Antesogy - Kwantlen Polytechnic University

KwantlenP O L Y T E C H N I CU N I V E R S I T Y

Senate Standing Committee on CurriculumWed June 3 2009 300 pr

Room C 381

AGENDA

1 Call to order 300 Dana Cserepes

2 Confirmation of Agenda4

C

3 Approval of Minutes of May 6 2009 pia

4 Chairs Reportppp

5 FPFashhi n Marketing Dip om 305 S irley Calla

6 F4P BScpplsy ololisx

i Jocelyn Lymburnerv

7 ro ram r visio BA Minor inAntesogy 15 S7 b n S ration gJuAa8 ock transfer agreement Kwantlen 8 lnternatona I 7

Uiversjt of Nursing ON p f430 Maxine Mott

1

BlocktransferaagreementAtat 3

o9 g

Kw ntle eixfor en eenng reesf 44 Brian Carr

10 F a ewor r of Sci ce egree 40 se Brian Carr

11 R port on Student Success and Course Modes 5 10 Jocelyn Lymburner

to be distributed electronically wen a ailabl

12 Report from SCC 530 Takashi Sato

121 Course outline form remove recommended for fieldc 4Prz w

13 Report from Qcommittee 545 Wayne Podrouzek

14 Adjournment

15 Next meeting September 9 2009 415 pm room G 2110

c n0aA

June 09

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KwantlenPOLYTECHNICU N I V E R S I T Y

Attendance Date

Senate Standing Committee on Curriculum

Wednesday June 3 09300 pm C 3810

NAME PRESENT ABSENT

1 Bailey Bruce R2 Baker Douglas

Y

3 Baron Jackie

4 Bennett Pat

5 Cserepes Dana

6 Ericksori Shawn

7 Fleming Rob or VP Academic rep V8 Lymburner Jocelyn

9 Mitchell Joshua ex officio Assoc Registrar A

11 Mott Maxine

12 Richard Paul

13 Samwald Elaine

14 Royal Wendy

15 Tritchew Panteli Jc16 Wade Tally

17

18

Guests

4 d

Metzger Karen Recorder

KwantlenPOLYTECHNICU N I V E R S I T Y

Attendance Date


Wednesday June 3 09300 pm C 3810


Respectfully submitted

MAILING ADDRESS

1266672nd Ave SurreyBC Canada V3W 2M8

O 6045992100

kwantlenca

TO Dr David Atkinson Chair Senate

CC Dana Cserepes Vice Chair Senate

FROM Dr Maxine Mott Chair Community Health Studies Faculty Council

DATE February 11 2009

SUBJECT Faculty of Community Health Studies Faculty Council

MEMORANDUM

Please accept this memorandum as a formal submission to Senate for approval of therecommendation at the Faculty Council of the Faculty of Community Health be formed on

the basis of represe tation

After a series of open eetings involving the faculty and staff from the Faculty of Communityand Health studies a vo was put forward at a meeting Id 2009 February 09 The vote wasunanimous in support of a Faculty Council comprised a representative body rather than acouncil of the whole

Additional motions were moved d subsequentlyapproved at the 2009 February 09 meetingSpecifically that the representative uncil consipts of

One faculty from each pro am arena

One non teaching staff mem rmdOne student from the Facultyo ommunity Health Studies program area

Maxine C Mott PhDChair

Community Health Studies Faculty Council

C O N S I D E R C O M P A R E C H O O S E K W A N T L E N


Senate Standing Committee on CurriculumWed June 3 2009 300 pm

Room C 3810

AGENDA

1 Call to order 300 Dana Cserepes

2 Confirmation of Agenda

3 Approval of Minutes of May 6 2009

4 Chairs Report

5 FPP Fashion Marketing Diploma 305 Shirley Calla

6 FPP BSc Applied Psychology 335 Jocelyn Lymburner

7 Program revision BA Minor in Anthropology 415 Sabine Stratton

8 Block transfer agreement Kwantlen InternationalUniversity of Nursing IUON 430 Maxine Mott

9 Block transfer agreementKwantlen UVic for engineering degrees 440 Brian Carr

10 Framework Bachelor of Science degrees 450 Brian Carr

11 Report on Student Success and Course Modes 510 Jocelyn Lymburner

to be distributed electronically when available

12 Report from SCC 530 Takashi Sato

121 Course outline form remove recommended for field

13 Report from Qcommittee 545 Wayne Podrouzek

14 Adjournment

15 Next meeting September 9 2009 415 pm room G 2110

T

n0

0

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0


Senate Standing Committee on CurriculumWed May 6 2009 415 pm

Room G 2110

MINUTES

Present Bailey Bruce Metzger Karen RecorderDouglas Baker Mitchell Josh

Cserepes Dana Chair Richard Paul

Erickson Shawn Samwald Elaine

Lymburner Jocelyn Tritchew Panteli

Fleming Robert Wade Tally

Royal Wendy

Regrets Baron Jackie

Bennett Pat

Mott Maxine

Guests Carr Brian Law AndyCoren Arthur Nicolson Church Jean

Ewender Sigrid Tebb WayneGoedbloed Dana

1 Call to order

Dana Cserepes called the meeting to order at 415 pm

2 Confirmation of Agenda

Moved by Panteli Tritchew seconded by Paul Richard to approve the agenda as amendeditem 14 was removed

MOTION CARRIED

3 Approval of Minutes of April 1 2009

Moved by Tally Wade seconded by Shawn Erickson to approve the minutes of the April 12009 meeting as presented

MOTION CARRIED

4 Chairs Report

Rob Fleming and Jocelyn Lymburner investigated student success in lowerlevel coursescomparing different delivery modes They found no statistical difference in student successbetween courses delivered once per week @ three hours and those delivered twice per week @

two plustwo hours Students do slightly better in intersessions versus regular semesters but itmight be related to the type of student population in each

They will continue to gather data from other institutions and will review existing literature onthe subject

5 Program Concept Bachelor of Nursing

Jean Nicolson Church presented the program concept for a Bachelor of Nursing which is beingdeveloped because of the shortage of nurses in the health system Applicants for the program


Minutes of Meeting April 1 2009Page 2

will have a prior baccalaureate degree The program will focus primarily on nursingcompetencies Graduates would enter the nursing profession at the same level of nursing asBachelor of Science in Nursing graduates but may be in a better position for advancement

because of their breadth of knowledge

There was discussion about whether this program would primarily be for individuals who earnedtheir degrees in Canadian institutions and to communicate that in promotional materials if that

is the case It might also be useful to specify that degrees from some jurisdictions would be morereadily accepted than others

The College of Registered Nurses of British Columbia CRNBC has accepted a letter of intent forthe program and the English entrance requirements meet CRNBC standards

Moved by Douglas Baker seconded by Panteli Tritchew to approve the program concept for aBachelor of Nursing

MOTION CARRIED

Pending minor revisions this will go forward to Senate for review

6 Program revision Graduate Nurse Reentry Citation

Jean Nicolson Church explained that the proposed revision of the Graduate Nurse Reentrycitation program involves reducing the credits to better reflect the content in one theory courseThe formula for calculating credits is not appropriate for the course The reduction in credits

aligns the program with that at TRU and makes it competitive for students who live outside ofthe Lower Mainland

Moved by Elaine Samwald seconded by Jocelyn Lymburner to approve the revision to the

Graduate Nurse Re entry citation program as presented

MOTION CARRIED

This will for forward to Senate for review

7 Faculty of Business change in entrance requirements

Arthur Coren proposed to revise the entrance requirements for the BBA in Accounting BBA inEntrepreneurial Leadership BBA in Human Resources Management and Bachelor of InformationTechnology degree programs The entrance requirements for students going right into thedegree programs is higher than for those who enter the diploma program but all students take

the same courses and many diploma students continue into the degree programs He noted thatstudent success does not seem to be related to the entrance requirements

Selective entry for the program would be forfeited

The proposed implementation date of September 2009 may need to changed

Moved by Elaine Samwald seconded by Wendy Royal to approve the change in entrance

requirements for the BBA and BTech degree programs

MOTION CARRIED

This will go forward to Senate for approval

4

Senate Standing Committee on CurriculumMinutes of Meeting April 1 2009Page 3

8 Program revision BBA Entrepreneurial Leadership

Sigrid Ewender presented the proposed revision of the BBA in Entrepreneurial Leadershipprogram which consists of adding ECON 3150 Managerial Economics as an option in year threeof the program

It will need to be made clear that students may earn credits for only one of the two optionalcourses

Moved by Panteli Tritchew seconded by Wendy Royal to approve the revision of the BBA inEntrepreneurial Leadership program

MOTION CARRIED

This will go forward to Senate for review

9 Program revision Computer Information Systems Certificate

Andy Law attended to present the proposed revision of the Computer Information Systems CISYcertificate program which includes replacing one programming language course with a morerelevant one changing the program to a cohort model and specifying nonCISY required coursesfor breadth The changes will better prepare students for employment or further education

Moved by Wendy Royal seconded by Paul Richard to approve the revision of the ComputerInformation Systems CISV certificate program

MOTION CARRIED

Proposed implementation date is September 2010


10 Program revisions Business programs ACCTBUQU

Arthur Coren requested approval of the addition of two new courses BUQU 1130 and 1230which are identical to ACCT 1130 and 1230 to all Business programs that require or recommendACCT 1130 and 1230 Students would be able to earn credits for only one of each set of identicalcourses The Faculty of Business established a department for Business Quantitative Studies twoand a half years ago the faculty of which are qualified to teach the two ACCT courses There is aperception that some students shy away from taking courses with the ACCT acronym and thatthe same courses with the acronym BUQU might not have that effect on students

Moved by Douglas Baker seconded by Tally Wade to approve the addition of BUQU 1130 and1230 to all Business programs that require or recommend ACCT 1130 and 1230

MOTION CARRIED

No implementation date was specified

11 Program name change Auto Parts Foundation Certificate

Dana Goedbloed presented the request to change the Automotive Parts Foundation certificateprogram name to Parts and Warehousing The change was precipitated by curriculum changesimplemented by the Automotive Training Standards Organization in conjunction with theIndustry Training Authority ITA whose credentials override Kwantlens

Moved by Douglas Baker seconded by Tally Wade to approve the program name change fromAutomotive Parts Foundation to Parts and Warehousing


Minutes of Meeting April 1 2009Page 4

MOTION CARRIED

For immediate implementation


12 Request for continuance of variance

Dana Goedbloed requested an extension of the variance granted to Trades in 2006 to developcourses for programs prior to development and approval of full program proposals The originalvariance was needed to meet program changes made by the ITA at that time Work is underwayunder time release on both full program proposals and a framework for Bachelor of Technologyprograms All required courses are in place

Moved by Tally Wade seconded by Paul Richard to approve the extension of the variance forTrades programs

MOTION CARRIED

13 Bachelor of Science template

Brian Carr presented the bachelor of science template for approval The Faculty of Science andHorticulture has developed one science degree the BSc in Integrated Pest Management whichhas not yet been offered With Kwantlensuniversity status the Faculty is preparing to develop anumber of science degrees and need a template to follow It is planned that the first degreesdeveloped will not be traditional science degrees but will be unique which the template canaccommodate

The existing Bachelor of Science in Nursing BSN will not need to follow the framework

There was discussion about how the proposed Bachelor of Science in Applied Psychology would

fit with the template and how the two Faculties would handle the coordination of the programThe proposed degree program and the template must also meet Kwantlensbreadth

requirements

Moved by Douglas Baker seconded by Rob Fleming to strike an ad hoc committee todetermine if the proposed Bachelor of Science template conforms to general educationrequirements for degrees

MOTION CARRIED 1 abstention

ACTION When the ad hoc committee has made its determination SSCC will take anevote to

approve the Bachelor of Science template if that would allow it to get on the May 25 09 Senate

agenda

ACTION Jocelyn Lymburner Brian Carr and Rob Fleming will form the ad hoc committee as perthe motion

14 MOU Kwantlen and Cape Breton University

Deferred

15 Adjournment The meeting was adjourned at 630 pm

16 Next meeting June 3 2009 415 pm room G 2110

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KwantlenP O L Y T E C H N I C

U N I V E R S I T Y

Non Degree Program ProposalFashion Marketing Diploma

Name of Institution Kwantlen Polytechnic University

Title of Program Fashion Marketing

Credential to be awarded to graduates Diploma

Length of Program 2 years

Institutional Contact Barbara DugganTitle Dean DesignCommunications

Phone 6045992525 Email barbaraduggan@kwantlenca

Date May 26 2009

A Executive SummaryAl1 Summarize the purpose of the proposal

Kwantlen currently offers a Fashion Marketing Certificate 30 credits Students take the Certificate forvarious reasons

1 to explore the field of fashion and determine if it is a direction they wish to pursue2 to pursue a career in Fashion Marketing

3 to better prepare their portfolios for possible admission to KwantlensFashion Design

Technology Degree program

4 to complete some of the courses required for the Fashion Design Technology Degree inadvance of entering the Degree program if not accepted into the Design program missed the

application deadline for the Design program were wait listed or wish to attend parttime

5 to ladder to KwantlensMarketing Diploma program andor BBA

The current Fashion Marketing Certificate program is open access and comprised of 10 credits from theFashion Design Technology Degree program courses FASN and 20 credits from a selection ofMarketing and Business courses also includes courses from ACCT ECON CMNS and CBSY In mostcases students in this program topup courses in all subject areas listed There are well over 100applicants annually with 136 applicants in fall 2008 The FASN courses could only accommodate 38 ofthese 136 applicants and applicants were advised that it may not be possible to complete the Certificate inone year due to this limited access Clearly there is a market that is looking to Kwantlen to provide arelevant Fashion Marketing program

In recent years World Trade Organization agreements have eliminated quotas and lowered duties onapparel imports leading to an increase in inexpensive imported goods in the Canadian market placeResearch findings and recommendations generated by the Canadian Apparel Federation and the ApparelHuman Resources Council indicated the need for Canadian apparel companies to increase export sales inorder to remain competitive BC apparel companies have regrouped and are putting far more emphasison design and marketing their products As a result there is a surge in career opportunities in fashionmarketing and sales

May 26 2009

Kwantlen University CollegeNon Degree Program Proposal

Fashion Marketing DiplomaPage 2

The current Fashion Marketing Certificate does not adequately prepare graduates for most of the fashionmarketing and sales positions available In addition limited openaccess to courses leaves manycertificate students frustrated as they cannot complete their studies in a timely manner Therefore wepropose a two year selective entry Fashion Marketing Diploma program This will mean that Kwantlenwill be able to grow its Fashion Marketing Fashion Design Technology Marketing and Businessrelated program areas The Fashion Marketing Diploma FMRK will include 30 FMRK credits and 30credits combining courses from MRKT BUSI ACCT and ECON The program will allow FashionMarketing Certificate graduates to ladder to the Fashion Marketing Diploma and for Fashion MarketingDiploma graduates to ladder to KwantlensBBA program See Appendix ID Laddering to KwantlensBA Major in General Studies is another option

Currently the 38 Fashion Marketing Certificate students are coded as open access students and create only34 FTE A selective entry cohort diploma program would create 30 FTE with the addition of 7 FMRKsections 21 credits Additionally these students would top up existing marketing and business relatedcourses Many of the Fashion Marketing courses will appeal to the Fashion Design students as electivecourses thus ensuring full enrolment in the new courses

Polling current and past Fashion Marketing Certificate students has revealed the need for a highercredential in fashion marketing and a more flexible parttime offering of courses such as evening classesIt will therefore be necessary to accommodate a balanced number of full and parttime students perhaps15 fulltime students 50 and 20 to 30 parttime students allowing full time studentsprimary accessand alerting parttime students that seats are not guaranteed Both groups would need to be selectiveentry

The Fashion Marketing Diploma will replace the existing Fashion Marketing Certificate program SeeAppendix C It will be designated as a selective entry program in order to guarantee student access tonon fashion courses thereby allowing full time students to complete the program within two years

A2 Outline the key objectives and outcomes ofthe proposed program in one or two pages

The key objectives of the proposed diploma program are to prepare its graduates for the evolving andunmet employee needs of the fashion industry and allow for laddering to degree and post degreeprograms

The calibre of degree grads of the Bachelor of Design in Fashion Design Technology program isoutstanding with annual graduate employment rates ranging from 90 to 100 Industry employers indesign wholesale distribution and retail are now looking to Kwantlen to provide strong marketingcandidates for their businesses Like the Degree program the Fashion Marketing Diploma has thepotential to elevate the salary levels and inspire regional management positions to be created in theindustry Selective entry versus open registration tends to draw more serious applicants Applicants whoprovide evidence of skills and experience often give more thought to the program of study they areapplying to which increases likelihood of success

The Fashion Marketing Diploma program combines fashion marketing communications and businessknowledge and skills relevant to dynamic careers in fashion market research trend forecasting stylingvisual merchandising fashion writing promotion buying sales and management at the wholesale andretail levels to name a few The program will include hands on activities as well as research and writingto promote critical thinking analysis and synthesis of ideas Work experiences attending and

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participating in fashion events and excursions to fashion companies and select fashion districts will serveas portable classrooms and opportunities to create a broad network

Program outcomes will include collecting analyzing and interpreting data on economic and fashiontrends consumer demographics buying habits tastes and preferences as well as market size penetrationand competitors as they relate to specific target clientele and fashion products or services from a globallycompetitive perspective

This program combines Fashion with Marketing and Business related programs at Kwantlen in much thesame way as the existing Fashion Marketing Certificate but the synthesis of the new relationship producesa much greater sum of the parts While the Fashion Marketing Certificate provides an introduction to thebusiness of fashion the Fashion Marketing Diploma addresses global competitiveness leading to a widerange of entrylevel careers as well as directly laddering to the BBA program based on taking selectedbridging courses as electives See Appendix D This Degree can also better prepare students forMasters programs in the future

Program RationaleA3 Provide rationale for the credential

To address the impact of international trade agreements the Apparel Human Resources CouncilAHRC in partnership with Human Resources Social Development Canada HRSDC engagedRichter Consulting to conduct a labour market update study on behalf of the Canadian apparelindustry The resulting report The Canadian Apparel Industry The Shape of the Future March2004 recommends that AHRC work with the post secondary fashion education sector to developprogramming oriented towards future employment opportunities with an emphasis on a more generalbusiness perspective Career profiles featured in the report focus on Marketing Selling andDistributing Diplomas and degrees are required for many of the careers listed

BC apparel companies have regrouped and now focus more on Marketing and Design with Productionbasically run off shore Therefore graduates need to work and communicate globally

The AHRC in conjunction with the Association of Community Colleges formed an Apparel AffinityGroup AAG of fashion educators from across the country to work together in developing teachingand learning tools to assist fashion students in preparing for employment Kwantlen Fashion Facultyare members of the AAG and one of our team currently chairs the AAG Stronger relations withindustry and fashion educators have resulted from this alliance and many exciting resources have beencreated to date ie entrepreneurial tool kit importexport resources career and job placementresources A new one stop web portal apparelconnectioncawill launch in June 2009 and willprovide a wealth of tools for teaching learning and connecting with the industry

The current Fashion Marketing Certificate does not adequately prepare graduates for most of thefashion marketing and sales positions available In addition limited open access to courses leavesmany certificate students frustrated as they cannot complete their studies in a timely mannerTherefore we propose a two year Fashion Marketing Diploma This will mean that Kwantlen will beable to grow both its Fashion Marketing and Business related program areas The Fashion MarketingDiploma will include 30 FMRK credits and 30 credits combining courses from MRKT BUSI ACCTand ECON The program will allow Fashion Marketing Certificate graduates to ladder to the FashionMarketing Diploma and for Fashion Marketing Diploma graduates to ladder to KwantlensBBA or

B Program Description1 Bl State the goals and objectives of the new program



BA Major in General Studies

The Canadian Apparel Industry The Shape of the Future March 2004 Prepared by Richter Consulting forthe Apparel Human Resources Council

2 Benchmarking Toolkit 2007 Prepared by Milstein Co for the Apparel Human Resources Council

The program goal is to be the best Fashion Marketing Diploma program in Western Canada IntegratingFashion with Marketing and Business programs at Kwantlen provides a broader perspective of the field ofMarketing and increase students network of marketing professionals In addition the combination ofprograms allows for laddering directly to a degree program

The Fashion Marketing Diploma program supports Kwantlensmission core values and strategicobjectives in some of the following ways

With respect to learning the program meets needs of a broad range of students seeking a career in fashionmarketing increases opportunities for program integration and laddering provides researchbased leamingopportunities in a resource rich environment faculty extensive library holdings digital classrooms andaddresses life long learning accepts mature and transfer students

With respect to quality the program focuses on excellence in teaching from faculty who are activelyengaged in the industry engages students through industry supported classroom projects supports studentsin and out of the classroom applies industry standards integrates work experiences and leads tomeaningful careers

With respect to community and community service the program provides access for the increase inmature student demand and a viable alternative for those seeking a career in fashion who lack skills orinterest in design and production A cohort program is better positioned to create initiatives to attract andsupport underserved communities such as First Nations increase male participation and can better supportand enhance student success Students are required to volunteer to assist in a wide range of industry eventsand to undertake leadership activities Strong program connections with fashion marketing and retailsectors lead to successful careers for graduates

3 Kwantlen Polytechnic University 2003 Strategic Implementation Plan Mission Statement and Values 118httpIAtrnatkmrantleaca sharedassetsMultiyear Education6360pd

82 Identify the target student audiencesfor this program

This program will attract a broader audience than the Fashion Design program which due to its designand production focus draws very few males Applicants may come directly from high school transferfrom other Kwantlen programs or other institutions be mature individuals seeking a profession or makinga career change and retail sector personnel seeking upgrading People in retail positions who are seekingadvancement have contacted us looking for specific training in managerial and critical thinking skills



Most people who apply to a fashion program have a passionate lifelong interest in fashion A flair forfashion and good business sense are necessary ingredients for success in the field of Fashion MarketingApplicants need to understand that a fashion marketing program requires extensive research thinkingwriting computation and digital technology skills

Kwantlensprograms and reputation attract mature students and addresses their needs by providingflexible and parttime educational programs that lead to successful careers Acceptance of transfers andprior learning assessment PLA recognizes previous learning and experiences related to the programFewer prerequisites means the program can also be self paced

Fashion faculty and educational advisors currently provide support for under prepared students and willcontinue to do so for people who desire to undertake the Fashion Marketing Diploma program Processfor upgrading English is clearly delineated at Kwantlen and Fashion faculty will provide workshops toassist applicants in preparing entrance documentation in the same way that portfolio workshops areprovided for Fashion Design Technology program applicants

Examples of Kwantlen program areas individual courses and or certifications that could ladder into theFashion Marketing Diploma program and beyond

Kwantlen General Studies Kwantlen Fashion Marketing DiplomaKwantlen Fashion Marketing Certificate Kwantlen Fashion Marketing Diplomanote we have 25 currentfashion marketing certificate students anxiously awaiting

the launch of this programKwantlen Fashion Design Technology Diploma or Degree Kwantlen Fashion Marketing

