!fm education council council... · 4.1. degree proposal assessment commiuee (david davidson,...
TRANSCRIPT
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!fM Kwantlen ~ UNIVERSITY COLLEGE
AGENDA
I. Confirmation of Agenda
2. Approval of Minutes (April 7, 2003)
3. Chair's Repon
4. Standing Conunittee Repons
4.1. Degree Proposal Assessment Comrnitlee (David Davidson, Chair)
4.2. Program Evaluation Conunittee (Panteli Tritchew, Chair)
5. Sub-Commitlee Repons
5.1. Curriculwn Approval
5.2. Liberal Education Curriculwn Conunittee (Maxine Mou, Chair)
5.3. International Education Committee (Derek Francis, Chair)
5.4. Language Competency Liaison Comminee (Rhondda Porter, Chair)
5.5. Policy Review Conunitlee (Jack Fmnbogason, Chair)
5.6. Grants Application Panel Motion to change mandate
6. Ad hoc prioritization committee
7. AA in Philosophy
8. FPP: Community Support Worker
9. FPP: Autobody, Auto Refinishing and Prep Tech CertJCit.
10. FPP: Power Line Technician Citation
11. FPP: Architectural Sheet Metal and Steep Roofing Citation
12. FPP: Painting & Decorating & Drywall Fmishing
13. Next Regular Meeting: June 2, 2003
14. Adjournment
Al/ached for your information:
EDUCATION COUNCIL Monday, May 5, 2003 -4:15 pm.
Surrey Campus Boardroom (G2110)
4:15
4:20
4:25
4:30
4:35
4:45
4:55
5:05
5:10
5:15
5:25
5:35
5:45
5:55
Dana Goedbloed
Dana Goedbloed
Dana Goedbloed
David Davidson
Panteli Tritchew
Dana Goedbloed
Maxine Mou
Derek Francis
Rhondda Porter
Jack Fmnbogason
Jack Fmnbogason
Dana Goedbloed
Jack Fmnbogason
Susan Powell
Gerry Lengert
Gerry Lengert
GenyLengen
Gerry Lengert
1. Associate Degrees Awarded in British Columbia: 1193194 to 2001102
2. Correspondence re SFU Long Term Planning Commillee
3. School of Business Curriculum Commillee Meeting Minutes March 17, 2003
Note: The agenda is distributed electronically to the Deans' mailing list and to the presenters.
lliM Kwantlen EDUCATION COUNCIL ~ UNIVERSITY COLLEGE
Monday, May S, 2003 - 4:15 pm. Surrey Campus Boardroom (G2110)
AGENDA
I. Confirmation of Agenda
2. Approval of Minutes (April 7. 2003)
3. Chair's Report
4. Slallding Committee Reports
4.1. Degree Proposal Assessment Commiuee (David Davidson, Chair)
4.2. Program Evaluation Commitlee (Panteli Tritchew, Chair)
5. Sub-Conunittee Reports
5.1. Curriculum Approval
5.2. Liberal Education Curriculum Commi11ee (Maxine Mott, Chair)
5.3. International Education Commitlee (Derek Francis, Chair)
5.4. Language Competency Liaison Committee (Rhondda Porter, Chair)
5.5. Policy Review Conunillee (Jack Fmnbogason, Chair)
5.6. Grams Application Panel 0 -P.feli9R ta ehm1ge 1nm1date
4:15
4:20
4:25
4:30
4:35
4:45
4:55
· 6. Ad hoc prioritization conuni11ee 5:05
7. AAinPhilosoph~· / / ..J- -'<- /5:10 .-r~~- -/f...-o{-~~
8. FP~~ty Sup _ W ../- p v-°"4 w~ ;9.' FPP: Autobody, Auto ~shjltg JDd pep Tech CertJCit. 5:25
/ 10. FP~ineTec ~~_/ 5:35
tJ \ II. FPP:~~ Me;;Uai;d~p Roofing Cilation 5:45
~d: ~:g.&/,~·~~1~7- 5:55 / 13. Nex'i Regular Meeting: June 2, 2003
14. Adjoummenl
Attached for your information:
I. Associate Degrees Awarded in British Columbia: 1193194 to 2001102
2. Correspondence re SFU Long Term Planning Committee
3. School of Business Curriculum Committee Meeting Minutes March 17, 2003
Dana Goedbloed
Dana Goedbloed
Dana Goedbloed
David Davidson
Panteli TrilChew
Dana Goedbloed
Maxine Mott
Derek Francis
Rhondda Porter
Jack Fmnbogason
Jack Fmnbogason
Dana Goedbloed
Jack Fmnbogason
Susan Powell
Gerry Lengert
Gerry Lengert
Gerry Lengert
Gerry Lengert
Note: The agenda is distributed electronically to the Deans' mailing list and to the presenters.
EDUCATION COUNCIL Attendance, Date: ~ :Jjo .3
NAME PRESENT ABSENT
Coan, Lisa ( Student) / Damon, Marge (F)
Daniels, Caroline (F) ,/
DeAdder, Dawna (F) ,,,-Erikson, Greg (Student) / Finnbogason, Jack (D) v Francis, Derek (A) ./
Jamieson, Jamie-Lynn / (Student)
Goedbloed, Dana (F)(Chair) ./ Irvine, Lorraine (F) ./
Jones, Gary (F) v Kranz, Anita (S)
,,.,.
Lee, Steven (Student) ............
Lenger!, Gerry (D) / McGillivray, Judith (A) ---Metzger, Karen (S) / Perkins, Bob (F) ............
Rhodenizer, Larry (F) ......--Riclunond, Alexandra (F) ,/
Yang, Harry (S) ,/
Ex Officio Members
Radesh, Tom / Triplett, Skip .............
Gordon, Jody ./ Guests , .
u. I ~ ,,,, ii ,II -• ,,,, • - /,
~ _j fL,. - ,,/ -
03/10/03
ISSUE:
ACTION:
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EDUCATION COUNCIL
MEETING DATE: May 5, 03
AGENDA#: 2 PREPARED BY: Karen Metzger
Approval of minutes of meeting
THAT Council approve the minutes of the April 7, 2003, Education Council meeting.
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' w Kwantlen
UNIVERSITY COLLEGE
EDUCATION COUNCIL Monday, April 7, 2003 -4:15 pm.
Surrey Campus Boardroom (G2110)
MINUTES
Present: Marge Damon Gerry Lengert Judith McGitlivray Caroline Daniels
Dawna DeAdder Jack Finnbogason Derek Francis Dana Goedbloed (Chair) Jody Gordon Gary Jones Anita Kranz
Karen Metzger (Recorder) Bob Perkins Tom Radesb Larry Rhodenizer Alexandra Richmond Skip Triplett Harry Yang
Regrets: Lisa Coan Lorraine Irvine Steven Lee Greg Erikson
Jami<>-Lynn Jamieson
Guests: Rob Adamoski David Davidson Joanne Deno Roger Elmes Nancy Graham
Maxine Mott Wendy Royal Robin Russell Panteli Tritchew
0. The Chair called the meeting to order at 4:18 pm.
I. Confirmation of Agenda Moved by Alexandra Richmond, seconded by Gary Jones, to conr1rm the agenda as presented.
2. Approval of Minutes (Mar. 3 and 17, 2003) Moved by Caroline Daniels, seconded by Gary Jones, THAT Council approve the minutes of the March 3, 2003, meeting with the following amendments:
Item 3, 2"" paragraph- change 'She' to 'The Chair';
Item 8 - add the specifics: "an English proficiency requirement of a minimum of 'C' grade in English 12 or equivalent prior to registering for courses. In addition to 'C' in English 12, the following achievements can be used to meet this admission requirement: t· )
• 'C' in Communications 12 orTCPl2, or 213 cb-TOEFL with Writing Band , or
• Placement in ENGL 1099or(ACPE0081 orABEEOOSI orPSPE 1081)or(ACPE0091 or PSPE I 091) or EASL 0085"
MOTION CARRIED.
Moved by Dawna DeAdder, seconded by Bob Perkins, THAT Council approve the minutes of the March 17, 2003, meeting with the following amendments:
Item 3 - add the specifics: "Because effective communication and technical writing are fundamental components of graphic design. applicants must have a Kwantlen University College Engish placement test for recommendation to ENGL 1100 or 1110, or Level 5 of the Language Proficiency Index (LPD with an essay score of 30, or successful completion of ENGL 1100 or 1U0."
Item 4. 1.1., 3"' paragraph: change 're' to 'for'
MOTION CARRIED.
EDUCATION COUNCIL MINUTES April 7, 200_; Page2
3. Chair's Report The Chair attended the finance committee meeting about the 2003/2204 budget, where a tuition increase of 29% to $10 I per credit was proposed. This would take effect in September 2003 and would be in line with the fees charged by other university colleges.
The Humanities division will need to elect a new representative to Education Council effective September 2003 as the current representative, Alexandra Richmond, is from the Applied Communications program, which is moving from Humanities to the School of Business.
The Chair also met with Brian Carr and Jody Gordon re credit assignment; there is a need to examine how to deal with credit assignment where credits differ from receiving institutions. The current situation no longer allows for clear assignment of credits across all disciplines.
The Board of Governors meeting on March 14, 2003, dealt with three key issues from the Strategic Plan: mission, vision, and values. The meeting April 4, 2003, dealt with critical priorities for the year.
The Chair attended the Employee Recognition AwarJs Ceremony March 12, the President's Reception March 20, and the Program Review Committee meeting March 26.
She will continue to meel with the ad hoc committee for prioritization of educational programming every second week until June.
The Chair also met with the Ce>-op Development Coordinator to discuss a current problem situation: an employer is offering excellent work experience, but without pay. While this is not Coop, the Co-op department will investigate the feasibility of such opportunities a.< they arise.
4. Standing Committee Reports
4.1. Degree Proposal Assessment Committee (DPAC), David Davidson, Chair The DPAC Chair reported that on March 26, 2003, the committee recommended for approval four items on today's Education Council agenda: a Horticulture program name change, a full program proposal for a Home Support/Resident Care Attendant certificate, and program concepts for a Bachelor of Arts in Community Criminal Justice and a Diploma of Proficiency in English Laiguage Studies.
A program concept for a Bachelor of Science in Computer Science will be resubmitted with the focus on degree completion (years 3 and 4) building on an Associate of Science rather than as a fouFyear program.
The committee also considered fur inforrnation an interim non-degree full program proposal (FFP) form for use until the Ministry provides one, and a Library impact assessment form for program developers to use in collaboration with the Library. The Library form. which is complex, could h: started at the concept stage, but will not be required to be completed until the FPP stage.
4.2. Program Evaluation Committee, Panteli Trite hew, Chair The Program Review Committee continues to wcirk on identifying level one review indicators. It has examined the review models of Red Deer College, Humber College, and Camosun College. The committee plans to present a final list of indicators to Education Council by the June meeting.
5. Sub-Committee Reports
5.1. Curriculum Approval Moved by Dawna DeAdder, seconded by Caroline Daniels, to approve the following revised course outlines:
EASL 0020 Academic Listening and Speaking Skills Level 2 EASL 0030 Academic Listening and Speaking Skills Level 3 EASL 0040 Academic Listening and Speaking Skills Level 4
MOTION CARRIED.
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' EDUCATION COUNCIL MINUTES April 7, 200; Pa e3
6.
S.2. Liberal Education Curriculum Committee, Maxine Mott, Chair The commiltee has not met since the last Education Council meeting, but will meet in May to discuss how the ten sections of Liberal Education courses for the next year will be distributed over thrediemesters. The committee will also look at the terms of reference. I
S.3. International Education Committee, Derek Francis, Chair The committee Chair has consulted with the Fraser Health Authority about severe acute respiratory syndrome (SARS) as ten students are scheduled to arrive this month from SARS-infected areas. He reports that there is no need to restrict attendance other than to follow the Health Canada process. He has provided information and related Websites to the Kwantlen community. (www.bccdc.org el al)
S.4. Language Competency Liaison Committee, Rhondda Porter, Chair No report; minutes attached.
S.S. Policy Review Committee, Jack Finnbogason, Chair Jack Finnbogason reported that the committee is working on an academic ~om policy; the next policy up for review will be B.11. Program and Curriculum Development and Change, with Counsel present
S.6. Grants Application Panel, Jack Finnbogason, Chair Moved by Jack Finnbogason, seconded by Aleundra Richmond, THAT Council approve the Grant Application Panel name change and mandate as follows:
Name: Curricular Grandeommillee.
Mandate: To accept applications from all applicants except non-KFA members and those seeking retroactive funding.
MOTION CARRIED.
Jack Finnbogason reported that to date 21 applications have been received. There has been no change in funding; it is still $75,000, with the maximum award being $7,000 for 1/4 time release for a term. The committee may ask for more funding.
Horticulture Technician Program Name Change The request is to change the name of the Greenhouse Vegetable Technician program to Production Horticulture Technician. This name change completes the process of program changes approved by Education Council on March 3, 2003, and reflects the broader nature of the new curriculum.
Moved by Alexandra Richmond, seconded by Gerry Lenger!, THAT Council approve the program name change as presented.
MOTION CARRIED.
7. Concept: English Language Studies Diploma Robin Russell and Wendy Royal presented the program con:ept for a Diploma of Proficiency in English Language Studies. This program is a repackaging of existing language development courses and incorporates new and revised language courses. It is designed 10 recognize the achievement of nonnative speakers in English language skills. It also provides students with a purposeful educational plan that allows entry into a full range of ESL courses, graduated entry into regular academic and vocational courses, and the opportunity to achieve the language skills that allow them to be successful in advanced-level studies. In addition to language skills, the program also develops critical thinking skills, intercultural communication, and academic preparation.
By extending the number of language development courses, thisprogram would bring Kwantlen into line with other post-secondary provincial institutions in terms of better preparing students for success in academic studies. There are two exit levels: Citation (foundation level) and Diploma. Graduation from the diplomawith B in the two core courses (EASL 0085 and 0040) guarantees access into ENGL 1100 or 1110.
Moved by Derek Froncis, seconded by Alexandra Richmond, THAT Council approve the program concept for a Diploma of Proliciency in English Language Studies.
MOTION CARRIED.
EDUCATION COUNCIL MINUTES April 7, 20~ Page4
8. Concept: BA in Community Criminal Justice Rob Adamoski attended 10 present the program concepl for a BA in Community Criminal Juslice. This proposed program builds on the Associale of Arts in Criminology. II incorporales a minimum of duplicalion with other programs in the country and features some innovative aspects related to a promising growth in community involvement in the area of criminal juslice. II prepares studenlS for tradilional career paths and also for emerging opportunilies in the fiell. The program filS well with both Kwanllen's previous and new manda1e. II meelS the needs of studenlS and the grealer community.
Moved by Gary Jones, seconded by Marge Damon, THAT Council approve the program concept for a BA in Community Criminal Justice.
MOTION CARRIED. (I abstention)
9. FPP: Home Support/Resident Care Allendanl Certificate Nancy Graham and Maxine Mott spoke to the full program proposal for the Home Support/Resident Care Attendant Certificate program. This proposed new prngram is an e.panson of the existing Resident Care Attendanl Citation program, and moves from a 19-wcek 10 a 25-week length with the addition of a Home Support component. The revised program incorporates the provincial curriculum developed in 1992, and provides grads with more job opportunities. Graduates of the program will be able 10 work in private borne, assisted living, adult day care, and long-term care settings, working with elderly and disabled people with complex health problems whose conditions are rela1ively stablo. The program includes encl-of-life care.
StudenlS are encouraged lo take an additional 60-hour palliative care course offered by the health region.
Moved by Dawna DeAdder, seconded by Judith McGillivray, THAT Council approve the FPP for the Home Support/Resident Core Attendant Certificate program with the following amendment:
Page 6, first paragraph after bulleted list add the equivalenlS to the SLEP requirement, as well as levels.
MOTION CARRIED.
10. Program Revision: Drafting Programs Options and Curriculum The proposed changes to the drafting program options more accurately rellecl the current reality in drafting. Recenl advances in drafting software provide lime for studenlS 10 get more indepth instruction in specific drafting disciplines. The repackaging of ex isling cou1ses and addition of advanced computer aided drafting (CAD) skills creates two certificate options that let studenlS specialize more: Architectural Drafting and Mechanical Drafting. Many studenlS will earn both credentials. Most graduates find employment with small manufacturers and builders in the Fraser Valley.
There are plans lo bring forward program proposals for a diploma program with citation, certificate, and diploma exilS, and to consult with the C<Hlp Education Coordinator.
ACTION: Joanne Deno will work with Jody Gordon :md Marnie Mcfarlane lo ensure Calendar copy accurately reflects that the current draning options are under review.
Moved by Gerry Lenger!, seconded by Gary Jone•, THAT Council approve the revisions to lhe drafting program options as presented.
MOTION CARRIED.
11. IDDS Program English Entry Requirements Change This change in English enlry requiremenlS lo align with the Kwan1len general admission requiremenlS reflects the reality that studenlS in this prepara1ory progJOJJI are successful. This explora1ory foundation program offers studenlS the opportunity to learn lhe fundamentals of design thal may prepare them lo enler into desig11rela1ed disciplines. StudenlS in the IDDS program represent a mix of high school gradualesand studenlS who have prior secondary or post-secondary preparation. They are made aware of higher entry requiremenlS for specific diploma and degree programs.
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Moved by Judith McGillivray, seconded by Larry Rhodenizer, THAT Council approve the English entry requirements for the IDDS program as amended subject to review by the Office of Registrar for correct o \vording:
' EDUCATION COUNCIL MINUTES April 7, 20';!3 Pa eS
Applicants musl meel an English proficiency requirement of a minimum of 'C' grade in English 12 or equivalenl prior 10 regislering for courses. The following equivalencies for English 12 wilh a 'C' also meet lhis requirement
• 'C' in Communications 12 or TCP 12, or 213 cl>-TOEFL wilh Wriling Band 4.5, or
• minimum achievemenl of Level 4 on lhe Language Proficiency Index (LPI) wilh a score of 26 onhe essay, or
• Kwanllen placemenl lesl in ENGL 1099 or (ABEE 0091 or PSPE 1091) or EASL 0085.
MOTION CARRIED.
12. Applied Business Technology Articulation Agreement Jack Finnbogason took lhe Chair 10 allow Dana Goedbloed 10 speak 10 lhis ilem.
This articulalion agreemenl has been developed to creale palhways for slUdents in secondary schools to earn an Applied Business Technology Ci1a1ion. Secondary school slUdents enrolled in business srudies will earn credits loward a Ciiation in Applied Business Technology (ABn al K wanllen. Three of lhe five courses required for lhe Ci1ation may be completed by lhe slUdents in high school, wilh lhe two remaining to be completed upon graduation and registration in lhe ABT program at Kwanllen.
Srudents may, after completing !he Citation, continue inlo one oflhe lhree options for a Certificate, and on to a Diploma. SIUdents who complele lhe Diploma may continue !heir slUdies to complete lhe BBA in En1repreneurial Leadership.
This articula1ion agreement will help avoid unnecess:ry duplicalion of secondary and pos~secondary courses.
Moved by Judith McGillivray, seconded by Bob Perkins, THAT Council approve the Applied Business Ttthnology articulation agreement, pending the following revisions:
Under Program Details, I" paragraph, remove specific school distric1 numbers; bulleted list- add beadings to show which courses are secondary and which are pos~secondary; paragraphs 4 lhrough 7 - incorporate specific course and grade informalion.
MOTION CARRIED.
13. Change to English Entrance Requirements
Moved by Judith McGillivray, seconded by Jack Finnbogason THAT Council approve the change to English entrance requirements.
MOTION WITHDRAWN.
Moved by Jack Finnbogason, seconded by Judith, THAT Council approve the change to the English entry requirements as presented and empower the Registrar lo edit the language for the Calendar for clarity, working with Jack Finnbogason, Derek Francis, Dana Goedbloed, Gerry Lenger!, and Judith McGillivray.
MOTION CARRIED.
14. Next Regular Meeting: May 5, 2003
IS. Adjournment The meeting was adjourned at 6:20 pm.
Kw ant I en UNIVERSITY COLLEGE
24 April, 2003
Dana Goedbloed Chair, Education Council Kwantlen University College Surrey Campus
Dear Dana:
MAILING ADDRESS 12666 · 72nd Avenue Surrey. BC Canada V3W 2M8
TELEPHONE
604-599-2100 WEB SITE www.kwantlen.ca
Board of Governors
The Board of Governors requests advice from the Education Council in accordance with Article 23.1 (a) of the College and Institute Act, where it decrees that the Board must seek advice from Education Council when the Board is considering "the mission statement and the educational goals, objectives, strategies and priorities of the institution."
The Board will be considering approval ofa Strategic Plan for Kwantlen University College at its 21 May 2003 Board Meeting.
Please submit a statement setting out the advice of the Education Council regarding the Strategic Plan to Arvinder Bubber, Chair of the Board, via Sandi Klassen, by Tuesday 13 June 2003. Education Council's advice will be considered at the 18 June 2003 Board Meeting.
Thank you in advance for the advice the Education Council will give the Board of Governors.
Sincerely,
Arvinder Bubber Chair Board of Governors
AB/sk
c Board Members
~I<wantlen ~- UNIVERSITY COLLE.GE
MAR.ING ADDRESS Associnc Vice Pn:sidcm. -Raom= 12666 -n- A.am: Sanq, B.C. Camda VlW lMB
TEUO'HONE ......... ,...
TO: Deans, Associate Deans, Directors, Chair Education Council
Memorandum
Human Resources
c: Derek Francis, Judith McGillivray, Linda Coyle, Skip Triplett, KFA
FROM: Liz McKinlay
DATE: April 30, 2003
SUBJECT: Minimum qualifications - Policy G.7 Faculty Recruitment
Attached is an updated "Minimum Qualifications" -Faculty Positions" document which forms part of Policy G.7 - Faculty Recruitment.
The changes since tl'le July 9, 2002 document are in bold. Please let me know by May 30, 2003, if there are any other changes.
Attch.
MINIMUM QUALIFICATIONS- FACULTY POSITIONS
Discipline I Program ACademic Professional Teaching Experience (Where DOI: a rcqui.rement, i1
is a prcfercocc)
Access Prggrams for Master's Degree in Special Experience in an Recent related work Students with Education or relilled field instructional capacity. experience Disabilities
Academic & Career Bachelor's Degree in a Experience required Related v.·ork experience. Preparation teaching area (Master's
Preferred)
Accounting Master's degree preferred accounting designation Post-secondary preferred 5 years accounting (CA. CGA, C'MA or experience equivalent)
Applied Master's in English, Post-secondary 3 years related work Communicatiom Conununications, experience. Familiarity
Journalism or equivalent with current business field communications
technology
Applied Science Master•s Degree in registration a'> a Post-Sceondal)' Engineering or Physics. Professional Engineer in Must have specialization in BC or eligibility for same bolh engineering and (to be achieved in a physics over the specified period) undergraduate/graduate degrees held
Arts Master's Degree in an and/or appropriate Post-secondary appropriate discipline professional designation
Business Management MBA or equivalent Post-secondary preferred 5 years related (Ph.D. preferred) management experience
CBS Bachelor's Degree in and/or appropriate Post-sceondal)' preferred 3 years related work Computing or Business professional designation in experience (Master's preferred) computing
CIS Master's Degree in Post-secondary preferred Rela1ed professional Computer Science or experience related discipline
Community Senice Bachelor's Degree Related work experience Worker (Master's preferred)
Co-operative Bachelor's Degree Related work experience Education (Master's Preferred)
Computer Science Master's Degree in Post-sceondal)' preferred Computer Science
Couosellor Master's Degree in Recent counselling Counselling Psychology. experience in a post-Spccialisl posilions require secondary instilution. Mastc(s in lhe spcei:ilty area
Creative Writing MA or MFA in Creative Posl-Sceondary Published major work Writing or equivalent
Criminology Mas1cr' s Degree and/or appropriate Related work experience professional dt:signation
Drafting: - Drafting or Technology Post-secondary preferred 6 years related work - Core & Specialties diploma experience
- CAD Related - Bachelor's Degree Post-sceondal)' preferred 6 years related work Prognuomlng preferred experience
Minimum Quafilkatlgos Page I (1f 3 Reris<d: May I, 2803 Poli<y G.7 - Faculty Rcaultmcnt
Discipline I Program Academic Professional Teaching Elr:perienee
(Where oot a 1a1uircmcnt. it is a pn:!crcoce)
Journalism Bachelor's Degree Posl-sccondary desirable Considerable related and (Master's prercrred) or di verse work equivalent industry experience
Librarian Master's Degree or minimum I year Should have considerable Experience in reference equivalent in Library professional experience in experience in library and material select.ion. Science college/ oc:idemicl public/ orientation. Demonstrated knowledge
special libraries in on-line searching and CD-ROM's.
Marketing Masler's in Business Post-secondary preferred S years e:s.:perience in Administration or a marketing Master's Degree and related work experience.
Mathematics Master's Degree in Post-secondary Mathematics, or other field if it includes at least one year equivalent of post-graduat,c: mathematics
Modern Languages Master's Degree in 2 years of teaching language of teaching experience, posl-
secondary language
Music Bachelor's Degree Related performance or (Masler's preferred in teaching experience Perfonnancc. Required in Theory & History)
• Nursing Master's Degree eligible for RNABC Related work experience (Ph.D. preferred) membership
• BSN Master's Degree eligible for RNABC Related work experience (Ph.D. preferred) membership
• GNEAL Master's Degree-Theory eligible for RNABC Related work experience Courses membership Bachelor's Degree -(Master's preferred-clinical & lab)
• GNUR Bochelor"s Degree eligible for RNABC Related work experience .. (Master's preferred) membership
Office Administration Bochelor"s Degree Secondary or Post- Related work experience secondary
Philosophy Master's Degree or ABO in Post-secondary Philosophy
Public Relations Bachelor's Degree or appropriate professional Post-secondary desirable Considerable related and equivalent industry designation (where diverse work in experience applicable) professional Public
Relations.
