curriculum validation - program renewal 2005 microcomputer...

Curriculum Validation - Program Renewal 2005

Microcomputer Applications Certificate Program

Microcomputer Applications Certificate Program, Aboriginal Education Division

Curriculum Validation – Program Renewal

Final Report

November 2005

Acknowledgements

The Microcomputer Applications Certificate Program at Red River College wishes to express its appreciation for the support and commitment shown throughout this

Curriculum Validation Process by the following:

Representatives from the community: Arnold Asham Aboriginal Chamber of Commerce Warren Atchison City of Winnipeg Bradford Bilodeau Program Graduate Carla Bond Manitoba Civil Service Commission Andrea Canada Manitoba Hydro Diane Carriere Manitoba Public Insurance Corporation Heather Charles Manitoba Public Insurance Corporation Linda Clark Learning Strategies Consultant, Granny’s Poultry Denise Cook Winnipeg Regional Health Authority Pamela Friesen Program Graduate Carmen Hebert Manitoba Hydro Danielle Jones Health Sciences Centre Kristine McGhee Winnipeg Chamber of Commerce Marianne Meush Health Sciences Centre Tamara Murphy Winnipeg Regional Health Authority Marcy Richard Partners for Careers Brenda Savage Centre for Aboriginal Human Resource Development Sue Senecal IBM Nancy Stewart Great-West Life Assurance Company

The Microcomputer Applications Certificate Faculty and Administrative Staff

Tannis Eyssens Staff Charlotte Kisilowsky Instructor Pamela McLeod Instructor Phyllis Stevenson Staff Eunice Woodman Staff Curriculum Validation Facilitator: Pamela McLeod Curriculum Consultant: Craig Edwards, Program & Curriculum Development

Table of Contents

Introduction ...............................................................................................1 Curriculum Validation Deliverables ...........................................................1 Outcomes from the Deliverables...............................................................2

1. Environmental Scan and Key Findings ............................................................. 2 2. Industry Occupational Analysis (DACUM) Chart............................................... 6 3. Graduate Skills and Abilities Chart.................................................................... 8 4. Graduate Profile................................................................................................ 8 5. Program Renewal Plan ..................................................................................... 8 6. 5-Year Program Renewal Program in Gantt Chart Format ............................... 9

Appendix A – Environmental Scan and Key Findings.............................11 Appendix B – Industry Occupational Analysis (DACUM) Chart ..............51 Appendix C – Graduate Skills and Abilities Chart ...................................57 Appendix D – Graduate Profile ...............................................................79 Appendix E – Program Renewal Plan.....................................................83 Appendix F – 5-Year Program Renewal Plan in Gantt format ................91

Microcomputer Applications Certificate Program

Aboriginal Education Division

Curriculum Validation Final Report

Introduction: On October 15, 2004, a process of curriculum review and renewal was initiated by the instructors in the Microcomputer Applications Certificate Program offered by the Aboriginal Education Division of Red River College. This was prompted by three circumstances: 1) program faculty recognized that applicants for the program were increasingly better qualified each year (more computer knowledge and higher grade levels achieved). 2) employers were requesting more training in current office software and more general business knowledge than we were able to include in a one-year program. 3) program faculty and Chair had a sense that graduates planning to embark on a career in administrative support now required a stronger foundation. Program faculty were eager to complete the program renewal process in the shortest time possible to prepare for the introduction of a revised program in the autumn of 2005 - a program that would respond more fully to potential employers' current human resource requirements for entry-level, career-oriented administrative support staff. During the winter of 2004-2005, several initiatives were undertaken which resulted in the deliverables listed below.

Curriculum Validation Deliverables: The Microcomputer Applications Certificate Program Curriculum Validation process involved 7 interrelated deliverables:

1. Environmental Scan and Analysis of the key findings of similar programs across Canada.

2. Industry Occupational Analysis (DACUM) 3. Graduate Skills and Abilities Chart 4. Proposed Program Learning Outcomes 5. Program Renewal Plan 6. A 5-year Program Renewal Plan in Gantt Chart format 7. Final Report

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Outcomes from the Deliverables:

1. Environmental Scan and Key Findings (Appendix A) The Environmental Scan provides the faculty and chair with information about similar programs that are offered in Colleges and Universities locally and nationally. The Curriculum Validation facilitator gathered information on similar programs and trends influencing their development and direction. The information was gathered by the Curriculum Validation Facilitator through web sites, email and telephone contact. The scan gathered information under the following categories:

• Name of institution, location, contact person • Size of program • Credential offered • Program features • Curriculum Model • Curriculum Content • Student Assessment • Current and Coming Challenges • Curriculum Renewal • Partnerships • Additional Information (Other and comments)

For the Microcomputer Applications Certificate Program Curriculum Validation – Program Renewal, over 50 programs in business administration, college preparation, and Aboriginal departments of colleges across western Canada and the north-west United States were initially reviewed in preparation for completing the environmental scan. The 15 selected programs represent a range of opportunities and were chosen because they are located in our geographic area and may attract the same applicants, or they are similar in the current or recommended content, or they are exclusively offered to Aboriginal participants. No program was identified that offered all of these characteristics . Finally, 15 programs were scanned. They included:

1. Office Administration, General Certificate, Algonquin College of Applied Arts and Technology (Ontario)

2. Office Administration, Executive Diploma, Algonquin College

3. Computerized Business Applications Certificate of Attainment, University College of the North (Northern Manitoba)

4. Administrative Assistant Certificate Program, University College of the North

5. Administrative Assistant, Software Specialist, Saskatoon Business College

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6. Computer Support Specialist Diploma Program, Assiniboine Community College (Brandon)

7. Business English, Accounting, and Computer Essentials Certificate, Capilano College (British Colombia)

8. Business Fundamentals Certificate Program, Capilano College

9. Administrative Assistant Certificate Program, Thompson Rivers University (formerly University College of the Caribou)

10. Executive Assistant Diploma Program, Thompson Rivers University

11. Accounting Technician Diploma Program, Thompson Rivers University

12. Associate of Arts in General Business, Oglala Lakota College (South Dakota)

13. Business and Office Administration Certificate, Northern College (North-western Ontario)

14. Aboriginal Programs Certificate in General Arts and Science, Northern College

15. Business and Office Administration Management Certificate, Northern College

Key findings from the Environmental Scan Enrolment, retention, and attrition: The programs generally enroll approximately 20 - 25 participants in each year and do not often require waiting lists. In one-year programs, about 25 percent are unable to stay with the program through the year. Of the participants who stay, about 75 percent graduate. Applying these estimates to the RRC program, this would mean that 20 register, 15 stay the course, and 11 graduates. In the current RRC program, 20 participants enrolled in 2004-2005, and 15 graduated. Delivery: These programs are almost all scheduled in two semesters per academic year. Some offer courses during the "third" semester (spring-summer) for participants who have gaps to fill. Typically, instruction is offered use a "variety of instructional modes in the classroom, on-line, or in combination." Most instruction is in-person, in-class (and computer lab), in groups, with e-mail and web sites used to support communication. A few use laptop technology and build the corresponding cost into the fees. Most programs expressed graduates' capacities in terms of learning outcomes representing demonstrations of applied skills and achievements. The learning outcomes typically focus on organizing tasks, schedules and information; setting

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priorities and managing time; taking responsibility within a predetermined scope; keeping financial records; communicating effectively and accurately (orally and in writing all business documents); using technology to facilitate all activities; researching and reporting problems and opportunities; calculating basic mathematical operations for sales and service; adapting; and continuing to learn. Technology: Very few one-year programs use laptop technology. Most programs use desktop labs with Microsoft software. Course Content / Curriculum: Typical course lists include:

Keyboarding Business Communications and Interpersonal Skills Business Computer Applications Introductory Accounting (including computerized accounting) Business Systems and Organizational Behaviour Mathematics Human Resource Administration

Some other courses included in some programs are:

Customer Service Science and Technology in Society Office Procedures Work Practicum Canadian Economics, Law, and Government

Practicum: Six of the programs we scanned incorporated a work practicum of 2 to 4 weeks. Student Assessment/Requirement for Graduation Without exception, assessment was completed through assignments and traditional tests, with some marks allowed for participation in some cases.

Environmental Scan Analysis See the analysis detail below; in summary, the implications for our program are:

1. A four-semester diploma program, which grants a certificate at the end of the

second semester, fits the current learning and industry standard. 2. This is an opportune time to add facilitation of industry accreditation (such as

preparation for Microsoft Office User Specialist exams) within the new learning program.

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3. Developing a respected and active advisory committee that serves as a support to work placement (experiential and paid) would increase the credibility of the program with employers.

4. There is a huge, untapped potential for direct partnerships with business and

industry through advisory committees, work placements, sponsorships and awards, speakers, guest lectures and tours, or human resource consultation such as trial interviews and employment preparation.

5. To ensure that participants not only have the necessary pre-requisites on paper

but in current practice, the program could incorporate greater use of PLAR and an introductory semester which brings mathematical and basic English language fundamentals up to a common level. This semester would be an opportunity to begin self- and career-management programs, and to complete the essential keyboarding training.

6. Meaningful work experience placements are excellent opportunities for students

to put theory into practice and to prove their value to employers, for employers to evaluate potential employees in realistic circumstances, and for instructors and employers to maintain close and productive working relationships. This would, again, reinforce the partnership between the program and the employers, and it would help us to maintain an ongoing connection with former graduates that would, in turn, feed pertinent information back into the program.

7. A co-operative education work term structure for the new program (paid work

experience) would build in transition-to-work and facilitate strong employer-student-college relations, as well as offering paid opportunities to our participants and encourage them to complete both the certificate and the diploma years.

8. Incorporating laptop technology will place this program with the leading programs

in this area of learning in Canada. Similarly, incorporating increased use of electronic information distribution (posting materials on websites, e-mailing all assignments, reducing printing of any materials), one-to-one or small-group tutoring sessions, electronic discussion opportunities, and team activities will all place this program, relative to comparable programs elsewhere, in a position to demonstrate that graduates are familiar and proficient with applying the latest technology. However, laptop technology would add considerably to the price of the program.

9. The need to graduate participants with employable skills as quickly as possible

may point to scheduling the new program differently than the standard September-December and January-April semester system.

10. It will be helpful to the program’s continuing development and to its credibility

with employers, sponsors, and participants, to design and implement continuous

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renewal function to maintain contact and currency with potential employers, and the consequent credibility with participants and sponsors.

11. To respect and accommodate the many priorities in adult learners’ lives, the

program should implement ways to credit previous learning. It should be easy for participants to re-enter the program when they have had to leave temporarily. The structure of the program should be flexible (i.e., as much as possible, participants’ priorities should be instrumental in planning elements such as assignment due dates or examination schedules.)

Summary The acceptance of the necessity and value of a lifelong expectation of career-related learning should prompt colleges such as Red River to maintain a sincere customer service relationship with students as a basis for a strong, ongoing client relationship. Microcomputer Applications program graduates are potential purchasers of training for others in the future. Graduation was traditionally seen as the end of the students' training and the beginning of their careers. Faculty feel that we need to see the career continuum as having many points at which the participants move from one learning phase to the next, in parallel with their evolving employment. There is an opportunity here for our program to acquire the role of "coach" in students' individual and collective learning-working-leading-learning cycles. For example, the program may evolve to include the following: • bringing an applicant's capacities up to entry-level before including him or her as a

participant in the program • offering instruction on specific topics throughout the learning semesters • coaching the work experience participant/ employee in their work placements in

cooperation with the workplace supervisor or mentor • coaching the mentors in the workplace • facilitating the job placement process • offering repeated instructional units that relate to developing challenges in the

participant’s career • and repeating the cycle at new levels as participants' demands grow. The program could offer a certificate for two semesters of training, a diploma for the equivalent of four semesters of training, and other credentials that recognize advanced training as time goes on.

