New Program Proposal (Template 1)

<Insert Program Title>

Proposed Credential:

☐Algonquin College Certificate

☐Ontario College Certificate

☐Ontario College Diploma

☐Ontario College Advanced Diploma

☐Ontario College Graduate Certificate

Offering:

☐Full-time

☐Part-time

Tuition:

☐MTCU Funded Standard Tuition

☐MTCU Funded Additional Cost Recovery

(High Demand Graduate Certificates automatically fall in this category)

☐Non-Funded Cost Recovery

Proposed Start Date:

<Insert Date>

Proposal Status:

☐Intermediate Stage Proposal

☐Final Stage Proposal

Proposal Presentation Date: <Insert Date>

Document Revision Date: <Insert Date>

Submitted by: <Insert Curriculum Consultant and SME Name>

Table of Contents

Section 1 – Credential Validation Service (CVS) Documentation

/

To Complete Section

Application for Program Validation

/ SME
Appendix A Program Description
  • Form 1: Program Vocational Outcome Comparison
/

SME

SME/CC
Appendix B Program Curriculum /

SME

Appendix C Program Maps
  • Form 1: Vocational Outcomes Mapping
  • Form 2: Essential Employability Skills Mapping
  • Form 3: General Education Mapping

Forms 2 & 3 are not required for Graduate Certificate Programs

/ SME/CC
SME/CC
SME/CC
Appendix D - Regulatory Status Forms /

SME

Section 2 – Algonquin College Documentation

Section 2.1 Curriculum

2.1.1Program of Study
2.1.2Narrative Information for GeneSIS and Publications
2.1.3The Algonquin Experience / SME/CC
SME/Chair/CC
SME/Chair/CC
Section 2.2 Needs Assessment
2.2.1Demonstrated Labour Market or Societal Need
2.2.2Applicant Demand / AD
SME/AD
Section 2.3 Program Advisory Committee
2.3.1Membership
2.3.2Minutes with Formal Motion of Support / SME
SME
Section 2.4Resource Demand
2.4.1 Cash Flow Analysis
2.4.2 Equipment Projection
2.4.3 Learning Resource Centre Requirements
2.4.4 Other Resource Requirements / Chair
SME/Chair
SME/Chair
SME/Chair
Section 2.5Program Update/Creation Form / Chair
Section 2.6 Board of Governors (BOG) Briefing Notes / SME/AD

Section 3 - Ministry of Training, Colleges and Universities (MTCU) Documentation

** Do Not Complete This Section for Algonquin College Certificates**
Section 3.1 Request for Approval for Funding Form (Appendix A)
Section 3.2 Program Delivery Information (PDI) Form
Section 3.3 High Demand Comparator Information Form / SME/Chair
SME
SME/Chair

SME - Subject Matter Expert

Chair - Academic Chair of Department

CC - Curriculum Consultant

AD - Academic Development

Section 1Credentials Validation Service

Documentation

ONTARIO COLLEGES OF APPLIED ARTS AND TECHNOLOGY

CREDENTIALS VALIDATION SERVICE

APPLICATION FOR PROGRAM VALIDATION

This proposal will be sent to MTCU for Approval for Funding YES NO

1.College:
2.College contact person responsible for this proposal (Chair/Academic Manager):
Name:
Title:
Telephone:
Electronic mail:
3.Proposed Program Title:
4.Proposed Credential: (please indicate below)
Local Board Approved Certificate
OntarioCollege Certificate
OntarioCollege Diploma
OntarioCollege Advanced Diploma
OntarioCollege Graduate Certificate
5.Proposed Program Outcomes:
Please complete and attach the two Program Maps (Appendix C - Form 1 and Form 2)
6.Proposed Program Description:
Please complete and attach the Program Description Form (Appendix A)
7.Proposed Program Curriculum:
Please complete and attach the Program Curriculum Form (Appendix B)
8. Proposed Program Certification/Accreditation:
Please complete and attach the Regulatory Status Form (Appendix D)
9.Date of Submission:(to be completed by VPA’s office)
10.Date of CVS Response:
11.Validation Decision:
Proposal Validated (APS Number: )
Proposal not Validated. Reason: ______
______
Signed on behalf of CVS:

Send the completed form and required appendices to: For detailed information on how to complete the Application for Program Validation, please refer to the Instructions for Submission document. For any additional information contact: College Credentials Validation Service, 655 Bay Street, Suite 400, Toronto, ONM5G 2K4; or by telephone at (416) 596-8799

