COLLEGE OF NEW CALEDONIA

ACADEMIC COUNCIL

A G E N D A Meeting of February 18, 1993 Boardroom - 3:00 p.m.

1. Approval of the Agenda

2. Approval of Minutes of January 21, 1993 Meeting*

3. Reports

a. Chair b. Sub—Committee c. Admissions Committee

4. U.T. Arts Programme Committee

a. New Course — History 215: south and Southeast Asia* b. Language Proficiency Index* c. Clarification of item 2b P grade from December 14 minutes*

5. Geographic Information Systems Proposal*

6. other Business

7. Adjournment

* materials supplied with Agenda Term of Office - Chairperson

Academic Counci 1

As Academic Council is compcsed of a majority of faculty members, it would be normal to expect that the Chairperson of Academic Council be a faculty member elected to the Council. However, that does not preclude the possibility of the Academic Council Chairperson coming from another constituent group of the Council.

1. The Chairperson shall serve a term of 2 years.

Election of the Chairperson normally shall be done at the April meeting of Acadendc Council.

The Chairperson of Academic Council shall be elected by the voting members of Academic Council during a regular meeting.

In the event that the serving Chairperson resign from the position of Chairperson before corrpletion of the two—year term, the Council will elect another member to serve out the time.

If a Chairperson resigns from the position of Chairperson and from Academic Council, the new Chairperson shall be elected at the first meting when’ that member's replacement attends a regular meeting of Academic Council .

Annually, at its September meeting, the Academic council shall elect a membertoserveasVioeChai:cpersontoserveasChairpersonjJ1the absence of the Chairperson.

February 12th, 1992

U1 GJLIEXSE OF NEW CALEIIDNIA

MEMORANUJM

‘Do: Oonrad Jarosch From: Dale Gruntman Cnair, Academic Council

Re: CNC Grading System Date: February 15, 1993

As a result of some concerns raised by suxdents regarding translation of grada at Simon Fraser University, we wish to propose that CNC's current 4-point grading scheme be changed to a "modified" 4-point scale.

From preliminary research, it was fou.nd that QIC is the only post—secondary institution employing the pure 4-point scale. Several oolleg$ (including Douglas, Imantlen, Malaspina and Northern Lights) have only recently converted to a broader grade range offered by the 11 letter grade scheme of the modified four system.

Colleges, university colleges and universitiw using the modified 4—oint are:

Simon Fraser University Vancouver Community College Northwest Community College Fraser Valley College Selkirk College Kwantlen Northern Lights Capilano Cariboo University of Northern B.C. (planned)

....2 2....

CNC Gmg lg §ystem (oor1t'd)

‘me modified 4-point scale is outlined below and compared to our current 4-point scale.

Modified Four Four—Point

Grade Point Value Grade Point Value

A+ 4 .33 A 4 .0-0 A 4 .00 A- 3 .67

B+ 3 .33 B+ 3 .50 B 3 .00 B 3 .00 B- 2 .67

C+ 2 .33 C+ 2 .50 C 2 .00 C 2 .00 C- 1 .67

D 1. 00 P 1. 00

F 0 .00

This proposal is submitted to Academic Council for deliberation and direction.

Pespectfully Submitted, /24% Ralph Maida Counselling Dept.

DG/R9 College of New Caledonia

U.T. Arts Programme Committee

MEMORANDUM

To: Mr. Conrad Jarosch; Chair, Academic Council

From: Dr. John Ibberson; Chair, U.T. Arts Programme Committee

Date: October 21, 1992

- Please include the following three items on the agenda for the February 18th meeting of Academic Council:

1. A new course offering for Fall 1993: History 215: South and Southeast Asia.

2. The English Department’s proposal to adopt the Language Proficiency Index as :1 required placement test for all first—yearUT English students.