2. Industry Occupational Analysis (DACUM) Chart (Appendix B) The Industry Occupational Analysis using the DACUM process is a familiar component of the curriculum development process at Red River Colle0.ge and provides the

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program with a description of regional occupational needs. Included in the process is the identification of emerging and retiring industry trends. The resulting Microcomputer Applications Certificate Program DACUM identified the following emerging and retiring trends:

Emerging Industry Trends: Administrative support staff need skills to coordinate projects and multi-task. They also need more advanced time management, conflict resolution, and computer skills. Career employees need the ability to self-assess and be able to describe their "competency catalogue." While skills and knowledge continue to be of paramount importance, attitude is recognized as a key element in career success. Communication and human relations education are essential. There is increasing hiring above the entry level into management; the corresponding increase in networking opportunities is important. Multi-skilled generalists are required. Gaps that will have a serious affect on succession are being identified; employers will have to respond to these gaps soon. There is a greater acceptance and expectation of cultural diversity in the workplace; corresponding knowledge and tolerance are necessary. Employers need more opportunities for training in English as a second language for themselves and their staff. More Aboriginal people are pursuing post-secondary education and related careers. There is an increasing enthusiasm about balancing the workforce to reflect the community's cultural balance. Industry would welcome Aboriginal liaison staff in the workplace to facilitate increasing Aboriginal employment. Stress leaves and other medical leaves are increasing, often resulting in additional workloads. On the other hand, flexibility in working hours has become common and mentorship and partnership programs are becoming more accepted. Internet e-commerce is becoming an assumed aspect of every business.

Retiring industry trends: Members of the "old boys' network" are retiring. In fact, reitrements in general are increasing as the baby boomers reach retirement age. Finding jobs for which no computer skills are necessary is almost impossible. Introductory level computer training is no longer sufficient. Traditional secretarial courses and jobs are disappearing, along with other traditional job structures and hours.

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3. Graduate Skills and Abilities Chart (Appendix C) The outcome of this workshop was a single, composite chart that outlines the graduate skills and abilities. The chart is the cross-referencing of: 1) the competencies identified in the Industry Occupational Analysis (DACUM) Chart and the College Wide Learning Outcomes (CWLOs), and 2) the teaching faculty’s assessment of what would constitute realistic learning expectations of the program. This chart serves as the focus for curriculum renewal and the basis for the development of program learning outcomes.

4. Graduate Profile (Appendix D) Through the use of the Graduate Skills and Abilities Chart, the Graduate Profile was developed by the Curriculum Validation Facilitator and the Curriculum Consultant in consultation with faculty and the department Chair. This draft was then vetted by the entire faculty at a workshop on Monday, April 4, 2005.

5. Program Renewal Plan (Appendix E) The program renewal plan is the result translating the preceding four deliverables into a coherent plan for the renewal of the program. For the Microcomputer Applications Certificate Program Curriculum Validation – Program Renewal, the appendix details the goals and objectives that will create effective change within the existing program. The five renewal plan key goals are: Goal 1: Re: LEARNING ASSESSMENT AND DEMONSTRATION Beginning in August 2005, assess learning through methods which reflect the circumstances in which graduates will use their knowledge, meeting or exceeding college standards. Goal 2: CURRICULUM CONTENT To offer and maintain “leading-edge” curriculum to prepare the participant to function in business environments, and to prepare participants for industry certification. Goal 3: STAKEHOLDER PARTNERSHIPS To establish and maintain partnerships to continuously evaluate and revise content, and to address cultural and work transition issues. Goal 4: PROGRAM VALUES To demonstrate ethics, integrity, and innovation in a self-managed learning environment. Goal 5: PARTICIPANTS’ CHARACTERISTICS To offer participants preparation that will empower them to enter and contribute to the workplace as innovative, consultative, problem-solving life long learners.

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6. 5-Year Program Renewal Program in Gantt Chart Format (Appendix F)

Please see the detailed timeline for the renewal plan goals and objectives in Appendix F.

7. Conclusion The Curriculum Validation – Program Renewal process has provided a benchmark against which the renewal of the Microcomputer Applications program can be tracked and measured. The program renewal goals that were identified will ensure that the program is recognized as a leader in the provision of training that prepares graduates for a variety of employment opportunities. The program renewal plan will serve to guide the Chair with the assignment of resources to accomplish the renewal goals within a 5-year timeframe.

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Appendix A - Environmental Scan and Key Findings

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Environmental Scan: Summary Report

Introduction:

Over 50 programs in business administration, college preparation, and Aboriginal departments of colleges across Canada and the north-west United States were initially reviewed in preparation for completing this environmental scan. The 15 selected programs represent a range of opportunities and were chosen because they:

• Are located in the same geographic area as Red River College and may attract the same candidates, or

• Are similar in content to the current Microcomputer Applications Program, or • Are similar in content to that recommended by our DACUM consultation with employer

representatives, or • Are offered exclusively to Aboriginal participants. No program was identified that offered similar content to our Microcomputer Applications Certificate Program, to Aboriginal participants exclusively, while providing culturally- relevant support.

The programs selected:

A. Office Administration, General Certificate Algonquin College of Applied Arts and Technology (Ontario) B. Office Administration, Executive Diploma Program Algonquin College of Applied Arts and Technology (Ontario) C. Computerized Business Applications Certificate of

Attainment University College of the North (Northern Manitoba)

D. Administrative Assistant Certificate Program University College of the North (Northern Manitoba) E. Administrative Assistant, Software Specialist Saskatoon Business College (Private) F. Computer Support Specialist Diploma Program Assiniboine Community College (Southern Manitoba) G. Business English, Accounting, and Computer

Essentials Certificate Program

Capilano College (British Colombia)

H. Business Fundamentals Certificate Program Capilano College (British Colombia) I. Administrative Assistant Certificate Program University College of the Cariboo (Interior BC) J. Executive Assistant Diploma Program University College of the Cariboo (Interior BC) K. Accounting Technician Diploma Program University College of the Cariboo (Interior BC) L. Associate of Arts in General Business Oglala Lakota College (South Dakota) M. Business and Office Administration Certificate Northern College (North-western Ontario) N. Aboriginal Programs Certificate in General Arts and

Science Northern College (North-western Ontario)

O. Business and Office Administration Management Certificate

Northern College (North-western Ontario)

Credentials:

The most common credential awarded for one-year programs is a certificate; for two-year programs, a diploma. Some of the certificates are recognized for credit as the first year of other programs that grant further credentials. Some programs offer training which responds specifically to examination and industry accreditation

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such as “Microsoft Office Specialist.” Partnerships:

It appears that few programs have strong partnerships with business. Connection with potential employers seems to be made with the administrative (and funding) level, rather than with instructors and program coordinators. Some programs (or departments) have advisory committees which generally meet once- yearly to offer insight into trends occurring in the workplace. The existence of advisory committees or other methods of connecting with employer groups is not emphasized in program descriptions. Generally, continuing adaptation to technical developments is prompted by instructors’ recommendations.

Prerequisite Skills and Credentials:

All programs require the equivalent of Grade 12, including English and Mathematics. All advertise flexibility in recognising prior learning equivalencies. Many strongly recommend computer courses.

Experiential Learning Component:

Many programs include experiential learning at the end of the coursework but these work placements are surprisingly short – often just two weeks. Generally, participants are not assigned work placements unless all other requisite coursework is completed. Some programs have a job placement service that ranges from workshops and supports to graduates in their job search, to employment referrals and interview liaison. All colleges invited and encouraged industry representatives to interview graduates on campus.

Common Delivery Features:

These programs are almost all offered in two semesters per academic year. Some offer courses during the “third” semester (spring-summer) for participants who have gaps to fill.

Typically, instruction is offered using “a variety of instructional modes in the classroom, on-line, or in combinations.” (Algonquin College literature) Simply put, instruction is in-person, in-class (lab), in groups, with e-mail and web sites used to facilitate communication. A few use laptop technology and build the corresponding costs into the fees.

One program indicates that it can be delivered in a community-based model, if there is sufficient interest.

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Instructional Areas and Relevant Trends:

Basic English language fundamentals covering grammar, spelling, punctuation, vocabulary. The need for this area of instruction has increased over the past decade. The challenge will be to find the optimum content and quantity to ensure that participants have the capacity to use the language skills necessary to produce effective, professional written and spoken communication (casual and formal documents, impromptu and planned oral presentations), without loading the learning program with language fundamentals that are not pertinent to business communication. (For example, while the correct use of nominative, possessive, and objective pronouns is necessary, correct use of the reflexive pronoun will not make or break a career.)

Technical writing for business, including document production: As a rule of

thumb, entry-level candidates are not expected to be able to produce documents longer than one page, but that one page is expected to be perfectly written, formatted, edited, and proofed. As it has become possible for perfect documents to be produced easily, the production standard has become perfection. With a solid understanding of the basics, employees can acquire the capacity to write larger reports and proposals in-house.

Computer Software: It will continue to be necessary to update some software

yearly in response to developments. Facilitating this will be easiest if the software courses are grouped together as “Computer Software Specializations,” rather than being structured in smaller units according to the software being studies. (When each type of software is identified as a separate course, there are more administrative challenges involved in altering the course content. When each software type is identified as a unit in a larger, collective course, the units can be adapted according to content and size within the instructors’ level of authority.) Procedures for functioning effectively within the automated office are becoming more and more sophisticated and must be learned formally within the computer courses, not adapted to informally on the job. E-business is an emerging learning area.

Mathematics and accounting, including basic mathematics concepts, basic

bookkeeping, and accounting software: It has become increasingly apparent that high school graduates do not necessarily have a firm grasp of fundamental mathematics concepts. The first units in this area of instruction should include essential mathematical functions, consumer mathematics, and fundamental bookkeeping concepts, before introducing computer accounting.

Self-management/career-management techniques and attitudes that lead to

college and career success: More and more college programs in all areas of study are including a course or series of short courses on aspects of self-management that will facilitate students’ success in learning and working environments. These include not only the predictable areas of time- and stress-management, note-taking and preparing for exams, interpersonal skills, but also human behaviour in organizations, client service, ethics, psychology,

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cross-cultural relations, project management, and human resource management. Courses in these areas are necessarily offered at an introductory level.

Keyboarding: The necessary minimum rate is 50 – 60 wpm – slightly higher

than we have been expecting (lower than many of our past graduates). Environmental Scan Analysis Detail: The need for basic English language fundamentals covering grammar, spelling, punctuation, and vocabulary has increased over the past decade. The challenge will be to find the optimum content and quantity to ensure that participants have the capacity to use the language skills necessary to produce effective and professional written and spoken communication in the form of casual and formal documents, impromptu and planned oral presentations without loading the learning program with language fundamentals that are not pertinent to business communication. Interpersonal communication and human relations techniques focusing on collegial interaction, human behaviour in organizations, cross-cultural relations, lifelong learning, assertiveness, problem-solving, teamwork, adapting to new situations, and giving and receiving feedback have become increasingly necessary. It will continue to be necessary to update some computer software yearly in response to technological developments. Facilitating this will be easiest if the software courses are grouped together as "Computer Software Specializations" rather than being structured in smaller units according to the software being studied. When each type of software is identified as a separate course, there are many more administrative challenges involved in adapting the course content to the latest trends. When each type of software is identified instead as a unit in a larger, collective course, the units can be adapted according to content and size within the instructors' level of authority. This facilitates enriching each delivery to the match the capacities of the participants. Mathematics and accounting, including basic mathematics concepts, basic bookkeeping, and accounting software are an important focus of attention. It has become increasingly apparent that high school graduates do not necessarily have a firm grasp of fundamental mathematical concepts. The first units in this area of instruction should include essential mathematical functions, consumer mathematics, and fundamental bookkeeping concepts before introducing computer accounting. Financial record-keeping is essential. Self-management for career development techniques and attitudes that lead to college and career success will facilitate students' success in learning and working independently and in groups in professional environments. These include not only the predictable areas of time and stress management, setting priorities, note-taking and preparing for exams, but also client service, ethics, psychology, problem-solving, and

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human resource management. Courses in these areas are necessarily offered at an introductory level. The necessary minimum rate of keyboarding is 50 to 60 words per minute. The most common credential awarded for one-year programs is a certificate; for two-year programs, a diploma. Some of the certificates are recognized for credit as the first year of longer programs that grant further credentials. Some programs offer training that corresponds specifically to examination and industry accreditations, such as "Microsoft Office Specialist." Programs are scheduled in three terms or two semesters per year. When we are planning the schedule, we must consider the typical graduation dates of other programs in order to give our graduates a reasonable opportunity to participate fairly in the job market. People who are eager to be in a better career position as soon as possible are likely to be increasingly undeterred by programs that are scheduled through the summer months. The historical tradition in Manitoba of "shutting down" during July and August will likely be impractical for our target market; we may want to consider scheduling our program with three terms per year with short breaks between terms. If, in the future, we are able to organize paid work placements (co-op education), the summer term will be an ideal time for that placement. Some students may also want to take evening courses during the summer for credit in our program. It appears that few of the scanned programs have strong partnerships with business. Connection with potential employers seems to be made with administrative level of the educational institutions, rather than with instructors and program coordinators. A few programs are in departments that have advisory committees that meet once or twice per year to offer insight into trends occurring in the workplace. Advisory committees are not emphasized in program descriptions. Generally, the instructors' general awareness of industry developments prompts change. This seems insufficient. More direct and more frequent feedback from potential employers to instructors and participants would be important. All programs require the equivalent of Grade 12, including English and mathematics. All advertise flexibility in recognizing prior learning equivalencies. Many strongly recommend previous computer courses. Some programs include experiential learning at the end of the coursework but these work placements are surprisingly short - often just two weeks. Participants do not proceed to the work placement unless all other requisite coursework is complete. While the coursework is important preparation for the work placement, the possibility that this requirement might delay a participant from graduating for a year or more must be taken into serious consideration.

