Bachelor of Social Work (BSW) Four Year Professional Degree in Social Work

Proposal for a Bachelor of Social Work (BSW) Four Year Professional Degree in Social Work

Submission to the Postsecondary Education Quality Assessment Board Algoma University Sault Ste. Marie, Ontario November 2009

Vision Statement

Biidaabin A new dawn

A university of international distinction enriching generations of diverse cultures and communities.

Debwewin Truth

Strategic Objectives

1. Algoma University instills pride in its identity through growth in quality and excellence.

2. Algoma University embraces the diverse composition of its student population and celebrates its distinctive mission for Anishinaabe education and research.

3. Algoma University takes a leadership role and engages with the communities it serves.

4. Algoma University grows by implementing new academic offerings that create a distinctive university.

Approved by Senate, February 3, 2006 Approved by the Board of Governors, February 9, 2006

iii

Background Information

On June 18, 2008, the Government of Ontario passed Bill 80, which dissolved Algoma University College and created Algoma University, Ontario’s 19th university. Algoma University continues to offer all degree programs that were available to students while it was an affiliate college of Laurentian University. Bill 80, An Act to establish Algoma University and to dissolve Algoma University College (attached), describes Algoma University’s special mission, which is as follows:

a) To be a teaching oriented university that provides programs in liberal arts and sciences and professional programs, primarily at the undergraduate level, with a particular focus on the needs of northern Ontario; and b) To cultivate cross-cultural learning between aboriginal communities and other communities, in keeping with the history of Algoma University College and its geographic site.

Algoma University College started offering classes under the authority of Laurentian University in 1964. Immediately prior to independence, Algoma University College was operating autonomously in all respects with the exception of the granting of degrees. As an affiliate college, Algoma University College was funded independently from Laurentian University using the provincial funding formulae. Algoma University College maintained its own bicameral governance system, consisting of a Board of Governors and a Senate. Given the autonomous nature of Algoma University College’s operations, the institution was fully poised and prepared for the transition to independent university status in spring 2008.

The newly-created Algoma University has maintained the governance structure of Algoma University College. Both the Board of Governors and the Senate have reviewed and revised their by-laws to comply with Algoma University’s legislation (Bill 80). Algoma University has also maintained its employee complement, its faculty complement, and follows the collective agreements that were in place before the transition to independent status.

Algoma University is a member of the Association of Universities and Colleges Canada (AUCC) and the Council of Ontario Universities (COU). For an institution to be admitted as a member to these organizations, it must prove it has governance and administrative structures appropriate to a university, as well as show that it offers programs that support its mission statement and academic goals. It is significant to note that Algoma University has developed appropriate quality standards that are comparable to those of all other Ontario universities, as evidenced through our AUCC and COU memberships.

The Algoma learning environment provides a high quality education and learning experience that can be transformative for students. In 2008/09, Algoma University had an enrolment of 870 full-time equivalent students. Having a relatively small cohort of peers ensures that students engaged in the Algoma learning experience develop skills in an environment that recognizes the importance of one-on-one interaction between faculty and students, that

v provides opportunities for ‘hands-on’ experiential work, and that offers a level of support services consistent with a commitment to student success. Algoma University has many comparative advantages including good student/faculty interaction, lower student/faculty ratios, unique programs, collaborations/partners, student diversity, Anishinaabe* studies, and interdisciplinary/collaborative programs.

As an independent university, Algoma University seeks to maintain its comparative advantages as a small institution, while steadily increasing student numbers from its current 870 full-time equivalents (FTEs) to 1,300 FTEs in five years time. Algoma University maintains a long-term enrolment target of 3,000 FTEs – a number that will allow the university to maintain its “small university” atmosphere, while at the same time allowing for long-term financial sustainability.

To serve the students of our community and region, it is essential that Algoma University expand the breadth and depth of its programming to include more four year honours degrees and to ensure all programs can be completed in their entirety on the Sault Ste. Marie campus. To this end, Algoma University will build on existing core programs and strengths over the next five years. Algoma University will also develop new undergraduate and professional programs that respond to the needs of the province of Ontario, and in particular the needs of Northern Ontario.

Interdisciplinary collaboration and innovation will result in the development of programs that are responsive to regional needs and contribute to provincial capacity. New programs will leverage community-based assets and intellectual resources, and link to other institutions with complementary programs and expertise. In accordance with its legislated mandate, academic planning at Algoma University will be responsive to the needs of Northern Ontario and consistent with Algoma’s commitment to improving Anishinaabe post-secondary education.

As Algoma University seeks to fulfill its mission by offering an excellent undergraduate education, research will play an increasingly important role by providing students the opportunity to gain the skills, techniques and cutting-edge knowledge that will enable them to become agents of positive change in their communities, through knowledge transfer and cultural enrichment. Regular, cooperative and professional undergraduate programs will engage our students in basic and applied research recognized provincially, nationally and internationally.

Program development will be mindful of the composition of the student body at Algoma University. Most Algoma University students come from Northern Ontario (83%+), and are often from rural and/or isolated communities. Many students are Anishinaabe (17% of Algoma graduates were First Nation sponsored in 2007/08), and many are the first members of their immediate family to attend university. Algoma University students are, on average, older than students found at other Ontario universities, and many complete their degrees as part-time students.

Program proposals will show evidence of consideration for this “non-traditional” student mix, including the use of methods such as off-site delivery, bridging programs with community colleges, and collaboration with other northern institutions. These considerations will be guided by Algoma University’s special mission, as outlined in its legislation.

Algoma University expects that expanding the breadth and depth of its programs will be a key driver of institutional growth and will significantly contribute to increased postsecondary participation rates in the Algoma region. Algoma University will work towards providing accessable post-secondary education to the Algoma region; however, under no circumstances will the university compromise its academic standards to achieve this goal.

Algoma University is a public institution as defined on page 4 of the Handbook for Public Organizations of the Postsecondary Quality Assessment Board (PEQAB). As such, it will continue to align its processes, development, and policies to meet all criteria as set out by PEQAB.

Algoma University’s vision statement reflects our aspirations as we continue our path as Ontario’s nineteenth university:

Biidaabin – A new dawn A university of international distinction enriching generations of diverse cultures and communities. Debwewin – Truth

This vision statement was approved in 2006 following a comprehensive consultation with the University’s constituent groups including students, faculty, staff, administration, alumni, and community partners. The vision statement reflects Algoma University’s strong relationship with its Anishinaabe (First Nations, Métis, and Inuit) partners, as well as Algoma University’s commitment to provide a supportive and nurturing environment that responds to the needs of Anishinaabe students.

Note: *The term Anishinaabe in this proposal is an inclusive term meaning “all peoples” and refers to all First Nations, Métis, and Inuit.

vii

Algoma University Program Development Team

Bachelor of Social Work (BSW)

Algoma University Position Telephone/Fax Email Address Staff and External Consultants Arthur Perlini, Ph.D. Associate Vice 705-949-2301 ext. [email protected] President, Academic 4116 and Research Linda Savory- Associate Professor, 705-949-2301 ext. linda.savory- Gordon, Ph.D. Department of 4320 [email protected] Community Economic and Social Development/Social Welfare, Algoma University (Curriculum Consultant) Jane Petroni, Professor, Human 705-235-3211 ext. [email protected] M.S.W. Services, Northern 2180 College (Curriculum Consultant) Michelle Proulx, Professor, Social 705-759-2554 ext. [email protected] M.S.W. Service Worker, 2449 Native Specialization, Sault College (Curriculum Consultant) Judi Gough, M.S.W. Professor, Social 705-759-2554 ext. [email protected] Service Worker, Sault 2589 College (Curriculum Consultant) Dave Marasco, B.A. Acting Registrar 705-949-2301 ext. [email protected] 4218 Dawn Elmore, Institutional 705-949-2301 ext. [email protected] B. Sc. (Hons) Development and 4372 Project Coordinator (Curriculum Facilitator) Laura Isaacs Faculty 705-949-2301 ext. [email protected] Administrative 4338 Services Assistant (Administrative Support)

ix x

Quality Assessment Panel Nominees

Name and Full Address Telephone Academic Professional Designation Nominee Arm’s length Fax Credentials accepted from Email organization’ organization s nomination for past 7 years Doug Durst Tel. 306-585-4577 Ph.D., Social Associate Professor, Department Yes Yes University of Regina Fax. 306-585-4872 Work, University of Social Work, University of Faculty of Social Work [email protected] of Toronto Regina University of Regina M.S.W., Wilfrid Regina, Saskatchewan Laurier University Canada B.A. Recreation, S4S 0A2 U of Waterloo,

Usha George Tel. 416-979-5034 Ph.D., Sociology, Professor and Dean, Faculty of Yes Yes Faculty of Community Fax. 416-979-5384 Ahmadu Bello Community Services Services [email protected] University, Ryerson University Nigeria, 350 Victoria Street M.A. Sociology, Toronto, Ontario Loyola University M5B 2K3 of Chicago, B.Sc. Chemistry and B.Ed, University of Kerala, India Tuula Heinonen Tel. 204-474-9543 D.Phil., Institute Professor, Faculty of Social Work Yes Yes Faculty of Social Work Fax. 204-474-7594 of Development University of Manitoba [email protected] Studies, 418E Tier Building University of Winnipeg, Manitoba Sussex, U.K., R3T 2N2 M.S.W., McGill, B.S.W., Calgary

Robert Mullaly Tel. 204-474-7050 Ph.D., University Professor, Faculty of Social Work Yes Yes Faculty of Social Work Fax. 204-474-7594 of Toronto, University of Manitoba [email protected] M.S.W., Room 521, Tier Building Dalhousie Winnipeg, Manitoba University, R3T 2N2 B.A., University of New Brunswick

1. Organization and Program Information

1.1 Submission Title Page

Full Legal Name of Organization: Algoma University

Operating Name of Organization: Algoma University

Common Acronym of Organization: AU

URL for Organization Homepage: www.algomau.ca

Proposed Degree Nomenclature: Bachelor of Social Work (B.S.W.)

Location(s) where program to be delivered: Algoma University 1520 Queen Street East Sault Ste. Marie, Ontario P6A 2G4

AND

Northern College of Applied Arts and Technology Porcupine Campus 4715 Highway 101 East Timmins, Ontario P4N 8R6

Contact Information: Dr. Arthur Perlini Dean and Associate Vice President, Academic and Research 1520 Queen Street East Sault Ste. Marie, Ontario P6A 2G4 Tel: 705-949-2301 ext. 4116 Fax: 705-949-6583 Email: [email protected]

Site Visit Coordinator: Dawn Elmore Institutional Development and Project Coordinator 1520 Queen Street East Sault Ste. Marie, Ontario P6A 2G4 Tel: 705-949-2301 ext. 4372 Fax: 705-949-6583 Email: [email protected]

Anticipated Start Date: September 2011

Anticipated Enrolment for the first 4 years of the program:

The numbers below represent the cumulative number of actual students.

Year 1: 90 Year 2: 120 Year 3: 129 Year 4: 129

Initial Tuition Fee (per semester, full time): $2,426.00 (at 2009/10 rates, tuition for 2011/12 has yet to be determined)

1.2 Table of Contents

1. Organization and Program Information ...... 1 1.1 Submission Title Page ...... 1 2.1 Executive Summary ...... 7 Overview of Algoma University’s history, mission, and academic goals ...... 7 Program Description and Strengths ...... 10 Program Level Learning Outcomes ...... 14 Bachelor of Social Work – Program Requirements ...... 16 Employment opportunities for graduates ...... 22 Delivery methods ...... 23 Field Placement ...... 25 Program support ...... 26 Capacity to deliver ...... 26 Enrolment and faculty growth ...... 27 Summary of Relationship Between Program Level Learning Outcomes and Curriculum Design ...... 30 3.1 Program Abstract ...... 39 4 Program Degree-Level Standard ...... 41 4.1 Degree Level Summary ...... 41 4.2 Samples of Student Work ...... 47 5 Admissions, Promotion, Graduation Standard ...... 49 5.1.1 Admission Requirements Direct Entry ...... 49 5.1.2 Admission Policies and Procedures for Mature Students ...... 51 5.2 Advanced Standing...... 53 5.2.1 Credit Transfer/Recognition Policies and Procedures ...... 53 5.2.2. Advanced Placement Policies ...... 59 5.2.3. Degree Completion Arrangements ...... 63 5.2.4. Gap Analysis ...... 65 5.2.5. Bridging Courses ...... 67 5.3 Promotion and Graduation Requirements ...... 69 6.2 Professional/Accreditation or Other Organization Support ...... 71 6.2.1 Professional/Accreditation or Other Requirements ...... 71

6.2.2 Letters of Support: Professional/Accreditation or Other Requirements ...... 73 6.3 Program Content Summary Material ...... 75 6.3.1 Program Level Learning Outcomes ...... 75 6.3.2 Course Descriptions ...... 79 6.3.3 Academic Course Schedule Information ...... 93 6.3.3.1 Program Hour/Credit Conversion Justification ...... 93 6.3.3.2 Undergraduate Academic Course Schedule ...... 95 6.3.3.3 Graduate Academic Course Schedule ...... 109 6.5 Work Experience Required for Degree Completion ...... 111 6.5.1 Support for Work Experience ...... 111 6.5.2 Work Experience Outcomes and Evaluation ...... 113 7 Program Delivery Standard ...... 117 7.1 Quality Assurance for Program Delivery ...... 117 7.1.1 Quality Assurance Policies ...... 117 7.1.2 Policy on Student Feedback ...... 137 7.1.3 Student Feedback Instruments ...... 139 7.2 On-line Delivery ...... 141 7.2.1 On-line Learning Policies and Practices ...... 141 7.2.2 Academic Community Policies ...... 149 8 Capacity to Deliver Standards ...... 153 8.1 Legal Characteristics ...... 153 8.2 Governance Structure ...... 155 8.2.1 Governance and Administrative Structure ...... 155 8.2.2 Responsibilities of Governing Bodies ...... 159 8.2.3 Reporting Structures ...... 161 8.3 Coordinated Business and Academic Plans to Support Program Quality ...... 165 8.3.1 Coordinated Business and Academic Plan to Support Program Quality ...... 165 8.3.2 Administrative Staff ...... 167 8.4 Participation in Academic Policies and Standards ...... 169 8.5 Learning and Information Resources ...... 187 8.5.1 Library Resources ...... 187 8.5.2 Computer Access...... 193 8.5.3 Classroom Space ...... 195 4

8.5.4 Laboratories/Equipment ...... 197 8.6 Resource Renewal and Upgrading ...... 199 8.7 Support Services ...... 207 8.8 Policies on Faculty ...... 211 8.10 Enrolment Projections and Staffing Implications ...... 239 9 Credential Recognition Standard ...... 241 9.1 Program Design and Credential Recognition ...... 241 10 Regulation and Accreditation Standard ...... 245 10.1.1 Current Regulatory or Licensing Requirements ...... 245 10.1.2 Letters of Support from Regulatory/Licensing Bodies ...... 247 11 Program Evaluation Standard ...... 249 11.1 Periodic Review Policy and Schedule ...... 249 12 Academic Freedom and Integrity Standard ...... 271 1.1 Policy on Academic Freedom and Academic Honesty ...... 271 12.1.1 Academic Freedom Policy ...... 271 12.1.2 Academic Honesty Policy ...... 273 12.1.3 Academic Honesty Procedure ...... 281 12.2 Policy on Intellectual Products ...... 283 12.3 Policy on Ethical Research Practices ...... 289 13 Student Protection Standard ...... 329 13.1 Academic Calendar Information ...... 329 13.2 Student Protection Policies ...... 331 13.2.1 Dispute Resolution ...... 331 13.2.2 Fees and Charges ...... 351 13.2.3 Student Dismissal ...... 353 13.2.4 Withdrawals and Refunds ...... 371 13.3 Student Protection Information...... 373 14 Optional Material ...... 375 14.1 Other Relevant Information ...... 375 14.1 Algoma University 5-year Academic Plan ...... 377 14.2 Algoma University, Sault College of Applied Arts and Technology, and Northern College of Applied Arts and Technology Inter-Institutional agreement ...... 379 14.3 NORDIK Institute research study on a Proposed Honours Bachelor of Social Work ..... 381

2.1 Executive Summary

Proposed Credential Nomenclature: Bachelor of Social Work (B.S.W.)

Discipline/Field of Study: Social Work

Is work experience/work placement term required for degree completion? Yes

Anticipated Program Start Date: September 2011

Program Description:

Overview of Algoma University’s history, mission, and academic goals

Algoma University has operated for the past 40 years as Algoma University College, an affiliated campus of Laurentian University. On June 18, 2008 the Government of Ontario dissolved Algoma University College and created Algoma University, Ontario’s 19th university. With the introduction of Bill 80, An Act to establish Algoma University and to dissolve Algoma University College, the provincial government gave Algoma University the power to grant bachelor degrees in all programs that Algoma University College offered as an affiliate college of Laurentian University on the day before the Act came into force.

Bill 80 also outlines the special mission of Algoma University, which is as follows: a) To be a teaching-oriented university that provides programs in liberal arts and sciences and professional programs, primarily at the undergraduate level, with a particular focus on the needs of northern Ontario; and b) To cultivate cross-cultural learning between Aboriginal communities and other communities, in keeping with the history of Algoma University and its geographic site.

Algoma University’s vision and strategic objectives are outlined below. These statements were developed following extensive consultation with all constituent groups of the university, and were approved by the Algoma University Board of Governors and the Senate in February 2006.

Biidaabin A new dawn A university of international distinction enriching generations of diverse cultures and communities. Debwewin Truth

STRATEGIC OBJECTIVES

1. Algoma University instills pride in its identity through growth in quality and excellence. 2. Algoma University embraces the diverse composition of its student population and celebrates its distinctive mission for Indigenous education and research. 3. Algoma University takes a leadership role and engages with the communities it serves. 4. Algoma University grows by implementing new academic offerings that create a distinctive university.

Academic planning at Algoma operates within a well established academic planning process that focuses on ‘rolling’ five year plans, and is guided by the vision, strategic objectives, and special mission of Algoma University. The most recent 5-year academic plan can be found in its entirety as Appendix 14.1.

Algoma’s independent status will improve postsecondary opportunity for prospective students from the Sault Ste. Marie region and beyond. At present, many students are unable to complete their degrees at Algoma and have to relocate to Sudbury or elsewhere for the final years of their programs. At the same time, the choice of programs and course offerings at Algoma is limited, which in turn constrains the breadth of opportunity and negatively affects student choice and student recruitment. Over the next five years, Algoma will expand its program offerings to ensure that more four-year programs are available on the Algoma campus and will also develop a slate of new programs to meet recognized regional needs.

The Bachelor of Social Work is the second of such program expansions. Algoma University began offering the first two years of a Bachelor of Social Work (BSW) program in Sault Ste. Marie back in the 1970s through its department of Social Welfare. Since this time, students have always had to transfer to another university, most often Laurentian University in Sudbury, to complete the professional years of the BSW program. The concept of offering all four years of a Bachelor of Social Work program in the region dates back to the 1980s when Algoma University College continually requested that Laurentian University provide the third and fourth years of their BSW at the Algoma campus so that students from the Algoma district would not have to travel to Sudbury to complete the degree at Laurentian. The Laurentian University School of Social Work always replied that it did not have sufficient resources to offer the program in Sault Ste. Marie. Similarly Northern College asked Laurentian to offer the program in Timmins and was turned down.

By 2006 pressure from the community to provide BSW education in the Sault was mounting. Before approaching a university other than Laurentian with a request to offer the program at Algoma, Algoma once again asked the Laurentian School of Social Work to consider offering the third and fourth years in Sault Ste. Marie. Algoma was told that the Laurentian School of Social Work was already functioning at its maximum capacity in offering its three streams in Sudbury as well as the delivery on its Barrie campus. Meanwhile Northern College asked Algoma University if it would offer part of the BSW in Timmins. At that point Algoma

University, Sault College, Lakehead University, and Northern College began discussions about collaborating to make baccalaureate-level social work education available in Sault Ste. Marie and Timmins, and their respective surrounding areas.

In 2008, the partners undertook a study to identify the most feasible model by which to deliver a social work program in the Sault Ste. Marie and Timmins areas. The study determined the most desirable model was a compressed Bachelor of Arts offered by Algoma University followed by the 12-month post-degree Honours Bachelor of Social Work delivered by distance from Lakehead University. Shortly after the study was completed, Algoma University College was granted its own independent charter and Lakehead University withdrew from the project due to budgetary reasons. This series of events prompted Algoma University to consider establishing its own professional school of social work as opposed to brokering Lakehead University’s program, a direction strongly supported by Lakehead University, Sault College, and Northern College. As an independent university, Algoma was finally in a position to offer BSW level education to students in the Sault Ste Marie and Timmins districts who have for decades experienced major geographic barriers to degree completion.

Program development continued to focus on the original partnership principles: 1) that the program must have a thematic emphasis – northern, rural, Aboriginal, community development; 2) that the program must be accessible throughout Northern Ontario; 3) that there must be a meaningful relationship between the participating institutions, and; 4) that the program must be sustainable long term. The Program Development Team consisted of representatives from Algoma University, Sault College, and Northern College. The work of the Program Development Team was informed by input from a larger Program Development Advisory Committee comprised of academics from other institutions (including Lakehead University) and a range of external stakeholders. The consultative and systematic approach to curriculum development has resulted in a rich and innovative program that is reflective of the unique needs of the northern Ontario community in which many of the graduates of the program will be employed.

Program Description and Strengths

Algoma University proposes to offer a four-year Bachelor of Social Work (BSW) degree program.

As a discipline, social work’s primary concern is the social well-being of all people equally valued with the importance of their physical, mental, and spiritual well-being (CASW National Scope of Practice Statement, 2000). In Canada, the profession of social work constitutes a community of post-secondary educated social workers. They are guided in their work by international ethical principles; a national code of ethics; provincial statutes governing registration, regulations and standards of practice; common curriculum requirements in schools of social work; and an expanding repertoire of evidence-based methods of practice. Social work includes generalist and specialist prepared practitioners who are well grounded in the knowledge, skills and ethical foundations of social work. Social workers are equally committed to the use of knowledge from the humanities and sciences to advance the development of common human rights, equitable social justice, and sufficient structural supports for individual, family and community social well-being in all human societies. To this end, social workers are expected to be sensitive to the value of cultural and ethnic diversity and strive to end discrimination, oppression, poverty, and other forms of social injustice (CASW National Scope of Practice Statement, 2000).

Algoma University’s proposed BSW program was developed in adherence to the rigorous accreditation standards of the Canadian Association for Social Work Education (CASWE). The proposed program is reflective of the standards and norms common to all baccalaureate-level BSW programs, yet at the same time, contains unique elements that are reflective of Algoma University’s mission to serve the particular needs of northern Ontario.

Algoma University’s BSW program is guided by the following mission and principles:

Introduction The Mission of the BSW Program is to deliver a program which:  prepares students for generalist, ethical, competent, innovative and effective social work practice with individuals, families, groups, organizations, communities and societies  has a particular focus on multi-cultural social work in and with Northern, rural, remote, Anishinaabe and Franco-Ontarian communities  is centred on awareness that personal experiences are embedded in social structures by emphasizing structural, Anishinaabe and feminist approaches to social work and social welfare  trains to retain our own professionals in our communities in Northern Ontario, thereby supporting social service development and sustainability

Principles The BSW Program is committed to promoting  social justice, community healing and social change based on humanitarianism and egalitarianism  anti-oppressive practice that values diversity, respect and the dignity and worth of all people  the accreditation standards of the Canadian Association of Social Work Education at the BSW level  development of a professional culture that brings together teaching faculty, field instructors, students, alumni, social workers in the field, Northern College of Arts and Technology, Sault College of Arts and Technology and Algoma University, as partners in the realization of the BSW program’s mission

The Curriculum In accordance with the Mission and Principles, the BSW program is developed based on the following:  strong awareness of Anishinaabe history, culture and learning  the importance of understanding how values and ideologies construct social problems and social policies  the importance of critical analysis of the way our society is structured by unequal relations based on class, gender, race, sexual orientation, range of ability, ethnicity, age, geography or religion  importance of understanding generalist, strengths-based practice and the integration of knowledge, theory, skills, critical analysis, research and field experiences  the importance of accessibility, advocacy, creativity, flexibility, and life-long learning as curriculum qualities, including efforts to minimize students’ need to travel outside their home communities  sensitivity to effective social work practice, including community development, in rural, remote and northern environments  importance of research to all facets of social work knowledge and practice  importance of collaborative relationships with community service organizations and professionals

Algoma University’s proposed BSW program is a profession-oriented honours bachelor’s degree, primarily designed to prepare students for entry into professional practice in the field of social work. The program incorporates a blend of theory and practice, and includes two field placements that develop and demonstrate a student’s readiness for employment in the professional field of practice. In addition to the practical knowledge and skills needed to enter the profession of social work, graduates will demonstrate critical thinking and communication skills that are transferable to further study, employment, community involvement or other activities.

The program is one of only two BSW programs in Canada with a particular focus on social work in northern, rural, remote areas, and Anishinaabe communities, the other being the University

11 of Northern British Columbia (UNBC). The program uses structural, Anishinaabe and feminist approaches, challenging students to critically analyze the ways that social contexts shape personal and social problems. It aims to deepen students’ awareness that personal experiences are embedded in social structures, and to prepare them to practice anti-oppressive social work.

The program is designed to provide quality social work education for students in the Algoma and Timmins districts in the short term. Longer term it plans to gradually extend the BSW program delivery to more remote communities in Northern Ontario.

The program has a strong community development component. It is designed to prepare students to not only practice social work within existing services, but also to provide them with the knowledge and skills needed to develop new programs and services. This will meet the needs of social workers who work in smaller, rural/remote, Northern communities which lack adequate social service infrastructure. By learning how to practice community development, the graduates will be well equipped to help their communities develop the programs and services they require.

The rich and innovative curriculum reflects a sound generalist program, while maintaining a focus on newer directions in social work. The Anishinaabe focus of the program will make the program attractive and relevant to Anishinaabe students, as well as provide all students with a strong awareness of Anishinaabe history, culture, learning, traditional healing approaches and kinship support systems. Algoma University has deliberately used multi-centric language and perspectives throughout the curriculum which has resulted in the use of alternate terminology that reflects a less colonial perspective, for example, using the term “helping” as opposed to “intervention”.

The initial offering of Algoma University’s BSW program will occur using a “blended learning” model. Learning will occur using a mix of in-person, traditional classroom based learning combined with videoconference learning supplemented by an on-line course management system. Twenty-seven credits in the program have been identified as compulsory “face-to- face” courses, and will be delivered in Timmins and Sault Ste. Marie using traditional, in-person classroom based learning. The remainder of core and elective credits in the professional years, and in the transition semester for college graduates, will be taught simultaneously in either Timmins or Sault Ste. Marie by interactive videoconferencing. All students in Timmins will have access to a Field Placement Coordinator and will be able to complete their field placement hours either in Timmins or in their home communities.

In addition to the strengths found in the content and curriculum of the BSW program, the design of the program itself demonstrates consideration for the realities of the northern Ontario climate and geography in which graduates of the program may be employed. Through the use of a variety of learning technologies throughout their studies, including videoconferencing and on-line Course Management Systems (CMS), graduates of the program will be able to communicate effectively in written, spoken, and visual formats using current technology both in an academic and a field setting. This experience will prepare them for work

12 in northern Ontario, where professional social workers often employ various modes of technology to serve a diverse set of clients separated by large geographical distances.

The proposed BSW program will contribute significantly to the realization of Algoma’s special mission, and was developed in alignment with the principles of academic planning at Algoma University. The development of the BSW program was undertaken to fill a demonstrated need for undergraduate baccalaureate-level social work education in northern Ontario, specifically in Sault Ste. Marie, Timmins, and their respective surrounding areas. The curriculum includes courses that demonstrate Anishinaabe perspectives, including experience-based learning of Anishinaabe culture, providing opportunity for cross-cultural learning between Anishinaabe and non-Anishinaabe students. The program was modeled on that of the University of Northern British Columbia (UNBC) – a smaller university with similar geographic circumstances that also provides accessible education to many First Nation communities.

The collaborative and innovative approach used in program development, including partnering with Sault College and Northern College, has resulted in a program that is responsive to regional needs yet at the same time contributes to provincial capacity in an area of future growth. Off-site, videoconference, and on-line delivery methods provide access and opportunity to students where they live. Internal collaboration with the department of Community Economic and Social Development (CESD) further contributes to a student’s ability to understand and support social service development and sustainability in northern Ontario, including an understanding of the importance of collaborative relationships with community service organizations and professionals in rural, remote and northern environments.

The design of the program itself demonstrates consideration for Algoma University’s “non- traditional” student mix, as described in Background Information on page vi. By offering a four- year Bachelor of Social Work in Sault Ste. Marie, access to social work education will be enhanced as students will no longer have to consider moving three hours from home to complete their studies in Sudbury. The proposed program will be characteristic of other Algoma University programs in that there will be small class sizes (as compared to larger universities), one-on-one interaction with program faculty, and supportive programs and services available for students – all strengths that are unique to a small institution such as Algoma and that will facilitate student engagement throughout the program.

Program Level Learning Outcomes

Graduates of this program have reliably demonstrated the ability to:

Knowledge 1. Describe multiple theoretical and conceptual bases of social work knowledge and practice, including the social construction of theory and practice that may reflect social injustices by employing a multi-centric approach. 2. Demonstrate a detailed understanding of structural, Anishinaabe and feminist approaches to social work and social welfare.

Comprehension and Analysis 3. Understand the current state of knowledge in the humanities and relevant behavioral and social sciences, including human behavior and human development in the social environment; demonstrate an ability to apply critical thinking skills to the analysis of social structures, social problems, and social policies; and, display intellectual abilities and scholarly attitudes of curiosity, open-mindedness and reasoning and commitment to life long learning. 4. Understand social work’s origins, purposes, and practices. 5. Understand the Francophone reality in Quebec and other Francophone realities in Canada and the implications of these realities for social policy and the practice of social work. 6. Understand and support social service development and sustainability in Northern Ontario, including the importance of collaborative relationships with community service organizations and professionals in rural, remote, and northern environments. 7. Understand and utilize research methods in all facets of social work knowledge and practice.

Application 8. Apply comprehensive knowledge of the concepts, theories, and principles in the field of social work to systematic inquiry, critical evaluation, and direct generalist social work strengths-based practice within a structural/ Anishinaabe/ rural-remote/ feminist model. 9. Arrive at professional judgements and actions, based on an integration of theory and practice within the context of professional values and the relevant social work Code of Ethics. 10. Practice social work, including community development, at the entry-level with diverse populations in and with Northern, rural, remote, Anishinaabe and Franco-Ontarian communities. 11. Demonstrate a strong awareness of Anishinaabe history, culture, learning, the process of decolonization, Anishinaabe social programs, social welfare, and kinship support systems.

12. Demonstrate an awareness of self in terms of anti-oppressive values, beliefs and experiences as these impact upon social work practice and an ability to employ the principles of positive self-care in personal and professional settings. 13. Promote social work practice in the context of grassroots community resiliency by understanding people’s ability to meet their own needs. 14. Communicate effectively in written, spoken, and visual formats using current technology both in an academic and a field setting and employ various modes of technology in the practice of social work in northern and remote communities.

Bachelor of Social Work – Program Requirements

Students wishing to complete the proposed Bachelor of Social Work at Algoma University have the option of completing it through the traditional four-year program, or if they have already completed an undergraduate degree, they can apply to the one-year Bachelor of Social Work program. Given that Algoma University’s BSW program is in the early stages of development, the initial one-year, post-degree offering will not commence immediately. The one-year, post- degree offering will commence when the Department of Social Work has sufficient faculty and staff resources to support additional sections required to run the one-year program.

The four-year Bachelor of Social Work program is designed to provide a foundational liberal arts education in the first two years of study and an introduction to theory and practice in the field of social work. During the first and second year, students take a total of twenty four credits of free electives, twelve credits of adjunct courses, and twenty four credits of social work core courses. Students are encouraged to select elective courses based on their individual interests or from a list of suggested electives based on disciplines that have been identified as complementary to the BSW program such as Anishinaabe Studies, Community Development, Computer Science, Law and Justice, English, and Psychology. During the third and fourth year, students take a total of forty-five additional credits of social work courses, for a total of sixty- nine social work credits in the four-year program. This represents 57.5% of the curriculum, reflecting the accreditation standards of the Canadian Association for Social Work Education.

The one-year (post-degree) BSW program consists exclusively of professional social work courses, for a total of 60 credits. It is assumed that students have met the requirements for general education credits in their previous degree work.

The following course map outlines the course requirements for the four-year and one-year programs:

Four-Year Bachelor of Social Work (BSW) Algoma University

Year 1 SWRK 1006 Introduction to Social Welfare in the North* SWRK 1007 Introduction to Social Work: Anishinaabe, Structural and Feminist Perspectives* SOCI 1016 Understanding Society I: Principles and Processes SOCI 1017 Understanding Society II: Institutions and Issues OR ANIS 1006 Anishinaabe Peoples and our Homelands I CESD 1006 Introduction to Community Economic and Social Development I CESD 1007 Introduction to Community Economic and Social Development II 12 additional credits (Students are encouraged to select electives from ANIS 1007, COSC 1701, JURI 1105, ENGL 1501/1502, 1561, PSYC 1106/07) ` Year 2 SWRK 2106 Political Economy of Social Welfare* SWRK 2107 Human Services Organizations* SWRK 2356 Basic Helping Skills in Social Work Practice: A Northern Perspective SWRK 2127 Introduction to Social Work Research SWRK 2016 Community Based Research 3 credits of SWRK electives 12 additional credits (Students are encouraged to select electives from ANIS 2006/07 and SOCI 2636)

Year 3 SWRK 3206 Critical Social Work Practice: Anishinaabe, Structural and Feminist Perspectives SWRK 3207 Critical Social Policy in the North SWRK 3605 Field Education I SWRK 3456 Social Work Research and Program Evaluation SWRK 3596 Social Work Philosophy and Ethics SWRK 3406 Concepts of Wellness in First Nations’ Communities: An Historical Exploration SWRK 3407 Concepts of Wellness in First Nations’ Communities: The Contemporary Context 6 elective credits (Students are encouraged to select electives from any CESD course, JURI 3506, or JURI 3606)

Year 4 SWRK 4206 Northern and Rural Social Work Practice SWRK 4004 Field Education II SWRK 3806 Family and Child Welfare 6 SWRK elective credits 9 elective credits

Summary of Credits 69 credits SWRK 6 credits SOCI 6 credits CESD 39 elective credits Total = 120 credits

Students are allowed a maximum of 42 credits of 1000 series credits. Students are allowed a maximum of 72 credits of SWRK. *students require a minimum grade of 70%

Range of Course Requirements

Core course credits = as earned from required courses in specialization Adjunct course credits = earned from required courses in linked subjects Breadth course credits = earned from required courses in other disciplines for general education purposes Open course credits = as earned from elective courses that can be completed in core, adjunct and/or breadth subjects

Core course credits (69 credits)  SWRK 1006 Introduction to Social Welfare in the North  SWRK 1007 Introduction to Social Work: Anishinaabe, Structural and Feminist Perspectives  SWRK 2127 Introduction to Social Work Research  SWRK 2016 Community Based Research  SWRK 2106 Political Economy of Social Welfare  SWRK 2107 Human Services Organizations  SWRK 2356 Basic Helping Skills in Social Work Practice: A Northern Perspective  SWRK 3206 Critical Social Work Practice: Anishinaabe, Structural and Feminist Perspectives  SWRK 3207 Critical Social Policy in the North  SWRK 3605 Field Education I  SWRK 3456 Social Work Research and Program Evaluation  SWRK 3596 Social Work Philosophy and Ethics  SWRK 3406 Concepts of Wellness in First Nations’ Communities: An Historical Exploration  SWRK 3407 Concepts of Wellness in First Nations’ Communities: The Contemporary Context  SWRK 4206 Northern and Rural Social Work Practice  SWRK 4004 Field Education II  SWRK 3806 Family and Child Welfare

 9 credits of SWRK electives

Adjunct course credits (12 credits)  SOCI 1016 Understanding Society I: Principles and Processes  SOCI 1017 Understanding Society II: Institutions and Issues  ANIS 1006 Anishinaabe Peoples and our Homelands I  CESD 1006 Introduction to Community Economic and Social Development I  CESD 1007 Introduction to Community Economic and Social Development II

Open course credits (39 credits)  36 elective credits (students are encouraged to select courses from the following: ANIS 1007, all CESD courses, SOCI 1017, ENGL 1501/1502, 1561, JURI 1105, PSYC 1106/07, COSC 1701, ANIS 2006/2007, SOCI 2636, JURI 3506, JURI 3606)

For free electives, students can choose from any number of courses taught at Algoma University as listed in the Academic Calendar included in Appendix 13.1.

2000 Level Electives SWRK 2156 Critical Analysis of the Canadian Health System

3000 Level Electives SWRK 3356 Social Welfare and Women SWRK 3707 Social Work and Law SWRK 3016 Community Economic and Social Development SWRK 3606 Social Work with Victims of Abuse SWRK 3906 Special Topics in Social Work I SWRK 3907 Special Topics in Social Work II SWRK 3916 Special Topics in Community Development I SWRK 3926 Special Topics in Community Development II SWRK 3817 Contemporary Issues in Aging

4000 Level Electives SWRK 4906 Advanced Topics in Social Work I SWRK 4907 Advanced Topics in Social Work II SWRK 4506 Social Work and Substance Abuse

One-Year Bachelor of Social Work (BSW) Algoma University

The course schedule below is provided as a sample only. As previously noted, the one-year, post-degree offering will not be available to students immediately, and will be offered once sufficient staff and faculty resources are secured.

May SWRK 1006 Introduction to Social Welfare in the North SWRK 1007 Introduction to Social Work: Anishinaabe, Structural and Feminist Perspectives SWRK 2016* Community Based Research

June SWRK 2106 Political Economy of Social Welfare SWRK 2107 Human Services Organizations SWRK 2016* Community Based Research

July SWRK 2356 Basic Helping Skills in Social Work Practice: A Northern Perspective SWRK 3406 Concepts of Wellness in First Nations’ Communities: An Historical Exploration SWRK 3605** Field Education I

August SWRK 2127 Introduction to Social Work Research SWRK 3407 Concepts of Wellness in First Nations’ Communities: The Contemporary Context SWRK 3605** Field Education I

Fall SWRK 3206 Critical Social Work Practice: Anishinaabe, Structural and Feminist Perspectives SWRK 3456 Social Work Research and Program Evaluation SWRK 3806 Family and Child Welfare SWRK 4004***Field Education II

Winter SWRK 3207 Critical Social Policy in the North SWRK 3596 Social Work Philosophy and Ethics SWRK 4004***Field Education II

Legend * SWRK 2016 to be completed during May/June 4.5 per week ** SWRK 3605 – students officially registered July 1 and course to be completed by the end of fall term (December) *** SWRK 4004 – students officially registered Sept and course to be completed by the end of May

Class instruction for one-month class will consist of 36 hours of instruction or 9 hours of instruction per week.

