

y ScpL12/0 0

y Apr.27/00

Juno 27/00

y ScpL12/0 0

y SepL12/0 0

y Scpt.12/0 0

29

u

November, 1999

I I I • • I ii •

i I I !!

•

I I

i

i I I I

!

I I

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Trunsport: Automotive -Entry Level and Apprenticeship Automotive Parts

Millwright

Welding

Dean

Coreau - Coreau

Coreau Coreau Coreau

Coreau Coreau

Coreau

Coreau

Coreau

Coreau Coreau Coreau

Outdoor Power Equipment Auto Trim Upholstery

Di.tslon/Disdpllae Accred!Lldoa Letti

CE Certificate CE Certificate CE Certificate CE Certificate CE Certificaie

CE Certificate CE Certificate of

Completion CE Certificate of

Completion CE Citation

CE Citation .

CE Citation CE Citation CE Citation

Kwan1l•n UnJ.,nlty Col/•1• 2001 M<ta-EwdUIJJion

Accreditation Gnn1ed -Accm!lW., Bod)'

INamel

Travel lndustrv Tminin• No 5,,..,.;a1 Education Teacher Assistant No Nunin• Unit Coordinator No Geriatric Activitv Coordinator No Information Technology & No Computer Suonort Swtems Hosllitality Ol)erations Manaaement No Certificate of Completion Equestrian Coachino and Manuement Certificate of Completion Fatnily No Davcare Computer Management and No

· Comouter Sunnnrt Micro Computer Application No Snecialist Buildin« Service Manaaement No Aromatheranv No-Internet Media & On-Line Specialist No

Drafting

Fumlture

Dateollast - Dateollat l/lllTcntly Tnmfu - A!Mwy AdYlsoty (BlockTraast'a to wbJch Aa:ndltaUoa Board Board lmtltutlon/None)

"' .. raUonl "'a/No\ a--No N None NAo y Ol/03J8 None NAo N NAo None NAo y 01102/21 None NAp N NAp OLA

NAp N NAP None

NAp N NAp UCPV

NAp N NAp None

NAp N NAp None

NAo N NAP None NAP N NAP None NAp N' NAp None

JO

··~··

lnloulllrri .... Dateollast (CUnlculam Comm) -'(Otlm') Rmew

R-rt. lnprol!t'OS!(CCJ NAp Yes In pro<=<1 r=i lnpro-.sr=i In progrea (CC)

Jnpro.,....(Cu

NAp NAp

NAp NAp

Curriculum Date not Committee known NAD NAo NAD NAo Curriculum Date not Committee known

~-- - - - - - - -

Corcau Ventures Certificate Public Safety Communications N NAp y Jan 01 None Cwriculum Nap Committee

Corcau Ventures Certificate w six Equine Studies N NAp y NovOO None Cwriculum Nap Citations Commincc

Corcau Ventur:cs Diploma Real Estate N Nap Under NIA UBC Cwriculum Nap Dcvelo Commincc omcnt

Corcau Ventur:cs Certificate Building Service Worker N Nap N NIA None Curriculum Date not Commincc known

•

• !I KwanJlao UnlY<nizy C:OU.,1 2001 Maa-Ewduatlon JI

• I • ii •

I " 0 •

-

Dan Dh1slon/Olsdpllne Accredltatloa Lenl Accndltatlon Granted - Dateorlut - Date or Unl•cnlty Tramrcr -- Date otlast Accrodlllq Ez!mlll Adt!Jorr .... (BlockTnnsrer IO (Clirrkulam Comm) -Body AccredlLatloa Doud AdTllo'l' which '(Other) Rmew

(Name) ~ (Ycsll'lo) Doud lmUbdlOD/Noot) Report. D-rt.