3. Clarification of item ZB (regarding, inter alia, the interpretation of the P grade) from the minutes of the December 14th meeting of Academic Council: (a) no motion was presented; (b) it is unclear whether its provisions apply also to students who do not take the prerequisite course at all or only to those who take it and receive a P; (c) its provisions appear contrary to recent policy recommended, e.g., by the UT Science division.

Thank~you.

Yours sincerely, O/£“,‘

ohn Ibberson

cc. Gordon lngalls HISTORY 215

SOUTH AND SOUTHEAST ASIA

University Equivalencies: UBC: TBA SFU: TBA UVIC: TBA

Instructor: David Holm Office: 1-331 Office Hours: TBA Telephone: 562-2131 loc 302

Overview

History 215 is intended to be a history—based, multi- disciplinary survey of two important regions of the world: South and Southeast Asia.

First and most importantly, the course will try and impart to students a matrix of facts:

- about the physical, human, and economic geographies - providing working definitions of the animist, Hindu, Buddhist, Islamic, Sikh and Jain religions - summarizing basic concepts of Hindu political philosophy - tracing the development of various ethnic cultures and supra-ethnic polities, and - describing interaction with external polities, economies, and thought systems. Second, the course will encourage students to work out their own understandings of the achievements and problems which have characterized the two regions. This will involve the presentation of contrasting interpretations through lectures, readings, videos, and perhaps guest speakers. The instructor will facilitate and enhance this modelling process by:

- comparing South and Southeast Asia's environments, religions, cultures, economies and political developments with each other and with those of the West

- analysing the reasons for some of these differences, and

- discussing some of their consequences.

Third, the course will help students develop their ability to express ideas in writing. Each student will be required to submit two 1000 word essays, one on an issue in the development of a traditional polity, and one on a current social, economic, or political issue in South or Southeast Asia. Students will also be expected to do assignments pertaining to the literature of the two regions, and to provide paragraph and essay type answers on their examinations.

Texts:

TBA

Assignments and Grading:

Students will be responsible for material covered in the textbooks, class discussions, and assigned readings. This material will form the basis of two midterm tests and a final examination. be required Two essays of approximately 1000 words each will to an issue from every student. The first one, pertaining be due nn in the development of a traditional polity, will issue in mmmmmmm1993. The second, dealing with a current Papers one of the two regions, will be due nn mmmmmmm1993. exceeding six (6) pages of text will be penalized 5% for every additional page. Format should follow that described College in Kate Turabian’s style guide available in the Bookstore. Late essays will be penalized 2% a day. Plagiarism will result in a failing grade.

The final course grade will be computed as follows:

Geography Test on South Asia Geography Test on Southeast Asia Midterm Test on South Asia Midterm Test on Southeast Asia Essay on Traditional Polity Essay on Current Issue Final Exam 25%

Policy with respect to grades and grade changes is found in the college calendar on pages 16-18.

Approximate Schedule of course Topics Weeks of:

September 07 Introduction Lecture: Geography of South Asia

September 13 Lecture: Geography of South Asia Lecture: Geography of South Asia Video: Geography of South Asia

September 20 Lecture: Ethnography and Early History of South Asia Lecture: Early History of South Asia (to 300 BC) Lecture: Animism and the Development of Hinduism and Buddhism

September 27 Lecture: South Asia and the Islamic Conquest Lecture: South Asia and the Western conquests Lecture: The New Religions: Jains, Moslems, Sikhs October 04 Visit to Sikh or Hindu temple or Islamic mosque Lecture: South Asia regains independence Lecture: Literature in Translation

-- Thanksgiving October 12 [college closed October 11 DBYJ Lecture: Literature in Translation Lecture: Literature in Translation

October 18 Lecture: South Asia Today Lecture: South Asia and Economic Development Lecture: South Asia and the World Economy

October 25 Video: South Asia and Economic Development Examination Guest Speaker: South Asians in North America OR Cultural Changes in South Asia

November 01 Lecture: Ethnography and Early History of SE Asia Lecture: Geography of SE Asia Lecture: Geography of SE Asia