DiplomaKwantlen Marketing Diploma Kwantlen Fashion Marketing DiplomaKwantlen Fashion Marketing Diploma Kwantlen BBA

Kwantlen Fashion Marketing Diploma Kwantlen BA Major in General Studies

The Fashion Marketing program could be promoted to draw people who would prefer a marketingfocused program and if seeking a business degree could then ladder to KwantlensBBA program

The anticipated annual enrolment for each of two years is 15 full time and 2030 parttime based oncurrent enrolment

includes past current and 2009110 Fashion Marketing Certificate students and graduates as program will phaseout with the 2009 intake

B3 State how the institution satisfied itself that there is not unnecessary duplication in thesystem

The following BC institutions offer Fashion Marketing programsVancouver Community College VCC self paced 8 course Fashion Merchandising AssociateCertificate programArt Institute AI of Vancouver 2 year Fashion MarketingMerchandising Diploma programBlanche Macdonald Centre 10 month Fashion Merchandising Certificate programJohn Casablancas1 year Fashion Ans Diploma that combines fashion and fashion businessLasalle College International Vancouver 16 month Online Fashion Marketing BuyersProfileDiploma

B4 Provide evidence of labour market demand

See A 3 The Canadian Apparel Industry The Shape of the Future

The fashion industry is the 6 largest secondary industry in BC



Analysis of the above programs through discussions with program heads and familiarity of otherprograms through intercollege faculty connections confirms that this proposal does not createunnecessary duplication within the system With the exception of Al and LaSalle the remaining threeprograms are a year or less in duration In addition other than the VCC program the programs are run byprivate institutions and are therefore considerably more expensive than Kwantlensprogram

All of the above programs focus more on the fashion component including in several cases some designor design related courses with less emphasis on marketing and business than the proposed FashionMarketing Diploma program None of the above programs combine Business or Marketing courses fromoutside their program area as does the proposed Fashion Marketing Diploma program Most of the aboveprograms would not likely transfer to Business or Marketing programs within the BC public postsecondary system For example Kwantlen School of Business does not usually accept courses from anyof these programs because most courses are fewer hours and have less breadth and depth in businesstheory than Kwantlen business related courses Therefore it would be unlikely that any of these programson their own could lead to a degree program as does the proposed Fashion Marketing Diploma program

In addition these programs do not require entrance documentation beyond a high school diploma ormature student status See Appendix E for KwantlensFashion Marketing Diploma program entrancerequirements We are aware that there are considerable dropout rates for many of these programs Morestringent entrance requirements will therefore allow the Kwantlen program to stand out as a more seriousprogram of study Selective entry also has the potential to increase accountability in terms of class size

Capilano Universitystwo year Retail Marketing Certificate program ladders to a Capilano businessdegree but does not offer a fashion component

Even with the current decline in the economy The latest information from NPDs Economy Trackershows consumer confidence continues to decline albeit slightly while intent to spend at retail remainssteady This could indicate that consumers may have reached their cost cutting limits 4

BC Work Futures predicts that demand for marketing researchers analysts and consultants should bestrong due to an increasingly competitive economy Employment in advertising and promotion isprojected to grow much faster than the average for all occupations The technological revolution and thetrend towards globalization have forced many businesses to hire these professionals to help them staycompetitive within the rapidly changing business climate Employment for Fashion Consultants is alsoexpected to grow much faster than the average for all occupations The Canadian Occupational ProjectionSystem COPS projects employment for Buyers retail and wholesale to grow at a rate of 13 peryear which is about the same as the average for all occupations

The apparel industry offers a variety of employment opportunities for fashion marketing graduates suchas buyers merchandisers managers distributors entrepreneurs and other support services While in theprogram an important first step for all students is a paid or volunteer work experience as a sales associatein a clothing store Fortunately clothing is a significant industry in BC offering considerable opportunityfor employment and advancement About 43 of all Canadian retail sales in 2008 were clothing related

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with sales in excess of 18 billion dollars As they gain experience in the industry graduates draw onknowledge and skills acquired in KwantlensFashion Marketing Diploma program

There is demonstrable evidence of a growing increase in marketing positions within companies at alllevels of the apparel industry chain based on recent requests of KwantlensFashion Design Technologyprogram for personnel A number of design companies have recently created marketing positions ieAritzia HeIly Hansen Gentle Fawn as have both the whole sale ie Fashion Exchange FXQuiksilver and retail ie Le Chateau Bootlegger Rickissectors

NPD Insights npd@emailnpdcom April 22 2009

s Work Futures British Columbia Occupational Outlook 2000 projections to 2011httpwwwworkfuturesbceaproflesfnder alphacfmsite graphic fangen retrieved Dec 15 2008

6 Retail sales by type ofstores 2009 hltp www40stalcangccaIOIIcst01tradISaenghtmretrieved March 24 2009

C Curriculum

Kwantlen University CollegeNonDegree Program Proposal


Cl Describe the skills knowledge or other attributes students will develop from the program

The Fashion Marketing Diploma program will encompass the scope of the fashion industry from conceptto consumer and its cyclical nature while defining the field of fashion marketing and career opportunitiesfrom a globally competitive perspective

Along with collecting analyzing and interpreting data on historical and current economic and fashiontrends to identify risks and opportunities in the market place students will develop plans for purchasingallocation and promotion of merchandise and create marketing branding and visual merchandising plansthat achieve financial targets

Students will demonstrate professionalism effective communication organization interpersonal selfmotivation customer service critical reasoning skills and leadership through working independently andin teams They will utilize management and leadership skills as needed for the selling of goods andservices plan and manage time to meet project deadlines and perform customer service as it relates tovalue added retail

Technologies such as MS Office CS3 Product Data Management and Statistical Buying and StoreDesign software will be used in the assembly of a fashion writing portfolio development of an inventory ofmarket research activities store design and the preparation of quantitative and qualitative analysis and reports

The elements and principles of design will be applied to visual marketing strategies styling of garmentson the human form and the design of promotional material in three dimensional spaces Knowledge oftextile sources textile production and textile products will be applied to buying and selling along withattention to sustainability and apparel consumption

Learning about processes of importing and exporting will include practicing etiquette in working withpeople from other cultures

Fashion Marketing Di I1 ploma Program by Semester1 2 11 3 4

FMRK 1105

3 CreditsComputers for

Fashion Marketing

FMRK 1215

3 CreditsTextile Science

FMRK 21xx

3 CreditsFashion Trend

Analysis andSynthesis

FMRK 2250

3 Credits FashionEntrepreneurship

FMRK 1115

25 CreditsThe Apparel Industry

FMRK 12xx

3 CreditsFundamentals of

Visual

Communication

FMRK 21xx

3 CreditsFashion Writing

FMRK 22xx

3 CreditsCareers in

Visual

Communication

MRKT 1199

3 CreditsIntroduction to

Marketing

MRKT 1299

3 CreditsConsumer Behaviour

FMRK 2Ixx

3 CreditsMerchandising

Practices

Elective

One of ACCT 1 110

or ACCT 1 130 or

ACCT 2293

3 Credits

One of BUST 1110 or

1210 or BUSI 1215

3 Credits

Elective Elective

Elective Elective Elective

FMRK 1150

2 CreditsFashion Retail Work

Experience

FMRK 21xx

15 CreditsWork Experience

C2 Describe the programcourse structure



FMRK COURSE OFFERINGS Total of 60 credits30 credits FMRK plus 30 credits combined from MRKT BUSI ECON ACCT

REOUIRED COURSES 42 creditsExisting FASN Courses with minor changes to convert to FMRK105 credits Credits

FASN 1115 0 FMRK 1115 The Apparel Industry 250

FASN 1150 FMRK 1150 Fashion Retail Work Experience 200

FASN 1215 FMRK 1215 Textile Science 300

FASN 2250 FMRK 2250 The Business of Fashion will changed name to FashionEntrepreneurship 300

FMRK courses to be created 195creditsFMRK 2Ixx Fashion Distribution Chain

FMRK 12xx Fundamentals of Visual Communications for Fashion

FMRK 22xx Careers in Visual Communications for Fashion

FMRK 1 105 Computers for Fashion MarketingFMRK 2Ixx Fashion Trend Analysis and Synthesis

FMRK 21xx Fashion Writing or CMNS 1140 if taken prior to fall 2010FMRK 2Ixx Fashion Marketing Work Experience

MRKT BUSI ACCTOne of ACCT 1110 or ACCT 1 130 or ACCT 2293

One of BUST 1110 or 1210 or BUST 1215

MRKT 1199 Introduction to MarketingMRKT 1299 Consumer Behaviour Prereqs MRKT 1199

Notes 1 MRKT 1199 is a prerequisite for many Marketing courses and should thereforebe taken in the first semester of the program for both full and pan time students

2 MRKT 1299 and ACCT 1230 are prerequisites for a number of Marketingcourses and should therefore be taken early in the program

ELECTIVES all courses are 3 credits each require 6 courses for total of 18 creditsACCT 1210 only if taken ACCT 1110 Cannot use if taken ACCT 2293ACCT 1230 Business Statistics

BUST 2390 Business Law

CBSY 1105 if taken prior to fall 2010ECON 1150 Principles of MicroeconomicsENGL 1100 Writing Reading and Thinking An IntroductionMRKT 1220 Dynamic SellingMRKT 1235 Small Business Essentials

MRKT 2111 Marketing Online Prereqs MRKT 1199 1299MRKT 2321 Retail Management 1 Prereqs MRKT 1199 1299MRKT 2333 Marketing Management I Prereqs MRKT 1299MRKT 2340 Marketing Research Prereqs MRKT 1299 and ACCT 1230MRKT 2360 Selling and Sales Management Prereqs MRKT 1299 or permissionMRKT 2401 Advertising Prereqs MRKT 1299MRKT 2421 Retail Management II Prereqs MRKT 1199 and 1299 and 2321MRKT 2430 Marketing Simulation Prereqs MRKT 2333MRKT 2444 Marketing Management 11 Prereqs MRKT 2333MRKT 2455 International Marketing Prereqs MRKT 1299

One course from any eligible program or area of study including courses from the list above

Those laddering to the BBA should take ENGL 1100

courses required to ladder the KwantlensBBA program See Appendix D

C3 Identify the provincial national andor international certifications and standards achievedin the new program ifapplicable

NA



300

300

300

300

300

300

150

300

300

300

300

D Program Consultations and Evaluation

See Appendix E for further in depth consultations



DI List the other provincial postsecondary institutions consulted about the proposedprogram

Each of the programs listed in B3 have been or will be contacted to discuss consideration of transferagreements to KwantlensFashion Marketing Diploma program Several institutions have alreadyexpressed interest in transferring their students to this program Consideration of Kwantlen studentstransferring credits to their programs will also he discussed

D2 State whether or not the program meets the program eligibility requirements as outlined atwwwbcsapbcca

Kwantlen is a designated school for Student Aid BC

D3 Indicate what policiesprocedures are plannedfor ensuring adequate depth and breadth ofongoing review and evaluation once the program has been implemented

Procedures for regular evaluations will include student questionnaires discussions with the FashionProgram Advisory Committee alumni sector personnel and daytoday discussion among faculty andstudents

KwantlensProgram Review selfstudy process recently piloted by the Fashion Design faculty willensure adequate depth and breadth of ongoing formal review and evaluation

D4 Indicate whether safety and other risk management factors have been addressed whereappropriate

There are no special equipment requirements for this program and therefore no safety or otherrisk management factors to address

E Admissions and Transfer

El Indicate how the institution plans to ensure students ability to access the programthrough transfer

Transfers will be accepted on a course by course basis If applicable articulation agreements will beconsidered with both public and private institutions

E2 Describe how students will be able to transfer out of the proposed program into otherprograms within the same institution or at another institution

See B2 Identify the target student audiencesfor this program

See Appendices A D

Most other institutions accept transfers from Kwantlen Fashion programs on a course by coursebasis

0

0

E3 Indicate how students will be able to transfer into related degreelevel programs ifapplicable

See Appendices A D

F Other



FI Include any additional information not addressed in the sections above that may behelpful in better understanding the major components of the proposal

Kwantlensfashion program is well connected in the area of fashion marketing We are linked to variousregional fashion marketing related associations and publications such as the Fashion Exchange FXFashion High Cut Show and the BC Fashion Retail Association through memberships and personalcontacts We are also members of the Canadian Apparel federation and the Apparel Affinity GroupAAG which is a subsector of the Association of Canadian Community Colleges ACCC and theApparel Human Resources sector Council AHRC Currently many employers send job advertisementsto the department often up to 10 a month The number of marketing related positions advertised is on theincrease for example Quicksilver Bootlegger Aritzia and lululemon frequently advertise marketingpositions

DEPARTMENT

Registrar Services Director Registrar 2463

Admissions Records Graduation Services Zena Mitchell

planningfor program admission registration impact onscheduling etcSee Appendix C

Enrolment Services Director Enrolment 2474

program advising student loan eligibility Services Josh Mitchell

Telephone discussion January 26 2009 and email Requestedthat the program design allow for a student to attend fulltime

BA Advisor

Mary Boni met with Kirsten Darrach March 23 2009Students interested in extending their education to a Bachelor ofArts BA Major in General Studies degree should consult with theBA Advisor Those interested in this option should select ENGL1100 ECON 1150 ACCT 1230 and one general ans elective ieSOCI 1125 ANTH 1100 PHIL 1100 etc as pan of their electiverequirement for the Fashion Marketing Diploma

Enrolment Support Retentionscheduling and registration

Consultation in progress

Institutional Analysis Planning

Consultation in progress

Director Enrolment

Support Retention

Director

Via Research Assistant



Appendix AInternal Consultations

CONTACT LOCAL

Academic Departments

The Applied Design Communications Curriculum Committee Faculty Council does not yet exist approvedthis concept on January 16 2009 Consultations between Barbara Duggan Dean Design Communicationsand Wayne Tebb Assoc Dean School of Business have been in progress for the last year The School ofBusiness supports the impact of the Fashion Marketing diploma program in topping up of their courses andladdering to the BBA program Mary Boni fashion Faculty program developer met with Wayne Tebb onDec 9 to develop the laddering proposal This proposal was presented to the School of Business CurriculumComminee on March 13 and met with their approval

Counselling Director Student 2467

support services anticipated for program students etc Development and SuccessConsultation in progress

3230

Information Educational Technology IET Manager of User Support 2390

planning re software needs system capacity and limitationsSounds like a terrific program Can you expand on the self funded laptop program What resources will youexpect from IET in support of the program 1 noticed also that you make mention of a new Fashion Design labthat they would share can you expand on that Please get back to Robert and Maggie on this as I start a one yearleave tomorrow 1 hope it works out for you Paula Hannas Manager of User Support January 8 2009

3127

Library Services Librarian 2134

collections AV needs etcSee Appendix B

0

Videos 52000

Periodicals 52000

Monographs 4000

TOTAL 58000

Date February 12 2009

Summary of Startup Subsequent Costs

Prepared by

Signed

I support this collection assessment

Appendix B

Library Impact Assessment

Support for Program Proposal

Name of Program Fashion Marketing Diploma Program

Yes X No

Kwantlen University CollegeNonDegree Program Proposal


SummaryThis Impact assessment has been based on the information available It is possible that as course outlines and

specific curriculum are developed we will need to provide some further resources to successfully support thisprogram

The Library fully supports the development and implementation of the proposed Fashion Marketing Diploma Atthis time it appears that there may be some impact on Library resources in specific areas but it appears to us

that it would be manageable In order to provide an excellent level ofsupport to students enrolled in thlsprogram the Library will continue to work with the Fashion Department Faculty to ensure that the resourcesand services remain current relevant and effective

02142009

SSCC liaison Librarian 1 Date

02162009

University Librarian Date

Mary Boni Feb 18 2009

Program developer Signature Date

Appendix C

Development Implementation Plan



Summary of meeting held February 17 2009 in attendance from Registrar Services Zena MitchellMelinda Henson Cindy Bilow from Fashion Barbara Duggan Evelyn May Mary Boni

The new Diploma in Fashion Marketing will start in Fall 2010 with classes for the first and thirdsemesters Spring 2011 will see classes from the second and fourth semesters offered If there arestudents entering in Fall 2010 with 30 credits the first graduates of this program could finish in April201 I

This will be a selective entrypriority registration program Students must have a C in English 12 or theequivalent and must submit a written letter of intent a resume and 2 letters of reference Entrancedocumentation of the above must include evidence of life experiences such as working in a team workingindependently problem solving and developing personal management organizational and stressmanagement skills Applicants will be provided with an outline to complete the requirements

Faculty members from the Fashion Marketing program will evaluate applications perhaps through agroup intervieworientation through a process similar to the portfolio evaluations that take place for otherprograms in this Faculty or by reviewing digital or hard copy submissions without the applicants presentA maximum of 30 FTE students will be admitted to first year of the Diploma as selective entrypriorityregistration

Students will be required to take the FMRK courses offered each semester 2 3 courses per semesteralong with other required courses to meet prerequisite requirements in order to progress with priorityregistration Students who do not take or do not pass the required FMRK and other courses in eachsemester will not be assigned a priority registration time and therefore will not be guaranteed a seat inrequired courses They will remain in the program and will be able to register after full time students

Students in this program will not be monitored for courses other than the required courses in each term Itis each students responsibility to register for appropriate electives following the information in thecalendar

Students currently in the Fashion Marketing Certificate program were made aware of this new programdevelopment and were advised to register for two Fashion Marketing Diploma courses that are planned tobe offered in 20092010 one in the Fall of 2009 and the other in the Spring of 2010 This will ensure thatthey can enter year two of the Fashion Marketing Diploma in fall 2010 These students will receiveselective entrypriority registration status In future intakes for this program students transferring fromanother Kwantlen program or institution will be accepted based on availability of 2n year courses

Students who register in the Fashion Marketing Certificate program for fall 2009 will be the last group tograduate with the Fashion Marketing Certificate This program will not be offered after the Spring 2010semester Students who are presently in the program on a pan time basis will be contacted and advised ofthis timeline

0

0

1



Appendix D

Laddering to KwantlensBachelor of Business Administration BBA inEntrepreneurial Leadership

Developed in consultation with Wayne Tebb Associate Dean School of Business

Kwantlen Fashion Marketing Diploma graduates may continue on to years three and four of KwantlensBBA witha minimum of 60 university transferable credits including the six bridging courses or transferableequivalents

a cumulative GPA of 27 or highera C or higher in Accountinga C or higher in Statistics

B idging courses not completed within the MKT program must be completed prior to entry to the BBA

Required BBA Bridging Courses Fashion Marketing DiplomaEquivalents

1 BUST 1210 Essentials of Managementor

BUSI 1215 Organizational Behaviour

One of BUSI 1110 Fundamentals of

Business

or BUSI 1210

or BUSI 1215

Strongly recommend BUSI 1210 or 1215if laddering to the BBA

2 ACCT 2293 Introductory FinancialAccounting

or

ACCT 1110 and ACCT 1210

ACCT2293

or ACCT 1110 and 1210

Strongly recommend ACCT 2293 ifladdering to the BBA

3 MRKT 1199 Introduction to Marketing MRKT 1199

4 CBSY 1105 Introductory MicrocomputerApp

or

CBSY 2205 Computers Info Processing

FMRK 1150 Computer Applications forFashion Marketing

5 ACCT 1230 Business Statistics ACCT 1230 taken as an elective

6 ECON 1150 Principles of Microeconomics ECON 1150 taken as an elective

Other Considerations for the BBA

1 One postsecondary English course such asENGL 1100 is a graduation requirement forall Kwantlen Polytechnic University degreesIf English was not taken previous to third yearBBA entry students must take ENGL 1100in addition to 3land 4 year courses Theywould then require 123 credits to graduate

Strongly recommend taking ENGL1100 if laddering to the BBA

2 One post secondary Applied Communicationscourse is recommended

Required to take FMRK tba FashionWriting

1



Appendix D

Laddering to KwantlensBachelor of Business Administration BBA inEntrepreneurial Leadership

Developed in consultation with Wayne Tebb Associate Dean School of Business

Kwantlen Fashion Marketing Diploma graduates may continue on to years three and four of KwantlensBBA witha minimum of 60 university transferable credits including the six bridging courses or transferableequivalents

a cumulative GPA of 27 or highera C or higher in Accountinga C or higher in Statistics

B idging courses not completed within the MKT program must be completed prior to entry to the BBA

Appendix E

Other Internal and External Consultations



1 September 2009 Mary Boni and Sharon Greeno met with Christie Lohr a 10 year alumnusof the fashion marketing certificate program who is currently the BC Recruiter for LeChateau Inc We would welcome work experience students for sales and marketingpositions We are hiring for all positions whether your students would like to work part timewhile going to school or are looking for a full time career because they will soon begraduating or have graduated Le Chateau is a growing national company with lots of careerdevelopment opportunities I myself started with Le Chateau 10 years ago and have hadseveral management positions within the company

2 October 23 2008 Apparel Affinity Group AAG Coordinating Committee made up offashion faculty from across the country strongly supported the proposal stating that in theirrespective cities fashion marketing positions are on the rise The AAG is a connection forrecruiting students to Kwantlen that may want to study out of province or transfer after a Iyear program The AAG coordinating committee member from Marie Victorin in Montrealsuggested a partnership between our schools issue with all of their information in French andtherefore requiring translation time and cost issues may look at future partnerships theyhave a 3 year program our students could transfer to

3 October 24 2008 THEA Conference Fashion Faculty have a strong connection with theprovincial high school Home Economics teachers Due to declining sewing programs at thehigh school level a solid fashion marketing program allows students into Kwantlen to applytheir passion for fashion rather than go elsewhere because they cannot sew and draft Therethen might be the interest and commitntent on the part of the student to take sewing coursesand switch to Design when they are more mature have Kwantlen figured out and are moreready to grow and apply themselves to the Degree

4 Nov 27 2008 Kwantlen Fashion Program Advisory Committee meeting The committeeunanimously expressed support for a Fashion Marketing diploma program We are in an agewhereby Brand says everything Todaysclothing not only needs to speak about purpose andsport specific lifestyles but has to line up with personal and environmental views KwantlensFashion Marketing Program focuses on this ever increasing need for apparel businesses tocreate a differential edge for themselves through style functionality and market clarityDr Carol Prantner Founder Sugoi Athletic Wear Chair Fashion Program AdvisoryCommittee

5 Fashion Faculty Extensive consultations were undertaken with Fashion Faculty SharonGreeno S Lee Shirley Calla Evelyn May and Michael Pope who provided valuable factsideas and insights into the development of the proposal

6 Past Present and Potential Fashion Marketing StudentsSORS reports 2005 2007 support a fashion marketing focused program The programneeds to be more specific and not as broad and general Make the program more specificfor fashion marketing students I would like to see more fashion business specificcourses

0

0



7 Sharon Greeno Fashion Marketing Certificate faculty and the Fashion program coordinatorconstantly receive requests from fashion design and fashion marketing students as well asrequests via telephone and email for more fashion specific business courses such as BuyingVisual Merchandising Fashion Writing and Styling