Mou Community and Bachelors Science in Nursing RN ABC; CA USN Yes 00/1112 Cuniculum& Spring Health Studies Degree CA USN Nov 1 Evaluation 2001

2000-7 Committee years; Collaborative RN ABC Nursing interim Program in BC May 1997-Svean

Mott Community and Certificate Early Childhood Education Yes 99/10/2 Some credit at Program Spring Health Studies 7 University of Curriculum 2001

Victoria Comm Mott Community and Certificate Graduate Nurse w EAL RN ABC Fall 1997 Yes 00/1111 Program

Health Studies 7 Curriculum Comm

Mott Community and Citation Resident C= Attendant Yes 00/IVl Program Health Studies 4 Curriculum

Committee Mott Community and Citation Early Childhood Education w Infant Same as 99/10/2 Program

Health Studies and Toddler Speciality ECE7 Curriculum Committee

Mott Community and Citation Graduate Nurse Refresher Fall 1997 Same as 0011111 Program Health Studies GradNurs 7 Curriculum

Eal Committee Mott Community and Citation Early Childhood Education w Sameaa 99/10/2 Program

Health Studies Children with El<ceotionalities ECE7 Curriculum

]2

Sn=iali!Y Committee Mott Community and Diploma Nuning RN ABC May 1997 Same as Transfer to OUC, Curriculum Spring

Health Studies BSN UCC,MUC, Comm 2001 program UofVic

Block tninsfcr UBC

Moll Community/Heal! Certificate Community Support Worker 99/11/1 Some credit at Spring h Studies 7 University of 2001

Victoria Mon Community/Heal! Certificate Graduate Nurse Qualifying Falll997 Same as 00/11/1 Program

h Studies Grad Nun 7 Curriculum Eal Committee

Mott Community/Heall Certificate Community Mental Health Worker h Studies • cWTCntly not being offered

KWanJl<n Unlvmlly O>U<gi 2001 M<111·Eval111Z1ion JJ

-•

Dua DJY!slon/Dlsdpllm Accreditation Lnd A.ccrcdltaUon Granlcd - Data of lat - Da!eollul un1 .. nl17 Tnmtor lmcrnallleollWI Daleollul Accm!ltlq Ezlmlal Adrisory Ad......,. (BlodcTnml'or to wblcb (Curricuh"" Comm) -Body Accralllattoo - Boud lmtltutloD'None) "(Olher) Reolrw

· ""amol m..-uonl rYfS/No' ee- o-~

Thomas Horticulturc/Equi Apprenticeship Pnictical Horticulture NAp NAp Yes Nov22, NAp New Curriculum 1997 ne 2000

Thomas Horticulturc/Equi Certificate Commercial Florisuy NAp NAp Yes NAv NAp Curriculum Ongoing ne Committee

Thomas Horticulrure/Equi Certificate Horticulture Technician NAp NAp Yes Oct2000 NAp Curriculum Ongoing ne Committee

Thomas Horticulture/Equi Certificate Advanced Farrier Training NAp NAp No NAp NAp Curriculum Ongoing ne Committee

Thomas Horticulrure/Equi Citation Horticulture ·Tobe ne discontinue

d2002 Thomas Horticulturc/Equi Diploma Horticulture Technology NAp NAp Yes Oct2000 Olds College, Curriculum In

ne A!bena Committee Pro ........

KWGJUkn Unl11c~try Coll•1• 2001 Maa·Evaluasion J4

- - - - - - ~ ._. ............... ...,..

Dun DMslon/Dlsdpllne AccrcdltadOD Lnd Aarcd1W1oa Granted Enerml Dateollut Enerml Dateollut Unl"""7 Tramtu lolamla..ICWI Date ot lul Accndlllq Enerml Ad.UO.,. Adftsor7 (Blod<Tram!er lo wblm (CluT!Clllum Comm) loterml

Body Accndllatloa Doud - ---> '(Other) (I) a..tew ~-' lfturadoal IVesfNol n- R-11.

Finnboga Humanities Certificate Fine Arts Foundation son Finnboga Humanities Certificate of Certificate of Completion English son Completion Laniruage Trainin2 Finnboga Humanities Diploma Fine Arts son

(I) All courses reviewed on a 3 year schedule by Department and Faculty Wide Cwriculum Commitecs

Jj

n 0 •

- - -•

OWi DIYlslOll/Dlldpllae Aecredltadoa Let'tl Accted.ltal:lon Gnnted EmnW Date of lat - DaleolllSI VahalltyTnast.,. lalamlRm .... Dateollal Accrodlilas EztU!lll Adtbo17 Aotrisoly (BlodcTnmkrlOwblch (Cun!Clllmn Comm) la1crml'

Body Acatdlt.adon Boanl Boanl lmtl-oae) •(Otba-) Rm ... lName\ tn.•nt!on\ l'Vaf'No1 R-rt. R-.