Public Safety Post·secondary Post-secondary desirable Minimum of 7 years Communications communications
experience in appropriate discipline
Resident Care Bachelor's Degree eligible for RNA BC Related work experience Allendanl (Master's preferred) membership
Science Master's Degree in appropriate professional Post-secondary . appropriatc specialization designation (where
applicable)
VocationaVfrades Journeyed slaluS or trades qualification Considerable related
equivalent experience Post ccnification including supervision
Mi.nlmum Qualifications PagelofJ Rnis<d: Mayl,2003 Policy G.7 • Farulty Recruitmmt
MAILING ADDRESS 12666 - 7~ Avenue Surrey, BC Canada V3W 21.11
TELEPHONE 604-599-3400 WEBSITE www.kwanUen.ca
TO: Dana Goedbloed, Chair, Education Council
c: FROM: Cathy MacDonald, Dean of Learner Resources
DATE: April 23, 2003
SUBJECT: New Curriculum Committee
I Memorandum I
College Resources
Dana, I respectfully solicit the approval of the Education Council for the creation of a new curriculum committee for Co-op Education.
The committee would consist of two or three faculty members from Co-op, at least one faculty member from each of the relevant academic divisions, and the Dean of Learner Resources. Recommendations from this new committee regarding course outlines and related matters would report directly to the Curriculum Committee of Ed Council.
The rationale for this request is a need to streamline the course development and approval process. Currently, Co-op course outlines must be approved by two divisional curriculum committees (Science and Business). This procedure is unwieldy and time consuming. We expect the process would become more difficult, if not intractable, should Trades, Humanities, Design, or any other area, develop a Co-op component in a new program.
The Deans of Business and Science have been informally approached on this subject and support a Co-op Curriculum Committee.
Kindly let me know whether formation of a Co-op committee requires formal application to Ed Council or whether further documentation or process is required.
Page 1of1
MEETING DATE: Mar. 17, 03 AGENDA#: (1 PREPARED BY: Karen Metzger
EDUCATION COUNCIL
ISSUE:
ACTION:
NEW COURSES 'ACCT4180 -ELST0041 /ELST 0043 -i>HIL 1112 /PHIL 2101 /i>HIL 2109 /POLI 2130
/PllOO H 1I10 H 1150
REVISED COURSES .1 CISY 2315 , ECON 2210 "ECON 2350 'ECON 2450 /ENGL 1100 /ENGL 1110
Curriculum Approval
THAT Council approve the following new and revised course outlines
Forensic Accounting Foundations Level - Reading and Writing Foundations Level - Listening and Speaking Environmental Philosophy 20th Century Analytic Philosophy Foundations in Ethics International Relations Theory American Government and Politics Health and Healing Concepts for Practice Changes in Mental Functioning
Data Structure Money and Banking Intermediate Microeconomics Intermediate Macroeconomics Writing, Reading, and Thinking: An Introduction Writing and Literature: An Introduction
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CURRICULAR GRANTS COMMITTEE FINAL REPORT TO EDUCATION COUNCIL
MAYS 2003
The Curricular Grants Committee met on February 28'" and April 24'". 2003. At the February meeting, CGC members decided on the tentlS and conditions governing applications, and at the April meeting they evaluated the 26 submissions.
The successful applicants are as follows:
Title of Pro.iect Funding
l. ELTI Millwright Project Work Orders $ 5,635
2. Gerontology Inst. Manuals for GBRC 1010, $ 6,020 1005,2020,2030,2070
3. The Whole Shebang: English Curriculum $ 7,000 Review
4. Development of the Diploma of Proficiency $14,000 in English Language Studies (Academic and General) - Stage 2
S. Development of course materials for a new $ 7.000 course, NRSG 3160: Advanced Health Challenges
6. Development of a new, mixed mode course: $ 7,000 Healing Arts I
7. Integrated Mathematics and Science with $ 7.000 aoolications to Millwright and Machinists
8. Public Relations Program (PRLN) major $14,000 revisions .
9. Auto Parts and Light Warehousing $ 3,672.50 Occuoational Module Uo2Tade
IO.Millwright $ 3,672.50
TOTAL: $ 75,000
The Committee was struck by the uniform quality of the applications this year. In the end, all LO winning applications were six points or fewer away from being judged as superior by the 10 representatives who attended the April 24'" meeting. With LO being a perfect score, the successful applicants scored between 13 and 16 in the overall ranking.
CURRICULAR GRANTS COMMITTEE FINAL REPORT TO EDUCATION COUNCIL MAY 5 2003
With $75,000 of curricular projects approved and $155,385.01 turned down, the Committee would again suggest to the KF A and the College that this budget allocation should be reviewed.
The Chair would like to thank all the representative who participated, and Barbara Melnyk, who organized our rnretings and kept our records.
The Committee members also noted the high quality of the reports submitted by the 8 successful applications for 2002n003 grants and commend those applicants for submitting their reports on or befon: the due date of March 31.
Summary of Adjudication
Total number of annlications 26 Total value of all annlications $249.649.80• Total value of unaooroved annlications $155,385.01 • Total value of GAP Grants (10 aoolications) $ 75,000
*Total value of all applications is inaccurate because applicants used many different methods of calculating costs; the approved amounts include time release only.
A11achmen1: • April 24 Minutes
Nole: Each unsuccessful applicant has been sen/ a 1nemo 1hanking them/or panicipating and offering.
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ISSUE:
ACTION:
EDUCATION COUNCIL
MEETING DATE: May 5, 03
AGENDA#: 8 PREPARED BY: Susan Powell
Approval of a full program proposal
THAT Council approve the full program proposal for a Community Support Worker Diploma program.
osal
Name of Institution: K wantlen University College
Title of Program: Community Support Worker Diploma Program
Credential to be awarded to graduates:
Institutional Contact: Susan Powell, PhD
Phone: (604) 599-3376 VM 3376
Date: March 2003
Executive Summary:
I Summarize the purpose of the proposal
Diploma
4 semesters
Title: Coordinator
Email: [email protected]
The purpose of this proposal is to outline how the current Community Support Worker (CSW) Certificate will be developed into a diploma program. In essence, this development consists of aligning an additional fourth semester to the current three-semester certificate program. Students enrolled in the CSW program will have the option of exiting with a certificate or a diploma. The diploma semester will be delivered in such a way that both practitioners with the certificate and students in the current certificate cohort could access it. The diploma program will include both theory and practice learning opportunities for students. A diploma credential has two prime benefits for students:
• access to advanced positions, and
• opportunity to pursue studies in related degree programs.
I Outline the key objectives and outcomes of the proposed program in one or two pages
The diploma program will provide the graduates of the Community Support Worker Certificate Program, and practitioners already employed, with further knowledge, values, and skills that will enable them to compete for advanced career positions, and will fulfil the need of employers for more skilled practitioners in the Community Living sector.
Advanced studies in community development and promising practices in the field will be added. As well, additional studies in leadership, written communication, business and supervisory skills are to be included.
Key outcomes are to have graduates who have a commitment to valued roles for people with mental disabilities, and who believe that individuals, families and communities have the capacity to create needed supports. Graduates will be creative, flexible, well informed, reflective, interpersonal, and respectful of diversity, to name a few qualities. They will develop the ability to build relationships with individuals, families, and community members outside of their professional network.
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Examples of a few critical skills expected of diploma graduates are:
• Implementing person-directed plans
• Collaborating with community groups on the design and implementation of projects
• Conducting personal inquiry and practice-related discussions with peers and professionals
• Facilitating learning activities and team work
• Reflecting on personal values and assessing their impact on others and on professional roles and activities
• Communicating through various mediums (i.e., written reports, oral presentations, visuals, augmentative and alternative communication boards)
(For a more complete list see Employability Skills Objectives in Appendix A)
Program Rationale: I Provide ralionale for the credential
K wantlen University College has offered the Community Support Worker Certificate Program since 1992. This original program has moved from a 3-tenn, I 0-month certificate to the current 3 semesters, 13-month certificate in response to employer, advisory committee, and student recommendations. The one semester diploma completion component of the program will build
0
upon the established and successful certificate program and further prepare graduates for the
0 ongoing changes in the Community Living sector
The Community Living sector is undergoing a number of initiatives with respect to professionalism, accreditation, and training of experienced but uncredentialled staff For practitioners to advance and become supervisors of homes or managers of programs in this field, it is becoming more common to require additional education. As well, agencies with a budget of more than $300,000 will need to have credentialed staff to become accredited. The Council of Accreditation for Rehabilitation Facilities (CARFl is currently in the process of helping determine appropriate standards with the provincial government. The accreditation process typically indicates a move towards increased academic standards for support staff entering the work force.
New legislation is expected in the spring of 2003 that will move this sector to a community governance model. The new Community Living Authority (as described in A New Vision of Community Living referenced on pages 11) makes it clear that the shifts in this sector are much more than "tinkering with the ministry and its operations." This system transformation is expected to place significant new work expectations on all personnel, particularly as they relate to developing leadership, community capacity, individual planning, and supports to individuals and families.
The current labour market in the community living sector describes the education and qualifications they are looking for as:
• a diploma or degree in human services or a related discipline or an acceptable combination of education and experience 0
Non-Degree Program Proposal (Community Suppott Worl<er Diploma Program)
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• experience in working with people who live with mental challenges • strong commitment to the philosophy of people with challenges living and working in
the community • demonstrated ability:
-to work well with minimal supervision -to take initiative and display creativity -to work well with other professionals and families -to perform reliably and to follow directions -to organize time and other resources -to communicate verbally and in writing clearly, professionally and effectively.
Pro ram Descri tion: State the goals and objectives of the new program
Kwantlen currently offers a full-time, three-semester certificate program for Community Support Workers. (For details of the existing certificate program see Appendix B). The proposed diploma is designed to enable certificate-level practitioners to gain additional theory, skills, and hands-on experiences to support them in advanced positions or to further their studies into related degrees.
Certificate graduates are primarily hired in the Community Living sector (a sector of Social Services that aspires to support full community participation and membership for people with mental disabilities.). Graduates are also hired by focal school districts. In both these roles, they provide direct support to individuals with mental disabilities.
The proposed diploma semester extends and deepens the foundational principle that individuals with mental disabilities have the right and capacity to determine the direction of their own lives. The diploma proposes to develop practitioners who can engage in the complex, challenging and new demands of their work with thought, creativity, a sense of new possibilities, and partnerships. This is all the more critical as British Columbia undergoes the groundbreaking effort to transform community living services and supports. Leaming will include both theoretical and experiential opportunities.
I Identify the target student audience(s) for this program
This program is designed to attract people interested in supporting individuals with mental disabilities to participate in everyday activities and community events of their choice. Increasingly, people with mental disabilities are involved in their communities in a variety of valued roles. They are fiiends, learners, citizens, employees and neighbours. This has created a need for qualified workers.
A diploma program offered at Kwantlen University College will mean certificate graduates in the South Fraser Region will be able to continue their post-secondary education in their home area. Currently certificate graduates have to go to Douglas College, the University College of the Fraser Valley, or Vancouver Island to further their academic program. In a survey of former students from 1996/97 and 1997 /98 graduating classes, 89°/o indicated a desire to continue their post secondary education at the diploma level at Kwantlen University College, with 50% wishing to complete a degree.
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!$tote how the institution satisfied itself that there is not unnecessary duplication in the ~stei111
The Community Support Worker Certificate program is the only base-funded program at Kwantlen University College that focuses on preparing practitioners for the Community Living sector. However, it is recognized that there are some individual courses outside of the Human Services area that could be supportive to students developing the knowledge and skills needed in their various new work roles. Students will be encouraged to select at least one elective from these offerings in their diploma completion semester. (see Curriculum section for more details)
With respect to the public post-secondary system, Human Services diplomas are offered at Malaspina University College, Douglas College, and University College of the Fraser Valley. However, the focus of each institution's diploma varies.
I Provide evidence of labour market demand
Current graduates find jobs in Community Living agencies and school boards and with individuals themselves. The Student Outcomes Reporting System (SORS) data analysis for 2000 and 200 I reports that I 00"/o of graduates were employed. The results from the preceding three years were similar; 1999 (82%), 1998 (93%), 1997 (95%). The SORS data in this five-year period indicates that the majority of graduates are employed in permanent positions.
A current B.C. Work Futures profile for community and social service workers indicates that competition for paraprofessional positions is increasing, with a diploma or degree becoming a more common requirement. "A career progression to professional occupations in social services is possible for those with additional education, training and experience." B.C. Work
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Futures (2000) also states that workers who lack academic preparation tend to leave the field in o high numbers, while many who have more extensive training find the work very satisfying. B.C. Work Futures (2000) further states that public funding for agencies supporting people with mental disabilities is important. "Government restraint may affect demands for these workers though it is possible that these contract agencies will continue to be used as a low cost alternative to providing services by government workers. The forecast is the rapid growth experienced in this field from 1990 to 1995 will slow to 2005. Given its large present base of nearly 12,000 jobs and an expectation of nearly 1700 departures from the occupation due to attrition, total openings could amount to nearly 3,000 positions. In the longer run, an aging population is expected to increase demand for the services of these workers."
Currently, it is the fourth most in demand social services occupation.
Specific discussions on the labour market were conducted with B.C. employers from the Community Living Society, Delta Community Living Society, Langley Association for Community Living, and Semiahmoo House Society. All, with the exception of the Community Living Society, indicated their preference for hiring graduates from public post-secondary institutions. It was stated, however, that two relatively current developments might alter this requirement. One is the recent substantial increase in pay and benefits for unionized workers in this sector. The average line worker can anticipate earning in the mid $30,000s a year and up with benefits. Supervisors can expect to earn in the mid $40, OOOs. The improved wage is expected to attract more highly qualified workers, and thus increase competition for employment. The second factor is the accreditation process currently being undertaken by the provincial government. All government funded agencies with a budget of$300,000 or higher are to be in the process of 0 accreditation by 2003. The Council of Accredita1ion for Rehabilitation Facilities (CARF) is
- --- ------ ---· --------------
Non-Degroo Program Proposal (Community Support Worller Diploma Program)
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currently in the process of helping determine appropriate standards with the provincial government. The accreditation process typically indicates a move towards increased academic standards for support staff entering the work force_
Curriculum: I Describe the skills, knowledge, or other attributes students will develop from the program
Several leading writers in the field of mental disability (Dowson and Salisbury, 2000; Harkins, 2000; Polloway, Smith, Patton and Smith, 1996; Knoll and Racino, 1994; O'Brien, 1989; O'Brien; Denholm and Kearney; Neufeldt) have identified the significant and evolving changes in the work of direct support staff, and the need for them to embrace the values, and work related competencies, so that they are working for the person with the mental disability_ This is a foundational principle in the curriculum in the current certificate Community Support Worker program.
Self-advocates (individuals living with a mental disability) and their parents have continually and publicly articulated which attributes they need from practitioners_ These include empathy, creativity, partnerships that embody working "with," an understanding of community membership, a willingness to take risks and work against the status quo, to name a few_
As such, the fourth semester will include a core curriculum on leadership, individualized planning and supports, community membership and citizenship, and advanced professional practice. These core themes connect to and extend the current program themes of community, support strategies, communication, self, professional and ethical practice, and self-determination for people with mental disabilities_
In the current certificate program (see Appendix B), there is a practicum component in each semester in which students demonstrate theory-into-practice and learn the role of community support worker/classroom assistant. Students spend a total of 12 weeks in the field and 4 weeks in seminar_ It is intended that in semester four students will have an experiential learning opportunity framed as service-learning_
Required new courses to be introduced in the fourth diploma semester are: CSWC 2145 Future Directions; CSWC 2110 Developing Leadership Capacity; CSWC 2175 Service-Learning_ Following are the courses descriptions. Each fully developed course will be following Kwantlen's curriculum approval process during the spring of2003_
• CSWC 2110 Developing Leadership Capacity (3 credits) Students will explore leadership not as a role but rather as a capacity that can be developed_ They will construct a personal philosophy of how they can be demonstrating leadership in their professional roles.
• CSWC 2145 Future Directions (3 credits) Students will examine promising new concepts, models and practices in supporting individuals with mental disabilities. They will explore the impact of these changes on current field practices and to their own work roles and responsibilities.
Non-Degrae Program Proposal (Community Support Wc"*er Diploma Progmm}
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• CSWC 2175 Service-Learning (4 credits) o Students will apply their knowledge and skills to community based issues and needs. This experiential based approach to learning will have students collaborating around issues that are pertinent to community groups with an end product that meets the needs of the group.
• CSWC 2150 Directed Study (3 credits; an elective option)) Students will conduct a detail inquiry of a topic relevant to the primary principle of citizenship and choice for individuals with a mental disability. The inquiry will be student directed and will consist ofreadings and interviews. Students will relate their inquiry to their professional practice.
Students will be taking a minimum of one elective. Suggested offerings will include: • ABYT 2110 Administrative Management • BUSI 1205 Supervisory Skills • CAHS 2100 The Reflective Practitioner • CAHS 3100 Teaching and Learning for Diverse Communities (under review) • CAHS 3200 Becoming a Mentor (online) • CMNS 1140 Theory and Application • ENG 1100 Writing, Reading and Thinking: An Introduction • LIBED 3110 Work, Technology and Society • LIBED 3120 Study of Cultures • LIB ED 3 310 Power Relationships I • LIBED 4210 Ethics and Social Issues • MRKT 1235 Small Business Essentials
Other elective options will include a) related transferable courses from other public postsecondary institutions and b) related, alternative suggestions from students.
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J Describe the program/course structure
Non-Degree Progrsm Propossl (Community Suppol't Worller Diploma Program)
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The structure of the program supports multiple entry and exit points, as the following diagrams illustrate.
CSW Diploma (Fulltime)
Enter as a preservice September cohort meeting all admission requirements (as outlined in Appendix B)
Semester I courses
Semester 2 courses
Semester 3 courses
Exit: Graduate with certificate (5 I credits)
Enter: previous preservice September cohort
And/or experienced practitioner with admissions requirements: Kwantlen CSW certificate and a current criminal record search; or CSW certificate from other public postsecondary institutions, an English assessment or approved English course and a current criminal record search
Semester 4 courses
Exit: Graduate with diploma ( 64 credits)
CSW Diploma (Part time)
Non-Degree Progrem Proposel (Community Support Worller Diploma Program)
Pages
Enter as a preservice September cohort meeting all admission requirements (see Appendix B)
Year I:
Year 2:
Semester I courses
Semester 2 courses
Complete semester I courses
Complete semester 2 courses
Semester 3 courses
Exit: Graduate with certificate (51 credits)
Enter: previous pre-service September Cohort
And/or experienced practitioner with admissions requirements: Kwantlen CSW certificate and a current criminal record search; or CSW certificate from other public postsecondary institutions, an English assessment or approved English course and a current criminal record search
Year I
Enrol in courses - CSWC 2145 Future Directions and chosen elective
Year2
Enrol in courses - CSWC 2110 Developing Leadership Capacity and CSWC 2175 Service-Learning
Exit: diploma (64 credits)
Graduates must comply with Kwantlen's Policy C.42 Requirements for Graduation and obtain a minimum of 60 credits to be awarded a diploma.
Identify the provincial, national and/or international certifications and standards achieved in the new program, if applicable
Not applicable as no such standards exist. The recommended Occupational Competencies for the Community Living sector, however, have bL-en considered in the development of this diploma program.
Pro ram Consultations and Evaluation: List the other provincial post-secondary institutions consulted about the proposed program
The Dean of Community and Health Studies discussed the proposed diploma (at the concept and letter of intent phase) with four post-secondary institutions that have related Human Services
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Non-Degree Program Propos81 (Community Suppott Worlrlll' Diploma Program}
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programs. North Island College, University of Victoria and Malaspina University College all supported the principle of creating a diploma, noting that in their experience many agencies are now looking for a diploma as the entry credential. Douglas College voiced some concerns with potential diploma students no longer coming to that institution. We envision that the students in the diploma program will primarily be Kwantlen University College students, as currently very few certificate graduates enrol in the diploma option at Douglas College, as they do not find the commute and access to Douglas College convenient. Historically, students enrolling in the Kwantlen CSW program have primarily been from the Kwantlen catchment communities. Kwantlen University College certificate students, with their 51 credits, can transfer to the diploma at Douglas College, however they only get recognition for 45 credits.
Provide a list and summary of the nature of all other consultations
No mandatory occupational competencies exist in the Community Living Sector. However a set of suggested competencies was established through a multi-lateral task force in 1998. The proposed diploma program reflects these standards. As well, several service providers who hire Community Support Workers were consulted about the diploma proposal. All supported the diploma semester, and their ideas have been incorporated into the preliminary curriculum suggested for the proposed diploma. Leading thinkers within the disability movement in Canada and the United States were contacted to respond to an overview of the diploma proposal. All recognized the high quality of the current certificate program and endorsed the diploma program. (see Appendix C for local providers' letters of support as well as letters from disability organizations)
State whether or not the program meets the program eligibility requirements as outlined at www.bcsap.bc.ca
The program meets eligibility requirements as outlined by the BC Student Assistance Program.
Indicate what policies/procedures are planned for ensuring adequate depth and breadth of ongoing review and evaluation once the program has been implemented
Currently the CSW program undergoes two main review and evaluation processes. All course outlines are reviewed every three years. Feedback from students, employers, practicum supervisors, faculty and advisory members are used to revise and ensure the currency and relevancy of the program curriculum.
A number of surveys are also utilized to evaluate the program. The students complete an exit survey that focuses on their satisfaction as a learner in an applied program. They are then contacted 6 months afler graduation to complete an employment survey, and are asked for written permission for the university college to contact their employers.
K wantlen also has an institutional program review process. It is expected that the diploma program will be involved in all this procedures.
SORS data will continue to be monitored.
Indicate whether safety and other risk management factors have been addressed where appropriate
All agencies that have CSW students have a contract with K wantlen. In the field settings students are covered by WCB. Faculty are available to students and agency personnel as needed.
Non-Degree Program Proposal (Community Support Worlrer Diploma Progrem)
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Admissions and Transfer:
I Indicate haw the institution plans to ensure students' ability to access the program through •
. transfer
For students who register for the diploma the admissions process will require them to have the English proficiency requirements for Kwantlen University College (minimum C in grade 12 or equivalent).
The program is also designed to allow K wantlen certificate graduates to return to get their diploma. As a certificate graduate they will have already met K wantlen requirements and successfully completed a written communications course and as such can access general studies courses to meet their diploma elective requirement.
Certificate students from other post-secondary institutions will have to have meet Kwantlen's requirements and I or have English courses assessed for transfer. Prior learning assessment will be available.
Describe haw students will be able to transfer out of the proposed program into other programs within the same institution or al another institution
Students who complete only part of the program can transfer to another college that offers a similar program and have their courses and credits assessed by the receiving college to determine where they can enter.
I Indicate haw students will be able to transfer into relaJed degree-level programs, if applicable
Students with a diploma will have obtained two years of post secondary education that they then can use in their application to other Human Services diplomas (achieving cross-certification to 0 enhance their employability) and/or degrees in BC and Alberta. For example:
• Douglas College's Child/Youth Care Diploma
•
• •
• •
The University College of the Fraser Valley and Malaspina University College's Social Services diplomas and degrees
University of Victoria's Social Work Degree
Okanagan University College's proposed degree Bachelor of Community Leadership in Disability Support
University of Calgary's Community Rehabilitation Degree
University of Athabasca, Human Services Degree Program (currently students receive a block transfer of30 credits)
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Works Cited
Community Living Transition Steering Committee. (2002) A new vision of community living. Government of British Columbia, Ministry of Children and Family Development.
Denholm, C & Kearney, D. Attending to the 'personhood' in the education and training of developmental disability service workers: an Australian experience. Journal of Practical Approaches to Developmental Handicap 16(2): 38-41.
Dowson, S. & Salisbury, B. (2000). Foundations for freedom. First international conference on self-determination and individual funding, Seattle, TASH.
Harkins, D. (2000). Servant-leadership, self-determination and services to people with developmental disabilities. Community Living Institute Journal. 28-33.
Knoll, J. & Racino, J.A. (1994). Field in search ofa home - the need for support personnel to develop a distinct identity. In V. Bradley, J. Ashbaugh and B. Blaney (Eds.), Creating individual supports for people with developmental disabilities. Baltimore, Paul H. Brookes Publishing Co.
Neufeldt, A. Major trends in rehabilitation: implications for staff training. Journal of Practical Approaches to Developmental Handi@ 16(2): 5-10.
O'Brien, J. Searching for quality in the crooked map zone. Lithonia, Responsive Systems Associates.
O'Brien, J. (1989). What's worth working for? Leadership for better quality human services. Lithonia, Responsive Systems Associates.
Polloway, E., Smith, J.D., Patton, J. & Smith, T. (1996). Historic changes in mental retardation and developmental disabilities. Education and Training in Mental Retardation and Developmental Disabilities. 3-12.