November 08 Lecture: Geography of SE Asia College closed November 11 -- Remembrance Day Video: Geography of SE Asia

November 15 Lecture: SE Asian History to 1500 Lecture: Animism, Buddhism, Islam Lecture: Insular SE Asia and the West Essays Due on Development of a Traditional Polity

November 22 Lecture: Mainland SE Asia and the West Lecture: Decolonization in SE Asia Lecture: SE Asia Today

November 29 Lecture: Economic Development of SE Asia Lecture: SE Asia in the World Economic Order Video: SE Asian Economies December 06 Lecture: SE Asian Literature in Translation Lecture: SE Asian Literature in Translation Lecture: SE Asian Literature in Translation

December 13 Review for Christmas Exam -6-

SUGGESTED READINGS ESSAY TOPICS

of a Traditional Polity A. Issues in the Development

3. Issues in current Affairs

iikti WORK PAGE

40 Classes:

1 Introduction Tests 2 Midterm institution 1 Visit to local religious/cultural

18 South Asia classes:

Geography + 1 video Economics + 1 video Religion and Philosophy Literature History

18 Southeast Asia classes:

Geography + 1 video Economics + 1 video Religion and Philosophy Literature History

O‘\L«-JNNU ONUMNLA MEMO

TO: John Ibberson FROM: Don Precosky Chair, Program Advisory Committee SUBJECT: English Placement Testing DATE: 1/21/93

The English Department asks the UT Arts Program ommittee to consider our proposal to adopt the Language Proficiency Index as a required placement test for all first-year UT English students.

If you support this proposal, please present it to the Program Advisory Committee in February.

I will attend the PAC meeting if you feel my presence would help.

The English Department recommends that CNC adopt an English placement test for all first—year English University Transfer students admitted to the College. The English

Department further recommends that CNC adopt the Language Pro?ciency Index as its placement test. Rationale for Placement Testing

A. Completion of English 12 (or Lit. 12) is not the same as university preparation.

B. Most students are not aware of the strengths and weaknesses in their writing

abilities but such such knowledge is essential for students to make intelligent

selection of first year English courses (and for informed and helpful faculty

advising on the matter).

A placement test is not meant to be an entrance test. It will be applied to all .Jév“"” $4'u0e»>“’£ students who are admitted to University Transfer,landwho, therefore, already meet our entrance requirements.

Placement testing allows for an individualized approach to learning because test

scores will help us determine which course(s) is/are best suited for that student’s

needs to succeed. But placement testing also ensures that certain broadly

recognized standards are upheld. Rationale for selection of the Language Proficiency Index (LPI):

1. It is a widely used test and has province-wide credibility.

2. It tests for those problems which fall below the threshold expectations of UT English faculty.

It allows us ?exibility in interpretation of test results and subsequent placement of

students in UT or remedial courses.

It is a “full service” package.

It allows us ?exibility in planning remedial or upgrading courses.

It will give us a reliable profile of the strengths and weaknesses of the writing

skills of students entering CNC UT programs. mmoom>m Qmznzmm?n HZmEmU<»E ___ omo2: E285 058% :2: .2 29. xmwm2 89: 29.0.; on___aMP5 osomqmmE xmmz,m>oE oz; :5 Qoow msmaooomcmw>mEomoz; mzauam682 mmmsoo ammzmzzoummmm< So mmiozm meI miozm mmiozm ED >Z<

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THE LANGUAGE PROFICIENCY INDEX

Introduction

The Language Pro?ciency Index (LPI) and its forerunner, the English Placement Test (EPT), have been administered in British Columbia since 1978. The EFT was initially developed and administered by the Educational Research Institute of British Columbia until 1986 when the test was taken over by the Educational Measurement Research Group (EMRG) at the University of British Columbia. EMRG continues to develop new test forms annually and to administer the LPI in both public and special sittings throughout the province. The LPI and the EPT have been administered to over 200,000 students planning to enter a British Columbia community college, institute or university.