Employment opportunities for graduates

The employment market for qualified, baccalaureate-level trained social workers has never been stronger. Students graduating with a Bachelor of Social Work degree have little problem finding employment and enjoying a stable, meaningful, life-long career. The degree is professionally regulated and recognized throughout Canada as well as throughout the United States and commonwealth countries.

Service Canada (www.servicecanada.gc.ca) indicates that job prospects in the occupation of social work are good. Over the past few years, the number of social workers in Canada has risen significantly, mainly due to a much greater range and intensity of social service needs. Service Canada predicts this trend towards significant employment growth will be maintained over the next few years, particularly in light of trends towards increased government funding for health/social services, a higher than average retirement rate in the profession, and the increased need for social services associated with an aging population.

University graduates of social work programs will be the primary source of the labour pool to fill openings as they arise as a result of retirements, turnover, and job creation in the social work profession. Few positions will be filled by unemployed social workers, since the unemployment rate in the profession is very low (2% as compared to 7% in all occupations in 2007 www.jobfutures.ca/noc/4152.shtml). It is of interest to note that even though enrolment in Bachelor of Social Work programs has increased in recent years (more than 20% between 2000- 2007), the labour market is able to accommodate more graduates than it does now (www.servicecanada.gc.ca).

The need for social workers is even greater in northern Ontario as demand continues to outpace supply. Trained social workers rarely relocate from southern Ontario to the north, and if they do, they have a greater tendency to stay for brief periods and remain peripheral to the community. In contrast, social workers who are from the north and receive their training within their communities, tend to spend their lives working to improve local social and economic conditions.

Government legislation is increasing the demand for baccalaureate-level training in the profession of social work. For example, it is now law that social workers employed in homes for the aged require a minimum of a Bachelor of Social Work degree. In addition, the social services professions have a high turnover rate of staff. Social workers, particularly in fields such as child welfare, commonly suffer from burnout and other medical conditions brought on by occupational stress, and may leave the profession to pursue other employment opportunities, resulting in a higher availability of positions for new graduates.

The Government of Canada indicates that for the Timmins/Kirkland Lake/Kapuskasing area, employment prospects for social workers are good, particularly in light of the rapidly increasing elderly population in the region (www.labourmarketinformation.ca). For Sault Ste. Marie, Elliot

Lake, and Algoma district, employment prospects are better for those who have the appropriate post-secondary education and are open to working in rural areas. In both regions, cultural skills within First Nations’ communities also enhance employment prospects.

A Program Development Advisory Committee guided the curriculum development for Algoma University’s proposed Bachelor of Social Work program. Representatives from potential employers such as Sault Area Hospital, Timmins and District Hospital, Child and Family Services of Timmins and District, Ontario Association of Children’s Aid Societies, and Algoma Family Services served on the advisory committee and provided valuable input to ensure that graduates of the proposed Bachelor of Social Work program will have the skills and knowledge necessary to fill the labour market needs of local community agencies.

Delivery methods

Blended learning describes learning activities that involve a systematic combination of co- present (face-to-face) interactions and technologically-mediated interactions between students, teachers, and learning resources (Bluic and colleagues, 2007). Providing access to social work education for students who reside outside of the main campus is one of the accreditation guidelines of the Canadian Association for Social Work Education (CASWE). From its inception, the proposed BSW program at Algoma University was designed to be accessible to other communities in northern Ontario, and to the Timmins and surrounding area in particular.

Research on delivery models and preparation for practice of 220 off-campus social work students at the University of Regina suggests that students may not have completed their BSW if they had not been able to do so in an off-campus location (Jeffrey, Watkinson, and Leski, 2005). The same study also found that many of these same students who have experience with different distance delivery methods would still prefer to take their courses in a face-to-face format (Jeffrey, Watkinson, and Leski, 2005). The NORDIK Institute reported similar findings when polling students in Northern Ontario. Students wanted the BSW program to be accessible close to or within their home communities, but also cited a preference for the face-to-face delivery method in many cases (Ortiz and Broad, 2008). In order to maintain a strong sense of academic community and student engagement, and to make the BSW program sustainable in the long-term, a blended model was chosen as the most appropriate.

The following twenty-seven core credits in the program have been identified as compulsory “face-to-face” courses, and will be delivered using traditional, in-person classroom based learning in both Sault Ste. Marie and Timmins:  SWRK 2356 - Basic Helping Skills in Social Work Practice: A Northern Perspective (3 credits) 23

 SWRK 3605 - Field Education I (6 credits)  SWRK 3406 - Concepts of Wellness in First Nations’ Communities: An Historical Exploration (3 credits)  SWRK 3407 - Concepts of Wellness in First Nations’ Communities: The Contemporary Context (3 credits)  SWRK 4206 – Northern and Rural Social Work Practice (3 credits)  SWRK 4004 - Field Education II (9 credits)

Traditional, in-person classroom learning will consist of a mix of interactive classroom learning, laboratories, and experiential learning. Classroom, laboratory, and learning in the field will occur in a variety of student centric modes, including:  Group work and group discussion  Seminars  Role play simulations  Presentations from visiting professors, researchers, and Anishinaabe Elders  Recording and self-assessment of interview techniques  Case studies  Independent research  Critical analysis of articles and media coverage  Community-based collaborative projects  Personal learning journals  Self-directed assignments and research papers  Class presentations  Portfolio development

The remainder of core and elective credits in the professional years, and in the transition semester for college transfer students, will be taught simultaneously in either Timmins or Sault Ste. Marie by interactive videoconferencing. All lectures will be video recorded and uploaded to the Course Management Site (CMS) immediately following the lecture. Course material and assignments will be available on the CMS site. Students in Timmins and Sault Ste. Marie will share the classroom with participants from both locations, and videoconference participants will be able to ask questions and participate in discussions in real-time with their classmates in either location.

This innovative collaboration to deliver a BSW in Sault Ste. Marie and Timmins will expose students to a wider breadth of experience and expertise from across northeastern Ontario, while maintaining a means by which students can study within, or closer to, their home communities. The depth and breadth of perspectives to which the students will be exposed within the blended learning model will prepare graduates to meet the technological, social, and geographical challenges presented by northern Ontario.

Field Placement

Algoma University’s proposed BSW program will prepare qualified, baccalaureate-level trained social workers to practice social work, including community development, at the entry-level with diverse populations in and with Northern, rural, remote, Anishinaabe and Franco-Ontarian communities. Graduates will have completed a minimum of 700 hours of field practice experience in human service agencies and organizations under the supervision of a field instructor.

In year three, Field Education I provides students with an opportunity to begin to develop basic social work skills, particularly in the form of relationships with individuals, families, groups, and communities. Students will complete 280 hours of field placement combined with bi-weekly integration seminars in which students will critically analyze the field education experience through discussion and interaction with instructors and professional peers. Upon successful completion of the placement experience, students will have reliably demonstrated the ability to:  Articulate structural and anti-oppressive social work practice.  Identify the link between practice approaches and theoretical perspectives.  Understand the relationship between conventional and structural social work values, models, theories, and methods.  Articulate potential social and social justice implications of a particular practice.  Demonstrate the ability to understand and communicate critical self-awareness of their own experiences as they relate to critical practices.  Articulate their own development of fundamentals of social work practice.

In year four, Field Education II is the terminal practice-based course that demonstrates a student’s readiness for employment in the field of professional social work. Students will complete 420 hours of field placement in an organization setting. They will enhance and refine their social work skills and deepen their ability to link social work theory with practice at the interpersonal, community, organizational, and policy levels. Students will complete a reflection paper/portfolio demonstrating their ability to apply theoretical concepts and critical analysis to practice. Upon successful completion of the course, students will have reliably demonstrated the ability to:  Perform at the entry level of competence as a social worker in a practice setting.  Reflect on and develop practice skills.  Critically think about service delivery and practice issues.  Link social work concepts, values, and theory with practice at the interpersonal, community, organizational and policy levels.  Understand the importance of power analysis, problem identification and analysis and problem solving using anti-oppressive approaches and awareness of Northern, remote/rural, Anishinaabe, Franco-Ontarian contexts.

Program support

As described in the program development history, discussions about the offering of a Bachelor of Social Work at Algoma University have been ongoing with various stakeholders in the region for many years. Faculty from Lakehead University, the University of Northern British Columbia, University of Victoria, and Carleton University served on the Program Development Advisory Committee and were instrumental in developing a curriculum that reflects an innovative and relevant BSW program. A member of the Accreditation Board, Dr. David Tranter, served on the Program Development Advisory Committee, and has been instrumental in ensuring the proposed curriculum meets and/or exceed the accreditation standards of the Canadian Association for Social Work Education.

Representatives from potential employers such as Sault Area Hospital, Timmins and District Hospital, Child and Family Services of Timmins and District, Ontario Association of Children’s Aid Societies, and Algoma Family Services served on the advisory committee and provided valuable input to ensure that graduates of the proposed BSW program will have the skills and knowledge necessary to fill the labour market needs of local community agencies. Letters of support from a number of these stakeholders are included in Appendix 9.1 of this proposal, and include letters from University of Victoria, Lakehead University, Carleton University, Algoma Public Health, and Sault Area Hospital.

Capacity to deliver

Algoma University has the capacity to deliver the proposed program. It has been offering the first two years of the Laurentian University BSW program since the 1970s. Algoma University has an over 40 year history of offering high-quality degree programs in the province of Ontario as an affiliate college of Laurentian University. Algoma has in place the requisite governance structures, administrative structures, and quality standards appropriate to a university, as evidenced through its institutional membership in the Association of Universities and Colleges Canada (AUCC) and the Council of Ontario Universities (COU).

The Algoma University Department of Social Work will be provided with adequate resources in terms of academic, professional and support staff, physical space, library, research facilities, technological resources, and opportunities for interdepartmental collaboration. The Department of Social Work will see investments in terms of new faculty, sessionals, staff, and technological resources in the next two-three years as the program grows its enrolment and prepares for full accreditation with the Canadian Association for Social Work Education.

26 videoconference lectures. Algoma University has used this system for the last three years to facilitate videoconference learning from the University of Abertay, Dundee in Scotland to offer a Master of Science in Computer Games Technology to students on the Algoma University campus. This videoconference delivery mode has proved to be a success for the Master of Science program, and Algoma wishes to expand its use of this technology to other proposed programs, such as the BSW.

All Algoma University courses are provided with Moodle, a course management system used to host asynchronous course material. Video recordings of lectures for the courses taught by simultaneous interactive videoconference will be posted on the course management system. The Moodle course management system will be supplemented by DimDim, a synchronous online meeting space for up to 50 participants, for use by students in Sault Ste. Marie and Timmins.

Algoma University has allocated funds for pedagogical training for faculty on developing a sense of academic community while using distance delivery methods. Each year, faculty in both Timmins and Sault Ste. Marie will be provided with training specifically designed to foster a culture that supports a thoughtful focus on teaching, while nurturing the sense of connectedness and collegiality that is vital to continuous innovation and success when using innovative delivery methods.

Students will be well-supported at both locations, with access to Field Placement Coordinators and technical support in Sault Ste. Marie and Timmins. Students in Timmins will have access to student support services at Northern College through the provisions of an interinstitutional agreement between Algoma University, Sault College, and Northern College (included in Appendix 14.2).

Enrolment and faculty growth

Projected enrolment for the first four years of the program is as follows:

The figures below represent the cumulative number of actual students in the program.

Year 1 (2011/12): 90 Year 2 (2012/13): 120 Year 3 (2013/14): 129 Year 4 (2014/15): 129

At present, Algoma University offers the first two years of a Social Work program. Upon completion of the first two years, students must transfer to another university in order to complete the professional years three and four. On average, data going back to 2003/04 shows that 32 students each year declare Social Work as their program of study, even though they cannot complete the Social Work program in its entirety on the Algoma University campus. Fall 2008 saw 34 students declare social work as their major. 27

With the introduction of a fully accredited Bachelor of Social Work program at Algoma University, it is anticipated that enrolment will increase and retention rates will improve significantly given that students can complete all four years of the program at Algoma University. Student demand and community interest for the Bachelor of Social Work program in both Timmins and Sault Ste. Marie are high.

In Sault Ste. Marie, data on the number of inquiries from prospective students for a social work program has been tracked since 2005. From January 2005 - September 2010, Algoma University received 274 applications from prospective students interested in a Bachelor of Social Work program. In this same time frame, 582 prospective students inquired about a Bachelor of Social Work program at Algoma University. These prospective students did not apply, likely because they discovered upon inquiring that all four years of the Bachelor of Social Work degree are not available on the Algoma University campus.

Preliminary estimates from Sault College suggest that there are at least 20 students each year who would be interested in transferring to university to complete a social work degree. Fall 2009 saw significant enrolment increases in Sault College’s Social Service and Native Social Service Worker programs, suggesting the demand for a BSW from college transfer students could be even higher in 2011. There are also many students who pursue programs in cognate disciplines at Algoma University who would be interested in the social work program.

In Timmins, a survey conducted by Northern College in October 2006 indicates there are 84 interested local applicants for a post-degree, one year social work program. There is also evidence to support demand for a social work program for college transfer students in the Social Service Worker program at Northern College. Social Service Worker program faculty members at Northern College are often approached by students inquiring if a BSW program will be available in Timmins soon.

In 2008, the Northern Ontario Research, Development, Ideas and Knowledge (NORDIK) Institute conducted a research project relating to the demand and preferred format of a Bachelor of Social Work in northern Ontario. The study concluded there is considerable demand for social work education in Timmins and Sault Ste. Marie, including a demand for a one-year post-degree social work program. Of 171 responses to the question “to which location would you prefer to travel?”, 121 of the respondants cited Sault Ste. Marie or Timmins as their preferred location. The complete NORDIK study is included as Appendix 14.3.

According to data from the Ontario Universities’ Application Centre, the number of direct from high school applications to social work programs in the province of Ontario has been steadily increasing since 2005. A Bachelor of Social Work at Algoma University would provide an alternative for many Ontario students, while serving in particular regional students with a desire to remain in their home communities of either Sault Ste. Marie and/or Timmins. At present, students in Sault Ste. Marie must travel over 300 kilometres to attend Laurentian University for the professional years 3 and 4. If they choose not to attend Laurentian, they must travel over 700 kilometres to attend a program in the greater Toronto area or at Lakehead

University in Thunder Bay. Students in Timmins have to travel comparable distances. The distance required to travel makes the accessibility and cost for many students significant, and in many cases prohibitive, as decisions about uprooting the family and leaving one’s home community must be made. Obtaining social work education thus becomes increasingly difficult for students who are parents, employed, mature, and/or Anishinaabe.

With an institutional mandate to develop programs that are responsive to regional needs, and that provide improved access and opportunity to students, Algoma University will offer the Bachelor of Social Work degree program in both Sault Ste. Marie and Timmins to meet the needs of individuals who cannot relocate to study at another institution due to financial restraints, family obligations, or job location.

The Department of Social Work at present consists of two tenured professors, Dr. Linda Savory- Gordon, Associate Professor, and Dr. Gayle Broad, Assistant Professor. Additional faculty hires are planned over the next four years to bring the faculty complement to six full-time faculty, one of whom will be a Director. In addition, one full-time Field Coordinator with a minimum qualification of an MSW will be hired in Sault Ste. Marie and one part-time Field Coordinator with similar qualifications will be hired in Timmins. It is yet to be determined if the Field Coordinators will be classified as faculty or support staff.

In keeping with a collaborative and interdisciplinary approach to curriculum development that builds on current strengths, a number of social work elective courses in the proposed curriculum are cross-listed with other departments in the university. For example, in second and third year, the elective courses Critical Analysis of the Canadian Health System and Contemporary Issues in Aging are cross-listed with the Sociology Department at Algoma University. These and other cross-listed courses are taught by full-time faculty members in their respective departments.

Year Projected Student Enrolment Number of Full-Time Faculty (cumulative, actual) (cumulative) *including Full- Time Field Coordinator “ramp-up” year -2010/11 n/a 4 Year 1 – 2011/12 90 6 Year 2 - 2012/13 120 7 Year 3 - 2013/14 129 7 Year 4 - 2014/15 129 7

Summary of Relationship Between Program Level Learning Outcomes and Curriculum Design

The following section contains a listing of program level learning outcomes followed by a description of how curriculum design aligns with the outcome. Curriculum design was undertaken with a sensitivity to effective social work practice, including community development, in rural, remote and northern environments, with the intent of producing graduates who are prepared for entry into professional practice in the field of social work.

Program Level Learning Outcome:

Knowledge

1. Describe multiple theoretical and conceptual bases of social work knowledge and practice, including the social construction of theory and practice that may reflect social injustices by employing a multi-centric approach.

This concept is introduced in year one in the core social work courses Introduction to Social Welfare in the North, and Introduction to Social Work: Anishinaabe, Structural and Feminist Perspectives. Core social work courses in year two expand on theoretical and conceptual bases of social work knowledge. For example, the Political Economy of Social Welfare course pays particular attention to structural and ideological factors that have combined to shape social policies. Basic Helping Skills in Social Work Practice uses a multi-centric approach to introduce students to reflect on the fact that social workers enter into helping processes and relationships in a society characterized by power imbalances based on age, class, ethnicity, gender, geographic location, ability, race, and sexual identity. By the time students complete upper year courses such as Family and Child Welfare, students will be able to use their knowledge to discuss concept, themes, and ideological perspectives related to child abuse and neglect including structural, feminist, and anti-racist perspectives.

2. Demonstrate a detailed understanding of structural, Anishinaabe and feminist approaches to social work and social welfare.

All core social work courses in years one and two develop an introductory level understanding of structural, Anishinaabe, and feminist perspectives. In year three, the core courses of Critical Social Work Practice: Anishinaabe, Structural and Feminist Perspectives and Critical Social Policy in the North enable students to develop an intermediate level of understanding of structural, Anishinaabe, and feminist approaches to social work theory and practice. For example, in Critical Social Work Practice: Anishinaabe, Structural and Feminist Perspectives, students are required to complete a group presentation and briefing where they will analyze oppression at the personal,

cultural, and structural levels within the context of a vulnerable or marginalized population. Students will demonstrate a detailed understanding of structural, Anishinaabe, and feminist approaches in year four when they are required to take Northern and Rural Social Work Practice and write a research paper analyzing the differences between urban and Northern social work practice, using structural, Anishinaabe, and feminist perspectives.

Comprehension and Analysis

3. Understand the current state of knowledge in the humanities and relevant behavioral and social sciences, including human behavior and human development in the social environment; demonstrate an ability to apply critical thinking skills to the analysis of social structures, social problems, and social policies; and, display intellectual abilities and scholarly attitudes of curiosity, open-mindedness and reasoning and commitment to life long learning.

All elective courses outside of the discipline of social work will introduce students to the current state of knowledge in the humanities and relevant behavioral and social sciences. Students can choose elective courses from a variety of course offerings in disciplines such as psychology, mathematics, biology, sociology, and English. Scholarly attitudes of curiosity, open-mindedness, and commitment to life long learning will be nurtured through engaging course work at all levels and by the ability to choose from a wide breadth or elective courses reflective of personal interest and aspirations.

All courses in the program are designed to develop critical thinking skills and the ability to analyze problems, both within and outside of the discipline of social work. In years one and two, these skills will be at an introductory level. For example, in Introductory Sociology students will critically examine key concepts in short written assignments and exams. By year four, in courses such as Social Work and Substance Abuse, students will have advanced skills in critical analysis, and will be able to critically analyze a case from a structural social work perspective, in addition to providing an explanation of the action taken by a social work and the consequences in a given circumstance.

4. Understand social work’s origins, purposes, and practices.

A survey of the history of social work, from Anishinaabe pre-contact times to present day, is introduced in Introduction to Social Welfare in the North. Introduction to Social Work: Anishinaabe, Structural and Feminist Perspectives introduces students to the profession of social work, including early influences, the relationship between social analysis and social work practice, values and ethics, and the factors that shape contemporary social work practice. In year three, Concepts of Wellness in First Nations’ Communities: An Historical Exploration explores the issues which have historically affected the relationship between First Nations People and the social welfare system, including traditional helping and healing practices.

5. Understand the Francophone reality in Quebec and other Francophone realities in Canada and the implications of these realities for social policy and the practice of social work.

The Francophone reality is introduced in year one in Introduction to Social Work in the North and Introduction to Social Work: Anishinaabe, Structural and Feminist Perspectives, where students will consider cultural diversity (including Franco-Ontarian culture), and its impact on the provision of social welfare. The Franco-Ontarian perspective will continue to be emphasized using specific examples in Critical Social Work Practice: Anishinaabe, Structural and Feminist Perspectives, Critical Social Policy in the North, and Northern and Rural Social Work Practice. It is likely that students may complete Field Education courses in Franco-Ontarian communities. These students will share their experiences in Franco-Ontarian communities with other students in the integration seminars, contributing to a greater understanding of the Francophone reality.

6. Understand and support social service development and sustainability in Northern Ontario, including the importance of collaborative relationships with community service organizations and professionals in rural, remote, and northern environments.

Social service development and sustainability in Northern Ontario is introduced in Introduction to Community Economic and Social Development I, Community Economic an Social Development II, and Human Services Organizations. In year three, students can choose elective courses such as Community Economic and Social Development that will provide an intermediate level of understanding in issues relating to social service development and sustainability and will explore trends and perspectives of rural and Indigenous peoples, co-operatives, and community development. By year four, courses such as Northern and Rural Social Work Practice require students to develop an in-depth understanding of social work practice in northern and remote communities, including the issues of role adaptation, stress, isolation, and culture shock. Particular attention will be given to community development in northern communities, including single industry resource-based communities and boom towns.

7. Understand and utilize research methods in all facets of social work knowledge and practice.

Research methods are introduced in year two in Introduction to Social Work Research and Community Based Research. Students will learn about survey design, community- based participatory action research, feminist methods, arts-based methods, experimental design, and program evaluation. Students will be introduced to research questions, literature reviews, data analysis, and the importance and place of ethics in research, with a focus throughout on decolonizing methodologies that are respectful of Anishinaabe peoples and their communities. In year three, students will utilize research

methods at a more advanced level in Social Work Research and Program Evaluation. Students will be required to critically evaluate the findings of social work research and to develop their own competence in various approaches to qualitative and quantitative research. Graduates of the program will be able to use social work research literature to guide practice decisions and to design and conduct basic research and evaluation projects.

Application

8. Apply comprehensive knowledge of the concepts, theories, and principles in the field of social work to systematic inquiry, critical evaluation, and direct generalist social work strengths-based practice within a structural/ Anishinaabe/ rural-remote/ feminist model.

In year two, Basic Helping Skills in Social Work Practice: A Northern Perspective introduces students to the relationship between social analysis and social work practice. In the learning labs, students will practice self-awareness, interview skills, intake and engagement, data collection, assessment, and planning. In year three, Field Education I provides students with an opportunity to apply knowledge of the concepts, theories, and principles in the field of social work to direct generalist social work focusing on the development of basic social work skills. Application of critical evaluation and systematic inquiry skills are refined in year three in Social Work Research and Program Evaluation, where students are required to prepare a research proposal that includes development of a research question, a literature review, methodology and implications for policy/practice, and completion of a research project. Students are also required to critically review research completed by others.

In Field Education II, the capstone course for the program, students will refine well- developed social work skills and deepen their ability to link social work theory with practice at the interpersonal, community, organizational, and policy levels. Students will participate in seminars that will prepare them to make the transition from student to professional social worker. Upon completion of year four, students will be prepared to perform at an entry level of competence as a social worker in a practice setting.

9. Arrive at professional judgements and actions, based on an integration of theory and practice within the context of professional values and the relevant social work Code of Ethics.

Students will learn about professional values and the relevant social work Code of Ethics in Introduction to Social Work: Anishinaabe, Structural and Feminist Perspectives and in great detail in the year three core course Social Work Philosophy and Ethics. Social work ethics will be examined in the context of social work and Anishinaabe world views and values. Students will complete case scenarios and reflection assignments using the social work Code of Ethics as their guide. Upon completion of this course, students are

expected to adhere to the professional values and Code of Ethics through the remainder of the program, in particular, in Field Education I and II where students are assessed on their actions in actual ethical dilemmas.

10. Practice social work, including community development, at the entry-level with diverse populations in and with Northern, rural, remote, Anishinaabe and Franco-Ontarian communities.

The practice of social work is introduced in Basic Helping Skills in Social Work Practice: A Northern Perspective and Introduction to Community Economic and Social Development II, is reinforced in Field Education I, and is mastered in Field Education II. Graduates of the program will be able to practice social work, including community development, at the entry-level with diverse populations in and with Northern, rural, remote, Anishinaabe and Franco-Ontarian communities. For more in-depth community development experiences, students may take as electives the two field practicum courses in community development.

11. Demonstrate a strong awareness of Anishinaabe history, culture, learning, the process of decolonization, Anishinaabe social programs, social welfare, and kinship support systems.

Anishinaabe perspectives are incorporated into all core and elective social work courses. For those students interested in a more detailed understanding of Anishinaabe history, culture, learning, and decolonization, elective courses such as Anishinaabe Peoples and Our Homelands I, Anishinaabe Peoples and Our Homelands II, Anishinaabe Social Issues, and Anishinaabe Social Movements are available. Core courses such as Concepts of Wellness in First Nations’ Communities: An Historical Exploration and Concepts of Wellness in First Nations’ Communities: The Contemporary Context provide students with an in-depth understanding of how the social welfare system and colonization in Canada have affected Anishinaabe peoples, and how First Nations communities aspire to move forward in the decolonization process. Many students will participate in field placements in First Nation communities or organizations, bringing an even greater awareness to other students in the program when placement experiences are shared in the integration seminars.

A focus on self-awareness is introduced in year one in Introduction to Community Economic and Social Development II and in year two in the core course Basic Helping Skills in Social Work Practice: A Northern Perspective. Students will learn to increase self-awareness by analyzing their behavior and thinking in interviews and role play exercises. In years three and four, courses such as Northern and Rural Social Work

Practice incorporate journaling as an evaluation method, providing students the opportunity to self-reflect in terms of anti-oppressive values, beliefs and experiences. In Field Education I and II, students will conduct self-reflective practice in the field and discuss managing feelings and stress during integrative seminar work and on-line discussion board forums.

13. Promote social work practice in the context of grassroots community resiliency by understanding people’s ability to meet their own needs.

Community resiliency is introduced in Introduction to Community Economic and Social Development I &II in year one. Basic Helping Skills in Social Work Practice: A Northern Perspective further emphasizes this outcome in year two as students learn about traditional healing practices and kinship support systems. In Concepts of Wellness in Anishinaabe Communities: An Historical Exploration in year three, students demonstrate an advanced understanding of traditional helping and healing practices pre-colonization. Elective courses such as Community Economic and Social Development provide an advanced understanding of key issues facing people and the environment using a community-oriented theoretical framework.

14. Communicate effectively in written, spoken, and visual formats using current technology both in an academic and a field setting and employ various modes of technology in the practice of social work in northern and remote communities.

All core and elective courses in the program require students to communicate in written, spoken, and visual formats using current technology in the form of seminar discussions, research papers, critical analysis of articles, role playing, and journaling. Some courses will be taught simultaneously at Algoma University and Northern College, exposing students to videoconference and on-line technology that is commonly used in the practice of social work in northern and remote communities. The year four capstone course, Field Education II, requires students to complete a reflection paper/portfolio that demonstrates a student’s ability to communicate an application of theoretical concepts and critical analysis to practice. Field practice work will focus on developing communication skills in clinical interviews for individuals and groups, as well as community communication skills.

List of References

Bluic, A. -M., Goodyear, P., and Ellis, R.A. (2007). “Research focus and methodological choices in students’ experiences of blended learning in higher education.” The Internet and Higher Education, 10(4), 231-244.

Jeffrey, B., Watkinson, A., and Leski, A. (2005). “Voices of Off-Campus Social Work Students: Implications for Social Work Programs.” Canadian Social Work, 7(1), 127-141.

Ortiz, J., and Broad, G., (2008). “Proposed Honours Bachelor of Social Work in an Alternative Delivery Format in Northern Ontario.” NORDIK Institute.

3.1 Program Abstract

Algoma University proposes to offer a four-year Bachelor of Social Work program. The proposed program will prepare its graduates for professional social work practice with a particular emphasis on multi-cultural social work in and with Northern, rural, remote, Anishinaabe and Franco-Ontarian communities. The proposed program trains to retain professional social workers in Northern Ontario communities, thereby supporting social service development and sustainability. Graduates will be well-prepared for entry into professional practice in the field of social work, a sector with a strong demand for qualified, baccalaureate- trained social workers, or for further study in the field of social work.

4 Program Degree-Level Standard

4.1 Degree Level Summary

The curriculum for the proposed program was designed in a consultative and systematic fashion in order to meet the guidelines for a professionally-oriented honours baccalaureate degree as articulated by the Postsecondary Education Quality Assessment Board, as well as the accreditation standards of the Canadian Association for Social Work Education (CASWE). A Program Development Advisory Committee that was representative of local and non-local stakeholder groups played an important role in curriculum development. A representative of the CASWE Accreditation Board served on the advisory committee, ensuring the curriculum as it was developed aligned with the accreditation standards of CASWE. In addition, the program was developed by referencing accredited university programs in social work throughout Canada, and was strongly modeled on the Bachelor of Social Work program at the University of Northern British Columbia (UNBC). The proposed program includes a terminal field placement designed to develop and demonstrate a student’s readiness for employment in the field of professional social work. Students will “learn by doing”, through an incorporation of theory and practice throughout the curriculum, culminating in the fourth year field placement.

The following sections provide a detailed analysis of how curriculum design creates a program that meets or exceed the degree level expectations for a professionally-oriented honours baccalaureate program in the province of Ontario.

Depth and Breadth of Knowledge

Graduates of the BSW program will acquire a broad knowledge base in the liberal arts, humanities, and social sciences through use of electives and course work in the general education component of their degree. They will also develop an in-depth knowledge of social work. They will be able to describe multiple theoretical and conceptual bases of social work knowledge and practice, including the social construction of theory and practice that may reflect social injustice by employing a multi-centric approach. They will particularly understand structural, Anishinaabe and feminist approaches to social work and social welfare and their application as frameworks for social work practice.

Graduates of the BSW program will understand concepts, themes, and competing ideological perspectives related to the provision of social welfare, the delivery of social services and the profession of social work; the organizational contexts in which social work is practiced, including Anishinaabe, Northern, rural/remote settings; and the impact of diversity on helping relationships. They will demonstrate a developed knowledge and critical understanding of various ideologies, including Anishinaabe, European and feminist, demonstrated through an ability to analyze contemporary social policy issues through ideological lenses.

Graduates will have a detailed understanding of Anishinaabe perspectives. They will learn about contemporary and historical issues which affect the relationship between First Nations peoples and the social welfare system in Canada. They will have a developed knowledge of kinship support systems, Anishinaabe culture, oral traditions, the usefulness of the medicine wheel for social work practice, and future plans of Anishinaabe communities with respect to decolonization. Students will understand how to apply this knowledge in an interdisciplinary perspective as they use their knowledge of Anishinaabe ideologies to examine issues in sociology, community economic and social development, and history, for example.

Graduates will also have a detailed understanding of community development as a specialized area of the discipline of social work. They will understand the principles, values, tools, and practices of community development, terms and process relating to community development, and the community healing and recovery process. Students will understand how to apply this knowledge to explore key issues facing people and communities using a community-oriented theoretical framework.

Graduates will use their accumulated knowledge to critically analyze situations they will encounter as professional social workers. They will be able to apply their detailed knowledge of theoretical approaches and assumptions to actual situations in any social work practice, with a particular ability to critically understand the needs of Northern, rural, remote, Anishinaabe and Franco-Ontarian service-users and communities.

Graduates will be able to gather, review, evaluate and interpret information, and compare the merits of alternative approaches or creative options, using their accumulated knowledge in the discipline of social work. They will be well-versed in the use of qualitative and quantitative research techniques, including community-based and participatory action research. They will be able to critically evaluate the findings of social work research and use this evaluation to guide practice decisions, as well as design and conduct basic research and evaluation projects.

Critical thinking and analytical skills are acquired in coursework both within and outside of the social work discipline. Graduates of the BSW program will have successfully completed research papers, journaling, reflection papers, and group presentations, all of which require a demonstration of the ability to critically analyze issues based on theoretical approaches and assumptions, and to integrate this analysis across a range of disciplines.

Finally, graduates of the program will demonstrate knowledge of social work ethics as evidenced by their understanding of the Canadian Association for Social Work Education Code of Ethics and the International Federation of Social Workers Code of Ethics. They will demonstrate an awareness of self and be able to critically think about ethical issues in carrying out the tasks of social work practice.

Knowledge of Methodologies

Methodologies in social work research are introduced in two core courses: Introduction to Social Work Research and Community Based Research. In these courses, students learn about the roles of social workers in knowledge building and how the larger societal context shapes research activities, with a focus on Anishinaabe and smaller community-based research issues and approaches. Students will learn qualitative and quantitative research methods, including community-based and participatory action research, needs assessment and survey applications, capacity assessment, conflict resolution, and building public participation. In third year, the course Social Work Program and Research Evaluation prepares students to critically evaluate the appropriateness of different approaches to solving problems using well established ideas and techniques by asking students to evaluate the effectiveness of their practice and the programs in which it takes place. Graduates of the program will be able to critically review and evaluate research completed by other people, devise and sustain arguments based on designing and conducting social research, and comment upon particular aspects of current research in the discipline of social work.

Given that the proposed program is a professionally-oriented baccalaureate degree, students also learn methodologies of practice at the micro, mezzo, and macro levels. Graduates will be eligible for registration with the Ontario College of Social Workers and Social Service Workers (OCSWSSW) as social workers. They will be prepared to practice generalist social work, including community development, at the entry-level with diverse populations in and with Northern, rural, remote, Anishinaabe and Franco-Ontarian communities. They will be able to practice independently in an established practice, or work with communities to develop program and services they require. Graduates will have completed a minimum of 700 hours of field placement experience, in which students are required to articulate the knowledge that is informing their practice and to develop a professional identity using anti-oppressive methodologies and approaches.

Application of Knowledge

The curriculum of the program provides a range of learning experiences requiring students to use their depth and breadth of knowledge and knowledge of methodologies to review, present, and critically evaluate qualitative and quantitative information. Many core and elective social work courses require seminar participation in which students develop lines of argument based on a critique of a current social work case study or scholarly paper. Students use a variety of analytical techniques to complete assignments and projects both within and outside of their discipline.

Graduates of the program will be able to integrate knowledge of theory and practice methods to arrive at professional judgements and professional actions within the context of professional values and the code of ethics. Throughout the core courses of the social work program, students will be required to review articles, case studies, and engage in reflective journaling that will be evaluated based on a student’s ability to develop lines of argument and make

43 sound judgements in accordance with social work theories and concepts. In activities such as journaling and personal reflection, knowledge is applied to the creative process, as students integrate discipline-specific knowledge with personal experience.

Graduates of the program will be skilled at using a variety of techniques to initiate and undertake critical evaluation of arguments, assumptions, information and practice. They will use analysis of primary and secondary sources of data together with qualitative and quantitative research methods to propose solutions, frame appropriate questions, or to solve problems in practical situations.

Communication Skills

The ability to communicate effectively is essential for a practicing social worker, and as such, communication skills are stressed throughout the curriculum in both classroom and practicum settings. As part of the learning activities in social work and elective courses, students complete case studies, research papers, seminar presentations, community assignments, group assignments, and practical field work. Throughout the curriculum, students are exposed to current technology, and are expected to use programs such as PowerPoint for presentations where appropriate. The blended learning delivery mode of the program ensures that all students become accustomed to videoconferencing and on-line technologies, an experience that will prepare them for work in northern Ontario, where professional social workers often employ various modes of technology to serve a diverse set of clients separated by large geographical distances.

Students develop a strong ability to communicate information, arguments, and analyses by fourth year, when they complete their Field Education II course requiring completion of 420 hours of field experience, ethical decision making assignments, practice skills assignments, and a learning portfolio. Students must communicate effectively in written and oral formats to a wide range of audiences, from community members to potential service-users, in order to successfully complete the capstone field placement course.

Graduates of the program will be well-versed in anti-oppressive terminology, as well as able to describe and reflect on personal and practice experiences. Graduates will understand the importance of effective communication in personal self-care and be able to communicate a critical self-awareness of their own experiences as they relate to critical practices.

Awareness of Limits of Knowledge

Core and elective courses within the discipline of social work challenge students to look at a variety of issues through different lenses. For example, starting in core social work courses in years one and two, students are reminded of the Eurocentric view that often clouds understanding of historical facts and/or issues, and are encouraged to reflect on anti-colonial, Anishinaabe, and feminist perspectives. The curriculum is designed to ensure students graduate with a firm understanding of the limits of their knowledge and ability in order to

44 prepare them for employment or further study. For example, students will develop critical analytical skills by unravelling contradictory and misleading facts that support status quo interpretations of reality in the media and elsewhere.

Many courses will present and discuss challenging concepts and conflicting evidence based on social work research. Students gain an appreciation for the fact that the creation of knowledge is an ongoing process by examining topics on which progress is still required, and where current knowledge is incomplete. They learn the contradictions within professional social work ethics from a critical perspective. They reflect on personal experience, and how this can impact on one’s own analysis and interpretation of the actions of others.

In upper year courses, when students are engaged in their own research, they will experience uncertainty and ambiguity, and will come to understand first-hand the limits of their knowledge, how to communicate these limits in reports and discussions, and how to address uncertainty with further research.

Professional Capacity/Autonomy

In all core and elective courses in the program, students are increasingly responsible for managing their own time and directing their own learning. The curriculum presents students with many opportunities to complete assignments related to a social work topic that is of particular interest to them, providing them with opportunities to exercise personal initiative. Students are assessed on group and individual work, and are expected to be active participants in class discussions, group work, and research assignments. Students are responsible for managing their own assignments from start to finish. These assignments increase in complexity throughout the curriculum, culminating in the requirement to complete 420 hours of practical field placement in year four. This course requires students to exercise personal responsibility and accountability in the placement setting, including the completion of a reflection paper/ portfolio grounded in a process of reflection, evidence, and collaboration.

To graduate from the program, students must be able to manage their own learning, work effectively with others, and demonstrate behavior consistent with academic integrity, social responsibility, and the standards of the Canadian Association for Social Work Education Code of Ethics. With these skills, graduates will be well-prepared for further study or employment at the entry level in the field of social work.

4.2 Samples of Student Work

This is an application for a new program.

5 Admissions, Promotion, Graduation Standard

5.1.1 Admission Requirements Direct Entry

The proposed BSW program is a professional program. Consistent with other degree-granting institutions offering professional BSW programs, students must apply separately for entry to the professional years after completion of years one and two, for entry to the professional years in year three.

Direct from high school into year one: Program Admission Requirements Academic Students must present a completed Ontario Secondary School Diploma (OSSD) with a minimum average of 70% on six courses from any of the following categories in the Ontario curriculum:  Ontario Academic Courses (OAC’s) OR  University Courses (U’s) OR  University/College courses (U/M’s, which are sometimes coded as “M” for “mixed”) Specific secondary school course requirements for entrance:  English Related work/volunteer experience None Other (e.g. portfolio, specialized testing, interview, None G.R.E.)