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APPENDIX A
EMPLOY ABILITY SKILLS OBJECTIVES Creative thinking and problem-solving skills • Analyzing and applying person-centered planning fnuneworks to case scenarios • Designing individual suppon plans for skill development, behaviour change, alternative communication modes,
or use of adaptations • Planning group activities to facilitate inclusion with diverse membership • Developing an understanding of variables that impact the design and operation of community systems and
proposing alternative approaches
Oral skills
• Making oral presentations both as an individual and within a group • Disn•s•ing their practice in practicum seminars • Employing confidentiality and privacy factorn when presenting practice issues to peern and othelS • Developing public speaking skills • Liasing with relevant community professionals on practice related issues • Conducting inquiry interviews
Interpersonal skills • Demonstrating effective listening skills • Conducting information gathering interviews with cbssmates, practitioners, community agencies, etc ... • Respecting individual differences • Giving and receiving clear feedback • Conducting personal inquiry and practice related discussions with peern and onsite/community professionals • UndelS!aDding and managing conflict
Teamwork and leadership skills • Facilitating interactive learning sessions • Collaborating with community groups in the design and implementation of projects • Demonstrating respect for othern • Designing effective work teams • Leading groups where appropriate
Personal management and entrepreneurial skills • Establishing personal learning goals through the ongoing maintenance of a ponfolio on learning • Reflecting on personal values and assessing their impact on others and professional roles and activities • Organizing time to accomplish the many tasks that are due within the same timeframe • Arranging scheduling to facilitate professional and p<.'ISOnal responsibilities while on practicum • Establishing paramelelS for course and practicum projects • Demonstrating evidence of increasing the number of professional network membelS
Writing skills
• Communicating through a variety of written fonns, such as papern, action plans, personal profile letteIS, competency profiles, self-assessment tools, reflective journals
• Completing agency documentation (where appropriate) in a professional manner
Reading skills
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• Locating, understanding and interpreting written ioformation in a variety of formats i.e.: textbooks, professional 0 journals, newspapern, proposals, children's literature, magazines, web sites
Mathematical skills
Non-Degree Program Propossl (Community Support Worlrer Diploma Program)
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• Performing simple mathematical calculations (medication dosages, related mass calculations, etc ... )
Visual literacy • Producing visuals to accompany oral presentations and written assignments • Constructing visuals to demonstrate summative knowledge on course content • Interpreting symbols, pictures, graphs in professional written materials • Creating visual materials for people who have difficulty accessing information through written text (eg: using
Bliss Symbols, PlCS, etc ... )
Intercuhural skills • Working with people from diverse backgrounds both in the classroom setting and in practicum sites • Valuing the richness diverse backgrounds brings to community • Designing groups that recogni:r.e diversity • Seeking out intercultural perspectives to ensure that practicum/inquiry issues are addressed in a comprehensive
manner
T echnolngical skills
• Utilizing computers for web based inquiries, word processing, email communication, online discussion and basic graphic design
• · Critiquing web based information and design
Citizenship and global perspective • Examining the impact personal choices have nor only on themselves, but on other members of community • Analyzing the interrelationship and impact of variables to the many dimensions of"community"
Non-/J9gf99 Program Propos81 (Community Support Worlrer Diploma ProgrDm)
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APPENDIXB
COMMUNITY SUPPORT WORKER CERTIFICATE PROGRAM
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HUMAN SERVICES PROGRAM COMMUNITY SUPPORT WORKER SPECIAL TY
CERTIFICATE PROGRAM
Kwantlen University College offers Human Service programs to meet the community's need for trained wor!(ers in a variety of helping roles. This option in Community Support Woll( specializes in training wor!(ers to support individuals with mental disabilities.
Program Description The Community Support Wor!(er Certificate program is thirteen (13) months in length. Currently the program is offered full time during the day with a select number of seats available for day part time students. The program is divided into three (3) semesters. Each semester has both a theory and field practicum component
Course Content • the human services field • observation skills • personal wellness • interpersonal and group skills • roles and responsibilities in direct line human service wor!( • ethics and values • personal care • human development • wor!(ing in schools • community living • support networks • partnerships with parents • support strategies (i.e. augmentative communication, program design, approaches to
challenging behaviour)
Career Potential Graduates from the program are qualified to work in a variety of settings such as residential, 0 vocational and educational that support adults and children with mental disabilities.
Admission Requirements In addition to the general Kwantlen University College admissions requirements, the following specific pre-requisites apply to this program.
• Grade of C or better in BC secondary school English 12 or approved equivalent: or results of 24 or better from a recent LPI; or sufficient EPT results.
• 50 hours or more of volunteer work completed with the last 18 months; or current or previous employment within the human service field in the last 24 months
• Two- (2) current employment or volunteer reference letters. • Submission of a medical letter stating good physical and mental health. • Submission of documentation stating completion of a Standard First Aid Course (2 day
course), or approved equivalent • Personal career letter describing experiences, career interests and aspirations in the human
services field. • Students should retain copies of these documents for their own file. • Acceptable criminal record search within three (3) months prior to entry to the program • An interview and/or program orientation with program faculty will be required for final
acceptance into the Program.
Program Description
This program is 13 months in length, which includes approximately 12 weeks of practicum experience. Full time students will enter the program in September 2003 and finish in December 2004 with a summer break. Part time day studies are also available. The program is available at the Langley Campus.
Certification Upon successful completion of the program, students will receive a Certificate in Community Support Worker Services from KwanHen University College.
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SEMESTER 1
(SEPTEMBER - DECEMBER)
CSWC 1130 Sli . Leamina I f3 c:reditsl
Students will examine the interdependence of instructing and learning, and how interdependence relates to the field
of mental disabilities. Students will create meaningful learning experiences for people with diverse learning styles.
Students will exnlore and reflect on the concent of carinn as it relates to their orofessional actions. HSWC11"5 Introduction To~ communitv 13 c;reditSl
... ~·. -
Students will focus on the development of a professional identity through the examination of various roles in Human
Services nractice. Thev will evnlore ethical decision makina, critical issues and current l""al and nnlicv trends.
HSWC1110 onal Communication Skills 13 credltsl
Students will focus on the knowledge and basic skills for effective interpersonal communication. They will also
develop an awareness of their own style of communicating. Students will be expected to achieve competency in
areas of verbal and nonverbal communication.
CMNS f110 Introduction to Business and Technic:aJ Writing 13 Credits)
This course provides a foundation in written and oral communication skills. Students will organize factual material,
apply persuasive and informative writing strategies using standard formats, learn research of documentation
conventions, and orallv nresent written material.
HSwc 1160 Ufe &..,,...: cha.i"" and DevelOl>inent 13 credits\ -~·"'
.• ::· ... Students will explore the human passage from conception to death. Drawing on theory and personal experience,
thev will investiaate and reflect on human develooment, chanae and diversitv in relation to self and others.
CSWC 1170 Introduction to Practice as a Communltv Sunnort Worker 14.6 credits}
Students will be introduced to practice settings where Community Support Workers are usually employed. They will
focus on observation methods and the recording of behaviour in these settings. They will attend field placements for
two weeks and participate in seminar groups to assist them in relating observations to human service principles.
Students will be required to demonstrate selected professional competencies during this practicum.
Full-time students take all courses in the first semester.
In semester one, part-time students, year 1, take:
)> HSWC 1110 Interpersonal Communication
)> CMNS 1110 Communication Skills
)> HSWC 1160 Lifespan
In semester one, part-time students, year 2, take:
)> HSWC 1145 Intro to Community
)> CSWC1130 Supporting Leaming I
)> CSWC 1170 Intro to Practice as a Communitv Sunnnrt Worker
SEMESTER 2
(JANUARY - MAY)
CSWC 1285 Peno!U!I cant 13 credits! Students will integrate theory and practice to develop the skills and knowledge necessary to provide oersonal care for individuals with phvsical and mental disabilities. HSWC 1205Wellness: takinlll Care OfSelf(1.& credits) Students will explore how their actions, thoughts. feelings and spiritual beliefs impact on their ability to wor and live effectively. They will articulate and Implement a personal wellness plan. Students will learn ways take charge of Their life and feel 11ood about themselves. HSWC 1210 Group uynamics (2.5 credits) Students will examine the general principles and processes of collaborative planning and decision making. They will explore the effect of one's own attitude, skills. ethics, knowledge and culture on the self and on the group. Group planning, leadership and membership will be emphasized using the framework of self, theorv and practice. CSWC 1230 Suooortina Leamina II (3 credits) Students will explore the concepts quality of life and person-centered planning. They will discuss the roles of family and human service caregivers in planning, and develop strategies to support the focus person's coals. Students will examine the ohllosoohv of inclusion and its relationshio to self and others. cswc 1250 Workinu in Behoofs 13 creditsl ;
Students will explore the practice of classroom assistants in school communities. They will examine philosophical, organizational and daily aspects of school communities. Students will consider collaborative aooroaches for enhancin11 the school e><oerience of all learners. HSWC 1245 CommunltV Uvina .& cradits) Students will explore the parameters of "community living" and examine associated legal, social and ideological principles with an emphasis on developing ethical, professional practitioners who respect the autonomy and right to self determination of people with mental disabilities. They will explore diverse professional roles, practice skills and support strategies that are required to facilitate individual "quality of life." CSWC 1278 Professional Practic:e 1114 credits) Students will have a four week experience in community settings where community support workers are usually employed. They will participate in seminars to discuss self, theory and practice.
Full-time students take all courses in the second semester.
In the second semester, year one, part-time students take: > CSWC 1285 Personal Care > HSWC 1200 Wellness: Taking Care of Self > HSWC 1210 Group Dynamics
In the second semester, year two, part-time students take: > HSWC 1245 Community Living > CSWC 1230 Supporting Leaming II > CSWC 1250 Working in Schools > cswc 1276 Professional Practice II
SEMESTER 3
(SEPTEMBER - DECEMBER)
Students will investigate and retied on the impact that multi-generational family systems and various social relationships have on the development of self and on community membership. Students will explore the parameters of working with families who have a child with a mental disability, and examine roles and strategies adopted by human service practitioners in facilitating the development and maintenance of personal relationshi and su rt networks.
Students will examine alternative and augmentative communication systems, and behavioural supports to enhance individuals participation and interaction with others. Students will explore models of behaviour intervention, roadive decisions and su rt strat ies .
. li$WC 130SW.11""8: .self and~; 1.a.,e~ff$ · · ·' ... · :~ · ··· The course emphasizes self-awareness and interpersonal skills and attitudes, which promote effective performance as a human service worker. Students will develop a wellness plan for work and will develop strat ies for balancin home and work life.
'CSWC.13T5P@fe$$1ooal P...ct~ Ht.· 5'.~1$$ / .. - ~::-.
Students will have a five week experience in community settings where community support workers are usually employed. They will participate in seminars to discuss self, theory and practice.
In semester three, full-time students take all courses.
In semester three, year two, part-time students take all courses.
Non-Degree Program Proposal (Community Support Worl&:er Dip/oms Program)
Page20
APPENDIXC
LETTERS OF SUPPORT
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January 31, 2003
Susan Powell Human Service Worker Instructor Kwantlen University College 12666-72nd Avenue Surrey, BC V3W 2M8
Dear Susan:
Non-Degree Progmm Propossl (Community Support Worlrlll' Dip/oms Program)
Page 21
Centre for Ability
Re: Kwantlen University College Community Support Worker Program
It is my sincere pleasure to write this letter of support for the Kwantlen University College, Community Support Worker Program - diploma course.
The current certificate program at Kwantlen is an excellent initial training program for individuals wishing to enter into the field of services to individuals with special needs. Many of the students who have ompleted the certificate course have found entry-level jobs throughout the province.
Kwantlen University College's interest in further developing the coursework into a diploma program from a certificate would greatly enhance the students' opportunities for employment The increased training and other opportunities for students to learn and develop their leadership and overall skills and abilities would enhance their employability in this sector. Many agencies like ours, through collective agreements, have a minimum standard ofa 'diploma' to even be considered as a new hire. We require staff to be ready to assume the responsibilities of working with minimal supervision and demonstrate leadership within a team and with our community partners. The additional time spent in study with a diploma program, we feel, would better prepare the student to do a broader range of jobs and therefore have more than just entry-level positions open to them.
We strongly support the development of a diploma program in the Community Support Worker Program and look forward to potential opportunities to hire new graduates.
Please feel free to contact me at (604) 630-3000 or by email at [email protected] if you have any questions or would like to discuss this letter of support.
You rs very truly,
Jule Hopkins Executive Director
.-anoouver Regional Offlce 2805 Klngsway Vencouver, BC VSR 5H8 Tai. (804) 451-5511 Fax (804) 451-5851
Burnaby Regional Office 1409 Sparling Avenue Burnaby, BC VSB 4J8 Tai. (804) 444-5101
North Shore Regional Ofnoe 595 Burley Drtve Weal Vancouver, BC VST I ZJ Tai. (804) 925-2133 Fax (804) 925-2144
Richmond Regional Offlce I 150 - 7000 Mlnoru Boulevard Richmond, BC V8Y 3Z5 Tai. (804) 272-73 22 Fax (804) 272-1475
May 8, 2002
Non-Degree Program Proposal (Community Support Worller Diploma Program)
Page 23
Langley Association for
Community Living
SUPPORTING CHILDREN AND ADULTS WITH DEVELOPMENTAL DISABILITIES AND THEIR FAMILIES FOR OVER FORTY YEARS
To Whom It May Concern,
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It is my pleasure to provide this letter of support for the development of a diploma semester for the Community Support Worker Program at Kwantlen University College.
Our organization relies on the graduates of the Community Support Worker Program to fill current and future employment vacancies. They have proven to be among our most prepared and accomplished employees. They enter our workforce with a strong values orientation that promotes inclusion as well as the practice skills to be effective in their careers.
It is not uncommon for the graduates of the certificate program to be considered for positions of increased responsibility and leadership. It would therefore be beneficial if thes' graduates were offered the opportunity to advance their learning, particularly in the areas o leadership, community development and emerging practices in community living. I am confident that these graduates will be well positioned to be future leaders.
It is therefore my pleasure to provide a hearty recommendation for the creation of a diploma semester for the program.
Regards,
Daniel Collins Executive Director Langley Association for Community Living
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Non-Degree Program ProposBI (Community Support Worker Diploma Program)
Page22
Richmond Society for Community Living
RSCL January 30, 2003
Susan Powell Coordinator, Human Services Program Kwantlen University College 12666 72 d A venue Surrey, BC V3W 2M 8
Dear Susan:
As an employer in the community living sector and as a member of the Kwantlen University College Community Support Workers Program Advisory Committee, I can't tell you bow pleased I was to hear that you are developing a diploma program for Community Support Workers.
The Richmond Society for Community Living is a multi-service agency that employees approximately 130 employees and the majority of our staff work in the role of Community Support Workers. Although we have always given priority consideration to graduates of Kwantlen when we hire, we still must spend considerable time in lengthy and intense new staff orientations to ensure that our staff are as informed and up to date as they need to be to be effective in their jobs. The sector is ever changing and the demands on staff have increased dramatically.
I understand that the diploma curriculum will include topics like leadership, community development and emerging practices. The changes in governance in the Community Living Division of the Ministry of Children and Family Development are significant to service delivery. The role of service delivery agencies is changing, as the role of Ministry staff diminishes. Families will have more decision making power and input and there will be an increased expectation on line staff to work in collaboration with families, be more aware of the resources in the community and be more sensitive to the involvement of families and the community.
In short, the bar is being raised for our line staff, raised to a point that far exceeds tbe certificate programs available at this time. The value of diploma educated practitioners to organizations like ours is greatly appreciated. We expect that graduates will help us more effectively achieve and maintain the standards of CARF accreditation and most important of all, help us dramatically improve the quality of life for our clients and their families.
Thank you for your efforts to this end. Please do not hesitate to ask if I can be of any assistance in the process.
Sincerely,
Sylvia Tremblay RSCL Executive Director
UN IVER SITE
Non-Degree Program Propossl (Community Support Wo111ar Dlp/tJma Program)
Page24
~~ %>.,,.,t-YQ RK _ .... ,.-·
School of He•lth Policy & M•n•Q•ment Toi: 416-736-5157 Fax: 416·736·5227 E~mail. ehplrt6yorku.ce
November 1, 2001
Susan Powell Human Services Coordinator Kwantlen University College Langley, BC
Dear Ms. Powell
UNIVERSITY
ATKINSON FACULTY OF LIBERAL AND PROFESSIONAL STUDIES 4700 KEELE STREET• TORONTO• ONTARIO• CANADA• M3J IP3
This letter is written in support of the proposed Community Support Worker Diploma Program.
0
0 The practitioners who work with people who need support require a person-centered value base, must demonstrate a wide variety of skills, display an ability to lead and to work in partnership with many diverse groups. The challenges practitioners face are usually complex, and are often situations where new ideas, possibilities, or approaches need to be used.
The proposed diploma at Kwantlen University College offers opportunities - both classroom and community-based, for students and employed practitioners, to develop the competencies to meet these complex challenges, and in essence support individuals to achieve the quality of life they desire.
I fully endorse this proposal and urge the administration to support its design and implementation.
Sincerely,
Marcia H. Rioux Professor & Chair
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October 28, 200 I
Susan Powell Human Services Coordinator, Division of Community and Health Studies, K wantlen University College, Langley, BC.
Dear Ms. Powell:
Non-Degroo Program Proposal (Community Support Worl<er Diploma Program)
Page25
I wish to express my unqualified support for -your establishment of the Community Support Worker Diploma Program. Citizens with disabilities have the right and responsibility to live, work and fully participate in their communities. To exercise their rights and responsibilities, people with disabilities must be able to find, train, compensate and keep support providers who give high quality, person directed support.
We face a critical shortage of support providers which is preventing people with disabilities from being able to five independently, find and maintain jobs and contribute to their communities. Building a strong workforce of support providers benefits individuals with disabilities, creates additional employment opportunities for people
· ' haven't been in the workforce, and promotes the economic and social fabric of our society.
Both providing and overseeing the provision of person-directed support is a multi-faceted process that requires considerable training, practicum experience and mentorship. It is critical that academic programs, such as the Community Support Worker Diploma Program, be established which can appropriately prepare and credential support professionals. Very few such programs exist and there is a pressing need for academic institutions to sponsor their development.
I hope that Kwantlen University College will support the development of your Program which will serve as a model for the design of similar programs throughout North America.
Sincerely,
Laurie E. Powers, Ph.D. Associate Professor, Public Health, Pediatrics and Psychiatry Oregon Health Sciences University
"Diane Richie!" [email protected] 10/24/01 09:41 AM Please respond to dianer
Dear Susan Powell,
Non-D&gree Program Proposal (Community Support Worlrer Diploma Program}
Page26
To: [email protected] cc: "Brian Salisbury" [email protected]
Subject:: Support for Community Support Wor1<.er Program Diploma
I am writing to express my strong support for the proposal to extend the current Community Support Worker Program at Kwantlen University College from a certificate level to a Diploma program, by adding a fourth semester to the certificate program.
The program at Kwantlen University College has been a national leader in preparing front line workers to support persons with a disability. The program has been particularly innovative in preparing workers whc• are trained not only to support persons with a disability in traditional ways, but more importantly to do so with respect and by empowering individuals, regardless of disability, to make decisions and thereby take control of their lives. Moving to a diploma program would be a further step in developing a career path that could be a model for many other programs across the country.
I do hope that the administration will view the request to establish a Diploma program positively and move forward in this direction.
Sincerely,
Diane Richler Executive Vice-President Canadian Association for Community Living Kinsmen Building, York University Campus 4700 Keele St., Toronto, Ontario M3J 1P3 CANADA
tel (416) 661-9611 fax (416) 661-5701 TDD (416) 661-2023
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0
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National Association of State
Directors of Developmental
Disabilities Services. Inc.
Alexandria, VA 223 14 Tel: 703-683-4202 Fax: 703-693-8773 or 703-694-1395 Web: hnp://www.nasddds.org
October 24, 2001
Susan Powell, Human Services Coordinator,, Kwantlen University College, Langley, BC. [email protected]. ca
Dear Ms. Powell,
Nor>-Degr&e Program ProposBl (Community Support Worlrer Diploma Program)
Page 27
113 Orenoco Street
This letter is written in support of the proposed Community Support Worker Diploma Program. Providing support to people with disabilities, people who are older and those with chronic or life long conditions is challenging in the best of situations. The pay is typically low, the hours long and the responsibilities, both professional and personal, are great. To be effective, and to meet the expectations of those who receive support, their families and state or provincial leaders, the staff who work with people with disabilities must demonstrate a variety of professional skills and a level of personal maturity that typically exceeds that required of other comparatively paid professionals.
In contrast to industry and manufacturing, the product of human services is an experience, a lifestyle or a new skill that develops out of the interaction of two individuals, the person receiving assistance, and the person providing the assistance. The quality of the product rests upon the moment to moment interactions that take place between individuals. As such, the capacity to offer services that effectively enable people with disabilities to increase their skills and independence, and to access a lifestyle that is comparable with that of other members of society, is directly dependent on the skills, attitudes and training of the staff who provide support.
Non-Degree Program Proposal (Community Support Worl<er Diploma Program)
Page28
In the past, direct support workers were expected only to provide basic nursing and living activities with little thought given to the potential one had to live and work in nonrestrictive community settings. The skill needs were thought to require little more than those that would be necessary to support a child or someone bedridden by an illness. The field has advanced, however, and people who were previously dismissed as unable to contribute to society are today stepping forward into work, recreation and an active home life.
The proposed diploma program reflects an acknowledgement that the staff who offer support need advanced training, supervision and skill development if they are to work successfully in this field. The diploma program is designed to create competencies through a rich program of didactic and experiential learning, with students highly engaged in academic study as well as direct supervised experiences. The curricula is well thought out, logical and directly relevant to the day to day decisions that must be made regarding level of support, risk assessment and Mure planning. I believe the diploma program would offer a high level of training and support to people interested in the field and only Wish that such a program was available in the United States.
It is without reservation that I endorse this proposal and I urge you to give it your full support. If you have any questions or need additional information, please do not hesitate to contact me.
Sincerely,
Charles Moseley Ed.D. Director of Special Projects National Association of State Directors of Developmental Disabilities Services
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Non-Degree Program Propose/ (Community Support Worlrer Diploma Program)
Page29
APPENDIXD
ADVISORY COMMITTEE
Ingrid Berg Jenson Manager, Human Resources Delta Association for Community Living
Kim Bucholtz Manager, Employee Training Langley Association for Community Living
Melissa Cooper Program Assistant MSA Society
Karen Hansen & Mae Saecho Graduates Milieu Community Support Services Inc_
Jule Hopkins Executive Director BC Centre for Ability
Donalda Madsen Parent
Jackie Maniago Parent
Kathleen O'Hanley Teacher Langley Secondary School
Non-Degr&e Program Proposal (Community Support Worl<er Diploma Program)
Page 30
Carolyn Robertson SET A Coordinator Kwantlen University College
Jim Tait Employment Services Community Living Society
Kam Basi, Human Resources Richmond Society for Community Living
Lori Woods, Douglas College Classroom & Community Support Worker
Lise Boughen, Director of CL Services Semiahmoo House Society
Anne MacGregor CSWFaculty Kwantlen University College
Susan Powell CSW Coordinator Kwantlen University College
Maxine Mott Dean Community and Health Studies Kwantlen University College
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APPENDIXE
SEQUENCE OF COURSES
Non-Degre& Program Propos81 (Community Support Worl<er Diploma Progr&m)
Page 31
0
Sequence of courses for Full Time Students
Semester one Semester two
• Written Communications • Group Dynamics
• Interpersonal Communications • Wellness
• Lifespan • Community Living
• Introduction to Community • Supporting Leaming II
• Supporting Leaming I • Working in Schools
• Introduction to Practice • Personal Care
• Professional Practice II
0 Non-Degree Prag.Proposal (Community Support Worl!er Diploma Program)
Page 32
Semester three Semester four
• Wellness • Future Directions
• Support Networks • Developing Leadership
• Supporting Leaming Ill Capacity
• Professional Practice 111 • Service-Leaming
• Elective
Graduate with certificate (51 Graduate with diploma (64 credits) credits)
Sequence of courses for Part time Students
Year one - semester one Year two - semester one
• Written Communications • Introduction to Community
• Interpersonal • Supporting Leaming I Communications • Introduction to Practice
• Lifespan
Year one - semester two Year two - semester two
•• Personal Care • Community Living
• Wellness • Supporting Leaming II
• Group Dynamics • Wor1cing in Schools
• Professional Practice II
Semester three 1. Wellness 2. Support Networ1cs 3. Supporting Leaming 111 4. Professional Practice 111
Graduate with certificate 151 credits)
Non-Degree Program Proposal (Community Support Worlfer Diploma Program)
Page 33
Semester four
• Future Directions
• Elective
• Developing Leadership Capactty
• Service-Leaming
Graduate with diploma (64 credits I
ISSUE:
ACTION:
EDUCATION COUNCIL
MEETING DATE: May 5, 03
AGENDA#: 9 PREPARED BY: Gerry Lengert
Approval of a full program proposal
THAT Council approve the full program proposal for an Autobody, Auto Refinishing and Prep Technician Citation and Certificate program.
'
Non-Degree Program Proposal
J Name oflnstitution: Kwantlen University College
Title of Program: Autobody, Auto Refinishing, and Prep Technician
Credentials to be awarded to graduates: Citations in Autobody, Auto Refinishing, and Prep Certificates in Autobody, Auto Refinishing, and Prep
Length of Program: I year
Institutional Contact: Gerry Lengert Title: Dean, Applied Technology, Trades and Vocational
Phone: 604 599-2973 Email: [email protected]
Date: January, 2003
Executive Summary:
I Summarize the purpose of the proposal
This proposal outlines the elements of the one-year Autobody, Auto Refinishing, and Prep Technician Program at Kwantlen University College, leading to Citations and Certificates in these trades areas.
I Outline the key objectives and outcomes of the proposed program in one or two pages
The Autobody Program has been developed to address the concerns of industry, the needs of entry level applicants in a fast paced and ever-changing autobody industry. This program will educate students to combine skills in business, time management and customer satisfaction, to ensure customer retention. They will engage in task specific activities in a workplace environment to promote high quality work and efficiencies through application.
The modular Autobody Program can begin at the secondary school level. It focuses on delivering "task specific" training that will blend entry level and traditional apprenticeship training into a direct entry training system that provides for a variety of entry and exit points and a path for life long learning and advanced credentials. The current provincial curriculum and block training methods will be further refined to allow for improved time management, enhanced delivery and flexibility through innovative instructional design. Modular training will allow a greater number of students to enter the work force with task specific and employability skills in any given reduced time period, compared to conventional block training.
Key Objectives and content areas will include:
• Utilizing Workplace Safety and Occupational First Aid
• Integrating Employability Skills
• Acting Socially and Environmentally Responsible
• Automotive Detailing
• • • •
A __ ._ __ ,_,_.:_.,,,_ n..,..c:.-- :._1_; __ n .. ___ ___ ._; _ .. rl.U\VlllVUll\,,; i.'\.\,...11111.::JlllllC, I 11,,.p,uouv11
Automotive Collision Repairing Level I
Automotive Collision Repairing Level 2
Automotive Refinishing
Contributing to the sustainability of the Industry
Non-Degree Program Proposal
Autobody Technician
Page 2
An Autobody Technician is expected to graduate with the following skills, knowledge, and attitudes.
Automotive Prep Technicia11 The Automotive Prep Technician upon certi1ication will have acquired the skills to use and service all related tools and equipment, demonstrate component managem~nt as well as surface preparation. Graduates will have the skills to apply undercoats, solvents, corrosion protection, and plastic repair as well as masking procedures. Certified technicians will have the skills necessary to completely detail a vehicle and perform pre-delivery tasks. Certified technicians will receive instruction as to the .>ocial and environmental responsibilities expected of them as well as basic business practices and customer satisfaction and retention skills.