The Test Described

The LPI has four parts:

PART I: Sentence Suucture (Ten sentences in which students are asked to recognize, though not identify by a name, common errors in sentence structure.

PART H: English Usage (Ten sentences in which students are asked to recognize, though not identify by a name, common errors in English usage of the type made by second language students.

PART II] Development, Structure and Content of Paragraphs: (Five prose selections, two of which are accompanied by a multiple-choice question, and three of which require the student to write a one sentence summary.)

PART IV: Essay Writing: The student is required to write a 300 to 400 word expository essay on one of six to eight topics. (The LPI now has eleven different forms, and through a system of pasting new topics on a form, variety in topic choice can be maintained.)

Scoring the LPI

Part I, II, and two-thirds of Part IH are scored by machine, while the three paragraph summaries and the essay are evaluated by members of the marking committee. The paragraph summaries are read only once; however, the essay is read and marked by two different markers. If both markers do not place the essay at the same level, the essay is evaluated and discussed by the committee until a consensus is reached on the appropriate mark. (The marking committees are kept small - nine is an ideal number - and are made up of experienced university, college and high school English specialists. Members of the marking committee are carefully introduced to the grading system and in addition, marker calibration sessions are held at the beginning of each day.)

The Six Marking Levels

Each Marker scores each essay on a scale of one to twenty. (The scoring program combines these two scores so that the student receives a score out of 40.) However, it needs to be stressed that the basis of LPI marking is identifying the level of writing that has been achieved by each student. The six levels employed are then used by institutions that require LPI scores to determine placement in a particular English or language course. (Institutions can also make use of the scores on Parts I, H and III to determine placement.) The six levels are as follows:

Level 6: Above average writing; the writer has both controland a distinctive style.

The range for Level 6 is 36 to 40 out of 40.

Level 5: Competent Writing: the writer makes no (or few) serious errors in composition.

The range for this level is 30 to 35 out of 40.

Level 4: This category identi?es three different types of student writing: (1) The person for whom English is obviously a first language, but who writes in a bland and simplistic way.

(2) The person for whom English is obviously a first language, but whose writing is marred by a number of errors in composition.

(3) The person for whom English is obviously a second language, but who has a good command of English and makes only a lirrritednumber of ESL type errors.

[V x,_ . . The r_e,1I1£.“-fgrthis leveli‘s‘2v4~l°@of40. /s —— This category identifies two different types of student writing:

The person for whom English is obviously a first language, but who 4 makes many errors in composition.

The person for whom English is obviously a second language and who needs further language instructionbefore attempting college or university level courses.

The score for (1) either 18 or 22; score for (2) is 20 out of 40. T7115pgsonfor whom English is obviousl3raf'1r§t’l?uage,’butThohas no command of written English.

The range for Level 2 is 12 to 17 out of 40. Level 1: A second language student who has very little command of English usage and vocabulary.

The score is 10 out of 40.

Applying the LPI Essay Scgrgs

Each institution is of course, free to apply the LPI scores in a way that suits its particular needs and course offerings. Most British Columbia community colleges require an essay score of 24 out of 40 for entry into a course with university level credit.

For Further Details

The attached copy of Prepmng to Write the Language Pro?ciency Indexprovides numerous examples of the kind of questions and essay topics employed on the LPI, as well as offering samples of the quality of writing at the various levels.

Language Proficiency Index Application Form Educational Measurement Research Group 1311-2125Main Mall, UBC Vancouver, B.C. V6T 1Z4 (604) 822-4146 PURPOSE with The purposeof the Language Pro?ciency Index (LPI) is to provide post-secondaryinstitutionsir1British Columbia information related to an individual student's competency in English. The test consistsof four parts: identifying errors in writing an sentence structure; identifying errors in English usage: analysing and/orsummarizing short prose passages; expository essay. (Further details related to the LPI are found in EMRG’s publication, m?giengy Indegg.This 98 page booklet is soldin some college bookstores; it can also be purchased,or ordered by mail, from the Ell/?1G office in room 1311 of the NevilleScarfe Building, which is at 2125 Main Mall, UBC. The price of the , is also booklet is $10.70 if picked up; $13.70 if orderedby mail.) An additionalbook, available at the sante price.