Corr Mathcmatics/Scie Certificate Applied Science APEGBC Ongoing" N NIA UBC Program Review 1991 nee

Corr Mathcmatics/Scic Diploma Environmenlal Technology ASTTBC/ 2000/Syr y Twice/year RRU,UNBC, Program Review 1998 nee CTAB BCTT

Corr Mathcmatics/Scie Diplomn Science •• Ongoing N NIA Course-by-CoUISe Program Review 1991 nee

Corr Mathcmatics/Scie Diploma Technology in Electronic. ASTTBC/ 1998/Syr y Twice/year UVIC,BCTT, Program Review Tbcl 2002 nee CTAB Lake head

Corr Mathematic./Scic Diplomn Technology in Automation/Robotics ASTTBC/ 1998/Syr y Twice/year UVIC,BCTT, Program Review 'Jbd2002 nee CTAB Lakehead

Corr Mathematic./Scie Associale Science ••• Ongoing N NIA**•• ••••• Program Review 1991 nces DC'"""

•we offer the fi!St year geared to coincide as block unnsfer to UBC's fint year of engineering. Courses also articulate to other engineering schools on a course-by-course basis. Our . program must meet the criteria for UBC's accreditation with APEGBC (we arc not accredited by APEGBC ourselves, but APEGBC could reserve the right to do so.) ••AU courses within the diploma arc eccrcditcd through BCCAT with BC universities and university/colleges. All courses go through formal EDCO review every three years. •UThc rules that qualify an Associate Degree arc set by the Ministry. All courses within the degree arc accredited through BCCAT with BC Universities and University/Colleges. All courses go through formal EDCO review every three yean. ·. u••New rules es111blished in 2000, so content recently adjusted and approved by EDCO. •••••use, UNBC, SFU and university college accept 60 unnsfer c;rcdits (Vic cumntly reviewing). SFU and UNBC provide admission priority for those with Associate Degree.

KWON/en Untv.nlly 0.llq• 2001 M<ta-Evahuuion J6

..

Dean DI naon/Dlld pllae AccrtdltaUoo LeYd AccmlJtaUon Granted Emroal Date of last Enerml D1teollal llaJY<nilJ Tnmtcr laJcrnal 11rr1 .... Data of last Aoxndllq Eztaml AdY!sory AdNoo7 (BhlckTresfe:r to wblcb (Curriculum Comm) 1111 ..... r

Body Accredlta1lon Doud Doud lmllbn!oo,111 ... ) '(Other) Rrr!ew <Name I tnnraUonl tva/No R- •-rt.

Lee School of Bachelor.i BBA in Accounting None Yes Jan 2001 DPAC/Ed 2000 Business De~ Council

Lee School of Bachelors BBA in En1repreneurial Leadership None Yes Jan 2001 DPAC/Ed 1998 Business De ...... ,. Council

Lee School of Bachelors Technology in lnfonnation None Yes Mar2001 DPAC/Ed 2001 Business De"""' Technolo"" Council

Lee School of Certificate Business Management None Yes Feb 2001 Cwriculum/OutJ 1999 Business incs

Lee School of Certificate Applied Business Technology None Yes Mar2001 DPAC/Ed 2000 Business Council

Lee School of Certificate Computer lnfonnation Systems None Yes Oct 2000 Curriculum/Out! 2000 Business incs ·

Lee School of Certificate General Business Studies None No Curriculum/Out! 1999 Business ines

Lee School of Certificate Marketing None Yes Jan 2001 Curriculum/Out! 1999 Business in cs

Lee School of Certificate Accounting CNCMAI Course Yes Jan 2001 Cwriculum/OutJ 2000 Business CGA Credit in cs

Lee School of Citation Applied Business Technology None Yes Mar2001 Curriculum/Out! 2000 Business incs

Lee School of Diploma Business Administration None No OU/RRU Cwriculum/OutJ 1999 Business incs

Lee School of Diploma Computer Information Systems CIPS 1999/5 Yes Oct2000 OU/Bcrr Cwriculum/OutJ 1999 Business vean in es

Lee School of Diploma Business Management None Yes Feb 2001 OU/RRU Cwriculum/OutJ 1999 Business ines

Kwantlm Unlvcnlry Caih&• lOOI M<14·EWJlwuiqn ]7

n 0 •

• ·- - - - - - - - - ~ ~ ~ ~ ~

Lee School of Diploma Marketing Management None Yes Jan 2001 OU/RRU DPAC/Ed 1999 Business Council