ONTARIO COLLEGES OF APPLIED ARTS AND TECHNOLOGY

CREDENTIALS VALIDATION SERVICE

APPENDIX A - PROGRAM DESCRIPTION

PROGRAM DESCRIPTION:
(Refer to program development manual for guidelines, include occupational areas where it is anticipated graduates will find employment)
Success factors
VOCATIONAL PROGRAM LEARNING OUTCOMES:
(vocational program learning outcomes must be consistent with the requirements of the Credentials Framework for the proposed credential)
The graduate has reliably demonstrated the ability to:
  1. <insert text>
  2. <insert text>
  3. <insert text>
  4. <insert text>
  5. <insert text>
  6. <insert text>
  7. <insert text>
  8. <insert text>
  9. <insert text>
  10. <insert text>
  11. <insert text>
  12. <insert text>
  13. <insert text>
  14. <add/delete as required
Include the final outcome (common to ALL programs) as follows:
Identify and apply discipline-specific practices that contribute to the local and global community through social responsibility, economic commitment and environmental stewardship.
ADMISSION REQUIREMENTS:
Refer to Guidelines for Completion of Entrance Requirements
(Available on the Program Development Website)

ONTARIO COLLEGES OF APPLIED ARTS AND TECHNOLOGY

CREDENTIALS VALIDATION SERVICE

APPENDIX A - Form 1 - Vocational Program Outcomes Comparison *

* To be completed when proposed program outcomes vary from existing Provincial Programs Standard or Provincial Program Description learning outcomes.

Program Name:
MTCU Code: / Program Name:
# / PROVINCIAL PROGRAM STANDARD VOCATIONAL LEARNING OUTCOMES / PROVINCIAL PROGRAM DESCRIPTION OUTCOMES / # / PROPOSED PROGRAM VOCATIONAL LEARNING OUTCOMES

Add additional rows as required.

ONTARIO COLLEGES OF APPLIED ARTS AND TECHNOLOGY

CREDENTIALS VALIDATION SERVICE

APPENDIX B - PROGRAM CURRICULUM

Semester / Course Code* / Course Title
Course Description
Pre & Co Requisites / Course Hours / Course Learning Requirements
Upon successful completion students will have demonstrated an ability to:
*Refer to Data Entry Guideline when writing course descriptions

Add additional rows as required

*(be sure to identify those courses designed to deliver General Education)

ONTARIO COLLEGES OF APPLIED ARTS AND TECHNOLOGY

CREDENTIALS VALIDATION SERVICE

APPENDIX C - PROGRAM MAPS

(Vocational Program Outcomes & Essential Employability Skills Outcomes)

FORM 1: Vocational Outcomes Mapping

<Insert Program Name>

LEVEL ONE
Course
Number / Course
Name / Vocational Learning Outcomes
1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10 / 11 / 12 / 13 / 14

Vocational Learning Outcomes – The graduate has reliably demonstrated the ability to:

Copy and Paste VLOs from page 5 of this proposal>

Insert Program Name>

LEVEL TWO
Course
Number / Course
Name / Vocational Learning Outcomes
1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10 / 11 / 12 / 13 / 14

Vocational Learning Outcomes – The graduate has reliably demonstrated the ability to:

Copy and Paste VLOs from page 5 of this proposal>

Insert Program Name>

LEVEL THREE
Course
Number / Course
Name / Vocational Learning Outcomes
1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10 / 11 / 12 / 13 / 14

Vocational Learning Outcomes – The graduate has reliably demonstrated the ability to:

<Copy and Paste VLOs from page 5 of this proposal>

Insert Program Name>

LEVEL FOUR
Course
Number / Course
Name / Vocational Learning Outcomes
1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10 / 11 / 12 / 13 / 14

Vocational Learning Outcomes – The graduate has reliably demonstrated the ability to:

<Copy and Paste VLOs from page 5 of this proposal>

Insert Program Name>

LEVEL FIVE
Course
Number / Course
Name / Vocational Learning Outcomes
1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10 / 11 / 12 / 13 / 14

Vocational Learning Outcomes – The graduate has reliably demonstrated the ability to:

<Copy and Paste VLOs from page 5 of this proposal>

Insert Program Name>

LEVEL SIX
Course
Number / Course
Name / Vocational Learning Outcomes
1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10 / 11 / 12 / 13 / 14

Vocational Learning Outcomes – The graduate has reliably demonstrated the ability to:

<Copy and Paste VLOs from page 5 of this proposal>

Insert Program Name>

Course
Number / Course
Name
1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10 / 11
FORM 2: Essential Employability Skills Mapping
LEVEL ONE
LEVEL TWO
LEVEL THREE
LEVEL FOUR

Essential Employability Skills – The graduate has reliably demonstrated the ability to:

1.Communicate clearly, concisely, and correctly in the written, spoken and visual form that fulfills the purpose and meets the needs of the audience.