LPI_S|TT_lNGS, The Language Pro?ciency Index is offered at varioussites on several occasionsthroughout the year. For a list of sittings available in the comin months, see below. HOW TO REGISTER Pre-registration isrequired for all sittings of theLPI. The registration fee of $32.00 (either a money order or a personalized cheque with the student'sname clearly indicated, payableto EMRG) must accompany yourregistrationform, or your letter requesting that you be registered. (In your letter, include your name, address, postal code, telephone number, and the time University of British and place you wish to write the exam.) Bring or mail your completed application form to EMRG, Columbia, Room 1311,2125 Main Mall, Vancouver, B.C., V6T 1Z4. If the sitting you selectis full.you willbe registered in the next available sittin - . A - olicationsfor all sittings must be received934133 ahead of the sitting. . TEST-AD.MIS-SION-TICKETS Test Admission Tickets will be mailedto registrants prior to the test date. If you do not receive your ticket before the test date, you must notify EMRG by phoning(604) 822-4145,at which time you will receive instructions as to what procedurestofollow. Refunds ortransfers willmnbemade on the basisof non-receiptof a ticket. YourTestAdrnission must be Ticket will contain information related to the time and place of your exam sitting. At the test site, your ticket presented along with photo identi?cation, such as a driver’s licenceor a studentcard UPCOMING SITTINGSOF THELPI

September 26: 9 am: 1:30pm; 7 pm .VCC, Langara October 17: 9 am; 1:30pm; 7 pm ...... VCC, Langara

November 7: 9 am Capilano College (North Vancouver) 9 am ollege of New Caledonia (Prince George) 9 am; 1:30 pm ...... Douglas College (New Westminster) 9 am ...... Ma|asplna College (Nanaimo) 9 am ...... Okanagan College (Kelowna) 10 am ...... SelkirkCollege (Castlegar) ' 9 am University College of the Cariboo (Kamloops) 9 am .. .University College of the Cariboo (Williams Lake) 9 am; 1.30 pm; 7 pm ...... VCC, Langara

December 4: 4 pm ...... University of BritishColumbia December5: 9 am; 1:30 pm; 7 pm ...... VCC, Langara Read the instructions on this form carefully andreta_in_theaboveportionfor future reference. Geographic Information Systems Technology

11 Point Proposal

10

The Ministry of Advanced Education, Training & Technology Victoria, British Columbia, Canada

March 18, 1993

College of New Caledonia Prince George, BC Canada Geographic Information Systems Technology College of New Caledonia Prince George, BC Canada

V 1 PTROGRAMTITLE 1.1 Geographic information Systems Technology.

2 PROGRAM PURPOSE Computerized GIS is a relatively recent development. it is important to understand the current state of the technology and give some consideration to its future direction. 2.1 GIS defined: GIS refers to Geographic information Systems and is a set of computer-based tools for the input, storage, analysis,and output of spatially related information. The prime purpose for

a GIS is to carry out analysis of geo-referenced data using the power of the computer. , 2.2 GIS history: The building of computer-based spatial information systems in Canada date to the early 19605. Three periods of development can be defined.

2.2.1 1960 to 1974 ~ saw the the first use of computers in surveying and mapping; the first efforts in automating land records; the first efforts to build urban and regional information systems; the development of the first GIS software in government and university labs.

2.2.2 1975 to 1989 - included the rapid emergence of commercial GIS and digital mapping software; the beginning of computer-based spatial information systems use for administrative, facilities management and planning purposes.