Some programs have a job placement service that ranges from job search workshops and supports for graduates, to employee referrals, and interview liaison.

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All colleges invited and encouraged industry representatives to interview graduates on campus.

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Environmental Scan College Name Algonquin College

Algonquin College

Program Name Office Administration, General Certificate

Office Administration, Executive Diploma Program

Website http://www.algonquincollege.com/ highband/swf/index.htm

http://www.algonquin college.com /highband/swf/index.htm

Program website http://www.algonquincollege.com/acad_ menus/current/0210X1FWO/programs.html

http://www.algonquincollege.com/acad_ menus/current/0210A4FPM.html

Program Contact Information

Merlyn Gamble (613) 735-4700 Pembroke Campus Perth Campus Woodroffe Campus

Vivian Schutt (613) 735-4723 ext 2749 Pembroke Campus Perth Campus Woodroffe Campus

Number of: Students Faculty

• 37 this year • 1FT, 3PT

• 37 this year • 1FT, 3PT

Program Objectives

• The Office Administration - General Certificate program is designed for students who wish to pursue administrative office support careers after one year of post-secondary business education. Graduates of this program have the opportunity to enter the second year of the two-year Office Administration Diploma Program (Executive and/or Legal specialization). The program is continuously updated to meet current business standards. The program is divided into two levels and develops office skills, computer applications, administrative procedures, information management, and document formatting. Emphasis is placed on the development of strong technical, communications, and human relations skills. Students gain practical experience in the classroom through simulated office situations, and those who meet established criteria may participate in a mentoring program in the second level.

• Students can start in either the Fall or Winter term. For those admitted in the Winter term, it is anticipated that level 02 courses will be completed in the summer term.

• Gain the necessary theoretical and practical background you need to work as administrative assistants in any general or administrative field in the public or private sector. In addition to courses in keyboarding, communications, and accounting, students study automated accounting, spreadsheets, database, and word processing. Emphasis is placed on the practical demands of the job: interacting in the workforce, meeting deadlines, working under pressure, accepting responsibility, and demonstrating initiative. Students participate in simulations of office environments dealing with realistic problems and solutions. Level three of the program includes a two-week work experience component.

http://www.algonquin/



http://www.algonquincollege/

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University College of the North (Northern Manitoba)

University College of the North (Northern Manitoba)

Saskatoon Business College

Computerized Business Applications Certificate of Attainment

Administrative Assistant Administrative Assistant, Software Specialist

http://www.ucn.mb.ca/ http://www.ucn.mb.ca/ http://www.saskbusinesscollege.com/

http://www.saskbusinesscollege.com/ programs/administrative/software_ specialist.php

Coordinator: Andrea Robinson (204) 677 6730, or toll free at 1-866-677-6450 extension 6730. The Pas Campus Thompson Campus:

Coordinator: Andrea Robinson (204) 677 6730, or toll free at 1-866-677-6450 extension 6730. The Pas Campus Thompson Campus:

Beth Shewkenek, Education Counsellor (306) 244 6333 (800) 679 7711 [email protected]

• Computerized Business Applications: 24FT, 2PT

• 1FT, 2PT

• Computerized Business Applications: 24FT, 2PT

• 1FT, 2PT

• 40 per year, 5 intakes • 21 instructors at college, all teach into varying programs

• This one-year program provides students with the knowledge and skills required in a computerized office. Students will receive theory and practice that reflect current trends in business and the requirements of prospective employers.

• The Administrative Assistant diploma program prepares students for entry into the contemporary office environment. Students will acquire business office skills, learn to use and integrate a variety of computer applications, and develop their administrative, presentation, and organizational skills.

• Graduates of the diploma program may find employment in First Nations, government, or business offices. They will be able to work independently and give support by performing technical and administrative tasks efficiently

• A ten-month program designed to give students the "edge" they need to become proficient with Microsoft XP software. Classes include two levels of Excel and Access, desktop publishing, and web page design. Graduates from this program are employable in almost any business requiring varied computer skills. Upon completion, a student will have the abilities to write and to pass the Microsoft Office Specialist exam

http://www.saskbusinesscollege/

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College Name Algonquin College

Office Administration, General Certificate Algonquin College Office Administration, Executive Diploma Program

Credential Issued • Certificate Graduates of this program have the opportunity to enter the second year of the two-year Office Administration Diploma Program (Executive and/or Legal specialization). The program is continuously updated to meet current business standards.

• Diploma

Entrance Requirements

College eligibility: • Ontario Secondary School Diploma

(OSSD) at or above the General Level, or equivalent. Applicants with an OSSD showing senior English and/or Mathematics courses at the Basic Level, Workplace or Open courses, will be tested to determine their eligibility for admission

OR • Mature Student status (19 years of age or

over and without a high school diploma; eligibility may be determined by academic achievement testing for which a fee of $30.00 will be charged).

Program eligibility: • English, Grade 12. (ENG4C or ENG4G, or

equivalent, is required.) Should the number of qualified applicants exceed the number of available places, candidates will be selected on the basis of their proficiency in English.

College eligibility: • Ontario Secondary School Diploma

(OSSD) at or above the General Level, or equivalent. Applicants with an OSSD showing senior English and/or Mathematics courses at the Basic Level, Workplace or Open courses, will be tested to determine their eligibility for admission

OR • Mature Student status (19 years of age or

over and without a high school diploma; eligibility may be determined by academic achievement testing for which a fee of $30.00 will be charged)

Program eligibility: • English, Grade 12. (ENG4C or ENG4G, or

equivalent, is required.) Should the number of qualified applicants exceed the number of available places, candidates will be selected on the basis of their proficiency in English.

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University College of the North (Northern Manitoba) Computerized Business Applications Certificate of Attainment

University College of the North (Northern Manitoba) Administrative Assistant


• Certificate of Attainment

Some credits may also be applied to the Administrative Assistant program and the Computerized Business Skills program

• Diploma Students may exit the program after one year with a Certificate in Computerized Business Skills.

• Diploma

• English 30S, and Pre-Calculus Mathematics 30S, Applied Mathematics 30S or Consumer Mathematics 30S,

• Or equivalencies of above, • Or mature student • Good health, eye-hand

coordination, and finger dexterity is recommended.

• Students should have adequate communication and reading skills and enjoy working with people.

• English 40S, and • Pre-Calculus Mathematics 40S,

Applied Mathematics 40S or Consumer Mathematics 40S,

Or • equivalencies of above, Or • mature student

• Grade 12 overall average of 60 percent or GED1

22



Program Features

• Semester • One year duration

Students participate in simulations of office environments dealing with realistic problems and solutions. Level three of the program includes a two-week work experience component.

• This non-semestered day program is offered on the Pembroke and Perth campuses, and on the Woodroffe Campus as a two-year program. Part-time students may be considered if space is available. The programs at the Ottawa and Pembroke Campuses are standardized; however, the admission requirements, curriculum and subject delivery are reflective of the local circumstances which affect program delivery.

This program runs for 48 weeks and is completed in one academic year. Students participate in simulations of office environments dealing with realistic problems and solutions. Level three of the program includes a two-week work experience component.

Curriculum Model and Special/Unique Features

• Courses may be offered in the classroom or lab, entirely on-line, or in a hybrid mode which combines classroom sessions with on-line learning activities Students paying the Information Technology fee are provided with a network account, modem account, an e-mail address, and Internet access.

• Students paying the Information Technology fee are provided with a network account, modem account, an e-mail address, and Internet access.

Curriculum Content

Level: 01 Hours Course Name Hours• English Fundamentals 48 • Social Understanding

For Customer Care 48 • Administrative Procedures I 48 • Document Production I 80 • Computers I 64

Level: 01 Hours Course Name Hours• Communication Skills I 48 • Personal Finances 48 • Math Skills 48 • Production Applications I 80 • Administrative Procedures I 80 • Microcomputer Applications I 80

23




• This program is completed in one semester within one academic year.

• The program is a two-year, full-time program consisting of two consecutive terms per year. Students take two years to complete the program.

• There are two majors in the Administrative Assistant Program: General and Finance. In general, the year one program is a common program. Year one students wishing to enter the Finance major also take an additional course in accounting. In year two, students select between the General program and the Finance program. The General major in year two has 10 required courses with no electives. The Finance major in year two has 12 courses, two of which are electives.

Students are given an email address when they register.

• The program is completed within 10 months. There is no work placement component. There is an employment referral service.

• This program is completed in one semester within one academic year.

Hours • Tradition and Change:

An Aboriginal Perspective

1

• Communications 3 • Business

Correspondence & Reports

3

• Tradition and Change: An Aboriginal Perspective

• Communications • Business Communications • Introductory Financial

Accounting 1 • Introductory Financial

Accounting 2

• Courses include Windows XP, Formatting Principles, Intro to Computer Concepts, Simply Accounting, Manual Accounting, Word 1 and 2, Corel, PowerPoint, Excel, Access, Page Maker, Publisher, Internet, Corel Draw, and troubleshooting.

24



Curriculum Content (cont’d)

Level: 02 Hours Hours• English I 48 • Administrative Procedures II 32 • Document Production II 80 • Computers II 64 • Internet Research And Web Page

Design 48

• General Education Elective 48

Level: 02 Hours• Introduction To Accounting 64 • Communication Skills II 48 • Work Placement I 16 • Science, Technology And

Society 48

• Production Applications II 80 • Microcomputer Applications

II 80

• Microcomputer Applications- Spreadsheet

64

Level: 03 Hours• Functional Busin ess

Communication 48

• Work Placement II 20 • Executive Administration I 56 • Executive Administration II 112 • Microcomputer Applications

- Accounting 56

• Microcomputer Applications- Database

42 Choose one from equivalencies: • General Education Elective

25




Cont’d • Basic Accounting

Theory 3.0

• Simply Accounting 3.0 • Keyboarding 2.0 • Skillbuilding 1.0 • Microsoft Office 3.0 • Desktop Publishing 3.0 • WordPerfect Office 3.0 • Applied Document

Formatting 2.0

• Procedures for the Automated Office

3.0

• Work Practicum 1.0

Cont’d Year One • Payroll and Other Accounting

Practices • Organizational Behaviour • Keyboarding • Skillbuilding • Windows/Intro to Word

Processing • Advanced Word Processing • Records Management • Database Applications • Spreadsheet Applications • Procedures for the Automated

Office • Work Practicum Year Two General Major • Computerized Accounting • Office Simulation • Management • SuperWrite/Notetaking • Advanced Spreadsheet &

Database • Presentation Graphics • Desktop Publishing • Web Page Design • Corel WordPerfect • Work Practicum 2 • Year Two - Finance Major • Computerized Accounting • Office Simulation • Intermediate Financial

Accounting - Assets • Managerial Accounting - Planning

and Control • Entrepreneurship • Human Resource Management • Management • Financial Management • Advanced Spreadsheet &

Database

26




Fees Tuition Fees listed are in effect for the 2004-2005 academic year. • Tuition Fees: $910.00 per term. • Information Technology Fee: $50.00 per

term. • *Student Activity/Sports Fee: $150.50 per

term. • Student Centre Building Fee: $17.50 per

term. • Health Service Fee: $10.00 per term. • Health Plan Fee: $112.00 paid once

annually. • **A $30.00 graduation fee is payable in

the final term. • A $25.00 transcript fee is payable in the

first term a student attends Algonquin College.