Automotive Reji11isll Tecll11icia11 The Automotive Refinish Technician upon certification will have acquired the skills to use and service all related tools and demonstrate component management as well as surface preparation. Certified Technicians will competently apply undercoats solvents, corrosion protection, topcoats as well as masking and plastic refinishing. Graduates will also have the skills to perform complete vehicle detailing and pre-delivery tasks.
Automotive Col/isio11 Repair Teclr11ician The Autobody Technician upon certification will have acquired the skills necessary to perform welding and cutting tasks, repair sheet metal as well as apply panel bonding technology and plastic and composite repair. The graduate will also be able to identify all types of auto body construction, estimate and perform related mechanical repairs to air conditioning, heating steering, brakes and suspensions. Certified Technicians will have the skills to use and service all trade related tools and perform body repairs ranging from minor dents to major collision repair involving fran1e repair and panel replacement.
Graduates of the Automotive Repairer and Automotive Refinisher Programs have the option of writing the lnterprovincial Examination with accompanying practical examination to achieve lnterprovincial Red Seal Certification. It is proposed that technicians may continue along a defined career path to achieve a dip!C>ma or degree in their chosen field of expertise.
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Program Rationale:
I i=ruvilie rlltiunaiefur the crecientiai
Non-Degree Program Proposal
Autobody Technician
Page 3
The rationale for these credentials is that they are consistent with Kwantlen University College's current citation and certificate programs in the trades area, and reflects the applied co111e111 in this one year program. The number of hours (720) allows sufficient time to cover the essential components of the program and prepare students to join the workforce with highly developed work ready skills.
The lack of skilled tradespersons in the autobody trade has reached a critical stage where the lack of personnel is high. Kwantlen University College has responded to industry requests to address this dilemma. The flexibility of modular training will allow a greater number of students to enter the work force with task specific skills in a reduced time period, compared to the previous method of conventional block training.
The number of exit points available will make it easier for individuals to enter the workforce as soon as they want to with useful skills. The number of entry points ensures that upgrading is available as they need it to progress in their careers. See under Program/Course Structure for a detailed diagram of the various exit points and credentials that are available.
Program Description:
I State the goals and objectives of the new program
This program will prepare graduates in all aspects of detailing, auto body prepping, refinishing and collision repair. They will be able to relate to the work of other tradespeople in the automotive industry and perform tasks in accordance with quality and production standards required by the industry. They will complete technical training that is aligned with the apprenticeable trades of Autobody Prepping, Collision Repair and Auto Refinishing including the skills to: prime surfaces, straighten and align frames, repair chassis, drive line support systems and various structural and non-structural components of automobiles.
Because these trades are recognized as apprenticeable occupations in British Columbia, individuals completing this program may sign up as apprentices and gain credit for attending the programs.
This program follows Kwantlen University College's twenty-year education plan as it is being developed in which Trades programs will be a significant element. All Direct Entry Trades and apprenticeship training will lead to credentials and will ensure that a career path, leading to a degree is available. Trades will be an integral part of the Cloverdale campus with its focus on the blending of trades and technology. This program also matches the direction that has been proposed for Kwantlen University College in the Trades division by the BC Ministry of Advanced Education.
I ldenlify the large/ student audience(s) for this program
Our target students will be sixteen years of age and up. They may have already started education in this area through high school programs. II is also possible that they will be
Non-Degree Program Proposal
Autobody Technician
Page 11
working in industry, either with or without current trades certification at various levels, and wish to upgrade their qualifications for advanced positions. They may start the program with no work related background but with a strong interest in this area. Students may also ladder into this program from high school with advanced credits through the Secondary School Apprenticeship Program or through the Career Technical Consortium.
Efforts will be made to encourage females tc• participate in a traditionally male dominated trade through recrniting and ensuring a supportive educational environment.
Students in this program are required to demonstrate the ability to perform a variety of cognitive, emotional, and psychomotor skill:: safely and knowledgably. Students with disabilities will contact the coordinator to di:;cuss the required skills and competencies and ensure that accommodation can be made depending on their abilities and the specific program elements. Students with disabilities will be accommodated according to Kwantlen University College policies.
I Slate how the institution satisfied itself that there is not unnecessary duplication in the !>ystem
At present, the current education centres for autobody repair and tech prep are based in Kelowna or in Vancouver and Burnaby at Vancouver Community College (VCC) and BC Institute of Technology (BCIT) respectively. Due to heavy traffic patterns west of the Fraser River waterways, high rental cost and low tenancy rates, attendance at the lower mainland facilities at VCC and BCIT is prohibitive for prospective students who live east of New Westminster and Port Coquitlarn.
The demographics in the Surrey and Langley region show an increase in the 16 to 24 years old group that is significantly higher than other Lower Mainland regions. The Office of the Registrar reports that Kwantlen is currently receiving six to seven calls a month regarding an autobody training program. We view this intl!rest as the tip of an iceberg of need for training in the Kwantlen catchment area. This indicates a gap in the trades training availability in the Kwantlen University College region. At the ~;ame time, industry has clearly indicated a need for more skilled workers in this vocation and in our region.
I Provide evidence of labour market demand
To work as an automotive collision repair technician (Motor Vehicle Body Repairer) or automotive painting and refinishing technician in BC, it is compulsory to be certified in the trade or to be registered in a four-year apprenticeship (automotive collision repair technician) or a two-year apprenticeship- automotive prep (I year) and refinishing technician (I year)) that will lead to certification.
The Canadian Occupational Projection System (COPS) projects employment in this group to grow at an annual rate of I. 7%, which about the average for all occupations. According to this projection, 1,690 positions will become available from 1998 to 2008. Over half of these openings are projected to come from growth in the number of new positions, and the
0
0
remainder will come from the need to replact· workers who retire. (Information from Work 0 Futures at http://www.workfutures.bc.ca/ as c1fNovember I, 2000).
Non-Degree Prograrn Proposal
Autobody Technician
Page 5
Currently industry reports a shortage of qualified people in this trade. This is consistent across all consultations.
Statistics from a comprehensive industry survey, conducted by KPMG Consulting, called "Prep for the future" highlights some pertinent facts:
• approximately 8,000 repair shops in Canada with 75% hiring 5 or fewer people.
• approximately 38,000 people employed, 60% are either journeypersons or apprentices.
• average age in the year 2000 was 39 years with 65% of the work force over 35 years.
Industry has resorted to enticing competitors' employees away with signing bonuses and other incentives. Existing training institutions will have difficulty meeting industry demands for skilled tradespeople as allrition and modest industry growth continue.
Curriculum:
I Describe the skills, knowledge, or other a/tributes students will develop from the program
This curriculum is based on the industry approved provincial standards developed by BC IT AC and validated by the Provincial Trade Advisory Committee, latest version in December, 2000 for Refinishing and Autobody Prep, and Auto Collision was last updated in 2000.
The K wantlen Auto body Program is composed of three compulsory trades: Prep Tech, Refinisher and Autobody Repairer. Students can enter the program at various places and take some or all of the courses offered in the program as described in the next section. The skills, knowledge, and attitudes that students will develop include:
Workplace Safety (Semester 1) A: Practice Personal Safety
B: Examine Fire Prevention Measures
C: Promote Workplace Safety
Occupational First Aid (Semester 1)
A: Apply Occupational First Aid
B: Assess and Survey the Scene
C: Assess Airway With C-Spine Control
D: Examine Airway Obstruction and Remedies
E: Perform Critical Intervention to Maintain Airway
F: Respond to Respiratory Emergencies
G: Perform Critical Intervention lo Maintain Breathing
H: Respond to Circulatory Emergencies
I: Treat Soft Tissue Injuries
J: Treat Eye Injuries
Alllomotive Detailing (Semester 1)
A: Introduction and Industry Overview
B: Recondition Interiors
C: Recondition Exterior Surfaces
D: Recondition topcoats and Finishing
Automotive Reji11islti11g Prep Teclt11icia11 (Semester 2)
A: Demonstrate Tool and Equipment Use
B: Demonstrate Component Management
C: Perform Surface Preparation
D: Apply undercoats
E: Application of Solvents
F: Restore Corrosion Protection
G: Identify topcoat Materials
H: Perform Paint Repair Procedures
I: Perform Masking Procedures
J: Refinish Automotive Plastics
K: Explain pre-Delivery Procedures
L: Describe Future Trends and Technological Changes
Automotive Reji11islti11g Teclt11icia11 (Year 2)
A: Demonstrate tool and equipment Use
B: Apply Solvents
C: Perform Surface Preparation
D: Apply Topcoat Materials
E: Employ Chemical Additives
F :Investigate Colour theory
G: Perform Topcoat repair
H: Apply Tri-Coat Topcoats
I: Refinish Plastics
J: Perform Finishing Techniques
Non-Degree Program Proposal
Autobody Technician
Page 6
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K: Management ofV.O.C Regulations 1 • '-'~·-•:r •. ,~--·---- 'T" •• .., •• ..1- _r.1 ... ,..,,s1 r-i,.,.
1 .•..• -
L... 1\.11,,llUI) I lilt.II\.. 11\..JlU.:3 VI UI\.. '-1 '--'"' llUIJ
Automotil'e Collisio11 Repair Tech11icia11 level 1 (Semester 1)
A: Demonstrate tool and Equipment Use
B: Utilize Oxy-Acetylene Welding and Cutting Equipment
C: Perform Mig Welding
D: Perform Sheet Metal Repairs
E: Apply Panel bonding Techniques
F: Repair Plastics and Composites
G: Describe Autobody Construction and Service Components
H: Service Mechanical Components
I: Explore Future trends and Technological Changes
Automotive Colfisio11 Repair Tech11icia11 level 2 (Semester 2)
A: Demonstrate tool and Equipment Use
B: Repair of Structural Collision Damage
C: Service of Suspension and Steering
D: Estimating and Damage Analysis
E: Demonstrate Insurance and Industry Liaison Skills
I Describe 1he program/course slruclure
Non-Degree Program Proposal
Autobody Technician
Page 7
The modular programs will allow flexible entry and exit points as well as allow students to tailor courses to their needs. In the case of practising joumeypersons, upgrade training will be available conveniently and efficiently. In both cases the Direct Entry Training will allow easy access to education. Utilizing Self Directed Modules (SDM) and/or components of those modules students will follow a clearly defined career path that begins at the secondary school level, recognizes prior learning and leads to a the certificate level and beyond.
Students will be offered core components as compulsory elements coupled with optional components to complete their self-directed course outline. The program will utilize high quality, task specific modules that applicants can tailor to their specific needs.
Students in the Prep Tech program will learn knowledge and practical skills pertaining to vehicle pre-paint prepping and detail tasks. Students are offered core components as compulsories coupled with optional components to complete their self-directed program. A citation will be issued upon successful completion. Graduates may return to acquire additional skills as they desire and as their job requires.
Autobody Education and Career Pathways
Y,,;_1'."-'·•-..·--
Non-Degree Ptograrn Proposal
Autobody Technician
Page 8
Secondary School. mature student, or entry from industry
Citation
Employment
Semester 1
Auto Detailing Semester I
0
~~~~-->..<~~~~~
Semester 2
Autobody Prep Technician
Autobody Repairer Level I Citation
Employment
Certificate
Semester 2
Year 2
lJ Autobody Repairer Level II Certificate
Employment Certificate
Employment
Autobody Relinisher
Individual either Autobody Prep Technician and Autobody Refinisher certificates or
Autobody Repairer certificate and develops competence on the job
lnterprovincial Exam
0
Red Seal Certification
Diploma, and Degree Studies (under development)
Applicants who have achieved a PrepTech citation and wish to add painting and refinishing skills to their skill set will choose the Refinish Module. Students will learn specific to advanced painting and colour matching skills. A certificate will be issued upon successful completion.
Students may also enter Autobody Repairer level I where they will learn the knowledge and practical skills pertaining to basic autobody repair. Students are offered core components as compulsories coupled with optional components to complete their self-directed course outline. A citation will be issued upon successful completion. Graduates may return to acquire additional skills as they desire and as their job requires.
Graduates who have achieved the citation for Autobody level I will enter the work force to gain experience and then return and advance lo the Autobody Repairer level II program where they will learn autobody and structural repair. Students will learn the knowledge and practical 0 experience specific to major component repair or replacement. A certificate will be issued
Non-Degree Prograrn Proposal
Autobody Technician
Page 9
upon successful completion of the program. Graduates may return to acquire additional skills as they desire and as their_iob requires.
Interprovincial Red Seal status will be attainable by graduates who have achieved Certificates in Autobody Re finisher and Autobody Repairer level II upon successful of a Government sanctioned written examination.
Credits gained through completion of the elements of the Auto body program may be used for continuing an individual's education along an established career path.
ldenti/Y the provincial, national and/or international certifications and swndards achieved in the new program, if applicable
The following certifications and standards are outcomes of the program:
Citation in Automotive Detailing, Automotive Repair level I
Apprenticeship in the compulsory trades of Autobody, Auto Refinishing, and Prep Technician starting at Level 2.
Provincial Certification in Autobody Repair, Autobody Refinishing, and Prep Technician.
Red Seal (Canada-wide) Certification in Autobody Repair, Autobody Refinishing, and Prep Technician.
Program Consultations and Evaluation:
List the other provincial post-secondary institutions consulted about the proposed program
Vancouver Community College - Mario Trettenero, Autobody, Acting Program Head -discussed and gave information concerning our proposed programs and upcoming facility development. Mr. Trettenero was very supportive and expressed his admiration of the Modular Programs and delivery system proposed.
British Columbia Institute of Technology- Ken Harrewynen, Program Head- Mr. Harrewynen was cordial and wished Kwantlen well in it endeavours.
Okanagan University College - John Haller, Dean of Trades- Supports the model and the progression to a new format. Faculty have chosen to continue working in their previous format and do not wish to consult.
Provide a list and summary of the nature of all other consultations
An industry survey was conducted in the Fall of 2002 and the results are in Appendix A.
Bob Roberts - Sales Rep, BC Interior, PPG Paints Canada - October I 9, 2002 - Mr Roberts has been in the industry for over two decades and consults with industry on a day to day basis in his current capacity.
PPG Paints has expressed an interest in participating with Kwantlen by way of sponsoring product and equipment. Mr. Roberts is the liaison for PPG Paints and the program coordinator at Kwantlen University College.
Non-Degree Progran1 Proposal
Autobody Technician
Page 10
Cheryl Hunter- President, Sorensen Auto Body & Frame, Ltd. -September 16, 2002-Former vice-president and current president of the United Auto trades Association of 13.C. Ms. Hunter has been an advocate of trades tiaining for many years as she has first hand experience dealing with shortages of qualified trades people Ms Hunter is also actively pursuing a solution to apprentice tracking and registering through a proposal to be presented in the early stages of2003.Ms. Hunter and her business partner also serve on Kwantlen's program Advisory Committee.
Noreen Cross - President, Four Star Autobody - September 16, Mrs. Cross is very active in the hiring and training of apprentices and sit:; on ICBC 's liaison committee. Mrs Cross is well versed in the accreditation programs and how they affect trades training. Mrs. Cross also serves on Kwantlen's program Advisory Committee.
John Scissons - Executive Director, Saskatchewan Association of Automotive Repairers -October 19, 2002 - Mr. Sissons has extensive knowledge of the apprenticeship system having worked to develop programs in Saskatchewan. Mr Sissons applauds the initiative that Kwantlen College has under taken and has offered personal assistance 'pro bono
Bob Clarke - Executive Director, Automoti,·e Retailers Association - October 18, 2002 Mr Clark has expressed a desire to work with Kwantlen as part of this program and strengthen industry support for trades training.
Rob Kilby - Western Director, Automotive Industry Association of Canada - August I, 2002
0
-Mr Kilby has met with Mr Lenger!, Dean of Applied Trades and expressed support for the
0 modular curriculum.
George Hancock - President, United Auto Trades Association - Support program -September 11, 2002 Past President of the United Auto trades Association and former autobody shop owner Mr Hancock has accepted the position of Autobody coordinator at K wantlen College.
George Preston - President, Preston Chev Olds - Support program - September 11, 2002 Mr Preston has been instrumental in laying the ground work necessary to get a trades training facility in the Fraser Valley and continues to work diligently to bring the concept to reality. Mr Preston also serves on Kwantlen's Program Advisory Committee.
State whether or not the program meets the program eligibility requirements as outlined at www.bcsap.be. ca
Yes
Indicate what policies/procedures are planni'd for ensuring adequate depth and breadth of ongoing review and evaluation once the program has been implemented
A detailed Revision process is currently being developed for all ofKwantlen University College Trades program. The timeline is attached as Appendix B.
This program has an active Program Advisory Committee (PAC). All course outlines go through the division Curriculum Committee before going to Education Council. 0
Non-Degree Program Proposal
Autobody Technician
Page 11
lndicale whel her safely and olher risk managemenl fi1c/ors have been addressed where CIJJJJropriate
Kwantlcn University College will incorporate appropriate safeguards into the design and manufacture of our trades facility. Special attention will be given to interior air quality, adequate lighting and pathways.
All regulations given by WCB, WHMIS, the GYRO will be rigorously adhered to at all times with students receiving thorough training in these areas. Copies of all pertinent regulations will be prominently displayed onsite.
All successful applicants to K wantlen' s Auto body programs will be required to complete a comprehensive Safety Module as a pre-requisite to all other elements of the program.
Admissions and Transfer:
lndica/e how the inslilulion plans lo ensure s/udenls 'abilily lo access /he program lhrough transfer
Kwantlen University College is working with the Secondary School system to promote early enrolment and transfer from high school to the college. Kwantlen University College will also be pursuing articulation agreements with both Vancouver Community College and BCIT in this area. Kwantlen University College and VCC are developing the process to allow YCC students access to Kwantlen University College programs.
Prior Learning Assessment and Recognition, following current Kwantlen University College and Provincial standards, will be used extensively to place individuals with industry experience I certification at the appropriate training level in the career path for them to achieve maximum educational success.
Describe how sluden/s will be able lo transfer oul of /he proposed program info other programs wilhin the same inslilulion or at ano1her inslilution
The Certificate in Autobody, Auto Refinishing, and Prep will give the graduate the ability to transfer into the new Diploma in Automotive Technology, and then on to a Degree level which are in the planning stage.
lndica/e how sludenis will be able to /rans/er info related degree-level programs, if applicable
The Certificate in Autobody, Auto Refinishing, and Prep will give the graduate the ability, after completing the Diploma in Automotive Technology, to transfer into the new Bachelor of Science in Mechanical Engineering and Bachelor of Science in Metal Trades, which are still in the planning stages.
Other:
Non-Degree Program Proposal
Autobody Technician
Page 12
J }_rych1(f'! f!J?)! (1rf(/ifi11n(,/ i•1.f"rn·•J.1(~fft}YI !]':._lf 0(/(J!'·'~'Y'!(! i.J? flJ!' S{!':.'fi(I!?~· f'fl':n'e t,h(lf "!(ljl he hel1i_,f!1/ if1
bet/er underslanding lhe major componenls oflhe proposal
The autobody trade is very complex in natur~ and repairers need to be adept at multi-tasking Consequently, a larger repair area becomes more necessary than other trades. Training facilities today need to be real world environments. The college must provide repair experiences on late model vehicles. Kwantlen University College's Autobody Programs are designed to utilize leading edge technology, equipment and a curriculum stressing quality repairs, resulting in the highest quality level of graduates.
/' ' /
' /
/ ' /
3l c: M
.!! " 0 .\! Q. Cl
e c: "' .c: a.. 0.. " UATA Industry Sur.ocy - requesting recdback for the purpose of developing new training models. Sample size: 32. Province ""'ide.
Auto Collision Repair Shops
E ~ e ~ "' £ 0
.Q
" s e " "'
<t
- -- ··- - --f·erage number of Body Technicians: 2.8
veragc number of Paint Technicians: 1.9
Sprcific Auto Detailer cmploycdf yes: 21 no: 11 no =detailing done by whoever is free
" a
" Difficult to find someone trained to detail a vehicle? yes: 24 no: 5 other: S
;g Do you employ a dedicated estimator? yea: 7 owner/mangers usually estimate
no:25
Difficult to find Bodymen; Painten; Detailcn? B: 29 yes P: 26yes 0: 2S yet
Could you currently employ one or more additional body techs? ycs:l6 no: 11 other: 5
What would you say is the most dilfJCUlt position to lill in your shop? Body: 26 Paint: 10 Paruman: I some listed more than one position
Manager: 2 PTepper: ~
Ill .:!::
Do you currently pay your techs Date·rate. or straight-time? FR:20 ST: II other: I $20 - $25 /hour
:I Ill QI
Given the choice, would you .-ather pay FR or ST? FR: 19 ST: II other: 2
0::: >. QI
~ :I
Do you try and have your lower wage prople do some of the repair. or do Task Break.down: ' you pay your techs from start to finish? Start to Finish: 22 Other: 7 apprentices assisted Start to Finish
---How would system 1ha1 broke the job into a ~rie' of modules that were More efficient time-wise: Y:I' N: 5 other:l4 concern tha1 it would cause tension
Cl) completed by people specifically qualified & appropria1ely paid for work? More efficient cost-wise: Y: 18 N: 5 other: 9 among work.er!, & too much admin time
~ - --··-Have you or do you employ apprentices? Studenu? Apprentices: 32 S1udenu: 28
Ill :I "C
-··-· Most eflicienl training schedules? Nighu & Weekends: 16 Other: 2 Split Work/School: 7
c: Apprenticeship: 11 Total school trained: 9 Total on the job training: 10 ... -- -< >.
"C .!:l 0
,'\Vhat do you think is lacking in the training prograrru &: opportunities now? ........ ft.id .. -.•.,"""~"""~ ·hish•t..dll.,., -- ••1 ..... .....,.,!-••~· .......... dn .... lcvd
I ulldc'rMalldl"• urpn""-" . ....,.. ml i...tu,.~ i1_........,.111. IDrtJnti.,. .......... inml1111 -"ml .. urttr ............ ....,"-" .. _ ................... -.~ ............. ,_..~ ,.._."'"'I'---. ·••••-h•- ... ~••llo..llotappttftlloa
"Cl .c c 0 "' c. -c. :I < <(
·- -·····- ·-·-·-'\Vhat does this indus1ry really need? ! ... _,_,., ... _ .,.,.,;..,... ... i..c. .• haK<;.......- ........... . .... rri..t,-.. -1:...,. ... -,!- . .._,._...........,. -raeoill
' • .,..,, :.,.,,...,..,.,..,.,,,,. '"""" -IUJll •h<..tk~ln.ndiaU.. • hnin la •illl U..-..-. • ..- ... ko• ...... htral1 <1• ~ .... • lnrt.nl~ .... nA
1 .. _. .1c:1u:.-.,,-, .. ,...,-..... ·lo.11..-1,..;.in• boo"'-O.-. ·rnltolil...., .... , l'WI! ,..... ....... "'•'"~ ..... oui-ti&cod ,...u.;.,.. ··~ ---- --··-·-·- ... - --·----- ---------·- ------- .. ---·
Appendix B
Full Program Review Process Task Length
1 Scope 2 days 2 Define project scope 4 hrs 3 Identify Review Team members and preliminary resources 4 hrs 4 Secure core resources (time release/personnel/space) 1 day 5 Scope complete O days
6 Analysis or Program 1 1. 5 days
7 Meet to confirm program review process from PRC 4 hrs e Conduct program elemenLs review 5 days 9 Develop preliminary budget 1 day
1 O Review findings and budge I with team t day 11 Incorporate feedback on findings 1 day 12 Develop timeUne for Program Revision 1 day 13 Obtain approvals to proceed (concept, timeline, budget) 1 day 14 Secure required resources 1 day 15 Analysis complete o days t 6 Survey 26 days 17 Meet with Program Advisory Commil1ee to review analysis t day 18 Identify Survey target audience 1 day 19 Develop Survey Instruments for GraduateS/Business 1 day 20 Review Survey instruments 4 hrs 21 Incorporate feedback into suNey instrumenl 4 hrs 22 Implement SuNey 20 days 23 Tabulate SUJvey Results 2 days 24 Survey complete O days 25 Revise Program Concept 2Q.5 days 26 Review Survey Results 1 day 27 Identify changes/updates needed 1 day 28 Assign taaJlty lor revisions 1 day 29 Revise Concept 2 days 30 Review/amend proposed Changes 5 days 31 Take Revised Concept lO DPAC 7 days 32 Take Revised Concepl to ED Council 14 days 33 Concept approved o days 34 Revise Program Materials 20.5 days 35 Develop revision plans using survey end other data 2.5 days 36 Course Revision 19.5 days 37 Hold DACUM session with Program Advisory Group 2 days 38 Review courses utilizing DACUM chan 2 days 39 Analyze courses to program specifications 1 day 40 Modify courses 2 days 41 Confirm course outlines with Division Curriculum Committe 5 days 42 Take Revisions to Ed Council 7 days 43 Course Revision complete O days 44 Program Flow Revision 1 day 45 Test Integration of courses to program 0.33 days 46 Modify courses schedules 0.67 days 47 Program Flow Revision complete O days 48 Design Instruction 13 days 49 Develop instructional design f01 deliver to students 1 day 50 Identify course suppons 1 day 51 Identify delivery methodology (computer based training, d 1 day 52 Identify course texts 5 days 53 Finalize course materialS 3 days 54 Schedule courses 2 days 55 Instructional Design complete o days 56 Documentation 18 days 57 OevelOp FuU Program Review Documents 2 days 58 Develop Consultation Documents 1 wk 59 FinaLize Program Review Documents 1 day 60 Take Revised program to DPAC 1 wk 81 Take Revised Program 10 Ed Council 1 wk 62 Documentation complete o days 63 Implement Revisions 3 days 64 Determine final implementation strategy 1 day 65 Sea.Ire resources 1 day 68 Begin Revised Program 1 day 67 Implementation begun O days 68 Post Implementation Review 3 days 69 Document lessons learned 1 day
Start d;;itc 1'3/05 8:00 113105 8:00
"/3/05 13:00 114!05 8:00
"/4105 17:00 115105 6:00 115/05 6:00
"/5/05 13:00 1112105 13:00 1113105 13:00 1114!05 13:00 1117/05 13:00 1118/05 13:00 1119/05 13:00 1120105 12:00 1120f05 13:00 1120/05 13:00 1/21105 13:00 1124/05 13:00 1125105 13:00
112e105 e:oo 1126/05 13:00 2i 23105 13:00 2125105 12:00 2125/05 13:00 2125/05 13:00 2i 28105 13:00
:l/1105 13:00 :112105 13:00
313/05 6:00 :1110105 6:00 :1121/05 8:00 ·lf7/05 17:00 4/8/05 8:00 4/8/05 8:00 418/05 8:00 418105 8:00
4112/05 13:00 4114105 13:00 4115105 13:00 4119/05 13:00 4126/05 13:00
!i/5/05 12:00 ~i/5/05 13:00 ~i/5/05 13:00 'i/5/05 15:40 ·i/6/05 12:00 ·)15/05 15:40 ·j/5/05 15:40 ')/6/05 15:40 ·)19/05 15:40
5110/05 15:40 5·11ro5 15:40 5 20/05 15:40 5·24/05 15:40 5,24ro5 15:40 5·24/05 15:40 5t26/05 15:40
'312105 15:40 ·i/3105 15:40
6110/05 15:40 6'17105 15:40 6117105 15:40 6117/05 15:40 8120105 15:40 6121/05 15:40 6'22/05 15:40 6122105 15:40 6122105 15:40
Non-Degree Program Proposal
Autobody Technician
Page 14
Finish data predecessors 1/4/05 17:00 113/05 12:00 113/05 17:00 2 1/4/05 17:00 3 114105 17:00 4
1120/05 12:00 115/05 12:00 5
1112/05 12:00 7 1113/05 12:00 8 1114105 12:00 9 1117/05 12:00 10 1/18/05 12:00 11 1/Hl/05 12:00 12 1/20/05 12:00 13 1120/05 12:00 14 2125105 12:00 1121105 12:00 15 1/24/05 12:00 17 1/25105 12:00 18 1/25105 17:00 19 1126/05 12:00 20 2123105 12:00 21 2125/05 12:00 22 2125/05 12:00 23 4(7/05 17:00
2128105 12:00 24 311/05 12:00 26 312105 12:00 27 314105 12:00 28 319105 17:00 29FS-75%
3118105 17:00 30 4(7/05 17:00 31 4fTI05 17:00 32 516/05 12:00
4/12105 12:00 24.33 515/05 12:00
4/11/05 17:00 33 4/14/05 12:00 35,33 4/15/05 12:00 33,38 4/1{1/05 12:00 39 4/26105 12:00 40
515105 12:00 41 515105 12:00 42 516105 12:00 5/5/05 15:40 43 518/05 12:00 45 516/05 12:00 46
5124/05 15:40 516/05 15:40 24,45 519/05 15:40 49
5110105 15:40 50 5117/0515:40 49.50,51 5120/05 15:40 52 5124/05 15:40 53 5124105 15:40 54 6117/0515:40 5126/05 15:40 24,54 612/05 15:40 57,2QFS-50% 6/3/05 15:40 58
6/10/05 15:40 59 6117/05 15:40 60 6117/05 15:40 61
Dean Coordinator Dean
Personnel
Review Team Review Team Coordinator .Dean Review Team.Coordinator Coordinator Coordinator Dean Dean
PAC.Review Team.Dean.Coordinator Review Team Coordinat0t Review Team Coordinator Support Coordinator
Review Team Review Team Dean FaOJlty Review Team.Faculty Review Team,DPAC Review Team.EdCo
Faculty.Review Team
PAC.Review Team.Dean.Coordinator Review Team.Faculty Review Team.Faculty Review Team.Faculty CurrComm,Revlew Team Review Team,EdCo
Review Team.Dean.Coordinator Review Team.Dean.Coordinator
Faculty Faculty Faculty Faculty Faculty Faculty
Review Team.Coordinator Review Team.Coordinator Review Team.Dean Dean,OPAC Dean.EdCo
0
0
6122/05 15:40 6120/05 15:40 62 6121105 15:40 64
Faculty Dean Faailty
0 6122/05 15:40 65 6122105 15:40 66 6127/05 15:40 6123105 15:40 67 Dean.Coordinator.Review Team.Faculty
ISSUE:
ACTION:
EDUCATION COUNCIL
MEETING DATE: May 5, 03
AGENDA#: 10 PREPARED BY: Gerry Lengert
Approval of a full program proposal
THAT Council approve the full program proposal for a Power Line Technician Citation program.