After completion of years one and two, students who entered the BSW program direct from high school must formally apply to the Department of Social Work for entry into the professional years three and four. The following admission criteria apply:

Program Admission Requirements Academic Students will have completed 60 credit hours of study, including all core requirements from years one and two to be eligible for admission to the professional years. Related work/volunteer experience Human service experience is an asset. Other (e.g. portfolio, specialized testing, interview, The formal application process to the professional G.R.E.) years will include references, a supplemental information form, a personal statement of intent, and a resume. Admission to the BSW is a competitive process, and admission will be granted based on the following criteria:  Academic grades – 40%  Volunteer and work experience – 15%  References – 20%  Personal statement of intent – 25% Students are expected to comply with the standards articulated in the Canadian Association of Social Work Education (CASWE) throughout their program of training in social work at Algoma University.

Algoma University recognizes that there are institutional processes and cultural differences that present barriers to some applicants in obtaining equal access to programs. Given the program’s commitment to diversity, equality, and accessibility, 25% of the seats in the BSW program are reserved each year for students from groups including, but not limited to, Anishinaabe People, Franco-Ontarians, and those living in Northern, remote, and rural communities.

Admission to the professional years is limited to 30 students per year.

5.1.2 Admission Policies and Procedures for Mature Students

Algoma University adheres to the following protocol for mature students:

In order to qualify for consideration under this applicant category, applicants must be 21 years of age by December 31st of the year of admission and must have been away from formal studies for at least 1 year immediately prior to beginning university studies. Only Canadian citizens and permanent residents are considered for admission as mature students.

The university will consider those whose previous school performance and/or recent work record suggest a strong possibility of academic success. Mature-student applicants will be required to provide letters of reference and a resume, as well as a brief written statement of academic goals. Final determination of a mature student’s eligibility for admission is at the discretion of the Admissions Coordinator and/or Registrar, including conditional admission.

Mature students will only be admitted directly to degree programs in the Arts. Mature students will not be admitted into Science programs. Those wishing to pursue a science degree must successfully complete one year of study in an Arts program and apply to transfer in their second year. Mature students may be admitted into the Bachelor of Business Administration program, on probation, with a requirement to successfully complete two elementary math courses in their first year. For entry into some programs, mature applicants must also meet faculty-specific admission requirements such as a portfolio submission.

Please note Algoma University does not necessarily require mature students to demonstrate academic abilities by successful completion of courses at the postsecondary level or by entrance examination. This is consistent with the mature student admissions policy of Laurentian University, and is consistent with the policies of other universities across Ontario including Nipissing University, University of Ottawa, University of Guelph, McMaster University, and Queen’s University. Similar to other degree-granting institutions, Algoma University looks at academic, professional, and volunteer activities of a mature student applicant to determine if there is a strong possibility of academic success.

5.2 Advanced Standing

5.2.1 Credit Transfer/Recognition Policies and Procedures

Algoma University adheres to the following standard policy for credit transfer/recognition:

UNIVERSITY TRANSFER STUDENTS

Students who wish to transfer to Algoma University from another accredited university may be admitted with transfer credit for or advanced standing on the conditions deemed necessary by the Admissions Office. Applications from such candidates must be accompanied by: a) Ontario Year IV or V transcript of subjects and marks, or equivalent; b) official, recently dated, sealed transcript of their record in the institution from which they wish to transfer, showing the courses completed and grades received; c) If requested by the Admissions Office, complete course outlines for specific courses. Students seeking advanced standing for work completed at a post-secondary institution should apply well before August 1st for a September start.

To facilitate program completion by undergraduate students seeking to transfer course credits from one Ontario university to another, Algoma University adheres to the following principles:

1. Acceptance of transfer credits from Ontario universities shall be based on the recognition that, while learning experiences may differ in a variety of ways, their substance may be virtually equivalent in terms of their content and rigour. Insofar as possible, acceptance of transfer shall allow for the maximum recognition of previous learning experience in university-level courses.

2. Subject to degree, grade and program requirements, any course offered for credit by one Ontario university shall be accepted for credit by another Ontario university when there is essential equivalency in course content.

3. The grades for credits transferred to an Algoma University degree program are not included in the overall GPA calculation.

4. Credits earned at another institution with a final grade of 50-59% may not be used as required courses in any Algoma University degree, but may be used as elective credits as long as the average of the total credits transferred from the other institution is 60% or higher. To transfer a required course, a grade of 60% or better is required.

5. Students who have been refused admission by their former schools or who have been asked to withdraw from their former schools are generally not admissible to a full-time program at Algoma University, and not until the individual has spent at least one year 53

away from formal studies. Such students may petition Algoma University by submitting a written request through the Office of the Registrar, providing an argument for reconsideration of the student’s academic status and eligibility for admission.

6. Full-time transfer students are reminded that they must attend Algoma University for at least one year, normally the last year of the degree, to qualify for one of its degrees. Part-time students must similarly complete at least 30 credits at Algoma U, normally the last 30 credits of their degree.

CANDIDATES FROM COLLEGES OF APPLIED ARTS AND TECHNOLOGY (CAAT)

Algoma University (CAAT) candidates presenting a G.P.A. of “C-” or better on one year of a diploma program may be admitted, but will not receive credit toward the degree program. A minimum grade of C+ is required in order to receive any course recognition.

Sample diploma-degree completion facts:

If you have a diploma & your overall average You will get recognition & you’ll need only this is at least for up to* many credits* to earn a 3-year B.A. 3-years A 60 credits 30 B 45 credits 45 C+ 30 credits 60 2-years A 45 credits 45 B 30 credits 60 C+ 15 credits 75 *The Algoma University’s Registrar’s Office will determine which required courses you are given “recognition” for on review of your official college transcript.

Graduates of a 2- or 3- year CAAT diploma program may receive course recognition as a part of the diploma–to–degree completion program. In addition to the College-University Arts Degree Completion Program and advanced standing policies, Algoma University has a number of articulation agreements. These are designed to enhance student mobility through formal recognition of credits and programs at each institution.

TRANSFER AGREEMENTS SPECIFIC TO BSW PROGRAM

Under collaborative agreements between Algoma University and two northern community colleges (Sault College of Applied Arts and Technology and Northern College of Applied Arts and Technology) students who have completed Social Service Worker and Native Social Service Worker training programs at those colleges are eligible to receive credit as determined under the agreement. Social Service Worker Diploma graduates with an A average from the above colleges will normally receive a total of 45 credit hours of study of specified university transfer credits and block discretionary credits for completion of the diploma.

Students will be expected to complete the remaining 75 credit hours of the professional social work program. College transfer students will follow the same application process for entry into the professional years of the program as students who completed all of years 1 and 2 at Algoma University.

The formal application process to the professional years will include references, a supplemental information form, a personal statement of intent, and a resume. Admission to the BSW is a competitive process, and admission will be granted based on the following criteria:  Academic grades – 40%  Volunteer and work experience – 15%  References – 20%  Personal statement of intent – 25%

Students are expected to comply with the standards articulated in the Canadian Association of Social Work Education Code of Ethics throughout their program of training in social work at Algoma University.

A detailed articulation agreement is outlined on the next page.

BACHELOR OF SOCIAL WORK (BSW) Articulation Agreement

FIRST YEAR THIRD YEAR

SWRK 1006 trcr (3cr) SWRK 3206 ____ (3cr) SWRK 1007 trcr (3cr) SWRK 3207 ____ (3cr) SOCI 1016 ____ (3cr) SWRK 3605 trcr (6cr) Field Education SOCI 1017 trcr (3cr) SWRK 3456 ____ (3cr) CESD 1006 ____(3cr) SWRK 3596 ____ (3cr) CESD 1007 ____(3cr) SWRK 3406 ____ (3cr) SWRK 3407 ____ (3cr) 12 additional credits PSYC 1106 trcr (3cr) 6 elective credits SWLF 9100 trcr (6cr) ARTS 9201 trcr (3cr) HUMA 9101 trcr (3cr) ____ (3cr)

SECOND YEAR FOURTH YEAR

SWRK 2106 ____ (3cr) SWRK 4206 ____ (3cr) SWRK 2107 ____ (3cr) SWRK 4004 ____ (9cr) Field Education SWRK 2356 ____(3cr) SWRK 3806 ____ (3cr) CESD 2016 ____ (3cr) SWRK 2127 ____ (3cr) 6 elective credits from SWRK courses ____ (3cr) 6 credits of SWRK electives ____ (3cr) SWRK 9200 trcr (6cr) 9 elective credits 9 elective credits ____ (3cr) SOCI 2036 trcr (3cr) ____ (3cr) ARTS 9100 trcr (6cr) ____ (3cr)

TOTAL = 120 credits (45cr transferred; 75cr to complete)

Notes  Based on completion of Sault College and Northern College – Social Service Worker diploma with an overall minimum average of A-  Graduates with an overall diploma average of B-/B/B+ will receive recognition of 30cr  Graduates with an overall diploma average of C+ will receive recognition of 15cr  Maximum number of year one credits allowed - 42 credits  Year one credits granted - 36cr  Students from other colleges are eligible to apply to the BSW program and will be considered on a case-by-case basis

STUDENTS WITH AN UNDERGRADUATE DEGREE

Students who already have an undergraduate degree in any discipline can apply for entry into the professional years of the social work program. Students can choose to enter a 12-month, compressed program that is equivalent to the professional years of the BSW program. Application requirements for the one-year program:  Academic grades – 40%  Volunteer and work experience – 15%  References – 20%  Personal statement of intent – 25%

Algoma University recognizes that there are institutional processes and cultural differences that present barriers to some applicants in obtaining equal access to programs. Given the program’s commitment to diversity, equality, and accessibility, 25% of the seats in the one-year BSW program are reserved each year for students from groups including, but not limited to, Anishinaabe People, Franco-Ontarians, and those living in Northern, remote, and rural communities.

5.2.2. Advanced Placement Policies

A proposal to introduce Recognition of Prior Learning (RPL) will go forward to the Algoma University Senate in January 2010. It is anticipated that an approved policy will be available for the Quality Assessment Panel’s site visit.

It is anticipated that many students in the BSW program are individuals with experience in the social services related fields and/or have expert knowledge. For students with a minimum of two years full-time experience in social services and/or demonstrated expert knowledge, the program offers challenge examinations which, if passed, constitute credit for third year field placement.

Draft Policy Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL) is a process that compares an individual’s prior learning gained not only through education but also through work and life experiences and personal study. Credit is awarded for the learning gained and not for experience unless the experience has resulted in knowledge and skills.

Students requesting credit recognition must demonstrate learning through one of the following learning types: (1) Formal learning has educational documents to support learning. This learning is traditional and normally takes place in the classroom and/or by distance education. (2) Informal learning occurs through life experiences and day to day situations. This type can be verified by a portfolio collection. (3) Non-formal is organized learning which occurs outside the formal learning system. It can be achieved through external courses and programs, workplace training and community clubs and organizations. This type can also be verified by a portfolio collection.

RPL provides the individual with an opportunity of prove their prior learning by submitting either a portfolio and/or challenge testing. Normally challenge testing will be required if there is a specific course being replaced. A portfolio collection will be required when courses recognition is being applied towards elective courses.

RPL services will be provided by: 1) Facilitator: Registrar 2) Advisor: Admissions 3) Assessors: Admissions; ARP committee, 1 faculty member (changing member depending on student portfolio) 4) All formal requests will be submitted to the Senate Committee on Academic Regulations and Petitions.

The following is a recommended list of duties associated with each position: (1) Facilitator: is responsible for the implementation, promotion and monitoring of the activities and procedures. (2) Advisor: provides information regarding the process and opportunities available, provides guidance for the learners during the process and liaises with the Facilitator, Advisor and Assessors.

(3) Assessor(s): is the Advisor and faculty members who complete the assessment and make recommendation towards the credit being granted, if any. They are used for the challenge process but when the portfolio process is being used, the Advisor brings to the ARP Committee for recommendations. (4) Committee: acts in an advisory capacity to the RPL Facilitator regarding assessment and recognition issues. They also review and evaluates the portfolios and makes recommendations for granting credits, if any. The Committee monitors, reviews and revises RPL policies to reflect new changes and improvements when necessary.

The number of credits awarded through the RPL process will not exceed 30 credits. Normally these credits will be assigned at the first year level unless the outcome of a challenge exam suggests otherwise. Credits awarded towards Algoma University degrees will appear on their academic transcripts as a ‘block transfer or as direct credit based on evaluation of portfolio. Courses where transfer credit has been awarded will be recorded as ‘T’ on an official transcript. The grades of transfer credits courses will not be used in calculating cumulative averages.

Credits awarded to students through the RPL process are exclusive to Algoma University. Students wishing to transfer RPL credits to another university should consult with the school policy to determine transfer credit eligibility.

All decisions made will be considered final. Under exceptional circumstances, an appeal may be submitted and will be reviewed by the ARP Committee.

A $200 assessment fee will be charged for all applicants who request a RPL assessment. In the case of multiple challenge exams being administered, it is recommended to charge additional fees per exam).

Appendix B

Recognition of Prior Learning (RPL) Procedures

All applicants requesting course recognition through the RPL process must meet with the Advisor to review the process and determine if an application for an assessment will be completed. If an application for assessment is completed, the applicant will be required to pay a $200 assessment fee. This fee is non-refundable. The applicant will then be required to submit a portfolio which needs to contain detailed documentation which articulates the learning acquired through working and life experiences. The portfolio must describe the learning achieved from prior experiences and verifies the learning through documentation or proof. It must show equivalence to the learning outcomes that would be relevant to post-secondary education. The Advisor will continue to provide guidance and support to the applicant throughout the information gathering process. Once this has been completed and the portfolio is ready to be reviewed, the Advisor will liaise with the Facilitator to begin the assessment process. The process will begin with: - Examination of portfolio by the Advisor and ARP Committee - Applicant interviewed by the Advisor and ARP Committee - The Advisor will meet with Assessor(s) if challenge exams are recommended - If challenge exams are to be administered, the ARP committee will meet to discuss and the applicant will be notified with the recommended plan of action.

- Once the Assessor has completed their evaluation, their assessment will be complete and will make recommendation towards course recognition credits being granted, if any - The applicant will receive in writing the decision from the University Registrar on behalf of the ARP Committee - If course recognition is granted, the Advisor will update the student record and issue a Statement of RPL credits awarded

The Committee decision is considered to be a final decision but in the case where the applicant files an appeal under exceptional circumstances, the Committee will meet and further discuss the appeal. In the event the appeal is not granted, the decision will remain final.

Appendix C

RPL Checklist

 Application completed  Application fee paid

Recommended Documentation for Portfolio:

 Resume  Transcripts  Writing samples  Items created through class projects  Evidence of awards  Laboratory work  Research paper completed or presented  Papers with instructor comments and grades  Certificates of attendance at seminars or workshops (including program)  Documentation of leadership experience  Flyers or other promotional materials you designed  Evidence from volunteer, internship and/or paid experiences  Licenses or certifications obtained  Positive evaluations from previous employers and/or teachers  Letters of recommendation  Philosophy statement  Personal mission statement  Professional organization involvement/plans  Examples of artistic development  Grants obtained relevant to academic achievement  Sporting awards  Photographs  Audio tapes  CD with work on it  Reports on topics of special interest  Outlines and handouts from class presentations  Printouts of links to web pages you created

Be sure to include anything that you feel adds value to your portfolio including documentation that supports receiving credit for knowledge.

Appendix D

Intended Audience

Research indicates that specific groups with the most to gain from increased learning recognition include:

a) People who have not identified themselves as learners - Those who have not completed high school, and other unengaged groups which are under-represented in the learning system - The unengaged learner will be encouraged to enter their learning path b) People with informal learning gained through life, work and training. - Beneficial when the economy falters or those people who wish to develop more formal skills. There is a need to accommodate those adult learners wishing to return to learning with skills, competencies, and knowledge acquired in the labour market c) Immigrants - Need to accommodate immigrants who have the skills, knowledge and competencies that need to be recognized in order to facilitate entry into the workforce. Immigrants may also be recognized for their non-formal learning and experience. d) Individuals transferring among learning providers across provinces and professions - Already identified as participating in further learning and are seeking recognition of formal credentials would also benefit from having all their skills and knowledge identified

5.2.3. Degree Completion Arrangements Not applicable.

5.2.4. Gap Analysis Not applicable.

5.2.5. Bridging Courses Not applicable.

5.3 Promotion and Graduation Requirements

Program Requirement Level of Achievement Promotion Graduation Courses in disciplines outside 60% average 60% average of main field of study

Courses in disciplines within 70% average 70% the main field of study

Field Placement Satisfactory (graded on a Satisfactory (graded on a pass/fail basis) pass/fail basis)

Overall Achievement 60% cumulative average. 60% cumulative average. 70% average in all social work 70% average in all social work courses. courses.

Standard Algoma University policy pertaining to promotion and graduation requirements is outlined in the “Degree Regulations” section of the Algoma University Academic Calendar on pages 38-44, which can be found in appendix 13.1.

Standard Algoma University policy describing grading policies and practices, along with a description of Algoma’s grading schemes, is outlined on pages 31-33 of the Algoma University Academic Calendar, which can be found in appendix 13.1.

6.2 Professional/Accreditation or Other Organization Support

6.2.1 Professional/Accreditation or Other Requirements

The Canadian Association for Social Work Education (CASWE) is responsible for accrediting undergraduate (BSW) and graduate (MSW) social work education programs in Canada. CASWE is a voluntary, national charitable association of university faculties, schools and departments offering professional education in social work at the undergraduate, graduate and post- graduate levels. The Board of Accreditation, a semi-autonomous body within CASWE, is composed of a maximum of 15 voluntary members, consisting mainly of social work educators and others who can assist in promoting and maintaining the quality of education within the profession of social work. The Board of Accreditation is responsible for accrediting undergraduate (BSW) and graduate (MSW) education programs based on standards and educational policies approved by the general assembly of the association.

In Ontario, in order to practice as a registered social worker, a person must have graduated from an accredited social work program. The Ontario College of Social Workers and Social Service Workers (OCSWSSW) has designated the CASWE accreditation process as the approval mechanism for baccalaureate programs. Once candidacy status is granted by CASWE, graduates will be considered to have graduated from an accredited program and will be eligible to register with OCSWSSW as a registered social worker. A program is granted candidacy status for a maximum of five years, during which time the institution will undertake a self-study of the program and prepare an application for first accreditation. Once a BSW program is fully accredited, the institution will be required to apply for re-accreditation every seven years in order to maintain is status as an accredited baccalaureate program.

Algoma University developed the proposed BSW program in accordance with CASWE accreditation standards. A member of the CASWE Board of Accreditation, Dr. David Tranter, served on the Program Development Advisory Committee. Algoma University submitted its application to CASWE for candidacy status on November 13, 2009. CASWE will consider Algoma’s application at the January 2010 meeting of the Board of Accreditation.

The complete accreditation standards of the CASWE are included in this appendix for review.

Highlights of how Algoma’s proposed BSW programs meets the accreditation standards of CASWE include:  The Algoma University Department of Social Work has a mission statement that is consistent with the mission of CASWE, the educational policies of CASWE, and is aligned with the mission of Algoma University.

 Algoma University is proposing alternate means for facilitating student access through part time, distance, decentralized and other means, without compromising standards of academic and professional excellence.  The proposed program demonstrates how its education mission and curriculum, including admissions procedures, respond to the need of Aboriginal communities and students. Examples include reserving 25% of available seats in the professional program for students from groups, including but not limited to, Anishinaabe People, Franco-Ontarians, and those living in Northern, remote, and rural communities, and by assessing demonstrated expert knowledge in challenge examinations that may constitute credit for the third-year field placement.  The Department of Social Work will be under the direction of a full-time director with demonstrated scholarly, professional and administrative competence related to social work.  Aboriginal communities affected by the proposed program have participated in the planning of the program.  Algoma University has developed a collaborative relationship with CASWE by involving the Board of Accreditation in the program development process.  The curriculum of the proposed program ensures that graduates will be broadly educated and have sufficient competence for an entry level social work position.  The curriculum of the proposed program contains a minimum of forty percent course credits in the liberal arts, humanities and social sciences, and at least fifty percent course credits in professional social work.  Students in the proposed program are required to complete 700 practice hours through field education.  Academic credit for previous work and/or life experience in lieu of the practicum will use clear criteria and procedures in the form of a challenge examination to assess the skills and knowledge normally obtained through the practicum. Academic credit will only be provided for 280 hours of field placement (Field Education I in year three), and under no circumstances will be granted for the 420 hours of field placement in Field Education II.  The proposed program will designate one full-time and one part-time position with responsibility for field education development, coordination, administration, and monitoring.

CASWE Standards for Accreditation (May 2008)

1398 Star Top Road Ottawa, Ontario K1B 4V7 (613) 792-1953 (613) 792-1956 [email protected] www.caswe-acfts.ca

Table of Contents

STANDARDS FOR ACCREDITATION ...... 3 STANDARDS FOR ACCREDITATION – PROGRAMMES AT THE FIRST UNIVERSITY LEVEL ...... 4 SB 1.0 MISSION STATEMENTS ...... 4 SB 2.0 STRUCTURE , ADMINISTRATION , GOVERNANCE AND RESOURCES ...... 4 SB 3.0 FACULTY AND PROFESSIONAL STAFF ...... 6 SB 4.0 STUDENTS ...... 6 SB 5.0 CURRICULUM STANDARDS FOR ACCREDITATION APPLICABLE TO PROGRAMMES AT THE FIRST UNIVERSITY LEVEL ...... 7 SB 6.0 FIELD EDUCATION STANDARDS FOR THE FIRST UNIVERSITY LEVEL ...... 9

STANDARDS FOR ACCREDITATION – PROGRAMMES AT THE SECOND UNIVERSITY LEVEL ....13 SM 1.0 MISSION STATEMENTS ...... 13 SM 2.0 STRUCTURE , ADMINISTRATION , GOVERNANCE AND RESOURCES ...... 13 SM 3.0 FACULTY AND PROFESSIONAL STAFF ...... 15 SM 4.0 STUDENTS ...... 15 SM 5.0 CURRICULUM STANDARDS FOR ACCREDITATION APPLICABLE TO PROGRAMMES AT THE SECOND UNIVERSITY LEVEL ...... 16 SM 6.0 FIELD EDUCATION STANDARDS FOR THE SECOND UNIVERSITY LEVEL ...... 18

CASWE Standards for Accreditation – May, 2008 2

Standards for Accreditation

Approved by the General Assembly of the CASWE and Revised: 1987, 1992, 1998, 1999, 2000, 2003, 2004, 2007, 2008.

CASWE Standards for Accreditation – May, 2008 3

Standards for Accreditation – Programmes at the First University Level

SB 1.0 MISSION STATEMENTS SB 1.1. The school or faculty shall have a mission statement which is consistent with the mission statement , the educational policies of CASWE, and is aligned with the mission of the institution of which the school or faculty is a part. SB 1.2. The mission statement of the school or faculty shall be understood by the major stakeholders relevant to its mission. SB 1.3. The mission statement of the school or faculty shall have the approval of the governing body of the school or faculty. SB 1.4. The objectives and goals of the programmes and other initiatives of the school or faculty shall be guided by, and constitute a coherent reflection of, the school's mission. SB 1.4.1. These objectives and goals shall take into account the financial circumstances of the institution of which the school is part. SB 1.4.2. The school's objectives shall take into account ethnic, cultural and racial diversity in the Canadian population, and reflect the same in curriculum content, faculty composition, and student admission procedures. (Note: Diversity throughout this document refers to ethnic or linguistic origin, culture, race, colour, national origin, religion, age, disabilities, gender, sexual orientation, socioeconomic status, and political orientation). SB 1.5. Schools shall promote a working environment characterized by inclusiveness and mutual respect, while also encouraging dissent and defending academic freedom. SB 1.6. The mission and the programmes of the school or faculty shall reflect the incorporation of gender concerns and shall provide a climate that supports women’s aspirations. SB 1.7. In developing their mission statement, schools and faculties shall consider alternate means for facilitating student access through part time, distance, decentralized and other means, without compromising standards of academic and professional excellence. SB 1.8. The school shall ensure that its mission and programmes are responsive to community needs, problems and aspirations. The school shall provide evidence of familiarity with the demographic composition of the region or community in which the programme is located, including its ethnic, cultural, and racial composition. SB 1.9. Schools shall demonstrate how their educational mission and programmes, including admissions procedures where appropriate, respond to the needs of Aboriginal communities and students. SB 1.10. Schools shall demonstrate how their educational mission and programmes, including admissions procedures and recruitment, respond to the needs, barriers and opportunities of people with disabilities.

SB 1.11. The school shall contribute to the advancement of the social work profession and of social welfare. This may include continuing professional education, collaborative research, programme evaluation, participation in programme and policy development. SB 1.12. Schools with international involvement shall clearly delineate policies and procedures for meeting standards in these aspects of their programmes.

SB 2.0 STRUCTURE , ADMINISTRATION , GOVERNANCE AND RESOURCES SB 2.1. The programme shall be implemented through a distinct unit known as a faculty, a school, a department or a division, which has a clear identity within the university. SB 2.2. The school shall be under the direction of a full-time director with demonstrated scholarly, professional and administrative competence related to social work, including the capacity to implement the school's objectives pertaining to the education of students to work in an environment of ethnic, cultural and racial diversity.

CASWE Standards for Accreditation – May, 2008 4

SB 2.3. The degrees conferred shall be distinctive social work degrees awarded by a degree granting institution recognized by the Association of Universities and Colleges of Canada (AUCC) or the Quebec Ministry of Education. SB 2.4. Within the policies and standards of its parent university, the school shall be responsible for initiating, administering, extending, or curtailing its own programmes. SB 2.5. Within the policies and standards of its parent university, the school shall have the initiative and decisive voice in recruiting and hiring faculty and professional staff. SB 2.6. The school shall have access to a budget and resources, including community resources, adequate for the achievement of its mission and delivery of its programmes, and congruent with the requirements of excellence in professional social work education, both within the university and practicum settings. SB 2.7. The school shall show that it has formed links with agencies and networks responding to the needs of various ethnic, cultural, racial and other diverse populations which are presently under- represented and/or underserved and that the school is involving these agencies and networks in its program review and developmental processes. SB 2.8. Where schools increase accessibility of their programmes to a range of students through part time, decentralized and distance offerings and other accommodations, the accommodations shall not compromise quality. Such programmes, whether they are offered in conjunction with traditional full- time programmes or take the form of independently designed programmes, shall demonstrate: SB 2.8.1. That these programmes have infrastructure adequate to achieve sufficient access to educational resources, including computing services, written materials, texts, audiovisual equipment and classroom space; SB 2.8.2. That they have adequate community resources to support the field education component of the programme; SB 2.8.3. That they achieve the same standards of academic proficiency and professional competence as full-time or on-campus programmes. SB 2.9. Schools must provide evidence of policies prohibiting harassment, including sexual harassment and abuse of power, and describe how these policies are publicized. The school policy on sexual harassment shall be based on a broad definition that includes gender harassment, sexist or hetero- sexist innuendo, climate and attitudes. Procedures for handling complaints shall be made evident and shall be accessible. Where no university policy is in place or where a more limited definition of sexual harassment exists, the School shall give evidence of advocating for the establishment of appropriate policy, including confidentiality and appeal provisions. SB 2.10. The decision processes of the school shall adhere to democratic principles and respect due process. SB 2.11. The school must have jurisdiction over accessible physical space sufficient to realize its mission and implement its programmes. This includes classroom space, private faculty offices and office space for professional staff, administrative and clerical workers and space for student, faculty and community meetings and for student socialization. The school’s physical space must accommodate the needs of faculty, students and staff with disabilities. SB 2.12. The school shall provide stakeholders with opportunities to participate in policy formulation, programme development and programme evaluation. SB 2.13. Aboriginal communities affected by the school's programmes shall have opportunities to participate in the planning and the on-going evaluation of those programmes. SB 2.14. The school shall establish and maintain collaborative relationships with the professionals and professional associations relevant to its programme, particularly the professional social work association(s).

CASWE Standards for Accreditation – May, 2008 5

SB 2.15. Schools shall be expected to provide evidence of effective progress towards the CASWE goals of multicultural/multiracial policy with reference to their Administrative Structure, Governance, Resources and External Relations. SB 2.16. Schools shall be expected to provide evidence of effective progress towards the CASWE goals of gender equity with reference to their Administrative Structure, Governance, Resources and External Relations. SB 2.17. Schools shall be expected to provide evidence of effective progress towards the CASWE goal of responding to the needs of faculty, students, and staff with disabilities with reference to their administrative structure, governance, policies, resources and external relations.

SB 3.0 FACULTY AND PROFESSIONAL STAFF SB 3.1. Within the policies and standards of its parent university, the school shall provide for faculty participation in the development of its mission, and the goals and objectives of its programmes and other initiatives, and in the development and operation of its programmes. SB 3.2. The school shall show evidence that it has sufficient numbers of qualified faculty, professional staff and field instructors , to plan, administer and deliver all its programmes at each of the sites where they are offered. Faculty student ratios shall be presented recognizing student numbers in all programmes. Adequacy of support staff shall also be documented. There has to be a core of full time faculty with social work education and experience to at least the MSW level. SB 3.3. The school shall provide for the continuing professional development of its faculty and professional staff particularly in areas such as AIDS/HIV, Aboriginal and multicultural/multiracial issues, ability and resurgent anti-Semitism. SB 3.4. The school shall provide for equality of treatment and peer review in its faculty appointment, tenure and promotion policies. Any equity based preferences shall be clearly stated, relevant to the mission of the school , consistent with the mission statement and Educational Policy Statements of CASWE. Employment equity procedures shall include recruitment of qualified candidates from diverse backgrounds and shall provide resources necessary to upgrade skills. SB 3.5. In faculty and professional staff recruitment, promotion and tenure, schools shall seek to reflect the diversity of the populations they serve. SB 3.6. The hiring of new faculty or professional staff shall take into consideration their experience and expertise in working with and teaching about gender, ethnic, cultural and other forms of diversity. SB 3.7. Social work faculty members are normally expected to engage in research, scholarship and publication. Faculty teaching and administrative workloads shall be constructed to permit time for research. Research conducted by professional staff or faculty, or under their supervision shall meet university ethical standards in protection of human subjects. SB 3.8. The school shall promote and support productive working relationships between members of faculty and other bodies internal and external to the university.

SB 4.0 STUDENTS SB 4.1. Within the policies and standards of its parent university, the school shall provide for and encourage the participation of all students, including those participating in distance, decentralized and other programmes. In particular, student participation is encouraged in the development of its mission, and of the goals and objectives of its programmes and other initiatives, and in the governance and evaluation of its programmes and other initiatives. SB 4.2. The school shall clearly state the academic and professional requirements for admission to its programmes, including any equity provisions consistent with the school's mission and identified constituencies.

CASWE Standards for Accreditation – May, 2008 6

SB 4.3. Schools shall have policies requiring that the performance of professional responsibilities of social work students be in accordance with the relevant social work code of ethics, with particular emphasis on professional responsibilities towards vulnerable or disadvantaged groups. SB 4.3.1. Schools shall indicate how they prepare students to monitor and evaluate their own behaviour in relation to the relevant code of ethics. SB 4.3.2. Schools shall indicate how their policies and procedures provide for the termination of programmes of those social work students found to be engaging in behaviour contrary to the relevant social work code of ethics and who are therefore judged to be unsuitable for the profession of social work. SB 4.3.3. Schools shall show how these procedures are consistent with the relevant human rights legislation, with the mission of CASWE and with the mission of the school concerned. SB 4.4. The school shall make provision for academic advisement of all students regarding their programme and progress. SB 4.5. Supports shall be in place to facilitate student progress, particularly where students have been recruited as a result of equity-based preferences. SB 4.6. The school shall provide for the participation of all students in the evaluation of teaching and learning in classroom, field, and other educational settings. Such participation shall respect and validate the diversity of the students’ backgrounds, life experiences and learning styles SB 4.7. Schools shall state clearly their admission policies including any equity-based preferences relevant to the mission of the school and to the mission of CASWE. SB 4.8. In student recruitment schools shall seek to reflect the diversity of the populations they serve. Evidence of an acknowledged need for entrance into the social work profession of various ethnic, cultural and racial and other diverse populations that may be under-represented and under-served should be identified in patterns of recruitment, admissions, financial aid, supportive services and retention designed to achieve the continued diversification of the student body. SB 4.9. Notwithstanding the provisions of 4.8, the School shall provide for equality of treatment in the admission of its students and in promotion policies. Not to limit the generality of the foregoing, discrimination on grounds of race, colour, national, ethnic, or linguistic origin, religion, political orientation, gender, sexual orientation, age, marital status, disability and socio-economic status is prohibited. Preferences based on any of the preceding grounds shall be accepted where clearly stated and where clearly relevant to the admission of the student. SB 4.10. The school shall facilitate the interaction of all of its students including those in programme expressions intended to increase access. SB 4.11. Schools shall have policies for the accommodation of students with disabilities and describe how these policies are publicized and implemented. Where no university policy is in place regarding accommodation, the school shall advocate for the establishment of an appropriate policy.

SB 5.0. CURRICULUM STANDARDS FOR ACCREDITATION APPLICABLE TO PROGRAMMES AT THE FIRST UNIVERSITY LEVEL SB 5.1. Objectives for the curriculum shall be consistent with the school's mission, and with the mission statement and educational policies of CASWE and take into account the multiple forms of diversity. SB 5.2. The school shall design a programme of studies at the first university level that includes two components, general and professional education, with specific objectives for each. SB 5.3. Curriculum at the first university level will ensure that graduates will be broadly educated and prepared for general practice and have sufficient competence for an entry level social work position. Competence is evidenced by an ability to arrive at professional judgments and practice actions, based on integration of theory and practice within the context of professional values and the relevant social work code of ethics.

CASWE Standards for Accreditation – May, 2008 7

SB 5.4. The curriculum shall reflect a balance between the general education and professional components. The curriculum should contain a minimum of forty percent course credits in the liberal arts, humanities and social sciences, and at least fifty percent course credits in professional social work. This guideline is based on the norm of a four year first degree BSW programme (or three years in Quebec). SB 5.5. Social work as a second undergraduate degree programme shall have social work content equivalent to that in a BSW as a first degree. SB 5.6. The school shall have agreed upon core content with coherence, consistency and sequence within the curriculum. SB 5.7. Schools shall have clear and published policies with regard to transfer credits between schools of social work, and from college programs to schools of social work within the context of university regulations insuring compliance with the liberal arts requirements outlined in Standard 5.4. SB 5.8. Programmes shall provide for the evaluation of students' achievements in respect to both academic work and professional practice competence. The academic demands and expectations should be comparable to those applied in honours programmes. SB 5.9. The curriculum shall reflect social work values that promote a professional commitment: SB 5.9.1. to optimize the dignity and potential of all people; SB 5.9.2. to analyze and eradicate oppressive social conditions; SB 5.9.3. to develop self-awareness which includes an understanding of the effect of one’s ethnic, cultural and racial background on client-worker relationships; SB 5.9.4. to promote equal access to resources, services and opportunities for the accomplishment of life tasks; and SB 5.9.5. to promote the alleviation of distress, and the realization of aspirations and values in relation to oneself and others. SB 5.10. The curriculum shall ensure that the student will have: B 5.10.1. Intellectual abilities and skills of critical thinking and scholarly attitudes of curiosity, open-mindedness and reasoning and commitment to life long learning. SB 5.10.2. Knowledge base related to human development and behaviour in the social environment. SB 5.10.3. Critical analysis of Canadian social work, social welfare history and social policy and their implication for social work practice with diverse populations, including racial minorities. SB 5.10.4. Beginning level analysis and practice skills pertaining to the origins and manifestations of social injustices in Canada, and the multiple and intersecting bases of oppression, domination and exploitation. SB 5.10.5. Practice methods and professional skills required for generalist practice (i.e., analysis of situations, establishing accountable relationships, intervening appropriately and evaluating one's own social work interventions) at a beginning level of competence. SB 5.10.6. A beginning competence for direct intervention with clients of diverse ethnic, cultural and racial backgrounds within the context of general practice. SB 5.10.7. Understanding of social work's origins, purposes and practices. SB 5.10.8. Understanding of and ability to apply social work values and ethics in order to make professional judgments consistent with a commitment to address inequality and the eradication of oppressive social conditions. SB 5.10.9. Awareness of self in terms of values, beliefs and experiences as these impacts upon social work practice.

CASWE Standards for Accreditation – May, 2008 8

SB 5.10.10. Ability to undertake systematic inquiry and critical evaluation related to social work knowledge and practice. SB 5.10.11. Knowledge of multiple theoretical and conceptual bases of social work knowledge and practice including the social construction of theory and practices that may reflect injustices. SB 5.10.12. Knowledge of other related occupations and professions sufficient to facilitate inter professional collaboration and team work. SB 5.10.13. An understanding of oppressions and healing of Aboriginal peoples and implications for social policy and social work practice with Aboriginal peoples in the Canadian context. SB 5.10.14. An understanding of the Francophone reality in Quebec and other Francophone realities in Canada and the implications of these realities for social policy and the practice of social work. SB 5.10.15. Opportunities to develop an appreciation of social work purposes and ethics and to develop her/his social work values and professional judgment. SB 5.10.16. Preparation to practice in a range of geographical regions and with diverse ethnic, cultural and racial populations. SB 5.10.17. An understanding of theories relevant to disability and their implications for social policies and the practice of social work. SB 5.11. Where a School declares a specialization or a specialized track within its program, it is required to: SB 5.11.1. Specify the objectives of the specialization; SB 5.11.2. Show a relationship between the specialization and the general objectives of the BSW programme wherein the former is an application and elaboration of the latter; SB 5.11.3. Indicate the degree programme as a whole ensures that all students meet the general objectives of the BSW degree; SB 5.11.4. Indicate how the specialized objectives are met.

SB 6.0 FIELD EDUCATION STANDARDS AT THE FIRST UNIVERSITY LEVEL SB 6.1. Programmes of social work education at the first professional degree level will include field education as an integral component of the curriculum that is required of all students. The objectives of field education are the development of practice competence and the preparation of a professionally reflective, self-evaluating, knowledgeable and developing social worker. SB 6.2. Field education is comprised of opportunities for students to carry direct and indirect social work practice responsibilities, and apply knowledge, values and skills to practice situations as well as experience educationally-focused field instruction, practice supervision, and evaluation of practice performance and professional development. SB 6.3. Field education curricula and field placements shall provide opportunities for analysis of the dynamics and consequences of oppression as these relate to populations at risk, particularly those relevant to the mission of the programme or geographic location, and for competent practice derived from that analysis. SB 6.4. The field education component of the curriculum will be consistent with the school's mission and objectives and reflect social work values and the CASW Code of Ethics. SB 6.5. Students shall be required to complete a minimum of 700 practice hours.