• International Students pay all relevant Canadian fees plus an International Premium of $4,000.00 per term.

• Books and supplies cost approximately $1350.00 for the program duration and can be purchased in the campus bookstore.

Tuition Fees listed are in effect for the 2004-2005 academic year. • Tuition Fees: $1,214.00 per term. • Information Technology Fee: $50.00 per

term. • * Student Activity/Sport Fee: $150.50 per

term. • Student Centre Building Fee: $17.50 per

term. • Health Plan Fee: $112.00 paid once

annually. • ** A $30.00 graduation fee is payable in

the final term. • A $25.00 transcript fee is payable in the

first term a student attends Algonquin College.

• Books and supplies, including a calculator, cost approximately $1,900.00 for the program duration and can be purchased in the campus bookstore.

Type of Assessment

• Combo: testing and assignments • Combo: testing and assignments

Curriculum Review

• Just did full review last year • Just did full review last year

27




Electives • Microeconomics (Distance) • Intermediate Financial

Accounting - Equities • Managerial Accounting -

Systems and Control • Labour Relations • Tax Return Preparation

(Distance) • Presentation Graphics • Desktop Publishing • Web Page Design Students in the Finance major must also select two electives from the above list. * Students who choose the Financemajor must also add this course to

e year one course load. th

• Tuition fees - $1284 • Lab and Material fees - $350 • Student Association Fees - $90 • Related Fees - $120

Year 1, General Major• Tuition fees - $1408 • Lab and Material fees - $350 • Student Association Fees - $80 Year 1, Finance Major • Tuition fees - $1491 • Lab and Material fees - $350 • Student Association Fees - $80 • Year 121, General Major • Tuition fees - $1284 • Lab and Material fees - $350 • Student Association Fees - $80

• $7000 for tuition plus $1750 for books

• In class exercises, tests, exams • In class exercises, tests, exams • Combo: testing and assignments

• Course reviews-every year, Program review 2-4 years.

• Course reviews-every year, Program review 2-4 years.

• Survey business community each year, review each year

28



Industry Affiliations

• Informal • Informal

Challenges Other Information • This full-time day program is offered on

the Woodroffe Campus. It is also offered through Continuing Education.

29




• None

• None • Saskatoon Business College graduates receive a nationally recognized and accredited diploma. SBC is the only nationally accredited college in Saskatchewan. Canadian Education Training and Accreditation Commission www.accreditations.ca.

• Saskatoon Business College is a Microsoft Certified Partner.

• • None indicated. • The program responds to current

trends and requirements of prospective employers.

• Some courses are delivered using a Distance Education format.

30

Environmental Scan College Name Assiniboine Community College

Capilano College

Program Name Computer Support Specialist Business English, Accounting and Computer Essentials Program

Website http://public.assiniboine.net/ http://www.capcollege.bc.ca/index.html

Program website

http://public.assiniboine.net/xDefault.aspx?tabid=60&mid=374&prgID=130

http://www.capcollege.bc.ca/prospective/college-calendar/2004-2005/career/busesl.html


Contact Name: Anita Perchaluk Email: [email protected]: 204 622 2227 Toll-Free: 800-862-6307 Fax: 204 638 3941

Capilano College Fir building, Room 502,2055 Purcell WayNorth Vancouver, B.C. V7J 3H5Phone: 604.984.4959E-mail: [email protected]

Number of: Students Faculty

Business Fund. – • two intakes, 36, and 20

(not offering Business English this year) • 6 FT

Program Objectives

• Graduates will have skills in computer networking, website programming and maintenance, business software installation and application, graphic design, and basic business skills. Particular attention is given to the practical application of these skills in modern computer laboratory facilities

• This is a program for ESL students. • The Business English, Accounting and

Computer Essentials program is a full-time, nine-month program offered from September to May.

• This program provides students with training in computer applications, accounting, and English speaking, listening, grammar and composition skills.

http://public.assiniboine.net/

mailto:[email protected]

mailto:[email protected]

31

Capilano College

Thompson Rivers University formerly University College of the Cariboo

Thompson Rivers University formerly University College of the Cariboo

Business Fundamentals Administrative Assistant Executive Assistant Diploma

http://www.capcollege.bc. ca/index.html

http://tru.ca/ http://tru.ca/

http://www.capcollege.bc.ca/programs/ business-fundamentals/index.xhtml

http://tru.ca/business/programs /admasst_cert.html

http://tru.ca/business/programs /admasst_cert.html

Leighan Crowe (604) 984 4959, Fax (604) 984 4967, [email protected]

Phyllis Woeppel ABT Coordinator School of Business and Economics P.O. Box 3010, Kamloops, BC E-Mail: [email protected] Phone: (250) 371-5892 Fax: (250) 828-5051

Phyllis Woeppel ABT Coordinator School of Business and Economics P.O. Box 3010, Kamloops, BC E-Mail: [email protected] Phone: (250) 371-5892 Fax: (250) 828-5051

• Business Fund. – two intakes, 36, and 20 (not offering Business English this year) • 6 FT

• Accounting Technician: 36 students first year 22-25 second year • 1.5 FT


• The Business Fundamentals program is a four-month program that may be taken on a full-time or part-time basis starting in September, and again in January each year. The Business Fundamentals program has been designed for students who require basic business skills training or who need to upgrade their skills.

• The Administrative Assistant Certificate is an eight-month, office administration program designed to prepare students for employment in a wide range of positions in business. Successful graduates will possess excellent communication skills, be team players, and have a positive attitude. They will be flexible and be able to work on their own initiative. Administrative assistants are creative and have the ability to solve problems and exercise good judgment. They will be proficient in a variety of software applications and possess a good knowledge of the business environment. As key employees in an organization, administrative assistants need to keep current and be ready to take on new responsibilities.

• The Executive Assistant Diploma prepares students to serve in more senior positions as office managers and assistants to senior managers. After completing the Administrative Assistant Certificate in Year 1, students take additional courses in management, business communications, and economics in Year 2. With the Executive Assistant Diploma, graduates will be well prepared to write the accreditation exams for the Certified Professional Secretary (CPS) and Certified Administrative Professional (CAP) designation programs. They can also ladder into the Bachelor of Business Administration and complete the degree with just two additional years of study.

32

College Name Assiniboine Community College Capilano College

Business English, Accounting and Computer Essentials Program

Credential Issued • Diploma • Certificate


Entrance requirements include a complete Grade 12 including: • Pre-calculus, Applied or Consumer

Mathematics 40S or equivalent • In addition, applicants must have credit

for senior level computer courses or equivalent.

This is a special selection program. As part of the special selection process, all applicants must: • achieve satisfactory standing in the

Canadian Adult Achievement Test (CAAT).

• submit a current resume giving information about relevant work experience and a short essay (one page) addressing reasons for wanting to enter the program.

Special Admissions • Applicants who do not meet these

admission requirements may apply for special admissions consideration. The special admissions process includes a thorough review of previous education and relevant experience, as well as an academic skills assessment. Academic upgrading may be required prior to admission. Applicants wishing to be considered for the special admissions process should submit a letter outlining their experience and education to help the Registrar assess their application. They are also encouraged to meet with a Student Advisor prior to applying.

Applicants who wish to take this program must have a personal interview with a faculty member or the program convenor. • Completion of Grade 12 or equivalent or

mature student status • SLEP Test results and writing sample at

the College Prep Level • Competent conversational English • Students must be able to touch type

prior to the commencement of the program

33

Capilano College Business Fundamentals

Thompson Rivers University Administrative Assistant

Thompson Rivers University Executive Assistant Diploma

• Certificate Many students take this program as a stepping-stone to a more advanced program of studies. Graduates of this program may ladder into other programs in the Applied Business Technology or the Business Administration department to take more advanced courses leading towards a degree. Students who achieve a minimum grade of "B" in the following courses will receive credit from Business Administration.

• Certificate After completing the Administrative Assistant Certificate, students take additional courses in management, business communications, and economics to complete the Executive Assistant Diploma.

• Diploma Students can also ladder into the Bachelor of Business Administration and complete the degree with just two additional years of study.

• Grade 12 or equivalent, or mature student status.

• Applicants must attend an information meeting or make an appointment with a faculty member or program convenor. Applicants must submit transcripts as required by the college.

• Students may be sponsored by various government or other agencies.

• SLEP test for ESL students (college level required)

Educational Requirements: • B.C. Grade 11 (Grade 12

preferred) or mature student status

General Requirements • Minimum keyboarding speed of

25 net words per minute • Satisfactory achievement on the

Accuplacer Test Or • B standing in ENGL 060

or 67% on the combined English 12 and Government Exam (within the last 5 years).

Educational Requirements: • Completion of the Administrative

Assistant Certificate or equivalent one-year program.

General Requirements • B.C. Principles of Math 11 or

equivalent with at least a B Or • B.C. Applications of Math 12 Or • completion of MATH 051 with a

B or better. • B.C. Principles of Math 12 is

highly recommended. • 73% on the combined English 12

and Government Exam (within the last 5 years)

Or • Level 4 on the Composition

Section of the LPI(within the last 2 years)

Or • completion of ENGL 060 with a B

or better Or • completion of CESL 053 and 054

with a C+ or better.

34



Program Features

• The program is organized in semesters and is completed in two years.

• A required work practicum component and structured computer support laboratory sessions prepare students for a variety of computer industry certification exams.

• This program is structured in a trimester format and lasts for one year.

Methods of Program Delivery

Curriculum Model and Special Features

Curriculum Content

Year 1 Credits • Application Support [PLAR] 3 • Communication Skills 3 • Computer Support Laboratory 1 3 • Computer Support Laboratory 2 3 • Computer Support Laboratory 3 3 • Computer Support Laboratory 4 3 • Digital Imaging and Graphics 1 [PLAR] 3

First Term • Business English and Communications • Business Computer Applications I • Advanced Speaking and Listening for Business • Advanced Reading and Vocabulary for Business

35


Thompson Rivers University Administrative Assistant Thompson Rivers

University Executive Assistant Diploma

• This one-semester program is completed in four months.

• This semestered program takes eight months to complete and is generally delivered within one year.

• Practicum (2 weeks)

During the practicum, the student will have the opportunity to apply their skills and knowledge to meet the expectations of the employer in a real work situation. The students will be observing and learning daily office routines and assisting the host employer by performing tasks as required. Prerequisite: Successful completion of all courses and a keyboarding speed of 40 wpm

This program is arranged in semesters and takes two years to complete. • ABTS 154- Practicum -

Fieldwork 1 • Records Management – Online

Only (35 hours) This course provides the student with an introduction to handling and management of files in an office – both electronic and paper. • ABTS 155- Practicum -

Fieldwork 2 • Online Learner Success (15

hours) – Online Only This course is designed to introduce the learner to the skills necessary to be a successful learner in the online environment. Upon completion of the course the learner will: create, send, and reply to e-mails; use basic internet skills; access WebCT; use the bulletin board and chat in WebCT.