8 Current Fashion Marketing Certificate students were told of the pending diplomaprogram Almost the entire class 25 of 28 expressed a positive interest in pursuing a 2 yearFashion Marketing Diploma It was an informal poll but the reaction was very strong theywant a fashion marketing focused diploma A petition signed by 25 students FashionMarketing Certificate students requesting a Fashion Marketing Diploma was subsequentlypresented to the Dean Barbara Duggan

From time totime fashion design students discover within the first year of the program thatthey are more suited to the business side of fashion and desire an alternative programCurrently they go elsewhere Ryerson AI because they want a fashion marketing focuseddiploma

Admissions reports show strong interest in a fashion marketing program 111 applicants to thefashion marketing certificate program in 2007 25 seats available and 163 in 2008 38 seatsavailable

9 Dec 16 2008 Email from Evelyn May in her previous role as coordinator of fashionprograms at VCC Rationale for Evening course offers for the Fashion Marketing DiplomaProgram As the coordinator for the Fashion program at VCC the impetus for developing theFashion Merchandising program was the high number of requests from people looking forparttime evening courses in the area Many of the students who take these courses are alreadyworking in the field and are looking to upgrade to move up the ladder within their companiesThey are not available to take courses during the day The program at VCC has become animportant revenue generating program which offsets the costs of the Design programPerhaps the courses can be first offered through Continuing Education to get the program upand running There has been a lot of interest expressed by current and prospective Kwantlenstudents and we shouldnt lose that momentum

10 Fall 2008 Faculty have received an increase in requests from students and wholesale agencies

for students to intern in these marketing related areas over the past two years A meeting is

pending with the head of the Fashion Exchange FX the association of fashion wholesaledistributors

Full Program Proposal

Bachelor of Science

Applied Psychology

Department of Psychology

Faculty of Social Sciences

Faculty of Science and

Horticulture


Table of Contents

1 Executive Summary

2 Degree Level Standard

3 Credential Recognition and Nomenclature

4 Curriculum Program Content

5 Learning Methodologies Program Delivery

6 Admission and Transfer Residency

7 Faculty

8 Program Resources

9 Program Consultation

10 Program Review and Assessment

0

1 Executive Summary

Kwantlen Polytechnic UniversityBachelor of Science Applied Psychology Major

FPP Page 1 of 47

The Executive Summary must present in a succinct manner the purpose ofthe proposal anda summary ofthe key objectives and outcomes ofthe proposed degree program and mustinclude the following information

a An overview of the organizationshistory mission and academic goals

Originally founded as a community college for the South Fraser Region in 1981 andsubsequently granted university college status in 1995 and university status in 2008Kwantlen Polytechnic University has developed continually to meet the needs of itscommunities Today Kwantlen serves approximately 17000 students each year and isthe fourth largest university in British Columbia Across its four main campuses inCloverdale Langley Richmond and Surrey Kwantlen offers in excess of 130 programsspanning diverse educational areas Trades Vocational Preparatory Professional andAcademic

Arising from its commitment to provide access to a broad range of lifelong educationalopportunities to the people of the South Fraser Region Kwantlen has created anintegrated array of citations certificates diplomas and degrees that afford studentsmaximum flexibility to pursue over the course of their lives and careers differenteducational pathways to further credentials at Kwantlen and elsewhere At presentapproximately 80 of programs ladder into degree credentials at Kwantlen Kwantlenoffers a variety of undergraduate programs professional programs such as interiordesign business and nursing arts programs with a wide range of majors minors anddouble minors and innovative science programs such as environmental protection Allof Kwantlensdegree programs are designed to provide students with the education andskills required to enter professions directly or pursue further study in graduate programs

Kwantlenscore values vision and mission are expressed in the Board of GovernorsPolicy 1l Core Values The universitysmission is to create an exceptional learningenvironment committed to preparing learners for leadership service and success This missionstatement along with core institutional values of exploration inclusiveness excellenceintegrity community and accountability reflect Kwantlensongoing history anddeveloping mandate as a comprehensive regionallyfocused university Kwantlenprograms focus on fostering innovative and challenging student learning environmentsthrough curriculum that integrates essential skills practice community serviceopportunities undergraduate and applied research experience and depth and breadth ofcontent knowledge

b Proposed credential to be awarded

Bachelor of Science Applied Psychology

c Location

Revised5252009855 AM

The BSc Applied Psychology program will be primarily offered on KwantlensSurreycampus though some select courses will also be offered at other campuses

d Facultyies or schoolsoffering the proposed new degree program

This is an interdisciplinary degree offered jointly by the Division of Science andMathematics and Applied Sciences and the Department of Psychology Faculty of SocialSciences

e Anticipated program start date

Kwantlen Polytechnic University

Bachelor of Science Applied Psychology MajorFPP Page 2 of 47

The Department of Psychology Faculty of Social Sciences and Division of ScienceMathematics and Applied Sciences will implement the BSc Applied Psychology asearly as the fall of 2009 Students who have completed one or more semesters of sciencecourses psychology courses and breadth electives may apply into the program Studentswho have already completed all of the lowerlevel requirements will be able to enter yearthree of the program as early as the fall of 2009

J Anticipated completion time in years or semesters

Students engaged in fulltime study will be able to complete the BSc AppliedPsychology degree in four years 8 fulltime semesters

g A summary of the proposed program

The BSc Applied Psychology is built primarily upon established curriculumencompassing the attributes that have proven successful in the existing Bachelor ofApplied Arts BAA and Bachelor of Arts BA in Psychology degrees The foundationof the degree is rooted in Kwantlensexisting two year lab intensive science curriculumwith an emphasis on Biology and Chemistry as well as core foundational courses inPsychology During the third and fourth year students will take courses across three maintopical areas within Psychology Research Skillseg Statistics Program EvaluationQualitative and Quantitative Research Biological Psychologyeg NeuroscienceDrugs and Behaviour and Health Psychology eg Developmental PsychopathologyRehabilitation Clinical Intervention Throughout the degree the emphasis will remain onpsychological application including handson lab experience and courses focusing onhuman interaction with and use of modem technology ethics professional businesspractices and technical writing Students will also be required to participate in aworkplace practicum 180 to 225 hours coordinated by Kwantlen and cosupervised byfaculty and employers The development of a new teaching research and demonstrationlab for this degree also supports the overriding theme of applied science psychology andapplication throughout all courses Finally the existing Honours program in Psychologywould be utilized to prepare interested students for research focused graduate studies

Revised5252009 8AM


FPP Page 3 of 47

Key features of the BSc Applied Psychology degree include the following

The aim of this program is to offer a BSc Applied Psychology degree with clearemployment and educational outcomes

The goal of the BSc Applied Psychology is to offer students a high qualitybaccalaureate degree which builds on the success of our existing Bachelor of Arts inPsychology and Bachelor of Applied Arts in Psychology degrees as well as the strongfoundational science courses offered through Kwantlen Polytechnic University Studentswho complete this degree will receive specialized training in the discipline from aninstitution which promotes teaching excellence and applied skills

Anticipated contribution of the proposed program to the mandate and strategic planof the institution

Six key values are used as a guide for planning new degree programs at KwantlenPolytechnic University including the Bachelor of Science Applied Psychology Thesesix values include exploration inclusiveness excellence integrity community andaccountability Also providing direction is Kwantlensintention to offer a polytechnicdegree that is interdisciplinary relevant and applied

The Bachelor of Science Applied Psychology builds on the institutionsstrengths in bothnatural and social sciences and is enriched by student research facultystudentcollaborations in conferences colloquia and presentations and practica in communitysettings enabling students to learn in with and about their communities as they applytheir skills and knowledge

Small student teacher ratios student centred learning faculty collaborations and anemphasis on offering applied skills to students will create an exceptional learningenvironment offering a well balanced program Students will graduate with a broad baseof knowledge as well as specialized skills and practical experience making them readyfor leadership service and success

Linkages between the learning outcomes and the curriculum design

The applied sciences field of psychology is a very broad interdisciplinary field of studywith connections to medicine psychology computing engineering and a number ofhealth related fields including gerontology This degree will be interdisciplinary rootedin science courses from Chemistry Physics Biology and Mathematics and focused inPsychology in years three and four It responds to the emerging need for graduates withacademic breadth scientific and behavioural training technical expertise and expertisein knowledge integration and application Program graduates will have the education andskills required to gain employment andor facilitate career enhancement in educationaland industrycommunity settings related to various applied science streams inPsychology This degree will also prepare Psychology students who wish to entergraduate programs and industry positions that require enhanced science andmethodological skills This program will provide training comparable to that provided at




other universities but with a unique focus on handson training and experienceinvolving critical methodologies and technical expertise required for success in bothacademic and industrycommunity settings Specifically the degree includes a 180225 hrwork practicum extensive lab experience and several applied courses designed toprepare students for the work force including Professional Issues and Ethics HumanFactors and a Technical Writing Course There are several specific themes studentsmight choose to focus on including Health Psychology Human Factors Research Skillsand Biological Psychology

Integrated throughout the BSc Applied Psychology degree are labbased courses anddemonstrations providing students with handson experience within the field ofpsychological science For example students enrolled in many of the Health Psychologycourses eg Psychopathology Clinical Intervention will have the opportunity to gainexposure to psychological tests through an extensive test library preparing them forpotential work as psychometricians within the clinical field

Over the course of the final two years students will complete a Practicum course whichincorporates a 180225 hour work placement within a relevant work setting As BAAstudents have been required to complete this practicum since the advent of the degree thePsychology department has established solid relationships with many employmentagencies There exists some overlap within the current list of practicum settings andrelationships have been developed with a number of more science oriented placementsMany of our BAA graduates have been offered employment upon completion of thepracticum and we would anticipate the same success for our BSc students

A student who successfully completes the BSc Applied Psychology will have reliablydemonstrated the ability to

critically examine the research literaturecontribute effectively to a seminar discussiondeliver a presentation based on primary source researchcommunicate ideas effectively in writing and in oral formcritically evaluate primary and secondary source materialdevelop a research programapply skills in a relevant work settingdemonstrate solid ethical decision making both in research and practicework within an interdisciplinary framework

Potential areassectors ofemploymentfor graduates andor opportunities forfurther study

The Psychology BA and BAA graduates have been successful in obtaining federalscholarships ie SSHRC and gaining admission often with entrance scholarships toa wide range of graduate programs across the country egEducational PsychologySocial Psychology Gerontology Clinical Psychology Counseling PsychologyDevelopmental Occupational Health Public Policy School Psychology Experimental

University policies require that all course based research is undertaken in compliance with the Tri Council PolicyStatement TCPS



FPP Page 5 of 47

Psychology and Measurement Evaluation and Research Methodology Law schoolVocational Rehabilitation Additionally our graduates are widely employed in avariety of settings eg Microsoft Japan and USA RCMP BC Housing Autism andDevelopmental Disabilities Lab at UBC Gastown Vocational Services WilsonBanwell Fraser Health Assessment Network THEO BC Corrections Canada andCustoms Canada Given that the proposed BSc degree is informed by our existingPsychology degrees and is similarly focused on advanced research skillscommunication and applied methodologies we would anticipate similar positiveoutcomes for our graduates Additionally the BSc degree is grounded in the naturalsciences providing graduates with an enhanced capacity for success in science relatedpost secondary and industrial settings The degree is being developed in closecollaboration with potential employers and with representatives from graduateprograms across British Columbia and Canada to ensure positive outcomes andmaximum opportunities for our graduates

A distinct advantage of the proposed BSc Applied Psychology is the built inflexibility permitting students to specialize in Biological Psychology Health andClinical Psychology Research Methodology or Applied Psychology Additionallystudents will be able to complete an Honours degree within the four year time framefurther preparing them for entry to graduate school

Skills of students graduating with aBSc Applied Psychology could be applicable toemployment opportunities in such fields as vocational rehabilitation humanresourcesemployee assistance mental health services gerontology psychologicaltesting forensicscriminologycorrectionslawenforcement occupational therapydisability services research assistant in health pharmacology areas software usabilityresearch child care consultancy education after PDP pharmaceutical industry andresearch

Delivery methods

The program will allow for both traditional and innovative delivery methods Whilemany of our courses are offered in a traditional facetoface classroom setting bothlecture and seminar format the Department of Psychology also offers mixedmodeonline courses Thus the credential will offer students the possibility of completingseveral of the program requirements via mixed modeonline or computer assisted Withinthe Division of Science Mathematics and Applied Sciences the majority of coursesinvolve hands on lab experiences

The establishment of a new teaching research and demonstration lab within Psychologywill further benefit students and faculty fostering collaborative teaching and researchefforts and maintain Kwantlensfocus on handson interdisciplinary applied education

Revised52520098AM

Program strengths


FPP Page 6 of 47

Kwantlensstrength as an institution lies in its commitment to teaching excellence andsmall class sizes at both lower and upper levels The BSc Applied Psychology will offermaximum flexibility to students handson training a workplace practicum theopportunity to complete a four year Honours degree and exposure to a program that hasbeen developed in close connection with industry Our program will give students thebenefit of a supportive educational environment with low student teacher ratios andstudentcentred learning

An overview ofthe level ofsupport and recognition from other post secondary institutionsand relevant regulatory or professional bodies where applicable and plansfor admissionsand transfer within the British Columbia postsecondary education system

The Program Concept was reviewed by the Psychology Curriculum committee at UBCon March 3 2009 It was also reviewed by the Psychology Curriculum committee atSimon Fraser University The College of Psychologists were consulted when theBAAPsychology degree was developed and upon their recommendation a Professional Issuesand Ethics course was included in the BAA degree and is now a required course for theBSc Applied Psychology degree

Transfer students may be admitted to the program provided they have the necessaryprerequisites Articulated credits and prior learning assessment would satisfy the entryrequirements for advanced placement in the degree program The B Sc in AppliedPsychology program would facilitate the transferability of students among institutions inaccordance with the BCCAT directives on ease and simplicity of transfer Underexceptional circumstances placement into the program will be assessed by thedepartment Chair and will be based on successfully articulated credits and prior learningassessment

See Appendix A for institutional policies on admissions and transfer See Appendices Iand for letters of comment and support

Related programs in the institution or other British Columbia postsecondary institutionsIndicate rationalefor duplication ifany

The proposed interdisciplinary BSc degree fills a gap in the Lower Mainland for an AppliedPsychology degree based in the Natural Sciences The program will be one of only fourBachelor of Science programs in BC and has the distinct advantages of intensive appliedtraining and an emphasis on research For example while UBC offers a BSc in Psychologythat covers some of the same subject matter the program does not guarantee the sameapplied training or research experience to all students While Simon Fraser University theUniversity of Victoria and Vancouver Island University offer BSc degrees in NeuroscienceBiological Psychology combined biology and psychologyBSc Kwantlensproposeddegree is designed to provide additional applied coursework and experience to all students



FPP Page 7 of 47

Key distinguishing features of KwantlensBSc Applied Psychology program include labcomponents integrated throughout the majority of courses a minimum of four courses inStatistics and Research Methods a required Technical Writing course course work inProfessional Issues and Ethics and a mandatory workplace practicum

h Name title phone number andemail address ofthe institutional contact person incase more information is required

Dr Jocelyn Lymburner and Dr David Froc Faculty Department of Psychology Facultyof Social Sciences

iocelmlymbumer@kwantlenca6045992480

Dr Ann Marie Davison Faculty Department of Biology Faculty of Science andHorticulture Division of Science Mathematics and Applied Sciencesannmariedavison@kwantlenca6045992655

2 Degree Level Standard

Degree Category Bachelor DegreeProgram Degree and Outcome Emphasis Bachelor of Science Applied Psychology

As a polytechnic university Kwantlen is positioned to offer degrees that areinterdisciplinary relevant and applied The proposed Bachelor of Science AppliedPsychology builds on the existing twoyear lab intensive science curriculum with anemphasis on Biology and Chemistry Upper level studies will focus on three main areaswithin Psychology Research Skillseg Statistics Program Evaluation Qualitative andQuantitative Research Biological Psychology egNeuroscience Drugs andBehaviour and Health Psychology eg Developmental PsychopathologyRehabilitation Clinical Intervention Throughout the degree the emphasis will be onpsychological application including handson lab experience use of technology andinterdisciplinary communities of practice

The program will contribute to the growing need for undergraduate degree access in theSouth Fraser Region of British Columbia Key features of the proposed degree include

The development of knowledge core competencies and skills characteristic ofBachelor of Science programs in psychologyThe preparation of students for admission to graduate programsThe preparation of students for entry into the labour market facilitated by thepracticum component of the program




The preparation of students to respond resourcefully to emerging trends inpsychology facilitated by research methods courses and interdisciplinary studiesFilling a gap in the Lower Mainland for an Applied Psychology degree based in theNatural Sciences

The qualification of faculty in both Science and Psychology their commitment toteaching excellence and the small class sizes at Kwantlen Polytechnic UniversityThe ability to build on the success of courses and program elements of the existingBachelor ofApplied Arts Major in Psychology and theBA Major in PsychologyClear benefits to our South Fraser communities through practicum connections and aprofessional degree advisory board comprised of community leaders and practitionersin fields related to psychologyClear benefits to students by providing the opportunity to complete an applied degreein the community where they live and could potentially be employed

a Depth and Breadth of Knowledge

The Bachelor of Science Applied Psychology will provide students with substantiveknowledge in foundations of Science including Chemistry Biology Mathematics andPhysics and in current and emerging areas of psychology It will also provide a broad liberaleducation by emphasizing the development of effective communication in both written andoral work and the skills to work effectively with peers superiors and clients Small classesand powerful teaching will help students develop strong analytical and critical problemsolving skills Combining theoretical research skills effective use of technology and anappreciation of the complexity of modem social and psychological problems will makegraduates of this program very productive members of interdisciplinary research and serviceteams in fields such as business health industry rehabilitation and education

Graduates from Kwantlensexisting BA in Psychology and BAA in Psychology have beensuccessful in obtaining federal scholarshipsie SSHRC and gaining admission often withentrance scholarships to a wide range of graduate programs eg Educational PsychologySocial Psychology Gerontology Clinical Psychology Counseling PsychologyDevelopmental School Psychology Experimental Psychology and MeasurementEvaluation and Research Methodology Law school Vocational RehabilitationAdditionally our graduates are widely employed in a variety of settings eg MicrosoftJapan RCMP BC Housing Autism and Developmental Disabilities Lab at UBC GastownVocational Services Wilson Banwell liven that the proposed degree is informed by ourexisting Psychology degrees and is similarly focused on advanced research skillscommunication and applied methodologies we anticipate similar positive outcomes forgraduates of the BSc Applied Psychology

b Knowledge of Methodologies and Research

The program will be one of only four Bachelor of Science in Psychology programs in BC andhas the distinct advantages of intensive applied training and an emphasis on research Forexample while UBC offers aBSc in Psychology that covers some of the same subjectmatter the program does not provide the same applied training or research experience to all

Revised5252009 855 AM


FPP Page 9 of 47students While Simon Fraser University the University of Victoria and Vancouver IslandUniversity offerBSc degrees in Neuroscience Biological Psychology combined biologyand psychologyBSc Kwantlensproposed degree is designed to provide additional appliedcoursework and experience to all students Key distinguishing features of KwantlensBScApplied Psychology program include lab components integrated throughout the majority ofcourses a minimum of four courses in Statistics and Research Methods a required TechnicalWriting course course work in Professional Issues and Ethics and a mandatory workplacepracticum

c Application of Knowledge

Students will be required to participate in a workplace practicum 180 to 225 hourscoordinated by Kwantlen and cosupervised by faculty and community employers They willhave the opportunity to test their skills and knowledge in specific contexts to observe therelationships between specific disciplinary techniques and to appreciate the complexities oftechnical and human interactions They will see first hand that no single method issufficient no single discipline capable of interpreting and responding to modem individualcommunity and workplace challenges The shared responsibility for the practicum taken byacademic and community sponsors will provide a powerful balance between classroom andworkplace leaming deepening both

d Communication Skills

To ensure that students develop excellent communication skills the BSc AppliedPsychology program includes three credits of English and three additional writing credits aswell as courses in Professional Issues and Ethics and Human Factors

In lab work seminar courses and in practicum settings students will develop their listeningwriting and speaking skills as well as their capacities to work as part of problem solvingteams Through specific methodology courses and through applications of technologystudents will develop experience in data collection and analysis and program review andreporting They will complete the TCPS Ethics tutorial and participate in the design andconduct of supervised research

Attending and participating in studentled and facultystudent conferences and colloquia willenhance students understanding of the important role of professional communication in theexchange and expansion of knowledge

e Awareness of Limits of Knowledge

Direct instruction in multiple methodologies will introduce program students to alternativemethods of data capture and analysis Class based problem solving and onthejobapplication during practicum placements will provide opportunities for students to test theirhypotheses in a variety of situations Interdisciplinary instruction and practicum work incomplex clinical research andor business settings will expand their understanding of therange of ideas at play in any context Further their participation in professional conferences




will contribute to their appreciation of the creation expansion and revision of knowledgethrough academic and professional debate and critique

f Professional CapacityAutonomy

Kwantlen Polytechnic University is determined to create an exceptional learningenvironment committed to preparing learners for leadership service and success and thisBachelor of Science Applied Psychology is structured to meet those goals Small classeslaboratory and seminar work facultystudent collaboration in research projects andpresentations community partnerships and work experiences provide opportunities forstudents to leam about themselves about their communities and about ways of interpretingtheir world Graduates will be prepared to combine subject matter knowledge with arepertoire of methodological and technological strategies applying them to the examinationof specific problems As they explore existing issues they will imagine new ones askingtheir own questions and developing their own perspectives and contributions to both theacademy and the community

3 Credential Recognition and Nomenclature

The Bachelor of Science Applied Psychology is in keeping with the standard nomenclatureacross Canada and is appropriate as per British Columbia requirements The programoutcomes outlined in this proposal are consistent with those expected of a baccalaureateprogram The BSc nomenclature accurately describes the level of the theoretical readingand research skills and knowledge that students will acquire in this degree

a Explain how the design ofthe program facilitates credential recognition by other postsecondary institutions Include an analysis ofany research undertaken to ensurecredential recognition

The BSc Applied Psychology is built primarily upon established curriculum encompassingthe attributes that have proven successful in the existing Bachelor of Applied Arts BAA andBachelor of Arts BA in Psychology degrees The foundation of the degree is rooted inKwantlensexisting two year lab intensive science curriculum with an emphasis on Biologyand Chemistry as well as core foundational courses in Psychology During the third andfourth year students will take courses across three main topical areas within Psychology allof which have proven successful for our existing Psychology degree students As notedearlier psychology BA and BAA graduates have been successful in obtaining federalscholarships ie SSHRC and gaining admission often with entrance scholarships to awide range of graduate programs across the country

The specific course structure of the BSc Applied Psychology was developed in accordancewith existing BSc degrees both locally eg UBC and across the country Foundationalscience requirements are at least as rigorous as those at other institutions ensuring widespread acceptance of this degree




b Where applicable describe the consultations undertaken to ensure the credential andlearning outcomes will be recognized by and meet the standards ofindustryemployersand regulatory licensing or credentialing bodies