Lee School of Diploma General Business Studies None No OU/RRU Curriculum/Outl 1999 Business in es

Lee School of Diploma Accounting CAICMAI Course Yes Jan 2001 OU/RRU Curriculum!Oud 2000 Business COA Credit incs

JB

Dan Di.tslao/Dlsdplloo AccndJtatlon LcTd Accredltadon Grmled - Dall of last - Dwallast Um....tlJTnmfer IDtaml-..,. Dateollut Accr.dlU., - Ad.....,. A.tftsafy (Block'l'ramta to wblcb. (Cun!culum Camm) ln!crmJ

Bac11 Accrcdltadon - - lmlltuUGDIN ... ) "{Other) 11..tow ,.,.,,,., tn.--donl "'es/Nol D-ft. v-

Elmes Social Diploma Music NAp NAp No. NAp No 5 yean ago Nol Sciences/Music compleled

/orievanee Elmes Social Associate Anthropology NAp NAp No NAp AAIO None None

Sciences/Music De.,..,, UBC/SFUIUNBC Elmes Social Associate Music NAp NAp No NAp AA lo None None

Sciences/Music De..,... UBC/SFUIUNBC Elmes Social Associate Psychology NAp NAp No NAp AAIO None None

Sciences/Music De.,.... UBC/SFUIUNBC Elmes Social Associale General NAp NAp No NAp AAlo None None

Sciences/Music DeJ!l'CC UBC/SFU/UBC Elmes Social Associate Geography NAp NAp No NAp AAIO None None

Sciences/Music De"""' UBC/SFUIUNBC Elmes Social Associate History NAp NAp No NAp AAIO None None

Sciences/Music De'""" UBC/SFUIUNBC Elmes Social Certificate Criminology NAp NAp Yes Annual None None None

Sciences/Music Elmes Humanities/Social Certificrue Arts NAp NAp NAp NAp Associaie of An NAp NAp

Sciences Degr=10 UB.C/SFUIUNBC

Elmes Social Cenificaie Music NAp NAp No NAp None 5 yean ago Not Sciences/Music compleled

/oncvance Elmes Social Diploma Ans NAp NAp NAp NAp Associate of An NAp NAp

Sciences/Music De=sio

• = Kwanlhn Univmlty CoU.g• 2001 M<UJ·Evaluaticn 39

I I I • •

I n 0 • r ... ... - -· - -

------•

IUBC/SFU/UNBC ElmC3 Social Diploma Criminology NAp NAp YC3 Annual None. None Nono

Sciences/Music

In a sense, universitiC3 which granl iransfer arc cx\emal accrediting bodiC3, olherwisc none exist

All coursC3 transfer to·at leas! one university. Wilh !he exception of MUSI and CRIM virtually all lransfer IO all UnivcrsitiC3 in B.C. ·

Kwan1/ui Univcnlzy CoU•1< 200/ Mao·E"""""'°" .

FACULTY OF HUMANITIES Curriculum Committee Minutes

Friday, November 16, 2001 from 2:00- 4:00 p.m. in Room 1420 Richmond Campus

Attending: Jack Finnbogason David Wiens Genni Gunn

Chair CMNS CRWR ENGL EASL

Ian Brown ENLT FINA MODL

Guest:

Sue Ann Cairns Sundari Bala Joan Rawlyns Counselling/ Advising

Kira Wu Brinsley Stewart Heather Harrison Rachel Gilchrist

Kamala Nayar, course developer for "Religions of India"

.. PHIL Admissions

I. Approval of Agenda, and Minutes from the October 5,. meeting. MOVED/SECONDED (Heather, Sundari) for approval of the agenda and minutes Carried

2. UNFINISHED BUSINESS . -none to report

3. NEW BUSINESS a) Second-Year English Prerequisites Sue Ann Cairns

At a recent English Department meeting, a motion was put forward to remove CR WR 1100 from the second-year English prerequisites.

MOVED/SECONDED (Sue Ann, Ian) that CRWR he deleted from second-year English prerequisites.

b) Course Outline Review Cycle- every five years? Jack At a recent Education Council meeting, Roger Elmes suggested that all non-substantive changes to course outlines he postponed for a five-year period. Jack would like to propose that the regular course outline review cycle he every five years. This item is to be forwarded to the next mtg.