2.Respond to the written, spoken, or visual messages in a manner that ensures effective communication.

3.Execute mathematical operations correctly.

4.Apply a systematic approach to solve problems.

5.Use a variety of thinking skills to anticipate and solve problems.

6.Locate, select, organize, and document information using appropriate technology and information systems.

7.Analyze, evaluate, and apply relevant information from a variety of sources.

8.Show respect for the diverse opinions, values, belief systems, and contributions of others.

9.Interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals.

10.Manage the use of time and other resources to complete projects.

11.Take responsibility for one’s actions, decisions and consequences.

Insert Program Name>

Course
Number / Course
Name
1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10 / 11
LEVEL FIVE
LEVEL SIX

Essential Employability Skills – The graduate has reliably demonstrated the ability to:

1.Communicate clearly, concisely, and correctly in the written, spoken and visual form that fulfills the purpose and meets the needs of the audience.

2.Respond to the written, spoken, or visual messages in a manner that ensures effective communication.

3.Execute mathematical operations correctly.

4.Apply a systematic approach to solve problems.

5.Use a variety of thinking skills to anticipate and solve problems.

6.Locate, select, organize, and document information using appropriate technology and information systems.

7.Analyze, evaluate, and apply relevant information from a variety of sources.

8.Show respect for the diverse opinions, values, belief systems, and contributions of others.

9.Interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals.

10.Manage the use of time and other resources to complete projects.

11.Take responsibility for one’s actions, decisions and consequences.

FORM 3: General Education Course Mapping

Insert Program Name>

Level / Course Name / Theme # / Core or Elective
1
2
3
4
5
6
GENERAL EDUCATION REQUIREMENTS
General Education Requirement / Program Credential
Algonquin College Certificate / Ontario College
Certificate / Ontario College Diploma
including *NSDP / Ontario College Advanced Diploma / Ontario College Graduate Certificate
Courses required / NA / 1 / 3 / 3 / NA
Courses that may be mandated / NA / 1 / 2 / 3 / NA
Minimum Themes learners must cover / NA / 1 / 2 / 2 / NA
Minimum Themes available to learners / NA / 1 / 5 / 5 / NA
*NSDP = Non-Semestered Diploma Program
General Education Themes
  1. Arts in Society
  2. Civic Life
  3. Social and Cultural Understanding
  4. Personal Understanding
  5. Science and Technology

GENERAL EDUCATION COURSE DESCRIPTIONS

THEME 1: ARTS IN SOCIETY

DSN2001 History of Design

Explore the many influences of graphic design from the invention of writing and alphabets to the present day computer revolution and its impact on contemporary design. You will learn the philosophies, methods, and techniques of the eras in design including the origins of printing and typography, Victorian and Art Nouveau, Modern Art and Post Modern design. The course involves online discussion and analysis of each of the eras.

Upon successful completion students will have demonstrated ability to:

  1. Provide a concise history of graphic design.
  2. Produce a visual presentation based on research into a specific era of design history.
  3. Identify stages in the development of graphic design from early print media to contemporary multimedia.
  4. Develop aesthetic appreciation through analysis of visual communication.

GED5005 Greek Mythology

Greek Mythology introduces students to intriguing characters, important places, and famous myths of Classical Greece. By examining a variety of popular myths, students discover how the Ancient Greeks crafted narratives of gods, goddesses, monsters, and heroic figures to make sense of their lives and the world around them. Using examples from art, science, and industry, learners explore how these epic stories from oral tradition have evolved and endured to influence the intricate artistic and literary fabric of contemporary society.

Upon successful completion students will have demonstrated ability to:

  1. Describe mythological stories as a form of artistic expression and discuss the purpose and roll of these stories in Ancient Greek society.
  2. Describe connections and relationships between the characters and places of Greek mythology.
  3. Analyze myths and describe themes and values in Classical Greek mythology.
  4. Locate examples of mythological influence in contemporary society.
  5. Present a character from Greek mythology.

GED6022 A Sense of Humour

This course leads the learner to an understanding of the development, use, and value of humour in Canadian visual and creative arts. Varieties of humour (e.g. irony, satire, farce) are positioned in the context of Canadian culture to enhance the learner's appreciation of humour and self-awareness.