Our BA and BAA Psychology graduates are widely employed in a variety of settingseg Microsoft Japan and USA RCMP BC Housing Autism and DevelopmentalDisabilities Lab at UBC Gastown Vocational Services Wilson Banwell Fraser HealthAssessment Network THEO BC Corrections Canada and Customs Canada Given thatthe proposed BSc degree is informed by our existing Psychology degrees and issimilarly focused on advanced research skills communication and appliedmethodologies we would anticipate similar positive outcomes for our graduatesAdditionally the BSc degree is grounded in the natural sciences providing graduateswith an enhanced capacity for success in science related post secondary and industrialsettings The degree is being developed in close collaboration with industryemployers toensure positive outcomes and maximum opportunities for our graduates The degreecommittee has consulted widely with individuals representing industryeg Dr AnatFeldman iCAPTURE Centre Dr Samuel Abraham VP BC Cancer Agency DrChuck Jung Rehabilitation Psychologist Mr Jas Sandhu Mental Health andAddictions Peace Arch Community Services Dr Evan Lopes CorrectionsCanadaKwantlen Polytechnic University and has integrated their feedback into thedegree design Please refer to Appendix I for detailed notes on consultations withindustry representatives

c In some instances regulatory licensing or credentialing bodies do not recognize oraccredit programs but require individuals to meet the certification requirements egcertification exams

NA

d In an appendix provide a copy ofthe policies andprocedures pertaining to notifyingstudents ofcredential recognition andor transfer

Kwantlen Polytechnic University has a number of mechanisms in place to notify studentsin a timely manner of any changes to credential recognition or course transfer Theseinclude

Educational Advisors on each campusDepartment and or Program ChairLinks to the BCCAT website in all courses listed under the Psychology departmentPrograms and Calendar sections of the Kwantlen websiteNotices to classes relayed by instructors in the Program

Policy B15 Transfer ofArticulated Coursesfrom other PostSecondary Institutions to KwantlenPolytechnic University See appendix A provides the framework for articulation and transfer ofcredit between Kwantlen and other institutions

Revised52520098AM

4 Curriculum Program Content



a Describe the program structure and the length of the program number ofcredit hours andproposed student evaluation

The Faculty of Science and Horticulture is in the process of developing a Science degreetemplate to provide a framework for all new degrees The BSc Applied Psychology degreeadheres closely to this proposed framework in that it includes an emphasis on application anentrepreneurial knowledge base a general education foundation ethics courses and statisticscourses Additionally the BSc Applied Psychology degree enhances skills in written andspoken English problem solving and research skills

The BSc Applied Psychology degree is a four year 40 course degree Students may beadmitted into the BSc program at year one or three It is expected that most students will enterthe BSc program at year one and declare their major or minorsprior to the completion of theirfirst two years or 60 credits of study In order to enter the BSc program at year one and enrollin required writing and quantitative courses students must have Principles of Math 12 with a Cor better Physics 12 with a P or better Chemistry 12 with a C or better and English 12with a B or better or equivalents Students who do not qualify upon initial registration atKwantlen will be able to apply for entry to the BSc program after they have successfullycompleted appropriate foundational skills courses BSc program students will get registrationpriority over non program students

Student evaluation will vary across courses but will be directly related to the learningobjectivesoutcomes content and the employability skills of the course Assessmentmethods may include projects essays seminar presentations workbooks portfoliostests critiques demonstration of expertise with specific methodologies and techniques orexaminations All courses for this program will utilize a letter grade system KwantlenPolytechnic University has policies and procedures pertaining to evaluation in such courseswhich are detailed in Policies B4 Final Examinations and Grade Reportingfor SemesterBasedCourses and C20 Student Evaluation and Grading These policies stipulate in part that nosingle assessment may exceed 30 of the final grade without the specific approval of Senateand that a typical 3 credit semesterbased course must have at least four separate assessmentsStudents will be required to achieve a grade of C or greater in prerequisite courses



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Bachelor of Science Applied Psychology Kwantlen Polytechnic University1st YEAR

ENGL 1100 or higher level courseMATH 1130 Calculus for Life Sciences I OR MATH 1120 Differential Calculus

MATH 1230 Calculus for Life Sciences II OR MATH 1220 Integral CalculusPSYC 1100 Intro Psychology IPSYC 1200 Intro Psychology II

BIOL 1110 Introductory Biology IBIOL 1210 Introductory Biology IICHEM 1110 The Structure of Matter

CHEM 1210 Chemical Energetics and Dynamics

PHYS 1101 Physics for Life Sciences I OR PHYS 1120 Physics for Physical and Applied Sciences I

BSc Applied Psychology 1st year total courses 102nd YEAR

PSYC 2300 Statistics

PSYC 2400 Research Methods

PSYC 2315 Brain and Behaviour

PSYC 2385 CognitionCHEM 2320 Organic Chemistry I

BIOL 2321 Cell biology

BIOL 2320 Genetics OR BIOL 2421 Biochemistry

3 course electives

BSc Applied Psychology 2nd year total courses 10


Required coursesPSYC 4000 Practicum

PSYC 4800 Professional Issues and Ethics

CMNS 3100 Technical Writing course revision ENGL as ONLY prereq 2nd English requirementPSYC 2375 Perception

PSYC 4700 Cultural Psychology OR any other cultural course at Kwantlen Eg Asian Studies

For each section below there is a TWO course minimum Provided all degree requirements are metcredit will be granted for any number of courses in each section

Statistics and Research Methodology Courses Minimum TWO OFPSYC 3300 Applied Stats II

PSYC 3400 Applied Research IIPSYC 4400 Qualitative Research

PSYC 3960 Program EvaluationPSYC 4100 Test Measures

Biological PsychologyMinimum TWO OF

PSYC 3320 Drugs Behaviour

PSYC 3910 Neuropsychology

PSYC 3303 LearningPSYC 4315 Neuroscience

Health and Clinical PsychologyMinimum TWO OFPSYC 3600 Health PsychologyPSYC 3451 Forensic PsychologyPSYC 3350 Advanced PsychopathologyPSYC 4350 Developmental PsychopathologyPSYC 3450 Clinical Intervention

PSYC 4910 Rehabilitation

PSYC 3920 Aging


3rd and 4th YEAR


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4

Applied PsychologyMinimum TWO OFPSYC 3200 Industrial Organisational PsychologyPSYC 4200 Human Factors

PSYC 4920 Cognitive Ergonomics

PSYC 3500 Interpersonal Relationships

PSYC 3220 Group Dynamics

PSYC 3930 Consumer Psychology

7 course electives



BSc Applied Psychology 3rd and 4th year total courses 20

Honours Thesis recommended for Graduate School

PSYC 5000 2 courses 6 creditsPSYC 5010 2 courses 6 credits

Electives are not restricted provided all breadth and general education requirements are met

I BSc Applied Psychology total courses 40


Specialty Area Year 2 Recommended

Electives

Year 3 Recommended

Electives

Health and Clinical Psychology Psychology 2350Psychology 2330Psychology 2320 or 2321

Any courses from the Health and

Clinical Psychology area

Gerontology Psychology 2322Psychology 2330

Psychology 3920Psychology 4910Psychology 3600

AddictionsPharmaceuticalScience

Psychology 2350

Chemistry 2420Psychology 3303Psychology 3320Psychology 3350Psychology 3450Psychology 3960

Human Factors Psychology 2330Physics 1102Mathematics 2321

Psychology 3200Psychology 4200Psychology 4920Psychology 3950Physics 3202Physics 2330

Neuroscience Chemistry 2420 Psychology 3320Psychology 3910

Psychology 4315

Given the flexibility in the upper years of this program students will have the opportunity tofocus their course work within a number of Specialty areas While faculty and educationaladvising will be critical in assisting specific students with appropriate course selection generalrecommendations will be made available through marketing materials and academic advising

The following table represents only an initial outline of the types of specializations that might beof interest to students The BSc degree development committee has made contact with facultyfrom a number of other departments at Kwantlen with the intent of expanding possible streamingoptions for students egANTH 3220 Human Osteology INFO 4310 EntrepreneurialDevelopment in Information Technology possible Applied stream Biomedical Ethics newcourse to be developed by the Philosophy department to fit within a possible Genetics streamAdditionally faculty within the Division of Science Mathematics and Applied Science havedeveloped initial course proposals for upperlevel Biology courses focused on Animal Behaviourand on Evolution These courses would be recommended electives for students within the BSc

degree who are specializing in related areas



FPP Page 16 of 47


FPP Page 17 of 47

b Identify the prescribed set ofcore and prerequisite courses Course descriptionsincluded in the full program proposal should be ofthe level ofdetailfound in theacademic calendar Full course outlines must be made available to any expert reviewersor may be attached to the FPP as appendices

BIOL 1110 Introductory Biology I CR4

Students will study the diversity of life on Earth the classification of organisms and the interactionsof organisms with their environments They will examine the structure and function of body systems in avariety of organisms

BIOL 1210 Introductory Biology II CR4

Students will study concepts of inheritance and biological evolution They will examine the majorclasses of biological chemicals the structure and function of cells and the processes of cellularrespiration and photosynthesis They will study the patterns and mechanisms of embryologicaldevelopment

Prerequisites BIOL 1110

BIOL 2320 Genetics CR4

Students will examine the principles of heredity transmission of traits exchange of geneticinformation mutation linkage gene action and recombinant DNA technology with emphasis onproblem solving They will acquire a variety of laboratory skills including sterile techniques isolation ofDNA electrophoresis and photo microscopy

Prerequisites BIOL 1110 and 1210

BIOL 2321 Cell Biology CR4

Students will examine the ultrastructure of the eucaryotic and prokaryotic cell along with molecularactivities associated with these structures They will also identify and understand the experimentaltechniques and data that support the current view of cell structure and function Students will developconsiderable skill in the preparation of materials for microscopic examination

Prerequisites BIOL 1110 and 1210 and CHEM 1110

BIOL 2421 Cellular Biochemistry CR3

Students will learn the patterns and reactions of cellular metabolism with particular attention to thestructure and function of proteins the mechanisms of reactions and the interrelationships and controlof catabolism and anabolism

Prerequisites BIOL 1110 and 1210 and 2321 and CHEM 2320

Corequisites CHEM 2420

CHEM 1110 The Structure of Matter CR4

Students will study the modern view of atomic structure nuclear chemistry theories of bonding andmolecular structure organic chemistry properties and reactions of the major functional groups and



FPP Page 18 of 47isomerism after a brief review of stoichiometry gases and the treatment of experimental data

Students will also perform experiments in the laboratory

Prerequisites CHEM 1105 or Chemistry 12 with a C and MAR 1093 or MATH 1093 or 1117 or ABEM0011 or 0082 or MATP 1011 or PSPM 1082 or Principles of Mathematics 12 with a C or Principles of Mathematics12 with a P plus Placement Test

Corequisites MATH 1112 or MATH 1111 and 1113 is strongly recommended

CHEM 1210 Chemical Energetics and Dynamics CR4

Students will learn about topics including liquids solids and solutions a review of redox reactions

electrochemistry the laws of thermodynamics equilibrium acids and bases ionic equilibria andchemical kinetics They will also perform experiments in the laboratory

Prerequisites CHEM 1110 and MATH 1112 or higher level or MATH 1111 and 11131 or Principles ofMathematics 12 with a B

CHEM 2320 Organic Chemistry I CR4

Students will study the fundamental aspects of modern organic chemistry as illustrated by thestructure physical and spectroscopic properties and reactions of alkanes cycloalkanes alkenes dienesalkynes halogen compounds alcohols ethers aldehydes and ketones They will also performexperiments in the laboratory

Prerequisites CHEM 1210 or CHEM 1110 with a B or better

CHEM 2420 Organic Chemistry II CR4

Students will study the structure and reactions of aromatics polycyclic aromatic and heteroaromaticcompounds and their enolates and an introduction to the chemistry of fats carbohydrates andproteins They will also perform experiments in the laboratory Note This course is a continuation ofCHEM 2320

Prerequisites CHEM 2320

MATH 1120 Differential Calculus CR3

Students will learn to differentiate algebraic and elementary transcendental functions and to applythese skills to graphing maxima and minima related rates and rectilinear motion They will beintroduced to parametric curves and their differential calculus

Prerequisites MATH 1112 or MATH 1111 and 1113 or Principles of Mathematics 12 with a B or Principles ofMathematics 12 with a C plus Mathematics Placement Test

MATH 1130 Calculus for Life Sciences I CR3

Students will study differential calculus and its applications to biological sciences In particular theywill study limits and differentiation of algebraic and elementary transcendental functions withapplications to graphing optimization and growth and decay

Prerequisites MATH 1112 or MATH 1111 and 1113 or Principles of Mathematics 12 with a C or better orPrinciples of Mathematics 12 with a C plus Mathematics Placement Test




MATH 1220 Integral Calculus CR3

Students will learn to integrate algebraic and elementary transcendental functions and to applythese skills to appropriate problems In addition they will learn the fundamental theorem of calculusthe integral calculus of parametric curves Taylor polynomials sequences and series and simpledifferential equations

Prerequisites MATH 1120 or MATH 1130 with C or better or MATH 1140 with a B or better

MATH 1230 Calculus for Life Sciences II CR3

Students will study integral calculus and its applications to biological sciences In particular they willstudy the indefinite and definite integral functions of several variables differential equations andprobability theory with applications to biological problems

Prerequisites MATH 1140 with a C or better or MATH 1120 or MATH 1130

MATH 2321 Multivariate Calculus Calculus III CR3

Students will study the calculus of three dimensions They will study surfaces differentiation partialderivatives including the Chain Rule differentials curves and tangents optimization including LagrangeMultipliers double and triple integrals in polar cylindrical spherical and general coordinate systems aswell applications and use of computer algebra software

Prerequisites MATH 1220 or 1230 with a C or better or MATH 1240 with a B

PHYS 1101 Physics for Life Sciences I CR4

Students will learn about translational and rotational kinematics and dynamics simple harmonicmotion waves and sound work power energy and momentum with linear rotational and oscillatorymotion fluids and heat They will use computers extensively in the lab for data collection and analysis

Prerequisites PHYS 1100 or Principles of Physics 12 with a PCorequisites MATH 1120 or 1130 or 1140

PHYS 1120 Physics for Physical and Applied Sciences I CR4

Students will learn about statics dynamics oscillations mechanical waves and sound They will usecomputers extensively in the lab for data collection and analysis

Prerequisites PHYS 1100 or Principles of Physics 12 with a CCorequisites MATH 1120 or 1130

PHYS 2330 Intermediate Mechanics CR3

This course extends the concepts covered in PHYS 1120 Students will study the general motion ofparticles and rigid bodies inertial and non inertial frames of reference the harmonic oscillator andcentral forces

Prerequisites PHYS 1120 or PHYS 1101 with a B or betterCorequisites MATH 2321


PHYS 3202 Biophysics CR3

Students will study the biomechanics of the skeletal system the strength of materials as it applies tothe human body the fluid dynamics of the circulatory system diffusion and Brownian motionthermoregulation of the body the optics and neurophysics of vision the acoustics of the ear and thehuman voice electrical models of nerve conduction and radiation dosimetry

Prerequisites PHYS 1101 or 1120 and MATH 1120 or 1130 Note PHYS 1220 is recommendedCorequisites BIOL 1210

PSYCHOLOGY COURSES

PSYC 1100 CR3

Introduction to Psychology Basic Processes

Students will study topics related to basic psychological processes They will critically examine areassuch as the biological basis of behaviour sensation perception states of consciousness learning andmemory Students will learn about the historical and philosophical contexts behind the development ofpsychology and the research methods used by psychologists

PSYC 1200 CR3

Introduction to Psychology Areas and Applications



Students will study topics related to applications of psychological processes They will criticallyexamine areas such as cognition motivation emotion theories of personality development over thelife span the psychology of health and well being psychological disorders approaches to treatment andtherapy and principles of social and cultural psychology

Prerequisites PSYC 1100

PSYC 2300 CR3

Applied Statistics

Students will learn to apply descriptive and inferential statistics in the analysis of behavioralresearch


PSYC 2315 CR3

Brain and Behaviour

Students will demonstrate how normal and abnormal behaviour in both humans and animals maybe understood through knowledge of the function of the brain and its underlying structure They willexamine psychophysiologists current understanding of brain and nervous system involvement in areas




such as sensation perception movement memory psychopathology and recovery from brain damagePrerequisites PSYC 1200

PSYC 2350 CR3

Psychopathology

Students will critically examine historical and contemporary approaches to the understanding ofpsychological disorders and explore issues associated with diagnosis and classification Students willstudy specific classifications of psychological disorders including anxiety somatoform dissociativemood personality eating and psychotic disorders


PSYC 2375 CR3

Perception

Students will study the psychology of perception They will learn about depth perception colourperception attention spatial processing audition and smell


PSYC 2385 CR3

Cognition

Students will study cognitive processes including memory problem solving reasoning attentionspatial abilities and decision making


PSYC 2400 CR3

Experimental Psychology Research Methodology

Students will examine the scientific method as a way of studying behavioral phenomena and exploreresearch paradigms commonly used in psychology


PSYC 3200 CR3

Industrial and Organizational Psychology

Students will learn to apply principles of psychology to create well functioning and efficientorganizations They will focus on motivation to work personnel selection and evaluation employee




development and relationships with an emphasis on the application of psychological principles ofindividual behavior and group dynamics in various types of community and industrial organizations

Prerequisites PSYC 2330 and 2385 and 2400

PSYC 3300 CR3

Applied Statistics II

Students will learn about research designs and statistical analyses commonly used in behaviouralresearch including analysis of variance ANOVA models correlation regression and multipleregression as well as chisquare procedures focusing on both conceptual understanding and practicalapplication They will learn computer software applications commonly used by potential employers toanalyze data sets and interpret results


Corequisites PSYC 3400

PSYC 3303 CR3

Learning Theory and Practice

Students will critically examine classical and modern learning theory including such areas ashabituation sensitization classical and operant conditioning modeling concept formation and how thetheoretical perspectives on these topics relate to the cognitive perspective They will investigate aspectsof learning theory such as generalization discrimination reinforcement and punishment in the light ofboth animal and human learning Students will explore and discuss issues of stimulus control and theapplication of learning principles in everyday life

Prerequisites PSYC 2300 and 2400

PSYC 3320 CR3

Drugs and Behaviour

Students will learn about psychopharmacology and neurophysiology as it relates to psychoactivedrugs They will examine in depth the different classes of drugs stimulants hallucinogens andtranquilizers and their various effects on the nervous system as well as the relationship between thoseeffects and drug induced changes in behaviour Students will also critically analyze historical and currentaspects of social policy and its basis including possible topics such as research on usage availability adiscussion of the effects of patent laws and the use of drugs in sports



PSYC 3350 CR 3

Advanced Topics in Psychopathology


FPP Page 23 of 47

Students will engage in an indepth examination of specific classifications of adult psychopathologyon topics varying from year to year such as personality disorders sexual and gender identity disorderssubstance abuse disorders cognitive and psychophysiological disorders psychological disordersassociated with aging impulse control disorders mood disorders sleep disorders and psychoticdisorders Students will expand their knowledge of DSM diagnoses explore issues around differentialdiagnosis and comorbidity critically examine current diagnostic classification systems consider recentresearch in the area and explore gender social and cultural issues in the diagnosis and treatment ofpsychological disorders Students will develop their familiarity with diagnostic criteria and the course ofspecific disorders through media and textbook clinical casesNOTE This is a seminar course


PSYC 3400 CR3

Applied Research I

Students will learn how to carry out research in the community using experimental as well as quasiexperimental designs They will learn how to design and implement a study analyze the results andcommunicate the findings to a variety of different audiences


Corequisites PSYC 3300 and CMNS 3100

PSYC 3450 CR3

Clinical Psychology Intervention

Students will learn about the practice of clinical psychology They will critically examine assessmenttechniques legal and ethical issues as well as theory practice and outcome research of majorapproaches to therapeutic intervention and preventionNote This is a seminar course


PSYC 3451 CR3

Psychology and Law

Students will critically examine the relationship between psychology and the law They will analyzethe roles that cognitive social and clinical psychology play in both criminal and civil matters Studentswill analyze and interpret research in areas such as jury decision making eyewitness memory of children



FPP Page 24 of 47

and adults face identification and surveillance technology police investigations and risk assessment

Note This is a seminar course


PSYC 3500 CR3

Interpersonal Relations I

Students will survey select issues of interpersonal relations relevant to working effectively withothers and interacting successfully in the workplace They will critically examine topics such asinterpersonal influence impression formation and management nonverbal communication individualdifferences obstacles to effective interaction social roles and power


PSYC 3600 CR3

Health Psychology

Students will learn how the discipline of psychology addresses the prevention and treatment ofillness and the promotion of psychological and physical health They will explore the nature of stressillnessprone personality types and health management from a psychobiological perspective


PSYC 3910 CR3

Neuropsychology

Students will learn the basic principles of neuropsychology as they relate to brain function andbehaviour especially in the context of the workplace and rehabilitation Students will examineexperimental and clinical neuropsychology and neurology Students will identify sensory motorcognitive and affective disturbances resulting from brain damage and dysfunction and the testsadministered in their diagnosis Students will participate in field trips to neuropsychological testing sitesand hospitals where available

NOTE This is a seminarbased course

PSYC 3920 CR3

Aging Changes to this course will become effective May 2009 View future changes

Students will critically examine fundamental psychological processes from midlife onward includingcurrent research with emphasis on physical changes sensation and perception work social

Revised5252009 8 AM


FPP Page 25 of 47

relationships the self and sense of well being They will develop skills and awareness of issues related toworking with older adults

Prerequisites PSYC 1200 PSYC 2322 recommended

PSYC 3930 CR3

Consumer Psychology Research Applications

Students will examine the psychology of consumer behavior and advertising They will review thecognitive and social psychological literature with an emphasis on experimental research


PSYC 3950 CR3

Cognitive Ergonomics

Students will study cognitive processing as it relates to human machine interactions They willexamine information theory attention and spatial displays language and communication memorydecision making manual control human error process control automation and human computerinteraction and will explore several case studies in reference to these issues


PSYC 3960 CR3

Program Evaluation

Students will learn to evaluate the effectiveness of institutional programs and procedures includinghuman service programs and corporate procedures They will learn to identify the elements of effectiveprograms and how to conduct needs assessments Students will also learn how to do backgroundpreparation including liaising with different stakeholders as well as designing implementing reportingand presenting evaluations of programs


PSYC 4000 CR3

Practicum

Students will manage design prepare and present a comprehensive applied psychology projectthat will meet the requirements of a client organization under the cosupervision of the employer and afaculty member They will meet regularly throughout the semester with a faculty member to discusstheir progress and will produce a final report describing their project and its result upon completion ofthe practicum