2.2.3 1990 and beyond - will focus on linking databases together into distributed spatial information networks; developing application software and decision support tools; building a broader information services industry. While declining in cost, computer hardware and peripherals, communications and networking capabilities, as well as distributed processing will increase vastly in capability. implicit in this is a renewed concern about the effective development and management of our land and marine resources, and about relating this to the broader environmental and social agenda. 2.3 GIS functions: 2.3.1 to provide routine operational activities - efficient and effective data administration

2.3.2 to manage - focus on synthesis and integration

2.3.3 to plan — emphasis on analytical capabilities 2.4 GIS applications:

2.4.1 environmental - delimiting zones of unique physical, chemical or biotic nature

2.4.2 institutional - zones of specific land rights, responsibilities and restraints

2.4.3 infrastructure — engineering and utility structures

2.4.4 socioeconomic « social and economic geography. 2.5 GlS implementation: As hardware and software costs drop and expectations of decision support systems increases, the dominant concern appears to be the access to educated and trained staff. 2.5.1 Dr. Roger F. Tomlinson of Tomlinson Associates Ltd, Ottawa, a firm specializing in GIS consulting, in a address at the National Conference Geographic information Systems, 1989 stated that: “A major challenge in the 1990s will be to provide enough trained people to meet demand. it will likely bethe single most inhibiting factor to geographic information system development and utilization." He went on to say that: "There is a shortage of teachers, a shortage of facilities, a lack of research effort, a lack of research funding, and a shortage of understanding that there is a shortage. A crucial area is in the techniques of system planning, cost benefit analysis and system management. Canada has more knowledge and experience in this area than any Geographic Information Systems Technology College of New Caledonia Prince George, BC Canada

country in the world, but lacks the educational mechanism to distribute that knowledge. The international Geographical Union in the early 1980s estimated that over 65% of the systems installed in North America were failures in the sense that they did not do what people thought they would do when they were purchased. Failure was due to lack of planning for GIS.failure to prepare for the implementation. We have superb methodology for such planning now, but in the hands of too few people. Aid agencies worldwide, Canadian ones included, concentrate on "selling" hardware and software to il|—prepared countries. We are exporting our past mistakes to people who can least afford it.“ "Canada must export knowledge. We need to develop our capability for technology transfer . both internally and externally." 2.5.2 Two years later, John McLaughlin, President, Champlain Institute, Fredericton, NB, presented the following thoughts at his keynote address to the Canadian Conference on G18, 1991: "Education and training requirements is a further area of major concern. indeed, many prominent information managers have identified this as the priority concern. While many universities and community colleges have rushed in to provide specialized courses in GIS technology, and while any number of vendors and consultants are offering their own short courses, there has not yet evolved a strategic focus to these requirements. However, it is increasingly recognized that an overall plan covering the broad requirements of the information managers, the highly specialized requirements of the systems engineers and technicians, as well as the requirements of the application communities, is urgently required." 2.5.3 At the same conference, Gabriella Zillmer, General Manager, Geographic Information Serv- ices, Ontario Ministry of Natural Resources provided additional insight into the nature of staff development. She stated that the conversion project includes "preparing data for digitization, especially improving known errors and deficiencies in data prior to automation; and formatting data so that it can be readily digitized. There is an another area of training, other than technical, which involves learning the information requirements of a GIS as well as grasping a whole new way of doing business. In many cases we are not trying to automate what we are currently doing. We are trying to improve or provide new methods for our resource management functions. This takes a lot of time and, in many cases, training is acquired by the daily use of the technology or osmosis which involves a long learning curve. The last issue dealing with staff is team work. it is absolutely vital that the implementation of this technology is part of everyone's job and that everyone is part of this technology. GlS is an integrated technology that fits with the IRMS (integrated Resource Management System) approach, and thus only teamwork can make it work." 2.6 Educational needs: it appears that there is no federal or provincial strategy for developing qualified GIS personnel. At the same time, GIS technology leaders, as well as those implementing the technology in their establishment, consider education and training to be a priority concern. The required education can be characterized in several ways. it must prepare graduates 2.6.1 to go beyond the technical training rooted in hardware and software systems; 2.6.2 to appreciate the importance of data veracity, sensitivity, and access; 2.6.3 to work in a project team setting; 2.6.4 to support and promote new ways of doing business; Geographic Information Systems Technology College of New Caledonia Prince George, BC Canada