4. COURSE OUTLINES:

a) LING 1100 & 1200 P. I Recommended for the following credentials: -- should say "Associate of Arts degrees" only

Prerequisites and Coreguisites - should he blank (remove the word "none") Transfer Status: remove "(current)" and"???"

P. 2,3 Learning Objectives: list the current bullets in a different order (5,2, 1,3,4) Content - check the use of colons, semicolons, and commas Employability Skills - Creative thinking and problem solving skills: simplify wording

- Intercultural Skills: remove the words "so as to hecome more appreciative of" and replace with "in order to appreciate."

- Citizenship and global oersoective: use wording from FREN 1106 Assessment Methods - please explain "problem sets" (sounds like mathematics)

MOVED/SECONDED: (Brinsley, David) to approve LING 1100/1200 pending proposed changes. All in favour. Carried

b) CRWR 2300/2310 I Several changes were recommended at the last meeting and all have been addressed.

MOVED/SECONDED: (Genni, David) to approve CRWR 2300 & 2310. All in favour.

Humanities Curriculum Committee Meeting

Carried

May 18/01

c) EASL0075 Several changes were recommended and will be forwarded to Wendy Royal. The revised outlines must be brought forward to the next meeting with a focus on Leaming Objectives and Content.

d) HUMN 1111 The Religions oflndia C -- remove the word "none" from Former Course Number:, Pre- and Corequisites (Page I) -- use the words "applied for'' (Page 1) - Leaming Objectives, third bullet - list the four religions in parentheses (Page 2) -- Assessment Methods-after participation put "contributing to tutorials" in parentheses (Page 3) -- Leaming Resources - remove the word "none" from Recommended Textbooks.

MOVED/SECONDED: (Bill, Genni) to approve HUMN 1111 pending proposed changes

5. ADJOURNMENT Meeting adjourned at 3:50 p.m.

Next Meeting will be Tuesday, December 18"' 10:00 a.m. - 12:00 p.m. Room1G2105, Surrey Campus

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Humanities Curriculum Committee Meeting 2 May 18101

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Date: Time:

Venture Programs Curriculum Committee

MINUTES - VENTURE PROGRAMS Curriculum Committee

Tuesday, October 9, 2001 1 :00 - 2:00 p.m.

Location: Newton Campus 1-202A

Present: Coreau, Ron MacCullough, Mary

Macpherson, Alice (Chair) Metzger, Karen

1. Welcome

2. Course Outlines - Review and Recommend Changes

a) Equine Studies

• EQUA 1265- Equine Heredity and Genetics

~ ACTION: Alice will contact Kit Thomas and infonn her of the recommendations.

b) Health Unit Coordinator Program

• 1102 - Medical Terminology

• 1103 - Health Care Communications & Hospital Logistics

• 1105- Patient Records/Admissions, Transfers, and Discharges

• 1106 - Pharmacology

• 1107 - Processing Treatment Orders

~ ACTION: Mary will implement suggested changes and check which departmental designation to use as the program name has changed from Nursing to Health Unit Coordinator Program.

3. Next Meeting

a) Tuesday, November 13, at 1:00 p.m. on the Newton Campus in Building 1-202A.

Venture Programs October 9, 2001 Curriculum Committee

Venture Programs Curriculum Committee

Date: Time: Location:

Present:

Regrets:

1. Welcome

MINUTES - VENTURE PROGRAMS Curriculum Committee

Tuesday, November 13, 2001 1 :00 - 2:00 p.m. Newton Campus 1-202A

Armstrong, Scott Barnes, Lisa Coreau, Ron

Macpherson, Alice

Lemieux, Karin McKill, Candace Metzger, Karen

2. Letters of Intent - Review and Recommend Changes

a) Counselling Skills Citation Program

• Title of the program will be Counselling Skills Citation Program.

}'> ACTION: Lisa and Karen will make the suggested changes. Ron will provide more budget info. Once the changes are complete, Karen will send the Letter of Intent by email attachment to Alice Macpherson for her review.

b) Adventure Tourism

}'> ACTION: Karin and Scott will meet to implement the suggested changes and bring the revised Letter of Intent back to the next Curriculum Committee meeting.

3. Course Outlines

a) Course Outlines for Adventure Tourism were deferred.

4. Next Meeting

a) Tuesday, December 11, at 1 :00 p.m. on the Newton Campus in Building 1-202A.

Venture Programs November 13. 2001 Curriculum Committee

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