Revised5252009 8 AM


PSYC 4100 CR3

Tests and Measurement

Students will study the basic principles of psychological testing including norms reliability validityitem response theory scaling scoring methods item analysis and ethical standards They willexperience taking and interpreting tests They will focus on the use of appropriate standardizedoccupational tests and the development of evaluation instruments in the work setting


PSYC 4200 CR3

Human Factors Ergonomics

Students will study the human role in modern systems with a focus on the design of systems thatoptimize performance productivity and human wellbeing They will examine the history of humanfactors and ergonomics human and system capabilities and limitations physical perceptual andcognitive environmental stress effects task analysis performance measurement human error and

workspace design Students will examine several case studies that exemplify various types of humanfactors problems and intervention strategies

Note This is a seminarbased course


PSYC 4315 CR3

Neuroscience

Students will examine brain function in depth by focusing on the biophysics of neural membranesion channelsreceptors neurotransmission and signaling They will examine the biophysiologicalmechanisms underlying neural development neural organization learning and memory and braindysfunctionNote This is a seminarbased course


PSYC 4350 CR3

Developmental Psychopathology



Students will engage in an indepth exploration of developmental psychopathology from infancythrough to adolescence with an emphasis on the characteristics of disorders of development theirdeterminants outcomes and interventions They will critically explore debate and discuss currenttheories and research as well as recent trends in intervention and prevention Students will critically




examine developmental psychopathology within the broader contexts of family school culture and thecommunity while investigating both legal and ethical issues related to the research and diagnosis ofchildhood disorders NOTE This is a seminar course

Prerequisites PSYC 2350 and 2320 or 2321

PSYC 4400 CR3

Research Methods II Qualitative Methodologies

Students will design and implement research projects using qualitative methodologies such as casestudies phenomenological interviews surveys focus groups and accessing archival data They will learnhow to analyze qualitative data using appropriate techniques such as horizontalization clustering andthematic analysis and open axial and selective coding


PSYC 4500 CR3

Interpersonal Relations II

Students will survey issues of interpersonal relations relevant to working effectively with others andinteracting successfully with customers and clients Students will critically examine interpersonalproblems and solutions involved in working with understanding and getting along with others Theywill explore theory and research in the areas of conflict and aggression cooperation prejudice culturaldiversity and community psychology


PSYC 4700 CR3

Culture and Psychology

Students will critically examine research findings pertaining to the influence of culture on humanbehavior including issues of ethnicity and race the acculturation process self and identity health beliefsand practices language and accent interpersonal attraction and intimate relationships prejudice anddiscrimination They will explore the practical applications of these findings to daytoday life involvinginteractions with culturally diverse individuals and develop greater inter cultural sensitivity Note Thisis a seminar course

Prerequisites PSYC 2300 and PSYC 2400 or CRIM 2103 or 5OCI 2260 or MATH 2335

PSYC 4800 CR3

Professional Ethical lssues




Students will examine ethical codesrequirements and issues in applied research and regulationsgoverning the practice of psychology in Canada and the U5 and more specifically in British ColumbiaStudents will also prepare for job searching by creating effective portfolios and resumes and bydeveloping effective job search techniques and interviewing styles


PSYC 4910 CR3

Rehabilitation

Students will learn about rehabilitation services the work of psychologists and other rehabilitationprofessionals and the role of psychology in aiding rehabilitation They will examine some commondisabling conditions including strokes aneurysms spinal cord and head injuries Students will study thephysiology of these conditions and their medical psychological social and vocational effects

Note This is a seminarbased course

Corequisites PSYC 2330 and 2400

PSYC 4920 CR3

Human Factors and Computer Interface Design

Students will study procedures for analyzing human computer interaction HCI and will translatethis information into design criteria They will learn to ensure that computer interface designspecifications meet enduser requirements for perceptual and cognitive factors learnability recallrecognition and retention speed and accuracy of performance cultural factors and job satisfactionThey will identify task and system requirements and perform usability testing methodologies for bothdesktop and small screen interfaces

Prerequisites PSYC2385 OR 15 credits CISY CISY 1113 recommended

Note Students may earn credits for only one of PSYC 4920 or INFO 4210 as they are identicalcourses

PSYC 5000 CR

Honours Thesis I

Students will carry out a detailed investigation of a topic of interest relevant to the communityworkplace or other related areas of psychology They will carry out the investigation under thesupervision of a faculty member with expertise in the area in the form of a literature survey andreview Students will be required to identify relevant sources of information and to develop acomprehensive understanding of their topic in addition to submitting a final paper Students will alsobe expected to design a research experiment and offer hypotheses based on their literature review




Note This is a seminarbased course The final paper for this course will be useful for subsequentdevelopment of a thesis in PSYC 5010 Students are strongly advised to seek methodological advice inthe development of their proposal Wile thesis advisors may be chosen from any regular psychologyfaculty member methodological advisors may be chosen only from Kwantlen instructor who teach PSYC3300 3400 4100 or 4400

PrerequisitesPSYC3300 8 and 3400 B and 4400 B and permission of supervisor andpermission of Psychology BAA Degree Committee

PSYC 5010 CR6

Honours Thesis 11

Honours candidates will carry out research under the supervision of a faculty member with expertisein the area selected They will use the information obtained from the literature review in PSYC 5000 tohelp identify specific issues for research Candidates will using appropriate methods collect and

interpret data and write a thesis on the results of the project and will present their thesis at aconference

Note Candidates are strongly advised to seek methodological advice in the development of theirproposal Advisors may be chosen from Kwantlen PSYC Instructors who teach PSYC 3300 3400 4100 or4400

PrerequisitesPSYC5000 8 or 5001 B

c Identify which courses already exist at the institution and which new courses will beimplemented as a result ofthe program

All courses are existing courses

d Explain how the course and curriculum requirements will contribute to the intendedgoals ofthe program

Students completing the BSc Applied Psychology will demonstrate the following essentialskills

Creative Thinking and Problem Solving SkillsA strong capacity for critical thinking lies at the heart of science and as such is emphasizedthroughout the proposed degree Introductory Psychology PSYC 1100 and 1200 includeschapters on critical thinking cognition and problem solving and the scientific method AllBSc degree students are additionally required to complete a minimum of four courses inresearch methodology offering them a solid grounding in quantitative and qualitative skillsThroughout the degree students will be asked to critically examine the research literature to



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develop and carry out quantitative and qualitative research to address gaps in the field andexamine unresolved questions

Oral Skills Writing SkillsAll students enrolled in the BSc Applied Psychology will be required to complete an upperlevel technical writing and communications course which will provide them with the skillsnecessary to integrate and present infonnation in both oral and written formats Additionallyalmost all upperlevel Psychology courses require the completion of major literature reviewsand group and individual presentations

Interpersonal SkillsTeamwork andIeadership SkillsBSc Applied Psychology students will be required to work closely with their peers andwith faculty throughout much of their course work Students will hone these skills through a180225 hour practicum in an industry setting

Personal Management Entrepreneurial SkillsAllBSc Applied Psychology students will be required to complete a fourth year course inProfessional Issues and Ethics and a Practicum Seminar

Reading and Information SkillsPsychology degrees traditionally have a heavy emphasis on reading and information skillsrequiring students to be able to find interpret evaluate and synthesize information from avariety of academic resources

Visual LiteracyThrough their research courses and lab work students will be required to present data usingfigures and graphs

Mathematical Skills

All BSc students will complete Calculus I and H in addition to a basic Statistics course Asnoted earlier students will also be required to complete upper level research coursesreinforcing their mathematical skills

Intercultural Skills Citizenship and Global PerspectiveAll BSc Applied Psychology students will complete a minimum of one course examiningcultural issues Given that Psychology is the study of human behavior most courses integratea discussion of individual societal and cultural differences from a psychological perspective

Technological SkillsStudents will have the opportunity to develop technological skills through their participationin Science Labs during the initial two years of their degree and through the TeachingDemonstration and Research lab in the latter two years



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e Ifan external review ofthe proposedprogram is undertaken before submission ofthedegree proposal in an appendix please provide a copy ofthe external reviewcommitteesreport

To follow if requested by DQAB

j Where work experience orfieldplacements are a component of the program describe theinstitutionsplans to develop placement opportunities for students and the level ofsupport the institution will extend to students seeking placements

Kwantlen already has work experience components built into its degree programs of AppliedPsychology Criminology Nursing and Business The psychology practicum program inparticular is a success story Since its inception in 2002 over 62 employment agencies haveparticipated in this program by hiring and training a total of 106 students Kwantlenscommitment to build collaborations with the community has created a network ofpartnerships with many community and business agencies available upon request As wellKwantlen has invested considerable administrative and faculty resources to help students findwork experience sites that would enhance their learning and skills training These includethe process for formal contract with the employers specific guidelines for studentseghttpwwwkwantlencasocialsciencespsychologypracticumhtml a workerscompensation advisory and student performance evaluation by the employers Finally thefaculty supervisory duties include site visits and regular communication with employersupervisors

The work experience for BSc students will be facilitated by the pre existing network ofKwantlen and the potential employment agencies The institutional support in terms of theadministration and faculty roles will further aid the development ofBSc work experiencecomponent

As this program develops and expands additional mechanisms for exposing students toexperiential learning will be explored For example our community consultations havesuggested that longer practicum opportunities eg a 6 credit hill year course or Coopplacements may be advantageous to both students and community partners

g Where applicable describe the anticipated outcomes ofthe work experience orfieldplacement associated with the program how the experience offered will provide theopportunity to put the stated learning outcomes into practice and how the students willbe evaluated during their placements

The goal of this work placement program will be to apply knowledge from the BSc degreeto a research and employment setting in a science related field and to further learning withinthis context The practicum provides a link between the studentseducational experiencesand their future career choice whether in research eg graduate school or science andtechnology related business companies Typically practicum students will spend one term inthe final year of their degree program in an employment or research setting of their choiceStudents are required to prepare personal portfolios and search for appropriate work



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placements an experience designed to develop their jobsearch skills Students work forapproximately 200 hours mostly unpaid under the close supervision and mentorship of theiremployerresearcher host They are required to submit weekly reports of their workexperience to their Kwantlen faculty supervisor These reports include a total hours ofwork b the extent to which the student applied past knowledge c rewards and challenges atthe work place and d new learning and skills that have been acquired At three points overthe academic semester students meet on campus with their faculty supervisor and fellowworkplace students to discuss and share their work experiences The Kwantlen supervisoradditionally makes a site visit to each studentswork placement and meets with theemployerresearcher host This meeting is also attended by the student and the discussionfocuses on progress accomplishments and challenges at the worksite At the end of theterm each student writes a detailed report of the work experience and completes a classpresentation The employerresearcher completes a full evaluation of the student and thework placement program at the end of the semester

5 Learning Methodologies Program Delivery

a Explain the learning methodologymethodologies to be used Indicate which ofthefollowing methodologies will be incorporated into the learning environment ofthe newdegree program and how they will he used

The learning environment and methodologies will utilize all current andragogicaltechniques that enhance student learning Faculty will adopt approaches that providestudents with a participatory and collaborative learning environment that merges theoryand research with experiential participation These approaches include traditionalclassroom instruction computer simulations and experiential web materials smallseminar groups field trips to research facilities and medical units where appropriate andhandson training and experience with industryacademicspecific methodologicaltechniques Facultysupervised independent andor collaborative student research willalso be a key component of study in several courses with particular emphasis on indepthresearch both qualitative and quantitative in both the practicum and Honours programcourses

Methodologies will be specifically aimed at enhancing student success in terms ofidentified learning outcomes Common themes to these outcomes beyond the knowledgebased aspects of the curriculum will be critical thinking analytical skills team buildingcommunication skills and employability skills as well as the ability to move beyondtheoretical constructs to operationalization for the purpose of problem identification andproblem solving The goal will be the development of welleducated critically aware andarticulate graduates who demonstrate a thorough understanding of current issues theoryand research in the psychological sciences

Students will have a firm grasp of the discipline of psychology and all courses will haveas their core learning outcomes those that reflect knowledge of the area In addition otherlearning outcomes are necessarily built in throughout the curriculum and are attained by



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the student as a result of different andragogical and participatory techniques Many of thecourses will demand oral presentations and peer review critical analyses By necessitythe courses will also demand indepth review and understanding of current issues andresearch in psychology which to a Large extent reflect cultural issues and changes inpolitical and societal structure and values Several of the courses focus on thedevelopment of high levels of research skills and the quantitative and qualitative skills todesign studies and analyze data

To ensure student success in industry community and academic settings a keycomponent of this learning environment will be structured training and experience withmodem relevant methodological laboratory and psychological research techniques Inthe first two years of the program students will participate in laboratorybased sciencecourses biology chemistry and physics providing foundational experience with thetools of discovery in the sciences Years 2 through 4 will also include laboratorybasedpsychology courses conducted in seminar format in the new proposed psychologyresearch lab As such all students participating in the BSc in Applied Psychologyprogram will gain critical experience with the technologies and methodologies employedby psychology researchers across many psychological disciplines An important aspect ofthe psychology laboratory will be student access to cross disciplinary techniques andmethodologies involving an interdisciplinary team of faculty focused on collaborativeresearch training and teaching By necessity these labbased courses will also demand indepth review and understanding of the methodological techniques used in thepsychological sciences Students will demonstrate critical understanding of thetechniques limitations of the techniques and therefore the appropriate use of thesetechniques in a variety of settings

Lower level courses may incorporate substantial multimedia resources and well as smallgroup discussions and larger group projects Third year courses may utilize either alecture or a seminar setting but fourth year courses are primarily smaller seminars whichinclude a substantial participatory component involving student presentations Manycourses will utilize multimedia resources and other courses are designed to presentmaterial from a cross disciplinary perspective

Distance education

At present several departments including within the Faculty of Arts Social Sciences theFaculty of Science and Horticulture the Faculty of ArtsHumanities and the School ofBusiness offer foundational courses through distributed learning online and partiallyonline Additional courses will be developed for distributed learning in the future TheDepartment of Psychology already offers computer assistedonline courses and has beeninvolved in the development of distributed learning at Kwantlen Polytechnic Universityand BC Campus Thus the credential will offer the possibility of students completingseveral of the program requirements via distributed learning according to studentdemand

Independent study computer assisted instruction etcAt present the majority of courses within the Faculty of ArtsSocial Sciences the Faculty



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of Science and Horticulture the Faculty of ArtsHumanities and the School of Businessare accompanied by web enhanced resources that allow course registrants to accessmaterials such as schedules assignments lecture notes and relevant links We believethat our existing computer assistedonline offerings have substantially improved equity ofaccess and reduced systemic barriers

Lectures labs tutorials field trips seminarsVarious forms of classroom instruction including lectures tutorials and seminars aswell as field trips will be utilized Kwantlen Polytechnic University has a tradition ofsmall classes with a significant amount of direct contact between students and facultyThe structure of this degree ensures that this interaction will be maintained andstrengthened The addition of a psychology lab will enable faculty to provide training andexperience in various methodological techniques side by side with the normal classroomlectureseminar format as the lab will also function as a seminarsized classroom It willtherefore be possible to teach students how the science is conducted throughdemonstration and student participation

b In an appendix include any policies pertaining to technologybased computerbased orwebbased learning and modes ofdelivery

See Appendix A for Policy D3 Information and Educational Technology Resources andrelated procedures pertaining to technology based computerbased or webbasedlearning and modes of delivery

6 Admission and Transfer Residency

a Describe the admission requirements for this program In an appendix provide a copyofthe policies and procedures on admissions

Students may be admitted into theBSc Applied Psychology program at years one twoor three Given the interdisciplinary nature of this degree the basic entrance requirementsfor year one will be consistent with the entry requirements outlined for any of theAssociate of Science Degrees and those required for the Associate of Arts degree inPsychology These requirements are

Principles of Math 12 with a C or betterPhysics 12 with a P or betterChemistry 12 with a C or better andEnglish 12 with a B or better

Students who do not qualify upon initial registration at Kwantlen will be able to takeBSc qualifying courses and then enter the BSc program after successful completion ofrequired courses Kwantlen offers the appropriate upgrading courses for students missingprerequisites for all courses required in the Bachelor of Science program Preparatory



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courses at the provincial grade 11 and 12 level are offered within the Science program asCIIEQ 1094 as MATQ 1093 MATH 1112 and as PHYS 1100 A wider range of coursesat even lower preparatory levels is offered at Kwantlen under the ABEB ABEM ABEPMATP and PHYP course headings

This is a four year degree program Students are not limited to enrolling in this programduring any particular year provided they adhere to the required courses structureincluding all prerequisites Given the structural similarity between the first two years oftheBSc Applied Psychology degree and the Associate of Science degrees especiallythe Biology stream a smooth transition into third year will be a possibility for studentsStudents can transfer into theBSc program from an Associate of Science degreeprogram at any time provided seats are available and they meet entrance requirements

Students can enter the program in third year provided they have completed all requiredcourses with a cumulative GPA of27 or higher and a C or higher in Psychology 2300and 2400 or equivalent transfer credits Students are advised to consider prerequisitesfor 3 and 4 year courses when applying for entry into the 3 year of the program

A student who has completed courses at another post secondary institution may requestthat these credits be transferred to Kwantlen Polytechnic University Transfer studentsmay be admitted to the program space permitting at any point up to the seventhsemester Articulated credits and prior teaming assessment would satisfy the entryrequirements for advanced placement in the degree program This structure follows theapproved BSc framework in place at Kwantlen Polytechnic University with respect tominimum academic standards to progress in the program and entry requirements

See Appendix A PolicyC18 Admission to the University

b Describe the existing practice or proposedpolicyfor the granting oftransfer creditforequivalent courses andorprograms completed at other institutions that will satisfy therequirementsfor this program Include a copy of the policy in an appendix

Existing courses in the mathscience and psychology programs are fully articulatedthroughout the province Students from other colleges and universities will be able totransfer into the degree program Kwantlen residency expectations normally requirestudents to complete at least 60 credits at Kwantlen Polytechnic University howeverthere is provision in KwantlensPolicyB14 Creditfor Prior Learning that up to 75of the credits required for graduation can be obtained through transfer credit andorPLA

Policy B15 Transfer ofArticulated Courses from other PostSecondary Institutions toKwantlen Polytechnic University describes the policy and procedures for course transferThe first 60 credits requirements for the proposed degree are articulated withcorresponding programs in mathscience and psychology at BCscolleges anduniversities Through this mechanism students will have a wide variety of choices forbridging and laddering with other institutions offering related degrees The existing




courses will continue to allow students to eam an Associate of Science degree that can betransferred to related degree programs at Simon Fraser University University of theFraser Valley Thompson Rivers University University of British Columbia Universityof Northern British Columbia University of British ColumbiaOkanagan VancouverIsland University and University of Victoria Students completing credits at any of theseinstitutions will qualify for transfer to Kwantlensproposed degree program

Kwantlen Polytechnic University PolicyB15 Transfer ofArticulated Courses fromother PostSecondary Institutions to Kwantlen Polytechnic University states that theprovision of programs for university transfer has been a major function of public postsecondary institutions in British Columbia since the inception of community colleges inthe 1960sand 1970s Transfer of courses among colleges and universities continues tobe a significant focus of public postsecondary institutions in British Columbia KwantlenPolytechnic University is a strong supporter of the transfer of courses and programsbetween institutions as per BCCAT guidelines

c Institutions are encouraged to have in place a policy andprocess that provides studentscreditfor previous post secondary studies so that they are not required to repeat coursesthey have previously completed Ifapplicable describe the policy andpractice forgranting credit toward meeting requirements for this program based on prior learningassessment Ifapplicable include a copy of the policy in an appendix

Kwantlen Polytechnic University policy B14 Creditfor Prior Learning states that whenrequested by a student and in accordance with established articulation agreements orappropriate evaluation procedures the University will assess learning that the student hasgained through prior course work and or life and work experiences Where that learningcan be equated to the learning outcomes or objectives of a course or program atKwantlen credit will be granted through transfer andor prior learning assessment Up to75 of the credits required for graduation in a recognized program may be obtainedthrough transfer credit andor PLA

The University also grants credit for Advanced Placement and InternationalBaccalaureate program courses as per Policy B8 and B9

d Describe the residency requirements for this program Specify the minimum number ofcredits that must be completed at the institution awarding the degree

Students are normally expected to complete at least 60 credits at Kwantlen PolytechnicUniversity for the BSc Applied Psychology degree program however they may applyfor an exemption to this ruling on an individual basis If such an exemption is grantedthen residency may be limited to semesters seven and eight and 30 credits TheDepartment will make decisions on a casebycase basis in consultation with the Officeof the Registrar Policies related to residency requirements include the following found inAppendix A

Policy B14 Credit for Prior LearningPolicy L5 Requirements for Graduation


Policy L4 Graduation with Distinction

e Describe the existing arrangements or plansfor establishing articulation agreements sothat transfer credit will be grantedfor courses completed in this program toward meetingrequirements for credentials offered at other institutions

Transfer credit articulation agreements for the lower levels course requirements first 60credits within the proposed degree are fully articulated with those at other postsecondary institutions throughout the province The upper levels courses within theBScprogram have been andorwill be articulated on a coursebycourse basis with receivinginstitutions where appropriate and required The BCCAT articulation protocol iscurrently applicable only to lower level courses

Policy B15a Transfer Credit Approval Process describes the policy and procedures forcourse transfer Possible new elective courses for the BSc Applied Psychology will bearticulated as they are developed

7 Faculty

A summary of faculty and credentials is provided in Appendices F and G




a Please indicate the number offaculty instructors and other staffrequired to mount thisprogram and their qualifications Indicate ifany ofthese positions will be new to theinstitution

Kwantlen Polytechnic University has the faculty resources necessary to launch the newBSc Applied Psychology program beginning in fall 2009 and with the approved resourcesindicated in this proposal to sustain it in future In total there are 27 fulltime regular facultyas well as a number of sessional faculty teaching and conducting research in thePsychology department that will comprise the core and elective Psychology courses for theBSc Applied Psychology Current full time faculty members have areas of specializationwhich coincide with all of our existing courses

KwantlensFaculty of Science and Horticulture also possesses faculty expertise to deliver thepure science and mathematics courses in theBSc Applied Psychology degree There arecurrently 44 full time and parttime faculty teaching biology chemistry mathematics andphysics courses at Kwantlen

The mounting of Year 1 would come at no extra cost as seats in the existing educational planwould be utilized Year 2 may require the addition of one extra section of Cell BiologyBIOL 2321 and Organic Chemistry 1 CHEM 2320 amounting to roughly 0300 facultyFTE and 0366 staff FTE As the program evolves the development of upperlevel sciencecourses may lead to additional faculty hires and time release for course development


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b Provide any policies pertaining to faculty and instructors specific to the programincluding policies that define the minimum academicprofessional credentials required offaculty teaching all courses in the program and where appropriate serving as membersofthesis or project examining committees

The minimum qualification for regular faculty in the Department of Psychology is aPhD In addition all faculty teaching clinical courses are expected to have and maintaintheir respective professional affiliation ie Registration with the College ofPsychologists of BC