I 2.6.5 to relate the work of spatial data synthesis and analysis to to the effective development and management of our resources within the broader environmental agenda; 2.6.6 by including instructor supervised practical training and experience. 2.7 Existing BC Programs: There are several programs available in BCwhich provide industry with graduates who have various levels of knowledge and skills in GIS. in addition to non—specificUniversity education, BCITprovides a one year post graduate diploma. There are no specific programs at the Community Colleges, although several have access to one or two courses within a two year resource programs such as Forest Resource Technology. Programs, such as Engineering Graphics and Design at CNC also provide non specific education and training and place graduates into GIS positions. However, only BCIT addresses most of the program objectives identified above. 2.8 CNC Program: We propose a program at CNC for the following reasons: 2.8.1 To provide additional province wide seats in a program which is considered to be a growth area. British Columbia has a relatively high level of expertise in data gathering through remote sensing, providing consulting services to other countries. In addition, there is considerable expertise in the planning of renewable resource use. While GIS is used in many provincial consulting services, the growth of GlS has been extremely slow compared to provinces east of Manitoba. We must begin to train people so that we can avoid importing services in a field where we should be among the world leaders; a field in which we should be able to export our consulting services. 2.8.2 To provide a program in the centre of field applications in resource planning

2.8.3 The proposed program is comprised of two semesters of applied studies following a two year diploma or associate degree program. It is intended, within the context of spatially based disciplines, especially renewable resources and municipal engineering, to provide 2.8.4 advanced skills and comprehension in mathematics, computer programming, and graphics as applied to computerized data analysis and problem solving; 2.8.5 ground truthing 2.8.6 degree agreement with BCIT 2.9 BCIT Program: To provide the the graduates with: 2.9.1 the tools to perform advanced computerized analysis specific to their respective technologies; 2.9.2 competence in the use of micro/miniand mainframe computers, as well as systems networking; 2.9.3 proficiency in mathematical skillsto a level where they will be able to solve modelling and simulation problems; 2.9.4 the knowledge and practicalaspects of remote sensing and digital image processing; 2.9.5 the fundamentals of digital mapping. 3 CREDENTIAL AWARDED 3.1 College of New Caledonia Diploma - Geographic Information Systems Technology Geographic Information Systems Technology College of New Caledonia Prince George, BC Canada

4 SUMMARY CURRICULUM DESCRIPTION 4.1 The proposed curriculum is based on a maximum 30 hour per week program. The program will emphasize the practical applications in GIS and therlore will include at least 50% of its insturction in a lab environment. The minimum entry level will be successful completion of a two year technology or career diploma, or an associate of science diploma, including introductory courses in calculus, microcomputer applications and either statistics or computer graphics (CAD).

4.2 Semester I ~ September to December 4.2.1 Introduction to Computer Graphics (4 hrs/week)or Statistics (3 hrs/week) 4.2.2 Applied Mathematics (3 hrs/week) 4.2.3 Programming in "C" (8 hrs/week) 4.2.4 Introduction to GIS (5 hrs/week) 4.2.5 Fundamentals of GIS (4 hrs/week) 4.2.6 Project applications (6 hrs/week) total 28 hrs week

4.3 Semester ll - January to April 4.3.1 Applied Mathematics (:3hrs/week) 4.3.2 GIS Data Structures (5 hrs/week) 4.3.3 Remote Sensing (5 hrs/week) 4.3.4 Computer Graphics (4 hrs/week) 4.3.5 GIS Applications (6 hrs/week) 4.3.6 GIS Project (4 hrs/week) 4.3.7 Seminar (2 hrs/week) total 29 hrs week Value systems modelling ?’.7?? GIS project management ??'.7? NOTE: the program as written is very similar to BCIT we should try to find another niche, if possible. Is BCIT preparing students to work for small, cottage industry consultants? is that were we are going’? This is what is happening in the engineering field and similar fields.