CASWE Standards for Accreditation – May, 2008 9

SB 6.6. Each programme may vary in its delivery of the field education component of the curriculum according to the nature and objectives of the programme and the influences of the university, communities and regions within which the programmes operate. It is expected however, that adequate resources are available to ensure the educational purpose of field education is primary. Each programme will explicate the curriculum design, administrative structure, objectives and requirements of field education. SB 6.7. While simulations and labs may form an acceptable part of direct practice teaching, they are not substitutes for direct responsibilities in real practice situations. SB 6.8. Where academic credit is given for previous work and/or life experience in lieu of the practicum, clear criteria and procedures shall be specified and used to assess skills and knowledge normally obtained through the practicum. Academic credit for previous work and/or life experience may be provided for a maximum of one half of the required hours of practicum specified in the programme (e.g., 350 hours of 700 required hours). SB 6.9. Each programme shall develop practicum standards, procedures and expectations which shall be published in a field education manual. SB 6.10. Each programme will have a policy regarding the personal suitability of the student for the profession of social work. SB 6.11. Each programme will have clearly articulated guidelines and established procedures for evaluating educational outcomes and student learning objectives in the practicum. SB 6.12. Each programme of social work education will have guidelines and procedures for the evaluation of field placements. SB 6.13. The programme is responsible for providing clearly defined criteria for the selection of field education faculty. SB 6.13.1. Each programme of social work education will designate at least one position, preferably a faculty position, with responsibility for field education development, coordination, administration and monitoring. The field director or field coordinator should be in a position to carry out the mandate of the role with credibility, authority, influence, and with adequate resources. SB 6.13.2. The field education component shall provide students with a field instructor with social work qualifications, or where this is not possible the school will ensure social work faculty involvement in field supervision. SB 6.13.3. Each programme of social work education will designate individuals to assume faculty liaison responsibilities in order to maintain close, reciprocal and ongoing relationships with field instructors; exchange important information; monitor the student's educational experience in the practicum; and consult and collaborate with the field instructor and student regarding student progress or problems. SB 6.13.4. Those individuals designated as field coordinator/director and faculty liaison will normally have as a minimum qualification a MSW degree. SB 6.13.5. In determining teaching assignments, workload credit will be given for the field education roles and activities of coordination, liaison, and instruction. SB 6.14. Field placements should represent the range of settings in which social workers have the potential to be employed. It is recognized that there is a need for quality field placements that can provide a range of learning experiences in a professional environment. SB 6.14.1. The selection of field placements shall be guided by the congruence of the goals of field education and the ability of the setting to offer the student the variety, range and

CASWE Standards for Accreditation – May, 2008 10 intensity of experience required to achieve these goals with ongoing educational supervision and performance evaluation. SB 6.14.2. The field placement/setting must be willing to accept students without discrimination as defined by the Charter of Rights and Freedoms and provincial human rights legislation; and in addition, that the field placement/setting be free of discriminatory practices both in personnel practices and in delivery of services.

SB 6.14.3. The field coordinator/director will facilitate appropriate matches between student, field instructor and field placement/setting. SB 6.14.4. The field placement/setting personnel have a commitment to social work education and professional training. There is a clear differentiation between work and student learning assignments and field instruction is educationally focused. SB 6.14.5. The field placement/setting assures that the field instructor has sufficient time and resources within the work schedule to develop planned learning opportunities and tasks, to prepare for educational supervision with the student, to attend school- sponsored workshops and to prepare reports and evaluations. SB 6.14.6. The field placement/setting provides adequate facilities, equipment and learning materials appropriate to the student's responsibilities and in keeping with available resources. SB 6.14.7. The program should provide regular opportunities for students to undertake integration of field and classroom education. SB 6.14.8. The school shall show evidence that field practice supervisors are competent to help students to meet the objective of learning to work effectively and appropriately with clients from diverse ethnic, cultural, and racial backgrounds. SB 6.14.9. The school shall have a policy on field placements within a student’s workplace. SB 6.14.10. The school shall ensure that students with disabilities are accommodated in field placements and that they have options for a wide variety of placements. SB 6.15. The title "Field Instructor" is used to designate the individual who has primary responsibilities for field instruction, practicum supervision and evaluation of students in the field placement. In the selection of field instructors, programmes of social work education are concerned with interest in teaching, professional experience and support from the setting to permit adequate time for assuming field instruction responsibilities. SB 6.15.1. Field instructors at the BSW level should possess, at a minimum, a BSW degree from a recognized professional programme and two years of social work practice experience after graduation. SB 6.15.2. When the field instructor does not have a social work degree, it is expected that the school will play a greater role in the monitoring and supervision of the field experience to assure that a social work focus is sustained and that the student has access to a qualified social worker. Alternatively, a faculty member may be designated as the field instructor. SB 6.15.3. The programme will provide a formal opportunity for the preparation and orientation of new field instructors, and provide opportunities to experienced field instructors for continued training to become professional social work educators. A component of continuing education programmes shall prepare field instructors to teach students the necessary attitudes, values, knowledge, and skills to work with people of diverse racial, ethnic, and cultural backgrounds. This is in recognition of the field instructor's educational function and the mandate of the programme to ensure quality field education for students.

CASWE Standards for Accreditation – May, 2008 11 SB 6.15.4. The programme will prepare field instructors to teach students the necessary attitudes, values, knowledge, and skills to work with people disabilities. SB 6.15.5. Field instructors will be provided with instructional materials, field manuals, course outlines and other relevant materials. SB 6.15.6. The programme will provide a mechanism for providing feedback to the field instructor and other personnel in the setting (as appropriate) regarding the field experience. SB 6.15.7. Each programme of social work education will have guidelines and procedures for the evaluation of field instructors.

SB 6.16. Each programme will have a clearly outlined policy statement on student allegations of harassment in the field placement and a clearly outlined set of procedures for informal and formal resolution of allegations of harassment in the field placement. SB 6.17. In keeping with social work's commitment to the principle of confidentiality programmes will clearly outline guidelines to protect the confidentiality of clients, settings, social workers and students in assignments, process recordings, audio and video tapings, case examples, or any other learning situations. SB 6.17.1. Programmes of social work education will develop guidelines for confidentiality to be followed by all students in the practicum. SB 6.17.2. Programmes of social work education will request the necessary signed letters of consent for any case material used by a student where there is a possibility of identification of clients. SB 6.17.3. Programmes of social work education will contract with settings regarding the use of process recordings, audio and videotapes and will clearly identify ownership of such material. SB 6.18. Programmes of social work education will ensure adequate liability coverage for students in the field placement.

CASWE Standards for Accreditation – May, 2008 12

Standards for Accreditation – Programmes at the Second University Level

SM 1.0 MISSION STATEMENTS SM 1.1. The school or faculty shall have a mission statement which is consistent with the mission statement , the educational policies of CASWE, and is aligned with the mission of the institution of which the school or faculty is a part. SM 1.2. The mission statement of the school or faculty shall be understood by the major stakeholders relevant to its mission. SM 1.3. The mission statement of the school or faculty shall have the approval of the governing body of the school or faculty. SM 1.4. The objectives and goals of the programmes and other initiatives of the school or faculty shall be guided by, and constitute a coherent reflection of, the school's mission. SM 1.4.1. These objectives and goals shall take into account the financial circumstances of the institution of which the school is part. SM 1.4.2. The school's objectives shall take into account ethnic, cultural and racial diversity in the Canadian population, and reflect the same in curriculum content, faculty composition, and student admission procedures. (Note: Diversity throughout this document refers to ethnic or linguistic origin, culture, race, colour, national origin, religion, age, disabilities, gender, sexual orientation, socioeconomic status, political orientation). SM 1.5. Schools shall promote a working environment characterized by inclusiveness and mutual respect, while also encouraging dissent and defending academic freedom. SM 1.6. The mission and the programmes of the school or faculty shall reflect the incorporation of gender concerns and shall provide a climate that supports women’s aspirations. SM 1.7. In developing their mission statement, schools and faculties shall consider alternate means for facilitating student access through part time, distance, decentralized and other means, without compromising standards of academic and professional excellence. SM 1.8. The school shall ensure that its mission and programmes are responsive to community needs, problems and aspirations. The school shall provide evidence of familiarity with the demographic composition of the region or community in which the programme is located, including its ethnic, cultural, and racial composition. SM 1.9. Schools shall demonstrate how their educational mission and programmes, including admissions procedures where appropriate, respond to the needs of Aboriginal communities and students. SM 1.10. Schools shall demonstrate how their educational mission and programmes, including admissions procedures and recruitment, respond to the needs, barriers and opportunities of people with disabilities. SM 1.11. The school shall contribute to the advancement of the social work profession and of social welfare. This may include continuing professional education, collaborative research, programme evaluation, participation in programme and policy development. SM 1.12. Schools with international involvement shall clearly delineate policies and procedures for meeting standards in these aspects of their programmes.

SM 2.0 STRUCTURE , ADMINISTRATION , GOVERNANCE AND RESOURCES SM 2.1. The programme shall be implemented through a distinct unit known as a faculty, a school, a department or a division, which has a clear identity within the university. SM 2.2. The school shall be under the direction of a full-time director with demonstrated scholarly, professional and administrative competence related to social work, including the capacity to implement the school's objectives pertaining to the education of students to work in an environment of ethnic, cultural and racial diversity.

CASWE Standards for Accreditation – May, 2008 13

SM 2.3. The degrees conferred shall be distinctive social work degrees awarded by a degree granting institutions recognized by the AUCC or the Quebec Ministry of Education. SM 2.4. Within the policies and standards of its parent university, the school shall be responsible for initiating, administering, extending, or curtailing its own programmes. SM 2.5. Within the policies and standards of its parent university, the school shall have the initiative and decisive voice in recruiting and hiring faculty and professional staff. SM 2.6. The school shall have access to a budget and resources, including community resources, adequate for the achievement of its mission and delivery of its programmes, and congruent with the requirements of excellence in professional social work education, both within the university and practicum settings. SM 2.7. The school shall show that it has formed links with agencies and networks specifically designed to respond to the needs of various ethnic, cultural, racial and other diverse populations which are presently under-represented and/or underserved and that the school is involving these agencies and networks in its programme review and developmental processes. SM 2.8. Where schools increase accessibility of their programmes to a range of students through part time, decentralized and distance offerings and other accommodations, the accommodations shall not compromise quality. Such programmes, whether they are offered in conjunction with traditional full- time programmes or take the form of independently designed programmes, shall demonstrate: SM 2.8.1. That these programmes have infrastructure adequate to achieve sufficient access to educational resources, including computing services, written materials, texts, audiovisual equipment and classroom space; SM 2.8.2. That they have adequate community resources to support the field education component of the programme; SM 2.8.3. That they achieve the same standards of academic proficiency and professional competence as full-time or on-campus programmes. SM 2.9. Schools must provide evidence of policies prohibiting harassment, including sexual harassment and abuse of power, and describe how these policies are publicized. The school policy on sexual harassment shall be based on a broad definition that includes gender harassment, sexist or hetero- sexist innuendo, climate and attitudes. Procedures for handling complaints shall be made evident and shall be accessible. Where no university policy is in place or where a more limited definition of sexual harassment exists, the School shall give evidence of advocating for the establishment of appropriate policy, including confidentiality and appeal provisions. SM 2.10. The decision processes of the school shall adhere to democratic principles and respect due process. SM 2.11. The school must have jurisdiction over accessible physical space sufficient to realize its mission and implement its programmes. This includes classroom space, private faculty offices and office space for professional staff, administrative and clerical workers and space for student, faculty and community meetings and for student socialization. The school’s physical space must accommodate the needs of faculty, students, and staff with disabilities. SM 2.12. The School shall provide stakeholders with opportunities to participate in policy formulation, programme development and programme evaluation. SM 2.13. Aboriginal communities affected by the school's programmes shall have opportunities to participate in the planning and the on-going evaluation of those programmes. SM 2.14. The school shall establish and maintain collaborative relationships with the professionals and professional associations relevant to its programme, particularly the professional social work association(s).

CASWE Standards for Accreditation – May, 2008 14

SM 2.15. Schools shall be expected to provide evidence of effective progress towards the CASWE goals of multicultural/multiracial policy with reference to their Administrative Structure, Governance, Resources and External Relations. SM 2.16. Schools shall be expected to provide evidence of effective progress towards the CASWE goals of gender equity with reference to their Administrative Structure, Governance, Resources and External Relations. SM 2.17. Schools shall be expected to provide evidence of effective progress towards the CASWE goal of responding to the needs of faculty, students, and staff with disabilities with reference to their administrative structure, governance, policies, resources and external relations.

SM 3.0 FACULTY AND PROFESSIONAL STAFF SM 3.1. Within the policies and standards of its parent university, the school shall provide for faculty participation in the development of its mission, and the goals and objectives of its programmes and other initiatives, and in the development and operation of its programmes. SM 3.2. The school shall show evidence that it has sufficient numbers of qualified faculty, professional staff and field instructors , to plan, administer and deliver all its programmes at each of the sites where they are offered. Faculty student ratios shall be presented recognizing student numbers in all programmes. Adequacy of support staff shall also be documented. There has to be a core of full time faculty with social work education and experience to at least the MSW level. SM 3.3. The school shall provide for the continuing professional development of its faculty and professional staff particularly in areas such as AIDS/HIV, Aboriginal and multicultural/multiracial issues, ability and resurgent anti-Semitism. SM 3.4. The school shall provide for equality of treatment and peer review in its faculty appointment, tenure and promotion policies. Any equity based preferences shall be clearly stated, relevant to the mission of the school , consistent with the mission statement and Educational Policy Statements of CASWE. Employment equity procedures shall include recruitment of qualified candidates from diverse backgrounds and shall provide resources necessary to upgrade skills. SM 3.5. In faculty and professional staff recruitment, promotion and tenure, schools shall seek to reflect the diversity of the populations they serve. SM 3.6. The hiring of new faculty or professional staff shall take into consideration their experience and expertise in working with and teaching about gender, ethnic, cultural and other forms of diversity. SM 3.7. Social work faculty members are normally expected to engage in research, scholarship and publication. Faculty teaching and administrative workloads shall be constructed to permit time for research. Research conducted by professional staff or faculty, or under their supervision shall meet university ethical standards in protection of human subjects. SM 3.8. The school shall promote and support productive working relationships between members of faculty and other bodies internal and external to the university.

SM 4.0 STUDENTS SM 4.1. Within the policies and standards of its parent university, the school shall provide for and encourage the participation of all students, including those participating in distance, decentralized and other programmes. In particular, student participation is encouraged in the development of its mission, and of the goals and objectives of its programmes and other initiatives, and in the governance and evaluation of its programmes and other initiatives.

CASWE Standards for Accreditation – May, 2008 15

SM 4.2. The school shall clearly state the academic and professional requirements for admission to its programmes, including any equity provisions consistent with the school's mission and identified constituencies. SM 4.3. Schools shall have policies requiring that the performance of professional responsibilities of social work students be in accordance with the relevant social work code of ethics, with particular emphasis on professional responsibilities towards vulnerable or disadvantaged groups. SM 4.3.1. Schools shall indicate how they prepare students to monitor and evaluate their own behaviour in relation to the relevant code of ethics. SM 4.3.2. Schools shall indicate how their policies and procedures provide for the termination of programmes of those social work students found to be engaging in behaviour contrary to the relevant social work code of ethics and who are therefore judged to be unsuitable for the profession of social work. SM 4.3.3. Schools shall show how these procedures are consistent with the relevant human rights legislation, with the mission of CASWE and with the mission of the school concerned. SM 4.4. The school shall make provision for academic advisement of all students regarding their programme and progress. SM 4.5. Supports shall be in place to facilitate student progress, particularly where students have been recruited as a result of equity-based preferences. SM 4.6. The school shall provide for the participation of all students in the evaluation of teaching and learning in classroom, field, and other educational settings. Such participation shall respect and validate the diversity of the students’ backgrounds, life experiences and learning styles SM 4.7. Schools shall state clearly their admission policies including any equity-based preferences relevant to the mission of the school and to the mission of CASWE. SM 4.8. In student recruitment schools shall seek to reflect the diversity of the populations they serve. Evidence of an acknowledged need for entrance into the social work profession of various ethnic, cultural and racial and other diverse populations that may be under-represented and under-served should be identified in patterns of recruitment, admissions, financial aid, supportive services and retention designed to achieve the continued diversification of the student body. SM 4.9. Notwithstanding the provisions of 4.8, the School shall provide for equality of treatment in the admission of its students and in promotion policies. Not to limit the generality of the foregoing, discrimination on grounds of race, colour, national, ethnic, or linguistic origin, religion, political orientation, gender, sexual orientation, age, marital status, disabilities and socio-economic status is prohibited. Preferences based on any of the preceding grounds shall be accepted where clearly stated and where clearly relevant to the admission of the student. SM 4.10. The school shall facilitate the interaction of all of its students including those in programme expressions intended to increase access. SM 4.11. Schools shall have policies for the accommodation of students with disabilities and describe how these policies are publicized and implemented. Where no university policy is in place regarding accommodation, the school shall advocate for the establishment of an appropriate policy.

SM 5.0 CURRICULUM STANDARDS FOR ACCREDITATION APPLICABLE TO PROGRAMMES AT THE SECOND UNIVERSITY LEVEL SM 5.1. Objectives for the curriculum shall be consistent with the school's mission, and with the mission statement and educational policies of CASWE and take into account the multiple forms of diversity.

CASWE Standards for Accreditation – May, 2008 16

SM 5.2. Curriculum at the second university level will prepare students to have sufficient competence for advanced, specialized or supervisory social work roles. SM 5.2.1. The school shall specify the particular areas of specialization and/or advanced study which characterize the programme within the context of the school's mission. SM 5.2.2. Those graduating from second level programmes shall have demonstrated ability to critically analyze, synthesize, use, evaluate and develop theory in relation to complex practice problems in the context of social work values and ethics. SM 5.2.3. Those graduating from second degree programmes shall have the capacity to analyze their own practice and recognize the effect of their own ethnic, cultural and racial backgrounds on professional relationships. SM 5.3. Two programme designs are possible. One requires an accredited first level social work degree as a qualification for admission. The other admits candidates who hold other baccalaureate degrees. All students shall have a programme of sufficient academic and professional substance and duration. SM 5.3.1. Programmes for students admitted with a first level social work degree shall include a specialized or advanced study component of at least 18 credit hours of course work *, a practicum of at least 450 hours and/or a thesis or memoire, as defined by the programme’s university, such as to provide an opportunity for the integration and demonstration of advanced social work skills in practice, policy analysis and research. SM 5.3.2. Programmes for students admitted without a first level social work degree shall include two components: 5.3.2.1. a foundation component of at least 24 credit hours of course work, and a field practicum of at least 450 hours such as to achieve a level of preparation sufficient to equip the student to engage in MSW studies at a level equivalent to their counterparts with the BSW and 5.3.2.2. an advanced study component of at least 18 credit hours of course work, a practicum of at least 450 hours and/or a thesis or memoire, as defined by the programme’s university, such as to provide for the integration and demonstration of advanced social work skills in practice, policy analysis and research. SM 5.4. The programme of studies should reflect graduate level university professional education through a social work curriculum, which enables a student to combine analytic ability, professional judgment, specialized or advanced intervention and research competence. SM 5.5. The programme shall be designed to permit, within sound educational boundaries, flexibility in terms of student's educational needs and interests. SM 5.6. The curriculum shall reflect social work values that promote a professional commitment to optimize the dignity and potential of all people, regardless of race, national and ethnic origin, religion, age, gender, sexual orientation, marital status, physical status, political orientation, or socio-economic status in order to analyze and eradicate oppressive social conditions, and to promote equal access to resources, services, and opportunities for the accomplishment of life tasks, and the alleviation of distress, and the realization of aspirations and values in relation to oneself and the rights of others. SM 5.7. The curriculum shall ensure that students achieve: SM 5.7.1. Understanding and critical analysis of the role of scholarship in the development of social work knowledge. SM 5.7.2. Mastery of theories, policies and practices most appropriate to the student's area of specialization and/or advanced study, including the critical analysis of the social construction of theory and practices that may reflect injustices.

CASWE Standards for Accreditation – May, 2008 17

SM 5.7.3. Transferable analysis and practice skills pertaining to the origins and manifestations of social injustices in Canada, and the multiple and intersecting bases of oppression, domination and exploitation. SM 5.7.4. Capability to undertake research and/or advanced study in the student's area of specialization or focus of study. SM 5.7.5. Demonstration of advanced skills in social work methods in an area which might include clinical practice, community practice, policy and research. SM 5.7.6. Demonstration of the ability to evaluate her/his own practice and recognize the effect of one’s own ethnic, cultural and racial backgrounds on professional relationships. SM 5.7.7. Opportunity for multiple and innovative approaches to learning and professional practice. SM 5.7.8. An understanding and analysis of oppressions and healing of Aboriginal peoples and implications for social policy and social work practice with Aboriginal peoples in the Canadian context. SM 5.7.9. An understanding of the Francophone reality in Quebec and in minority contexts and its implications for social policy and the practice of social work. SM 5.7.10. Knowledge of interdisciplinary sufficient to prepare students for interprofessional practice, community collaboration and team work. SM 5.7.11. Understanding of and ability to develop, apply and critique social work values, ethics and practice in order to make professional judgements consistent with a commitment to promote equality and the eradication of oppressive social conditions. SM 5.7.12. An understanding of theories relevant to disability and their implications for social policy and the practice of social work.

SM 6.0 FIELD EDUCATION STANDARDS AT THE SECOND UNIVERSITY LEVEL SM 6.1. The objectives of field education at the second professional degree level are the development of an advanced practice competence and the preparation of a professionally reflective, self-evaluating, knowledgeable and developing social worker. SM 6.2. Field education is comprised of opportunities for students to carry direct and indirect social work practice responsibilities, and apply knowledge, values and skills to practice situations as well as experience educationally-focused field instruction, practice supervision, and evaluation of practice performance and professional development. SM 6.3. Field education curricula and field placements shall provide opportunities for analysis of the dynamics and consequences of oppression as these relate to populations at risk, particularly those relevant to the mission of the programme or geographic location, and for competent practice derived from that analysis. SM 6.4. The field education component of the curriculum will be consistent with the school's mission and objectives and reflect social work values and the CASW Code of Ethics. SM 6.5. MSW programmes will normally provide a minimum of 450 practicum hours in one year degree programmes plus an additional 450 practicum hours and /or a thesis in two year degree programs. SM 6.6. Each programme may vary in its delivery of the field education component of the curriculum according to the nature and objectives of the programme and the influences of the university, communities and regions within which the programmes operate. It is expected however, that adequate resources are available to ensure the educational purpose of field education is primary. Each programme will explicate the curriculum design, administrative structure, objectives and requirements of field education.

CASWE Standards for Accreditation – May, 2008 18

SM 6.7. While simulations and labs may form an acceptable part of direct practice teaching, they are not substitutes for direct responsibilities in real practice situations. SM 6.8. Where academic credit is given for previous work and/or life experience in lieu of the practicum, clear criteria and procedures shall be specified and used to assess skills and knowledge normally obtained during the practicum. Academic credit for previous work and/or life experience is only permitted for students without a first level social work degree. All students enrolled at the second university level who do not have a first level social work degree must complete a minimum of one practicum of at least 450 hours during their programme. SM 6.9. Each programme shall develop practicum standards, procedures and expectations which shall be published in a field education manual. SM 6.10. Each programme will have a policy regarding the personal suitability of the student for the profession of social work. SM 6.11. Each programme will have clearly articulated guidelines and established procedures for evaluating educational outcomes and student learning objectives in the practicum. SM 6.12. Each programme of social work education will have guidelines and procedures for the evaluation of field placements. SM 6.13. The programme is responsible for providing clearly defined criteria for the selection of field education faculty. SM 6.13.1. Each programme of social work education will designate at least one position, preferably a faculty position, with responsibility for field education development, coordination, administration and monitoring. The field director or field coordinator should be in a position to carry out the mandate of the role with credibility, authority, influence, and with adequate resources. SM 6.13.2. The field education component shall provide students with a field instructor with social work qualifications, or where this is not possible the school will ensure social work faculty involvement in field supervision. SM 6.13.3. Each programme of social work education will designate individuals to assume faculty liaison responsibilities in order to maintain close, reciprocal and ongoing relationships with field instructors; exchange important information; monitor the student's educational experience in the practicum; and consult and collaborate with the field instructor and student regarding student progress or problems. SM 6.13.4. Those individuals designated as field coordinator/director and faculty liaison will normally have as a minimum qualification a MSW degree. SM 6.13.5. In determining teaching assignments, workload credit will be given for the field education roles and activities of coordination, liaison, and instruction. SM 6.14. Field placements should represent the range of settings in which social workers have the potential to be employed. It is recognized that there is a need for quality field placements that can provide a range of learning experiences in a professional environment. SM 6.14.1. The selection of field placements shall be guided by the congruence of the goals of field education and the ability of the setting to offer the student the variety, range and intensity of experience required to achieve these goals with ongoing educational supervision and performance evaluation. SM 6.14.2. The field placement/setting must be willing to accept students without discrimination as defined by the Charter of Rights and Freedoms and provincial human rights legislation; and in addition, that the field placement/setting be free of discriminatory practices both in personnel practices and in delivery of services. SM 6.14.3. The field coordinator/director will facilitate appropriate matches between student, field instructor and field placement/setting.

CASWE Standards for Accreditation – May, 2008 19

SM 6.14.4. The field placement/setting personnel have a commitment to social work education and professional training. There is a clear differentiation between work and student learning assignments and field instruction is educationally-focused. SM 6.14.5. The field placement/setting assures that the field instructor has sufficient time and resources within the work schedule to develop planned learning opportunities and tasks, to prepare for educational supervision with the student, to attend school- sponsored workshops and to prepare reports and evaluations. SM 6.14.6. The field placement/setting provides adequate facilities, equipment and learning materials appropriate to the student's responsibilities and in keeping with available resources. SM 6.14.7. The program should provide regular opportunities for students to undertake integration of field and classroom education. SM 6.14.8. The school shall show evidence that field practice supervisors are competent to help students to meet the objective of learning to work effectively and appropriately with clients from diverse ethnic, cultural, and racial backgrounds. SM 6.14.9. The school shall have a policy on field placements within a student’s workplace. SM 6.14.10. The school shall ensure that students with disabilities are accommodated in field placements and that they have options for a wide variety of placements. SM 6.15. The title "Field Instructor" is used to designate the individual who has primary responsibilities for field instruction, practicum supervision and evaluation of students in the field placement. In the selection of field instructors, programmes of social work education are concerned with interest in teaching, professional experience and support from the setting to permit adequate time for assuming field instruction responsibilities. SM 6.15.1. Field instructors at the MSW level should possess, at a minimum, a MSW degree from a recognized professional programme and two years of social work practice experience after graduation. SM 6.15.2. When the field instructor does not have a social work degree, it is expected that the school will play a greater role in the monitoring and supervision of the field experience to assure that a social work focus is sustained and that the student has access to a qualified social worker. Alternatively, a faculty member may be designated as the field instructor. SM 6.15.3. The programme will provide a formal opportunity for the preparation and orientation of new field instructors, and provide opportunities to experienced field instructors for continued training to become professional social work educators. A component of continuing education programmes shall prepare field instructors to teach students the necessary attitudes, values, knowledge, and skills to work with people of diverse racial, ethnic, and cultural backgrounds. This is in recognition of the field instructor's educational function and the mandate of the programme to ensure quality field education for students. SM 6.15.4. The programme will prepare field instructors to teach students the necessary attitudes, values, knowledge and skills to work with people with disabilities. SM 6.15.5. Field instructors will be provided with instructional materials, field manuals, course outlines and other relevant materials. SM 6.15.6. The programme will provide a mechanism for providing feedback to the field instructor and other personnel in the setting (as appropriate) regarding the field experience. SM 6.15.7. Each programme of social work education will have guidelines and procedures for the evaluation of field instructors. SM 6.16. Each programme will have a clearly outlined policy statement on student allegations of harassment in the field placement and a clearly outlined set of procedures for informal and formal resolution of allegations of harassment in the field placement.

CASWE Standards for Accreditation – May, 2008 20

SM 6.17. In keeping with social work's commitment to the principle of confidentiality, programmes will clearly outline guidelines to protect the confidentiality of clients, settings, social workers and students in assignments, process recordings, audio and video tapings, case examples, or any other learning situations. SM 6.17.1. Programmes of social work education will develop guidelines for confidentiality to be followed by all students in the practicum. SM 6.17.2. Programmes of social work education will request the necessary signed letters of consent for any case material used by a student where there is a possibility of identification of clients. SM 6.17.3. Programmes of social work education will contract with settings regarding the use of process recordings, audio and videotapes and will clearly identify ownership of such material. SM 6.18. Programmes of social work education will ensure adequate liability coverage for students in the field placement. * Where three credit hours equals one term, equals one half credit course, equals 36 hours of instruction.

CASWE Standards for Accreditation – May, 2008 21 6.2.2 Letters of Support: Professional/Accreditation or Other Requirements

Letters of support are included from the following:  Canadian Association for Social Work Education (CASWE)  Dr. David Tranter, Member of CASWE Board of Accreditation  Algoma Public Health  Sault Area Hospital

6.3 Program Content Summary Material

6.3.1 Program Level Learning Outcomes

Program level learning outcome Examples of program requirements or segment of requirements that contribute to this outcome

1. Describe multiple theoretical and Introduction to Social Welfare in the North, conceptual bases of social work Introduction to Social Work: Anishinaabe, knowledge and practice, including the Structural and Feminist Perspectives, Political social construction of theory and Economy of Social Welfare, Human Services practices that may reflect social Organizations, Basic Helping Skills in Social injustices by employing a multi-centric Work Practice, Critical Social work Practice: approach. Anishinaabe, Structural and Feminist Perspectives; Critical Social Policy in the North, Concepts of Wellness in First Nations’ Communities: An Historical Exploration; Concepts of Wellness in First Nations’ Communities: The Contemporary Context, Northern and Rural Social Work Practice, Family and Child Welfare, Social Work Philosophy and Ethics

2. Demonstrate a detailed Introduction to Social Welfare in the North, understanding of structural, Introduction to Social Work: Anishinaabe, Anishinaabe and feminist approaches Structural and Feminist Perspectives, Critical to social work and social welfare. Social Work Practice: Anishinaabe, Structural and Feminist Perspectives, Critical Social Policy: Anishinaabe, Structural and Feminist Perspectives, Human Services Organizations, Northern/Rural Social Work Practice: Anishinaabe, Structural and Feminist Perspectives, Field Education I; Field Education II, Family and Child Welfare

3. Understand the current state of Understanding Society I: Principles and knowledge in the humanities and Processes, Introduction to Community relevant behavioral and social Economic and Social Development I, sciences, including human behavior Understanding Society II: Institutions and and human development in the social Issues, Anishinaabe Peoples and our environment; demonstrate an ability Homelands I; Introduction to Community 75

to apply critical thinking skills to the Economic and Social Development II, all analysis of social structures, social humanities and social science elective credits. problems, and social policies; and, display intellectual abilities and scholarly attitudes of curiosity, open- mindedness and reasoning and commitment to life long learning.

4. Understand social work’s origins, Introduction to Social Welfare in the North, purposes, and practices. Introduction to Social Work: Anishinaabe, Structural and Feminist Perspectives, Political Economy of Social Welfare, Human Services Organizations, Concepts of Wellness in First Nations’ Communities: An Historical Exploration, Concepts of Wellness in First Nations’ Communities: The Contemporary Context, Critical Social Work Practice: Anishinaabe, Structural and Feminist Perspectives

5. Understand the Francophone reality Introduction to Social Welfare in the North, in Quebec and other Francophone Introduction to Social Work: Anishinaabe, realities in Canada and the Structural and Feminist Perspectives, Critical implications of these realities for Social Work Practice: Anishinaabe, Structural social policy and the practice of social and Feminist Perspectives, Critical Social work. Policy: Anishinaabe, Structural and Feminist Perspectives, Northern/Rural Social Work Practice: Anishinaabe, Structural and Feminist Perspectives

6. Understand and support social service Introduction to Community Economic and development and sustainability in Social Development I, Introduction to Northern Ontario, including the Community Economic and Social Development importance of collaborative II, Human Services Organizations, CESD 3016: relationships with community service Community Economic and Social organizations and professionals in Development, all additional CESD courses, rural, remote, and northern Northern and Rural Social Work Practice, Field environments. Education I, Field Education II

7. Understand and utilize research Introduction to Social Work Research, methods in all facets of social work Community Based Research, Social Work knowledge and practice. Research and Program Evaluation

8. Apply comprehensive knowledge of Basic Helping Skills in Social Work Practice: A the concepts, theories, and principles Northern Perspective, Field Education I, Field in the field of social work to Education II systematic inquiry, critical evaluation, and direct intervention in a generalist social work strengths-based practice within a structural/ Anishinaabe/ rural-remote/ feminist model.

9. Arrive at professional judgements and Basic Helping Skills in Social Work Practice: A actions, based on an integration of Northern Perspective, Social Work Philosophy theory and practice within the context and Ethics, Field Education I, Field Education II of professional values and the relevant social work Code of Ethics.

10. Practice social work, including Basic Helping Skills in Social Work Practice: A community development, at the Northern Perspective, Field Education I, Field entry-level with diverse populations in Education II and with Northern, rural, remote, Anishinaabe and Franco-Ontarian communities.

11. Demonstrate a strong awareness of Introduction to Social Welfare in the North, Anishinaabe history, culture, learning, Introduction to Social Work: Anishinaabe, the process of decolonization, Structural and Feminist Perspectives, Anishinaabe social programs, social Anishinaabe Peoples and our Homelands I, welfare, and kinship support systems. Political Economy of Social Welfare, Critical Social Policy in the North, Concepts of Wellness in Anishinaabe Communities: An Historical Exploration, Concepts of Wellness in Anishinaabe Communities: The Contemporary Context, Family and Child Welfare 12. Demonstrate an awareness of self in Basic Helping Skills in Social Work Practice: A terms of anti-oppressive values, Northern Perspective, Critical Social Work beliefs and experiences as these Practice: Anishinaabe, Structural and Feminist impact upon social work practice and Perspectives, Social Work Philosophy and an ability to employ the principles of Ethics, Community Economic and Social positive self-care in personal and Development II, Field Education I, Field professional settings. Education II

13. Promote social work practice in the Introduction to Community Economic and context of grassroots community Social Development I, Introduction to resiliency by understanding people’s Community Economic and Social Development ability to meet their own needs. II, Basic Helping Skills in Social Work Practice: A Northern Perspective, Concepts of Wellness in Anishinaabe Communities: An Historical Exploration, Concepts of Wellness in Anishinaabe Communities: The Contemporary Context, Community Based Research, Community Economic and Social Development, all other CESD courses

14. Communicate effectively in written, All core and elective courses. spoken, and visual formats using current technology both in an academic and a field setting and employ various modes of technology in the practice of social work in northern and remote communities.

6.3.2 Course Descriptions

The chart below provides course descriptions for core courses as they will appear in the academic calendar.