• Classroom lectures, discussions. • Classroom • Classroom, computer lab

•

• Business English 1 • Business Systms and

Procedures • Accounting Procedures 1 • Computer Applications 1 • Language Skills Development

Fall Semester • Word Processing 1 • Keyboarding 2 • Introduction to Computers • Spreadsheets 1 • Databases • Business Communications 1 • Financial Accounting • Human Relations

Fall Semester • Management Accounting • Organizational Behaviour • Business, Professional, and

Academic Writing • Introduction to Marketing • Introduction to Business • Practicum - Fieldwork 1

36




Cont’d Credits • Employability Skills 3 • HTML Programming 1 3 • HTML Programming 2 3 • Information Security 6 • Microcomputer Support 1 3 • Microcomputer Support 2 3 • Network Routing 1 6 • Network Routing 2 6 • Network Routing 3 6 • Network Routing 4 6 • Practicum 1 - CSSP 3 • Practicum 2 - CSSP 3 • Supporting MS Netservers 3 • Workstation Administration 3 Year 2 • 3D Animation [ELECTIVE] [PLAR] 6• Active Directory 3 • Computer Networking (Novell)

[ELECTIVE] 6• Computer Support Laboratory 5 3 • Computer Support Laboratory 6 3 • Computer Support Laboratory 7 3

[ELECTIVE] • Computer Support Laboratory 8 3

[ELECTIVE] • Computer Training Concepts 3 • Designing Network Security 3

[ELECTIVE] • Digital Imaging and Graphics 2 [PLAR] 6• Dreamweaver [ELECTIVE] [PLAR] 6• Dynamic Website Development 3 • E-Commerce Concepts 3 • Flash 1 [ELECTIVE] [PLAR] 6• MS Networking 1 3 • MS Networking 2 [ELECTIVE] 3• Presentation Skills & Graphics 3

[DISTANCE] • Promoting Yourself [DISTANCE] 3 • Small Business Planning [DISTANCE] 3• Systems Analysis and Design 3 • Unix Concepts 1 3 • Unix Concepts 2 3 • Website Development/Support MS 3

Cont’d Second Term • Accounting Procedures I • Introduction to Computerized Accounting • Business Computer Applications II • Business English II • Interpersonal Skills

37




Cont’d Winter Semester • Word Processing 2 • Desktop Publishing • Keyboarding 2 • Spreadsheet 2 • Presentation Software • Integrated Project • Business Communications 2 • Computerized Accounting –

Simply • Computerized Accounting –

ACCPAC • Job Search • Practicum • Administration Procedures

Cont’d Winter Semester • Macroeconomics • Report Writing and Business

Presentations • Introduction to Human Resource

Management • Business Strategy • Commercial Law • Practicum - Fieldwork 2

38



Fees • Tuition, laboratory, materials and Students’ Association fees total approximately $2800 for year one and $2500 for year two.

• Estimated costs for books, supplies, trips, etc. are $1400 year one and $1000 for year two.

• Standard Tuition Fees per course credit - $100

• Admission Fee - $25 • Term Enrollment - $20 • Student Union - /credit - $4.13

Type of assessment

• Combo: testing and assignments

Curriculum Review

• Rough review every year and formal review every three years.


• The program also incorporates four levels of CISCO network routing delivered in partnership with the Mountain View School Division's Dauphin Regional Comprehensive School. Assiniboine has an on-campus Pearson VUE Authorized Testing Centre both in Brandon and Dauphin. Students in this program may choose to write exams to acquire the following certifications:

• CompTIA A+ • CompTIA Linux + • Microsoft ® Certified Systems Engineer

(MCSE) • CISCO ® Certified Networking Associate

(CCNA) • Certified Netware Administrator (CNA)

Challenges • Other Information • The Advisory Committee for this program

is currently being structured.

39




• Standard Tuition Fees per course credit - $100

• Admission Fee - $25 • Term Enrollment - $20 • Student Union - $4.13/credit • Domestic fees approximately -

$1580.20

• Fees per credit: $100 per credit • Fees per credit: $100 per credit

• Combo: testing and assignments • 70% exams, • 30% in class projects.

• 70% exams, • 30% in class projects.

• Rough review every year and formal review every three years.

• Review every ten years. • Review every ten years.

• None • No formal affiliations. • With the Executive Assistant Diploma, graduates will be well prepared to write the accreditation exams for the Certified Professional Secretary (CPS) and Certified Administrative Professional (CAP) designation programs.

40

College Name Thompson Rivers University

formerly University College of the Cariboo

Oglala Lakota College Northern College

Program Name Administrative Assistant Program

Associate of Arts in General Business

Business Diploma, Two years

Website http://tru.ca/ http://www.olc.edu/ http://www.northernc.on.ca/

Program website

http://tru.ca/business/programs/accttech.html

http://www.northernc.on.caprograms/ba/index.html


Ivan Desjardins Accounting Technician Coordinator School of Business and Economics P.O. Box 3010, Kamloops, BC E-Mail: [email protected] Phone: (250) 828-5233 Fax: (250) 828-5051

Piya Wiconi Kyle, SD 57752 (605) 455-6000, Fax (605) 455-2787 Wounded Knee College Center Manderson, SD 57756 (605) 867-5352, Fax(605) 867-1245 He Sapa Learning Center Rapid City, SD 57709 (605) 342-1513, Fax (605) 342-8547

Porcupine Campus South Porcupine, ON P0N 1H0 Phone705-235-3211 Kirkland Lake Campus Kirkland Lake ON P2N 3L8 Phone 705-567-9291 James Bay Education Centre Moosonee ON P0L 1Y0 Phone705-336-2913 Haileybury Campus Haileybury ON, P0J 1K0 Phone 705-672-3376

Number of Students Faculty


• 27 for Office Administration • 40 for Business Mgmt • 8FT, 2PT lots of cross over

between programs Program Objectives

• Prepare students for positions as para-professionals who work along side professional accountants in industry and public practice doing much of the support work

• The General Studies Degree is designed to serve students seeking substantial foundation in several different fields, rather than more intensive work in a single major. This program provides a broad background in the humanities, social sciences, and natural sciences.

• The General Studies Department has developed the Associate of Arts as a transfer degree for those students in General Studies who plan to pursue a four year degree in the liberal arts or sciences after they leave Oglala Lakota College.

• The AA degree is offered in Accounting, Tribal management, and General Business.

• Northern College's Business programs focus on helping the student develop links to specific jobs in the business work environment. Course content deals with Canadian companies in a global environment including current business approaches involving the use of the Internet in e-business. Students will apply theory and concepts to sample business problems, mini-cases and high-profile companies. Job placements and possible optional co-op work terms will further enhance application.

• Business (two years) and Business Administration (three years) If you decide to continue your studies in either the two-year Business Diploma program or the three-year Business Administration Diploma program, you can choose a combination of courses to suit your own interests and needs.

http://tru.ca/business

http://www.northernc.on.ca/

41

Northern College Northern College Northern College

Management Certificate Office Administration Program

Certificate in General Arts and Science

http://www.northernc.on.ca/ http://www.northernc.on.ca/ http://www.northernc.on.ca/

http://www.northernc.on.ca /programs/aboriginal/arts.html

Porcupine Campus South Porcupine, ON P0N 1H0 Phone705-235-3211 Kirkland Lake Campus Kirkland Lake ON P2N 3L8 Phone 705-567-9291 James Bay Education Centre Moosonee ON, P0L 1Y0 Phone705-336-2913 Haileybury Campus Haileybury ON, P0J 1K0 Phone 705-672-3376




between programs


between programs


between programs • This one-year program is a recent

addition to Northern College's Business options. You will increase your job opportunities or jump start a business career by gaining basic skills in marketing, accounting, computer applications, human resource management and other business-related areas.

• The Office Administration Program is designed to prepare you to meet the needs of the changing workplace. The program of studies ranges from communications and human relations to developing computer and other practical skills. In some courses, the focus will be on interpersonal relations, customer service, teamwork, and record keeping. Using up-to-date software, you will develop skills in word processing, spreadsheet, and database. In addition, you will learn to maintain the records for a small organization using manual and computerized bookkeeping.

• Certificate Program (2 semesters) A College Certificate of Achievement for General Arts and Science may also be attained for students wishing this option. This option is designed for students wishing to take time to prepare themselves for further post-secondary programs. A total of ten courses is required for a College Certificate of Achievement. In addition to the above goals, the College Certificate of Achievement offers students the opportunity to design a program of study in order to meet specific prerequisites for program entrance requirements.

42

College Name Thompson Rivers University Oglala Lakota College Northern College


Program Objectives Cont’d

• You will be able to select courses from the other Business program options offered -- Accounting, Marketing, or Community Economic and Social Development.

Credential Issued

• Those who complete just the first year will be awarded an Accounting Certificate.

• At UCC, diploma graduates can ladder into the Bachelor of Business Administration and complete it in just two more years.

• Associate of Arts degree The General Studies Department has developed the Associate of Arts as a transfer degree for those students in General Studies who plan to pursue a four year degree in the liberal arts or sciences after they leave Oglala Lakota College.

• Diploma


• Entry into the Accounting Technician Diploma is on a competitive basis. All applicants must meet the following requirements:

• B.C. Grade 12 or mature student status

• B.C. Principles of Math 11 with at least a C+; or B.C. Applications of Math 12 with a pass (50%) or better; or Completion of MATH 051 with a C+ or better

• (Completion of Mathematics 12 is recommended)

• 73% on the combines English 12 and Government Exam (within the last 5 years); or Level 4 on the Composition Section of the LPI (within the last 2 years); or Completion of ENGL 060 (within the last 2 years); or Completion of CESL 053, 054 and 058 with a C+ or better.

• The top 36 applicants will be accepted into the program.

Admission • All applicants seeking

admission to Oglala Lakota College must send each of the item listed below BEFORE , he/she will be admitted:

• Complete Application stating your major.

• Furnish a copy of your high school transcript, or certificate of high school equivalency (GED Diploma) MANDATORY. Students with a Bachelor’s Degree or higher will be required to submit documentation verifying the degree awarded.

• Transfer students must send official college transcripts.

• Verification of Tribal Enrollment if the student is a tribal member of a Federally Recognized Tribe.

• Placement tests are done to assess skills in reading, math and English.

• OSSD or equivalent including English ENG4C or ENG4G (or equivalent) and Math MAP4C or MTB4G (or equivalent); or mature student status.

http://tru.ca/business/bba/index.html

http://tru.ca/business/bba/index.html

43

Northern College Management Certificate

Northern College Office Administration Program

Northern College Certificate in General Arts and Science

• Certificate As a graduate of the one-year Management Certificate program you may choose to continue in any of the other Business diploma programs offered or you may enter the work force with a foundation in basic business skills.

• Certificate • Certificate




44

College Name Thompson Rivers

University Oglala Lakota College Northern College


Program Features

• The program is structured in semesters. It takes two semesters to complete and must be completed within two years.

Semester. • Two year duration

Semester • 1 year or two semesters • Four semesters – two years

Methods of Program Delivery

• Classroom, computer lab • Classroom, lab. • Classroom and computer lab lectures.

Curriculum Model and Special/ Unique Features

• Net work access is provided for students

• Students can select from a variety of learning options including full-time or part-time study, distance education, correspondence, day or evening classes and independent learning.

Curriculum Content

Year 1 - Fall Semester • Financial Accounting 1 • Introduction to Management

Information Systems • Principles of

Macroeconomics; or • Introduction to Basic

Economics • Business, Professional and

Academic Composition • Finite Mathematics With

Application I

• Courses are offered in Humantiites, Language Arts and Social Sciences.

Semester I • Introduction to Business • Mathematics of Finance I • Introduction to Marketing I • Accounting I • Communications I • Computer Applications

I Semester II • Human Resources

Management I • Mathematics of Finance II

45




Semester structure. • Duration: 1 year or two

semesters

Semester structure. • Duration: 1 year or two

semesters plus a two-week work placement in the first year at all campuses.

This program is completed in two semesters within one year.

• Classroom and computer lab. • Classroom and computer lab. • Classroom.