5 ESTIMATED COST 5.1 Non—recurring start—up costs would be incurred in hiring faculty, initial curriculum development, and the purchase of equipment to supplement existing cad lab facilities. These costs are estimated as follows: 51.1 Non—recurring start—up costs

5.1.1.1 staff recruitment & development — S 5,000 5.1.1.2 currlculumdevelopment - $12,000 5.1.1.3 program promotion - S 500 I 5.1.1.4 supplies — $ 2,000 subtotal 19 500 Geographic Information Systems Technology College of New Caledonia Prince George, BC Canada

5.1.2 capital costs 5.1.2.1 computer software - $25,000 5.1.2.2 computer hardware - $90,000 5.1.2.3 furniture - S 5,000 5.1.2.4 contingency - $10,000 subtotal $130 000 TOTAL $149,500

6 ENROLMENT PREDICTION 6.1 Fewer than half of the respondents to our survey do not currently own a (318 but almost all of these‘ firms anticipate the acquisition of a GIS in the near future. A lack of trained employees was cited as one reason for the delay in acquiring a GIS. Allthe responses to this survey were positive and several indicated a willingness to hire graduates from a GIS program. Almost all respondents offered to participate as members of an lndustrial Advisory Committee. Employment opportunities are expected to increase in this field as more firms obtain the necessary hardware and software to implement a GIS in their workplace. in addition, existing technical and professional employees require some supplementary training in GIS in order for many firms and agencies to effectively implement and use a GIS. 6.2 Current employment in the GIS field in Canada is increasing according to several publications that have examined the subject in recent months. It appears that current figures about statistics on employment numbers are not generally available. Numerous local firms surveyed indicated that they employ one or more people in GIS applications and some firms indicated that over 10% of their employees are engaged in GIS use. Many firms suggested that employment in GIS with their firms would likely increase in the future. However. most opportunities would appear to be within well established disciplines for people who also have some supplemental training in G18. Some opportunities also exist for full time employment in GIS, especially with larger firms and agencies. See attached employment ads. 6.3 The GIS program at BCIT enrols a maximum of 30 students. Job placement is good. The program is typically oversubscribed and waiting lists are not uncommon. 6.4 There are no formal GIS courses available in the Central interior of the province and there are several large firms in this area that employ people in GlS applications. Because of increasing demand for trained people in the field of GIS, we feel that a reasonable initial program size would be 10 seats. Expansion of the program to a maximum of 16 seats would follow demand.

7 RECOMMENDATIONAND FINDINGS OF AGENCIES 7.1 Survey information 7.2 Ad hoc advisory group input/endorsement

8 COOPERATIVE PLACEMENT ARRANGEMENTS 8.1 For those students attending one of CNC’s prerequisite programs, we will be providing a co- operative education program for the summer following graduation and prior to entering the program. Geographic Information Systems Technology College of New Caledonia Prince George, BC Canada

9 EVALUATION PROCEDURES 9.1 Standard program evaluation procedures will be incorporated as follows:

9.1.1 Program Evaluation —

9.1.2 Faculty Evaluation - The requirement for faculty evaluation is built into the Collective Agreement. In addition, in an attempt to support faculty development and provide quality service, a comprehensive set of guidelines is reviewed annually. All sessional and probationary faculty are evaluated annually, . 9.1.3 A program advisory committee willbe established to provide industry input and assistance with student recruitment, program promotion, advice on curriculum, and to assist with the_ evaluation of curriculum and course content to ensure relevance to industry practice.

10 PROGRAM PRIORITY 10.1 Within CNC this program is priority 1 of 3 proposals. The proposed starting date is September, 1994.

11 DISCONTINUED INSTITUTIONAL ACTIVITIES 11.1 This program is part of the revised three year plan which was sent to the MAETI’......