Year and Semester Course Title Calendar Course Description Year One Introduction to Social The course surveys the history of social welfare in Semester One Welfare in the North Canadian society, from Anishinaabe pre-contact times to present-day. The course examines various social policies and their relevance for social welfare. The course studies the historical development of the welfare state with its differential treatment of mainstream and Anishinaabe people, and the major ideological, political, social and economic influences (Anishinaabe and European) on Canadian social welfare. (lec 3)(3 cr)

Understanding Society This course will provide a close examination of basic I: Principles and sociological concepts and investigate the methodology Processes and theoretical perspectives employed in the acquisition of sociological knowledge. The major focus will be placed on how human potential and nature become transformed into a wide range of patterned behaviour among different members of society. These social issues will be examined comparatively and with particular reference to Canadian society. (LEC 3) (3 cr)

Introduction to This course provides an introduction to the basic Community Economic concepts and theories of Community Economic and and Social Social Development, including using an Development I interdisciplinary, holistic approach to community development. The course situates CESD within the global, regional and local context and provides students with an introductory understanding of terminology necessary for CESD practice. Students have an opportunity to learn the practices and tools of CESD through lectures, case studies and guest speakers. Course content will include examples drawn from rural, Northern and Aboriginal communities. The course also provides a basic understanding of some of the most pertinent policy issues both at a local and global level. (LEC 3, LAB 1.5) (3 cr)

2 Electives Year One Semester Two

Introduction to Social A survey of the profession of social work, including Work: Anishinaabe, early influences, the relationship between social Structural and analysis and social work practice, values and ethics and Feminist Perspectives the factors that shape contemporary social work practice. Students will be introduced to Anishinaabe, structural, feminist, northern and rural/remote and anti-oppressive approaches to social work and sensitivity to Franco-Ontarians. The course also introduces students to an examination of issues related to the delivery of social services, particularly in remote/rural, Northern and Anishinaabe communities. Prerequisite: SWRK 1006 or permission of the instructor. (lec 3) (3 cr)

One of: Understanding Society The course will aim at producing a systematic II: Institutions and understanding of societal institutions such as family, Issues religion, education, economy and politics, with particular reference to Canadian society. The course will also critically examine major issues of our time such as inequality, social conflict, urbanization, ecology, and OR population growth. (LEC 3) (3 cr)

Anishinaabe Peoples This course will examine the Anishinaabe world-view, and our Homelands I including the philosophy and history (oral and written, Wampum Belts, Birch-Bark Scrolls, etc.). The student will be engaged in discussion and exploration of the concept of inherent right – its meaning and significance – as well as the connection between land and (i) the Anishinaabe Peoples, (ii) Nationhood and, (iii) sovereignty. (LEC. 3) (3 cr)

Introduction to This course introduces students to the major processes Community Economic and practices of CESD including community and Social participation and mobilization; community organizing; Development II and community healing as part of the development process. This course will provide students with a strengths-based approach to CESD practice. By using the Development Wheel, students will learn to analyze the community and determine CESD priorities. Students will be introduced to an effective method of conducting both short term and strategic planning and identifying community resources. This course will be practice- oriented with students participating in a variety of exercises designed to develop group facilitation skills, popular education and community organizing and development skills. Attendance at the course lab or “Learning Community” is a required component of the course. Prerequisite: CESD 1006 E or permission of the

department. (LEC 3, LAB 1.5) (3 cr) 2 Electives

Year Two Semester Three Political Economy of The course begins with a review of the emergence of the Social Welfare welfare state and traces the development of social programmes in Canada from our colonial inheritance to the present day. It includes an analysis of the origins, influences, present forms and relative effectiveness of social programmes designed to meet human needs. It examines the destructive impact of welfare state policies on Anishinaabe communities. Particular attention is given to structural and ideological factors that have combined to shape social policies, including issues related to social inequality, the impact of globalization, race, gender, class and sexual orientation. Prerequisites: SWRK 1006/1007. (lec 3) 3 cr

Introduction to Social This course provides students with an introductory Work Research understanding of research designs as they relate to social work theory and practice. Students will learn about the roles of social workers in knowledge building and how the larger societal context shapes research activities. Students will be introduced to qualitative, quantitative, mixed method and critical research approaches. The course will review a wide range of applied research paradigms and frameworks such as: experimental design; survey design; community-based participatory action research; feminist methods; arts- based methods; and program evaluation. They will learn about research questions, literature reviews, data analysis and the importance and place of ethics in the research process. Prerequisites: SWRK 1006/1007. (lec 3) 3 cr

Community Based This course will focus on Aboriginal and smaller Research community-based research issues and approaches. Students will explore qualitative and quantitative techniques such as community-based and participatory action research methods, needs assessment and survey applications, capacity assessment, conflict resolution and building public participation. Students will engage in critical evaluation of the tools, techniques and principles associated with project planning and evaluation. Prerequisites: SWRK 1006/1007. (lec 3) 3 cr

1 Social Work Elective 1 Elective Year Two Human Services This course focuses on issues related to the delivery of Semester Four Organizations human services, including agency mandates, structures, inter-relationships, and professional practice issues. The course will introduce students to Anishinaabe organizational cultures and structures which are alternatives to mainstream models. It will also consider anti-oppressive and feminist considerations and strategies for working within and outside of oppressive structures with the goal of promoting progressive social transformation. Prerequisite: SWRK 1006 and 1007. (lec 3) 3 cr

Basic Helping Skills in This is an introductory course designed to give students Social Work Practice: the opportunity to explore the relationship between A Northern social analysis and social work practice, including the Perspective importance of viewing social work relationships in a social, political and economic context. Students will be encouraged to reflect on the fact that social workers enter into helping processes and relationships in a society characterized by power imbalances based on age, class, ethnicity, gender, geography location, ability, race and sexual identity. The course emphasizes skill development using an anti-oppressive practice approach with a focus on developing helping relationships in Anishinaaabe, remote, Northern and Franco-Ontarian communities. Prerequisites: SWRK 1006/1007. (sem 3) 3 cr

3 Electives Year Three Critical Social Work This course allows students to explore and critically Semester Five Practice: Anishinaabe, analyze social science and social work knowledge, Structural and theories and approaches to enable them to develop a Feminist Perspectives critical, reflective approach to social work practice. The focus is on structural, Anishinaabe and feminist approaches, including their application to northern, rural and remote communities, Franco-Ontarians and racially oppressed peoples. These approaches will be contrasted with other approaches to social work practice, including those based on systems, ecological and psycho-social pathology theories. Prerequisites: SWRK 2106/2107. (sem 3) 3 cr

Social Work Research This course recognizes the ethical and professional and Program responsibility of social workers to evaluate the Evaluations effectiveness of their practice and the programs in

which it takes place, to contribute to social work’s knowledge base and to use research literature to guide decision-making in anti-oppressive practice and program development. Students will learn to critically evaluate the findings of social work research and to develop their competence in various approaches to qualitative and quantitative research. The course will consider the particular challenges of conducting research and program development in Northern, remote/rural, Anishinaabe and Franco-Ontarian communities. Students who complete the course should have acquired the skills required to use social work research literature to guide practice decisions and to design and conduct basic research and evaluation projects. Prerequisites: SWRK 2106/2107. (sem 3) 3 cr

Social Work This course will examine social work ethics in the Philosophy and Ethics context of social work (particularly structural and anti- oppressive social work) and Anishinaabe world views and values. Students will become familiar with the CASWE Code of Ethics as well as the IFSW Code of Ethics. They will learn to critically think about ethical issues in carrying out the tasks of social work practice, policy and research in the context of Northern and remote/rural settings. Models of ethical decision- making processes, critical thinking and problem-solving are explored and applied to micro, mezzo and macro levels of practice. Prerequisites: SWRK 2106/2107. (lec 3) 3 cr

Concepts of Wellness The course explores the issues which have historically in First Nations’ affected the relationship between the First Nations Communities: An Peoples and the social welfare system in Canada, Historical Exploration particularly the effects of the colonization process on health and well-being. The traditional Native family and community is viewed as an intricately balanced ecosystem which was placed in jeopardy after European settlement occurred. Traditional helping and healing practices are studied. Special attention is given to the power of the medicine wheel as a vehicle for achieving spiritual, physical, social and environmental well being. (LEC 3) (3 cr) 1 Elective

Year Three Semester Six Critical Social Policy in This course explores the field of social policy and the North administration. It examines the development of social

policy in Canada, including the changing nature of the welfare state and themes and debates from conventional and critical perspectives that are fundamental to understanding these changes. The course helps students to become aware of the relationship among research, policy and social work practice. It focuses on the theory and practice of social policies and their administration within the Canadian welfare state (Anishinaabe and mainstream). Prerequisites: SWRK 2106/2107 (sem 3) 3 cr

Field Education I This field education course provides students with an opportunity to begin to develop basic social work skills, particularly in the formation of relationships with individuals, families, groups and communities. It focuses on interpersonal relationships, power analysis, problem identification and analysis and problem solving using anti-oppressive approaches and awareness of the Northern, remote/rural, Anishinaabe, Franco-Ontarian contexts. The student will learn to link theoretical concepts learned in the classroom to practice at the interpersonal, community, organizational and policy levels. Students must complete 280 hours in this field placement. Prerequisites: SWRK 1006, 1007, 2106, 2107, and 2356. (sem 1, exp 2) 6 cr

Concepts of Wellness The course explores the contemporary issues which in First Nations’ affect the relationship between First Nations Peoples Communities: The and the social welfare system in Canada, ranging Contemporary from the effects on health and wellbeing of colonization Context to the current movement toward self-determination. Past and present government policies and programs are examined. New First Nations-controlled services in the area of education, health and child welfare are examined. Special attention is given to the power of the medicine wheel as a vehicle for achieving spiritual, physical, social and environmental well-being. (LEC 3) (3 cr)

1 Elective

Year Four Northern and Rural This course builds on structural, Anishinaabe and Semester Seven Social Work Practice feminist approaches, including their application to northern, rural/remote communities, examined in SWRK 3206: Critical Social Work Practice: Anishinaabe, structural and Feminist Perspectives. Critical generalist practice will be examined within the context of current and emerging client populations and practice issues in

rural and Northern regions of Canada. The course aims to develop a critical awareness/analysis of the context and response of social workers to the social problems with which they are meant to deal in their practice in Northern, remote and rural communities. Student will be introduced to the core concepts of rurality and rural social work in Canada. This course is restricted to students in year four of the BSW programme. (sem 3) 3 cr

Family and Child This course focuses particularly on feminist and Welfare Anishinaabe critiques of child welfare policy and social work intervention. It critically examines assumptions in family and child welfare policy including notions of family, substitute care, conceptions about violence and neglect, and the implications of child and welfare policy for social work practice in Northern, remote and rural communities. It includes an examination of practice strategies along with the legal procedures and responsibilities carried by the child welfare social workers. Contemporary Social Work practices with Anishinaabe children and families are also analyzed, with a particular emphasis on directions in Anishinaabe child and family welfare. Prerequisites: SWRK 2106/2107. (sem 3) 3 cr

1 Social Work Elective 2 Electives Year Four Field Education II This field placement course requires the student to Semester Eight perform in a social work role in an organizational setting for a total of 420 hours. It will provide students with an opportunity to enhance and refine their social work skills and deepen their ability to link social work theory with practice at the interpersonal, community, organizational and policy levels. It focuses on interpersonal relationships, power analysis, problem identification and analysis and problem solving using anti-oppressive approaches and awareness of Northern, remote/rural, Anishinaabe, Franco-Ontarian contexts. Students will be required to complete a reflection paper/portfolio that will demonstrate the student’s ability to apply theoretical concepts and critical analysis to practice. This course is restricted to students in year four of the BSW programme. (sem 1, exp 2)) 9 cr

1 Social Work Elective

1 Elective

The chart below provides calendar descriptions for elective social work courses as they will appear in the academic calendar.

2000 Series Course Title Calendar Course Description Electives Critical Analysis of the This course will provide a thorough discussion and Canadian Health examination of the Canadian health system from System multiple perspectives. Prerequisites SWRK 1006/1007. (lec 3) 3 cr

3000 Series Social Welfare and The impacts of historical and contemporary social Electives Women welfare policies and social work practices on women are analyzed. From feminist and structural social work perspectives, the course examines issues such as socialization, work, poverty, abuse, health, sexuality, power and the state, law and policy, as they relate to the roles and positions of women in Canadian society, particularly women within human services. Attention will be given to the roles and positions of women in northern, rural/remote and Anishinaabe communities. (sem 3) 3 cr

Social Work and Law This course will introduce the student to the interaction between social work practice and relevant laws, common law and the justice system. It will examine potential legal issues, constitutional documents and conventions, the court system, rights of Anishinaabe peoples, and the Charter of Rights and Freedoms. It will also examine social work practice in court settings, including an introduction to children’s rights, rules of evidence and the role of various interveners related to the justice system. (sem 3) 3 cr

Community Economic This course provides students with an intermediate and Social level of understanding of issues in community social Development and economic development, including an interdisciplinary approach to critiquing established or ‘mainstream’ concepts of development and globalization. It will provide a framework for examining effects of, and approaches to, the dominant development paradigm from a community economic and social development (CESD) perspective, exploring social and environmental issues globally and within Canada. Students will explore perspectives and experiences of people involved in community movements and initiatives at diverse levels. There will be a particular focus on creative proposals or ‘life

projects’ as sites of alternative practices that foster well-being and self-determination among rural, land- based and Anishinaabe movements, as well as for workers, women, farmers and other groups. We will explore ‘capitalist social relations’ as a concept, and examine how life projects enter, come into tension with, and contest these relations. The course will examine efforts at solidarity and alliance building throughout the Americas, drawing parallels between diverse movements for change, and recognizing an ongoing, creative resilience among people in face of major challenges. Prerequisites: SWRK 2106/2107. (lec 3) 3 cr

Social Work with This course focuses on social work with victims of Victims of Abuse abuse, including partner abuse, child abuse, elder abuse, residential school abuse, and the societal violence of poverty and oppression. It examines physical, emotional, and sexual abuse and violence perpetrated on less powerful individuals. It also examines the roles played by helping professionals in this context. (sem 3) 3 cr

Special Topics in Social The course will examine advanced coverage of Work I particular topics in social work. Specific content will vary from year to year depending on faculty expertise and research. This course is restricted to students in the professional years of the BSW programme or permission from the instructor. (sem 3) 3 cr

Special Topics in Social The course will examine advanced coverage of Work II particular topics in social work. Specific content will vary from year to year depending on faculty expertise and research. This course is restricted to students in the professional years of the BSW programme or permission from the instructor. (sem 3) 3 cr

Selected Topics in The course will examine advanced coverage of Community particular topics in community development. Specific Development I content will vary from year to year depending on faculty expertise and research. Prerequisite CESD1006/07 or permission from the instructor. (sem 3) 3 cr

Selected Topics in The course will examine advanced coverage of Community particular topics in community development. Specific Development II content will vary from year to year depending on faculty expertise and research. Prerequisite

CESD1006/07 or permission from the instructor. (sem 3) 3 cr

Contemporary Issues This course will study the aging and the aged in a cross- in Aging cultural perspective with special attention to Canada. Prerequisites: SWRK 2106/2107. (sem 3) 3 cr

4000 Series Advanced Topics in The course will examine advanced coverage of Electives Social Work I particular topics in social work. Specific content will vary from year to year depending on faculty expertise and research. This course is restricted to students in year four of the BSW programme. (sem 3) 3 cr

Advanced Topics in The course will examine advanced coverage of Social Work II particular topics in social work. Specific content will vary from year to year depending on faculty expertise and research. This course is restricted to students in year four of the BSW programme. (sem 3) 3 cr

Social Work and This course examines the impact of substance (alcohol Substance Abuse and other drugs) abuse on individuals, families, communities and the broader society. Substance abuse is explored in the context of structural social work. It places particular emphasis on the historical, social, cultural geographic, political and ideological contexts of addictions among women, youth, seniors, Anishinaabe peoples, and members of marginalized groups. The course is designed to encourage students to think critically about substance abuse issues, to engage in self-exploration as social workers and to think about how to establish a framework of substance abuse practice sensitive to the realities in which substance abuse issues occur. It also looks at roles of social workers and human service workers in helping people deal with and understand alcohol and other drug use. This course is restricted to students in year four of the BSW programme. (sem 3) 3 cr

The chart below provides calendar descriptions for recommended elective courses as they appear in the academic calendar.

Year and Semester Course Title Calendar Course Description

Elective ANIS 1007 This course will examine the Anishinaabe world Anishinaabe Peoples beginning at the time of contact (in 1492) and the and Our Homelands II impact on Anishinaabe peoples, in terms of population, disease (epidemic/pandemic), colonialism and oppression. The course provides students with an introduction to the Treaty process (Pontiac and Royal Proclamation, 1763) and the impacts on Anishinaabe nations from an economic, social and territorial perspective. (LEC 3) 3 cr

Elective PSYC 1106 This course provides an introduction to the study of Introductory behaviour, with reference to its historical development Psychology I and emphasis on its present status and scientific methodology. Topics covered include the biosocial basis of behaviour, sensory and perceptual processes, learning and cognition, motivation and emotion. (LEC 3) 3 cr

Elective PSYC 1107 This course consists of a study of complex behaviour, Introductory with particular emphasis on methods for studying Psychology II humans. Topics include human development, intelligence, personality and psychopathology, and social behaviour. (LEC 3) 3 cr

Elective COSC 1701 Computer This is a general introductory course in personal Applications I computing with special emphasis on the applications of microcomputers. The general concepts of computing will be reviewed. Students will gain practical experience in the use of software including word processors, spreadsheets and database systems. (LEC 3, TUT 1) 3 cr

Elective JURI 1105 This course will introduce students to the basic Introduction to Legal concepts necessary to the understanding of a critical Studies study of law and the legal system. Topics to be covered will include the nature and function of law, legal reasoning, the origins and fundamental principles of Canadian common and civil law systems and the relationship of law to other disciplines such as economics, history, philosophy, politics, and sociology. (LEC 3) 6 cr

Elective ANIS 2006 This course will examine the traditional social structures Anishinaabe Social within the Anishinaabe nations and society. The focus Issues will be on traditional values and family systems as derived from the Seven Teachings and Clan System. Using oral and written (including archival) sources, the course will examine the contemporary issues facing Anishinaabe nations, citizens and families, as well as the contemporary and historical role of the Midewiwin in Anishinaabe history. (LEC 3) Prerequisites: ANIS 1006/07 3 cr

Elective ANIS 2007 This course will explore Anishinaabe social activism in a Anishinaabe Social contemporary context. Attention will be given to the Movements American Indian Movement, Women’s Rights, and Environmental Rights. The impact of Anishinaabe activism on social issues such as poverty, oppression and Anishinaabe ideologies will also be examined. (LEC 3) Prerequisite: ANIS 2006 3 cr

Elective SOCI 2636 The Social The primary objective of this course is to develop an Making of Gender understanding of the social making of gender in contemporary society. As a basis for this, anthropological and historical perspectives will also be covered. The focus of this course will be on a critical investigation of the social creation of gender and of the gendered division of labour and patriarchal social organization. The social making of normality and deviance in relation to gender will be explored. (LEC 3) Prerequisites: SOCI 1106/11/07 or permission of instructor. 3 cr

Elective JURI 3506 E Legal This course will look at the legal regulation of close Regulation of Close adult personal relationships from a historical and Adult Relationships theoretical perspective. (LEC 3) Prerequisite: JURI 1105 3 cr

Elective JURI 3606 E Legal This course will look at how and why the law regulates Regulation of Parent- parent-child relationships and the competing interests Child Relationships of parents, children and the state in such regulation. (LEC 3) Prerequisite: JURI 1105 3 cr

6.3.3 Academic Course Schedule Information

6.3.3.1 Program Hour/Credit Conversion Justification

If the program includes laboratory components, will the calculation of program breadth be based on a conversion of all program hours into program credits? No.

6.3.3.2 Undergraduate Academic Course Schedule Year and Course Title Total DW Total DO Total DL Course Course Proposed Highest Semester Course Course Semester Prerequisites Instructor (or Qualification Semester Semester Hours and Co- faculty to be Earned and Hours Hours requisites recruited) discipline of study (or required of faculty to be hired) Year One Introduction to

Semester One Social Welfare Dr. Linda 36 M.S.W., Ph. D. in in the North None Savory Policy Studies Gordon Understanding Prof. Deborah Society I: Woodman, M.A. required, Principles and Dr. Jan 36 None Ph. D. preferred Processes Clarke, or in sociology Prof. Harvey Briggs Introduction to Community Dr. Gayle Ph.D. in Policy Economic and 54 None Broad Studies Social Development I 2 electives 72 Year One Introduction to Semester Two Social Work: Introduction to Anishinaabe, Social Welfare Dr. Linda M.S.W., Ph. D. in Structural and 36 in the North or Savory Policy Studies Feminist permission of Gordon Perspectives the instructor

Understanding Prof. Deborah Society II: Woodman, M.A. required, Institutions and Dr. Jan None Ph. D. preferred Issues Clarke, or in sociology Prof. Harvey Briggs 36 or M.A. or Ph. D. Grand Chief preferred, of the Anishinaabe traditional None Midewiwin Peoples and Anishinaabe Lodge, Eddie our Homelands knowledge Benton Benai I required. Introduction to Introduction to Community Community Economic and Economic and Dr. Gayle Ph. D. in Policy Social 54 Social Broad Studies Development II Development I or permission of instructor 2 electives 72 Year Two Political Introduction to Semester Economy of Social Welfare Three Social Welfare in the North and Introduction to Social Work: Dr. Linda Anishinaabe, M.S.W., Ph. D. in 36 Savory Structural and Policy Studies Gordon Feminist Perspectives

Introduction to Introduction to Social Work Social Welfare Research in the North and M.S.W., Ph. D. Introduction to 36 To be hired. preferred in Social Work: social work. Anishinaabe, Structural and Feminist Perspectives Community Introduction to Based Research Social Welfare in the North and Introduction to Dr. Gayle Ph.D. in Policy 36 Social Work: Broad Studies Anishinaabe, Structural and Feminist Perspectives Social Work 36 elective Elective 36 Year Two Human Services Introduction to Semester Four Organizations Social Welfare in the North and Introduction to Dr. Linda M.S.W., Ph. D. in 36 Social Work: Savory Policy Studies Anishinaabe, Gordon Structural and Feminist Perspectives

Basic Helping Introduction to Skills in Social Social Welfare Work Practice: in the North A Northern and M.S.W. required, Perspective Introduction to 72 To be hired. Ph. D. preferred Social Work: in social work. Anishinaabe, Structural and Feminist Perspectives 3 Electives 108 Year Three Critical Social Political Semester Five Work Practice: Economy of Dr. Linda Anishinaabe, Social Welfare M.S.W., Ph. D. in 36 Savory Structural and and Human Policy Studies Gordon Feminist Services Perspectives Organizations Social Work Political Research and Economy of M.S.W. required, Program Social Welfare 36 To be hired. Ph. D. preferred Evaluation and Human in social work. Services Organizations Social Work Political Philosophy and Economy of Ethics Social Welfare and Human Services M.S.W. required, 36 Organizations To be hired. Ph. D. preferred in social work.

101

Concepts of M.S.W. required, Wellness in Ph. D. preferred, First Nations’ Prof. Theresa traditional 36 None. Communities: Binda Anishinaabe An Historical knowledge Exploration required Elective 36

Year Three Critical Social Political Semester Six Policy in the Economy of Dr. Linda North Social Welfare M.S.W., Ph. D. in 36 Savory and Human Policy Studies Gordon Services Organizations Field Education Introduction to I Social Welfare in the North, Introduction to Social Work: Anishinaabe, Structural and Feminist M.S.W. required, Perspectives, 280 To be hired. Ph. D. preferred Political in social work. Economy of Social Welfare, Human Services Organizations, and Basic Helping Skills in Social Work Practice

103

Concepts of M.S.W. required, Wellness in Ph. D. preferred, First Nations’ Prof. Theresa traditional Communities: 36 None Binda Anishinaabe The knowledge Contemporary required Context Elective 36 Year Four Northern and Available to Semester Rural Social students in the M.S.W. required, Seven Work Practice fourth year of 36 To be hired Ph. D. preferred professional in social work. B.S.W. program. Family and Political Child Welfare Economy of Social Welfare Prof. Gisele 36 B.S.W., M.S.W. and Human Beausoleil Services Organizations Social Work 72 Elective 2 Electives 72 Year Four Field Education Available to Semester Eight II students in the fourth year of M.S.W. required, 420 To be hired. professional Ph. D. preferred. B.S.W. program. Social Work 36 Elective 1 Elective 36

105

Subtotal Course Credit Hours 1420 540 108

Total Program 2068 Credit Hours % of the program 31% offered in DO and DL courses % of the breadth 83% courses offered in DO courses % of the breadth 16% courses offered in DL courses

107

108

6.3.3.3 Graduate Academic Course Schedule

Not applicable.

109

6.5 Work Experience Required for Degree Completion

6.5.1 Support for Work Experience

Algoma University’s BSW program will prepare qualified, baccalaureate-level trained social workers to practice social work, including community development, at the entry-level with diverse populations in and with Northern, rural, remote, Anishinaabe and Franco-Ontarian communities. Graduates will have completed a minimum of 700 hours of field practice experience in human service agencies and organizations under the supervision of a field instructor.

The two field placement courses (SWRK 3605 and SWRK 4004) offer students an opportunity to develop their social work practice skills within an agency or community setting. Algoma University will hire two Field Placement Coordinators (one full-time in Sault Ste. Marie and one part-time in Timmins) to work with students and match their learning needs to suitable placement opportunities. The placement experience will include the students, Field Placement Coordinator, and agency or community supervisor in a partnership that will facilitate student learning.

Algoma University plans to hire a full-time Field Placement Coordinator in 2010/11. The Field Placement Coordinator will be responsible for the following during the 2010/11 academic year, in preparation for the launch of the BSW program in fall 2011:  Develop practicum standards, procedures and expectations based on the standards of the Canadian Association for Social Work Education;  Publish a field education manual;  Establish a policy regarding the personal suitability of the student for the profession of social work;  More clearly articulate the guidelines and evaluation procedures for field placements;  Develop relationships with prospective field placement organizations representing the range of settings in which social workers have the potential to be employed in Sault Ste. Marie and Timmins;  Develop a roster of contracted arrangements with community agencies to provide placement sites;  Develop a process for faculty liaison to ensure close, reciprocal and ongoing relationships with field instructors;  Prepare a plan to ensure field instruction remains educationally focused;  Participate in the selection of appropriate field instructors within placement organizations;  Arrange for formal training of new field instructors; 111

 Establish a policy statement on student allegations of harassment in the field placement;  Work collaboratively with social work faculty to refine admission policies and processes for the professional years of the program;  Develop guidelines and forms to protect confidentiality of clients, settings, social workers, and students; and ,  Arrange for adequate liability coverage for students on field placement.

In 2011/12, Algoma University will hire a part-time Field Placement Coordinator in Timmins to run the field education component of the program for students in Timmins. The Field Education Coordinators will work closely with each other to ensure appropriate matching of the students’ learning needs, experience, and interests with the most appropriate placement resource available. Every effort will be made to provide all students with access to placement in their home communities, provided the placement site is able to provide opportunities to meet the student’s learning needs, appropriate supervision, and evaluation of student progress. Given the mandate of the program to meet the needs of rural/remote, Anishinaabe, and Franco-Ontarian communities, placements in these settings are encouraged.

112

6.5.2 Work Experience Outcomes and Evaluation

Work Experience Outcomes How work experience puts Method of evaluating into practice the program student during placement outcomes Articulate structural and anti- In the field education courses For the field practice oppressive social work the students achieve the component of Field Education practice. program outcomes in ways I and Field Education II, that can be categorized under students are evaluated at the Identify the link between two themes. mid-term and at the end of practice approaches and the placement by the student, theoretical perspectives. At the interpersonal, the agency supervisor and the community, organizational field education instructor. The Understand the relationship and policy levels, the evaluation assesses the between conventional and practicums allow students to: strengths and weaknesses of structural social work values, 1. Develop and refine the student’s practicum models, theories, and their social work skills, performance in the following methods. particularly using anti- areas: specific knowledge and oppressive, structural, skills, tasks and Articulate potential social and Anishinaabe and responsibilities, and practice social justice implications of a feminist practice competencies particular practice. approaches; 2. Deepen their ability to For the integration seminar Demonstrate the ability to link social work theory component of Field Education understand and communicate and values with I, students are evaluated on critical self-awareness of his practice. the assignments in the course or her own experiences as text. They present completed they relate to critical The learning outcomes listed assignments in the seminar practices. in the adjacent column are and submit a printed copy to achieved through a the instructor. Assignments Articulate his or her own combination of practicums in are evaluated on both the development of fundamentals social work settings and student’s demonstrated of social work practice. integration seminars. ability to apply and integrate course material and on their Perform at the entry level of In the social work practicum professional writing. competence as a social settings students learn to worker in a practice setting. develop their helping skills in For the integration seminar a reflective, self-evaluative component of Field Education Reflect on and develop manner. They also receive II, students are evaluated on practice skills. regular feedback from three assignments:

113

supervisors in the practicum 1. Ethical Decision Critically think about service settings. This is the main Making delivery and practice issues. experiential component of Assignment: Using their education. Students are two models of analysis Link social work concepts, mentored by field supervisors presented in the first values, and theory with and faculty field instructors. seminar, the student practice at the interpersonal, describes and analyzes community, organizational In the seminars students use an actual ethical and policy levels. theoretical knowledge dilemma encountered learned in other BSW courses in the placement Understand the importance of as a framework to critically 2. Practice Skills power analysis, problem reflect upon and analyze their Assignment: To show identification and analysis experiential learning in the the development of and problem solving using field work. They critically skills through an actual anti-oppressive approaches think about their professional practice experience and awareness of Northern, practice and the and to provide an remote/rural, Anishinaabe, organizational settings in opportunity to Franco-Ontarian contexts. which it takes place. The critically reflect on critical analysis in integration their practice in order seminars helps students to strengthen effective distinguish between skills and generate conventional and structural alternatives, students approaches to social work and video or audio tape an to identify social justice interaction, and implications of various kinds transcribe and analyze of practice. It also encourages the tape. them to increase their 3. Reflection awareness of the Northern, paper/portfolio: Based remote/rural, Anishinaabe, on a process of Franco-Ontarian contexts in reflection, evidence, which their practice takes and collaboration, the place. Since students share reflection their integration of theory and paper/portfolio is a practice, the seminars document (paper, increase students’ electronic or other understanding of how anti- creative medium) that oppressive social work engages the student in practice is implemented in continuous, thoughtful various practice settings. The analysis of his or seminars also address her learning journey. practical concerns of It is presented to the 114

graduating students, such as last seminar class. job opportunities, job readiness, self-care and work For each practicum course, a stresses. Discussion of these final summative evaluation issues help students to (resulting in a pass or fail prepare for entry into the grade) will be made by the profession of social work. faculty field instructor, in consultation with the agency The field education courses supervisor, based on prepare students for social attendance at seminars, work practice at the performance in the agency competency level expected of placement and performance social workers entering on assignments. practice.

115

7 Program Delivery Standard

7.1 Quality Assurance for Program Delivery

7.1.1 Quality Assurance Policies

Algoma University’s policy on general principles and guidelines governing undergraduate program reviews is included.

ALGOMA UNIVERSITY

GENERAL PRINCIPLES and GUIDELINES

GOVERNING

UNDERGRADUATE PROGRAM REVIEWS

as approved by Senate

Revisions approved: April 3, 2009 Minor corrections approved: October 2002 Policy approved: January 2002

117

I. GENERAL PRINCIPLES

The general aim of the review process is to consider the quality and relevance of the university's programs, and to see how well they are functioning within the resources and infrastructure that are in place. The principles for Algoma University’s review process are outlined below:

1) Algoma University will review its undergraduate programs on a regular basis, normally every five to seven years. Programs will be slated for review on a 7-year rolling cycle set by Academic Planning (AppCom). Regular external evaluations for the purpose of accreditation will substitute for the process outlined in these Guidelines. The Academic Dean must ensure that programs comply with the review process.

2) Algoma University will review its new undergraduate programs in the 4th year of operation, in preparation for a request for renewal of Ministerial consent through the Postsecondary Education Quality Assessment Board (PEQAB) within 5 years.

3) All program evaluations will employ external reviewers on a mandatory basis. The Department Chair will submit the names of three experts in the field to the Academic Dean, who will select the external consultants as soon as a program comes up on the schedule for review.

4) Consultation and co-operation amongst the department/program, the Division, the Curriculum Committee (when appropriate), AppCom, and Senate will be critical. AppCom will ultimately make the recommendations to Senate concerning the review follow-up process.

5) There must be mechanisms for the internal reporting of the review results. AppCom will address the final report to senior administration. AppCom will send summaries of the program review and associated action plan to the program, the Division, AU Senate, AU administration, and the Board of Governors. The complete document for each program review will be accessible for consultation by any member of the Senate and Board once the review has been completed.

6) Implementation of the recommendations of the review is primarily the responsibility of the Department Chair. There will be monitoring by academic bodies: i.e. the Divisional Chair and the Academic Dean, in collaboration with AppCom.

7) The Academic Dean is responsible for the application of the policy. In his/her Annual Reports to Senate and Board, the Academic Dean will include a list of the programs whose periodic reviews have been completed over the year, summarizing the results.

118

II. REVIEW TIMETABLE FOR ANY GIVEN YEAR

March 1 The Academic Dean must notify the programs in writing of forthcoming review and provide it with criteria / preparing Self-Study Report.

August 1 The Department Chair submits names of recommended external consultants who are at arms length from the programs to the Academic Dean, who will select from the list and contact the consultant(s)

August 1 The Department Chair submits Self-Study Report to the Academic Dean. The internal review team is struck and coordinated by the Academic Dean.

Sept 15 to November 15 Period during which “Review Committee” work takes place, including the on-site visit of external consultant(s). Note: The Review Committee is made up of the internal members and the external consultant(s).

January 15 The report of the external consultant(s) and the internal reviewers is submitted to the Academic Dean, who immediately forwards it to the Department Chair and the Divisional Chair.

February 15 The Department Chair submits "Programs Response" to the Academic Dean, who shares it with Academic Planning for feedback.

March-April AppCom studies the report and any feedback, and formulates recommendations.

May AppCom recommendations go to Senate, and are forwarded to the Academic Dean and the Board.

III. THE PROCESS

A. CONDUCTING THE SELF-STUDY

The Divisional Chair will monitor the progress of the self-study and ensure it is completed in a timely manner. If the Divisional Chair is a member of a department under review, an alternative will be named by the Dean to perform in this capacity.

The department shall submit its self-study to the Academic Dean in three separate parts:

119

1) PROGRAM DETAILS: DESCRIPTION AND ASSESSMENT 2) CURRICULA VITARUM OF THE FACULTY 3) LIST OF PROPOSED CONSULTANTS

The entire self-study report is a background document. Given its nature, such a report can be adequately assembled in two months' time.

Departments will invite two upper-year students (one male, one female), who are majoring in a program offered by the programs, to participate directly in the preparation of Part (1).

1) PROGRAM DESCRIPTION

This section of the Self-study will not exceed 25 pages, although appendices can be as lengthy and specific as desired. Since it will be made available to AppCom, its content will, in a general sense, assist the Review Committee in examining the following aspects:

- Strengths and weaknesses of the department's teaching and research programs; - Assessment of staff and staff workloads; - Adequacy of resources provided; - Assessment of the learning outcome achievements of students/graduates; - Effectiveness of the organization of the department; - Relations of the department with other departments or programs; - Opportunities for improving the department's programs, through relations with other departments, and utilization of available resources; - Proposed plans for the future.

120

FORMAT of the Program Description:

Introduction i. Brief listing of program(s). ii. Objectives of the program(s) and mission statement. iii. Learning outcomes of the program(s). iv. A summary of how the program(s) provides graduates with the knowledge and skill expectations consistent with the degree-level standard for the program (refer to Appendix B for degree-level standards). v. The pedagogical objectives of the department. vi. Review concerns (if any) expressed in previous appraisal, and actions taken. vii. Special matters and innovative features (if any). viii. Summary of the standards of any regulated regulatory, accrediting or professional associations (if any). ix. Assessment of the continuing relevance of the program to the field of practice it serves, including evidence of revisions made to adapt to changes in the field of practice (if any). a. The Faculty

i. List of both full-time as well as part-time faculty, identify core, indicate impending retirements over next five years. ii. Research Funding - for past five years by source (granting councils, industry, government, foundations, other). iii. Current teaching loads, showing the number of courses taught by each faculty member. iv. Career-number, and current, supervisorship of bachelor's honours students, by faculty member (summary table). v. Indicators of how faculty have demonstrable currency in the field of specialization

121

b. Physical Resources

i. Library resources - a summary statement on holdings pertinent to the program, collection policy, and expenditures for last five years (where available).

DO NOT SUBMIT DETAILED DOCUMENTATION ON LIBRARY HOLDINGS, but have available if required by consultants.

ii. Laboratory and computer facilities - major equipment available for use, commitments/plans (if any) for next five years.

iii. Space - list current faculty, laboratory, student and general research office space, commitments/plans (if any) for next five years.

iv. Technology – list current technology available for use, commitments/plans (if any) for next five years. c. Students

i. Satisfaction levels of current students. ii. Enrolment and graduations for past five years by program. iii. Educational and/or employment status and satisfaction level of students graduating over past five years. iv. Projected enrolments (FT;PT) for next five years, by program. v. Employer satisfaction with graduates. vi. OSAP default rate of graduates. vii. Samples of student work in the terminal stage of the program that reflects exemplary, average, and minimally acceptable performance according to degree-level standards. d. Program Regulations and Courses

i. Regulations for the program(s) including: admission standards and explanation of admission policies for each program; course requirements, examinations, evaluation procedures; thesis evaluation procedures, language requirements (if any), and other requirements; residence regulations.

ii. Total courses listed, including: courses actually offered with enrolments (past three years). 122

iii. Collateral and supporting departments: list only those involvements that are substantial, indicating the nature of the co-involvement (i.e. joint research, shared teaching, etc.).

iv. Course outlines and other documents relevant to the content of the courses.

v. Rationales for curriculum organization - requirements, relevance and justification of courses. How courses are related and how they build on previous learning. An indication of student outcomes (value added education).

vi. A summary of how the program meets or exceeds the learning outcome degree-level standards defined in Appendix B.

vi. A statement that explains how the program meets its pedagogical goals and how it fits into the mission of the University.

vii. Statistical summaries only of student course evaluations.

viii. Standards of any related regulatory, accrediting, or professional associations. e. Planning

i. Strengths and weaknesses ii. How do you plan to reach your goals iii. Conclusion

2) THE CURRICULA VITARUM OF THE FACULTY To be presented in the same format for all faculty listed and also to be presented separately from the section on the program.

3) THE LIST OF PROPOSED CONSULTANTS The list is to contain the following information organized in the following manner for each nominee: a. name

123

b. rank/position c. institution/firm - current address, please also include telephone number d. degrees - designation, university, discipline, date e. professional experience/expertise relevant to the consultantship f. previous affiliation with University (if any), and association with individual members of the faculty, e.g. student/professor relationship, co-author, close personal friendship, etc. g. a statement confirming the proposed consultant is free of any conflict of interest as defined in the Conflict of Interest Policy for External Program Review Consultants in Appendix C of this policy.

With respect to the LIST OF PROPOSED CONSULTANTS, the Department/Division must:

a. present at least 4 nominations to Academic Planning b. designate the nominees by program c. not contact the nominees with respect to the nominations.

B. SUBMITTING THE SELF-STUDY

The department submits the self-study report and the names of external consultants to the Academic Dean, who will make the initial contact with the external consultants. The Academic Dean communicates with the external consultants and finds an appropriate time for the on site two day visit, and makes up an agenda to include:

- Meeting with Department Chair - Meeting with faculty members in the department/program - Meeting with students - Meeting with the Divisional Chair - Meeting with other persons, at the consultant's request - Visit of facilities, if desired

The Academic Dean's Office must make sure accommodations and travel arrangements are coordinated with visitors.

IV. THE REVIEW TEAM

The review team, a sub-committee of Senate which acts as a "clearing house" for all program reviews, consists of the external consultant(s); two Algoma faculty members who do not work in the program under review; and one student rep.

124

The internal faculty members and student representative will be selected by the unit in consultation with the Academic Dean. There will be at least one woman on the review team. The members from other universities must be free of conflict of interest as defined in Appendix C of this policy.

The Committee will review the self-study submitted by the department, request any additional information that is needed, and then spend at least two days visiting the department. During the on-campus visit, the Committee will first meet in camera to discuss procedures, concerns and additional information that might be required. The Committee must then meet with faculty; staff, students within the department, the Divisional Chair; the Academic Dean; graduates of the program, employers of graduates, and with any other member of the university community that can provide information (e.g. Librarian, Director of Computing Services, etc.). On concluding the visit, the Committee must meet with the Academic Dean for a debriefing session to provide preliminary oral feedback on the outcome of the visit and an evaluation of the process.

THE REVIEW TEAM'S REPORT

The review team will produce one report. The main body of the report will be authored by the external consultant. The second part of the report will present the views of the internal faculty members and student representative. The report is to be submitted to the Academic Dean no later than six weeks after the on-site visit. The Academic Dean will forward the report to the department and to the Divisional Chair. The department will then have one month's time from receipt of the report to formulate an optional response to the contents of the report. The Dean will indicate a deadline for the submission of this response.

In cases where there is a department response, both the report and the response will reach AppCom. AppCom will study the documents and recommend an appropriate course of action to Senate.

As is the case for the OCGS and other external reviews, the review of academic quality for programs must provide for well-defined action as far as the programs are concerned. For example, OCGS reviews or other external evaluations (such as accreditation) result in the continuation of good quality programs, in the closure of unsatisfactory ones (which may, however be granted a period of time to improve their quality). An undergraduate program deemed unsatisfactory after the periodic review will be allowed an appropriate period of time for improvement. A follow-up review will then be conducted, within a prescribed space of time. The Academic Dean will monitor the program's progress both during and after the follow-up review.

Eighteen months following the completion of the review, the Academic Dean will contact the department to monitor implementation of the agreed action plan. This information will be 125

forwarded to the Divisonal Chair, who will bring it to AppCom for review; it will then go to Senate for consideration, discussion, and approval of recommendations.

The nature of the department's implementation of the original recommendation will have a definite impact on the budgetary exercise. However, depending upon the resources that are available at the time, the University will recognize achievement and success by means of forms of support for the department. The support may assume any number of guises. The process for follow-up will also include a re-evaluation of the department's previous category (i.e. consolidation, maintenance, major revision, etc.).

126

Appendix A

Reference Material to be Provided to the External Consultants

- Consultant's Guidelines (see below).

- Tentative schedule of meetings.

- University Mission Statement and current Strategic Plan.

- Department's self-study.

- Undergraduate Program Review Document.

- Report from department's previous review.

- Enrolment data, current, projected and for the preceding seven-year period.

- A tabulation of current teaching loads, showing the number of courses taught by each faculty member.

- Information regarding the quality of teaching in the department (e.g. teaching awards to faculty, student evaluations of teaching).

- A grade distribution profile of undergraduate courses.

- Operating funds for the department (excluding salaries) with a breakdown of major budget categories.

- Other material will be made available during the consultant's visit as necessary. In addition, copies of accreditation reports or reports of departmental program appraisers may be made available if desired.