•
Non-Degree Program Proposal
I Name of Institution: Kwantlen University College
Title of Program: Power Line Technician
Credential to be awarded to graduates: Citation in Power Line Technician
Length of Program: 4 months
Institutional Contact: Gerry Lenger! Title: Dean, Applied Technology, Trades and Vocational
Phone: 604 599-2973 Email: [email protected]
Date: February, 2003
Executive Summary: I Summarize the purpose of the proposal
This proposal outlines the elements of the four month Power Line.Technician Program at Kwantlen University College and the Electrical Industry Training Institute, leading to a citation in this trades area.
I Outline the key objectives and outcomes of the proposed program in one or two pages
The outcome of the program will be a skilled Power line Technician who is a valued and productive member of the electrical industry. They will engage in task specific activities in a workplace environment to promote high quality work and efficiencies through application of skills.
The key objectives include:
• Operate as a member of an effective Team
• Utilize Computer applications (Microsoft Word, Microsoft Excel, Email)
• Write Reports
• Operate safely in the workplace (Fire Suppression, WHMIS, First Aid Level I, Victim Transportation, Transportation of Dangerous Goods)
• Climb electrical structures
• Follow policies and regulations
• Utilize tools and instruments
• Apply electrical theory
• Use a variety of equipment to perform duties
~ .......... _. __
• Perform transmission rigging operations
Non-Degree Program Proposal
Power Line Technician
Page 2
: r- ___ ,. ___ .. -- J ... _:_,._; .. -·---1--- .I -·· .J •.•• .J--· -----·-- J ___ : J __ ,.;_1 J:_,._:1 ...• : __ FJ Jn J"'\\ 1!- --.__.vu..:>u u .... L U.llY lllUUILL&ll1 v y ..... u .... ~ ..... L&llU u ........... 1;· V~lllU I .... ..:. .............. u. YI.JU IVl.IUVll \ v ........... J 11 ...... ..,
• Maintain and troubleshoot transmission systems
Program Rationale: I Provide rationale for the credenrial
The rationale for this name is that it is consistent with Kwantlen University College's current citation programs in the trades area, and reflects the applied content in this four month program. Three hundred and sixty (360) hours allow sufficient time to cover the essential components of the program and prepare students to join the skilled workforce.
Power Line Technician training is an area in high demand by the primary employer, BC Hydro and various contractors in the industry. There is a lack of skilled tradespersons in the trade and indications that more workers will be needed. K wantlen University College is working with the Electrical Industry Training Institute (EITI) to tiain highly skilled workers in the shortest time possible. The Intent of this intensive training will allow students to focus on "task specific" skills in a reduced time period.
Program Description: I Stale the goals and objectives of the new program
This program is a joint venture between Kwantlen University College and the Electrical Industry Education Institute (EITI). The program will provide technical training to entry-level students in the trade of Power Line Technician, including a variety of communication, inspection, maintenance, electrical application and WorkSa!e courses to individuals working in electrical related fields. It offers entry-level competencies and prepares individuals to work as Power Line Technicians.
Because this trade is recognized as an apprenticrable occupation in British Columbia, individuals completing this program will be able to sign up as apprentices and gain credit for attending the program.
The partnership of Kwantlen with EITI and the support of the Electrical Industry, notably BC Hydro, make this program unique in Western Canada. By ensuring high academic standards linked with a rigorous job-focused physical training, the students are gaining valuable skills and knowledge that will lead directly to well remunerated employment in the electrical industry.
I Identi./Y the target student audience(s) for this pro--'g=-r_a_m ________________ __,
Our target students will be eighteen years of age and up. They may have already started education in this area through high school programs. They may start the program with no work related background but with a strong interest in this area.
0
0
Efforts will be made to encourage females to participate in a traditionally male dominated trade o through recruiting and ensuring a supportive educational environment.
•
Non-Degree Program Proposal
Power Line Technician
Page 3
Students in this program are required to demonstrate the ability to perform a variety of cognitive, emotional, and psychomotor skills safely and knowledgably. Students with disabilities will contact the coordinator to discuss the required skills and competencies and ensure that accommodation can be made depending on their abilities and the specific program elements. Physical skills include the ability to climb power poles and to work at heights of up to I 0 metres.
I State how the institution satisfied itself that there is not unnecessary duplication in the ~ystem In consultation with the electrical distribution and transmission industry in BC and the Electrical Industry Training Institute, Kwantlen University College has identified that there is not other recognized training program available in British Columbia that allows individuals to gain entry level competence to this trades area.
I Provide evidence of labour market demand
The age profile of this sector is similar to that of the construction sector. In many of the electrical trades, mature workers (age 50 and older) account for more than 40% of the workforce. Approximately 7,550 workers are projected to leave the electrical trades, between 1998 and 2008, mainly due to retirement. The current result is that industry is having difficulty filling positions with qualified personnel.
The most serious shortage of workers is expected in: Electricians except industrial and power system (43% attrition by 2008). !TAC figures report that some of the major programs, such as Electrician, Power Line Technician, and Industrial Instrument Mechanic have seen an increase in new apprenticeship registrations since 1997. (IT AC Trends document, 200 I)
Power Line Technician projected employment numbers are flat a_nd attrition will account for all of the openings.
Number Employed 1990 1998 2008
750 1,000 1,000
Estimated Openings in British Columbia
Growth (Net) Attrition
0 390
Total 1998-2008
390
(Information from Work Futures at http://www.workfutures.bc.ca/ as of November I, 2000).
Curriculum: j Describe the skills, knowledge, or 01her a/tributes students will develop from the program
PLTN 1101: Electrical Safety and Safe Work Practices Students will be introduced to provincial and electrical utility-specific safety regulations and legislation. They will explore the electrical utilities aspects of the selection of personal protective equipment, field communication procedures, energized line limits of approach, equipment and
Non-Degree Program Proposal
Power Line Technician
Page 4
grid lock-out procedures and grounding. Stude11ts will perform practical exercises including: Fire Suooression. WHMlS. First Aid Level l. Victim Transoortation. Transoortation of Danl!erous Goods. They will operate in diverse environments such as on bucket trucks and doing pole top rescues, as well as lock-out and grounding procedures that will reinforce theoretical presentations.
PL TN 1102: Policies and Regulations The students will study provincial and electrical utility-specific environmental regulations and legislation as well as the Motor Vehicle Act and Regulations. The will consider environmental aspects of the impact of burning brush, spraying chemicals, and handling and transporting PCBs and other hazardous materials on the public and environment. The students will identify licensing requirements for commercial vehicles. defensive driving, and traffic control practices and requirements as per the Motor Vehicle Act of BC.
PLTN 1103: Writing and Computer Skills Students will learn to use personal computers to communicate information through e-mail, word processing, spreadsheets, and presentation software. They will write reports using a variety of formats suitable for the electrical industry.
PL TN 1104: Academic and Career Preparation Students will refresh their knowledge of English, math, and physics concepts covered in grade 12 as it relates to the Electrical Trade of Power Line Technician.
PLTN 1105: Communications and Team Building Students will analyze and apply the elements of inter and intrapersonal communication skills, conflict resolution, and team building in a team environment.
PLTN 1106: Applied Electrical Theory Students will learn the fundamental principles of electrical theory. They will apply these principles to single-phase motors and generators, single-phase transformation, and transformer construction, polarity, ratios, series and parallel installation, and load checks. Students will also learn about single-phase, primary and secondary metering for the utility industry.
PLTN 1107: Electrical Tools and Instruments Students will learn the care and use of tools commonly used in the electric utility industry. They will learn how to select, use, and maintain hand tools such as pliers, wrenches, knives, hammers, presses, bolt/wire cutters, shovels, digging bars, spoons, tampers, axes, peevies I kant hooks, and special tools used in URD. Students will also care for and use common power tools like drills, chain saws, cable saws, drill, tamper, cutter, press, jacks, and air operated power tools is also explored. They will complete practical exercises, including the use of test instruments; grip-all,
0
0
0
Non-Degree Prograrn Proposal
Power Line Technician
Page 5
work, and switch sticks; strain, ire tong, insulator cradle, insulated platforms; jibs for line/boom trucks; and single and three phase lift attachments.
PL TN 1108: Electrical Utility Equipment Students will become familiar with heavy equipment used in the electric utility industry and will use and care for hydraulically equipped vehicles. They will gain familiarity with heavy line equipment such as road and rail vehicles, track machines, trailers, aerial lift equipment, boom equipment, digging/trenching equipment.
PL TN 1109: Basic Rigging and Lifting Students will learn the physics and practices of safe equipment-assisted lifts, including key physical and regulatory concepts such as work, force, mechanical advantage, working load limit (wll), and ultimate tensile strength (uts). They will complete a thorough hands-on exploration of knots, bends and hitches, use and care of lifting tackle, slings, wire and fibre ropes, load binders, blocks and snatch blocks, gins, rope blocks, chain hoists and lifting loads using correct equipment deployment and slinging methods.
PLTN 1110: Electrical Utility Climbing Students will identify, select, use, and maintain electric utility wood pole climbing equipment such as belts and climbers, and test poles to assess if they can be climbed safely. They will climb wood poles and structures, and working on elevated and suspended platforms.
PL TN 1111: Electrical Overhead Distribution Students will learn to key parameters used in the identification and selection of poles, xarms/timbers, bolts, conductors/cables, hardware used to support conductors, insulators, and street light, guying, and anchoring materials. They will learn the principles of construction and maintenance of distribution and transmission lines. Students will identify line status as commissioned or non-commissioned, energized or de-energized, distribution or transmission and will construct distribution lines.
PLTN 1112: Underground Residential Distribution Students will learn to identify and select hardware, conductors, connectors and connector covers, primary and secondary cables, tapes, solvents, cleaners and lubricants, secondary boxes, manholes, junction boxes, and kiosks. They will learn the construction and maintenance of underground residential distribution systems. Students will identify line status as commissioned or non-commissioned, and energized or de-energized and service URD lines, making primary and secondary cable termination, and parking cables.
PLTN 1113: Physical Education and Fitness Students will practise to meet industry's physical bona fide occupational requirements embodied in a physical capacity test. They will complete a series of aerobic, strength, and flexibility
Non-Degree Program Proposal
Power Line Technician
Page 6
routines performed three times a week to devel•)P aerobic capacity, execute one and two-handed 0 lifts and one-handed pull-downs, lift from a pole and a bucket, strengthen hand grips, use a shotgun pole, engage in litts and carries, perform sustained overhead working, and gain trunk flexibility.
Describe the program/course struc/ure
The program will be a combination of classroom theory reinforced with appropriate practical training at the designated training institute. Training will be modularized in that there will be discreet stand-alone learning objectives that can be completed in a relatively short period of time. Students will have three attempts to successfully complete a module. Failure on the third attempt will mean removal from the program. Students must meet competency standards established by industry to pass the program. Industry may determine the percentage grade that will be the standard of competency.
Power line Technician Education and Career Pathways
Citation
Employment
Certificate
Employment
Instructional strategies will include:
Mature student, or entry from industry
Semester I
Power line Technician
Sem~ster 2/3
Power line Technician levels 2,3,4
Interprovincial Exam
Red Seal Certification
• group work and classroom interaction with instructors
• individualized learning environments
• practical demonstrations
• hands-on training
• group work
Diploma, and Degree Studies (under development)
0
0
Non-Degree Program Proposal
Power Line Technician
Page 7
• structured projects
• individual demonstration ortechnical skill
• work placements in industry
ldenlifY !he provincial, nafional and/or inlernalional cerlijicalions and slandards achieved in !he new program. if applicable
BC Power line Technician Certificate of Qualification
lntcrprovincial Red Seal Power line Technician (with time in the industry and successful completion of the examination)
Program Consultations and Evaluation:
I Lisi !he of her provincial pos/-secondary inslilulions consul led aboul lhe proposed program
Power line Contractors Association
BC. Hydro
Electrical Union
This is a closed industry with these three groups being the only employer and employee groups involved. All have been involved in the development of the program and support this proposal.
Provide a list and summary of the nature of all other consultations
Joint partnership members with K wantlen University College:
Jim McKay, Gerry Bramhill, Phil Davis, Doug Trapp, Electrical Industry Education Institute -October I 0, 2002 (most recent) - Have mapped out all of the competencies and elements to make this citation work as a join partnership with Kwantlen University College.
Olivier Schittecatte - Manager, Field Services Training & Development, BC Hydro - Initiated proposal for partnership - October I 0, 2002
Bernie Rokstad - President, Line Contractors Association - Supports program - October I 0, 2002
S!a/e whelher or no! !he program meels !he program eligibilily requiremen/s as oullined al www.bcsap.be. ca
Yes
Jndica/e whal policies/procedures are planned for ensuring adequa/e deplh and bread!h of ongoing review and eva/ua/ion once !he program has been imp/emen/ed
A detailed Revision process is currently being developed for all of Kwantlen University College Trades program. The timeline is attached as Appendix B.
~""--'··--·--~
Non-Degree Program Proposal
Power Line Technician
Page 8
This program has an active Program Advisory Committee (PAC). All course outlines go through the division Curriculum Committee before going to Education Council.
Indicate wherher safely and or her risk managemen1fl1c/ors have been addressed where appropriale
Due diligence has been followed by:
• Pre-Testing for Pole Climbing
• WHMlS Training
• Embedding Safety into the Program at all levels
• Physical fitness training is part of the training and is tested
• Level I Industrial First Aid Certification
• All theory is directly connected with practical competencies to reinforce application.
Admissions and Transfer:
lndica/e how rhe institution plans 10 ensure s/uden/s' abiliry lo access rhe program rhrough /rans/er
0
Prior to registration, Prior Learning Assessment and Recognition, following current K wantlen University College and Provincial standards, will be used extensively to place individuals with 0 industry experience I certification at the appropriate training level in the career path for them to achieve maximum educational success.
Describe how srudenls will be able lo /rans/er out oflhe proposed program imo other programs within the same insritulion or al anorher instilUJion
The Power line Technician Citation gives the graduate the ability to transfer into an Electrical Certificate that is under development, and then on to a Degree level which are in planning stage.
j Indicate how students will be able lo transfer info related degree-level programs, if applicable
The Power line Technician Citation will give th<! graduate the ability, after completing the under development Certificate and Diploma in Electrical Technology, to transfer into the new Bachelor of Science in Mechanical Engineering which is still in the planning stages.
Other:
Include any additional information nor addressed in the sec/ions above rhat may be helpjid in belier under sf anding the major components of the proposal
The partnership ofKwantlen University College with the Electrical Industry Training Institute (EITI) and the strong support of the BC Hydro and the Electrical Industry, make this program unique in British Columbia. EITI is the only source of training at present in this trade area. They provide excellent quality of training and were contracted by !TAC to deliver apprenticeship training to the whole province. This partnership will allow more students to
0 have access to this training.
Non-Degree Program Proposal
Power Line Technician
Page 9
There is built-in articula1ion, transfer credit and PLA and successful completion of this program may be recognized as equivalent to the first year of apprenticeship in Power line Technician. Because the training program is based on trades considered volunlary, individuals may be eligible to write Provincial Trades Qualification Exams after working a minimum of four and a half years in either occupation. Additionally, if individuals wish to transfer to the compulsory trades of Electrical Technician, credit may be given for the first year of technical training.
Information as required by Kwantlen University College policy 1.14 is appended as Appendix B.
Appendix A
Full Pro~ram Review Process
Task Length St.srt dato 1 Scope 2 days 113105 8:00 2 Define project scope 4 hrs 1/3/05 8:00 3 Identify Review Team members end preliminary resources 4 hrs 1/J/05 13:00 4 Saa.Jre core resources (time reteese/personnel/space) 1 day 114105 8:00 S Scope ccmptetll O days \/4/05 17:00 6 Analysis of Program 11.5 days 115105 8:00 7 Meet to a:mfarm program review process from PRC 4 hrs 115/05 8:00 8 Conduct program elements review 5 days 115/05 13:00 9 Develop preliminary budget 1 day 1/12/05 13:00
10 Review findings and budget wilh team 1 day 1113/05 13:00 11 Incorporate feedback on findings 1 day 1114/05 13:00 12 Develop timeline for Program Revision 1 day 1117/0513:00 13 Obtain approva!s to proceed (concept, timeline. budget) 1 day 1118/05 13:00 14 Secure required resources 1 day 1119/05 13:00
15 Analysis complete O days 1/:!0/05 12:00 16 Survey 26 days lt..!0/05 13:00 17 Ml!tOt with Program Advi:.ory Committee to review onotysis 1 day 1/:!0/05 13:00 t 8 Identify Survey target audience 1 day 1t..!1/05 13:00 19 011Nelop Survey Instrument& for Graduates/Business 1 day 11:!4/05 13:00 20 Review Survey instruments 4 hrs 1f25/05 13:00 21 Incorporate hteclback into survey instrument 4 hn. 1126/05 8:00 22 Implement Survey 20 days 1t..!6/05 13:00
23 Tabulate Survey Results 2 days 2/'23/05 13:00 24 Survey complitte O days 2'25/05 12:00 25 RO'Yiso Progtam Concept 29.5 days U.!5/05 13:00 26 Revlfrw Survey Results 1 day U.!5/05 13:00 27 Identity d'la.ngestupclates needed 1 day U.!8/05 13:00 28 Assign faculty for revisions 1 day 311105 13:00 29 Reviso Concept 2 days :!/2/05 13:00 30 Reviewlamend proposed changes 5 days 313105 8:00 31 Tako Revised Concept to DPAC 7 days :!110/05 8:00
32 Tako Revised Concept to ED Council 14 days :!121/05 8:00 33 Concepl approved O days 417/05 17:00 3.4 R~a Program Materials 20.5 days 4/8105 8:00 35 Develop revision plans using survey and other data 2.5 days 4/8105 8:00
36 Course Revis.ion 19.5 days 4/8105 8:00 37 Hold DACUM session with Program Advisory Group 2 days 4/8/05 8:00 38 Review courses utilizing OACUM chart 2 days 411210513:00
39 Anatyze courses to program specif1C8tlons 1 day 4/ 14/05 13:00 40 Modify courses 2 days 4/ 15/05 13:00 41 Confinn coune oudines with DMsi:>n Curriculum Commttte 5 days 4/19/0513:00 42 Take Revisions to Ed Council 7 days 4f;!6/05 13'.00
43 Course Ravls.lon complete 0 days 515/05 12:00 44 Program Flow Ravision 1 day 515/05 13:00 45 Test Integration of courses to program 0.33 days 515/05 1 J:OO 46 Modify courses schedutas 0.67 days 515105 15:40
47 Program Flow Revision complete o days 516/05 12:00 48 Design Instruction 13 days 515/05 15:40
49 Develop instrvclionaJ design for deliver ID studenta 1 day 515/05 15:40 50 ldenbfy course supports 1 day 516/05 15:40 51 Identify delivery methodology (computer based training. d 1 day 519105 15:40
52 Identity course texts 5 days 5110/05 15:40
53 Finnllze course materials 3 days SJ 17/05 15:40 54 Schedule COUBes 2 days 5'20/05 15:40 55 lnstructionld Design complete O days 5'24/05 15:40 56 Oocumental.ion 18 days 5'24/05 15:40 57 Develop Ful Program Review Documents 2 days SJ:.!4/05 15:40 58 D!Nelop Consultation Oocumenta 1 wk 5f.!6/05 15:40 59 Finalize Program Review Documents 1 day 612105 15:40 60 Tako Revised program ID DPAC 1 wk 613/05 15:40 61 Tako Revised Program to Ed Council 1 wk 6110/0515:40 62 Documontution complete O days 6117/05 15:40 63 Implement Revisions 3 days 6/17/0515:40 64 Determine final implementation strotegy 1 day 6117/05 15:40 65 Secure resources 1 day 61.!0/05 15:40 66 Begin Ravisod Program 1 day 61.?1/05 15:40
67 Implementation begun O days 61.!2/05 15:40 68 Posi lmplementalion Review 3 days 6112105 15:40
69 Oocumenl lessons loamed 1 day 6112Jtl5 15:40
Non-Degree Program Proposal
Power Line Technician
Page 10
Finish dato prodecesson Poraonnel 114105 17:00 1/Jf05 12:00 Deon 1/Jf05 17:00 2 Coordinator 1/4105 17:00 3 Dean 114105 17:00 4
1/20/05 12:00 115105 12:00 5 Review Team
1112105 12:00 7 Review Team 1/13f05 12:00 8 Coon:lina.IDr .Dean l/14f05 12:00 9 Review Team.Coordinator 1117/05 12:00 10 Coon:linator 1118/05 12:00 11 Coon:llnator 1119/05 12:00 12 Dean 1120/05 12:00 13 Dean 1120/05 12'.00 14 2125/05 12:00 1121/05 12;00 15 PAC.Review Team,Oean,Coon:linator 1/24f05 12:00 17 Review Team 1/25l05 12;00 18 Coon:linator 1125/05 17:00 19 Review Team 1126J05 12:00 20 CoordinalDr 2123/05 12:00 21 Support 2125/05 12:00 22 Coon:llnalDr 2125/05 12:00 23
4'7105 17:00 2128/05 12:00 24 Review Team
311/05 12:00 26 Review Team 312/05 12:00 27 Dean 3/4/05 12:00 28 Faculty 319105 17:00 29FS-75% RBView Team.Faculty
3118/05 17:00 30 Review Team.DPAC 4nto5 11:00 31 Review Team.EdCo 4(7105 17:00 32 516105 12;00
4112/05 12:00 24.33 Facu1ty.Revlow Team 515105 12:00
4111/05 17:00 33 PAC.Review Team.Doan.Coordinator 4/14/05 12:00 35.33 Review Team.Faculty 4/15105 12:00 33.38 Review Team.Faculty 4/19/05 12:00 39 Review Team.Faculty 4126/05 12:00 40 CurTComm,Review Team
5/5f05 12:00 41 Review Team.EdCo 515/05 12:00 42 516/05 12:00 515/05 15:40 43 Rovlcw Te.am.De.an.Coon:linator 516105 12:00 45 Review Teom.Dean.Coon:linotor 516105 12:00 46
5/24f05 15;40 516105 15:40 24,45 Faculty 519/05 15:40 49 Faculty
5110f05 15:40 50 Faculty 5117/05 15;40 49,50.51 Faculty 5120/05 15:40 52 Faculty 5124/05 15;40 53 Faculty 5124/05 15:40 54 8117/05 15;40 5126/05 15;40 24.54 Review Team.Coon:linator 6/2/05 15:40 57,29FS-SOllM. Review Te.am.Coordinator 6/JI05 15:40 58 Review Team.Dean
6/10/05 15;40 59 Dean.DP AC 6117/05 15:40 60 De.an,EdCo 6117/05 15:40 61 6122105 15:40 6120/05 15;40 62 Faculty 6121/05 15:40 64 Dean 6122105 15:40 65 Faculty 6122/05 15:40 66 6127/05 15:40 6123/05 15:40 67 Dean.Coordinator,Review Team.Faculty
0
0
0
Appendix B
Stage 1 Evaluation Process l. General information
Non-Degree Program Proposa I
Power Line Technician
Page 11
The Electrical Industry Training Institute (EITI) was established in to serve the Powerline Contractors and BC Hydro dedicated to industry education and proressional development. EITI the first educational facility in Western Canada and the Western United States specifically designed for, and exclusively dedicated to educating members or the Powerline maintenance Industry.