The minimum qualification for teaching pure science or mathematics courses is a MScin the particular field Where there are candidates of equal quality under considerationpreference of hiring goes to candidates with doctoral degrees Roughly two thirds ofexisting science and mathematics faculty possess a PhD A critical component in anyhiring of science and mathematics faculty outside of subject expertise is demonstratedteaching excellence

c Provide the institutionspolicies and practices on the type ofacademic appointment offaculty specific to this program 1 e continuing or regular appointments and temporaryappointments

The Psychology Search Committee employs a scoring mechanism to assess new facultyin the following areas courses taught in that subject area study in areas of specialtyscholarship completed and underway relevant publications and academic qualificationsThe department has been very successful in its ability to attract actively engaged scholarswhose interests correspond to the directions laid out in this proposal In addition it isexpected that faculty supervising student research will have an established record ofresearch The University Research Ethics Board has jurisdiction over all research underthe auspices of Kwantlen Polytechnic University and all research on our campuses thatinvolves human subjects requires prior review and approval by this Board This includesresearch by those who are not Kwantlen employees or research involving students assubjects The policies listed below are included in Appendix A

Policy G7Faculty RecruitmentPolicy G 7a Criteria for Recruitment ofFacultyPolicy G7b Minimum Qualifications Faculty PositionsPolicyJ Procedural Guidelines for Recruitment ofFacultyPolicyJ Bias or Conflict ofInterest Concerns in the Selection ofFacultyPolicy J Candidate Interview Assessment

These provisions cover the search process probationary terms and ongoing evaluation ofregular and non regular faculty KwantlensPrinciples of Academic Freedom extend to allfaculty in their roles at the University

Revised 51252009855 AM


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d Provide the websiteURL or attach in an appendix curriculum vitae offaculty membersand instructors specific to the program that demonstrates that they possess andappropriate balance ofthefollowing requirements

Academic credentials appropriate to the degree level being ofered Faculty teachingapplied baccalaureate degrees have an appropriate balance ofprofessionalqualifications academic credentials and experienceAny required academic andor desired professional credentials andorA demonstration ofcurrent involvement in research andprofessional activity thatrepresents an appropriate balance ofresearch and intellectual leadership in thediscipline and thefield ofspecialization

A summary of faculty credentials is included as Appendix E Full Curriculum Vitae arealso attached in Appendix F


8 Program Resources

a Describe the resources that will be required to mount this program includingLibrary resourcesComputer and computer accessClassrooms laboratories and equipmentExisting and shared resources at the institution or at other institutions that will beused to offer the program andAdditional resources that will be required to offer this program

Kwantlen Polytechnic University has the faculty and facilities resources necessary tolaunch the BSc Applied Psychology and with the approved resources allocated withinour Long Term Education Plan to sustain them in future Given that the BSc AppliedPsychology is built upon existing curriculum with the faculties of Science Mathematicsand Applied Sciences and the Department of Psychology the requirements for newresources at the outset are minimal It is expected that as the program establishes itselfclassroom computer and faculty growth will be added through existing processes forbudget allocation

In terms of physical plant facilities Kwantlen has up todate stateoftheart facilitieslocated on four campuses The physical plant is managed by a highly competent group ofseven experienced facility managers with years of experience in the field and atKwantlen There will be no need to share facilities or equipment with other institutions inorder to deliver this program As part of the Long Term Education Plan both newclassrooms and office space have been identified reflective of new growth FTEyear ateach of our campuses The Facilities Division has incorporated these projections into itsMultiYear Plan Our expansion is described at http wwwkwantlencaiexpansion andthe Master Plan is located at

http wwwkwantlencafaci litiesdocsSurrey20Expansion20Master20PIan20ReportFeb05pdf

New Resources Required



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Library Impact Assessment A Library Impact Assessment has been conducted for thenew Bachelor of Science Applied Psychology program to establish budgetary andpurchasing priorities that will be met in order to support new courses in developmentAppendix H

The Kwantlen Polytechnic University Library expansion in Surrey has more than doubledthe Librarysspace allowing us to provide a substantial range of services collections andtechnology to support learning teaching and research Kwantlen students have access to170000 books 8000 videos and DVDs 70 research databases 800 journals and more


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than 20000 online fulltext articles KwantlensLearning Centres and Libraries worktogether to assist students reach their goals through extra assistance with learning andresearch strategies Kwantlen Librarians provide reference desk and specialized subjectsupport on our four campus libraries and through our interactive online Askaway service

Teaching Research and Demonstration Lab A new teaching research anddemonstration lab is integral to this degree and will benefit students and faculty across allthree Psychology degrees BA BAA andBSc This lab will foster collaborativeteaching and research efforts and maintain Kwantlensfocus on handsoninterdisciplinary applied education Refer to Appendix K for an overview of labequipment and associated costs

Degree Coordinator Given the fact that the degree will span two Faculties a keycomponent to the current proposal is the support for a 50 faculty time assignment fordegree coordination Degree Coordination will ensure consistency and clear bridging ofcurriculum between courses as well as assisting with educational planning andscheduling monitoring student success and progression suggesting alterations to thedegree and chairing an Advisory Committee currently being established to oversee theBSc depree in Applied Psychology An initial meeting of this Committee occurred onApril 2 2009 It is our belief that ongoing support for degree coordination is essential tostudent success

b Provide the intended implementation schedulefor the new program and evidence oftheappropriateness ofthe schedule given the timing ofthe proposal and readiness of theinstitution to offer the program

Kwantlen Polytechnic University currently has approximately 6500 student FTE in itsuniversity arts science and business program areas The Long Term Education Planidentifies approximately 1400 new FTE by 200910 across the institution Approximately1000 additional student FTE are designated for these university studies areas over theperiod from 200506 through 200910

Between the years 200203 and 200304 1149 to 1179 students who began their studiesat Kwantlen applied to BC universities for degree completion Of these qualifiedapplicants 659to 70 were offered a space and 78 to 80 of these applicantsfollowed through with registration Given that the BSc Applied Psychology degreemarks the first four year Bachelor of Science degree at Kwantlen it is our expectation thatmany students who have been previously forced to transfer elsewhere to complete theirstudies will choose to remain at our institution

We propose to implement this degree in an incremental manner The first intake for yearsone and three of the BSc Applied Psychology will be as soon as September 2009 ifapproval by the Degree Quality Assessment Board and lead time for implementationpermits Students who have already completed one or more semesters of universitytransfer courses may apply to have those courses transferred into the program Studentswho have already completed an Associate of Science degree or 60 credits of study that



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include all the lower levels essential requirements will be able to enter year three of thefouryear of the degree in September 2009 and September 2010

c Institutions must demonstrate that they have the necessary resources to mount andsustain a quality program at the proposed degree level or a realistic planfor putting theappropriate resources in place subsequent to program approval Describe theinstitutionsplansfor renewal and upgrading oflearning and information resources

As noted earlier given that the BSc Applied Psychology is based upon existingcurriculum the resources required at the outset of this degree are minimal A capitalbudget request was submitted in the Spring 2009 cycle to support the development of anew Teaching Research and Demonstration Lab for the Psychology department

As breadth electives are a major component to the BSc Applied Psychology degree it isimportant to note the existing capacity of the academic departments at Kwantlen whichoffers a full range of Social Sciences Humanities and Business degree programs Inrecognition of the fact that library holdings needed to be expanded to support third andfourth year curriculum in these and other areas 450000 in additional funding wasprovided in the 200405 budget year to support specific library acquisitions for newmajor and minor program areas Ongoing additional funding of 300000 has beenprovided in the budget year 200506 and beyond As well funding was allocated for anadditional research librarian position beginning in 200405 In addition the KwantlenFoundation has committed to fundraising another 100000 to build degree acquisitions

9 Program Consultation

a Provide a list and briefexplanation ofthe nature ofthe consultations that have occurredin the development of the degree program

The BSc Applied Psychology program is consistent with the curriculum frameworkcreated for Kwantlen Polytechnic UniversitysBachelor of Science degrees Thisframework was developed through extensive consultation was approved by KwantlensFaculty of Science and Horticulture Curriculum Committee and is in the process ofsecuring senate approval for the Bachelor of Science template for Kwantlen PolytechnicUniversity

As well as receiving internal approval the BSc Applied Psychology program hasreceived external endorsement from a wide variety of educational professionalsFaculty Chairs and Deans many British Columbia and Canadian postsecondaryinstitutionswho reviewed the material and were invited to provide feedback in a varietyof forums

From its inception the KwantlensBachelor of Science Applied Psychology degree hasbeen a collaborative effort of students faculty service area personnel and administrators



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Dr Jim Enns Professor University of British Columbia and the UBC Psychologydepartment curriculum committee have endorsed and fully support this new degree TheCurriculum Framework upon which this degree has been designed was developed inconsultation with the University community and external commentators Internallyfaculty members representing departments within the Social Sciences and Science aswell as representatives from Admissions Advising Counseling Facilities LibraryServices and Marketing members of the Senate Standing Committee on Curriculumhave also had input into the development and submission of this proposal for aBScApplied Psychology

b Attach all written comments both positive and negativefromRelevant employersRelevant professional associationsProgram advisory committees

Other British Columbia institutions this will include comments provided through thepeer review process on the Post Secondary Institution Proposal SystemInstitutions outside British Columbia

Experts in the proposedfield ofstudy andExternal academic consultants

Comments on the BSc Applied Psychology have been solicited from a large number ofindividuals and organizations involved in post secondary education in British ColumbiaDepartmental chairs and divisional deans have been consulted both privately and inpublic forums Most of these commentators recognize the need for additional degreecompletion paths for students living south of the Fraser River and have noted thatKwantlen Polytechnic University has the resources ability and expertise to mount thisand other degree programs with major and minor concentrations across the Faculty ofSocial Sciences A consultation list along with letters and comments received areincluded in Appendix I and J

c Ifthere are other individuals or groups that have been involved describe their roles inthe collection and evaluation ofinformation leading to the development and submissionofthis proposal

Since this is an applied psychology degree we have also enlisted the assistance ofindustry community and professional leaders in the field of psychology in addition toacademic letters of support Please refer to Appendices I and J for a summary of thesecontacts

d Include a list ofanticipated employment destinationsfor graduates ofthis program

The versatility of the BSc Applied Psychology degree will allow students to design theirprogram of study in such a way that it will prepare them for academic andor industrycareers in psychology or further study in areas as diverse as business communityservice law policing elementary and secondary education the military professionalwriting public administration self employment social work and graduate programs in




Psychology both applied and research based For a more detailed list of possiblecareertraining options forBSc Applied Psychology graduates please see the list below

PhysiotherapyOccupational therapy

Veterinary sciences

OphthalmologyOptometry

ChiropracticDentistry

PharmacyDietician

Nutritionist

Naturopath

GerontologyAcademic

Support services and ManagementHuman factors

ErgonomicsSocial Services

Statistical ConsultingActuaries

Science Consulting

Animal Technologist and ManagementResearch Assistant

Research and DevelopmentVocational TestingNeuropsychological TestingManagement

Health

Education

Social and Community Services

CounsellingCorrectional Services

ManagementProbation Officers

Policy and Program Officers Program evaluationGovernment Managers

Health and Social Policy DevelopmentProgram AdministrationProgram Evaluation

Public Relations

Scientific WritingScientific ConsultingHuman Resources

AudiologySpeech Language Pathology

Medical Laboratory Technologists


Laboratory ManagementParamedical

Natural and Applied Science PolicyResearchers

Consultants

Program Officers

Graduate school Neuroscience and Biological Psychology programsPharmaceutical Research

Forensic PsychologyMedicine

Clinical psychology

Health psychology

10 Program Review and Assessment


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a Indicate the policiesprocedures that are plannedfor ensuring adequate depth breadthandfrequency ofongoing review and assessment once the program has beenimplemented

In an appendix provide copies oftheformal approved policy and proceduresforperiodic review ofprograms that address the program review elements described in thecriteria below

Policy B12 Program Review outlines Kwantlensprogram review process It meets andexceeds all of the criteria set by the Degree Quality Assessment Board DQAB Asoutlined in policy at least once every five to seven years all programs at KwantlenPolytechnic University will undergo a program review process that includes

an internal self study undertaken by program faculty and administration whichsystematically reviews and generates a report on program strengths weaknessesneeds and recommendations for future quality improvement Selfstudy will becomprehensive and evidence based and will include the use of a broad range ofindicators as appropriate to the context of the programunit of study under reviewan external review undertaken by a panel of two external members and one facultymember from a different department at Kwantlen This external review will include asite visit and input from students faculty staff administration and representativesfrom external stakeholders groups It will result in a report that identifies strengthsand recommendations for future quality improvementa final report which includes a summary of the self study external review findingsand recommendations for future quality assurancean institutional response to these findings and recommendations which includes amechanism through Senate for receiving implementing and monitoring theserecommendations as well as an update within one year

Kwantlensproposed degree program is consistent with its university mandate mission

Revised52520098AM



and goals The program emphasizes academic rigor citizenship and service integral tostudent development and will help address the need for undergraduate degree access inthe South Fraser Region The program review process will assess how well the B ScApplied Psychology degree is able to meet learning objectives and values in keeping withthe Universitysmandate and mission

The broadly stated teaming outcomes for the program have been reviewed by a numberof members of the academic community outside Kwantlen Their support for the degreeproposal is evidence of the applicability of the learning outcomes and of their agreementthat the proposed program meets degree level standards The program review processallows for the incorporation of the views of the same constituent groups

Numerous essential skills are woven throughout all courses at lower and upper levels ofthe degree Graduates success in obtaining employment or admission to graduate schoolwill be tracked by the program and by the Alumni Office Attention will be paid to theirprogress in further studies or in careers Student satisfaction with the program will bemeasured through Students Outcome Report Survey SOBS and other relevant outcomedata and by periodic surveys All information will be utilized in program review

The annual budget process education plans timetabling processes and monthlydepartment meetings are ways in which the efficient and effective use of physicaltechnological financial and human resources are monitored inside and outside thedepartment The Dean in consultation with department chairs will assess the use of theseresources in an ongoing fashion and will report on the continuing appropriateness of theprogramsstructure methods of delivery and curriculum These reports will form part ofthe review process and the rationale for any changes within the period between reviews

Under KwantlensPolicy L11 Program and Curriculum Development all courses arerevised on a fiveyear schedule approved by the department curriculum committee fortransmission to the Faculty Curriculum Committee and ultimately to Senate Thecontinuing adequacy of the methods for evaluating student progress and achievement ismonitored in general by the process outlined above and in particular through programreview

Kwantlen has a longstanding a faculty performance review process that assesses qualityof teaching and demonstrable currency in fields of specialization This is provided for inboth policy and the faculty collective agreement Faculty members serve a probationaryperiod of two years during which time they are evaluated at least twice Each evaluationconsists of student evaluation independent evaluations by two peers and a selfevaluation The Dean writes a report incorporating these various sources of input andwith the departmental search committee determines whether the faculty member hassatisfied the probationary period Post probationary faculty members have a triannualreview throughout their careers In addition to the process outlined above they submit athreeyear plan for professional growth and development During the next review theyreport on completion of those objectives and set objectives for the subsequent threeyearperiod If problems are identified during any triannual evaluation a program to addressthese problems is developed in consultation with and approved by the Dean


TO

cc

FROM

DATE

SUBJECT

Thank you


Attention Dana Cserepes Chair

Karen Metzger

Sabine Stratton Department of Anthropology Curriculum Rep

May 25 2009

Proposed Changes for BA Minor in Anthropology

Implementation Date January 2010

Please find attached the proposal for changes to the BA Minor in AnthropologyThe degree was implemented in Fall Term 2008 These changes were approvedat the May 8 2009 meeting of the Social Sciences Curriculum Committee Idlike to submit this proposal for the June 2009 SSCC meeting

Page 1 of 8

Proposed Changes to the BA Minor in Anthropologyfor Implementation January 2010

RATIONALE FOR CHANGES

General

1 The BA Advising Office suggested that we change our two streamprogram to a simpler one in which students who do not have a declaredfocus can still graduate with a BA Minor in Anthropology

2 Simpler progression for students to understand Several students did notrealize that when the degree stated take either of two courses that theyrestill allowed to take both courses and it has resulted in low enrollment in

certain Anthropology courses

3 The new proposal allows students to graduate with a general BA Minor inAnthropology while others are still able to concentrate on either the culturalanthropology or biological anthropologyarchaeology stream in obtainingtheir minor degree in Anthropology

Specific Course AdditionsDeletions

4 ANTH 1217 Forensic Anthropology was dropped as a required course inyear one to allow students who are entering the program in year two to useany science course with approved Q status they may have already takento fulfill a lower division quantitative requirement

5 ANTH 2301 Archaeological Methods for Cultural Resource Managementis part of a cohort of courses ANTH 3361 3340 and 2301 which form therequirements for the archaeology field school When the original BA Minorproposal was drawn up we did not have a faculty member to teach the fieldschool The person hired has a specialty in cultural resource managementand we decided to create a laboratory methods course which utilizes thisspecialty It is expected that the field school will be taught every secondyear and will alternate with ANTH 2300 Archaeological Methods in theyears that the field school is not taught ANTH 2301 has been added to thelist of potential methods courses that a student can take for the BA Minor inAnthropology

Page 2 of 8

1

Proposed BA Minor inAnthropology

Existing BA Minor inAnthropology

1000 Level First Year Courses 1000 Level First Year Courses

The following 9 credits are required The 1000 level of study in Anthropologyprovides an introduction to the subfields and

ANTH 1100 Social Cultural Anthropology 3 a foundation for undergraduate study incredits Anthropology Required 1000level coursesANTH 1200 Biological Anthropology 3 credits introduce students to key concepts andANTH 1300 Archaeology 3 credits issues in Anthropologysinterdisciplinary

subject matterRecommended

ANTH 1100 Social CulturalANTH 1217 Forensic Anthropology 3 credits AnthropologyNote This course can be used for

ANTH 1200 Biological AnthropologyANTH 1300 ArchaeologyQuantitative credits for lower division It is

the pre requisite for ANTH 2217 and 3220forthcoming course AND

Completion of the courses listed above with aminimum GPA of 20 will fulfill prerequisites to

ANTH 1217 Forensic Anthropology

all 2000 level Anthropology coursesNote

With this course students complete thescience requirement for the lower divisioncourses It is the lab component of the

6 The course outlines for ANTH 2140 First Nations Cultures of BC and2142 First Nations Cultures of Canada are currently undergoing theapproval process and it is anticipated that they will be implemented inJanuary 2010

7 ANTH 3361 Archaeology Field Studies I and 3362 Archaeology FieldStudies II were proposed as three credit courses When the ArchaeologyField School was assembled it was decided that the AnthropologyDepartment would offer one Archaeology Field Studies course ANTH 3361worth six credits so ANTH 3362 has been dropped from the degree offerings

8 ANTH 3500 was deleted as a required course because the coursedevelopers are no longer with Kwantlen Their vision of what the courseshould be went with them instead the Anthropology Department haselected to create a course on Contemporary Issues in Anthropology This

course will allow faculty members to take advantage of current issues ofconcern to students such as the H1N1 influenza or to test student interestin potential new courses

Page 3 of 8

Proposed BA Minor inAnthro olo


2000 Level Second Year

Courses

2000 Level Second Year

Courses

A minimum of nine credits including a 2000level courses are built on the multiminimum of three credits in a methods disciplinary foundations developed in the

course 1000 level At this point the studentsANTH 2100 Method and Ethics in required second year courses will deviateAnthropology 3 credits depending upon the focus they have chosenANTH 2120 Cross Cultural WomensStudies for their BA Minor in Anthropology

3 credits Courses required for a Cultural AnthropologyANTH 2133 Religion Magic and Witchcraft 3 focus are listed belowcreditsANTH 2140 First Nation Cultures of BC 3 ANTH 2100 Methods and Ethics in

credits AnthropologyANTH 2142 First Nation Cultures of Canada

3 credits AndANTH 2160 Culture and Environment 3creditsANTH 2163 Culture Health and Healing 3 Any Two of

creditsANTH 2217 Forensic Methods Analysis 3 ANTH 2120 Cross Cultural Womens

credits Studies

ANTH 2300 Archaeological Methods 3 ANTH 2133 Religion Magic and

credits Witchcraft

ANTH 2301 Archaeological Methods for ANTH 2140 Aboriginal Cultures ofCultural Resource Management 3 credits BC forthcoming course

ANTH 2310 Archaeology of Death 3 credits ANTH 2142 Aboriginal Cultures of

ANTH 2320 Archaeology of the Old World 3 Canada forthcoming course

credits ANTH 2160 Culture and Environment

ANTH 2163 Culture Health andANTH 2340 Archaeology of the New World 3credits Healing

ANTH 2310 Archaeology of DeathNOTE ANTH 2100 2217 2300 and

2301 are methods courses These courses provide the necessaryfoundations in topical areas of study bothgenerally and regionally in Social andCultural Anthropology

Courses required for the ArchaeologyBiological Anthropology focus are

degree

Completion of the courses listed above witha minimum GPA of 20 will fulfill

prerequisites to all 2000 level Anthropologycourses

Page 4 of 8



3000 Level Third Year Courses 3000 Level Third Year Courses

A minimum of twelve credits includinga minimum of three credits in a theory

course

ANTH 3100 Anthropological Theory 3

Students will complete an upper level coursein theory and research methods in bothareas of concentration In addition studentsin the Archaeology Biological Anthropologyfocus will be required to complete an upperdivision lab based course All AnthropologyBA Minor students in either focus area will

be required to take our first capstone courselisted below that reintegrates the three

creditsANTH 3130 The Sikhs Culture Religion andSociety 3 creditsANTH 3168 Deviance Across Cultures 3credits

ANTH 2300 Archaeological Methods

And

Either of

These courses provide the necessaryarchaeological theories and methods of dataanalysis used to study ancient cultures inboth the old and new worlds

And

ANTH 2320 Archaeology of the OldWorld

ANTH 2340 Archaeology of the NewWorld

Either of

ANTH 2217 Forensic Methods

AnalysisANTH 2310 Archaeology of Death

These courses provide the necessarygrounding in the analysis of combinedarchaeological and biological anthropologicaldata and information that enables thestudent to conduct multidisciplinary researchin Anthropology Students completingappropriate courses at the 1000 and 2000level will be able to exit with an Associate of

Arts or Associate of Science in Anthropology

Page 5 of 8

ANTH 3188 Visual Anthropology 3 creditsANTH 3220 Human Osteology 3 creditsforthcoming courseANTH 3300 Archaeological Theory 3 creditsforthcoming courseANTH 3330 East Asian Archaeology 3creditsANTH 3340 British Columbia Archaeology 3creditsANTH 3361 Archaeology Field Studies 6creditsANTH 3500 Contemporary Issues inAnthropology 3 credits forthcomingcourseANTH 3510 Anthropology of Genocide 3credits forthcoming course