Guidelines for the Report by Reviewers:

The review team will prepare a report which addresses aspects of the department / faculty / university that influence the quality of the undergraduate program. The spirit of the review will be constructive. The report will state what the department has done since its last review. 127

The report will respond to issues identified in the department's self-study report and issues that arise during the site visit. It will provide a considered overview of the program's strengths and weaknesses, with supporting evidence. Recommendations to improve the program can be made, noting whether or not additional resources are required.

The reviewer's central objective is to assess how current offerings could better serve the students within the available resources. In light of financial restraints, it is not realistic to recommend increased faculty or resources, although some resources may be made available on a one time basis.

The report will include, but is not limited to, the following:

- an outline of the visit (who interviewed, facilities seen, other relevant activities); - consistency of the program with the general objectives of the institution’s mission and development plan; - appropriateness of the admission requirements, e.g. achievement and preparation, for the educational objectives of the institution and the program; appropriateness of the program’s structure and curriculum for its educational objectives; - appropriateness of the mode of delivery and the methods used for the evaluation of student progress; - appropriate utilization of the existing human/physical/technological/financial resources; - definition of indicators that provide evidence of quality of faculty, student clientele (applications and registrations), student quality, and the outcomes of the program (graduation rate, length of studies, etc.). - Assessment of the learning outcome achievements of students/graduates by comparison with – 1) program’s stated learning outcomes and standards; 2) degree-level standard (refer to Appendix B for degree level guidelines); 3) the opinions of employers, students, and graduates; and 4) standards of any related regulatory, accrediting or professional association(s). - Assessment of continuing relevance of program to the field of practice it serves.

128

Appendix B

Degree-Level Standards

BACHELOR’S DEGREE: GENERAL

General Bachelor’s degree programs are normally designed to require some conceptual sophistication, and specialized knowledge in at least one discipline or field.

Such programs typically require less intensive disciplinary specialization than an academically- oriented honours program and less preparation for employment in a field of practice than a honours program in an applied or professional area of study.

In addition to personal and intellectual growth, the programs may prepare students for some second-entry professional degree programs, employment in a variety of fields, or advanced entry into an honours program of study in the field.

Normally these programs do not prepare students for direct entry into graduate study. They are typically six to eight semesters in duration (normally 90 to 120 credits, or the equivalent).

This degree is awarded to students who have demonstrated:

Depth and Breadth of Knowledge a. A general knowledge and understanding of many key concepts, methodologies, theoretical approaches and assumptions in a discipline; b. A broad understanding of some of the major fields in a discipline, including, where appropriate, from an interdisciplinary perspective, and how the fields may intersect with fields in related disciplines; c. An ability to gather, review, evaluate and interpret information relevant to one or more of the major fields in a discipline; d. Some detailed knowledge in an area of the discipline; e. Critical thinking and analytical skills inside and outside the discipline; f. The ability to apply learning from one or more areas.

Knowledge of Methodologies An understanding of methods of enquiry or creative activity, or both, in their primary area of study that enables the student to: a. Evaluate the appropriateness of different approaches to solving problems using well established ideas and techniques; and b. Devise and sustain arguments or solve problems using these methods.

129

Application of Knowledge a. The ability to review, present, and interpret quantitative and qualitative information to: i. develop lines of argument; ii. make sound judgments in accordance with the major theories, concepts and methods of the subject(s) of study; and b. The ability to use a basic range of established techniques to: i. analyse information; ii. evaluate the appropriateness of different approaches to solving problems related to their area(s) of study; iii. propose solutions; and c. The ability to make use of scholarly reviews and primary sources.

Communication Skills The ability to communicate accurately and reliably, orally and in writing to a range of audiences.

Awareness of Limits of Knowledge An understanding of the limits to their own knowledge and how this might influence their analyses and interpretations.

Professional Capacity/Autonomy a. Qualities and transferable skills necessary for further study, employment, community involvement and other activities requiring: i. the exercise of personal responsibility and decision-making; ii. working effectively with others; b. The ability to identify and address their own learning needs in changing circumstances and to select an appropriate program of further study; and c. Behaviour consistent with academic integrity and social responsibility.

BACHELOR’S DEGREE: HONOURS

Bachelor’s degree programs in this category are normally designed to require more conceptual sophistication, specialized knowledge, and intellectual autonomy than a general bachelor’s degree program. Students in honours bachelor’s programs learn by doing, with a focus on deepening their mastery of the knowledge and methods of the discipline and/or field. Such programs normally require students to prepare, under supervision, a terminal research paper, thesis, project, exhibition, or other research-based or performance-based exercises that demonstrate methodological competence and capacity for independent intellectual/creative work.

In addition to personal and intellectual growth, academically-oriented programs are primarily designed to prepare students for entry into graduate study in the field, second-entry professional degree programs, or employment in a variety of fields, and they usually provide a deeper and broader disciplinary knowledge than an honours bachelor’s degree in an applied or 130

professional area of study. They are typically eight semesters in duration (normally 120 credits, or the equivalent).

A profession-oriented honours bachelor’s degree is normally designed to require a level of conceptual sophistication, specialized knowledge, and intellectual autonomy similar to that in an academically-oriented degree program but with the disciplinary content oriented to a professional field of practice. Students in professional programs learn by doing, with a focus on preparing for entry into a professional field of practice. Such programs incorporate a blend of theory and practice, and normally include a terminal project or other practice-based exercises intended to develop and demonstrate the student’s readiness for employment in the professional field of practice. Professions are often practiced within in a regulatory framework, and programs may require accreditation by a regulatory body or professional association. In addition to personal and intellectual growth, the programs are primarily designed to prepare students for employment in the field of practice, second-entry professional degree programs, or, depending on the content of the program and the field, entry into either graduate study or bridging studies for an appropriate graduate program. Classroom instruction is typically eight semesters or more in duration (normally 120 credits, or the equivalent) and may be supplemented by required professional experience (e.g., supervised practica or internships).

An honours bachelor’s program in an applied area of study is normally designed to require a level of conceptual sophistication, specialized knowledge, and intellectual autonomy similar to that in an academically-oriented honours program but with the disciplinary content oriented to an occupational field of practice. Students in applied programs learn by doing, with a focus on preparing for entry into an occupational field of practice. Such programs incorporate a blend of theory and practice, and normally include a terminal project or other practice-based exercises intended to develop and demonstrate the student’s readiness for employment in the occupational field of practice. In addition to personal and intellectual growth, the programs are primarily designed to prepare students for employment in the field of practice, second-entry professional degree programs, or, depending on the content of the program and the field, entry into either graduate study or bridging studies for an appropriate graduate program. Classroom instruction is typically eight semesters in duration (normally 120 credits, or the equivalent) and may be supplemented by required workplace experience (e.g., two to four supervised co- operative work terms).

This degree is awarded to students who have demonstrated:

Depth and Breadth of Knowledge a. A developed knowledge and critical understanding of the key concepts, methodologies, current advances, theoretical approaches and assumptions in a discipline overall, as well as in a specialized area of a discipline; b. A developed understanding of many of the major fields in a discipline, including, where appropriate, from an interdisciplinary perspective, and how the fields may intersect with fields in related disciplines;

131

c. A developed ability to: i) gather, review, evaluate and interpret information; and ii) compare the merits of alternate hypotheses or creative options, relevant to one or more of the major fields in a discipline; d. A developed, detailed knowledge of and experience in research in an area of the discipline; e. Developed critical thinking and analytical skills inside and outside the discipline; f. The ability to apply learning from one or more areas outside the discipline.

Knowledge of Methodologies An understanding of methods of enquiry or creative activity, or both, in their primary area of study that enables the student to: a. Evaluate the appropriateness of different approaches to solving problems using well established ideas and techniques; b. Devise and sustain arguments or solve problems using these methods; and c. Describe and comment upon particular aspects of current research or equivalent advanced scholarship.

Application of Knowledge a. The ability to review, present and critically evaluate qualitative and quantitative information to: i. develop lines of argument; ii. make sound judgments in accordance with the major theories, concepts and methods of the subject(s) of study; iii. apply underlying concepts, principles, and techniques of analysis, both within and outside the discipline; iv. where appropriate use this knowledge in the creative process; and b. The ability to use a range of established techniques to: i. initiate and undertake critical evaluation of arguments, assumptions, abstract concepts and information; ii. propose solutions; iii. frame appropriate questions for the purpose of solving a problem; iv. solve a problem or create a new work; and c. The ability to make critical use of scholarly reviews and primary sources.

Communication Skills The ability to communicate information, arguments, and analyses accurately and reliably, orally and in writing to a range of audiences.

Awareness of Limits of Knowledge An understanding of the limits to their own knowledge and ability, and an appreciation of the uncertainty, ambiguity and limits to knowledge and how this might influence analyses and interpretations.

132

Professional Capacity/Autonomy a. Qualities and transferable skills necessary for further study, employment, community involvement and other activities requiring: i. the exercise of initiative, personal responsibility and accountability in both personal and group contexts; ii. working effectively with others; iii. decision-making in complex contexts; b. The ability to manage their own learning in changing circumstances, both within and outside the discipline and to select an appropriate program of further study; and c. Behaviour consistent with academic integrity and social responsibility.

133

Appendix C

Conflict of Interest Policy for External Program Review Consultants

Category: Faculty Number: FA4 Responsibility: Academic Dean Approval: April 3, 2009 - Senate

Purpose:

To define conflict of interest as it applies to academic peers serving as external consultants on academic program review committees.

Scope:

This policy is applicable to all academic peers nominated to serve as external program review consultants for an Algoma University academic program.

Policy:

Algoma University follows specific principles and guidelines for undergraduate program reviews. External consultants will comprise part of a program review team that will prepare a report which considers the quality and relevance of an academic program.

Individuals appointed to the program review team are expected to avoid conflict of interest and the appearance of conflict of interest between their duties as part of the program review team and their personal or business interests.

An actual or potential conflict of interest arises when an individual is placed in a situation in which his or her interests and experience appear to conflict with his or her responsibilities to the university. Employment or previous employment at a competitive or potentially competitive institution does not, in and of itself, constitute a conflict of interest.

Individuals appointed as external consultants on program review committees should not have had any past or current formal affiliation with the program under review, the university, or to program partners if applicable within the past seven years. Some examples of unacceptable connections include supervision, regular collaboration, former student, visiting/teaching, or co- authorship.

134

External program review consultants who have any interest in a program by virtue of a past or current affiliation with the program under review within the past seven years, or who make public statements about a review in progress must decline acceptance as a member of the review team, or withdraw from the team. All individuals appointed to the program review team shall make full written disclosure to the university of any potential conflict of interest, within the terms of this policy, as soon as the individual becomes aware of the conflict of interest. Similarly, if a member of the program review team has evidence of a conflict of interest regarding an individual appointed to the program review team, the individual shall make a full written disclosure to the Dean of Algoma University. Such disclosure to the Dean must clearly state the details of any affiliation of a nature described in these guidelines. The Dean and the review team will collaborate and review any situations where there is a potential conflict of interest and will come to an agreement about the suitability of the candidate.

In accordance with these guidelines, the Dean will be responsible for notifying the external program review consultant should he/she determine that an actual or potential conflict of interest exists. The Dean will exclude or remove external program review consultants from the program review team as required under the terms of this policy. Algoma University will ensure that reasonable measures are taken to make certain the final composition of the program review team is free of any conflict of interest as outlined in this policy.

135

7.1.2 Policy on Student Feedback

The following excerpt from the Algoma University agreement between the Algoma University College Board of Governors and the Algoma University College Faculty Association, ratified by the Board of Governors on July 26, 2006, describes Algoma University’s mechanisms and processes for student feedback regarding program delivery:

Article 19:02 Teaching Evaluations (a) Particular teaching performance levels by faculty are expected by the University, by colleagues, and by students. Such performance is evaluated through peer review and student teaching evaluations. i. The University will coordinate student teaching evaluations in order to assess a Faculty member’s teaching performance. The teaching evaluations and their administration shall be in accordance with the regulations below. ii. The teaching evaluation form to be used for the term of this agreement is included as an Appendix A. iii. Up to 20 minutes of scheduled class time, in the last 2 weeks of a course, must be used for filling out evaluation questionnaires. A student is designated to undertake the task of circulation and assembling of the document. The Faculty Member shall not be present while questionnaires are being filled out in his/her classes. After questionnaires have been completed, they shall be placed in a sealed envelope. Course instructors shall not receive any information, which would disclose the identity of students who completed the questionnaire. iv. Faculty members will receive tabulated results from their questionnaires, including retyped student comments, following submission of grades. v. Teaching evaluations will be used as part of an application for contract renewal, tenure or promotion, or as information for any other assessment of the member’s teaching performance. vi. Given the current small size of our teaching faculty complement, it is agreed that the most important component of the teaching evaluation score is the absolute score of that faculty member. Prior to consideration of any candidate’s file in each year, the Peer Review Committee will determine a scoring level to benchmark satisfactory performance.

137

138

7.1.3 Student Feedback Instruments

A sample of the student faculty evaluation is included.

139

7.2 On-line Delivery

7.2.1 On-line Learning Policies and Practices

The proposed BSW program will be delivered using a “blended learning” model – in this case, a mix of in-person, traditional classroom based learning combined with videoconference learning supplemented by an on-line Course Management System. On-line learning, as defined in PEQAB’s Handbook for Public Organizations, includes video conferencing delivery methods.

On-line courses will be taught simultaneously in either Timmins or Sault Ste. Marie by interactive videoconferencing. All lectures will be video recorded and uploaded to the Course Management Site (CMS) immediately following the lecture. Course material and assignments will be available on the CMS site. Students in Timmins and Sault Ste. Marie will share the classroom with participants from both locations, and videoconference participants will be able to ask questions and participate in discussions in real-time with their classmates in either location. Outside of class time, instructors will be available either in person, by email, telephone, or in forums such as on-line meeting spaces at times that will be clearly communicated to students at the start of a course.

Both Algoma University and Northern College have the capacity to deliver the program as proposed. Algoma University and Northern College are connected to the ORION network, an ultra high-speed connection to all universities and colleges in Ontario. Algoma University and Northern College will use the ORION network to receive and deliver the interactive videoconference lectures. All Algoma University courses are provided with Moodle, a course management system used to host asynchronous course material. Video recordings of lectures for the courses taught by simultaneous interactive videoconference will be posted on the course management system. The Moodle course management system will be supplemented by DimDim, a synchronous online meeting space for up to 50 participants, for use by students in Sault Ste. Marie and Timmins.

141

student evaluation forms described in Appendix 7.1.3 to ensure the learning outcomes of on- line courses are met.

All advertising for the proposed program will describe the nature of learning as it will occur in either Timmins or Sault Ste. Marie. Information regarding the BSW on Algoma University’s website will include links that will speak to the personal discipline and qualities of successful learners using a blended learning model. At this point, no additional fees are being proposed for students in the Timmins location. If any changes are proposed in the future, students will be informed well in advance of the proposed changes.

Algoma University has appropriate policies concerning compliance with copyright law and intellectual property. The university adheres to all standards of the Canadian Copyright Act and informs the university community of these standards through posters and electronic notices. Safeguards are in place to assure the authentication of student identity and the integrity of student work for on-line courses such as password protection, putting time limitations on on- line examinations, randomly mixing exam questions, and placing more weight on submitted assignments.

Algoma University is currently updating its formal On-Line Learning Policy to align with the new standards for internet delivery, as outlined by the Postsecondary Education Quality Assessment Board in September 2009.

142

Algoma University’s On-Line Learning Policy is included.

On-Line Learning Policy

Category: Information Technology Number: IT3 Responsibility: Academic Dean and Director of University Services Approval: February 3, 2009 – Administration March 6, 2009 - Senate

Purpose

To define (1) the equipment, training, and support systems that will be used to provide an enriched learning experience to Algoma University students through the use of on-line delivery methods, and to define (2) how on-line delivery methods will contribute to an enhanced sense of academic community.

Scope

This policy is applicable to the entire university community.

Policy

On-line learning refers to any computer-facilitated learning that can occur either in the classroom or at a distance. The on-line delivery of courses will meet all of the academic standards and requirements of on-site, in-person delivery of courses. On-line learning can include, but is not limited to, on-line quizzes, on-line tests, on-line chats, complementary on- line course content, on-line lectures, on-line lessons, or on-line assignments. On-line delivery methods can be used for a portion of a course or an entire course (distance education). The method of on-line delivery will be detailed in the course outline.

Algoma University promotes the use of on-line learning as an alternative delivery method for course material in some disciplines. Algoma University will provide the necessary training, technological support systems, and equipment to make on-line learning a viable and valuable course delivery option in accordance with the principle of academic integrity.

143

Algoma University will provide faculty with regularly scheduled introductory and advanced hands-on training for course management systems. The university will maintain a library of training resources specific to on-line learning, and will provide one-on-one training sessions, for faculty who are using distance technology. The university will occasionally bring in pedagogical experts to facilitate workshops for faculty members.

Algoma University will provide students with ongoing technical support and training in the use of technology. Faculty who are teaching on-line courses will provide an orientation to all students. Algoma University will provide computer labs on campus which contain high-quality, current hardware and software for student use. Algoma University will continue to provide ongoing reinvestment to its hardware and software to support quality on-line learning. The university will also maintain ongoing student support through an Information Technology Help Desk and an Information Technology Services Department.

Algoma University will maintain off-site backup systems for faculty and student data in order to maintain reliable, sufficient, and scalable course management systems, and will provide regular maintenance and updates to on-site servers.

Algoma University will maintain an Information Technology Help Desk to provide technical assistance for all faculty, staff, and students during and outside of regular business hours.

Algoma University will continue to host its Course Management System (CMS) in a facility with secure access, redundant power generators, and redundant cooling systems. Open source products will be used where possible to provide reliable and efficient community support.

Algoma University will strive for consistency across campus in its technology and equipment for ease of use. Leasing will be used where possible to ensure technology is refreshed on a regular basis.

Algoma University has on file and available upon request copies of current software, hardware, and systems agreements that pertain to the delivery of electronic/on-line learning.

Algoma University recognizes that a sense of academic community and collaboration plays an integral role in fostering student engagement for on-line learners. To this end, the university will integrate student support mechanisms such as discussion groups and virtual office hours into all on-line courses in order to provide opportunity for discussion, collaboration, and negotiation among all students and between students and faculty.

144

Algoma University policies governing copyright for alternative delivery methods. Excerpt from the agreement between Algoma University and the Algoma University Faculty Association, ratified by the Algoma University Board of Governors on July 28, 2006:

ARTICLE 27: COPYRIGHT (last rev. 2006)

27:01 The creator is understood to be the faculty member or members responsible for creating the property. Copyright for all intellectual property resides with the creator, even when that property is produced using university resources. When intellectual property is created by two or more people, the copyright for that property is shared among those creators. The parties agree that the Creator shall hold copyright to any work including any creative work, printed material, computer programme, films, slides, tapes, or similar materials produced by Members as part of their normal workload for the University. The copyright in assessment, grading, reports or correspondence pursuant to the member’s normal administrative or professional duties with the University shall be retained by the member, who shall be deemed to have granted the University a perpetual free license to use these materials or any part there of in the course of its normal, non-commercial, institutional business. The member(s) shall retain such copyright throughout his/her/their lifetime; upon his/her/their death all such rights shall devolve upon his/her/their estate(s).

27:02 If the University requests a work for alternative mode delivery, including a creative work, printed material, films, slides, tapes, computer programmes or similar materials from a Member for use in instructional programmes, the University will in all cases arrange for the development of this course material through a special contract with the Member(s) which sets out terms in accordance with the terms in this Agreement. In the absence of any agreement to the contrary, the Member shall be the first owner of the copyright therein. A Member entering into such a contract with the University shall be notified of the terms of this paragraph prior to signing the contract. The Association shall receive a copy of such notification. Copies of all works subject to the policy stated in this paragraph shall contain a statement or marking identifying the ownership of copyright, and with appropriate credit, the contributors.

27:03 All special contracts for alternative delivery mode instructional course materials shall contain a clause which prohibits the creator from using parts of any course that he or she has created in a course for another University during the period in which the course as designed by the creator is offered by AUC and for a period of 3 years after such time as the creator leaves AUC. Upon departure from AUC, the creator shall license the course to AUC, subject to the terms in Article 27:11 below.

145

27:04 The master copy of any alternative delivery mode instructional course materials shall be the property of the creator. However, the University shall be responsible for the custody and control of such works and copies thereof.

27:05 Where consent, fees or licenses are required for the use of incorporated materials in instructional courses under the terms of this Article, the contributor shall notify the University by provision of a list of works which require such clearance. The University shall have the right to refuse to accept requests for copyright clearance, which are judged to be prohibitively expensive.

27:06 The Members who are the authors of any alternative delivery mode instructional course materials shall sign a warranty that the work is original and that, to the best of their knowledge, it does not violate any existing copyright.

27:07 From time to time, the University may require revisions in alternative delivery mode courses in order to ensure that proper and current academic standards are met.

27:08 Further, the author of work as defined in Paragraph 2 above may, at any time after three (3) years of use, and at three (3) year intervals thereafter notify the University of the need to revise such a work. The University and the Member shall negotiate the amount the University will pay to defray the costs of such revisions including the Member’s fee.

27:09 The process of revision of alternative delivery mode course materials shall be regarded as the joint responsibility of the author of the work and the University. If the author chooses not to undertake the revision or if the author has not accepted the University’s request for revision within one (1) month of receipt of that request or if the author is no longer a member of the University, then the University shall choose an individual to design a new course. The author of the original course shall retain sole custody and control of the original version of the course, subject to clauses three (3) and four (4) above. Where the author is no longer a member of the University, notice of intention to revise and of the proposed revisions shall be sent to him/her by registered mail at the last known address. In the event that the author and the University cannot agree on the nature and extent of the revisions, the University may with the agreement of the copyright holder engage someone else to make revisions, or the University may discontinue use of the course and engage the services of someone approved by the academic unit to design a new version of the course.

146

27:10 The University shall negotiate a fee for any revisions that are made at the University’s request.

27:11 Where there are royalties from the exploitation of the copyright of the academic works referred to above, other than scholarly text and/or articles, and where the production of the work is dependent upon a direct allocation of University funds, staff, equipment or other resources (not to include the faculty member’s salary with the provision of office space), the proceeds from the royalties shall be divided between the member(s) and the Employer, such that seventy-five (75) percent of the proceeds of the royalties shall be allotted to the Employer until such time as the costs of the Employer’s direct support of the costs of production have been met. Thereafter, the royalty rights shall revert to the holder(s) of the copyright, unless otherwise agreed in writing between the member(s) and the Employer. Members exploiting any work that has been originated or developed with the direct support of the Employer shall so inform the Employer. The burden of establishing the amount of the costs incurred in the provision of such direct support shall lie on the Employer.

27:12 Seventy-five (75) percent of the “net proceeds” of any fees or royalties that the University receives for the use by another party of a work to which the member has copyright under the terms of this Article shall be to the member. “Net Proceeds” shall mean the fees and royalties received less direct costs incurred by the University, including but not limited to the costs of reproduction, administration and distribution.

27:13 If practicable the Members shall receive, upon request, a copy at a cost not exceeding the cost of the tape/film/recording or other medium upon which the work has been produced of any work produced by them for the University and to which the Creator holds copyright under the terms of this Agreement.

27:14 Should the University wish to erase or otherwise destroy part or all of a work to which it has copyright under the terms of this Agreement, the creator shall be given notice of such intention and shall have one (1) month in which to make known their wish to receive a copy of the section(s) to be erased. If the creator expresses such a wish within the time limit, they shall receive a copy of those sections at a cost not exceeding the cost of the tape/film/recording or other medium upon which the work has been produced plus reasonable administrative costs arising there from.

147

7.2.2 Academic Community Policies

Algoma University’s Academic Community Policy is included.

Algoma University’s on-line courses will contribute to and enhance the creation of academic community among students and between students and faculty by using methods such as on- line discussions, forums, blogs, faculty and student availability by email, and podcasts. Faculty designing on-line courses will be mindful of the need to include on-line projects that link students through collaborative problem solving, group assignments, and knowledge sharing. On-line learning will enhance the creation of academic community among students by engaging students with a variety of perspectives in debate, discussion, and peer review. Faculty using on-line learning as a delivery method will promote respectful, compassionate, and tolerant behavior among participants in order to promote participation and create a sense of academic community in a virtual forum. On-line learners will benefit from sharing collective knowledge and experiences. In fact, on-line learning can enable learners who are unable to have a physical presence on campus to engage in university studies, thereby providing course participants with access to a variety of perspectives they would not be exposed to in the traditional classroom setting.

149

Academic Community Policy

Category: Faculty Number: FA6 Responsibility: Academic Dean Approval: March 6, 2009 - Senate

PURPOSE:

To define Algoma University’s commitment to developing, maintaining, and enhancing a strong sense of academic community on campus.

SCOPE:

This policy applies to students, faculty, support staff, and administration.

POLICY:

Algoma University believes in teaching and scholarship that enhances student-focused learning that challenges students to reach their full potential. In keeping with its special mission to be a teaching-oriented university focusing on the needs of northern Ontario and cultivating cross- cultural learning between Aboriginal and other communities, Algoma University will provide the human resources, space, and activities necessary to continually enhance a strong sense of academic community.

The university campus will provide spaces for groups to meet and interact for academic and social purposes. The campus will provide spaces for Aboriginal cultural activities to which all members of the university community will be welcome. Technology and technological support on-campus will ensure that a network of communication is available between students and university resources at all times.

Support services, athletics, student government, clubs, ceremonies, residence activities, and exchange programs will provide students with a wide breadth of activities which may be outside their specific program area leading to personal and intellectual growth. Academic

151

advising involving faculty will provide an enhanced sense of academic community as students get to know their professors outside of the classroom setting.

The university will encourage its departments to organize community events, forums, guest speakers, panel discussions, and other activities that engage students, faculty, support staff, and administration in discussions where they can share ideas and experiences. The university will value creativity, innovation, and academic freedom in all its activities.

The student-centric approach to teaching and learning at Algoma University will develop and continually enhance a strong sense of academic community on campus.

152

8 Capacity to Deliver Standards

8.1 Legal Characteristics

The following documents pertaining to Algoma University’s legal character are included:  Bill 80, An Act to establish Algoma University and dissolve Algoma University College  Algoma University’s Letters Patent

153

154

re e 1ST SESSION, 39TH LEGISLATURE, ONTARIO 1 SESSION, 39 LÉGISLATURE, ONTARIO 57 ELIZABETH II, 2008 57 ELIZABETH II, 2008

Bill 80 Projet de loi 80

An Act to establish Loi portant création Algoma University and to dissolve de l’Université Algoma et dissolution Algoma University College de l’Algoma University College

The Hon. J. Milloy L’honorable J. Milloy Minister of Training, Colleges and Universities Ministre de la Formation et des Collèges et Universités

Government Bill Projet de loi du gouvernement

1st Reading May 26, 2008 1re lecture 26 mai 2008 2nd Reading 2e lecture 3rd Reading 3e lecture Royal Assent Sanction royale

Printed by the Legislative Assembly Imprimé par l’Assemblée législative of Ontario de l’Ontario

EXPLANATORY NOTE NOTE EXPLICATIVE

The Bill dissolves Algoma University College (hereinafter re- Le projet de loi dissout l’Algoma University College (appelé ci- ferred to as the “College”) and re-establishes the institution as a après le «Collège») et recrée cet établissement sous forme university to be known as Algoma University. d’université appelée l’Université Algoma. The Bill sets out the objects and powers of Algoma University Le projet de loi énonce la mission et les pouvoirs de l’Université (sections 3 to 7). The Bill also specifies the governance struc- Algoma (articles 3 à 7). Il précise en outre sa structure de gou- ture for the University, which includes a board of governors vernance, qui prévoit un conseil d’administration (articles 8 à (sections 8 to 17) and a senate (sections 18 to 24) in addition to 17) et un sénat (articles 18 à 24), ainsi qu’un président et, si le a president and, if the board so chooses, a chancellor. Other conseil choisit d’en nommer un, un chancelier. D’autres disposi- provisions contained in the Bill relate to the administration of tions du projet de loi portent sur l’administration de l’Université the University (sections 27 to 32) and to transitional matters (articles 27 à 32) et les questions transitoires (articles 33 à 37). (sections 33 to 37). One transitional provision ensures that the Une des dispositions transitoires fait en sorte que le conseil board of governors and senate of the College will act as the first d’administration et le sénat du Collège agissent à titre de pre- board of governors and senate of the University until such time mier conseil d’administration et de premier sénat de l’Université as the board and senate of the University are properly consti- jusqu’à ce que le conseil et le sénat de l’Université soient régu- tuted in accordance with the Act. lièrement constitués conformément à la Loi. Section 38 provides for future amendments to the legislation so L’article 38 prévoit des modifications futures de la loi afin de that the degree-granting authority of the University may be ex- pouvoir élargir le pouvoir de l’Université de conférer des grades pand over time. Before its dissolution, the College, in affiliation au fil du temps. Avant sa dissolution, le Collège, en affiliation with Laurentian University, offered some programs upon com- avec l’Université Laurentienne, offrait certains programmes pletion of which degrees were granted. When the Act comes menant à l’obtention de grades. À l’entrée en vigueur de la loi, into force, section 6 will give Algoma University the authority l’article 6 donnera à l’Université Algoma le pouvoir de décerner to grant only those degrees. On a later date, section 6 may be uniquement ces grades. À une date ultérieure, l’article 6 pourra amended to allow the University to grant any bachelor degree in être modifié pour lui permettre de décerner tout baccalauréat an arts or science program. At an even later date, section 6 may dans un programme d’arts ou de sciences. À une date plus ulté- be further amended to give the University complete authority rieure, l’article 6 pourra être modifié de nouveau pour lui donner over the degrees it chooses to grant. tout pouvoir de décerner les grades de son choix.

Bill 80 2008 Projet de loi 80 2008

An Act to establish Loi portant création Algoma University and to dissolve de l’Université Algoma et dissolution Algoma University College de l’Algoma University College

Her Majesty, by and with the advice and consent of the Sa Majesté, sur l’avis et avec le consentement de Legislative Assembly of the Province of Ontario, enacts l’Assemblée législative de la province de l’Ontario, as follows: édicte :

CONTENTS SOMMAIRE

PART I PARTIE I DEFINITIONS DÉFINITIONS 1. Definitions 1. Définitions PART II PARTIE II ESTABLISHMENT CRÉATION 2. University established 2. Création de l’Université 3. Objects 3. Mission générale 4. Special mission 4. Mission particulière 5. Powers 5. Pouvoirs 6. Degrees, etc. 6. Grades et autres 7. Affiliation 7. Affiliation PART III PARTIE III BOARD OF GOVERNORS CONSEIL D’ADMINISTRATION 8. Board of governors composition 8. Composition du conseil d’administration 9. Term of office 9. Durée du mandat 10. Loss of eligibility 10. Perte d’éligibilité ou d’admissibilité 11. Renewal of term 11. Reconduction de mandat 12. Vacancies 12. Vacances 13. Quorum 13. Quorum 14. Chair, vice-chair 14. Présidence et vice-présidence 15. Standard of conduct 15. Norme de conduite 16. Conflict of interest 16. Conflits d’intérêts 17. Powers and duties of board 17. Pouvoirs et fonctions du conseil PART IV PARTIE IV SENATE SÉNAT 18. Senate composition 18. Composition du sénat 19. Senate election 19. Élection du sénat 20. Term of office 20. Durée du mandat 21. Loss of eligibility 21. Perte d’éligibilité ou d’admissibilité 22. Renewal of term 22. Reconduction de mandat 23. Vacancies 23. Vacances 24. Powers of senate 24. Pouvoirs du sénat PART V PARTIE V CHANCELLOR AND PRESIDENT CHANCELIER ET PRÉSIDENT 25. Chancellor 25. Chancelier 26. President 26. Président 2 ALGOMA UNIVERSITY ACT, 2008

PART VI PARTIE VI ADMINISTRATION ADMINISTRATION 27. Meetings open to public 27. Réunions publiques 28. By-laws available to public 28. Possibilité de consulter les règlements 29. Property administratifs 30. Investments 29. Biens 31. Borrowing 30. Placements 32. Audits and reports 31. Emprunts 32. Vérification et rapports PART VII PARTIE VII TRANSITION DISPOSITIONS TRANSITOIRES 33. Dissolution of College 33. Dissolution du collège 34. First board and senate 34. Premier conseil et premier sénat 35. Algoma University College students 35. Étudiants de l’Algoma University College 36. First by-laws 36. Premiers règlements administratifs 37. Transfer of property, obligations, contracts, etc. 37. Transfert de biens, d’obligations, de contrats ou autres PART VIII PARTIE VIII AMENDMENTS MODIFICATIONS 38. Amendments to section 6 38. Modifications de l’article 6 39. Repeal of Schedule 39. Abrogation de l’annexe PART IX PARTIE IX COMMENCEMENT AND SHORT TITLE ENTRÉE EN VIGUEUR ET TITRE ABRÉGÉ 40. Commencement 40. Entrée en vigueur 41. Short title 41. Titre abrégé

Schedule Degree programs offered at Algoma University Annexe Programmes menant à un grade offerts au Algoma College in affiliation with Laurentian University College en affiliation avec University before the day section 6 comes into l’Université Laurentienne avant l’entrée en force vigueur de l’article 6 ______

PART I PARTIE I DEFINITIONS DÉFINITIONS Definitions Définitions 1. In this Act, 1. Les définitions qui suivent s’appliquent à la présente loi. “Algoma University College” means the college incorpo- «Algoma University College» Le collège universitaire rated as a non-share corporation, under the name Al- constitué en personne morale sans capital-actions, sous goma College Association, by Letters Patent dated Oc- le nom d’Algoma College Association, par lettres pa- tober 23, 1964 and amended by supplementary Letters tentes datées du 23 octobre 1964 et modifiées par let- Patent dated August 30, 1976 and November 2, 1990; tres patentes supplémentaires datées du 30 août 1976 et (“Algoma University College”) du 2 novembre 1990. («Algoma University College») “board” means the board of governors of the University; «biens» S’entend des biens meubles et immeubles. (“conseil”) («property») “property” includes real and personal property; (“biens”) «conseil» Le conseil d’administration de l’Université. («board») “senate” means the senate of the University; (“sénat”) «corps professoral» Professeurs, professeurs agrégés, “teaching staff” means professors, associate professors, professeurs adjoints, chargés d’enseignement, associés, assistant professors, lecturers, associates, instructors, instructeurs, tuteurs et autres personnes employées pour tutors and all others employed to do the work of teach- enseigner et, en outre, personnes employées pour faire ing or giving instruction and includes persons em- de la recherche à l’Université. («teaching staff») ployed to do research at the University; (“corps professoral”) «sénat» Le sénat de l’Université. («senate») “University” means Algoma University established under «Université» L’Université créée par l’article 2. («Univer- section 2. (“Université”) sity») LOI DE 2008 SUR L’UNIVERSITÉ ALGOMA 3

PART II PARTIE II ESTABLISHMENT CRÉATION University established Création de l’Université 2. (1) A university to be known as Algoma University 2. (1) Est créée une université appelée Université Al- in English and Université Algoma in French is hereby goma en français et Algoma University en anglais. established.

Corporation without share capital Personne morale sans capital-actions (2) The University is a corporation without share capi- (2) L’Université est une personne morale sans capital- tal and shall consist of the members of its board. actions qui est constituée des membres de son conseil.

Conflicts Incompatibilité (3) In the event of a conflict between a provision of (3) Les dispositions de la présente loi l’emportent sur this Act and a provision of the Corporations Act, the pro- les dispositions incompatibles de la Loi sur les personnes vision of this Act prevails. morales.

Objects Mission générale 3. The objects of the University are the pursuit of 3. L’Université a pour mission générale de favoriser la learning through scholarship, teaching and research poursuite du savoir par l’étude, l’enseignement et la re- within a spirit of free enquiry and expression. cherche dans un esprit de liberté de pensée et d’expression.

Special mission Mission particulière 4. It is the special mission of the University to, 4. L’Université a pour mission particulière : (a) be a teaching-oriented university that provides a) d’une part, d’être une université axée sur l’ensei- programs in liberal arts and sciences and profes- gnement qui dispense des programmes en arts et en sional programs, primarily at the undergraduate sciences ainsi que des programmes professionnels, level, with a particular focus on the needs of north- principalement au premier cycle, en mettant parti- ern Ontario; and culièrement l’accent sur les besoins du Nord de l’Ontario; (b) cultivate cross-cultural learning between aboriginal b) d’autre part, de cultiver l’apprentissage intercul- communities and other communities, in keeping turel entre les communautés autochtones et les with the history of Algoma University College and autres, compte tenu de la tradition de l’Algoma its geographic site. University College et de sa situation géographique.

Powers Pouvoirs 5. The University has all the powers necessary and 5. L’Université jouit des pouvoirs utiles à la réalisation incidental to its objects. de sa mission.

Degrees, etc. Grades et autres 6. The University may, 6. L’Université peut : (a) grant bachelor degrees in those arts and sciences a) décerner des baccalauréats dans les programmes degree programs that Algoma University College menant à un grade en arts ou en sciences qu’offrait offered as an affiliate of Laurentian University on l’Algoma University College à titre d’établisse- the day before the day this Act comes into force ment affilié à l’Université Laurentienne la veille du and that are listed in the Schedule to this Act; and jour de l’entrée en vigueur de la présente loi et qui figurent à l’annexe de celle-ci; (b) award certificates and diplomas, except post- b) décerner des certificats et des diplômes, sauf des graduate certificates and diplomas, in any and all certificats et diplômes de cycles supérieurs, dans branches of learning. toutes les branches du savoir.