Semester I • Introduction to Business • Mathematics of Finance I • ntroduction to Marketing I • Accounting I • Communications I • Computer Applications I Semester II • Human Resources Management

I • Mathematics of Finance II

Timmins Campus - Semester I • Word Processing & Keyboarding

I • Office Procedures I • Communications I • Bookkeeping I • Electronic Spreadsheet • Introduction to Business

Semester I • Communication Fundamentals I • Life Management I or elective • College Orientation or elective • Computer Applications I or

elective • Mathematics Fundamentals or

elective Semester II • Communication Fundamentals II • Life Management II or elective • Health Awareness or elective

46





Winter Semester • Financial Accounting 2 • Accounting Systems 1 • Principles of

Microeconomics; or • Global and Canadian

Economic Issues • Report Writing and

Business Presentations • Commercial Law Year 2 - Fall Semester • Cost and Management

Accounting 1 • Intermediate Financial

Accounting 1 • Income Taxation 1 • Introduction to Statistics • Introduction to Financial

Management Winter Semester • Auditing • Cost and Management

Accounting 2 • Intermediate Financial

Accounting 2 • Income Taxation 2 • Accounting Technician

Capstone Project

Cont’d • Introduction to Marketing II • Accounting II • Communications II • Computer Applications II • E-Business & Web

Research Semester III • Purchasing & E-

Procurement • Report Writing I • Database • Microeconomics • Electives (2) • Accounting III (all

campuses) • Accounting Applications I

(all campuses) • Accounting Information

Systems (PC only) • Internet Marketing (PC only) • Retailing & E-Commerce

(all campuses) • Community Economic

Development I (KL, HL and CK only)

• Community Social Development I (KL, HL and CK only)

• Entrepreneurial Skills (KL, HL and CK only)

• Advertising in the new Economy (PC only)

• Business Law (KL, HL and CK only)

Semester IV • Financial Management I • Report Writing II • Business Statistics I • Macroeconomics

47




Cont’d • Introduction to Marketing II • Accounting II • Communications II) • Computer Applications II • E-Business & Web Research

Cont’d • Semester II • Word Processing & Keyboarding

II • Communications II • Human Resources Management

I • Transcription • Database • Intro to Computerized

Bookkeeping • Placement Kirkland Lake & Haileybury Semester I • Accounting I • Introduction to Business • Communications I • Computer Applications I • Math of Finance I • Office Procedures I • Word Processing and

Keyboarding I Semester II • Accounting II • Human Resources Management

I • Communications II • Computer Applications II • Office Procedures II • Word Processing and

Keyboarding II • Placement

Cont’d • Canadian Government or

elective • Mathematics Fundamentals II or

elective

48





Electives (2) • Sales and Salesmanship

(PC only) • Business II & International

Marketing (PC only) • Intermediate Accounting I

(all campuses) • Management Accounting I

(all campuses) • Community Economic

Development II (KL, HL and CK only)

• Community Social Development II (KL, HL and CK only)

• Management of Non-Profit Organizations. (KL, HL and CK only)

• Market Research (all campuses) All electives are subject to prerequisite requirements

Fees • Fees per credit: $100 per credit

• Undergraduate tuition is $65.00 per credit hour

• Registration Fee - $20/semester

• Technology Fee $4/hour • Pro-rated Activity Fee

based on number of hours attending range - $20-$50

Basic Tuition – • Post-secondary

Programs - $1818.24 • Student Activity Fee - $120 • General Services Fee - $55 • Technology Fee - $110

Type of assessment

• 70% exams, • 30% in class projects.

• Combo: testing and assignments

Curriculum Review

• Review every ten years. • Review every year


• Most courses in the diploma earn transfer credit towards the Certified Management Accountant (CMA) and Certified General Accountant (CGA) designations, so students will be well along in these programs once they enrol.

• Informal

Challenges • Other Information

49








Basic Tuition – • Post-secondary • Programs - $1818.24 Student Activity Fee - $120. General Services Fee - $55. Technology Fee - $110.

• Combo: testing and assignments • Combo: testing and assignments • Combo: testing and assignments

• Review every year • Review every year • Review every year

• None. • None. • This program may be offered in a community-based format in partnership with First Nations Education Authorities

Appendix B – Industry Occupational Analysis (DACUM) Chart

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Suggest change

C7

Innovate

C8

Evaluate options

D7

Manage information

D1

Document

D2

Identify opportunities for improvement

D3

Create processes

D4

Identify outcomes

D5

Measure effectiveness/efficiency

D6

Be self-confident

C4

Create

C5

Be open to change

C6

MICROCOMPUTER APPLICATIONS PROGRAM DACUMFacilitated by Craig Edwards and Gene Semchych

December 7th and 14th 2004

Speak to groups

A13

Spell

A14

1 - Can perform some parts of this skill satisfactorily but requires assistance and/or supervision to perform the entire skill.2 - Can perform this skill satisfactorily but requires periodic assistance and/or supervision.

3 - Can perform this skill competently without assistance or supervision.4 - Can perform this skill competently without, assistance with more than acceptable quality, and with initiative/adaptability to unique situations.

Interpret body language

A8

DACUM Skill Rating Scale

Tailor message to audience

A16

Formulate recommendations

B8

PROBLEM SOLVEB

Think critically

B1

Be innovative

B2

Compose (use good grammar, punctuation)

A15

Respect cultural differences

A9

Use appropriate tools

A10

THINK CREATIVELYC

Invent

C1

Think outside the box

C2

MANAGE PROCESSESD

Take risks

C3

Comprehend

A7

Use e-mail etiquette

A5

Listen actively

A6

Make presentations

A12

Plan

A4

Evaluate

B4

Identify problem/issue

B5

Find root cause

B6

Explore options

B7

Present self positively

A11

Identify threats and challenges

B3

Give and receive feedback

A17

COMMUNICATEA

Speak

A1

Read

A2

Write

A3

51

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

MANAGE INFORMATION

E

Identify information sources

E1

Manipulate data

E2

Research

E3

Respect privacy

E4

Comply with applicable legislation

E5

Identify information users

E6

Capture data

E7

Apply due diligence

E8

Proof own work

E9

Produce reports

E10

Compile statistics

E11

Extrapolate data

E12

Merge information

E13

Protect information

E14

Ensure data integrity

E15

BE A TEAM PLAYERF

Work with others

F1

Show creativity

F2

Adapt to change

F3

Respect other's opinions

F4

Be self-aware

F5

Socialize

F6

Collaborate

F7

Share information

F8

Work within group dynamics

F9

MAKE DECISIONSG

Identify risks

G1

See big picture

G2

Gather facts

G3

Involve others

G4

Work within scope of authority

G5

Consult with experts

G6

Implement in a timely fashion

G7

WORK INDEPENDENTLY

H

Be proactive

H1

Take responsibility

H2

Learn quickly

H3

Take initiative

H4

Network

H5

LEADI

Provide direction

I1

Set good example

I2

Identify potential in others

I3

Articulate vision

I4

Influence others

I5

Earn respect

I6

Think strategically

I7

Provide a motivating environment

I8

ORGANIZE SELFJ

Manage time

J1

Prioritize

J2

Multi-task

J3

Use organizational tools

J4

52

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

ORGANIZE SELFJ

Manage time

J1

Prioritize

J2

Multi-task

J3


J4

MANAGE YOUR CAREER

K

Work within organization's culture

K1

Comply with organization policies

K2

Adapt to organizational dynamics

K3

Respond to organizational values

K4

Identify opportunities

K5

Be a continuous learner

K6

Demonstrate positive work ethic

K7

Keep options open

K8

Balance work and life responsibilities

K9

Plan for self development

K10

Maintain professional designation

K11

USE TECHNOLOGYL

Apply tools appropriately

L1

Use telephone

L2

Use e-mail

L3

Use database software

L4

Use word processor software

L5

Use spreadsheet software

L6

Use presentation software

L7

Use accounting software

L8

Use organizational chart software

L9

Use flowcharting software

L10

Use design software (CAD/CM)

L11

Keyboard

L12

Use office equipment

L13

Use internet/intranet

L14

Use integrated business applications (PeopleSoft/SAP)L15

Use in-house applications

L16

Manage files/records

L17

Publish to network/internet

L18

53

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Sign off

N9

Use available resources

N10

Evaluate results

N8

LEARN CONTINUOUSLY

O

Self assess

O1

Learn new skills

O2

Learn from mistakes

O3

Focus self-development with organizational goals

O4

Keep current within occupation

O5

Identify trends

O6

Complete the task

N4

Work within a timeline

N5

Adjust and respond to change

N6

Evaluate progress

N7

ACHIEVE RESULTSN

Set smart goals

N1

Be accountable

N2

Create a timeframe

N3

Be dependable

M8

Follow through

M9

Use human relations skills

M10

Co-operate

M11

Take direction

M12

Show integrity

M4

Respect others

M5

Contribute to a respectful workplace

M6

Resolve conflicts

M7

DEVELOP POSITIVE RELATIONSHIPS

M

Be trustworthy

M1

Be positive and nice

M2

Be dedicated

M3

54

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

Use business etiquette

Q4

Work within organizational structure

Q5

Identify business functions within an organizationQ9

Use workplace terminology

Q10

APPLY BASIC BUSINESS SKILLS

Q

Use business math

Q1

Work within protocol

Q2

Use basic accounting skills

Q3

Apply basic economics

Q6

Provide customer service

Q7

Adjust to work environment

Q8

Define deliverables

P17

Report project status

P18

Develop work estimates

P19

Manage risk

P8

Plan

P9

Manage resource gaps

P10

Manage quality of output

P11

Delegate tasks

P12

Create work breakdown structure

P13

Manage project change

P14

Obtain and provide feedback

P15

Manage group dynamics

P16

Schedule project

P4

Manage schedule

P5

Identify dependencies

P6

Seek appropriate approvals

P7

MANAGE PROJECTSP

Define project scope

P1

Assess resources

P2

Identify stakeholders

P3

55

Appendix C – Graduate Skills and Abilities Chart

1234

Grey shaded Box = General Areas of Competency (GAC)Unshaded Box = Specif ic skill w ithin GACCapitalized text in CWLOs = General Area of Competency (GAC)Normal text in CWLOs = Specific skills w ithin GAC

College-Wide Learning Outcomes (CWLOs)

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

A1 - read and understand information presented in a variety of forms (e.g. w ords, graphs, charts, diagrams)A2 - w rite and speak so others pay attention and understandA3 - listen and ask questions to understand and appreciate the points of

DACUM Committee Skill deleted.Indicates skill rating.

Can perform this skill competently w ithout assistance or supervision.Can perform this skill competently w ithout assistance, w ith more than acceptable quality, and w ith initiative/adaptability to unique situations.

Industry DACUM

MICROCOMPUTER APPLICATIONS PROGRAM DACUMGraduate Skills and Abilities Chart

Facilitated by Craig EdwardsDate February 22nd, 2005

Can perform some parts of this skill satisfactorily but requires assistance and/or supervision to perform the entire skill.DACUM Skill Rating Scale:

Can perform this skill satisfactorily but requires periodic assistance and/or supervision.

Skill or Competency added by Faculty or DACUM w ording changed.