NOTES

ANTH 3100 and 3300 are theorycourses

ANTH 2301 3340 and 3361 will be offeredsimultaneously as a field school option forupper level students in Summer Term

subfields of anthropology taught atKwantlen

ANTH 3500 Advanced Study in

Anthropology

In addition to ANTH 3500 courses requiredfor a Cultural Anthropology focus include

ANTH 3100 Anthropological Theory

And

Any Two of

ANTH 3130 The Sikhs CultureReligion and SocietyANTH 3168 Deviance CrossCulturallyANTH 3188 Visual AnthropologyANTH 3510 Anthropology of Genocideforthcoming course

In addition to ANTH 3500 courses requiredfor an Archaeology Biological Anthropologyfocus include

And

ANTH 3220 Human Osteologyforthcoming courseANTH 3300 Archaeological Theoryforthcoming course

Any One of

ANTH 3130 The Sikhs CultureReligion and SocietyANTH 3330 East Asian ArchaeologyANTH 3340 British Columbia

Archaeology forthcoming courseANTH 3361 Archaeology Field StudiesI forthcoming courseANTH 3362 Archaeology Field StudiesII forthcoming courseANTH 3510 Anthropology of Genocideforthcoming course

Please Note ANTH 2300 3340 3361 and3362 will be offered simultaneously as a fieldschool option for upper level students inSummer Term

Page 6 of 8



NOTES NOTES

ANTHROPOLOGY MINOR WITH A

CULTURAL ANTHROPOLOGY

FOCUS

For an Anthropology Minor with a focus oncultural anthropology students are advisedto choose from the following courseofferingsANTH 2100 2120 2133 2140 21422160 2163 2310 3100 3130 3168

GRADUATION

Upon successful completion of a Minor inAnthropology students can qualify tograduate with a Bachelor of Arts GeneralStudies or when combined with a secondminor program a Bachelor of Arts DoubleMinor

3188 3500 forthcoming course 3510

Being forthcoming course

forthcoming course 4500forthcoming course

ANTHROPOLOGY MINOR WITH AN

ARCHAEOLOGY BIOLOGICAL

ANTHROPOLOGY FOCUS

For an Anthropology Minor with a focus onarchaeology and biological anthropologystudents are advised to choose from the

following course offerings ANTH 22172300 2301 2310 2320 2340 3220forthcoming course 3300forthcoming course 3330 3340 33613500 forthcoming course 3510forthcoming course 4500forthcoming course



4000 Level Fourth Year Courses 4000 Level Fourth Year Courses

Required CourseANTH 4500 Culture Community and Well

This level will be open to students in the BAMinor in Anthropology Program who havecompleted the appropriate prerequisites atthe 2000 and 3000 level Students will

complete the second capstone course of ourminor program that integrates study in allthe anthropological subfields

ANTH 4500 Culture Community and Well

Being 3 credits forthcoming course

Being forthcoming course

4

Page 7 of 8

GRADUATION

Upon successful completion of a Minor inAnthropology students can qualify tograduate with a Bachelor of Arts GeneralStudies or when combined with a secondminor program a Bachelor of Arts DoubleMinor

Page 8 of 8

NI

Kwantlen ADDRESS TELEPHONE

POLYTECHNIC 12668 72nd Avenue 6046992100WEEtSITE

INN 1 V E R 5 1 T Y Surrey anv3W 2148 I mienca

Background

Office of the Dean

Faculty of Community Health Studies

TO Dana Cserepes Chair SSCC

C Jackie Baron BSN Coordinator Jean NicolsonChurch Associate Dean Nursing

FROM Maxine C Mott Chair Faculty of Community Health Studies Curriculum Committee

DATE May 19 2009

SUBJECT Block transfer of International Students into the BSN

At the 2009 May 18 meeting of the Faculty ofCommunity and Health Studies CurriculumCommittee recommendations for the acceptance block transfer for students from the InternationalUniversity ofNursing IUON St Kitts into the Bachelor of Science ofNursing program wereapproved These recommendations were approved by the Bachelor of Science in Nursingcurriculum committee during its 2009 May meeting also The Faculty of Community andHealth Studies is now submitting the following recommendations to SSCC for approval

1 International University of Nursing be granted block transfer into year four of the BSNprogram

2 All students transferring from IUON St Kitts will be required to complete a transitionsemester prior to entering semester 7 of the BSN as outlined in the table below

3 IUON transfer students will be required to meet Kwantlensgeneral admission requirements4 Upon successful completion of semester 8 IUON transfer students will graduate with a

Kwantlen Polytechnic University Bachelor of Science in Nursing degree having completed over25 of the required credits at Kwantlen

Kwantlen University was contacted by the International University of Nursing St Kitts as a potential degreecompletion transfer site for their Bachelor of Science in Nursing program The IUON is a private institutionthat prepares nurses eligible for registration in St Kitts as well as the United States Currently the NON hasblock transfer arrangement with Perdue University and Colorado State University They are seeking aCanadian partner school with national accreditation to accommodate the increasing number of Canadianlearners in the nursing program Their partner schools in United States are accredited with the National Leaguefor Nursing Accrediting Commission which has reciprocity with the Canadian Association of Schools ofNursing accreditation

A thorough review of the IUON curriculum was undertaken by Kwantlen BSN faculty members Thescience and English courses were also reviewed by Kwantlen faculty members in the Science andHumanities Faculties With the exception of Pediatric content and clinical time in an acute medicalsurgical placement the review deemed the first six semesters of the IUON program was equivalent tothe first six semesters Kwantlen BSN program The transitions semester would include courses toaddress the pediatric and acute medical surgical content

It is anticipated that Kwantlen would accept two intakes of eight 8 transfer students from IUONSeptember and January Following the transition semester the students will move into semester 7 of

Courses to be completed at Kwantlen by IUON Transfer StudentsCourse Course Description I Credits

Transitional Semester

NRSG 3190 Access BSN Program Concepts theoriesfoundations

45

GNQU 1320 Pediatric theory course online 30

NRSG 235x Consolidated learning advance clinicaldecisionmaking skills in acute pediatric caresettings

45

NRSG 2350 Consolidated learning medsurgical 45

Total Semester Credits 165

Semester 7

NRSG 4111 Nurses Influencing ChangeExplore ways to influence create changeLeadership and organizations

30

NRSG 4120 Data Analysis 30

NRSG 4141 NP7 Influence change to promote societal healthWork with interdisciplinary multi sectoral groups

45


Semester 8

NRSG 4211 Transitions from student to practicing nurse Public

health community development

30

NRSG 4242 Consolidated Practice 8 Final clinical 85


Total Kwantlen University Credits Required for completion of BSN 385

the BSN which is offered every January and May At the successful completion of this programstudents will receive a BSN degree and be eligible to apply to take the Canadian Registered NurseExamination CRNE and to apply for Registration in the province of British Columbia Canada

Consideration has been given to the increased demand that the acceptance of these students wouldhave on the BSN program It is believed that the additional practice placements can beaccommodated The additional students in semesters 7 and 8 will require an additional section in eachof the courses This will allow us to accommodate students in the RN to Degree Completion track ofthe program Over the past few years there is often not a large enough cohort to offer the requiredcourses to this student group The additional WON transfer student will support the viability ofoffering sections required by the RN to Degree Completion students

Implementation Date of the first transition semester is targeted for September 2010

Thank you

4

O

BGChlhAttach


Regards

MAILING ADDRESS

1266672nd Ave SurreyBC Canada V3W 2M8

O 6045992100

kwantlenca

MEMORANDUM

TO Dana Cserepes

Chair Senate Standing Committee on Curriculum

CC Dr Tom McMath Department of Physics

FROM Dr Brian Carr Dean Faculty of Science and Horticulture

DATE May 2 2009

SUBJECT Transfer Agreement between Kwantlen Polytechnic University and the University ofVictoria Engineering

Kwantlen offers Year 1 of Engineering that is accepted by UBC Engineering for direct application totheir Year 2 KwantlensYear 1 of Engineering is also recognized by SFU Engineering and UVICEngineering for advanced standing on a coursebycourse basis Not surprisingly the majority of ourengineering students transfer to UBC to complete their BEng degree

Over the years Kwantlen has endeavoured to seek a greater relationship between its Engineeringprogram with those at SFU and UVIC always without diminishing the established relationship withUBC The attached agreement is the result of considerable articulation with UVIC one that allowsfor seamless transfer to Year 2 of Engineering at UVIC

Kwantlen has made considerable headway in its continuing discussion with SFU Burnaby and SFUSurrey Engineering

The benefit of written agreements is not only to formalize the process but more so to provide atransferring student with the assurance of legitimacy that mere wordofmouth cannot pretend tooffer

Any agreement of this type is of course fluid by nature as it must be reviewed regularly to respondto curricular changes made by the receiving institution It is for this reason that it is requested that

this document be treated as a standing partnership with UVIC that Senate is requested to approvebut that subsequent minor revisions necessitated by course revisions at UVIC would not require thereapproval of Senate for each occasion

C O N S I D E R C O M P A R E C H O O S E K W A N T L E

Kwantlen Polytechnic University University of Victoria Engineering Transfer

Kwantlen Polytechnic University KPU is a fully accredited public post secondary institution that enrollsover 17000 students per year KPU has four campuses located throughout the metro Vancouver regionof BC including Surrey Richmond and Langley The newest campus located in Cloverdale is home tothe Kwantlen Trades and Technology Centre which opened in April 2007

o The KPU UVic Engineering Transfer provides for a seamless transfer to second yearEngineering at the University of Victoria Prior to this arrangement one second semester coursesubstitution was required to complete UVic Engineeringsfirst year for the Bachelor of SoftwareEngineering Computer Engineering and Electrical Engineering Students transferring toMechanical Engineering would be missing one 1 year course that would have to be completedpost transfer

o The Faculty of Engineering typically receives between five to ten transfer applications from KPUper year It is expected that this agreement which provides for a better fit with UVic will yielda further three to six students per admissions cycle

o This is not a bridge program KPU applicants will compete on an equal footing with UVicstudents for placement in their first choice of program Computer Electrical Mechanical orSoftware in the second year

The main issues resolved by the Faculty of Engineering UPCC and the departments concerned were

ENGR 141

An evaluation in the Department of Mechanical Engineering indicated that the material in KPU Phys1120 and Phys 1170 is sufficient to allow for a waiver of ENGR 141 upon successful completion of theKPUUVic Engineering Transfer Program

ELEC 200 and MECH 200

BCCAT will be updated by KPU to record transfer credit for Mech 200 Elec 200 for KPU APSC1151

This transfer agreement will be reviewed annually with respect to calendar changes and expires in five5 years from date of signing

Dr Brian Carr

DeanFaculty of Science Mathematics and AppliedScience


Date

Dr Thous Tiede1Dean

Faculty of EngineeringUniversity of Victoria

Date 2 20d

University of VictoriaI


First Year First Year

Kwantlen

Course

UVic

Equivalent

Justification Kwantlen

Term

Term IA itCSC 1 1 1 15 Fundamentals of Programming

with Engineering ApplicationsCPSC 1103 3 CSC 110 BCCAT Fall

ENGR 020 Introduction to Professional

Practice

See Note 4

MATH 100 15 Calculus l MATH 1120 3MATH 1152 3

MATH 100

MATH

233A

BCCAT

BCCAT

Fall

SpringMATH 110 15 Matrix Algebra for Engineers

ENGR 14115 Engineering Fundamentals I PHYS 1170 3 ENGR 141

waiverUVic Spring

PHYS 122 15 Mechanics for En ineers PHYS 1120 4 PHYS 112 BCCAT Fall

Term IB iiCHEM 15015 Engineering Chemistry CHEM 1154 4

CPSC 1204 3APSC 1299 3ENGL 1 100 3MATH 1220 3PHYS 1220 4

CHEM 150

CSC 115

ELEC 199ENGL 115

MATH 101

PHYS 112

BCCAT

BCCAT

BCCAT

BCCAT

BCCAT

Fall

SpringSpringFall

SpringSpring

CSC 115 15 Fundamentals of Programming 11ENGR 110 25 Design and Communications I

MATH 10115 Calculus 11

PHYS 125 15 Fundamentals of Physics

Term 2A 11ELEC 200 or Engineering GraphicsEngineering

DrawingAPSC 1151 4 MECH

200ELEC

200

BCCAT

UVicFall

MECH 200

Engineering Transfer Program Kwantlen Polytechnic University to the University of Victoria

Notes

I 3 semester credits at Kwantlen 15 units at UV is Engineering Kwantlen credits include lab hours

2 Transfer credit for CSC 110 accepted in lieu of CSC 111

3 BCCAT Course equivalency through the BC Council on Admission and Transfer

4 ENGR 020 is required and the transfer student is required to register in this course in the first term 2A

5 Transfer credit for Math 233A accepted in lieu of Math 110

6 ENGR 141 will be waived based on successful completion of KPU Phys 1 120 and 1170

7 UVic Course equivalency established by relevant UVic department

8 Transfer credit for Phys 11230accepted in lieu of Phys 122 and 1259 ENGR 110 will be waived based on transfer credit for ELEC 199 and ENGL 115

0

0

0

General Framework for a Bachelor of ScienceBSc Major in Field of Studyat Kwantlen Polytechnic University

In addition to the basic science curriculum science courses all science degrees will incorporate the followingprinciples as a base

a Adopt an applied focus 0

b Have a liberal education foundation 121

c Contain an ethics and social responsibility component 0

d Include a statistics course 0

e Enhance skills in written and spoken English 0

f Provide an entrepreneurial knowledge base 0

g Develop problem solving and analytical skills 0

h Develop basic research skills 0

1 Allow for possibility where possible to earn a minor in an arts or science subject 0

j Prepare graduates to access post graduate studies 0

All students seeking to graduate with a Bachelor of Science BSc degree from Kwantlen PolytechnicUniversity must complete all the following requirements

A minimum 120 credits and a minimum of 40 courses total at the post secondary level 0

A minimum 6 credits writing requirement including at least 3 credits from ENGL 1100 or any otherdesignated by Senate as meeting writingintensive guidelines 2 0

A minimum 6 credits MATH 0

3 credits of statistics which could be included in the 6 MATH credits 0

A minimum 66 science credits including at least 8 courses of BIOL CHEM andor PHYS and at least 8courses with a lab component with at least 30 credits 10 courses of the 66 science credits at the3000 and 4000 level 0

A minimum 18 credits general education requirement including at least 3 credits at the upper level0

A minimum of a passing grade D or better in all courses counting towards the BSc with a cumulativeGPA of 20 or higher 0

A minimum of 5O of courses counting towards BSc taken at Kwantlen Polytechnic University 0

APSC courses ASTR 1100 ASTR 1105 ASTR 3110 ASTR 3111 BIOL 1112 CHEQ 1094 CHEM 1101CHEM 1154 ENVI 3112 ENVI 2405 MATH 1116 MATH 1152 MATH 1190 MATH 1240 and PHYS 1112 cannotbe counted as science credits towards a Bachelor of Science Courses CHEM 1105 MATH 1112 MATH 1117and PHYS 1100 may count only if prescribed in the programs course content package Courses numbered1099 or lower such as CHEQ 1094 or MATQ 1093 cannot be counted towards a Bachelor of Science degree

2

Courses within CMNS CRWR and ENGL or any other courses designated by Senate as meetingwriting intensive guidelines may be taken to fulfill the writing requirements

Specific mathematics requirements are generally prescribed in the programscourse content packagefor any Bachelor of Science degree Where calculus is required Calculus 1 may be one of either MATH 1120 orMATH 1130 and Calculus 2 may be one of either MATH 1220 or MATH 1230 MATH 1140 cannot be counted

as Calculus 1 unless used to meet prerequisite requirements for MATH 1220 or MATH 1230 Courses withconsiderable content overlap may only be counted once MATH 1120 or 1130 MATH 1220 or 1230 MATH1115 2335 or 2341 Unless otherwise stipulated in the programscourse content package the statisticscourses must be coded MATHie MATH 1115 2315 2335 or 2341 Students entering the degree whohave already successfully completed an equivalent level of statistics to the ones prescribed in the degree mayapply for course substitution in lieu of the prescribed courses

Specific biology chemistry mathematics and physics requirements are generally prescribed in theprogramscourse content package for any Bachelor of Science degree Courses outside these fields may alsoqualify for science credits provided they are deemed to contain or demand sufficient quantitative reasoningnumerical geometric statistical probabilistic formal reasoning mathematical or logically deductive orscientific reasoning involving the scientific method in general andor the methodology or content of a specificscientific discipline as a base principle in their primary subject matter These are usually prescribed in theprograms course content package Courses with considerable content overlap may only be counted onceENVI 1106 or CHEM 1110 ENVI 1206 or CHEM 1210 CHEM 2310 or CHEM 2311 PHYS 1101 or PHYS 1120PHYS 1102 or PHYS 1220

At least 12 General Education credits must come from fields or courses not regarded as science creditsas per the above defining criteria see note 141 for science or mathematics Up to 6 credits of GeneralEducation may come from fields of science not prescribed in the programscourse content package for thatBachelor of Science degree

6

Notes

May 20 2009

Students may apply for an exemption to this requirement on an individual basis

To Senate Standing Committee on Curriculum

From Takashi Sato Subcommittee on Course Curriculum

Date May 27 2009

Subject Annual Report 20082009

On behalf of SSCCsSubcommittee on Course Curriculum or simply Course OutlineCommittee I make the following report for the 20082009 year

Since September 2008 the course outline committee has reviewed 149 new and revisedcourse outlines

We started out the year reviewing the committeesplace within the new governancestructure What began as a housekeeping exercise in committing our composition andmandate in writing turned into a major reinvention of the committee structure and itsoperation

Our membership follows the structure approved by Senate in October 2008 and currentlystands as follows

Faculty of Business Dave Sale

Faculty of Community Health Studies vacant

Faculty of Design Communications S Lee

Faculty of Humanities Melinda HoganFaculty of Qualifying Studies Sarah Hickinbottom

Faculty of Science Horticulture

Science Curriculum Committee Paul Richard

Horticulture Curriculum Committee vacant

Faculty of Trades Technology vacant

Senate Vice Chair Takashi Sato

Associate VP Academic Rob FlemingLibrary Margaret BrownEnrollment Registrar Services Kathy WainmanUniversity Secretariat Karen Metzger

With the addition of members from the Faculty curriculum committees we have beenable to review course outlines from the represented areas in a more informed andtherefore faster manner The members have also facilitated communication with theFaculties on such matters as the criteria the course outline committee applies whenreviewing course outlines

As reported earlier the current committee configuration is mandated through August2010 During this time we are to explore ways in which the process of course outline

review may be redefined at Kwantlen In April the committee held an all day retreat toexamine our long term goals as well as action plans for the shorter term Underdevelopment or consideration are such issues as course prerequisites and studentprogression regulations policies regarding online courses the 30 rule for assessmentsper Policy C20 and establishing a less prescriptive model for assigning credit values tocourses based on student outcomes In addition we have emerged with the followingrecommendations for immediate action

Recommendation 1 That the Recommended for Credential field be removed fromcourse outlines

Rationale It has become increasingly complex and unclear exactly who and underwhat authority such recommendations are being made The intention seems to beto draw the attention of potential students but the committee feels the courseoutline is not an effective tool for this purpose While adding confusion and redtape the committee could identify no purpose to be served by retaining this entry

Recommendation 2 That course revisions involving changes to the PLA section will nolonger require Senate approval ie the approval of the Faculty shall besufficient

Rationale Although PLA may have been of central concem when it was new weexperience very few issues with this part of the course outline The committee ispleased to defer to the expertise of the disciplines

Recommendation 3 That a checkbox he added to the Summary Form to indicate whena new course replaces another course required in a program clarifying the currentlanguage

Rationale We have teamed that Does this course replace another coursecarries a variety of meanings to different individuals These have includedchanges in program requirements includeexclude and budgetary reallocation

Recommendation 4 That under the Revisions section of the Summary Form a thirdoption be added to indicate that a course has undergone a full review but nochanges have been made

Rationale Sometimes no changes are warranted and should be carried over as is

Recommendation 5 That four the signature lines be modified to read CourseDevelopersDepartment Faculty and Senate The University Secretariat will betasked to maintain an annually updated list of individuals authorised to signcourse outlines on behalf of each of these bodies

Rationale These signature lines were previously indicated as CourseDevelopersDepartment Chair Divisional Dean and Education Council Chair

4

4

O

The proposed changes are intended to bring flexibility to the process Forexample if a department has its own internal curriculum committee it might bemore appropriate for that committeeschair rather than the department chair tosign off Previously it was prescribed in Policy B13 that the dean chairs thedivisional curriculum committee and that deans signature indicated that saidcommittee has approved the course outline Going forward this small changeaccommodates the possibility of other individuals chairing the equivalent bodySimilarly instead of the Education Council chair or the Senate chair whoever ischarged with chairing the course outline committee would be the appropriateindividual to sign course outlines on behalf of Senate In all of the above casesexcept the course developers the University Secretariat will need to maintain alist of individuals authorised to sign course outlines on behalf of each body

If the above recommendations are adopted they can be incorporated into the next editionof the Course Outline Manual

KwantlenP O L Y T E C H N I C

U N I V E R S I T Y

Department Acp

Course Acronym and Number DEMO 1099

Former Acronym and Number

Credits 3

Descriptive Title Academic Writing Bootcamp

Calendar DescriptionStudents will

Required for the following credentials

Recommended for the following credentials

Prerequisites

Corequisites

Transferable Transferable Years 1 and 2 Refer to the BCCAT Transfer Guide

Transferable Years 3 and 4 or other Individual articulation agreementsNot Transferable

Implementation DateTo be Reviewed Date

Discontinued Date

COURSE OUTLINEm Copyright Kwantlen Polytechnic University


Acronym and Number DEMO 1099

New Course Replacement CourseCourse numberacronym change

Credit change

Does this course replace another course0 Yes No

If Yes please specify

Thls course is being discontinuedEffective date

Brief rationale

Revisions

Option 1 This version constitutes a review of the wholecourse outline and brings it uptodate with respect tocurrent practice in the discipline and follows the standardsset in the current Course Outline manual BothImplementation and review dates change

Option 2 This revision changes specific areas but does notconstitute a review of the whole course outline

Implementation date changes but review does not

0 Option 1 0 Option 2

Transfer Credits

This revision affects transfer credit statusPlease send this new course outline for transfer credit

Course Outline Summary Form

Descriptive Title Academic Writing BootcampBanner Title

Revision for approval by Divisional Curriculum CommitteeChanges involve

Descriptive TitleCalendar DescriptionRecommended for Credential

Outcome ObjectiveContent

Essential Skills

Leaming ActivitiesLeaming ResourcesMinor Assessments Consistent with Policies 84 andorC20

Implementation date

Revision for approval by Education Council

Changes involve

Credits triggers a new coursePrerequisitesCorequisitesAccess class size

Required for credentialPLA

Assessments inconsistent with Policies B4 andorC20

Teaching ModesImpact on other programs

Other

CIstatus for BA degreesplease submit this course for approval as a quantitative course