Upon successful completion students will have demonstrated ability to:

  1. Outline the varieties of humour found in visual and creative arts.
  2. Describe the occurrences and varieties of humour in Canadian visual and creative arts in terms of their linguistic, regional, and social characteristics.
  3. Discuss the roles of decorum and taste and their impacts on the creation and reception of humour.
  4. Analyze historical and contemporary patterns of humour in the broader Canadian cultural context.

GEN1957 Science Fiction

This course examines Science Fiction (SF) as a genre of popular entertainment. Learners will explore the formal conventions and the history of the genre, will consume and analyze a representative range of Science Fiction, and will strive to heighten their critical appreciation of the role and place of science fiction in society. Learners will also have an opportunity to create their own piece of science fiction.

Upon successful completion students will have demonstrated ability to:

  1. Develop critical reading and critical thinking skills.
  2. Appreciate the diversity of Science Fiction available in our culture.
  3. Analyze the function of Science Fiction in contemporary culture.
  4. Articulate informed, plausible responses to representative works of Science Fiction.
  5. Develop skills and strategies that will enable successful practices for regular and responsible participation in online learning.

LIB1982 Reading for Recreation

Students examine the appeal of different genres of fiction and non-fiction commonly read for fun and recreation. Genres will include mainstream fiction, romance, fantasy, science fiction, horror, westerns, true crime, travel, history, memoirs and adventure. Students examine the history and classics of each genre and weekly exercises emphasize currently available books.

Upon successful completion students will have demonstrated ability to:

  1. Identify and various genres of fictional and non-fictional works.
  2. Examine and analyze appeal factors of popular fiction and non-fiction.
  3. Explore online resources related to reading and publishing.
  4. Identify and describe current trends in popular reading culture.

THEME 2: CIVIC LIFE

ENV0002 Environmental Citizenship

Based on the general principles of national citizenship, environmental citizenship goes beyond national borders to emphasize global environmental rights and responsibilities - to focus on both conservation of and planned sustainable use of our planet's resources, as well as the recognition that environmental health is a prerequisite to human health. Environmental citizenship is a personal commitment to learning more about the environment and to taking responsible environmental action. This course is a journey into adopting attitudes and behaviours that foster global environmental responsibility.

Upon successful completion students will have demonstrated ability to:

  1. Explain the concept of environmental citizenship and provide examples demonstrating the roles and responsibilities of people within the global ecosystem.
  2. Relate the history of environmental trends to contemporary society and to future direction.
  3. Explain the relationships between poverty, education, health and environmental sustainability.
  4. Identify your day-to-day practices and their impact on the global ecosystem and, in turn, the global ecosystem's reciprocal impact on you.
  5. Explain the concept of ecological footprint and identify ways in which personal environmental impact can be mitigated.

GED5002 Victimology

An increased awareness of the ripple effect of crime has given rise to Victimology as a significant field of study. In this course, particular emphasis is given to victims of crime and its impact on their lives, their families, and on society. The history of victimology and the victims' movement, the nature and extent of victimization, its emerging theories and resulting legislation are traced. Victims' services, accessibility to services, rights of the victim, and the victim in the criminal justice system are examined. Students learn about crime in the workplace, schools, and campuses, and the importance of recognizing those at risk.

Upon successful completion students will have demonstrated ability to:

  1. Identify victims of crime, various types of victimization and the impact of victimization
  2. Outline the evolution of victimology ·Identify critical dates in the history of Victimology.
  3. Recognize gaps in services available to victims of crime ·Research and list victim services available at the local, national and international level
  4. Recognize the effects of the media on society's perception of victims, violence and crime.
  5. Identify the legal rights and responsibilities of victims and the relevant legislation relating to victims of crime.
  6. Examine the causes and impact of violence in schools, on campuses, the workplace and other public places.

GEN2007 Community Service

Volunteerism not only benefits a community, but it can broaden the world view of the volunteer. Students who give their time and energy to a particular cause, in return, gain an opportunity to reflect on the value of the volunteer in contemporary society. Through research and discussion, students consider different types of volunteer settings, trace the history of volunteer organizations, examine the various roles volunteers play within society, and reflect on ethical issues.

Upon successful completion students will have demonstrated ability to:

  1. Establish and maintain volunteer service with a particular agency.
  2. Research and develop a comprehensive understanding of the history, organization, ethical guidelines and goals of a particular volunteer service agency.
  3. Recognize and articulate the value of and need for volunteering withinthe community.
  4. Compare the experiences of volunteers at other agencies with one's own for a broader perspective of the volunteer community.

HIS2000 Good Times and Bad: 70 Years in the Life of Canada