Faculty Expectations

Write

A3

Plan

A4

COMMUNICATEA

Read

A2

Express self to colleagues and clients

A1

COMMUNICATEA

Speak

A1

Read

A2

Write basic business documents

A3

Plan

A4

57

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4


A5

Listen actively

A6


A5

Listen actively

A6

Use and interpret non verbal communication

A8

Comprehend

A7

Comprehend

A7


A10


A10

Respect cultural differences

A9

Respect cultural dif ferences

A9

Interpret body language

A8

Make presentations

A12


A11


A11

Speak to groups

A13

Speak to groups

A13

Make presentations

A12

58

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

D1 - assess situations and identify problemsD2 - seek different points of view and evaluate them based on factsD4 - identify the root cause of a problemD5 - be creative and innovative in exploring possible solutionsD7 - evaluate solutions to make reco

Spell

A14

Spell

A14


A16


A15


A15


A17


A17


A16

Think critically

B1

Think critically

B1

Identify challenges and opportunities

B3

Be innovative

B2

Be innovative

B2

Identify threats and challenges

B3

Act confidently

A18

PROBLEM SOLVEB

PROBLEM SOLVEB

Evaluate options

B4

Evaluate

B4

59

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

G3 - be innovative and resourceful: identify and suggest alternative w ays to achieve goals and get the job doneG4 - be open and respond constructively to changeG6 - cope w ith uncertainty

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

Identify problem/issue

B5

Find root cause

B6

Take risks

C3

Take risks

C3

Create

C5

Create

C5

Be self-confident

C4

Be self-confident

C4 Moved to A18

Explore options

B6

Find root cause

B6

Invent

C1

Invent

C1


B7

Explore options

B7


C2


C2

Identify issues and causes

B5


B8

THINK CREATIVELYC

THINK CREATIVELYC

60

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

Measure effectiveness/eff iciency

D6

Measure effectiveness/eff iciency

D6

Create processes

D4

Create processes

D4

Identify outcomes

D5

Identify outcomes

D5

Document

D2

Document

D2


D3


D3

MANAGE PROCESSESD

MANAGE PROCESSESD

Manage information

D1

Manage information

D1

Suggest change

C7

Suggest change

C7

Innovate

C8

Innovate

C8

Be open to change

C6

Be open to change

C6

61

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

B1 - locate, gather and organize information using appropriate technology and information systemsB2 - access, analyze and apply know ledge and skills from various disciplines (e.g. the arts, languages, science, technology, mathemat

Apply due diligence

E8

Apply due diligence

E8


E6


E6

Capture data

E7

Capture data

E7

Respect privacy

E4

Respect privacy

E4

Comply w ith applicable legislation

E5

Comply w ith applicable legislation

E5

Manipulate data

E2

Manipulate data

E2

Research

E3

Research

E3

MANAGE INFORMATIONE

MANAGE INFORMATIONE


E1


E1

Evaluate options

D7

Evaluate options

D7

62

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

G1 - w ork independently or as a part of a teamJ2 - ensure that a team's purpose and objectives are clearJ3 - be f lexible: respect, be open to and supportive of the thoughts, opinions and contributions of others in a groupJ4 -

Show creativity

F2

Participate creatively

F2

BE A TEAM PLAYERF

BE A TEAM PLAYERF

Work w ith others

F1

Work w ith others

F1

Protect information

E14

Protect information

E13


E15


E14

Extrapolate data

E12

Extrapolate data

E12

Merge information

E13

Merge information

E13

Produce reports

E10

Produce reports

E10

Compile statistics

E11

Compile statistics

E11

Proof ow n w ork

E9

Proof ow n w ork

E9

63

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4C1 - decide w hat needs to be measured or calculatedD8 - implement solutionsF3 - assess, w eigh and manage risk

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

See big picture

G2

See big picture

G2

MAKE DECISIONSG

MAKE DECISIONSG

Identify risks

G1

Identify risks

G1

Share information

F8

Share information

F8

Work w ithin group dynamics

F9

Work w ithin group dynamics

F9

Socialize

F6

Socialize appropriately

F6

Collaborate

F7

Collaborate

F7


F4


F4

Be self-aw are

F5

Be self-aw are

F5

Adapt to change

F3

Adapt to change

F3

64

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4G1 - w ork independently or as a part of a team

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

Take initiative

H4

Take initiative

H4

Take responsibility

H2

Take responsibility

H2

Learn quickly

H3

Learn quickly

H3

WORK INDEPENDENTLYH

WORK INDEPENDENTLYH

Be proactive

H1

Be proactive

H1

Consult w ith experts

G6

Consult w ith experts

G6


G7


G7

Involve others

G4

Involve others

G4

Work w ithin scope of authority

G5

Work w ithin scope of authority

G5

Gather facts

G3

Gather facts

G3

65

1 2 3 4 1 2 3 4

A2 - w rite and speak so others pay attention and understandJ7 - lead or support w hen appropriate, motivating a group for high performance

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4


I8


I8

Earn respect

I6

Earn respect

I6

Think strategically

I7

Think strategically

I7

Articulate vision

I4

Articulate vision

I4

Influence others

I5

Influence others

I5

Set good example

I2

Set good example

I2


I3


I3

LEADI

PROVIDE LEADERSHIPI

Provide direction

I1

Provide direction

I1

Netw ork

H5

Netw ork

H5

66

G2 - carry out multiple tasks or projectsI1 - be aw are of personal and group health and safety practices and procedures, and act in accordance w ith these

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4E4 - take care of your personal healthF5 - be socially responsible and contribute to your community

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

Comply w ith organization policies

K2

Comply w ith organization policies

K2

MANAGE YOUR CAREERK

MANAGE YOUR CAREERK

Work w ithin organization's culture

K1

Work w ithin organization's culture

K1

Organize w orkspace

J5

Follow a documented daily w orkplan

J6

Multi-task

J3

Multi-task

J3


J4


J4

Manage time

J1

Manage time

J1

Prioritize

J2

Prioritize

J2

ORGANIZE SELFJ

ORGANIZE SELFJ

67

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

Manage job search

K12


K10


K10


K11


K11

Keep options open

K8

Keep options open

K8

Balance w ork and life responsibilities

K9

Balance w ork and life responsibilities

K9

Be a continuous learner

K6

Keep current w ithin occupation

K6

Demonstrate positive w ork ethic

K7

Demonstrate positive w ork ethic

K7


K4


K4


K5


K5


K3


K3

68

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

A4 - share information using a range of information and communications technologies (e.g. voice, e-mail, computers)C2 - observe and record data using appropriate methods, tools and technologyD6 - readily use science, technology an

Use presentation softw are

L7

Use presentation softw are

L7

Use accounting softw are

L8

Use accounting softw are

L8

Use w ord processor softw are

L5

Use w ord processor softw are

L5

Use organizational chart softw are

L9

Use organizational chart softw are

L9

Use spreadsheet softw are

L6

Use spreadsheet softw are

L6

Use e-mail

L3

Use e-mail

L3

Use database softw are

L4

Use database softw are

L4


L1


L1

Use telephone

L2

Use telephone

L2

USE TECHNOLOGYL

USE TECHNOLOGYL

69

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

Use design softw are(CAD/CM)

L11

Use design softw are (CAD/CM)

L11

Keyboard

L12

Keyboard

L12

Use f low charting softw are

L10

Use project management softw are

L10

Use off ice equipment

L13

Use off ice equipment

L13


L14


L14

Use integrated business applications (PeopleSoft/SAP)L15

Use integrated business applications

L15


L16


L16

Manage f iles/records

L17

Manage f iles/records

L17

Publish to netw ork/internet

L18

Publish to netw ork

L18

70

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

E2 - deal w ith people, problems and situations w ith honesty, integrity and personal ethicsE3 - recognize your ow n and other people's good effortsE5 - Show interest, initiative and effortJ1 - understand and w ork w ithin the dynamics of a groupJ8


M


M

Be trustw orthy

M1

Be trustw orthy

M1


M2


M2

Be dedicated

M3

Be dedicated

M3

Show integrity

M4

Show integrity

M4

Respect others

M5

Act respectfully

M5

Contribute to a respectful w orkplace

M6

Contribute to a respectful w orkplace

M6

Resolve conflicts

M7

Resolve conflicts

M7

Be dependable

M8

Be dependable

M8

Follow through

M9

Follow through

M9

71

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

D9 - check to see if a solution w orks, and act on opportunities for improvementF1 - set goals and priorities balancing w ork and personal lifeF2 - plan and manage time, money and other resources to achieve goalsF4 - be accountable for your


M10


M10

Co-operate

M11

Co-operate

M11

Take direction

M12

Take direction

M12

ACHIEVE RESULTSN

ACHIEVE RESULTSN

Set smart goals

N1

Set S.M.A.R.T. goals

N1

Be accountable

N2

Be accountable

N2

Create a timeframe

N3

Create a timeframe

N3

Complete the task

N4

Complete the task

N4

Work w ithin a timeline

N5

Work w ithin a timeline

N5


N6


N6

72

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

G5 - learn from your mistakes and accept feedbackH1 - be w illing to continuously learn and growH2 - assess personal strengths and areas for developmentH4 - identify and access learning sources and opportunitiesH5 - plan for and achieve your learning g

Evaluate progress

N7

Evaluate progress

N7

Evaluate results

N8

Evaluate results

N8

LEARN CONTINUOUSLYO

LEARN CONTINUOUSLYO

Sign off

N9

Sign off

N9


N10


N10

Meet goals

N11

Self assess

O1

Self assess

O1

Learn new skills

O2

Learn new skills

O2

Learn from mistakes

O3

Learn from mistakes

O3

Focus self-development w ith organizational goals

O4

Focus self-development w ithin organizational goalsO4

73

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

K1 - plan, design or carry out a project or task from start to f inish w ith w ell-defined objectives and outcomesK2 - develop a plan, seek feedback, test, revise and implementK6 - continuously monitor the success of a project or task and identify


O5


O5

Identify trends

O6

Identify trends

O6

MANAGE PROJECTSP

MANAGE PROJECTSP


P1


P1

Assess resources

P2

Assess resources

P2


P3


P3

Schedule project

P4

Schedule project

P4

Manage schedule

P5

Manage ow n responsibilities w ithin scheduleP5


P6


P6


P7


P7

74

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

Manage risk

P8

Manage risk

P8

Plan

P9

Plan

P9


P10


P10


P11


P11

Delegate tasks

P12

Delegate tasks

P12

Create w ork breakdow n structure

P13

Create w ork breakdow n structure

P13


P14


P14


P15


P15


P16


P16

Define deliverables

P17

Define deliverables

P17

75

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

A5 - use relevant scientif ic, technological and mathematical know ledge and skills to explain or clarify ideasC3 - make estimates and verify calculations

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4


P18


P18

Develop w ork estimates

P19

Develop w ork estimates

P19


Q


Q


Q4


Q4

Use business math

Q1

Use business math

Q1

Work w ithin protocol

Q2

Work w ithin protocol

Q2


Q3


Q3


Q7


Q7

Work w ithin organizational structure

Q5

Work w ithin organizational structure

Q5


Q6


Q6

76

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

Use w orkplace terminology

Q10

Use w orkplace terminology

Q10

Adjust to w ork environment

Q8

Adjust to w ork environment

Q8

Identify business functions w ithin an organization

Q9

Identify business functions w ithin an organization

Q9

77

Appendix D – Graduate Profile

79

Graduate Profile The Microcomputer Applications graduate will be able to:

A. Communicate effectively and professionally with colleagues and clients in business environment, respecting cultural diversity;

B. Address and solve problems by thinking critically and innovatively; C. Think creatively and adapt to change; D. Manage, document, and improve efficient business processes; E. Research, document, distribute, and verify information, complying with applicable legislation; F. Work collaboratively on a team, respecting group dynamics; G. Participate in timely, consultative decision-making; H. Work independently; I. Lead or support when appropriate, and contribute to motivating others for high performance; J. Organize multiple tasks using appropriate planning tools; K. Manage career development within organizational goals, balancing professional and personal

responsibilities; L. Select and use appropriate current technology;

M. Develop positive relationships with people while responding to challenges with honesty, integrity, and personal ethics;

N. Set and meet goals, monitor progress, and evaluate results within a time frame; O. Identify and access learning opportunities for continuous growth; P. Participate in designing, executing, and evaluating projects with a plan; Q. Use relevant technological, mathematical, business, and human relations skills; and demonstrate

a basic knowledge of current business trends.

81

Appendix E – Program Renewal Plan

83

Microcomputer Applications Certificate Program)

Goal 1: Re: LEARNING ASSESSMENT AND DEMONSTRATION

Beginning in August 2005, assess learning through methods which reflect the circumstances in which graduates will use their knowledge, meeting or exceeding college standards.

Objective 1.1: Limit traditional testing formats (time-limited, group-scheduled, memory-dependant, non-collaborative, written) to assessing learning that graduates will use in similar circumstances.

o Review current course plans to identify appropriate opportunities for changing to non-traditional assessment in place of traditional testing by June 30, 2005.

o Incorporate non-traditional assessment formats in new course plans, as appropriate by June 30, 2005.

Objective 1.2: Adapt assignments to incorporate the participants’ individual interests, without compromising the curriculum.

o Review current course plans to identify appropriate opportunities for participants to incorporate individual interests by June 30, 2005.

o Incorporate opportunities for individual interests in new course plans, as appropriate, by August 26, 2005.

Objective 1.3: Create opportunities for participants to actively demonstrate learning through presentations, group projects, discussions, and other activities designed by the participant in consultation with the instructor.

o Review current course plans to identify appropriate opportunities for participants to demonstrate learning through presentations, group projects, discussions, and other activities designed by the participant(s) in consultation with the instructor(s), by June 30, 2005.