2. Previous Accreditation Documents
(See attached PPSEC credential)
EITJ is a member of the Private Post-Secondary Education Commission (PPS EC)
3. Academic program
EITJ has a contractual arrangement with the Provincial Government to provide technical training to apprentices registered in the compulsory trade Powerline Technician.
4. Faculty
Faculty are all fully qualified tradespeople with Red Seal Certification and holders of BC Provincial Instructor Diplomas who are seconded as needed from BC Hydro to teach in the programs. Currently these are: Rob Batch and Doug Trapp.
5. Admission policies
Apprentices are assigned by IT AC and are both union and non union. Entrants to EL TT programs must meet the requirements of Kwantlen University College
6. Academic Standards
Graduates of programs must achieve a 70% average in both practical and theoretical examinations. Individuals will be assessed using standard written exams as well as practical examination ortheir skills to determine whether they meet the competencies oflive power line repair procedures.
7. Educational structure
Board of Directors - representative members from IBEW (3), BC Hydro (3)
General Manager - Diane Rayner
Training Coordinator I Manager - Phil Davis
8. Facilities
The modem training facility consists of AV equipped classrooms a computer lab, various electricity and machine labs and an outdoor pole climbing and power grid mock up. A technical library is maintained with the most up to date industry literature, training materials, text books and videos related to the trades.
9. Ongoing Institutional Program Evaluation
The curriculum was developed by IT AC and vetted through the Provincial Trade advisory committee. In addition, the institute is approved for PPSEC certification on an annual basis.
ISSUE:
ACTION:
-
EDUCATION COUNCIL
MEETING DATE: May 5, 03
AGENDA#: 11 PREPARED BY: Gerry Lengert
Approval of a full program proposal
THAT Council approve the full program proposal for an Architectural Sheet Metal and Steep Roofing Citation program.
-.
Non-Degree Program Proposal
I Name of Institution: Kwantlen University College
Title of Program: Architectural Sheetmetal and Steep Roofing
Credential to be awarded to graduates:
Length of Program:
Institutional Contact:
Phone: 604 599-2973
Date:
Executive Summary:
4 months
Gerry Lenger!
I Summarize the purpose of the proposal
Citation in Architectural Sheetmetal and Steep Roofing
Title: Dean, Applied Technology, Trades and Vocational
Email: [email protected]
This proposal outlines the elements of the 4 month Architectural Sheetmetal and Steep Roofing Program at K wantlen University College, leading to Citations in these trades areas.
I Outline the key objectives and outcomes of the proposed program in one or two pages
This is an industry driven program that offers core competencies and specialized training that will prepare individuals for careers in either Residential Steep Roofing or Architectural Sheet Metal. The graduate will be ready for employment as a level two apprentice in the trades of either Residential Steep Roofing or Architectural Sheet Metal in the province of British Columbia.
Safety Students will learn the basic safety skills required to be employed in an industrial setting.
Reinforce Math Skills Students will refresh their math skills to Math I 0 level
Reinforce English Skills Students will refresh their English skills to an English I 0 level
Job Search Skills Students will prepare a resume, identify sources of employment information in their chosen field and develop a job search strategy. ·
Job Keeping Skills
Non-Degree Program Proposal
Architectural Sheetmetal & Steep Roofing
Page 2
Jl., ,1.,,,,.,.1,... ... : .... ,......., kott.,,. ... ,,,..,,.1.,. .. C",,.., .. ,.1: ... n ,...{' ... .,.,.,.....,.,~ .. I ,.1, ..... ,., ..... ,... .. : .... :,..,... ........ ,.J ... +-........... i. ... +J.. ....... ,,,.L .1 .... ........ ... r ~J -- · -·-r···e;... --··-· -·--·-·-··-···o -· r--·--····· -··~·~-·-··-··- .... ,,,, .... ...,u .... ••t;; .. •• .... u ... ..., ... 6,. ... ,...., ,...,..., .. ,.
inventories and questionnaires, the trainees will organize their personal goals to enable them to establish a continuous link to the work force.
Trade Objectives At the end of the program, students will be able to apply a variety of residential steep roofing systems in a manner consistent with "best practices" of the roofing industry.
Students will be able to identify and install a variety of exposed and hidden fastener sheet metal roofing systems. Students will be able to measure, fabricate and install sheet metal flashings as well as proprietary metal roofing tiles and their related finishing products. Students will approach their training in a safe manner and complete WC:B recognized safety courses including Fall Protection I Safety Monitor, WHMIS and Level 1 First Aid.
Program Rationale:
I Provide ralionale for !he credenlial
0
The format for this citation program follows the model for citations offered within the K wantlen University College structure. Program length is consistent with the minimum requirements for a Technician's Citation award. 0
Program Description:
I Stale !he goals and objectives of/he new program ~~~~~~~~~~~~~~~~~~~
This program will provide technical training to entry-level students in the trade of Roof, Damp and Waterproofing and the registered occupation of Residential Steep Roofing, including a variety of inspection, maintenance, roofing application and safety courses to individuals working in construction related fields. It offers a combination of entry-level competencies in two related but distinct occupations. The program prepares individuals to work in two sectors of the roofing industry: Residential Steep Roofing and Architectural Sheet Metal Roofing.
Because these trades are recognized as voluntary apprenticeable occupations in British Columbia, individuals completing either program may sign up as apprentices and gain credit for attending the programs indicated. As well, individuals who decide to remain in the trades without formally registering as apprentices gain eligibility to write a qualification exam for a Certificate of Qualification (CQ) after working in the field for four and a half years.
I identify the target student audience(s) for this program
Our target students will be sixteen years of age and up, any gender. They may have already started education in this area through high school programs. It is also possible that they will be o working in industry, either with or without current trades certification at various levels and who
•
' Non-Degree Program Proposal
Architectural Sheetmetal & Steep Roofing
Page 3
wish to upgrade their qualification for advanced positions. They may start the program with no work related background but with a strong interest in this area. Students may also ladder into this program from high school with advanced credits through the Secondary School Apprenticeship Program or through the Career Technical Consortium.
Efforts will be made to encourage females to participate in a traditionally male dominated trade through recruiting and ensuring a supportive educational environment. Students in this program are required to demonstrate the ability to perform a variety of cognitive, emotional, and psychomotor skills safely and knowledgably. Students with disabilities will contact the coordinator to discuss the required skills and competencies and ensure that accommodation can be made depending on their abilities and the specific program elements.
I State how lhe inslilulion sa/isfied ilselfihal /here is no/ unnecessary duplicalion in 1he sys/em
The Roofing Training Institute only institution in BC that delivers Steep Roofing and Architectural Sheet Metal training for apprentices. There is no entry-level training program for these trades currently being offered. This partnership provides a unique opportunity for secondary school students to develop valuable trade skills in trades that otherwise would not be available to them.
j Provide evidence of labour markel demand
There is a growing body of evidence regarding the shortage of skilled workers in British Columbia. Reports entitled "Ensuring a Skilled Workforce in British Columbia (IT AC March 200 I), calls on labour and business to address skill shortages. The report was prepared "to stimulate dialogue and joint action on addressing trades and technical skill shortages in B.C., and ensure the expected 700,000 new job openings between 1998 and 2008 are filled. "(Ibid, Executive Summary).
Another IT AC report noted that Trades that have attracted a substantial number of new registrations between 1997 and 1999 were: Architectural Sheet Metal Worker (from 8 to 27); Floor Covering Installer (from 20 to 42); Painter & Decorator (from 69 to 120); and Lather (from 74 to 121 ). (Apprenticeship and Occupational Trends, 2001 )In another report, the Sheet Metal and Roofing Human Resources Analysis prepared by ARA Consulting Group Inc. for the Sheet Metal and Roofing Trades National Sector (January, 1998), provides a detailed analysis of this sector of the construction industry. Some of the key findings and recommendations from this report include:·
• The workforce has a higher concentration of young people than other trades but the demographic trends are reducing the population recruits. This might lead to a modest decline in the number of workers available in 2005. Initiatives are needed to attract new and retain aging workers.
• Training needs to grow steadily throughout the next ten years. There is a significant need to rebuild the ranks of younger workers with modem skills to avoid limited shortages in the next ten to fifteen years. ·
• Ensure an appropriate breadth of training in apprenliceship.
Non-Degree Program Proposal
Architectural Sheetmetal & Steep Roofing
Page 4
• Encourage open access to the trade by designated groups (women, aboriginals, people with disabilities. visible minorities and others).
The report concludes with, "The basic training will, therefore, be the minimum required by all individuals working in roofing, and should include instruction in such areas as safety, work organization, basic roofing technology and materials, equipment handling, math, communication, etc." (Roofing Final Report - Sept 1998, pp. xi). There is a need to replace these workers and to meet the increased demand. The number of ne\\ job openings in the metal trades is expected to increase by a third to a half over the next decade (information from Work Futures at http://www.workfutures.bc.ca/ as of November I, 2000).
Curriculum:
Describe /he skills, knowledge, or olher allribures students will develop from !he program
By completing assessment tests and required exercises the trainee will reinforce basic math and English skills.
REINFORCE MATH SKILLS
• solve problems involving whole numbers
• solve problems involving common fraction~;
• solve problems involving decimal fractions
• solve problems involving ratio and proportion
• solve problems involving percent
• solve problems involving roots and powers
• interpret simple graphs
• convert metric and imperial measurements
• solve problems involving simple formulas
• solve problems involving perimeter, area, and volume
REINFORCE ENGLISH SKILLS
• develop spelling skills
• develop punctuation skills
• write sentences using proper grammar
• write paragraphs
• prepare written communications
• deliver oral presentations
• read technical writing
0
0
0
Non-Degree Program Proposal
Architectural Sheetmetal & Steep Roofing
Page 5
Note: All applicants will be required to write the standard entrance tests for trades at Kwantlcn University College. Those that pass with a mark of 70% or higher will not he re<!uired to
complete this module
JOB KEEPING SKILLS
By developing a better understanding of personal characteristics and strengths through the use of inventories and questionnaires, the trainees will organize their personal goals.
• identify personal strengths and styles of interaction with groups
• develop the ability to work as a team member
• identify personal position according to theories of adult development
SAFETY
Students will learn the basic safety skills required to be employed in an industrial setting.
complete training to achieve first aid training Level I
complete WHMIS training
JOB SEARCH
a) Develop Awareness of Characteristics and Realities Affecting the "New" Work Place
b)
c)
I.
11.
111.
IV.
V.
I.
II.
Ill.
IV.
V.
VI.
VII.
Develop Awareness of trends in management structure
Develop Awareness of current financial trends
Discuss changes in work ethics
Develop Awareness of current employment trends
Develop Awareness of positive aspects of employment trends
Plan A New Career Path
list jobs held since entering the work force
list the types of tasks involved in each job
list the skills required to perform the tasks
identify other jobs that skills match
determine general interests
determine abilities
list education or training
VIII. determine environmental conditions
IX. determine job specific interests
Write An Effective Resume
I. identify function of a resume
II.
111.
IV.
V.
VI.
VII.
VIII.
IX.
x.
ir;,1'.-... •• -.~---
identify key elements of a resume
1:,...& -------=-·- -----··-' J_._ 11.:>1 upp1vp11u1" l-'"'"v11u.1 .. 11 . .1.u . .1.
list work experience
list transferable skills
list accomplishments
list volunteer experience
list hobbies and interests
list references
select an appropriate formal
JOB KEEPING SKILLS
Non-Degree Program Proposal
Architectural Sheetmetal & Steep Roofing
Page 6
a) Identify Personal Strengths And Styles l)f Interaction With Groups
I.
II.
Ill.
b)
I.
II.
Ill.
IV.
identify personal strengths
identify style of interaction in a group setting
identify strategies for participating effectively in group exercises
Develop The Ability To Work As A Team Member
solve group problems
complete group tasks
analyze roles of group members
create win/win situations
Course Title: Steep Roofing I Architectural Sheet Metal Pilot Program
Duration: 3 Months (approximately 360 hours)
Structure: 35% Classroom/ 65% Practical
Core Subjects
Health and Safety
Tools and Equipment
Review Mathematics and Metrics
Steep Roofing Materials & Application Asphalt & Fibreglass Shingles
Cedar Shakes & Shingles
0
0
0
Non-Degree Program Proposal
Architectural Sheetmeta/ & Steep Roofing
Page 7
EPDM Gutters
Architectural Sheet Metal Materials & Application Metal Types and Properties
Fastening Devices
Flashing Fabrication and Installation
Standing Seam Roofing Systems
Metal Tile Roofing Systems
l Describe the program/course structure
The program will be a combination of classroom theory reinforced with appropriate practical training at the designated training institute. Training will be modularized in that there will be discreet stand-alone learning objectives that can be completed in a relatively short period of time. Students will have three attempts to successfully complete a module. Failure on the third attempt means removal from the program. Students must meet competency standards established by industry to pass the program. Industry may determine that percentage grade will be the standard of competency.
Architectural Sheet Metal and Steep Roofing Education and Career Pathways
Citation Employment
Certificate Employment
Mature student, or entry from industry
<==:i
Semester 1
Architectural Sheet Metal and Steep Roofing
Semester 2/3
levels 2, 3, 4
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Diploma, and Degree Studies (under development)
Instructional strategies will include:
Non-Degree Program Proposal
Architectural Sheetmetal & Steep Roofing
Pages
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• individualized learning environments
• practical demonstrations
• hands-on training
• group work
• structured projects
• individual demonstration of technical skill
• work placements in industry
!dentifY the provincial, national and/or internalional certifica1ions and standards achieved in the new program, if applicable
Students will receive a Citation upon completion of the program which will be equivalent to level one apprenticeship technical training.
Upon completion of the apprenticeship student~ will be eligible for BC Trade Qualification Certification.
Program Consultations and Evaluation:
I List the other provincial pos1-secondary institutions consul1ed about /he proposed program
RCA BC Education Foundation - joint partner
Provide a list and summary of the nature of all other consultations
Brian Hoffler, Executive Director, Roofing Construction Association of British Columbia (RCABC) Educational Foundation (REF) and ]{oofing Institute - July 9, 2002 - Supportive. As an industry representative, co-developed the prnvincial application for funding through the Industry Training and Apprenticeship Branch.
State whether or no! the program meets the program eligibilily requiremenls as outlined at www.bcsap.be. ca
Yes
Indicate whal policies/procedures are plannedfor ensuring adequa/e deplh and breadih of ongoing review and evalualion once !he progrc1m has been implemented
A detailed revision process is currently being developed for all ofKwantlen University College Trades program. The timeline is anached as Appendix B.
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Non·Degree Program Proposal
Architectural Sheetmetal & Steep Roofing
Page 9
This program has an active Program Advisory Committee (PAC). All course outlines go through the division Curriculum Committee before going to Education Council.
Indicate whether safety and other risk management factors have been addressed where appropriate
Due diligence has been followed by:
• Fall Arrest Training
• WHMIS Training
• Embedding Safety into the Program at all levels
• Level I Industrial First Aid Certification
• All theory is directly connected with practical competencies to reinforce application.
Admissions and Transfer:
Indicate how the institution plans to ensure students' ability to access the program through /rans/er
Kwantlen University College is working with the Secondary School system to promote early enrolment and transfer from high school to the college. Prior Learning Assessment and Recognition, following current Kwantlen University College and Provincial standards, will be used extensively to place individuals with industry experience I certification at the appropriate training level in the career path for them to achieve maximum educational success.
Describe how students will be able to transfer out of the proposed program into other programs within the same institution or at another institution
The Architectural Sheet Metal and Steep Roofing Citation give the graduate the ability to transfer into a Construction Certificate that is under development, and then on to a Degree level which are in the planning stage.
I Indicate how students will be able to transfer into related degree-level programs, if applicable
The Architectural Sheet Metal and Steep Roofing Citation will give the graduate the ability, after completing the under development Certificate and Diploma in Applied Technology, to transfer into the new Bachelor of Science in Mechanical Engineering which is in the planning stages.
Other:
Include any addilional information not addressed in the sections above that may be helpful in bell er understanding the major components of the proposal
The partnership of Kwantlen with the Roofing Education Foundations (REF) and the strong support of the Roofing Industry, make this program unique in British Columbia. RCABC through the REF is the only source of training at present in this trade area. They provide excellent quality of training and were contracted by IT AC 10 deliver apprenticeship training to the whole province and continue to be funded by A YEO. This partnership will allow more
Non-Degree Program Proposal
Architectural Sheetmetal & Steep Roofing
Page 10
students to have access to this training. Kwantlen's current construction program is a natural fit with this area and students will have a broade1 range of education to choose from. High school students in grades 11 and 12 have an opportunity to begin studies in the roofing area and to do some of their courses at Kwantlen University College. This allows the students to use credits from Kwantlen for their high school graduation at the same time as they are completing the requirements for the Kwantlen University College Citation. Students will also be able to complete college level courses in the high school setting for advanced standing after graduation. There is built-in articulation, tramJer credit and PLA and successful completion of this program may be recognized as equivalent to the first year of apprenticeship in either of these two occupations. Because the training program is based on trades considered voluntary, individuals may be eligible to write Provincial Trades Qualification Exams after working a minimum of four and a half years in either occupation. Additionally, if individuals wish to transfer to the compulsory trades of Roof, Damp and Waterproofing or Sheet Metal, credit may be given for the first year of technical training..
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Appendix A
Full Program Review Process
Task 1 Scope
Length 2 days
2 Define project scope 4 hrs 3 Identify Review Team members end preliminary resources 4 hrs 4 Secure core resources (time releoselpersonneUspace) 1 day 5 Scope complete O dayr. 6 Analysis of Program 11.5 doys 7 Meel to conlirm progrnm review process from PRC 4 hrs 8 Conduci program elemenis review 5 days 9 Develop preliminary budget 1 day
10 Review findings and budget with team 1 day 11 Incorporate leedbock on findings 1 day 12 Develop timeline for Program Revision 1 day 13 Obtain approvals to proceed (concept tlmeline. budget) 1 day 14 Secure required resources 1 day 15 Analysis complelO O days 16 Survey 28 days 17 Meet with Progrum Advisory Committee to review analysis 1 day 18 Identify Survey target audience 1 day 19 Develop Survey Instruments lor Graduates/Business 1 day 20 Review Survey instruments 4 hrs 21 Incorporate feedback into suNoy instrument 4 hrs 22 Implement Survey 20 days 23 Tabulate Survey Resulls 2 days 24 Survey c:omplete O daya 25 Revise Program Concept 29.5 doys
26 Review Survey Results 1 day 27 Identify Changes/updates needed 1 day 28 Assign foculty tor revisions 1 day 29 Revise Concept 2 days 30 Reviewlomend proposed Changes 5 days 31 Toke Revised Concept to DPAC 7 daya 32 Take Revised Concept to ED Council 14 days 33 Concept approved O daya 34 Revise Progrom Materials 20.5 days 35 Develop revision plans using survey and other data 2.5 days 36 Course Revision 19.5 days 37 Hokt DACUM session with Progrom Advisory Group 2 days 38 Review courses utilizing DACUM chart 2 days 39 Analyze courses to program specifications 1 day 40 Modify courses 2 days 41 Confinn course ouUines with Division Curriculum Committe 5 days 42 Take Revisions to Ed Council 7 d<1ys 43 Course Revision complete O days 44 Program Flow Revision 1 day 45 Test integration of courses to program 0.33 doya 46 Modify courses sehedules 0.67 doya 47 Program Flow Revision complete O days 48 Design Instruction 13 days 49 Develop instructional design for deliver to students 1 day 50 Identify courso supports 1 day 51 Identify delivery methodology (computer based training, d 1 day 52 Identify course texts 5 days 53 Finalize course m.aterials 3 doya 54 Schedule courses 2 days 55 Instructional Design complete 0 days 56 Documentation 18 days
57 Develop FuD Program Roview Documents 2 days 58 Develop Consultation Documents 1 wk 59 Finalize Program Review Documents 1 day 60 Take Revised program to DPAC 1 wk 61 Take Revised Program to Ed Council 1 wk 62 Documentation complete O d<1ys 63 Implement Revisions 3 days 64 Determine final implementation strategy 1 day 65 Seair9 resources 1 day
66 Begin Revised Program 67 Implementation begun 68 Poat Implementation Review 69 Document lessons loamed
1 day o days 3 days 1 day
Start dato 113/0S 8:00 1/l/05 B:OO
113105 13:00 1/4f05 8:00
1/4105 17:00 115105 8:00 115105 8:00
1/S/05 13:00 1112/05 13:00 1113/0513:00 1114/05 13:00 1117/05 13:00 1/18/05 13:00 1/19/05 13:00 1120/05 12:00 1/20/05 13:00 1120/05 13:00 1121/05 13:00 1124105 13:00 1125/05 13:00
1126/05 8:00 1/26105 13:00 2123/05 13:00 2125/05 12:00 2125/05 13:00 2125/05 13:00 2/28/05 13:00
311105 13:00 312105 13:00
3/J/05 8:00 3/1011)5 8:00
3121105 8:00 4f7/05 17:00
4181Cl5 8:00 418/0S 8:00 4/B/05 8:00 4/B/05 8:00
4112/05 13:00 4114/0513:00 4/1510513:00 4/19/05 13:00 4126J05 13:00
515105 12:00 515/05 13:00 515/05 13;00 515105 15:40 516105 12:00 515/05 15:40 515/05 15:40 516105 15:40 519105 15:40
5110/0515:40 5117105 15:40 5/20105 15:40 5124105 15:40 5124/05 15:40 5124/05 15:40 5/26/05 15:40 612/05 15;40 613105 15:40
6/10/05 15:40 6117105 15:40 6117/05 15:40 6117105 15:40 6/20/0515:40
6121105 15:40 6122/05 15:40 6122/05 15:40 6122/05 15:40
Non-Degree Program Proposal
Architectural Sheetmeta/ & Steep Roofing
Page 11
Finish date prodocossors Personnel 1/4/05 17:00 113105 12:00 Denn 113105 17:00 2 Coordinator 114/05 17:00 3 Denn 114105 17:00 4
1120/05 12:00 115/05 12:00 s Review Team
1112105 12:00 7 Review Team 1113/05 12:00 8 Coordinotor,Dean 1114/05 12:00 9 Review Team.Coordinator 1117/05 12:00 10 Coordinator 1118/0512:00 11 Coordinator 1119/05 12:00 12 Deon 1120/05 12:00 13 Dean
1120/05 12:00 14 2/'25/05 12:00 1/21/05 12:00 15 PAC.Review Team.Dean.Coordinator 1124/05 12:00 17 Review Team 1125/05 12:00 18 Coordinator 1125/05 17:00 19 Review Team 1126/05 12:00 20 Coordinator 2123105 12:00 21 Support 2125/05 12:00 22 Coordinator 2125/05 12:00 23
4n105 11:00 2128/05 12:00 24 Review Team
311/05 12:00 26 Review Team 312/05 12:00 27 Dean 3/4/05 12:00 28 Faculty 319105 17:00 29FS·75% Review Team.Faculty
3118/05 17:00 30 Review Team.DPAC 4f7/05 17:00 31 Review Team.EdCo 4f7105 17:00 32 516/05 12:00
4/12/05 12:00 24,33 Faculty.Review Team 515/05 12:00
4111105 17:00 33 PAC.Review Team.Dean.Coordinator 4/14/05 12:00 35.33 Review Team,Facutty 4115/05 12:00 33.38 Review Tcam.Foculty 4/19/05 12:00 39 Review Team.Foculty 4/26/05 12:00 40 CurrComm,Review Team
515/05 12:00 41 Review Team.EdCo 515105 12:00 42 516105 12:00 515/05 15:40 43 Review Team.Dean.Coordinator 516/05 12:00 45 Review Team.Dean.Coordinator 518/05 12:00 46
5124/05 15:40 S/6/05 15:40 24.45 Facutty 519105 15:40 49 Faculty
5110105 15:40 50 Faculty 5117/05 15:40 49,50.51 Facu1ty 5/20/05 15:40 52 Faculty 5124/05 15:40 53 Facutty 5/24/05 15:40 54 6/17105 15:40 5126/05 15:40 24.54 Review Team.Coordinator
612/05 15:40 57.29FS-50% Review Team.Coordinator 613105 15:40 58 Review Team.Dean
8/10105 15:40 59 Dean.DP AC 6117/05 15:40 60 Dean.EdCo 6117/05 15;40 61 6122/05 15:40 6120/05 15:40 62 Focuhy 6121/05 15:40 64 Dean
6/22it>5 15:40 65 Faculfy 6122/05 15:40 66 6127/05 15:40 6123/05 15:40 67 Deon.Coordinator.Review Team,Facutty
Appendix H
Stage 1 Evaluation Process L t.;cncral information
Non-Degree Program Proposal
Architectural Sheetmetal & Steep Roofing
Page 12
The Roofing Contractors Association of British Columbia (RCA BC), an association established in 1958 to serve the professional roofing contract•XS of British Columbia, created the RCA BC Roofing Educational Foundation (REF) in 199:! as a not for profit division dedicated to the advancement of roofing technology, industry education and professional development. Since that time, REF has grown to become a modern education and training centre that operates the RCABC ROOFING INSTITUTE; the first educational facility in North America specifically designed for, and exclusively dedicated to educating members of the roofing industry.