Approved for OStatus

r

Senate Standing Committee on Curriculum Report Success and Course Modes

Prepared for the Pr tan ent Aca u emic

Kwantlen

Purpose and Scope of this Report

3 vs 4 hour course contact time

intersession versus fulllength semester

weekend university programming Friday Saturday and Sunday

length of semester 14 vs 15 weeks

SSCC was also asked to make recommendations on appropri

educational success access flexibility and course schedulin

In recognition of its Senate delegated jurisdiction over curricular mrecommend appropriate educational practicesand to issue a report prior to the beginning of t

working group of committee members to refine

review literature and to develop an initial draft fo

The Summary and Analysis pCourses and 2 Three vs F

review limitations an ovwith several recommendati

The Sena

for th

the Co

AssistantCommittee

ding Coorts in conductin

e Jocelyn Lym

Buxton Insd Rob

Summary and Analy

on is div

locks Ea

n data and

as well as the results of a preliminary review of the published literature

SSCC Report on Student Success and Course Modes 1

At its scheduled committee meeting on February 4 2009 the Senate Standing Committee on CurriculumSSCC was asked by the Provost and Vice President Academic to consider several questions pertaining to the

performance of students in relation to several course mode factors

C agreed to conmester Sub

oses o

University in start of

d its responsibility to assess and

e questions posed by the Provosttly the SSCC struck a small

athering applicable data andhe Committee as a whole

to two sections 1 Intersession vs Regular Sessionction provides an overview of the data and literature

erview of published literature The report closeso educational success access flexibility and course

scheduling at the University To date the working group has been unable to gather adequate data correlatinglength of semester with student success so no recommendations have been offered on this matter

on C would like to thank the following working group contributorsterature view gathering data and producing an initial draft of the report for

r Department of Psychology Bayley Leveque Student Researchional Analysis and Planning Dana Cserepes Department of Fine Arts and

eming Academic Services

O

O

Following is a brief summary of both internal and external data with respect to two separate issues put to theSSCC 1 Student success in intersession vs regular session courses and 2 Student success in three vs four

hour course blocks We report data generated by KwantlensOffice of Institutional Analysis and Planning IAP

Year Intersession Mean Grade

and Passing Course

Regular SessionMean Grade and

Passing Course2008 All Co 723 84 passing 658 785passing2008 Courses o formats 578 787passing 469 665passing2007 All courses 706 85 passing 632 76 passing2007 Courses offered in both formats 623 84 passing 476 72 passing

J


Intersession vs Regular Session Courses

Limitations In comparing intersession or intensive delivery courses with traditional or regularsession courses

one must keep in mind the following difficulties

There are no published studies utilizing random assignment to groups It is conceivable that studentswho enroll in intersession courses differ in meaningful ways from students ngage in regular

session courses For example students who enroll in intensive courses m more motivated enrolled

in fewer concurrent courses older and so on As a result it is not pos definitively attribute any

differences in learning outcomes to the intensive versus traditional

In evaluating learning outcomes research relies on data taken i lately p e ie final exams

We do not know whether longterm retention of material di between interse c ir d regularsession courses

The literature suggests that instructors may modify c um in int ssion courses ring coverage

of material testing and assignments eg Kretovics H 005

Overview of Kwantlen Data

Presently Kwantlen offers intersession courses primarily during the summer months The Office of Institutional

tnalysis and Planning examined data from Summer 2007 and Summer 2008 restricting cases to lecture orlecturelab courses The results were consistent across both years of analysis showing higher mean grades and ahigher percentage of students passing in the intersession group refer to Table 1 for details In the 2008 datathere was some evidence that intersession courses present an advantage for younger students 21 or less while

the performance of older students 25 did not differ between intersession and regular session courses

Table 1 KwantlensInternal Data Comparing Student Outcome in Intersession vs Regular Session Courses

Grade was recoded into a numeric variable withA12 through WI

Idditionallya Fall 2008 IAP survey of Kwantlen students revealed a strong preference for MayJune

ntersession courses across all program areas as compared with full semester and the JulyAugust intersession

Table 2 Fall 2008 Kwantlen Summer Session Course Mode Student Preferences Data

08

07

06

05

04

03

02

01

0

Percent of Fall Registration Survey Respondents by Program Area Likely or Very likely to TakeSummer Courses in the Following Formats

Business

Computing

against the reguleven after c

students

was e

regularexams an

among studen

Arts General Sciences Math Applied DesignStudies Technology Communications

Summer Semester valid n1952 MayJune Intersesslon valid n1925

14wk co

lent or superior inek semester I

assignmenttra

al re

someti

er to

mber

ithin th

h publish

uperior le

Overview of Published Literatur

Consistent with Kwantlens

courses lead to equivalen

length courses Scott 200Scyoc and Gleason 1993 co

ter leng

contact hours wh mg


Community Trades Applied Qualifying Studies Horticulture

Health Studies Technologies

JuiyAugust Intersesslon valid n1808

In addition to learning outcomes the literature has also examined student perceptions of intersession coursesStudents enrolled in intensive courses tend to report consistently positive attitudes eg Mims 1983 Scott1994 Wlodkowski Westover 1999 Anastasi 2007 reports that students in intensive courses rate thesecourses as somewhat more demanding

erature reviews suggest that intersession or intensiveoutcomes as compared with matched traditional

ick overview of the research findings Davies 2006

short o 1 ive semester format of 3 weeks five timesweekeeks twiceweek of an Economics course The authors report that

ing variables students taking the 3 week course outperformedof psychology Anastasi 2007 reported that student performance

eviated summer courses as compared with the same courses taken during atly this research controlled for instructor teaching style contact hours

milarly Wlodkowski and Westover 1999 report no differences in learningal courses 16 weeks 40 contact hours and accelerated courses 5 weeks 20for instructor texts tests and instructional methods

1 In Wlodkowski and Westoversstudy students in the intensive course were on average 15 years older and had 15 years more workexperience than students enrolled in traditional courses

Finally Shapiro 1990 found that faculty evaluations were higher in classes that met with

Intensivecompressed time schedules

Overall Summary of Results

Kwantlensinternal research and a review of the published literature suggest that inteequivalent and sometimes superior learning outcomes and student evaluations assession courses


ssion courses lead to

ared with regular

2 Three vs Four Hour Time Blocks

increased frequency of meeting Additionally in keeping with Kwantlenscurrhr blocks between 4 pm and 7 pm primarily the contact mode data examinclasses scheduled in the evening and four hour classes scheduled earlier i

second possible confound to these data

Given Kwantlenspractice of varying contact hours dependingnot possible to directly examine the 3 vs 4 hour time block

review focused on literature examining student success in reduring a week It is important to note that the following reviewthe clear impracticality of randomly assigning students to courses amust be cautious of potential confounds includi i of day the typdifferences in the faculty members teaching wi t mode

Overview of Kwantlen Data

Institutional Analysis and PIthe criteria of a minim

these criteria the vast maj

An overall analysis of all 19 cl

the averagewith A

and 5

course

for 4 hrsin the three h

contact modes r

students in 3 hour


Limitations At Kwantlen the number of contact hours and the number of classes per week are confoundedThat is the overwhelming majority of students who meet once per week meet for three hours and theoverwhelming majority of students who meet twice per week meet for four hours Kwantlenssituation isatypical as other universities schedule classes in three hour multiples 3 1 hr 1 3 hr or 2 15hr holdingtotal contact hours constant As such it poses some difficulties in interpreting Kwantlensinternal data It isimpossible to determine whether any differences in student success arise from incr contact hours or

eduling practices eg 3consisted of three hour

g time of day as a

roughslate to gradesed no significan

led slightlytact mo

gi

registranthe

hour

thou

C to C

d 19 cour

at east one

ber of class meetin eek it was

ithin t published lite e Rather ther of times a class is offered

uasiexperimental data only Givenperiment is not possible Thus one

dent enrolled in each class and

ffered in both 3 hr and 4 hr contact modes and fittinge contact hour modes n 10804 As a result oflevel

vealed that the average grade in the four hour contact mode was 584 andmode was 554 Note Grade was recoded into a numeric variable

as a significant difference it is important to note that both 554

ange ht a more detailed class by class breakdown 11 of the 19

de differences in classes that met for 3 hrs as compared with classes that metr grades in the four hour contact mode and 2 revealed slightly higher gradesfurther analyses a significantly higher percentage of students in the 4 hr

in the A to C range and fewer failed or withdrew from classes as compared withode

O

Contact hours explains no more than 4 of the variance in the specific Kwantlen grade In examining overall

predictors of student grades HS GPA Proxy is the strongest predictor 267 followed by age 121 and thencontact mode 058

The Kwantlen data suggests that contact mode does not play an enormous role in student success in lower levelclasses Where differences are noted in student grades they tend to be small and to generally favour studentsenrolled in four hr contact modes

Overview of Published Literature


Research in the area of learning and memory has consistently suggested t distribu spaced learning is

superior to massed learning in facilitating the long term retention o erial eg Smi thkopf 1984

Based on this finding one might predict that classes that meet requently lead to bette mic

outcomes than classes that meet only once per week The lit 1 a includes arch within a ber of

university courses eg financial management algebra and c es cl that meet onceweek 1 3 hr

block twiceweek 2 15 hr blocks and three times per week ocks Consistent with the spacing

effect literature the data generally suggest that increasing the freque meeting leads to higherperformance Examining data over a 10 year p ebry 1997 re igher end of semester grades intwice a week and three times a week classes as a week c x Gallo and Odu 2009

similarly reported higher grades among students took a or three times a week as compared

vith once per week 726vs 555 Reardon M an ander 2008 also compared classes

that meet onceweek 1 3 hr bloc r iceweek locks and three times per week 3 1 hr blocksThey report that students belie a week f would result in lower levels of learning Interestinglytheir data favours the twice ek fo ever the thr es a week format yielding higher faculty

evaluations and a slight a is adv terms o es

Overall Su

The ma

no im

mal da ggest that increasing the frequency of student meetings either has

s a very small positive effect on grades and student evaluations

The closer the values approach I the stronger the relationship between the two variables Conversely the closer the valueapproaches 0 the weaker the relationship

SSCC Recommendations Based on the Literature and Available Kwantlen Data


Notwithstanding the fact that Kwantlen Polytechnic Universitysdiverse range of programmingpreparatoryvocational career and academic across multiple disciplines requires that each program respond to the leamingand scheduling needs specific to it the SSCC makes the following general recommendations forimplementation where and as appropriate to the Universitysprograms

1 Given that there is no compelling support for moving exclusively to 1 3 h 4 hr time blocks

Kwantlen Polytechnic University should continue to offer students course modes that

meet both twice per week and once per week as necessary to addr ude ing and programneeds

oss all ar

would likely bey also be appro

ersity progr

This approach will ensure Kwantlensdiverse student popultime learners have access to course mode options approp

2 Given that Kwantlen appears to be atypical in varying total cweek classes and that the internal data do not suggest any signcontact mode Kwantlen Polytechnic Unive hould pilot a 3with courses structured as 1 3 hrs or 2 the matri

This approach would increase consistency in cpurposes of freeing up space in the classroom scflexible student access This hould be

learning needs are met by ugg model

Stude

off

cou

weeke

of direct entry and ma I and parto their per l learning and ogram needs

in once per week versus twice persadvantage to students in either

tact hour per week matrix model

ct modes and serve the additional

atrices as well as facilitating greater and moreonly in areas whose programmatic and student

3 Given that the literature ies s a potential learning advantage associated withintensive format courses olytec iversity should increase intersession offerings andcondensed c des on ds and at other periods in response to student demand

rence for MayJune summer intersession offerings Intersession

lar in th all and spring semesters Further three or four week intersession

e in some disciplines eg Fine Arts Modern Languages and condenseday be very popular in some areas eg business and professions

Intersession er nsed course offerings must be balanced with full semester offerings so that theneeds of yearr ram students attending in full semester formatseg business nursing are met byFaculties whose co es function as necessary electives eg Humanities Social Sciences

References


Anastasi J S 2007 Fullsemester and abbreviated summer courses An evaluation of studentperformance Teaching ofPsychology 34 1922

Daniel E L 2000 A review of time shortened courses across disciplines College dent

Journal 34 298308

Scott P

Davies M 2006 Intensive teaching formats A review Issues In Educatio arch 1611 20

Gallo M Odu M 2009 Examining the relationship between clachievement in college algebra electronic version Com

Mims SK 1983 The impact of time on art le

Scyoc Loutco

cheduling anCollege Review

Henebry K 1997 The impact of class schedule on studen rmance i mancial

management course electronic version Journal ofE mess 732 114 127

Kretovics M A Crowe A R Hyun E 2005 A study of fac ceptions of summercompressed course teaching Innovative r Education 30

concurr scheduling inhigher education electronic version Stu in Art 2 118125

Seardon J Payan J Miller Cundergraduate classeselectronic version

Scott P A 1994 A cosemester length courexperiences electronicEduca

exander Jtion of prketing Ed

t

timal class length in marketingce instructor evaluations and student performancen 301 1220

ng experiences in intensive andigh quality intensive and semester course learning

North American Association ofSummer Sessions US Department of

highq intensive courses pp 2939 In New DirectionsEducation Wiley Periodicals Inc

99325

93 Traditional or intensive course lengths A comparison ofearning electronic version Journal ofEconomic Education 1522

Shapiro E G 19 ct of instructor and class characteristics on students class evaluations

Research in er Education 312 135148

Smith S M Rothkopf E Z 1984 Contextual enrichment and distribution of practice in theclassroom Cognition and Instruction 1 341 358

Slodkowski R J Westover T N 1999 Accelerated courses as a learning format foradults The Canadian Journalfor the Study ofAdult Educationl3 1 12

Subject

Findings

Improvementintensive

Loss

intensive

No

diff

Not

specified

Psychology X X

Macroeconomics X

Spanish X

Unspecified subject X

Computer Science X

French German Russian Spanish X

Unspecified subject X

AlgebraEnglishPolitical Science X

Languages X

Research Methods X

Human Sexuality X

German X

Philosophy of Education X

IXBusiness Administration

Statistics 1Reading

IX

General Education programming X

Algebra and AccountingI X

Business Administration X X

Earth Science X

Macroeconomics X

Microeconomics X

13 1TOTALS I9


Appendix A

Table 2 Impact of intensive teaching on student outcomesDavies M 2006 Intensive teaching formats A review Issues In Educational Research 161 1 20

Table 2 shows the results of the impact of intensive teaching on reports of student outcomes in certainsubjectsThe survey was conducted by Zelinna Pablo 2005 The survey reviewed papers by Daniel 2000 and Scott

and Conrad 1991

O


BACHELOR OF ARTS

APPROVED COURSES TO MEET THE QUANTITATIVE REQUIREMENTsee Program Notes

FACULTY OF MATH SCIENCE APPLIED SCIENCESThe courses marked with an asterisk I are tailored to satisfy quantitative 0 or science requirements for ans programs They cannot be used ascredits toward the Associate of Science Degree or Certificate in Engineering

APSC 11203APSC 1151 3

ASTR 1100 4ASTR 2101 13

ASTR 2102 3

ASTR 31103

ASTR 3111 3

Intro to EngineeringIntro to EngineeringGraphics

Introduction to AstronomyAstrophysics I StellarAstrophysics

Astrophysics 11 GalacticAstronomy

Exploring the Universe IThe Solar System

Exploring the Universe IIStars and Galaxies

BIOL 1110 4 Introductory Biology IBIM 1112 4 Biology TodayBIOL 1160 4 Anatomy and Physiology IBIOL 1210 4 Introductory Biology IIBIOL 1260 4 Anatomy and Physiology IIBIOL 2320 4 GeneticsBIOL 2321 4 Cell Biology IBIOL 2322 4 EcologyBIOL 2421 3 Cellular Biochemistry

CHEM 1101 4 Chemistry in the WorldAround Us

CHEM 1105 4 Introductory ChemistryCHEM 1110 4 The Structure of MatterCHEM 1210 4 Chemical Energetics and

DynamicsCHEM 2310 4 Physical ChemistryCHEM 2311 3 Physical Chemistry for Life

Sciences

CHEM 2315 4 Analytical ChemistryCHEM 2320 4 Organic Chemistry ICHEM 2410 5 PhysicalInorganic

ChemistryCHEM 2420 4 Organic Chemistry II

ENVI 1112 5ENVI 1121 3ENVI 1216 5ENVI 2310 3

HORT 1102 3

HORT 1104 3 Soits Soil Amendments andSoilless Media An

Introduction

MATH 1111 15 discontinued tMATH 1112 3 PreCalculus Algebra tMATH 1113 3 discontinued1

t Credit will not be given for both MATH 1112 andthe combination of MATH 11111113

MATH 1115 3 Statistics IMATH 1116 3 Mathematical ExplorationsMATH 1120 3 Differential CalculusMATH 1130 3 Calculus for Life Sciences IMATH 1140 3 Calculus I Business

Applications1152 3 Matrix Algebra for Engineers1190 4 Math for Elementary School

Teachers

1220 3 Integral Calculus1230 3 Calculus for Life Sciences II1240 3 Calculus II Business

Applications2232 3 Linear Algebra2233 3 Linear Algebra for Engineering2234 05 Computer Applications of

Linear Algebra for AppliedScience Students

2315 3 Probability and Statistics2321 3 Multivariate Calculus Calculus

111MATH 2322 3 discontinuedMATH 2331 3 Introduction to Analysis

MATH

MATH

MATH

MATH

MATH

MATH

MATH

MATH

MATH

MATH

Environmental Science

Environmental Issues

Introduction to Earth Sciences

Solid Waste Management

Botany for Horticulture

MATH 2340 3 discontinuedMATH 2341 4 Introduction to

Statistics for Business

MATH 2421 4 discontinuedMATH 3150 3 The Structure of

Mathematics

MATH 3250 3 GeometryMATH 3322 3 Vector Calculus

Calculus IVMATH 3421 3 Ordinary Differential

EquationsMATH 3450 3 History of MathematicsMATH 4150 3 Number TheoryMATH 4250 3 Special Topics in

Mathematics

MATH 4350 3 Senior ProjectPHYS 1100 4 Introductory PhysicsPHYS 1101 4 Physics for Life

Sciences

PHYS 1102 4 Physics for LifeSciences II

PHYS 1112 3 Reel PhysicsPHYS 1120 4 Physics for Physical and

Applied Sciences IPHYS 1170 3 Mechanics IPHYS 1220 4 Physics for Physical and

Applied Sciences IIPHYS 2101 25 Experimental Physics IPHYS 2201 25 Experimental Physics IIPHYS 2330 3 Intermediate MechanicsPHYS 2335 35 Modem Laboratory

Practice

PHYS 2420 3 Intermediate Electricityand Magnetism

PHYS 2421 2 Laboratory in ElectricCircuits

PHYS 2424 3 Relativity and QuantaPHYS 3202 3 Biophysics

OTHER APPROVED COURSES

ACCT 1230 3 Business Statistics

ANTH 1125 3ANTH 1200 3ANTH 1211 3ANTH 12173

discontinuedBiological Anthropologydiscontinued

Forensic Anthropology

CPSC 1103 3 Introduction to ComputerProgramming I

CPSC 1204 3 Introduction to ComputerProgramming 11

CPSC 1205 3 Fundamental Concepts ofComputing

CPSC 2302 3 Data Structures andProgram Organization

CPSC 2405 3 Introduction to DiscreteMath I

CISY 1220 3 Foundations In AppliedComputing

CISY 23113 C C Programming

CISY 2314 3CISY 2315 3

Database Management SystemsData Structure

CRIM 1208 3 Methods of Research inCriminology

2103 3 Quantitative Data Analysis I3103 3 Quantitative Data Analysis2210 3 Money and Banking

ECON 2350 3 Intermediate MicroeconomicsECON 2450 3 discontinuedECON 3450 3 Intermediate Macroeconomics

GEOG 1110 3 Introduction to the AtmosphereGEOG 1120 3 Introduction to Earth ScienceGEOG 2310 3 ClimatologyGEOG 2320 3 GeomorphologyGEOG 2330 3 Introduction to HydrologyGEOG 2390 3 Geographic Information and

Data Analysis

GEOG 2395 3 Cartographic TechniquesGEOG 2400 3 Introduction to GIS

CRIM

CRIMECON

GEOL 1210 4 Our Changing Earth

LBED 3130 3 Critical Thinking Logicand Scientific

Reasoning

LBED 3131 3 Deduction andInduction

NURS 4120 3 Qualitative andQuantitative Analysis

PHIL 1150 3 Basic LogicPHIL 1155 3 Scientific ReasoningPHIL 1250 3 discontinuedPHIL 3150 3 Advanced Formal Logic

PSYC 2300 3 Applied StatisticsPSYC 2400 3 Experimental

Psychology ResearchMethodology

PSYC 3300 3 Applied Statistics 11PSYC 3400 3 Applied Research IPSYC 4100 3 Tests and Measurement

SOCI 2365 3 An Introduction toStatistics in Social

Research

PROGRAM NOTES

1 A total of 3 quantitative courses are required for the BA Degree including 1 course from the Faculty of Math Science Applied Sciencesand School of Horticulture

2 Students must complete 6 of the 9 quantitative credits within the first 60 credits of their program

3 Course credits indicated in parenthesis Asterisks indicate courses especially designed for arts students In mind

4 Discontinued courses are Italicized and in gray

0

0

To

From

Date

Subject


Takashi Sato

June 2 2009

Annual Report 20082009 BA Quantitative Status Committee

On behalf of SSCCsBA Quantitative Status Committee or simply Qcommittee Imake the following report for the 20082009 year

The current members of the Qcommittee areJonathan Katz

Michael NyenhuisSuzanne Pearce

Wayne Podrouzek

PhilosophyMathematicsChemistryPsychology Chair

The Qcommittee met on Sept 8 2008 after years of operating by email and without achair After some discussions about the merits of meeting in person the committeeagreed to continue operating by email where expedient but committed to meeting at leastonce in each of Fall and Spring semesters It also committed to giving each applicant anopportunity to meet with the committee prior to denying approval of Q status WaynePodrouzek was selected as chair of the committee and he volunteered to work with

applicants as required

Since September 2008 the Qcommittee has reviewed the following courses forapproval

MATH 1140 Calculus I Business Applications approvedMATH 1152 Matrix Algebra for Engineers approvedMATH 1240 Calculus II Business Applications approvedECON 1150 Principles of Microeconomics not approvedECON 1250 Principles of Macroeconomics not approved

It was noted that while the two Economics courses may well meet the Q criteria thesupporting facts were not reflected within the course outlines The committee felt thiswas an important point and advised the applicants accordingly The revised courseoutlines are currently before the committee

The current list of Qapproved courses is attached It is also available on the web athttpwwwkwantlencacalendariquantitativehtml

The Qcommittee continues to work with the original criteria developed with the BAframework available at

http www kwantlenca senatecommitteescurriculumsscc qualifyingqrequirementshtml

Basic information about the Q process is now available on the web athttp wwwkwantlenca senatecommitteescurriculumsscc qualifyinghtml

Antesogy - Kwantlen Polytechnic University

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