Affiliation Affiliation 7. The University may affiliate or federate with other 7. L’Université peut s’affilier à d’autres universités, universities, colleges, research institutions and institutions collèges, établissements de recherche et établissements of learning on such terms and for such periods of time as d’enseignement ou se fédérer avec eux, aux conditions et the board may determine. pour la durée que fixe le conseil. 4 ALGOMA UNIVERSITY ACT, 2008

PART III PARTIE III BOARD OF GOVERNORS CONSEIL D’ADMINISTRATION Board of governors composition Composition du conseil d’administration 8. (1) There shall be a board of governors of the Uni- 8. (1) L’Université a un conseil d’administration, qui versity, consisting of not less than 12 and not more than se compose de 12 à 30 membres répartis comme suit : 30 members, as follows: 1. The president of the University, who shall be a 1. Le président de l’Université, qui est membre d’of- member by virtue of office. fice. 2. The chancellor of the University, if one is ap- 2. Le chancelier de l’Université, s’il en est nommé pointed, who shall be a member by virtue of office. un, qui est membre d’office. 3. Three members appointed by the Lieutenant Gov- 3. Trois membres nommés par le lieutenant-gouver- ernor in Council who shall not be a student, a neur en conseil, qui ne doivent pas être des étu- member of the teaching staff nor a non-teaching diants, des membres du corps professoral ou des employee of the University. employés non enseignants de l’Université. 4. One person elected by the teaching staff from 4. Une personne que les membres du corps profes- among themselves. soral élisent parmi eux. 5. One student elected by the students of the Univer- 5. Un étudiant que les étudiants de l’Université éli- sity from among themselves. sent parmi eux. 6. One person elected by the non-teaching employees 6. Une personne que les employés non enseignants de of the University from among themselves. l’Université élisent parmi eux. 7. Such other persons as may be set out in the by- 7. Les autres personnes précisées par règlement ad- laws of the board who shall be appointed by the ministratif du conseil qui sont nommées par ce board, subject to subsection (3). dernier, sous réserve du paragraphe (3). By-laws respecting elections Règlement électoral (2) The board shall by by-law determine, (2) Le conseil fixe ce qui suit, par règlement administratif : (a) the procedures to be followed in the election of a) les modalités d’élection des membres visés aux members described in paragraphs 4 to 6 of subsec- dispositions 4 à 6 du paragraphe (1); tion (1); (b) the eligibility requirements for the election or ap- b) les conditions que doivent remplir les membres pointment, as the case may be, to the board of visés aux dispositions 4, 5, 6 et 7 du paragraphe (1) members described in paragraphs 4, 5, 6 and 7 of pour pouvoir être élus ou nommés au conseil; subsection (1); and (c) the number of persons to be appointed under para- c) le nombre de personnes à nommer en application graph 7 of subsection (1). de la disposition 7 du paragraphe (1). Limitation on board composition Restriction relative à la composition du conseil (3) At least 60 per cent of the members of the board (3) Au moins 60 pour cent des membres du conseil shall be persons other than members of the teaching staff, doivent être des personnes autres que des membres du non-teaching employees or students of the University. corps professoral, des employés non enseignants ou des étudiants de l’Université. Term of office Durée du mandat 9. (1) Subject to subsection (2), the term of office for 9. (1) Sous réserve du paragraphe (2), le mandat d’un an elected or appointed member of the board shall be not membre élu ou nommé du conseil est d’une durée maxi- more than three years, as determined by the by-laws of male de trois ans, selon ce que prévoient les règlements the board. administratifs du conseil. Same, student Idem : étudiant (2) The term of office for a member of the board who (2) Le mandat d’un membre du conseil qui est un étu- is a student shall be one year. diant est d’un an. Loss of eligibility Perte d’éligibilité ou d’admissibilité 10. (1) If, during his or her term of office, a member 10. (1) Le membre élu ou nommé en application de la of the board elected or appointed under paragraph 3, 4, 5, disposition 3, 4, 5, 6 ou 7 du paragraphe 8 (1) qui, au 6 or 7 of subsection 8 (1) ceases to be eligible for election cours de son mandat, cesse de remplir les conditions re- LOI DE 2008 SUR L’UNIVERSITÉ ALGOMA 5 or appointment to the board under the same paragraph, he quises pour être élu ou nommé au conseil en application or she thereby ceases to be a member of the board. de la même disposition cesse en conséquence d’en être membre. Exception, student graduation Exception : obtention de diplôme (2) Despite subsection (1), if a student member of the (2) Malgré le paragraphe (1), l’étudiant qui est membre board graduates during his term of office, he or she may du conseil et qui obtient son diplôme en cours de mandat continue to sit as a member of the board for the remainder peut continuer de siéger au conseil pour la durée restante of his or her one-year term. de son mandat d’un an. Renewal of term Reconduction de mandat 11. (1) A member of the board is eligible for reap- 11. (1) Tout membre du conseil peut être nommé ou pointment or re-election. élu de nouveau. Limitation Restriction (2) A person elected or appointed to the board under (2) Une personne élue ou nommée au conseil en appli- subsection 8 (1) may not be a member of the board for cation du paragraphe 8 (1) ne peut pas en être membre more than six consecutive years, but is eligible for reap- pendant plus de six années consécutives. Il est toutefois pointment or re-election after one year’s absence from the possible d’y être nommé ou élu de nouveau après une board. absence d’un an. Vacancies Vacances 12. (1) A vacancy on the board occurs if, 12. (1) Les faits suivants créent une vacance au sein du conseil : (a) a member resigns or ceases to be eligible for ap- a) avant la fin de son mandat, un membre démis- pointment or election to the board before the end of sionne ou cesse de remplir les conditions requises his or her term; pour pouvoir être élu ou nommé au conseil; (b) a member is incapable of continuing to act as a b) un membre est dans l’incapacité de continuer à member and the board by resolution declares the occuper sa charge et le conseil déclare celle-ci va- membership to be vacated; or cante, par résolution; (c) the board by resolution declares a membership to c) le conseil déclare vacante, par résolution, la charge be vacated for failure to attend sufficient meetings, du titulaire qui omet d’assister à un nombre suffi- as provided in the by-laws of the board. sant de réunions, selon ce que prévoient ses règle- ments administratifs. Same Idem (2) If a vacancy occurs on the board, the board shall, (2) Si une vacance survient au sein du conseil, celui-ci fait ce qui suit : (a) determine, in accordance with its by-laws, whether a) il décide, conformément à ses règlements adminis- or not to fill the vacancy; and tratifs, s’il convient de la combler ou non; (b) if the vacancy is to be filled, b) s’il faut la combler : (i) fill the vacancy within such time period as (i) il la comble dans le délai prévu dans ses rè- may be specified in its by-laws, and glements administratifs, (ii) appoint or elect the new member in accor- (ii) il nomme ou élit le nouveau membre confor- dance with the same procedures as applied to mément aux modalités suivies pour la nomi- the appointment or election of the member nation ou l’élection de celui qu’il remplace. being replaced. Completion of term Achèvement du mandat (3) The person who fills a vacancy under subsection (3) La personne qui comble une vacance en application (2) shall hold office for the remainder of the term of the du paragraphe (2) occupe sa charge pour la durée restante member he or she is replacing. du mandat du membre qu’elle remplace. Renewal of term Renouvellement du mandat (4) Despite subsection 11 (2), a person elected or ap- (4) Malgré le paragraphe 11 (2), la personne élue ou pointed to the board under subsection (2) may be reap- nommée au conseil pour terminer un mandat en applica- pointed or re-elected upon the expiry of the term that he tion du paragraphe (2) peut l’être de nouveau à la fin de or she was elected or appointed to complete, but is eligi- ce mandat. Elle ne peut toutefois y être nommée ou élue ble for further reappointment or re-election only after one par la suite qu’après une absence d’un an. year’s absence from the board. 6 ALGOMA UNIVERSITY ACT, 2008

Quorum Quorum 13. A quorum of the board consists of a majority of its 13. Le quorum se compose de la majorité des membres members and that majority must include at least half of du conseil, constituée obligatoirement d’au moins la moi- the members who are not students, teaching staff or non- tié des membres qui ne sont pas des étudiants, des mem- teaching employees of the University. bres du corps professoral ou des employés non enseignants de l’Université. Chair, vice-chair Présidence et vice-présidence 14. (1) The board shall elect annually a chair and at 14. (1) Le conseil élit chaque année un président et au least one vice-chair from among its members who are not moins un vice-président parmi ses membres qui ne sont students, teaching staff or non-teaching employees of the pas des étudiants, des membres du corps professoral ou University and shall fill any vacancy in the office of chair des employés non enseignants de l’Université et comble or vice-chair from among such members. toute vacance de l’une ou l’autre charge parmi ce groupe de membres. Duties Fonctions (2) The chair shall preside over the meetings of the (2) Le président dirige les réunions du conseil; en cas board and if the chair is unable to act or if the position is d’empêchement de sa part ou de vacance de sa charge, un vacant, a vice-chair shall act in his or her place and, if vice-président assure l’intérim. En cas d’empêchement et both the chair and vice-chair are unable to act, the board du président et du vice-président, le conseil peut nommer may appoint a member who is not a student, teaching un remplaçant temporaire parmi les membres qui ne sont staff or non-teaching employee of the University to act pas des étudiants, des membres du corps enseignant ou temporarily in their place. des employés non enseignants de l’Université. Standard of conduct Norme de conduite 15. Every member of the board shall exercise the pow- 15. Les membres du conseil exercent les pouvoirs et ers and carry out the duties of his or her office diligently, fonctions de leur charge avec diligence et intégrité, de honestly, in good faith, in the best interests of the Univer- bonne foi, au mieux des intérêts de l’Université et con- sity and in accordance with any other criteria set out in formément aux autres critères que précisent les règle- the by-laws of the board. ments administratifs du conseil. Conflict of interest Conflits d’intérêts 16. (1) A member of the board or of a committee cre- 16. (1) Le membre du conseil ou d’un de ses comités ated by the board who has a conflict of interest, as de- qui, relativement à une question qui concerne l’Univer- fined in the board’s by-laws or in any conflict of interest sité, est en situation de conflit d’intérêts au sens des rè- policies that the board may adopt, as the case may be, glements administratifs du conseil ou des politiques qu’il with a matter in which the University is concerned shall, adopte en la matière, selon le cas, doit : (a) declare his or her interest as soon as possible and a) d’une part, déclarer son intérêt dès que possible, no later than at the first meeting at which the mat- mais au plus tard à la première réunion à laquelle ter is to be considered; and la question doit être étudiée; (b) if required by the board’s by-laws or policies, b) d’autre part, si les règlements administratifs ou les withdraw from the meeting during the discussion politiques du conseil l’exigent, se retirer de la ré- of the matter and not vote on the matter. union pendant les délibérations portant sur cette question et ne pas voter sur celle-ci. Exception, employee Exception : employés (2) Despite subsection (1), a member of the board who (2) Malgré le paragraphe (1), le membre du conseil qui is also a member of the teaching staff or a non-teaching est également un membre du corps professoral ou un em- employee of the University may take part in discussing ployé non enseignant de l’Université peut prendre part à and voting on issues concerning general conditions of la discussion et au vote sur les questions concernant les employment for University employees, unless the discus- conditions générales d’emploi des employés de l’Univer- sion and voting deals with the circumstances of the par- sité, à moins que les délibérations ne portent sur sa propre ticular employee as an isolated issue, separate and apart situation en tant que question distincte qui ne touche pas from consideration of other employees. les autres employés. Exception, student Exception : étudiants (3) Despite subsection (1), a member of the board who (3) Malgré le paragraphe (1), le membre du conseil qui is also a student may take part in discussing and voting on est également un étudiant peut prendre part à la discus- issues concerning students generally, unless such discussion et au vote sur les questions concernant les étudiants sion and voting deals with the circumstances of the par- en général, à moins que les délibérations ne portent sur sa ticular student as an isolated issue, separate and apart propre situation en tant que question distincte qui ne from consideration of other students. touche pas les autres étudiants. LOI DE 2008 SUR L’UNIVERSITÉ ALGOMA 7

Powers and duties of board Pouvoirs et fonctions du conseil 17. (1) Except for matters specifically assigned to the 17. (1) Sauf en ce qui concerne les questions relevant senate under section 24, the board is responsible for gov- expressément du sénat comme le prévoit l’article 24, le erning and managing the affairs of the University and has conseil est chargé d’administrer et de gérer les affaires de the necessary powers to do so, including the power, l’Université et il a les pouvoirs nécessaires à cette fin, notamment les pouvoirs suivants : (a) to determine the mission, vision and values of the a) définir la mission, la vision et les valeurs de l’Uni- University in a manner that is consistent with the versité d’une manière compatible avec la mission objects and special mission of the University set générale et la mission particulière de l’Université out in sections 3 and 4; énoncées aux articles 3 et 4; (b) to appoint and remove a chancellor; b) nommer et destituer le chancelier; (c) to appoint and remove the president; c) nommer et destituer le président; (d) to appoint, promote, suspend and remove members d) nommer, promouvoir, suspendre et destituer les of the teaching staff and non-teaching employees membres du corps professoral et les employés non of the University, subject to subsection (2); enseignants de l’Université, sous réserve du paragraphe (2); (e) to fix the number, duties and salaries and other e) fixer le nombre des membres du corps professoral benefits of the teaching staff and of the non- et des employés non enseignants de l’Université, teaching employees of the University; ainsi que leurs fonctions, leur rémunération et leurs autres avantages; (f) to appoint committees and assign or delegate to f) constituer des comités et leur attribuer ou leur dé- them such duties and responsibilities as may be léguer les fonctions et les responsabilités prévues provided in the by-laws adopted by the board, in- dans les règlements administratifs adoptés par le cluding authorizing them to act on behalf of the conseil, y compris les autoriser à agir au nom du board in the matters specified in the by-laws; conseil en ce qui concerne les questions précisées dans les règlements administratifs; (g) to approve the annual budget of the University and g) approuver le budget annuel de l’Université et sur- to monitor its implementation; veiller son exécution; (h) to establish and collect fees and charges for tuition h) fixer et percevoir des frais de scolarité et des frais and other services that may be offered by the Uni- pour les autres services qu’offre l’Université ou versity or that may be approved by the board on qu’approuve le conseil au nom d’une organisation behalf of any organization or group of the Univer- ou d’un groupe de l’Université; sity; (i) to regulate the conduct of students, staff and all i) réglementer la conduite des étudiants, du personnel persons who use the property of the University, in- et des autres personnes qui se servent des biens de cluding denying any person access to the property; l’Université, y compris interdire l’accès de ces biens à qui que ce soit; (j) to define, for the purposes of the by-laws adopted j) définir les termes «associé», «chargé d’enseigne- by the board, the following terms: staff, manager, ment», «gestionnaire», «instructeur», «personnel», professor, associate professor, assistant professor, «professeur», «professeur adjoint», «professeur lecturer, associate, instructor and tutor; agrégé» et «tuteur» pour l’application des règle- ments administratifs adoptés par le conseil; (k) to conclusively determine which body within the k) déterminer de façon définitive quelle entité au sein University has jurisdiction over any matter; and de l’Université a compétence sur une question; (l) to make by-laws, resolutions and rules for the con- l) régir la conduite de ses affaires par voie de règle- duct of its affairs. ment administratif, de résolution et de règle.

Limitation Restriction (2) The board shall not appoint, promote, suspend or (2) Le conseil ne doit pas nommer, promouvoir, sus- remove a member of the teaching staff or a non-teaching pendre ou destituer un membre du corps professoral ou un employee of the University, except on the recommenda- employé non enseignant de l’Université sauf sur recom- tion of the president of the University who shall be gov- mandation du président de l’Université, lequel est régi par erned by the terms of any applicable commitments and les conditions des engagements et des pratiques applica- practices of the University. bles de celle-ci. 8 ALGOMA UNIVERSITY ACT, 2008

PART IV PARTIE IV SENATE SÉNAT Senate composition Composition du sénat 18. (1) There shall be a senate of the University, con- 18. (1) L’Université a un sénat, qui se compose d’au sisting of not more than 60 members, including the fol- plus 60 membres répartis comme suit : lowing members: 1. The following persons who are members by virtue 1. Les personnes suivantes qui en sont membres of their office: d’office : i. the president of the University, i. le président de l’Université, ii. the dean of each faculty or, if a division or ii. le doyen de chaque faculté ou, le cas échéant, department is not part of a faculty, the chair le président de chaque division ou départe- of the division or department, ment qui ne fait pas partie d’une faculté, iii. the University registrar, and iii. le registraire de l’Université, iv. the University library director or chief librar- iv. le directeur de la bibliothèque ou le bibliothé- ian. caire en chef de l’Université. 2. Four students elected by the students of the Uni- 2. Quatre étudiants que les étudiants de l’Université versity from among themselves. élisent parmi eux. 3. Such number of persons on the teaching staff, 3. Le nombre de personnes, selon ce que prévoient les elected by the teaching staff from among them- règlements administratifs du sénat, que les mem- selves, as set out in senate by-laws, which number bres du corps professoral élisent parmi eux, lequel shall be at least twice the total number of all other nombre doit être au moins le double du nombre to- members of the senate. tal de tous les autres membres du sénat. 4. One person, other than the president of the Univer- 4. Une personne, autre que le président de l’Univer- sity, appointed by the board from among the board sité, que le conseil nomme parmi ses membres. members. 5. Such other persons as may be determined by senate 5. Les autres personnes précisées par règlement ad- by-law. ministratif du sénat. By-laws respecting elections Règlement électoral (2) The senate shall by by-law determine, (2) Le sénat fixe ce qui suit, par règlement administratif : (a) the procedures to be followed in the election of a) les modalités d’élection des membres du sénat; members of the senate; (b) the eligibility requirements for the election or ap- b) les conditions que doivent remplir les membres pointment, as the case may be, to the senate of visés aux dispositions 2, 3, 4 et 5 du paragraphe (1) members described in paragraphs 2, 3, 4 and 5 of pour pouvoir être élus ou nommés au sénat; subsection (1); (c) the number of persons to be elected or appointed, c) le nombre de personnes à élire ou à nommer, selon as the case may be, to the senate under paragraphs le cas, au sénat en application des dispositions 3 et 3 and 5 of subsection (1); and 5 du paragraphe (1); (d) the constituencies for each of the groups referred to d) le corps électoral de chacun des groupes visés aux in paragraphs 2, 3 and 4 of subsection (1). dispositions 2, 3 et 4 du paragraphe (1). Senate election Élection du sénat 19. The senate shall conduct the election of its elected 19. Le sénat procède à l’élection de ses membres élus members and shall determine any dispute as to the eligi- et tranche tout différend quant à l’éligibilité d’un candidat bility of a candidate at such election or as to a person’s ou au droit de vote de quiconque. entitlement to vote at the election. Term of office Durée du mandat 20. The term of office for an elected or appointed 20. Le mandat d’un membre élu ou nommé du sénat member of the senate shall be, est, selon le cas : (a) not more than three years, as determined by the by- a) d’une durée maximale de trois ans, selon ce que laws of the senate; or prévoient les règlements administratifs du sénat; LOI DE 2008 SUR L’UNIVERSITÉ ALGOMA 9

(b) if a by-law referred to in clause (a) is not made, b) d’une durée d’un an, s’il n’est pas adopté de rè- one year. glement administratif visé à l’alinéa a). Loss of eligibility Perte d’éligibilité ou d’admissibilité 21. (1) If, during his or her term of office, a member 21. (1) Le membre élu ou nommé en application de la of the senate elected or appointed under paragraph 2, 3, 4 disposition 2, 3, 4 ou 5 du paragraphe 18 (1) qui, au cours or 5 of subsection 18 (1) ceases to be eligible for election de son mandat, cesse de remplir les conditions requises or appointment to the senate under the same paragraph, he pour pouvoir être élu ou nommé au sénat en application or she thereby ceases to be a member of the senate. de la même disposition cesse en conséquence d’en être membre. Exception, student graduation Exception : obtention de diplôme (2) Despite subsection (1), if a student member of the (2) Malgré le paragraphe (1), l’étudiant qui est membre senate graduates during his term of office, he or she may du sénat et qui obtient son diplôme en cours de mandat continue to sit as a member of the senate until the next peut continuer de siéger au sénat jusqu’au prochain anni- anniversary of the day of his or her election. versaire du jour de son élection. Renewal of term Reconduction de mandat 22. (1) A member of the senate is eligible for re- 22. (1) Tout membre du sénat peut être nommé ou élu election or reappointment. de nouveau. Limitation Restriction (2) A person elected or appointed to the senate may (2) Une personne élue ou nommée au sénat ne peut pas not be a member of the senate for more than two consecu- en être membre pendant plus de deux mandats consécu- tive terms, but is eligible for reappointment or re-election tifs. Il est toutefois possible d’y être nommé ou élu de after one year’s absence from the senate. nouveau après une absence d’un an. Vacancies Vacances 23. (1) A vacancy on the senate occurs if, 23. (1) Les faits suivants créent une vacance au sein du sénat : (a) a member resigns or ceases to be eligible for ap- a) avant la fin de son mandat, un membre démis- pointment or election to the senate before the end sionne ou cesse de remplir les conditions requises of his or her term; pour pouvoir être élu ou nommé au sénat; (b) a member is incapable to continue to act as a b) un membre est dans l’incapacité de continuer à member and the senate by resolution declares the occuper sa charge et le sénat déclare celle-ci va- membership to be vacated; or cante, par résolution; (c) such circumstances as may be specified in a by-law c) les circonstances prévues par règlement adminis- of the senate exist. tratif du sénat se produisent. Same Idem (2) If a vacancy occurs on the senate, the senate shall, (2) Si une vacance survient au sein du sénat, celui-ci fait ce qui suit : (a) determine, in accordance with its by-laws, whether a) il décide, conformément à ses règlements adminis- or not to fill the vacancy; and tratifs, s’il convient de la combler ou non; (b) if the vacancy is to be filled, fill the vacancy within b) s’il faut la combler, il la comble dans le délai et the time period, and according to the procedures, conformément aux modalités prévus dans ses rè- provided in the by-laws of the senate. glements administratifs. Completion of term Achèvement du mandat (3) The person who fills a vacancy on the senate under (3) La personne qui comble une vacance au sénat en subsection (2) shall hold office for the remainder of the application du paragraphe (2) occupe sa charge pour la term of the member he or she is replacing. durée restante du mandat du membre qu’elle remplace. Renewal of term Renouvellement du mandat (4) Despite subsection 22 (2), a person elected or ap- (4) Malgré le paragraphe 22 (2), la personne élue ou pointed to the senate under subsection (2) may be reap- nommée au sénat pour terminer un mandat en application pointed or re-elected upon the expiry of the term that he du paragraphe (2) peut l’être de nouveau à la fin de ce or she was elected or appointed to complete, but is eligi- mandat. Elle ne peut toutefois y être nommée ou élue par ble for further reappointment or re-election only after one la suite qu’après une absence d’un an. year’s absence from the senate. 10 ALGOMA UNIVERSITY ACT, 2008

Powers of senate Pouvoirs du sénat 24. The senate has, subject to the approval of the board 24. Le sénat a, sous réserve de l’approbation du con- with respect to the expenditure of funds, the power to seil en ce qui concerne les dépenses, le pouvoir de définir determine and regulate the educational policy of the Uni- et de réglementer la politique de l’Université en matière versity and, without limiting the generality of the forego- d’enseignement et notamment : ing, has the power, (a) to make recommendations to the Board with re- a) de faire des recommandations au conseil à l’égard spect to the establishment, change or termination de la création, de la modification ou de la suppres- of programs and courses of study, schools, facul- sion de programmes, de cours, d’écoles, de fa- ties, divisions and departments; cultés, de divisions et de départements; (b) to advise the president of the University on the b) de conseiller le président de l’Université sur les staffing needs of the academic departments; besoins en personnel des départements universi- taires; (c) to appoint the faculty deans and the divisional or c) de nommer les doyens des facultés et les présidents departmental chairs as may be required from time des divisions et départements, selon les besoins; to time; (d) to determine the curricula of all programs and d) de définir le contenu de tous les programmes et courses of study, the standards of admission to the cours, les normes d’admission et de maintien de University and continued registration therein, and l’inscription à l’Université ainsi que les conditions the qualifications for degrees, diplomas and certifi- d’obtention des grades, diplômes et certificats; cates of the University; (e) to conduct examinations, appoint examiners and e) de tenir des examens, de nommer des examinateurs decide all matters relating thereto; et de décider des questions connexes; (f) to hear and determine appeals from the decisions f) d’entendre et de trancher les appels des décisions of the faculty councils on examinations and on ap- des conseils de faculté portant sur les examens et plications for admission; sur les demandes d’admission; (g) to award fellowships, scholarships, bursaries, med- g) d’attribuer des distinctions au mérite, notamment als, prizes and other marks of academic achieve- des bourses de recherche, des bourses d’études, des ment; bourses d’entretien, des médailles et des prix; (h) to authorize the Chancellor, the vice-chancellor or h) d’autoriser le chancelier, le vice-chancelier ou such other person as may be determined by the l’autre personne désignée par le sénat à remettre senate, to confer degrees, honorary degrees, diplo- des grades, des grades honorifiques, des diplômes mas and certificates on behalf of the University in et des certificats au nom de l’Université confor- accordance with section 6; mément à l’article 6; (i) to create councils and committees to exercise its i) de créer des conseils et des comités pour exercer powers; ses pouvoirs; (j) to make by-laws for the conduct of its affairs, in- j) d’adopter des règlements administratifs régissant la cluding by-laws respecting the conduct of the elec- conduite de ses affaires, y compris des règlements tion of its members. administratifs concernant le déroulement de l’élec- tion de ses membres.

PART V PARTIE V CHANCELLOR AND PRESIDENT CHANCELIER ET PRÉSIDENT Chancellor Chancelier 25. (1) The board may, in its discretion, decide to ap- 25. (1) Le conseil peut, à sa discrétion, décider de point a chancellor of the University. nommer un chancelier de l’Université. Appointment committee Comité des candidatures (2) If the board decides to appoint a chancellor, it shall (2) S’il décide de nommer un chancelier, le conseil establish an appointment committee to make recommen- crée un comité des candidatures chargé de faire des re- dations as to the person to be appointed chancellor. commandations quant à la personne à nommer. Same Idem (3) The appointment committee shall be composed of (3) Le comité des candidatures est composé des mem- such members of the board and senate as may be deter- bres du conseil et du sénat précisés par règlement admi- mined by the by-laws of the board. nistratif du conseil. LOI DE 2008 SUR L’UNIVERSITÉ ALGOMA 11

Appointment Nomination (4) The board shall take into consideration the recom- (4) Le conseil tient compte des recommandations du mendation of the appointment committee when appoint- comité des candidatures lorsqu’il nomme le chancelier. ing a chancellor. Term of office Durée du mandat (5) If appointed, the chancellor shall hold office for (5) Le mandat du chancelier, s’il en est nommé un, est four years. de quatre ans. Reappointment Reconduction (6) The chancellor may be reappointed for a further (6) Le chancelier peut être nommé de nouveau, mais il term but shall not be reappointed for more than two con- ne doit pas l’être pour plus de deux mandats consécutifs. secutive terms. Vice-chancellor Vice-chancelier (7) If a chancellor is appointed under subsection (1), (7) Si un chancelier est nommé en vertu du paragraphe the president shall be the vice-chancellor of the Univer- (1), le président est le vice-chancelier de l’Université. sity. Duties Fonctions (8) The chancellor is the titular head of the University (8) Le chancelier est le chef en titre de l’Université et, and, when authorized by the senate to do so, shall confer si le sénat l’y autorise, il remet tous les grades, grades all degrees, honorary degrees, certificates and diplomas honorifiques, certificats et diplômes au nom de celle-ci. on behalf of the University. President Président 26. (1) There shall be a president of the University 26. (1) L’Université a un président qui est nommé par appointed by the board in such manner and for such term le conseil selon les modalités et pour le mandat que fixe as the board shall determine. celui-ci. Powers and duties Pouvoirs et fonctions (2) The president is the chief executive officer of the (2) Le président est le premier dirigeant de l’Univer- University and has supervision over and direction of the sité. Il encadre et dirige l’administration de l’enseigne- academic and general administration of the University, its ment et l’administration générale de l’Université, ses étu- students, managers, teaching staff and non-teaching em- diants, ses gestionnaires, son corps professoral et ses employees and such other powers and duties as may be con- ployés non enseignants, et il exerce les autres pouvoirs et ferred upon or assigned to him or her by the board. fonctions que lui attribue le conseil.

PART VI PARTIE VI ADMINISTRATION ADMINISTRATION Meetings open to public Réunions publiques 27. (1) Subject to subsection (2), meetings of the 27. (1) Sous réserve du paragraphe (2), les réunions board and of the senate shall be open to the public and du conseil et du sénat sont publiques et préavis en est prior notice of such meetings shall be given to the mem- donné aux membres et au public de la manière prévue par bers and to the public in the manner provided in the by- règlement administratif du conseil ou du sénat. laws of the board or senate. Exclusion Exclusion (2) The board or the senate, as the case may be, may (2) Le conseil ou le sénat, selon le cas, peut se réunir à meet in the absence of the public to discuss a matter of a huis clos afin de discuter d’une question de nature per- personal nature concerning an individual or to discuss a sonnelle qui concerne un particulier ou d’une question confidential matter as determined in accordance with the confidentielle jugée telle conformément aux règlements by-laws of the board or senate. administratifs du conseil ou du sénat. By-laws available to public Possibilité de consulter les règlements administratifs 28. (1) The by-laws of the board and of the senate 28. (1) Les membres du public peuvent consulter les shall be open to examination by members of the public règlements administratifs du conseil et du sénat pendant during normal business hours. les heures normales d’ouverture. Publication Publication (2) The Board and the senate shall publish their by- (2) Le conseil et le sénat publient leurs règlements laws from time to time in such manner as they consider administratifs de la manière qu’ils estiment appropriée. proper. 12 ALGOMA UNIVERSITY ACT, 2008

Property Biens 29. (1) The University may purchase or otherwise 29. (1) L’Université peut acquérir, notamment par acquire, take by gift, devise or bequest and hold such achat, donation ou legs, et détenir les biens que le conseil property as the board considers necessary for the objects estime utiles à la réalisation de sa mission. Elle peut éga- of the University, and may mortgage, sell or otherwise lement disposer de ces biens, notamment par vente ou dispose of the same as the board, in its absolute discre- hypothèque, selon ce que le conseil, à sa discrétion abso- tion, considers appropriate. lue, estime approprié. Exemption from taxation Exonération de l’impôt (2) Land vested in the University and land and prem- (2) Les biens-fonds dévolus à l’Université ainsi que les ises leased to and occupied by the University are exempt biens-fonds et locaux qu’elle prend à bail et occupe sont from provincial and municipal taxes and development exonérés des impôts provinciaux et municipaux ainsi que charges, so long as the vested land or leased land and des redevances d’aménagement tant qu’elle les utilise et premises are actually used and occupied for the objects of les occupe effectivement pour la réalisation de sa mission. the University. Protection from expropriation Protection contre l’expropriation (3) Land vested in the University is not liable to be (3) Aucune personne physique ou morale ne peut pé- entered upon, used or taken by any person or corporation, nétrer dans les biens-fonds dévolus à l’Université, ni les and no power to expropriate land conferred after this Act utiliser ou les prendre. Ces biens-fonds sont soustraits à comes into force shall extend to such land unless the stat- tout pouvoir d’expropriation de biens-fonds que confère ute conferring the power expressly provides otherwise. une loi après l’entrée en vigueur de la présente loi, sauf disposition expresse à l’effet contraire de la loi en cause. Deemed vesting in Crown Dévolution à la Couronne (4) All property vested in the University shall be (4) Les biens qui sont dévolus à l’Université sont répu- deemed to be vested in the Crown for the public uses of tés dévolus à la Couronne aux fins de la province de Ontario for the purposes of the Real Property Limitations l’Ontario pour l’application de la Loi sur la prescription Act. des actions relatives aux biens immeubles. Use of property Utilisation des biens (5) The property and the revenue of the University shall (5) Les biens et les recettes de l’Université sont affec- be applied solely to achieving the objects of the University. tés uniquement à la réalisation de sa mission. Non-application Non-application (6) Section 8 of the Charities Accounting Act does not (6) L’article 8 de la Loi sur la comptabilité des oeuvres apply to the University. de bienfaisance ne s’applique pas à l’Université. Investments Placements 30. The funds of the University not immediately re- 30. Les fonds de l’Université qui ne sont pas requis quired for its purposes and the proceeds of all property immédiatement à ses fins et le produit des biens que re- that come into the hands of the board, subject to any çoit le conseil peuvent être investis et réinvestis, sous ré- trusts or conditions affecting them, may be invested and serve des fiducies ou des conditions auxquels ils sont as- reinvested in such investments as the board, in its abso- sujettis, dans les placements que le conseil, à sa discrétion lute discretion, considers appropriate and, except where a absolue, estime appropriés. De plus, sauf disposition con- trust instrument otherwise directs, such funds may be traire de l’acte de fiducie pertinent, ces sommes peuvent combined with trust money belonging to various trusts in être combinées en un même fonds de fiducie avec les the care of the board into a common trust fund. sommes appartenant à diverses fiducies qui sont confiées au conseil. Borrowing Emprunts 31. The University, if authorized by the by-laws of the 31. Si les règlements administratifs du conseil l’y auto- board, may, on such terms and in such amounts as the risent, l’Université peut, aux conditions et selon les mon- board may approve, tants qu’approuve le conseil : (a) borrow money and give security for money bor- a) contracter des emprunts et les garantir; rowed; and (b) issue or give bonds, debentures and obligations as b) émettre des obligations et des débentures ou les security. donner en garantie. Audits and reports Vérification et rapports 32. (1) The board shall appoint one or more public 32. (1) Le conseil charge un ou plusieurs experts- accountants licensed under the Public Accounting Act, comptables titulaires d’un permis délivré en vertu de la LOI DE 2008 SUR L’UNIVERSITÉ ALGOMA 13

2004 to audit the accounts, trust funds and transactions of Loi de 2004 sur l’expertise comptable de vérifier les the University at least once a year. comptes, les fonds en fiducie et les opérations de l’Uni- versité au moins une fois par année. Financial report Rapport financier (2) The University shall make a financial report annu- (2) L’Université présente un rapport financier annuel ally to the Minister of Training, Colleges and Universities au ministre de la Formation et des Collèges et Universi- in such form and containing such information as the Min- tés. Ce rapport est rédigé sous la forme et contient les ister may require. renseignements que précise le ministre. Other reports Autres rapports (3) The University shall submit to the Minister of (3) L’Université présente au ministre de la Formation Training, Colleges and Universities such other reports as et des Collèges et Universités les autres rapports qu’il lui the Minister may require. demande.

PART VII PARTIE VII TRANSITION DISPOSITIONS TRANSITOIRES Dissolution of College Dissolution du collège 33. Algoma University College is dissolved. 33. L’Algoma University College est dissous. First board and senate Premier conseil et premier sénat 34. (1) Despite anything in this Act, the persons who 34. (1) Malgré les autres dispositions de la présente were members of the board of governors and Senate of loi, les personnes qui sont membres du conseil d’admi- Algoma University College on the day immediately be- nistration et du sénat de l’Algoma University College la fore the day this Act comes into force shall, on and after veille de l’entrée en vigueur de la présente loi constituent, that day, constitute the first board and the first senate re- à compter de ce jour, le premier conseil et le premier sé- spectively of the University. nat, respectivement, de l’Université. Duties of first board and senate Obligation du premier conseil et du premier sénat (2) The first board and the first senate of the Univer- (2) Le premier conseil et le premier sénat de l’Univer- sity shall, no later 12 months after the day this Act comes sité doivent, au plus tard 12 mois après le jour de l’entrée into force, appoint or elect such new members of the en vigueur de la présente loi, nommer ou élire les nou- board and senate as are necessary in order to ensure that veaux membres qui sont nécessaires pour que le conseil et the board and senate are constituted in accordance with le sénat soient constitués conformément aux exigences de the requirements of this Act. la présente loi. Rotating membership of board Rotation des membres du conseil (3) Each new member of the board appointed or (3) Le mandat des nouveaux membres du conseil elected under subsection (2) shall hold office for one year, nommés ou élus en application du paragraphe (2) est d’un two years or three years, as determined by the board, and an, de deux ans ou de trois ans, selon ce que décide le the term of office of each new member so appointed or conseil, et peut varier d’un membre à l’autre, selon ce que elected may vary from one member to the next, as the le conseil estime approprié pour assurer une certaine con- board deems appropriate to ensure an effective succession tinuité. of board members. Reappointment, etc., to board and senate Reconduction de mandat (4) Membership on the board of governors or Senate (4) La durée pendant laquelle un membre du premier of Algoma University College before this Act comes into conseil ou du premier sénat de l’Université a siégé au force, shall not be considered when determining whether conseil d’administration ou au sénat de l’Algoma Univer- a member of the first board or first senate of the Univer- sity College avant l’entrée en vigueur de la présente loi ne sity has exceeded the limitation specified in subsection 11 doit pas être prise en considération pour déterminer s’il a (2) or 22 (2) for purposes of re-election or reappointment. dépassé la limite précisée au paragraphe 11 (2) ou 22 (2) aux fins de la reconduction de son mandat. Algoma University College students Étudiants de l’Algoma University College 35. (1) The University shall grant to all of its students 35. (1) L’Université reconnaît sans restriction les cré- and former students of Algoma University College full dits et les notes que l’Algoma University College a attri- recognition for all credits and marks awarded by Algoma bués à ses étudiants et anciens étudiants avant l’entrée en University College before the coming into force of this vigueur de la présente loi, que ce soit directement ou en Act, whether the credits and marks were awarded directly affiliation avec l’Université Laurentienne. by the college or by the college in affiliation with Lauren- tian University. 14 ALGOMA UNIVERSITY ACT, 2008

Choice of university Choix de l’université (2) A student enrolled in Algoma University College (2) Les étudiants inscrits à l’Algoma University Col- immediately before the coming into force of this Act may lege immédiatement avant l’entrée en vigueur de la pré- elect on or before six months after the coming into force sente loi peuvent choisir, dans les six mois qui suivent of this Act to retain the rights and privileges he or she had son entrée en vigueur, de conserver les droits et privilèges as a student at an affiliate of Laurentian University. dont ils jouissent à titre d’étudiants d’un établissement affilié à l’Université Laurentienne.

First by-laws Premiers règlements administratifs 36. The by-laws made by Algoma University College 36. Les règlements administratifs de l’Algoma Univer- shall, in so far as they are not inconsistent with this Act sity College demeurent en vigueur jusqu’à ce qu’ils soient and are capable of being applied, implemented or com- adoptés de nouveau, modifiés ou abrogés par l’Université plied with in the administration of the University, shall en application de la présente loi, dans la mesure où ils remain in force until re-enacted, amended or repealed by sont compatibles avec celle-ci et peuvent être appliqués, the University under this Act. mis en oeuvre ou observés dans le cadre de l’administration de l’Université.

Transfer of property, obligations, contracts, etc. Transfert de biens, d’obligations, de contrats ou autres 37. (1) On the day this Act comes into force, all prop- 37. (1) Le jour de l’entrée en vigueur de la présente erty of Algoma University College is vested in the Uni- loi, tous les biens de l’Algoma University College sont versity and the obligations and liabilities of Algoma Uni- dévolus à l’Université et celle-ci assume les obligations et versity College, together with the benefits and burdens of les dettes de ce collège, ainsi que les profits et charges de all its contracts, collective agreements and covenants are tous ses contrats, conventions collectives et engagements. assumed by the University.

Same Idem (2) For greater certainty, on and after the day this Act (2) Il est entendu que, à compter de l’entrée en vigueur comes into force, all contracts, including employee bene- de la présente loi, tous les contrats, y compris les avan- fits of every employee of Algoma University College are tages sociaux de tous les employés de l’Algoma Univer- obligations of the University, and all appointments and sity College, sont des obligations de l’Université et que tenure held by the employees of Algoma University Col- toutes les nominations ou titularisations d’employés de lege shall be deemed to have been granted by the Univer- l’Algoma University College sont réputées avoir été ac- sity. cordées par l’Université.