In addition to the regular programs conducted at the Roofing Institute, customized presentations are made to interested groups as diverse as the Condominium Home Owners Association (CHOA), the School Plant Officials Association (SPOA), WCB, Secondary School Apprenticeship (SSA) committees, the Architectural Institute of B.C. (AIBC), school district maintenance staff, hospital employees as well as members of related construction associations throughout B.C. Staff lectures regularly at public educational institutions such as, UBC and BClT.
During the past 10 years, over 5000 students have attended roofing apprenticeship training as well as professional development courses for individuals working in various facets of the roofing industry.
JOB PLACEMENT NETWORK
The RCA BC Roofing Educational Foundation is part of a network of construction associations dedicated to advocating on behalf of employers and employees in the construction sector. REF is associated with the Vancouver Regional Construction Association (VRCA), the British Columbia Construction Association (BCCA), the BC Council of Construction Trade Associations (BC COCTA), Construction Labour Relations (CLR), as well as other construction related manufacturers, suppliers and labour organizations. This link to a comprehensive network of industry associations allows REF staff to offer a variety of opportunities to individuals completing education and training programs that prepare them for employment in the roofing industry I construction industry. The following list includes some of those contacts:
• BC Construction Association (BCCA)
• BC Insulation Contractors Association (BCICA) ,
• BC Sheet Metal Association (SMACNA-BC)
• BC Wall and Ceiling Association (BCWCA)
• BC Council of Construction Trade Associations
• Canadian Home Builders' Association of BC (Cl-IBA)
• Independent Contractors & Business Assoc. of BC
• Glazing Contractors Association of BC
• Electrical Contractors Association of BC (ECA)
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• Mechanical Contractors Association of BC
• Sheet Metal Workers Int'! Assoc. - Union Local 280
• Vancouver Regional Construction Association (VRCA)
2. Previous Accreditation Documents
(See attached PPSEC credential)
REF is a member of the Private Post-Secondary Education Commission (PPSEC), is accredited by the Architectural Institute of B.C. {AIBC), is a WCB Work Safe training provider and is recognized by the Roof Consultants Institute (RCI) in Raleigh North Carolina. Individuals from across Canada and the United States attend professional development workshops at the Roofing Institute.
3. Academic program
The RCABC Roofing Educational Foundation has a contractual arrangement with the Provincial Government to provide technical training to apprentices registered in the compulsory trade of Roof, Damp and Waterproofing and the registered occupation of Residential Steep Roofing. Approximately 20 professional development courses for journeypersons, inspectors, contractors, engineers and architects are currently available in the program calendar The Architectural Institute of British Columbia {AIBC) as well as the Roof Consultants Institute (RCI), of Raleigh North Carolina, accredits institute courses. The Roofing Institute is listed as a WCB recognized WorkSafe Safety Training Provider. All the courses, including proprietary Fall Protection I Safety Monitor and Train the Safety Trainer courses, meet WorkSafe training criteria and are available at the institute.
4. Faculty
Mr. David Rice
Mr. Rice is the head instructor at REF. He has instructed the roofing apprenticeship program since 1989. David has a Provincial Instructors Diploma, a TQ Certificate of Qualification, and an Interprovincial Red Seal (IP) certification. In addition, David is a recognized Registered Rooftop Observer (RRO) an internationally recognized designation. Prior to becoming an instructor, David worked for various roofing companies as a foreman, a journeyman and an apprentice.
Mr. Roger Save
Mr. Sove is an experienced roofer with over 17 years in the industry. He has an Inter-Provincial Red Seal in roofing and completed the Provincial Instructors Program in 1996. Prior to working for REF, Roger was the Technical Representative for Lexcan Industrial Supply, a large supplier of EPDM Membrane Roofing Systems. During the past two years, Roger has worked with ESL students completing their technical training in the roofing industry. Roger has also continued his instructional education by enrolling in the Adult Education Diploma program at Vancouver Community College (VCC).
S. Admission policies
Apprentices are assigned by IT AC and are both union and non union. Entrants to EL TT programs must meet the requirements ofKwantlen University College
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6. Academic Standards
Graduates of programs must achieve a 70% 11verage in both practical and theoretical examinations. Individuals will be assessed using standard wri!len exams as well as practical examination of their skills to determine wheth~r they meet the competencies of various steep roofing and architectural sheet metal applicatilln procedures.
7. Educational structure
Board of Directors - industry members including manufacturers and employers
Executive Director
Mr. Hofler Brian is a former member of three Trade Advisory Committees and sits on several Secondary School Apprenticeship (SSA) commillees. Brian has several trade qualifications, including Sheet Metal and Roofing, a Provincial Instructors Diploma, a Diploma in Adult Education and a Masters of Educational Leadership (MEd) at SFU.
Education & Training Manager
Mr. Coleman is the former Regional Director for ITAC South. His responsibilities as manager include: instruction, course and curriculum development, communicating with government staff regarding apprenticeship and certification, REF budget development and management, reporting to the RCABC Board of Directors, the Education and Training Committee and the OH&S Committee. Dave also has completed two years of a Bachelor of Education Degree.
Registrar
Ms. McKinnon is the registrar at the Roofing Institute. Her computer skills and knowledge of the government Apprentice Information Management System {AIMS) makes her an integral part of the education team at the Roofing Educational Foundation. Her duties include working with the Industry Training and Apprenticeship Commission (!TAC) staff to ensure apprentices are notified and scheduled to attend class, organizing instructional material, invoicing, as well as assembling brochures for courses and workshops. Michelle also instructs basic computer skills and is currently completing the Provincial Instructors Diploma Program.
8. Facilities
The modern training facility consists of A Y equipped classrooms, a computer lab, 20ft. x 30ft. simulated roof training modules that are under cover. In addition, the training centre has a fully equipped sheet metal workshop and a small-scale house (situated outside in the practical training compound) with several rooflines intended to provide students with a variety of roofing architectural sheet metal experiences. A technical library is maintained with the most up to date industry literature, training materials, text books and videos related to the trades.
9. Ongoing Institutional Program Evaluation
The curriculum was developed by IT AC and vetted through the Provincial Trade advisory committee. In addition, the institute is approved for PPSEC certification on an annual basis.
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ISSUE:
ACTION:
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EDUCATION COUNCIL
MEETING DATE: May 5, 03
AGENDA#: 12 PREPARED BY: Gerry Lengert
Approval of a full program proposal
THAT Council approve the full program proposal for a Painting & Decorating & Drywall Finishing Citation program.
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Non-Degree Program Proposal
I Name of Institution: K wantlen University College
Title of Program: Painting & Decorating & Drywall Finishing
Credential to be awarded to graduates:
Length of Program: 4 months
Institutional Contact: Gerry Lenger!
Phone: 604 599-2973
Date:
Executive Summary:
I Summarize the purpose of the proposal
Citation in Painting & Decorating, and Drywall Finishing
Title: Dean, Applied Technology, Trades and Vocational
Email: [email protected]
This proposal outlines the elements of the 4 month Painting and Decorating, and Drywall Finishing Program at Kwantlen University College, leading to Citations in these trades areas.
I Outline the key objectives and outcomes of the proposed program in one or two pages
This is an industry driven program that offers core competencies and specialized training that will prepare individuals for careers in Painting and Decorating or Drywall Finishing as a level one apprentice student in the trades of Painting and Decorating or Drywall Finishing in the province of British Columbia.
SAFETY Students will learn the basic safety skills required to be employed in an industry setting.
REINFORCE MATH SKILLS Students will refresh their math skills to Math I 0 level
REINFORCE ENGLISH SKILLS Students will refresh their English skills to an English I 0 level
JOB SEARCH SKILLS Students will prepare a resume, identify sources of employment information in their chosen field and develop a job search strategy.
~.,._, ........ _.-
JOB KEEPING SKILLS
Non-Degree Program Proposal
Painting & Decorating and Drywall
Page 2
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inventories and questionnaires, the trainees will organize their personal goals to enable them to establish a continuous link to the work force.
TRADE OBJECTIVES Painting and Decorating/Drywall Finishing
Basic Skills
This program consists of 12 weeks, 9 of which are practical instruction at the Painters Training Centre, covering the basic skill sets required of a beginning painter/decorator and drywall finisher. Emphasis is placed on safety within the industry, surface preparation and basic brush and roller techniques.
COURSE OUTLINE
Sectio11 1
INTRODUCTION TO THE TRADE I Day
A. B.
C.
Describe Painting & Decorating and Drywall Finishing Trades
Explain Apprenticeship Programs
Explain Job Opportunities
Sectio11 2
SAFETY REGULATIONS AND PROCEDURES 5 Days
A. Explain WCB Health & Safety Regulations
B. Use Personal Protective Equipment
C. Explain WHMIS Regulations
D. Describe Safe Use of Ladders
E. Explain Safe Use of Temporary Work l'latforms
F. Explain Fall Protection Types and Requirements
G. Explain Confined Space Entry
H. Complete Level I First Aid Program
Sectio11 3
TOOLS AND EQUIPMENT 2 Days
A. Protect Surrounding Areas
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B. Use Basic Hand and Power Tools
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D. Use Drywall Taping Tools
E. Use Abrasive Products
F. Maintain Tools and Equipment
Section 4 SURFACE PREPARATION 15 Days
A. Explain Preparation of Surfaces
B. Prepare Drywall Surfaces
C. Prepare Wood Surfaces
D. Use Calking Compounds
Section 5 COATING SYSTEM APPLICATIONS 12 Days
Non-Degree Program Proposal
Painting & Decorating and Drywall
Page 3
A. Explain Specification and Inspection Agencies and Testing of Materials
B. Describe Basic Components of Paints and Coatings
C. Determine Appropriate Coating Systems
D. Apply Coating Systems
E. Apply Drywall Finishing System
Section 6 COLOUR MIXING AND MATCHING 3 Days
A. Use Colour Wheel
B. Explain the Characteristics of Colour
C. Create Colours Using Bases and Colour Tints
D. Match Colours
Section 7
LINING AND GRAPHICS LAYOUT 3 Days
A. Layout Lining and Graphics
B. Apply Graphic
Sectio11 8
SPR AV PA INTJN(; r:n1 llPMF'NT d flov< . . ..... . .... - . .,
A. Describe Health and Safety Hazards and Precautions
B. Describe Types of Spray Systems
C. Use Airless Spray Equipment
D. Use Air Spray Equipment
E. Maintain Spray Equipment
Program Rationale:
I Provide rationale for the credential
Non-Degree Program Proposal
Painting & Decorating and Drywall
Page 4
The fonnat for this citation program follows the model for citations oITered within the Kwantlen University College structure. Program length is consistent with the minimum requirements for a Technician's Citation award.
Program Description:
I Stale the goals and objectives of the new program
This program will provide technical training to entry-level students in the trades of Painting and Decorating, and Drywall Finishing, including a variety of inspection, maintenance, finishing applications and WorkSafe courses to individuals working in Painting and Decorating, and Drywall Finishing related fields. The program prepares individuals to work in two sectors of the construction industry: Painting and Decorating and Drywall Finishing. Emphasis is placed on safety within the industry, surface preparation and basic brush and roller techniques. It offers a combination of entry-level competencies in two related but distinct occupations.
Because each of these trades are recognized as apprenticeable occupations in British Columbia, individuals completing either program may be able to sign up as an apprentice and gain credit for attending the programs indicated. As well, individuals who decide to remain in the trades without fonnally registering as apprentices gain eligibility to write a qualification exam for a Certificate of Qualification (CQ) after working in the field for four and a half years.
I ldentifY the target student audience(s) for this p_ro_g_r_a_m ________________ ~ Our target students will be sixteen years of age and up, any gender. They may have already started education in this area through high school programs. It is also possible that they will be working in industry, either with or without current trades certification at various levels and who wish to upgrade their qualification for advanced positions. They may start the program with no work related background but with a strong interest in this area. Students may also ladder into this
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Non-Degree Prograrn Proposal
Painting & Decorating and Drywall
Page;
program from high school with advanced credits through the Secondary School Apprenticeship Program or through the Career Technical Consortium.
Efforts will be made to encourage females to participate in a traditionally male dominated trade through recruiting and ensuring a supportive educational environment. Students in this program are required to demonstrate the ability to perform a variety of cognitive, emotional, and psychomotor skills safely and knowledgably. Students with disabilities will contact the coordinator to discuss the required skills and competencies and ensure that accommodation can be made depending on their abilities and the specific program clements. Physical skills include the ability lo climb scaffolding and to work at heights of up to 5 metres.
State how the institution satisfied itself that there is not unnecessary duplication in the system
The District 38 Training institute is the only institution in BC that delivers Painting and Decorating training for apprentices. Basic Drywall Finishing is also taught as part of the program. There is no entry-level training program for these trades currently being offered. This partnership provides a unique opportunity for secondary school students to develop valuable trade skills in trades that otherwise would not be available to them.
I Provide evidence of labour market demand
There is a growing body of evidence regarding the shortage of skilled workers in British Columbia. Reports entitled "Ensuring a Skilled Workforce in British Columbia (!TAC March 200 I), calls on labour and business to address skill shortages. The report was prepared "to stimulate dialogue and joint action on addressing trades and technical skill shortages in B.C., and ensure the expected 700,000 new job openings between 1998 and 2008 are filled."(Ibid, Executive Summary).
Another IT AC report noted that Trades that have attracted a substantial number of new registrations between 1997 and 1999 were: Architectural Sheet Metal Worker (from 8 to 27); Floor Covering Installer (from 20 to 42); Painter & Decorator (from 69 to 120); and Lather (from 74 to 121 ). Drywall Finisher is also predicted to experience a shortage of skilled workers as the workforce grows older.
• The workforce has a higher concentration of young people than other trades but the demographic trends are reducing the population recruits. This might lead to a modest decline in the number of workers available in 2005. Initiatives are needed to attract new and retain aging workers.
• Training needs to grow steadily throughout the next ten years. There is a significant need to rebuild the ranks of younger workers with modem skills to avoid limited shortages in the next ten to fifteen years. ·
• Ensure an appropriate breadth of training in apprenticeship.
• Encourage open access to the trade by designated groups (women, aboriginals, people with disabilities, visible minorities and others)
Curriculum:
Non-Degree Program Proposal
Painting & Decorating and Drywall
Page<>
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By completing assessment tests and required ex1;rcises the trainee will reinforce basic math and English skills.
REINFORCE MA TH SKILLS solve problems involving whole numbers
solve problems involving common fractions
solve problems involving decimal fractions
solve problems involving ratio and prop•mion
solve problems involving percent
solve problems involving roots and powers
interpret simple graphs
conven metric and imperial measurements
solve problems involving simple formulas
solve problems involving perimeter, are:t, and volume
REINFORCE ENGLISH SKILLS develop spelling skills
develop punctuation skills
write sentences using proper grammar
write paragraphs
prepare written communications
deliver oral presentations
Note: All applicants will be required to write the standard entrance tests for trades at Kwantlen University College. Those that pass with a mark of70% or higher will not be required to complete this module
JOB KEEPING SKILLS By developing a better understanding of personal characteristics and strengths through the use of inventories and questionnaires, the trainees will organize their personal goals.
identify personal strengths and styles of interaction with groups
develop the ability to work as a team member
identify personal position according to theories of adult development
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SAFETY
a) complete training to achieve first aid training Level I
b) complete WHMIS training
JOB SEARCH
Non-Degree Program Proposal
Painting & Decorating and Drywall
Page 7
a) Develop Awareness of Characteristics and Realities Affecting the "New" Work Place
1. Develop Awareness of trends in management stmcture
11. Develop Awareness of current financial trends
111. Discuss changes in work ethics
1v. Develop Awareness of current employment trends
v. Develop Awareness of positive aspects of employment trends
b) Plan A New Career Path
I. list jobs held since entering the work force
II. list the types of tasks involved in each job
Ill. list the skills required to perform the tasks
IV. identify other jobs that skills match
v. determine general interests
VI. determine abilities
VII. list education or training
VIII. determine environmental conditions
IX. determine job specific interests
c) Write An Effective Resume
I. identify function of a resume
II. identify key elements of a resume
Ill. list appropriate personal data
IV. list work experience
V. list transferable skills
VI. list accomplishments
VII. list volunteer experience
VIII. list hobbies and interests
IX. list references
x. select an appropriate format
Non-Degree Program Proposal
Painting & Decorating and Drywall
Page 8
JOB KEEPING SKILLS
"' I.
II.
lll.
b)
I.
ll.
lll.
IV.
lrlr.ntify Pr.rsnn"I StrP.n!_'.ths Anrl Stylr.s (lflntP.rnctinn Wirh Grn11!'s
identify personal strengths
identify style of interaction in a group setting
identify strategies for participating effectively in group exercises
Develop The Ability To Work As A Team Member
solve group problems
complete group tasks
analyze roles of group members
create win/win situations
I Describe /he program/course srruct11re
The program will be a combination of classroom theory reinforced with appropriate practical training at the designated training institute. Training will be modularized in that there will be discreet stand-alone learning objectives that can be completed in a relatively short period of time. Students will have three attempts to successfully complete a module. Failure on the third attempt could mean removal from the program. Student; must meet competency standards established by industry to pass the program. Industry may determine the percentage grade that will be the standard of competency.
Instructional strategies will include:
• group work and classroom interaction with instructors
• individualized learning environments
• practical demonstrations
• hands-on training
• group work
• structured projects
• individual demonstration of technical skill
• work placements
0
0
0
Non-Degree Program Proposal
Painting & Decorating and Drywall
Page 9
Painting & Decorating and Drywall Education and Career Pathways
Citation
Employment
Certificate
Employment
Mature student, or entry from industry
Jl Semester I
Painting & Decorating <===i and Drywall
Semester 2/3
levels 2, 3, 4
D ~P_ro_v_i_n_c_ia_l _C_e_rt_i fi_i_ca_t_io_n_~I =>
Painting & Decorating Red Seal Certification
Diploma, and Degree Studies (under development)
Identify the provincial, national and/or international certifications and standards achieved in the new program, if applicable
Students will receive a Citation upon completion of the program which will be equivalent to level one apprenticeship technical training. Upon completion of the apprenticeship students will be eligible for B C Trade Qualification Certification.
Program Consultations and Evaluation:
I List the other provincial post-secondary institutions consulted abow the proposed program
There are none
Provide a list and summary of the nature of all other consultations
Mike Probert, District Council 38 Joint Trade Board - July 4, 2002 - Supportive. As an industry representative, co-developed the provincial application for funding through the Industry Training and Apprenticeship Branch.
Gordon Stewart, ICBA - Supportive of program- November 15, 2002
Non-Degree Program Proposal
Painting & Decorating and Drywall
Page 10
Sherry Silcox-Burke, Career Education Associa1e, Langley School District - Support of program - November 15. 2002
Michelle Dirksen, Career Education Coordinator, Surrey School District - Support of program -November 15, 2002
State whether or not the program meets the program eligibility requirements as outlined al www.bcsap.be. ca
Yes
Indicate what policies/procedures are planned for ensuring adequate depth and breadth of ongoing review and evaluation once the program has been implemented
A detailed Revision process is currently being developed for all of Kwantlen University College Trades program. The timeline is attached as Appendix A.
This program has an active Program Advisory Committee (PAC). All course outlines go through the division Curriculum Committee before going to Education Council.
Indicate whether safety and other risk management factors have been addressed where appropriale
Due diligence has been followed by:
• Fall Arrest Training
• Confined Space Entry Procedures
• WHMIS Training
• Embedding Safety into the Program at all levels
• Level I Industrial First Aid Certification
• All theory is directly connected with practical competencies to reinforce application.
Admissions and Transfer:
Indicate how 1he inslilution plans lo ensure studenls' abilily lo access the program through I rans/er
Kwantlen University College is working with the Secondary School system to promote early enrolment and transfer from high school to the college. Prior Learning Assessment and Recognition, following current Kwantlen University College and Provincial standards, will be used extensively to place individuals with industry experience I certification at the appropriate training level in the career path for them to achieve maximum educational success.
0
0
0
Non-Degree Program Proposal
Painting & Decorating and Drywall
Page 11
Describe h01,. students will be able to transfer out of the proposed program into other programs within the same institution or at another institution
The Painting & Decorating and Drywall Citation give the graduate the ability to transfer into a Construction Certificate that is under development, and then on to a Degree level which are in the planning stage.
I Indicate how students will be able to /ram/er info rela1ed degree-level programs. if applicable
The Painting & Decorating and Drywall Citation will give the graduate the ability, after completing the under development Certificate and Diploma in Applied Technology, to transfer into the new Bachelor of Science in Mechanical Engineering which is still in the planning stages.
Other:
Include any addilional informal ion no/ addressed in /he sections above Iha/ may be helpful in be tier understanding the major componenls of the proposal
The partnership of Kwantlen with the Painting & Decorating Union (local 138) and the support of the industry make this program unique in British Columbia. Local 138 is the only source of training at present in this trade area. They provide excellent quality of training and were contracted by IT AC to deliver apprenticeship training to the whole province. This partnership will allow more students to have access to this training. Kwantlen's current construction program is a natural fit with this area and students will have a broader range of education to choose from.
High school students in grades 11 and 12 have an opportunity to begin studies in this area and to do some of their courses at K wantlen University College. This allows the students to use credits from K wantlen for their high school graduation at the same time as they are completing the requirements for the Kwantlen University College Certificate. Students will also be able to complete college level courses in the high school setting for advanced standing after graduation.
There is built-in articulation, transfer credit and PLA at every level. Completion of this program may be recognized as equivalent to the firsl year of apprenticeship in either of these two occupations. Because the training program is based on trades considered voluntary, individuals may be eligible to write Provincial Trades Qualification Exams after working a minimum of five years in either occupation.
~.,.,;.;.~·., .. ~
Appendix A Non-Degree Program Proposal
Painting & Decorating and Drywall
Page 12
0 Full Program Review Process
Task Length Start date Finish data predocoasora Poraonnel 1 Scope 2 doys '13105 B:OO 1/4105 17:00 2 Define project scope 4 hrs "/l/05 B:OO 1flf05 12:00 Dean 3 Identity Review Team members and preliminary resources 4 hrs 113/05 13:00 113105 17:00 2 Coordinator 4 Secure core resources (timo releose/personnel/space) 1 dlly !/4105 8:00 114/05 17:00 J Dean 5 Scope complete 0 days 114/05 17:00 114105 17:00 4 6 Analysis of Program 11.5 days 1/5/05 8:00 1120105 12:00 7 Meet to confirm program review process from PRC 4 hrs 115105 B:OO 1/5/05 12:00 5 Review Team B Conduct program elements review 5 doys 115105 13:00 1112/05 12:00 7 Review Team 9 Develop preliminary budget 1 day 1112105 13:00 1/13/05 12:00 B Coorclinotor.Oean
1 O Review findings end budget with team 1 day 1113/05 13:00 1114/05 12:00 9 Review Team,Coordina1or 1 1 Incorporate reedback on findings 1 day 111 4/05 1 J:OO 1117105 12:00 10 Coordinator 12 Develop timetine lor Program Revision 1 day 1117/0513:00 111Bltl5 12:00 11 Coordinator 13 Obtain approvals to proceed (concept, timeline, budge1) 1 day 1/18/05 13:00 1119105 12:00 12 Dean 14 Secure required resources 1 day 1119/05 13:00 1120105 12:00 13 Dean 15 Analysis compltne O days ,,. 0/05 12:00 1'20/05 12:00 14
16 Survey 26 doys 11;'0/0S 1 J:OO V25/05 12:00 17 Meet with Program Advisory Committee to review analysis 1 day 1r.:·010s 13:00 1121/05 12:00 15 PAC,Roview Team.Dean.Coordinator 18 Identify Survey target audience 1 day 1r.·1105 13:00 1124/05 12:00 17 Review Team
19 Develop Survey Instruments for Graduates/Business 1 day 11;4/0513:00 1/25105 12:00 18 Coordinator
20 Review Survey instruments 4 ""
1r.·Sf05 1J:oo 1/25/05 17:00 19 Review Team 21 Incorporate feedback into survey instrument
4 "" 1126/05 8:00 1126/0S 12:00 20 Coordinator
22 Implement Survey 20 days 1(;'6/05 13:00 2123/05 12:00 21 Support 23 Tabuta1e Survey Results 2 day1 V:.'3/05 13:00 2125/05 12:00 22 Coordinator
24 Survey complete 0 days V:.'5/05 12:00 2125/0S 12:00 23
25 Revise Program Concept 29.5 days 2.r.'5105 13:00 4n105 11:00 26 Review Survey Results 1 day 2/::'5/05 13:00 V28/0S 12:00 24 Review Team
l 27 ldenbly Changt!slupdates needed 1 day 2r.'8/05 13:00 J/1105 12:00 26 Review Team
28 Assign faculty for revisions 1 day 3~1105 13:00 312/05 12:00 27 Dean
I 29 Revise Concept 2 days 3'2105 13;00 314105 12:00 28 Faculty 0 30 Review/amend proposed changes 5 days )IJl05 B:OO 319/05 17:00 29FS-75% Review Team,Faculty
31 Take Revised Concept to DPAC 7 days 3'10/05 B:OO J/18105 17:00 JO Review Team,DPAC 32 Take Revised Concept to ED Council 14 days 3 '21105 8:00 4n10s 11:00 J1 Review Team.EdCo
33 Concept approved Odays 4?/05 17:00 4nJ05 11:00 J2 34 Revise Program Materials 20.5 days 4/8105 B:OO 516105 12:00
35 Develop rovW:>n plans using survey and other data 2.5 days 4/8/05 8:00 4/12/05 12:00 24.33 Facutty,Review Team
36 Course Revision 19.5 days 4/8105 8:00 515105 12:00 37 Hold DACUM session with Program Advisory Group 2 days 418105 8:00 4111105 17:00 33 PAC.Review Team.Dean.Coordinator
38 Review courses utilizing OACUM chart 2 days 4/12/05 13:00 4/14/05 12:00 35,33 Review Team.Faculty
39 Analyze courus to program specifications 1 day 4114/05 13:00 4/15/05 12:00 33,JB Review Team.Faculty
40 Modify courses 2 days 4/ I 5/05 1 J:OO 4/19/05 12:00 39 Review Team.Faculty 41 Confinn couru ouUines wilh Division Curriculum Committe 5 days 4/19/0513:00 4126105 12:00 40 CurrCcmm,Review Team 42 Take Revisions to Ed CouncD 7 days 4t2BI05 13:00 515/05 12:00 41 Review Team,EdCo
43 Course Revis.ion complete O doys ~15105 12:00 515/05 12:00 42 44 Program Flow Revision 1 day ~/S/05 13:00 516105 12:00
45 Test integration of courses to program 0.33 days ~15105 13:00 515105 15:40 43 Review Team.Dean.Coordinator 46 Modify courses schedules 0.87 days !15105 15:40 516105 12:00 45 Review Team.Dean.Coordinator 47 Program Flow Revision complete O doys ~ 16/05 12:00 516f05 12:00 46
48 Design lnstruC!lon 13 days US/OS 15:40 5124l05 15:40
49 Develop instructional design for deliver to students 1 day !·/5105 15:40 516105 15:40 2'4,45 Facully 50 ldentily course supports 1 day !-16/05 15:40 519/05 15:40 49 Faculty
51 Identify delivery methodology (a:>mputer based training, d 1 day !19/05 15:40 5/10/05 15:40 50 Faculty 52 Identify couru texts 5 days 5110/05 15:40 5/17/05 15:40 49,50,51 Faculty 53 Finalize cours.e mnterials Jdays 5117/05 15:40 S/20/05 15:40 52 Faculty 54 Schedule courses 2 days 5110/05 15:40 5124/0S 15:40 53 Faculty 55 Instructional Design complete O days 5124/05 15:40 5124/05 15:40 5'4 56 Documentation 18 days 5124/05 15:40 6117/05 15:40
57 Develop Full Program Review Documents 2 days 5124/05 15:40 5126/05 15:40 24.54 Review Team.Coordinator
SB Develop Ccnsu11ation Documents 1 wk 5126105 15:40 612105 15:40 57,29FS-50% Review Team.Coordinator 59 Finalize Program Review Documents 1 day fJ2/05 15:40 613/0S 15',40 58 Review Team.Dean
60 Take Rovised program to DPAC 1 wk l;/J/05 15:40 6110/05 15:40 59 Dean.DPAC
61 Take Revised Program to Ed Council 1 wk 6110105 15:40 6/17/05 15:40 60 Dean.EdCo 62 Documentation complete o days 6117/05 15:40 6117/05 15:40 61
63 lmplemenl Revisions 3 doys 6117/05 15:40 6122105 , 5:40
0 64 Determine final implementalion strn1egy 1 day 6i17/05 15:40 6120/05 15:40 62 Faculty 65 SeaJre resources 1 d:iy 6120105 15:40 6121/05 15:40 64 Dean 66 Begin Revised Program 1 day 6121105 15:40 6122/05 15:40 65 Faculty
67 Implementation begun o days 6122105 15:40 6122/05 15:40 66
68 Post Implementation Review 3 days 6.'22/05 15:40 6127/05 15:40
69 Document lessons leamed 1 day 6}22/05 15:40 6123/05 15:40 67 Dean,Coordinator.Revil!W Team.Faculty
Appendix B
Stage 1 Evaluation Process I. General information
Non-Degree Prograrn Proposal
Painting & Decorating and Drywall Finishing
Page 13
The DC 38 Joint Trade Society (previously run under the name Painting Industry Joint trade Board) has operated the Painters' Training Centre since 1992 providing training for the painting industry. The Society's Board of Directors is made up of representatives of labour and contractors employing Apprentices in British Columbia.