Objective 1.4: Set the passing grade at 60%; and use a grading system of categories indicating degree of general achievement wherever possible, in conjunction with the College’s policies.

o Design grading rubrics for each assessment that describe the production required to achieve the levels described below:

Description of achievement Percentage GPA Grade Exceptional capacity 90% + 4.5 A+ Excellent performance 80% + 4 A Meets course expectations 75% + 3.5 B+ Demonstrates satisfactory capacity 65% + 2.5 C+ Does not yet demonstrate satisfactory capacity 59% - 0 F

Objective 1.5: Provide participants with a complete list of all the assessments planned for each course at the beginning of each semester, with deadlines, values, and grading rubrics for each assessment.

o Determine all assessments planned for each course by the beginning of each semester.

84

o Create a complete assessment list for each course, including the deadlines for completion, and the rubric for grading by the beginning of each semester.

Objective 1.6: Be available to consult with individual participants who require revised

arrangements regarding due dates for assessments, and be as flexible as possible in making those revisions, without compromising the participants’ education, or the program’s credibility.

o Include, in the Program Core Values Statement (4.1, below), a note indicating that participants should feel free to consult the instructors about individual circumstances that may impact the completion of assessments, and that the instructors will make decisions based on quality of education, throughout the program.

o Instructors will make themselves available to participants (as per 4.4 below) to discuss individual arrangements, and put a written memo in the participants’ file, within 24 hours of the discussion, throughout the program.

o At the end of the spring term, as part of the review of the program (see 2.2, below), compile a report summarizing the extensions requested, and consider that information in planning for the future, by May 31, 2006.

Objective 1.7: • Establish paid, 16-week work placement opportunities for participants at the

completion of the second and fourth semesters according to the co-op model, by August, 2006.

• Establish 4-week work experience opportunities for the 2005-2006 year, and provide supervision and consultation to those placements through regular contacts with the participant and the workplace representative; and assess those placements according to a pre-established rubric provided to the participants at the beginning of the placement, in the same manner as other courses.

o Research the co-op model and the steps to be undertaken to incorporate this

into the new programs, by May 31, 2006. o Revisit this objective to set the timeline for the steps to be taken to launch the

co-op work placement for the spring of 2006, by May 31, 2006.

Objective 1.8: • Incorporate portfolios as an outcome of the Foundations for Lifelong Learning and Professional Development course, using items that demonstrate the participants’ learning in all courses.

o Design the FLLPD course to incorporate training in developing, compiling, and

using portfolios, by August 15, 2005. o Consult with the instructors of other courses to identify opportunities for

contributions to the portfolios, by June 30, 2005.

Goal 2: CURRICULUM CONTENT

85

To offer and maintain “leading-edge” curriculum to prepare the participant to function in business environments, and to prepare participants for industry certification.

Objective 2.1: • Ensure that participants graduating from the diploma program will have studied all of the courses necessary to be prepared to take the tests to become MOUS certified.

o Identify the requirements for MOUS certification, by May 15, 2005.

o Incorporate MOUS certification courses in the Computers courses, by May 31, 2005.

Objective 2.2: • Hold a meeting at the end of spring term, including instructional and administrative staff, to review the year’s progress and determine revisions to the content, structure, and function of the program; and compile a yearly report for the program.

o Maintain a monthly record of the program events and developments,

throughout the school year. o Schedule a 2-day on-campus retreat in mid-May, 2006, by January 30, 2006. o Compile a final yearly report including program events and developments,

impact, and planned revisions for the coming year, by June 30, 2006. Objective 2.3: • Consult stakeholder-partners on curriculum content and business trends

annually, and propose appropriate changes in content, texts, and program structure in an annual report to the Department Chair.

o See 3.1. Objective 2.4: • Expand the communications curriculum to strengthen basic English

language skills, expand speaking and presentation training, incorporate cultural diversity awareness, and build in human relations skills.

o Revise the communications courses to cover additional topics to greater depth, as indicated in the DACUM, by June 30, 2005.

Objective 2.5: • Expand the range of current software courses.

o Research the appropriate software to be included in the computer course and design the new course units, as per the information in the DACUM and the new schedule, by June 30, 2005.

Objective 2.6: • Strengthen the basic business mathematics training.

o Research and design a basic business mathematics course, by June 30, 2005.

Objective 2.7: • Offer new courses in personal and professional development, including problem-solving, decision-making, team-building, time management, working independently, leadership, goal-setting, and project management.

o Research and design four courses (one for each semester) in

Foundations for Lifelong Learning and Professional Development, as per the DACUM feedback, by June 30, 2005.

86

Goal 3 STAKEHOLDER PARTNERSHIPS

To establish and maintain partnerships to continuously evaluate and revise content, and to address cultural and work transition issues.

Objective 3.1: • Establish an advisory committee of representatives from employers in business and industry, instructors, College management, and program graduates, to meet three times annually to receive reports on the program, to advise on curriculum content and business trends, to maintain useful work experience placements, to promote employment opportunities, and to contribute to the schedule of speakers participating in the program.

o Identify potential members of the advisory committee and issue invitations, by May 30, 2005.

o Prepare an orientation package for advisors and distribute, by September 30, 2005, with invitation to the first meeting of the committee in mid-October.

o Prepare an agenda of questions for the advisors prior to the meeting

Objective 3.2: • Develop and maintain a flow of information to a “stable” of potential employers about the program developments and achievements, education trends, and workplace transition issues.

o Prepare a roster of potential employers, by October 30, 2005.

o Prepare an orientation package for potential employers, by November 30, 2005.

o See 1.7

Objective 3.3: • Incorporate cultural and work transition topics into presentations and seminars in the Foundations for Lifelong Learning and Professional Development course.

o Design and schedule the FLLPD course to include topics on cultural and

work transitions.

Goal 4: PROGRAM VALUES

To demonstrate ethics, integrity, and innovation in a self-managed learning environment.

Objective 4.1: • Write and publish the core values of the program for participants, potential employers, advisory committee members, and colleagues.

o Write and publish the core values of the program, by June 30, 2005.

o Include a copy of the Core Values Document in the participants’ orientation package and schedule a time to review it during the orientation period each year.

o Review the Core Values during the annual 2-day program review each spring, “testing” the activities of the year against the values and considering useful revisions and additions.

Objective 4.2: • Follow the principles and best practices of andragogy, respecting the

87

participants as autonomous adults who are balancing other personal and professional priorities.

o Research and summarize the current principles and best practices of

andragogy, and include in the Core Values document.

Objective 4.3: • Function within the expectation that participants will make their own choices, manage their own time, and monitor their own progress, and that instructors will serve as resources and facilitators, but not as managers.

o Include a session in the orientation period on participants’ and instructors’

responsibilities, in order to clarify the view of the participant as autonomous adults who will be responsible for managing and monitoring their own progress.

o Respect the choices made by participants without requiring explanations and without sharing values judgments about the choices.

Objective 4.4: • Set, post, and maintain a schedule of instructors’ office hours during

which consulting with participants will take priority.

o In consultation with each other, the instructors will determine the best times each day to be available for consulting, have that schedule typed up and posted on the outer office door, have copies included in the orientation package for participants, and review that schedule with the participants during the orientation period.

o Be available in the office during posted office hours.

Objective 4.5: • Set, post, and maintain a schedule of instructors’ deadlines for providing feedback (including interim grades) regarding participants’ progress.

o In consultation with each other, instructors will set a schedule of interim points

during the semesters when all assessment grading will be up to date, the interim grade compiled, and provided to the participants and the program coordinator, individually, upon request.

Objective 4.6: • Offer to meet with each participant individually to discuss overall progress

at seven set times during the first two (certificate) semesters: approximately September 16, September 30, October 28, November 25, January 3, March 3, and April 3; and five set times during the third and fourth (diploma) semesters: approximately September 19, October 31, November 28, January 3, and April 4.

o Set and post a schedule of availability for interim progress meetings, and

communicate that schedule to all participants via e-mail. o Be available during the times set.

Objective 4.7: • Explore the possibility of scheduling a rotation of the diploma-year courses in an end-of-day format (twice-weekly from 4 until 5:15, for example) to allow participants who are employed full-time to complete their diploma on a part-time basis, by August 1, 2005.

Objective 4.8: • Set “challenge” tests in basic business mathematics, basic English language usage, and keyboarding for new participants in the certificate year to demonstrate their knowledge and consequently receive credit for

88

these courses, if they achieve 75%, by August 1, 2005.

Goal 5: PARTICIPANTS’ CHARACTERISTICS

To offer participants preparation that will empower them to enter and contribute to the workplace as innovative, consultative, problem-solving life long learners.

Objective 5.1: • Incorporate job-readiness training (self-management skills) in the core curriculum. o Incorporate related topics into the FLLPD course, by June 30, 2005.

Objective 5.2: • Restrict computer and Internet usage to the activities that would be acceptable in the workplace. o Write, post, and include in orientation package for participants, a guideline for

computer and internet usage that matches the usual range of acceptability within current workplaces. Review in the orientation period.

Objective 5.3: • Promote and reward independent and innovative problem-solving in all courses in the program. o Review current curriculum to identify ways in which independent and

innovative problem-solving can be incorporated into the course. o Design new courses to include rewards for innovative and independent

problem-solving. Objective 5.4: • Promote and reward teamwork in all courses. o Review current curriculum to identify ways in which teamwork can be

incorporated into the course. o Design new courses to include opportunities and rewards for teamwork.

89

Appendix F – 5 –Year Program Renewal Plan in Gantt format

91

ID Task Name

1 Goal #1 Assess learning through appropriate methods 2 Limit traditional testing formats 3 Adapt assignments to incorporate individual interests, without compromising the curriculum.4 Create opportunities for participants to actively demonstrate learning 5 Set the passing grade at 60%6 Provide participants with a complete list of all the assessments planned for each course at the beginning of each semester7 Establish paid, 16-week work placement opportunities for participants at the completion of the second and fourth semesters 8 Incorporate portfolios as an outcome of the Foundations for Lifelong Learning and Professional Development course9 Goal #2 Offer and maintain “leading-edge” curriculum to prepare the participant to function in business environments

10 Ensure graduates are MOUS certified.11 Consult stakeholder-partners on curriculum content and business trends annually.12 Expand the communications curriculum. 13 Expand the range of current software courses.14 Strengthen the basic business mathematics training.15 Offer new courses in personal and professional development16 Goal #3 Establish partnerships to evaluate and revise content, and to address cultural and work transition issues.17 Establish an advisory committee of employers in business and industry, instructors, College management, and program graduates.18 Develop and maintain a flow of information to a “stable” of potential employers 19 Incorporate cultural and work transition topics into the Foundations for Lifelong Learning and Professional Development course.20 Goal #4 Demonstrate ethics, integrity, and innovation in a self-managed learning environment.21 Write and publish the core values of the program for participants, potential employers, advisory committee members, and colleagues.22 Follow the principles and best practices of andragogy23 Function within the expectation that participants will be self directed and that instructors will serve as resources and facilitators.24 Offer to meet with each participant individually to discuss overall progress 25 Explore the possibility of scheduling a rotation of the diploma-year courses in an end-of-day format26 Set “challenge” tests in basic business mathematics, basic English language usage, and keyboarding. 27 Goal #5 Offer participants preparation that will empower them to be innovative, consultative, problem-solving life long learners.28 Incorporate job-readiness training (self-management skills) in the core curriculum.29 Restrict computer and Internet usage to the activities that would be acceptable in the workplace.30 Promote and reward independent and innovative problem-solving in all courses in the program.31 Promote and reward teamwork in all courses.

H2H1H2H1H2H1H2H1H2H1H2H1H204 2005 2006 2007 2008 2009 2010

Task

Split

Progress

Milestone

Summary

Project Summary

External Tasks

External MileTask

Split

Craig EdwardsCurriculum Consultant

Microcomputer Applications Curriculum Validation-Program Renewal

2004/2005

Pam McLeodCurriculum Facilitator

Page 1

Project: Micro Computer App Gantt chDate: Tue 3/18/08

curriculum validation - program renewal 2005 microcomputer...

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