2. Previous Accreditation Documents
See attached PPSEC credential
3. Academic program
The society provides all apprenticeship training for the Province of British Columbia and the Yukon Territories in the trade of Painting and Decorating.
4. Faculty
All instructors at the Painters Training Centre have the following qualifications:
Painting and Decorating T.Q.
Painting and Decorating I PSE
At least I 0 years field experience painting
Provincial Instructor's Diploma
Trades Based Train the Trainer'
As well, instructors attend advanced instructor training in Painting and Decorating at Marshall University in West Virginia each summer.
S. Admission policies
Apprentices are assigned by IT AC and are both union and non union. Entrants to EL TT programs must meet the requirements of Kwantlen University College
6. Academic Standards
Graduates of programs must achieve a 70% average in both practical and theoretical examinations. Individuals will be assessed using standard written exams as well as practical examination of their skills to determine whether they meet the competencies of Painting and Decorating and Drywall Finishing
7. Educational structure
Joint Training Board consisting of Management/ employers and Union representatives.
Training Coordinator
Mike Probert registers apprentices, coordinates their training and certification and is the Business Manager for the training facility. He is trade certified and has experience in all aspects of the painting industry. He has been a member of Provincial Trade Advisory committees and was the Chair of the Trades Advisory Committee Chairs for !TAC. He
~.,..~.·--·-·-
- 14 -
was a key industry representative on vari(IUS IT AC committees including the EL Tr Review committee.
8. Facilities
The facility is over 26,000 square feet consisting of AV equipped classrooms and shop areas using the most up-to-date equipment and providing shop mock-ups for realistic practical training. A technical library is maintained with the most up to date industry literature text .books and videos related to the trades.
9. Ongoing Institutional Program Evaluation
The curriculum was developed by lTAC and vetted through the Provincial Trade advisory committee. In addition, the institute is approved for PPSEC certification on an annual basis.
0
0
0
. '
Associate Degrees Awarded in British Columbia: 1993/ 94 to 2001/ 02
March2003
' SUPPORTING BC'a ED\ICATIOt-l 8YSTEM
Associate Degrees Awarded in British Columbia: 1993/94 to 2001/02
Prepared by the B.C. Council on Admissions and Transfer
March 2003
@ Copyright 2003 by the British Columbia Council on Admissions and Transfer
709 - 555 Seymour Street, Vancouver, BC V6B 3H6 Canada Phone: (604) 412-7700 Fax: (604) 683-0576
E-Mail: [email protected]
BCCA Tis the official malk of the BC Council on Admissions and Transfer,
as published by the Registrar of Trade-marks of the Canadian Intellectual Property Office
This Report is also available in Adobe Acrobat Portable Document Format (pdQ,
from BCCA T Online, the Internet service of the BC Council on Admissions and Transfer.
www.bccat.bc.ca
Photocopying and further distribution of this document is permitted. Please credit source.
•
• 2
.•
.I
~ Associate Degrees Awarded in British Columbia: 1993/94 to 2001/02
t
. Background
The Associate Degree is a two year academic credential available with an Arts or Science focus. The B.C. Council on Admissions and Transfer (BCCA T) initiated development of this provincial credential at the request of B.C.'s public post-secondary institutions. The original curricular requirements, the goal of which were to ensure both sufficient depth and breadth in Arts or Science, were approved by the Minister responsible for post-secondary education in 1991.
In the fall of 1998, BCCAT convened the first meeting of its Associate Degree Review Task Force to review the curricular requirements of the credential, and to investigate the most acceptable approach to recommending the associate degree for block transfer to degree granting institutions. As a result of broad consultations undertaken, the curricular requirements of the degree were amended and then approved by the Minister responsible in May 2000 (see http://www.bccat.bc.ca/otg/associate/requirements.html), and a new transfer policy for the associate degree was adopted by all universities and university colleges (see http://www.bccat.bc.ca/otg/associate/transferwith.html).
At the outset of the consultation process, BCCAT surveyed Registrars at institutions offering the Associate Degree, to gather data on the number of degrees granted, on institutional policies and practices pertaining to the credential, as well as their perceptions of how students viewed the credential. The October 1998 survey findings are available on the BCCAT Web site at: http://www.bccat.bc.ca/pubs/karlinski.pdf.
This report updates that portion of the 1998 associate degree document detailing the number of associate of degrees granted by institution. It provides final figures for 1997/98 (which were preliminary in the previous report) and adds an additional four years worth of data up to and including 2001/02, as provided by the institutions involved.
Total Degrees Awarded
A total of 4,226 degrees were awarded in the period 1993/94 to 2001/02 (Table 1). The vast majority (84%) were Associate of Arts degrees. Graph 1 indicates the upward trend in the number of degrees over time. The total number of degrees awarded annually is illustrated in Graphs 2 and 3 (next page).
Table 1 Associate Degrees Awarded, 1993/94 to 2001/02
Year Assoc. Arts Assoc. Total Science
1993/94 149 27 176 1994/95 192 39 231 1995/96 285 46 331 1996/97 283 54 337 1997/98 342 71 413 1998/99 395 86 481 1999/00 467 108 575 2000/01 627 115 742 2001/02 803 137 940 Total 3,543 683 4,226
3
Graph 1
Associate Degrees Awarded 1993/94 to 2001/02
900
800 -
700 -
600
500
400
300 ---200
• ----100
0- .-...-... "' <D .... <X)
I!! I!! I!! I!! I!! M ... "' <D .... m m m m m m m m m m ~ ~
Graph 2
Total Associato of Arts Degrees by Year, 1993194 to 2001/02
B03 eoo ~
700 ·-- .
627
600 ---0
500 -
395 400 - - -------- -342
300 285 283 - ,_
I- I-
200 192
~149- - I- - -- - - -100 ·I- -- -- ~ -- - I- - I-
,_
0 '-...- ...,_ ~ '-T- ~
~~ efi' # ~ 4' #' ~ ~ ~~ ol'' '!><J' '!>o; '!>~ ~ o; '!><f' ~,.P ~<> ' ~ ~ ~ ~ ~ ~
m 0 I!! Q <X) m m m m m
~
-+- Assoc. Arts -a- Assoc. Science
----
~ N Q Q 0 0 0 0 0 N N
Graph 3
Total Associate of Science Degrees by Year, 1993/94 to 2001/02
eoo ~-------------~
700 ------ ---------------
600+-----~-----------<
500
400 ______________ ,
300
200-t----------------f 115 137
d
0
0 4
I
l .
.,
With the exception of one year (Associate of Arts degrees: the interval between 1995/96 & 1996/97), the total number of degrees has increased each year (Graphs 4 & 5). Annual increases range from 15% to 46% for the Associate of Arts degree and from 6% to 44% for the Associate of Science degree.
Graph 4
Year over Year Increases In Associate of Arts Degrees
1993-94 to 2001-02
Graph 5
Year over Year Increases in Associate of Science Degrees
1993-94 to 2001-02
0.6 -.------------------, 0.6 -.-----------------~
0.5 -t------
0.4
0.3
0.2
0.1
0
-------------t
·--· .. -
0.5 +--------
0.4 +----
0.3 +---
0.2 +---
0.1 +---
0 +----
Tables 2 and 3 below indicate the total number of Associate of Arts degrees and Associate of Science degrees awarded by each institution in the period 1993/94 to 2001/02 (in descending order by number of degrees). Douglas College has the highest overall number of Associate of Arts Degree graduates in the nine year period, followed by Capilano College and Kwantlen University College. The largest number of Associate of Science Degree graduates come from Camosun College, followed by Capilano College, and Douglas College.
Degrees by Institution
Table 2 Table 3 Associate of Arts Degrees Associate of Science Degrees Total by Institution -1993/94 to 2001/02 Total by Institution -1993/94 to 2001/02 Institution Total Degrees Institution Total Degrees Douglas College 644 Camosun College 141 Capilano College 562 Capilano College 135 KwanUen UC 460 Douglas College 102 Camosun College 453 Okanagan UC 53 Langara College 314 UC of the Fraser Valley 45 UC of the Fraser Valley 242 KwanUen UC 4 t Okanagan UC t 62 Langara College 38 UC of the Cariboo 114 College of New Caledonia 36 Nonh Island College t 13 College of the Rockies 19 College of New Caledonia 109 Nonh Island College .17 College of the Rockies 83 Selkirk College 17 Nonhem Lights College BO UC of the Cariboo 13 Institute of Indigenous Gov'1. 62 Nonhwest Comm. College 12 Nonhwest Comm. College 60 Open Leaming Agency 7 Selkirk College 43 Malaspina UC 4 Open Leaming Agency 26 Nonhem Lights College 3 Malaspina UC 16 Institute of Indigenous Gov'1. • 0 Total 3 543 Total 683
Note: • llG offers Associate of Arts degrees bul not Associate of Science degrees.
5
Graph 6
Douglas
Capilano
Kwantlen
Camosun
Langara
UCFV
Okanagan
ucc North ts.
CNC
COTR
N. lights
Iii
Northwest
Selklrt
OLA
Malaspina ..,
0
Graph 7
Camosun
Capilano
Douglas
Okanagan
UCFV
Kwantlen
Langara ;:::=.:J
CNC ~ . COTR
. Selkirt.
North ts.
ucc Northwest
OLA J . Malaspina
N. lights
11;-
0
·~ ..
".
100
100
Total Associate of Arts Degrees by lnstlbJtlon 1993/94 to 2001/02
' 200 300 400
Total Assoclato of Science Oogroos by Institution 1993194 to 2001102
200 300 400
\
500 600 700
0
500 600 700
0 6
I
The total number of graduates by institution in the period 1993/94 to 2001 /02, are represented in Graphs 6 and 7 (previous page).
Tables 4 and 5 detail the annual number of associate degrees awarded by institution. The average number of associate degrees conferred annually per institution has increased five fold between 1993/94 and 2001/02. This holds true for both the Arts and the Science credential.
In general, the largest colleges (Camosun, Capilano, Douglas, and Langara) confer the greatest number of degrees. The exception to this is Kwantlen University College which takes third place in the number of Associate of Arts degrees conferred overall (ahead of both Camosun and Langara); and the university colleges Okanagan, Fraser Valley and Kwantlen, which confer a larger number of Associate of Science degrees than does Langara College. With the exception of Associate of Arts degrees awarded in 1994/95, Malaspina University-College offers very few Associate of Arts degrees annually (and the least overall), even less so than that awarded by the smallest colleges. Northern Lights College and Malaspina University-College award the fewest number of Associate of Science degrees.
In general, the smaller colleges confer the fewest associate degrees, particularly in the sciences. This likely reflects their inability to offer a sufficient range of second year science courses to enable students to meet the curricular requirements of the credential. However, their students can complete an associate degree by taking a combination of courses at both their home institution and another B.C. public institution.
While one would expect the largest institutions to confer the most associate degrees, this is not always the case, as is borne out by the low numbers at Malaspina and the relatively high numbers at the Institute of Indigenous Government (I IG), for example. Other factors which may be equally important in determining students' uptake on the credential include: breadth and depth of academic course availability; the perceived value of the Associate Degree as an exit credential; promotion of the credential by the institution in literature and through advising; local availability of other academic credentials (a function of both geography and spaces available); and proximity to institutions such as SFU and UNBC which offer priority admission for associate degree holders.
This analysis does not explore the proportion of academic students who pursue the Associate Degree. Examining the number of associate degrees as a proportion of an institution's FTE university transfer population could perhaps be undertaken in future, assuming valid comparative data is available. This would enable a more meaningful comparison across institutions.
It is difficult to attribute any change in the number of associate degrees conferred with the developments of 2000. These included more flexible curricular requirements for the credential and a transfer policy for associate degree graduates guaranteeing them 60 credits upon successful admission to a degree granting institution. A future associate degree report can perhaps consider these developments along with any other related policy changes that may occur.
7
I
' Table4 Associate of Aris Degrees Awarded by Year & Institution 1993/94 to 2001/02
Institution 93/94 94/95 95/96 96/97 *97/98 98/99 99/00 00/01 01/02 Inst. Total • Camosun 0 24 37 36 59 67 64 59 107 453 Capilano 26 38 50 39 56 50 71 109 123 562 CNC 16 13 8 11 16 13 10 12 10 109 COTR 12 8 6 16 17 6 2 8 8 83 Douglas 4 8 40 39 48 57 97 154 197 644 llG 0 0 0 3 5 13 19 8 14 62 Kwan lien 9 22 37 25 32 50 74 86 125 460 Langara 20 18 26 23 23 29 31 56 88 314 Malaspina 0 9 1 2 1 0 2 1 0 16 North Is. 13 4 13 13 6 11 11 18 24 113 N. Lighls 7 3 7 10 6 5 11 17 14 80 Northwesl 2 3 12 10 9 2 3 12 7 60 Okanagan 21 23 14 23 24 28 9 9 11 162 OLA 0 1 4 4 5 1 3 5 3 26 Selkirk 5 4 6 7 4 3 1 2 11 43 ucc 4 5 8 5 16 23 24 14 15 114 UCFV 10 9 16 17 15 37 35 57 46 242 Total 149 192 285 283 342 395 467 627 803 3,543 Aver./lnsl. 8.8 11.3 16.8 16.6 20.1 23.2 27.5 36.9 47.2 208.4
Notes: • 1997198 figures published in 1998 were preliminary. Those presented here are final figures. "llG was designated as a public insUtute in 1995, therefore no Associate of Arts degrees were conferred before 1996197. • Table 5
Associate of Science Degrees Awarded by Year & Institution 1993/94 to 2001/02
Institution 93/94 94/95 95/96 96/97 *97/98 98/99 99/00 0/01 01/02 Inst. Total Camosun 0 9 10 14 24 22 21 12 29 141 Capilano 6 8 8 12 12 19 15 35 20 135 CNC 4 4 4 0 5 3 8 3 5 36 COTR 3 2 1 1 1 5 2 3 1 19 Douglas 0 1 6 4 3 8 23 26 31 102 llG .. 0 0 0 0 0 0 0 0 0 0 Kwantlen 2 1 2 2 4 6 7 8 9 41 Langara 1 4 2 1 1 4 4 4 17 38 Malaspina 0 0 0 0 0 1 1 2 0 4 North Is. 0 0 0 2 3 3 1 4 4 17 N. Lights 0 0 0 0 0 0 1 1 1 3 Northwest 2 0 3 3 0 1 0 1 2 12 Okanagan 5 3 4 10 11 7 7 2 4 53 OLA 1 0 1 0 0 2 1 1 1 7 Selkirk 0 1 2 0 4 2 4 2 2 17 ucc 2 2 0 2 0 0 2 2 3 13 UCFV 1 4 3 3 3 3 11 9 8 45 Total 27 39 46 54 71 86 108 115 137 683 Aver./lnsl. 1.7 2.4 2.9 3.4 4.4 5.4 6.8 7.2 8.6 42.7
Notes: '1997198 figures published in 1998 were preliminary. Those presented here are final figures. ' " llG does not offer the Associate of Science Degree. therefore the average number of degrees per insUtuUon exdudes llG.
8
SIMON FRASER UNIVERSITY
ASSOCIATE VICE-PRESIDENT. ACADEMIC Dr. William R. Krane
Ms. D. Goedbloed Education Council Kwantlen University College 12666- 72nd Ave. Surrey, B.C. V3W2M8
April 11, 2003
Dear Ms. Goedbloed,
8888 University Drive BURNABY, BRITISH COLUMBIA CANADA VSA 156 Telephone: 604-291-4636 Fruc 604-291-5876 email: kfane@sfu ca
Thank you for your letter of April 4, 2003. I wish to assure you that it is our intention to continue our practice of conducting broad-based consultations on the planning and development of SFU Surrey programs, both with our internal university constituencies and the external community. It is my understanding that John Waterhouse, VicePresident, Academic, and Judith McGillivray have worked together to develop a joint plan to address the pressing demands from residents of the South Fraser region for access to post-secondary educational programs. We will continue to cooperate with our partners in the Fraser Valley on strategic matters of mutual concern.
Thank you for your expression of interest.
William R. Krane, Ph.D. Associate Vice-President, Academic
..
I Kwan ti en UNIVERSITY COLLEGE
April 4, 2003
Bill Krane, Associate Vice-President, Academic Long Term Planning Committee Simon Fraser University Burnaby, BC
Dear Sir:
Please accept this letter from the Education Council of Kwantlen University College in response to the SFU Long Tern Planning Committee discussion paper released on February 3, 2003. We are requesting that future planning and discussions related to program development include consultation with the appropriate education representatives.
Kwantlen University College, under the College and Institutes Act (1995) operates in a bicameral governance system, similar to SFU's Senate and Board of Governors. Our Education Council exercises joint and sole powers, as well as provides advice to the Board of Governors. Included in our mandate are all issues related to the development of programs and curriculum.
Since the release of this discussion paper the three Vice Presidents Academic from the major public institutions who serve the South Fraser student population have met to identify projected demand and to develop a collaborative service plan. In addition, they have engaged in joint planning to address the following three issues:
1. Assessing demands for post-secondary education from residents of the South Fraser region;
2. Considering both new programs and expansion of existing programs to create the necessary capacity to meet this demand; and
3. Exploring laddering, joint delivery and a range of collaborative research and community outreach activities.
Judith McGillivray, Provost and Vice President Leaming at Kwantlen University College, has developed a ten-year education plan which outlines programs and proposed implementation dates, which will be presented to the Board of Governors in May 2003. Education Council will respond to the Board's request for prioritization of the programs immediately, so that the education plan can be adopted. Included in that plan are programs that will respond to student demand, including an undergraduate Bachelor of Arts and Bachelors of Science in applied areas. These programs will address many of the needs for post-secondary education in the Surrey area, however there is still a need in other program areas.
We have noted, on page 4 of the discussion paper, "The overarching message of this discussion paper is to proceed with focus and energy to realize the rich potential of a Simon Fraser University campus in Surrey." The rich potential that exists in this area is already being partially addressed by Kwantlen University College in that we offer a comprehensive range of programs that meet the needs of this community. The addition of SFU will, undoubtedly, expand the opportunities to students and redundancy should be avoided. To ensure fulfilling the intention of the agreement created by the three Vice Presidents, we propose the development of a consultative process when developing new programs.
We look forward to being invited to participate in the planning strategies of the SFU Long Term Planning Committee for Surrey as they continue to unfold. Your response to this letter would be most appreciated.
Sincerely,
'lJana (joea6foea
Dana Goedbloed, Chair Education Council
C: Judith McGillivray, Provost & VP Leaming, and KwanUen University College John Waterhouse, VP Academic, SFU Wayne Welsh, VP Academic, UCFV •
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SCHOOL OF BUSINESS
DIVISIONAL CURRJCULUM COMMIITEE MINUTES
Present Bcnwick, Bob Chccma, Chamkaur Cmm. Anhur (chair)
Crothm, Richard Ewcndcr, Sigrid Green, Knrio
1.0 APPROVAL OF AGENDA
MONDAY, MARCH 17". 2003
SURREY CAMPUS - ROOM #G-1140
4:30 PM - 6:30 PM
Leung, Christopher Lichimo, Marie McFartane, Mnmie
Western. John
Agenda npproved with the following addition:
3.3 MATH 2340 (K. Green) 4.2 FNSR 3111 (A. Coren)
2.0 APPROVAL OF THE MONDAY, JANUARY 20rn, 2003 MINUTES
The Monday, January 2d", 2003, minutes were approved wiJh no changes.
3.0 BUSINESS ARISING
3.1 ACCT 1130 & 1230 Prerequisites
The Math requirement for ACCT 1130 & 1230 has been removed.
John Western to send an e-mail message to Marnie McFarlane regarding this change.
Regrets: Lee, Gordon Owen, Ocrwyo Sawasky, Jackie
CARRIED UNANIMOUSLY
~H·.1r.•.-·
ACTION: J. Western
Need to check the course outlines for ACCT I 130 & 1230 to see if the prerequisiJes have already been changed. · · •· • · ··- · ACTION: K. Gill
3.2 MRKT 2340 (assessment methods)
The assessment methods for MRKT 2340 were very broad as per the minutes of December 16'". 2002; therefore, the range on the nssessments has been narrowed down. There was some discussion that instead of having Stats as a corequisite is should be n prerequisite. It was also suggested that the midterm and/or quizzes be mandntory in order to allow students to see how they nre doing prior to the last withdrawal date.
The prerequisiJes and assessmenl methods will be reviewed and curriculum members will be updated. ACTION: C. Cheema
3.3 MATH 2340 (Karin Green)
Karin reported that n new Math course has been developed to match SFU's Math course; MATH 2341 worth 4 credits.
Mia-di 2'. 2003
4.0 NEW BUSINESS
4.1 SFU Surrey Long Term Planning Commiuee Discussion Paper (nnached)
SFU is ready 10 be a significanl presence in Surrey. The departmenl needs 10 slan working on some serious plans in order lo be prepared 10 work in n compe1itive environment. SFU calendars should be available by nexl week for Chairs. The final s1ra1egic plan will nol work unless we look now al wha1 the departmenlS want to do (timeline for information required wi1hin the next six months). Things to think about: what can you do with the faculty you currently have; distance learning; credentials; where you would go in status quo, growth.and cul-back scenarios; look al s1re11glhs for the next five years.
4.2 Course Ou1lines
ACCT4180 new course outline 4"' ear course for lhe BBA ACCT
Moved by B. Renwick, seconded by J. Western to approve lite new course outline ACCT 4180 with !Ttinor changes under non-transferable and details for assessment methods. 1 f .
FNSR3111 new course outline
Moved by C. Cheemn, seconded by J. Western to approve tlie new course outline FNSR 31 U with !Ttinorchanges under· prerequisites, technological skills and assessment methods. 11 . · .
ENTR4250 revised course oulline 10 include the Ma ·or Field TeslS as rut of the assessment methods
Moved by C Cheema, seconded by B. Ben wick UJ approve Ifie revised course olllliM ENTR 4250 wilh minor changes · under learning objectives/outcomes ond assessment methoHs. . . . . '
CARRIED UNANIMOUSLY
5.0 OTHER BUSINESS
No other business was discussed.
6.0 NEXT MEETING
Next meeting is scheduled for: Monday, April 28"', 2003 at the Surrey Campus in room #G-1140 from 4:30pm - 6:30pm.
7.0 ADJOURNMENT
The meeling adjourned at 5:40pm.
~ Arthur Coren Associale Dean School of Business
AC/kkg
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Pal Browne (MRKl) Liberty Hansen (Articulation Office) Iris Goodlet (Testing Services) Robert Gon: (Library) Joan McEachcm (ECON)
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Judith McGillivn.y (VP's .tJfficc) Karen Mcugcr (30- Ed.< :OUncil) David Sale(Accn Abhiji1 Sen (CISY/CPSC) Ron Sh:ly (BUSij
Barb Srrllth (International Office) K.a1hryn Waldk (ABTY) Dorothy White (Admissions Office) Jock Wylie (CBSY)
)i.bn:h !5. !OOJ
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