PART VIII PARTIE VIII AMENDMENTS MODIFICATIONS Amendments to section 6 Modifications de l’article 6 38. (1) Section 6 of this Act is repealed and the fol- 38. (1) L’article 6 de la présente loi est abrogé et lowing substituted: remplacé par ce qui suit :

Degrees, etc. Grades et autres 6. The University may, 6. L’Université peut : (a) grant bachelor degrees in any arts or science pro- a) décerner des baccalauréats dans tout programme gram; and d’arts ou de sciences; (b) award diplomas and certificates, except post- b) décerner des certificats et des diplômes, sauf des graduate diplomas and certificates, in any and all certificats et diplômes de cycles supérieurs, dans branches of learning. toutes les branches du savoir.

Same Idem (2) Section 6 of this Act, as re-enacted by subsection (2) L’article 6 de la présente loi, tel qu’il est réédic- (1), is repealed and the following substituted: té par le paragraphe (1), est abrogé et remplacé par ce qui suit :

Degrees, etc. Grades et autres 6. The University may, 6. L’Université peut : (a) grant degrees, including honorary degrees, in any a) décerner des grades, y compris des grades honori- and all branches of learning; and fiques, dans toutes les branches du savoir; (b) award certificates and diplomas in any and all b) décerner des certificats et des diplômes dans toutes branches of learning. les branches du savoir. LOI DE 2008 SUR L’UNIVERSITÉ ALGOMA 15

Repeal of Schedule Abrogation de l’annexe 39. The Schedule to this Act is repealed. 39. L’annexe de la présente loi est abrogée.

PART IX PARTIE IX COMMENCEMENT AND SHORT TITLE ENTRÉE EN VIGUEUR ET TITRE ABRÉGÉ Commencement Entrée en vigueur 40. (1) Subject to subsection (2), this Act comes 40. (1) Sous réserve du paragraphe (2), la présente into force on the day it receives Royal Assent. loi entre en vigueur le jour où elle reçoit la sanction royale. Same Idem (2) Sections 38 and 39 come into force on a day to (2) Les articles 38 et 39 entrent en vigueur le jour be named by proclamation of the Lieutenant Gover- que le lieutenant-gouverneur fixe par proclamation. nor. Short title Titre abrégé 41. The short title of this Act is the Algoma Univer- 41. Le titre abrégé de la présente loi est Loi de 2008 sity Act, 2008. sur l’Université Algoma.

SCHEDULE ANNEXE DEGREE PROGRAMS OFFERED AT ALGOMA PROGRAMMES MENANT À UN GRADE UNIVERSITY COLLEGE IN AFFILIATION WITH OFFERTS AU ALGOMA UNIVERSITY COLLEGE LAURENTIAN UNIVERSITY BEFORE THE DAY EN AFFILIATION AVEC L’UNIVERSITÉ SECTION 6 COMES INTO FORCE LAURENTIENNE AVANT L’ENTRÉE EN VIGUEUR DE L’ARTICLE 6 1. Bachelor of Arts Accounting – general. 1. Baccalauréat ès arts (général) en comptabilité. 2. Bachelor of Arts Anishinaabemowin – general. 2. Baccalauréat ès arts (général) en anishinaabemowin. 3. Bachelor of Science Biology – general. 3. Baccalauréat ès sciences (général) en biologie. 4. Bachelor of Business Administration – specialized. 4. Baccalauréat en administration des affaires (spécia- lisé). 5. Bachelor of Arts Economics – general. 5. Baccalauréat ès arts (général) en science écono- mique. 6. Bachelor of Arts Finance & Economics – special- 6. Baccalauréat ès arts spécialisé en finance et science ized. économique. 7. Bachelor of Arts Community Economic and Social 7. Baccalauréat ès arts (général) en développement Development – general. communautaire économique et social. 8. Bachelor of Arts Community Economic and Social 8. Baccalauréat ès arts spécialisé en développement Development – specialized. communautaire économique et social. 9. Bachelor of Arts Computer Science – general. 9. Baccalauréat ès arts (général) en informatique. 10. Bachelor of Science Computer Science – general. 10. Baccalauréat ès sciences (général) en informatique. 11. Bachelor of Science Computer Science – special- 11. Baccalauréat ès sciences spécialisé en informati- ized. que. 12. Bachelor of Computer Science – specialized. 12. Baccalauréat en informatique, spécialisé. 13. Bachelor of Design – specialized. 13. Baccalauréat en design, spécialisé. 14. Bachelor of Arts English – general. 14. Baccalauréat ès arts (général) en anglais. 15. Bachelor of Arts English – specialized. 15. Baccalauréat ès arts spécialisé en anglais. 16. Bachelor of Arts Fine Arts Studies – general. 16. Baccalauréat ès arts (général) en beaux-arts. 17. Bachelor of Arts Fine Arts Studies – specialized. 17. Baccalauréat ès arts spécialisé en beaux-arts. 18. Bachelor of Fine Arts – specialized. 18. Baccalauréat en arts visuels, spécialisé. 19. Bachelor of Arts French – general. 19. Baccalauréat ès arts (général) en français. 16 ALGOMA UNIVERSITY ACT, 2008

20. Bachelor of Arts Geography – general. 20. Baccalauréat ès arts (général) en géographie. 21. Bachelor of Arts History – general. 21. Baccalauréat ès arts (général) en histoire. 22. Bachelor of Arts History – specialized. 22. Baccalauréat ès arts spécialisé en histoire. 23. Bachelor of Arts Information Technology – gen- 23. Baccalauréat ès arts (général) en gestion de l’infor- eral. mation. 24. Bachelor of Arts Italian – general. 24. Baccalauréat ès arts (général) en italien. 25. Bachelor of Arts Law & Justice – general. 25. Baccalauréat ès arts (général) en droit et justice. 26. Bachelor of Arts Law & Justice – specialized. 26. Baccalauréat ès arts spécialisé en droit et justice. 27. Bachelor of Management Studies: Aviation – gen- 27. Baccalauréat en gestion, aviation (général). eral. 28. Bachelor of Science Liberal Science – general. 28. Baccalauréat ès sciences (général) en sciences libé- rales. 29. Bachelor of Arts Mathematics – general. 29. Baccalauréat ès arts (général) en mathématiques. 30. Bachelor of Science Mathematics – general. 30. Baccalauréat ès sciences (général) en mathéma- tiques. 31. Bachelor of Arts Music – general. 31. Baccalauréat ès arts (général) en musique. 32. Bachelor of Arts Philosophy – general. 32. Baccalauréat ès arts (général) en philosophie. 33. Bachelor of Arts Political Science – general. 33. Baccalauréat ès arts (général) en science politique. 34. Bachelor of Arts Political Science – specialized. 34. Baccalauréat ès arts spécialisé en science politique. 35. Bachelor of Arts Psychology – general. 35. Baccalauréat ès arts (général) en psychologie. 36. Bachelor of Arts Psychology – specialized. 36. Baccalauréat ès arts spécialisé en psychologie. 37. Bachelor of Science Psychology – specialized. 37. Baccalauréat ès sciences spécialisé en psychologie. 38. Bachelor of Arts Sociology – general. 38. Baccalauréat ès arts (général) en sociologie. 39. Bachelor of Arts Sociology – specialized. 39. Baccalauréat ès arts spécialisé en sociologie. 40. Bachelor of Social Work – specialized. 40. Baccalauréat spécialisé en service social.

8.2 Governance Structure

8.2.1 Governance and Administrative Structure

An organizational chart outlining Algoma University’s governance and administrative structures is included.

155

Board of Governors Board/ Senate Liaison Senate Committee

President Standing Committees of the Board of Standing Committees Governors: of the Senate: -Executive Dean’s -Senate Coordinating -Finance Advisory -Academic Support -Academic Standards -Nominating and Academic Dean Committee Registrar and and Teaching and Governance Director of and Associate Vice President Director of Learning -Campus Development Advancement and Vice President, Administration Enrolment -Animal Care -Anishinaabe People’s External Relations Academic and Management -Curriculum Council Research -Institutional Ethics -Scholarship -Appeals -Academic Planning Divisional and Priorities Director of Director Director of Director of Library Information Divisional Ancillary University Human Director Technology Chairs Operations and Services Resources Services Sales

Department Chairs

Academic Departments

157

158

8.2.2 Responsibilities of Governing Bodies

The Board of Governors is responsible for governing and managing the affairs of Algoma University. Matters under jurisdiction of the Board include:  Determining the mission, vision, and values of the university  Approving and monitoring the annual budget  Establishing fees for tuition and other services  Appointing, promoting, suspending, and/or removing teaching staff and non-teaching employees  Fixing number, duties, salaries, and benefits of the teaching staff and non-teaching employees  Appointing and/or removing the President (and chancellor, at such time when Algoma University chooses to appoint a chancellor)  Regulating the conduct of students, staff, and all persons who use the university property

The Senate of Algoma University determines and regulates the educational policy of the university, subject to the approval of the Board of Governors with respect to the expenditure of funds. Educational policy regulated by the Senate includes:  Making recommendations to the Board regarding the establishment, change or termination of programs and courses of study, schools, faculties, divisions and departments  Advising the President of the staff needs of academic departments  Appointing faculty deans and divisional or departmental chairs  Determining program and course curriculum  Conducting examinations

The President, who is appointed by the Board of Governors, is the chief executive officer of Algoma University, and has supervision over the academic and general administration of the university.

The Board of Governors of Algoma University consists of 12-30 members (currently it consists of 22). The member composition of the Board is outlined in Bill 80, and is as follows:  President of Algoma University  Chancellor of Algoma University, if one is appointed  Three members appointed by the Lieutenant Governor  One person elected by the teaching staff from amongst themselves  One student elected by the students from among themselves  One person elected from the non-teaching employees from among themselves 159

 Such other persons as may be set out in the bylaws, with at least 60% of members being persons other than teaching staff, non-teaching employees, or students of the university

For external members-at- large, in addition to meeting the eligibility criteria as a representative for a particular constituent group as outlined in Bill 80, potential Board members must possess the skills and experience needed by the Board at any particular time. The Nominating and Governance Committee (a subcommittee of the Board of Governors) regularly reviews vacancies, and actively recruits new members who will provide a balanced mix of skills and experience from all sectors of the community. The policy for approval of designate Board members is included in appendix 8.2.2.

The Senate of Algoma University consists of not more than 60 members, including the following (as outlined in Bill 80):  President of Algoma University  Dean of each faculty  Registrar of Algoma University  Library Director or Chief Librarian of Algoma University  Four students elected by the student from among themselves  Such number of persons on the teaching staff as set out in Senate Bylaws (number must be at least twice the total number of all other Senate members)  One member of the Board of Governors (other than the President)  Such other persons as determined by Senate by-laws (complete Senate By-laws are included in Appendix 8.4)

Elections and appointments to Senate and its committee are made on or before the June Senate meeting of each year. For the first Senate meeting of the 2009/2010 academic year, each division elected one-third of its academic staff for a two-year term, and one-third of its academic staff for a one-year term. At the expiry of their initial terms academic staff will be eligible to be re-elected for a three-year term. Where a vacancy occurs due to resignation or other reason, the appropriate Division may conduct an election to fill the vacancy for the period until such term expires. Student members on committees of Senate shall be nominated by student senators meeting in caucus.

160

8.2.3 Reporting Structures

Algoma University’s reporting structure and the relationship among the governing and managing bodies is included.

161

Board of Governors Board/ Senate Liaison Senate Committee

Department Chairs

Academic Departments

163

8.3 Coordinated Business and Academic Plans to Support Program Quality

8.3.1 Coordinated Business and Academic Plan to Support Program Quality

Algoma University’s business and academic planning are closely coordinated to ensure the academic quality of program content and delivery in accordance with the university’s vision and strategic objectives. Academic planning is guided by the following principles:  Responsive to regional need – Algoma University pays particular attention to the needs of northern Ontario  Consistent with Algoma University’s commitment to improving Anishinaabe (First Nations, Metis, and Inuit) post-secondary education – manifested in outreach programs, Anishinaabe initiatives, and Anishinaabe community input into all Anishinaabe developments  Cognizant of provincial priorities – including improving accessibility in the north and playing a role in regional economic development  Based on community input and consultation – efforts are made to actively involve students and the greater community in the academic planning process  Attractive to students  Sustainable – mindful of student demand and maximum efficiencies  Improving access and opportunity – continuing to reach out to students where they live

Each year, the Academic Planning Committee (a subcommittee of Senate) uses these principles as a starting point from which they undertake a detailed review of input from departments and divisions, as well as of quantitative data on external indicators such as enrolment and program demand. From this analysis, the Academic Planning Committee produces a five-year academic plan (the current plan can be found in its entirety as Appendix 14.1). The five-year plan is brought forward to the Algoma University Senate, with a request to support the recommendations included in the report. Once approved by the Senate, the five-year academic plan becomes an integral part of strategic planning for university administration.

Algoma University produces an Institutional Plan each year to guide the operations and direction of Algoma University for the next five years. The academic plan of the Senate forms the backbone of this Institutional Plan. The Institutional Plan outlines how growth in student body, academic and student support systems, governance, and finances will develop in support of the university’s academic objectives. The Institutional Plan coordinates the business and academic plans of the university. It outlines how human, physical, and financial resources will be utilized to ensure quality of instruction and quality of learning environment in all disciplines. The Institutional Plan includes a number of benchmark indicators, by which Algoma University administration can track academic quality of program content and delivery.

165

In addition, Algoma University has adopted the UPRAC (Undergraduate Program Review and Audit Committee) Review and Audit Guidelines as a threshold framework for the development of undergraduate degree level expectations. To meet the UPRAC guidelines, Algoma University has (i) established policies and procedures for the approval process for the introduction of new programs, (ii) has established policies and procedures for the review of existing programs, and (iii) has these policies and procedures audited following the process described in the UPRAC audit guidelines.

166

8.3.2 Administrative Staff

The following job descriptions for each senior administrative position are included.  President  Academic Dean and Associate Vice President, Academic and Research  Vice President Administration  Director of Advancement and External Relations  Registrar and Director, Enrolment Management  Director of Human Resources  Director of University Services  Director of Information Technology Services  Divisional Director Ancillary Operations and Sales  Library Director

167

8.4 Participation in Academic Policies and Standards

Algoma University’s policies regarding curriculum development are included in the following documents:  Curriculum development policy  Algoma University Senate By-laws

Curriculum Development Policy

Category: Faculty Number: FA7 Responsibility: Academic Dean Approval: April 3, 2009 - Senate

Purpose:

To outline Algoma University’s curriculum development process and to define the role(s) of academic staff and students in the development of academic policies and standards.

Scope:

This policy applies to all curriculum development at Algoma University.

Policy:

Algoma University promotes interdisciplinary collaboration, creativity, and innovation to develop programs that are responsive to regional needs and contribute to provincial capacity.

Algoma’s curriculum development process starts with current faculty and moves through various stages of Senate consultation and approval. Efforts are made to actively involve students and the community throughout the process. Students are full members on all Senate

169

committees relating to curriculum development, academic policies, and academic standards. Student membership is and will remain an integral part of the composition of Senate itself.

Decisions pertaining to curriculum, academic policy, and academic standards shall be approved by the Algoma University Senate. The Senate consists of representation from full-time and part-time faculty, students, administration, and the Board of Governors. Algoma University Senate determines and regulates the educational policy of the university, subject to the approval of the Board of Governors with respect to the expenditure of funds. This includes determining program and course curriculum, making recommendations to the Board on the establishment, change or termination of programs and courses of study, and appointing faculty deans.

Decisions by the Senate pertaining to curriculum, academic policy, and academic standards are informed by recommendations from its various committees including: a) Academic Planning and Priorities Committee; b) Academic Standards and Teaching and Learning Committee; c) Appeals Committee; d) Curriculum Committee; e) Academic Support Committee; and f) Academic Regulations and Petitions

Each committee of Senate will maintain representation from academic staff and students. For detailed terms of reference for Senate and its committees, refer to the current by-laws of Senate.

170

Algoma University Senate By-laws

1. Chapter 1 - Definitions

1.1. In these By-Laws:

a) “Board” means the Board of Governors of Algoma University; b) “University” means Algoma University; c) “Senate” means the Senate of Algoma University; d) “President” means the President of Algoma University; e) “Discipline” means a branch of knowledge or learning offered at Algoma University, including, but not limited to, Anishinabemowin (Ojibwe) & Aboriginal Studies, Biology, Business Administration, Chemistry, Computer Science, Community Economic & Social Development, Economics, English, Fine Arts, Geography & Geology, History, Information Technology, Law & Justice, Mathematics, Modern Languages, Music, Philosophy, Physics, Political Science, Psychology, Social Welfare & Social Work, Sociology & Anthropology. f) “Academic Staff” means full-time faculty and full-time librarians covered under the full-time faculty collective agreement; g) “Part-time Academic Staff” means members of the academic staff who are engaged on sessional contracts; h) Where the singular is used, it shall be considered that plural has also been used if the context so requires.

OBJECTS

1.2. The objects of Algoma University are the pursuit of learning through scholarship, teaching and research, within a spirit of free enquiry and expression.

SPECIAL MISSION

1.3. It is the special mission of Algoma University to:

a) Be a teaching-oriented university that provides programs in liberal arts and sciences and professional programs, primarily at the undergraduate level, with a particular focus on the needs of northern Ontario; and b) Cultivate cross-cultural learning between aboriginal communities and other communities, in keeping with the history of Algoma University and its geographic site.

2. Chapter 2 – Senate Composition

2.1. The Senate of the University shall consist of not more than 60 members, a minimum of two- thirds of whom shall be members of academic staff. Senate shall include the following members:

171

a) The following persons who are members by virtue of their office:

i. The President of the University, ii. The Academic Dean iii. The Chair of each of the Divisions of the University, iv. The University Registrar, and v. The University Library Director or Chief Librarian. vi. A representative of Shingwauk Kinoogaame Gamig

b) One person, other than the President of the University, appointed by the Board from among the Board members.

c) One representative from the Anishinaabe Peoples’ Council or his/her alternate;

d) At least one academic staff representative from each discipline selected by that discipline. Should a discipline not have any academic staff the Division will select a representative for that discipline. Each discipline has the option on an annual basis, with the approval of the Division, to defer its representation to academic staff in a cognate discipline within its Division.

e) Academic staff elected by each Division, such numbers (in compliance with Chapter 2.1) to be no less than ten (10) from each Division, and no more than fifteen (15) from each Division.

f) Two members of the part-time academic staff, and one alternate, elected from and by the part-time academic staff;

g) One full-time or part-time student from each of the academic divisions, or their designate, who will be elected by the student body, and the President of the Algoma University Student Union, or his/her permanent designee. Such elections to be conducted by the Algoma University Student Union;

h) One representative from the Shingwauk Anishinaabe Student’s Association, or his/her alternate;

i) One member of the staff association, and one alternate, elected by the members of the staff association;

3. Chapter 3 – Powers of Senate

3.1. The Senate has, subject to the approval of the board with respect to the expenditure of funds, the power to determine and regulate the educational policy of the University and, without limiting the generality of the foregoing, has the power,

172

a) To make recommendations to the Board with respect to the establishment, change or termination of programs and courses of study, schools, faculties, divisions and departments;

b) To advise the President of the University on the staffing needs of the academic departments;

c) To appoint the Academic Dean, faculty deans and the divisional or departmental chairs as may be required from time to time (See Appendix A );

d) To determine the curricula of all programs and courses of study, the standards of admission to the University and continued registration therein, and the qualifications for degrees, diplomas and certificates of the University;

e) To conduct examinations, appoint examiners and decide all matters relating thereto;

f) To hear and determine appeals from the decisions of the faculty councils on examinations and on applications for admission;

g) To award fellowships, scholarships, bursaries, medals, prizes and other marks of academic achievement;

h) To authorize the Chancellor, the vice-chancellor or such other person as may be determined by the Senate, to confer degrees, honorary degrees, diplomas and certificates on behalf of the University in accordance with section 6;

i) To create councils and committees as it deems necessary to exercise its powers;

j) To make by-laws for the conduct of its affairs, including by-laws respecting the conduct of the election of its members.

4. Chapter 4 – Officers of Senate and Duties

Officers of Senate shall be composed of the following:

4.1. The Speaker and Alternate Speaker;

4.2. The Secretary of Senate, who shall be the Assistant Registrar, a non-voting member of Senate from the Office of the Registrar, and the Alternate Secretary of Senate, who shall be the Registrar.

4.3. The Speaker shall be responsible for conducting all meetings of Senate in accordance with the By-Laws of Senate. The Speaker shall ensure that all meetings follow the basic rules of parliamentary procedure. In the absence of the Speaker, the Alternate Speaker shall conduct the meeting. 173

4.4. The Secretary or, in the absence of the Secretary, the Alternate Secretary, shall be responsible for recording the minutes of each meeting of Senate, and for such other duties as are stated in the By-Laws.

5. Chapter 5 – Elections and Term of Office

5.1. Elections and appointments to Senate and its committees shall be made on or before the June Senate meeting of each year. The Speaker and Alternate Speaker shall be elected annually at June’s Senate meeting from among the academic staff members of Senate;

5.2. For the first Senate meeting of the 2009/2010 academic year each Division shall elect one-third of its academic staff for a three-year term, one third of its academic staff for a two-year term, and one-third of its academic staff for a one-year term. At the expiry of their initial terms academic staff will be eligible to be re-elected for a three-year term. Where a vacancy occurs due to resignation or other reason, the appropriate Division may conduct an election to fill the vacancy for the period until such term expires.

5.3. Notwithstanding Ch. 4.1 and 4.2, part-time academic staff representatives to Senate or its committees shall be elected in the fall for a one-year term.

5.4. Student members on committees of Senate shall be nominated by student senators meeting in caucus.

5.5. Loss of eligibility

i. If, during his or her term of office, a member of the Senate elected or appointed under Ch. 2 ceases to be eligible for election or appointment to the Senate by virtue of a change in position or employment he or she thereby ceases to be a member of the Senate.

Exception, student graduation

ii. Despite subsection I, if a student member of the Senate graduates during his term of office, he or she may continue to sit as a member of the Senate until the next anniversary of the day of his or her election.

Renewal of term

iii. A member of the Senate is eligible for re-election or reappointment.

Limitation

174

iv. A person elected or appointed to the Senate may not be a member of the Senate for more than two consecutive terms, but is eligible for reappointment or re-election after one year’s absence from the Senate.

Vacancies

v. A vacancy on the Senate occurs if, Same a. A member resigns or ceases to be eligible for appointment or election to the Senate before the end of his or her term; b. A member is incapable to continue to act as a member and the Senate by resolution declares the membership to be vacated; or c. A member is absent from three consecutive meetings of Senate without appropriate reasons.

Same

vi. If a vacancy occurs on the Senate, the Senate shall, a. Determine, in accordance with its by-laws, whether or not to fill the vacancy; and b. If the vacancy is to be filled, fill the vacancy within the time period, and according to the procedures, provided in the by-laws of the Senate.

Completion of term

vii. The person who fills a vacancy on the Senate under subsection (2) shall hold office for the remainder of the term of the member he or she is replacing Renewal of term

viii. Despite subsection 5.5 (vi) a person elected or appointed to the Senate under subsection (vi) may be reappointed or re-elected upon the expiry of the term that he or she was elected or appointed to complete, but is eligible for further reappointment or re-election only after one year’s absence from the Senate.

6. Chapter 6 - Meetings

6.1. The Senate year is defined as beginning June 1.

6.2. Unless decided otherwise by Senate or by the Senate Executive Committee, meetings of Senate shall be held on the first Friday of each month except in January and September when it shall be held on the second Friday. No regular meetings shall be held in July and August. The dates of regularly scheduled Senate meetings shall be included in the academic calendar.

175

6.3. Unless otherwise decided otherwise by the Senate or Senate Executive Committee, regular meetings of Senate shall begin at 1:00 pm, and if, after the lapse of a quarter of an hour, there is not a quorum present, the regular meeting shall be deemed lost. Meetings of Senate shall terminate at 3:00 pm unless extended by a motion to continue. Such a motion requires a two- thirds majority.

6.4. All meetings of Senate shall be conducted according to Robert’s Rules of Order, unless otherwise determined by Senate by a two-thirds majority.

Special Meetings

6.5. A special meeting of the Senate, on the request in writing of not fewer than five (5) members, three of whom must be Academic Staff, shall be called by the Speaker, or Alternate Speaker, in the Speaker’s absence, with forty-eight (48) hours notice (excluding statutory holidays and weekends) to be given to each member of Senate. Such a meeting shall consider only business which is specified in the notice of meeting, except that new business may be introduced by the unanimous consent of the members present.

Quorum

6.6. The quorum of Senate shall be fifty (50) percent plus one of voting members of Senate, except at the May and June meetings and at any special meetings which may be called in July and August when the quorum shall be one-third plus one.

6.7. All motions to be valid and effective must be adopted at a meeting of Senate by a simple majority of the members present unless otherwise specified in the By-Laws.

6.8. The Secretary shall provide each member of Senate with an agenda not fewer than seventy-two (72) hours prior to each meeting.

6.9. The agenda for each meeting shall be prepared by the Senate Executive Committee. Items for inclusion in the agenda must be in the hands of the Committee by noon of the Monday of the week of the Senate meeting. 6.10. Proceedings of all meetings of Senate shall be recorded. A copy of the minutes of every meeting of Senate shall be circulated with the agenda of the next meeting. At this meeting, the minutes shall be adopted after correction and amendment, if necessary.

6.11. No motion introducing matter other than that listed in the agenda shall be taken into consideration at any regular meeting of Senate except by a two-thirds majority.

7. Chapter 7 – Amendment of By-laws

176

7.1. By-Laws of Senate shall be adopted or amended by a two-thirds majority vote of all voting members present at a regular meeting of Senate upon notice of motion duly made at a regular meeting of Senate.

8. Chapter – Committees of Senate

8.1. There shall be the following standing committees of Senate:

a) Senate Executive Committee; b) Scholarship Committee; c) Academic Planning and Priorities Committee; d) Academic Standards and Teaching and Learning Committee; e) Animal Care Committee; f) Appeals Committee; g) Curriculum Committee; h) Research Ethics Board; i) Academic Support Committee j) Board – Senate Liaison Committee k) Academic Regulations and Petitions Committee l) Decanal Review/Search Committee

8.2. The quorum for each committee shall be one-half of the voting membership of that committee.

8.3. The President and Academic Dean shall be ex-officio members of every committee of Senate, unless otherwise stated in the By-laws.

8.4. Vacancies occurring in any committee of Senate shall be those of the Senate.

8.5. The procedures of all committees of Senate shall be those of the Senate. 8.6. Senate committees shall have the power to appoint advisors or consultants or to request their assistance, except that such persons shall not be members nor have any of the privileges of members.

8.7. Committees shall report in all instances directly to Senate except that they may report to other Senate committees at their request. In this latter case, the report must be conveyed to Senate as well.

8.8. All Senate committees shall serve for a one-year term commencing June 1, with the exception of Ad Hoc and Special Committees (e.g. Decanal Review/Search Committee) which terms shall be set by Senate in such Committee’s Terms of Reference. 8.9. The Senate may, from time to time, strike ad hoc committees to deal with matters not appropriately or adequately served by the standing committees.

177

9. Chapter 9 – Chairs of Senate Committees

9.1. Each committee shall elect its own Chair from committee members who are also Senators.

9.2. The Chair is responsible for ensuring consultation with appropriate individuals or agencies.

9.3. The Chair is responsible for circulating minutes of each committee meeting to each member of the committee and for depositing one copy with the Secretary of Senate.

10. Chapter 10 – Membership of Senate Committees

10.1. Senate Executive Committee

a) The Speaker of Senate (or in the absence of the Speaker, the Alternate Speaker); b) The Academic Dean; c) The Chairs of each of the Divisions of the University; and d) The Secretary of Senate (or in the absence of the Secretary, the Alternate Secretary).

10.2. Scholarship Committee

a) The Registrar; b) An academic staff member nominated by Senate; c) Director of Advancement and External Relations; and, d) The Manager of Financial Aid and Awards.

10.3. Academic Planning and Priorities Committee

a) The President; b) The Academic Dean; c) The Chairs of each of the Divisions of the University; d) One student.

10.4. Academic Standards and Teaching and Learning Committee

a) One divisional representative from each of the Divisions of the University; b) The Registrar; and c) One student.

10.5. Animal Care Committee

a) Two members selected from faculty or part-time academic staff who have used live animals for experimentation or instruction; b) One other academic staff member;

178

c) One community representative; d) One veterinarian; e) One student; f) Lab coordinator.

10.6. Appeals Committee

a) One faculty member from each of the divisions of the University; and b) Two students

The Chair (academic staff member) and secretary of the Committee will be determined by the Appeals Committee.

Alternates must be named for each of the members from each constituencies indicated above. At the outset of each appeal case, the Chair will determine that the regular members of the Committee (including the Chair) do not have a real or perceived conflict of interest. In the event that a conflict of interest is revealed, the Chair will replace such a member with the designated alternate for that particular case.

10.7. Curriculum Committee

a) The Academic Dean; b) The Registrar; c) The Chairs of the Divisions of the University or their designees; d) One or two students.

10.8. Research Ethics Board

The board shall consist of no fewer than 6 members, including both men and women, and shall include at least:

a) One community representative with no formal affiliation with the university (1 to 5 ratio); b) Three university members from different disciplines with broad expertise in the methods or in areas of research covered by the Research Ethics Committee (research involving human participants or the use of human tissue); and c) One university member with broad knowledge in ethics or experience in the evaluation of ethical implications of research involving human participants.

10.9. Academic Support Committee

a) One divisional representative from each of the Divisions of the University b) The Registrar or designate c) The Director of University Services d) One staff member from the library e) One staff member from the department of Information Technology Services 179

f) One or two students g) The Director of the Library

10.10. Senate – Board Liaison Committee

a) Three Board members, including the Chair of the Board of Governors and two other external members of the Board b) Three Senate members, including the Speaker of Senate and two other fulltime academic staff members of Senate who are not currently Senate representatives to the Board c) Meetings are to be chaired alternately by a member of the Board and a member of Senate.

10.11. Senate – Academic Regulations and Petitions Committee (ARP)

a) The Registrar; b) The Admissions Co-ordinator or Assistant Registrar; c) A representative from each of the Divisions of the University; d) One student.

Please note that this committee is expected to meet minimally every two weeks throughout the year; therefore, membership requires full participation. Please note this committee does not consider grade appeals.

10.12. Senate – Decanal Review/Search Committee

Senate shall recommend to the Board a candidate for appointment or reappointment as Academic Dean, normally once every three years. Senate shall select a Decanal Review/Search Committee to assist in this task; the Committee shall be formed not less than nine months prior to the conclusion of the serving Dean’s term of office. The committee shall consist of:

a) One academic staff representative from each Division, b) One representative from the sessional faculty, c) One staff representative, d) One student representative, e) The Registrar, f) The President (non-voting)

11. Chapter 11 – Senate Representatives to the Board

11.1. There shall be Senate representation to the Board, elected by the Senate from the academic staff, in such numbers as prescribed by the By-Laws of the Board. The representatives shall endeavor at all times to inform the Board of the majority opinion of the Senate in any board discussions pertaining to Senate matters.

11.2. The representatives shall be responsible for ensuring that Senate is informed fully of: 180

a) The outcome of all Senate recommendations conveyed to the Board; and b) Any other Board matters which affect Senate, subject to the Board’s rules of confidentiality.

11.3. The representatives shall have such other responsibilities as may be assigned to them from time to time by Senate.

11.4. The term of office shall be three years, once renewable.

Appendix A Senate Committees’ Terms of Reference

1. Senate Executive Committee

a) To prepare the agenda for Senate meetings; b) To ensure that the recommendations of Senate committees are brought to Senate for action; c) Oversee activities of Senate Committees and ensure that they are executing their responsibilities; d) To advise Senate on matters which Senate refers to it; e) To act as a Nominating Committee for Senate committees and appointments. f) The Committee shall be responsible for recommending to Senate no later than at the April meeting a slate of candidates for all committees of Senate and for Speaker, Alternate Speaker, Secretary and Alternate Secretary of Senate. g) To consider and recommend to Senate, and to maintain a pool of approved candidates for, the awarding of honorary degrees; h) To plan, organize, and support the conduct of Convocations for the awarding of degrees, installation of Presidents, and such other public affairs as may properly be the business of Senate; and i) To facilitate the formation of the Decanal Review/Search Committee.

2. Scholarship Committee

a) To consider and recommend on policy matters relating to scholarships, bursaries, prizes and medals awarded by the University; b) To recommend the terms and conditions under which all scholarships, bursaries, prizes and medals are awarded; c) To review proposals for all new awards and recommend on their acceptance; d) To consider candidates/applicants and select/recommend individuals for awards; and, e) To consider such other related matters as may from time to time be referred to the Committee.

3. Academic Planning and Priorities Committee

181

a) To prepare for Senate consideration at its September meeting a five-year academic plan, taking into consideration the overall Academic goals of the University, financial and enrolment statistics, programme quality, and internal and external trends. This plan will identify programmes for expansion, continuation, and contraction. The Committee will reasonably ensure that appropriate consultation occurs with all constituents of the University community; b) To advise the President on the construction and content of the Strategic Plan; c) To conduct an ongoing internal/external review of the academic programmes of the University; d) To advise on funding levels to support academic activities and related service functions, within the context of the overall institutional budget; e) To recommend new faculty hiring; f) To consider and make recommendations to Senate on such matters as may be referred to it.

4. Academic Standards and Teaching and Learning Committee

a) To consider and report to Senate on matters relating to Academic Standards and Practices; b) To collate and report on information on grade distributions; c) To recommend guidelines on class caps and sectioning levels; d) To provide guidelines on professional development opportunities; e) To organize professional development activities on campus; f) To address the issues that arise regarding the quality of faculty prepared custom course materials sold to students; and g) To review non-credit courses that may impact on the academic programming.

5. Animal Care Committee

a) Follow the recommended Canadian Council on Animal Care (CCAC) Terms of Reference and Guidelines for Animal Care Committees; b) Ensure that all research projects and teaching programmes which involve animals are reviewed and approved prior to their commencement, with particular emphasis on the “Ethics of Animal Experimentation”; c) Ensure that all animal care and experimentation is conducted within the guidelines of the CCAC Guide to the Use of Experimental Animals, and the Ontario Animals for Research Act; d) Ensure the adequate and humane care of animals by regular inspection of animal facilities including caging, feeding and bedding; e) Maintain committee files and materials in the Dean’s office; f) Undertake site visits of all animal care facilities and experimental laboratories under its jurisdiction from time to time, but at least once each year; g) Ensure that veterinary assistance is available in case of sickness; h) Ensure the establishment of procedures so that: i. Unnecessary pain is avoided; ii. Anaesthesia and analgesia are properly and effectively used where indicated; iii. Painful studies requiring exemption from the use of either anaesthesia or analgesia are subject to particular scrutiny, not only prior to approval but during the experiment,

182

post-operative care commensurate with current veterinary concepts is provided, euthanasia is humanely conducted; i) Ensure the provision of adequate security for animals and reearch facilities; j) Hold meetings at least twice yearly, and more frequently as required; k) Establish policies which will provide for a system of animal care that will meet the needs of the institution; and l) Review its terms of reference as necessary.

6. Appeals Committee

a) To consider student appeals with respect to grades, including examinations, term assignments and tests, academic dishonesty, and the general conduct of the course involved as it affects grades.

7. Curriculum Committee

a) To recommend an academic programme on a term-by-term basis to Senate; indicating priorities to be considered if budgetary restraints are to be applied; b) To make recommendations to Senate on proposed course and programme changes; c) To review and encourage the inclusion of cross-cultural course content and pedagogy in the curriculum; d) To consider and make recommendations to Senate on such matters as may be referred to it; and e) To approve all proposals to develop distance education courses, and to approve delivery methods of each course prepared, in accordance with the Faculty Fulltime Collective Agreement.

8. Research Ethics Board (REB)

a) To serve as the Research Ethics Board (REB) for vetting research involving human subjects, under Senate’s ‘A Research Ethics Policy for Algoma University’; and b) Maintain committee files in the Dean’s office.

9. Academic Support Committee

a) To report to Senate on matters related to academic support, including, but not limited to: support of course delivery modes, the library, academic computing, writing lab, special needs, and academic space. b) To provide a channel of communication enabling members of Senate and Board to be informed of the current and anticipated activities of the other

10. Senate-Board Liaison Committee

a) To foster the co-ordination of activities of the Senate and Board on issues In which their interests overlap or articulate; and b) To provide a channel for formal or informal advice from Board/Senate to the other. 183

11. Senate-Academic Regulations and Petitions Committee (ARP)

a) The committee shall recommend candidates to Senate for the conferring of degrees, diplomas and certificates; b) To make exceptional admission decisions including petitions for admission (i.e., lacking admission requirements), re-admission, and substitution of credit; c) To advise on admission policies and practices of the University; d) To advise with respect to transferability of credits from other educational institutions. e) To consider and make recommendations to Senate on such matters as may be referred to it.

12. Senate – Decanal Review/Search Committee

a) Appointment

Senate shall recommend to the Board a candidate for appointment or reappointment as Academic Dean, normally once every three years. Senate shall select a Decanal Review/Search Committee to assist in this task; the Committee shall be formed not less than twelve months prior to the conclusion of the serving Dean’s term of office.

The individual the Committee recommends shall be identified to Senate in the Senate package prior to the regular or special meeting of Senate at which an election/vote will be held. The curriculum vitae of the recommended individual will at that time be made available to Senators for consultation. Election will take place in closed session by secret ballot in the absence of the individual.

The President shall be empowered to nominate an Acting Dean, on the recommendation of the Senate Executive Committee, if a vacancy arises during a term of office

b) Review Tasks

The immediate task of the Committee shall be to draft a letter to the current Dean, asking whether he or she will be seeking reappointment. The Dean will be asked to respond in writing within seven days of the date of this letter; absence of a response will be interpreted as a negative response.

The next task of the Committee shall be to conduct either an exit interview or a preliminary evaluative meeting with the Dean. In this meeting, the Committee will solicit from the Dean information about the job in general (e.g., a job description) and about specific goals and accomplishments pursued and achieved during the term of office. Outgoing Deans will be asked to provide a written report explaining in detail their perspective on the position; Deans seeking reappointment will be asked to submit a written self-evaluation in addition to such a report.

If the Dean seeks reappointment, the Committee shall review past performance evaluations; solicit feedback on the Dean’s appointment from appropriate individuals and constituencies 184

within the institution, including the President and the Divisional Chairs, and from appropriate external individuals and groups. Submissions shall be held in confidence. The evaluation procedure should be completed no later than seven months before the conclusion of the serving Dean’s term of office. If the evaluation is positive, the Committee shall recommend to Senate reappointment for an additional three-year term.

c) Search Tasks

If the evaluation is negative, or if Senate rejects reappointment, or if the current Dean does not seek reappointment, the Committee shall solicit internal and external candidates, conditional on Board of Governors’ budget approval. Preferably, the Committee shall establish a deadline for applications of three months before the conclusion of the serving Dean’s term of office. The Committee will evaluate all applications and interview candidates as appropriate. The interview process will include a public presentation to which all Senators shall be invited. Senators shall be invited to ask questions to the candidate. Minimum qualifications include tenure status, with PhD and Associate Professor rank preferred.

June 2009

185

8.5 Learning and Information Resources

8.5.1 Library Resources

Number of holdings (print) Number of holdings (electronic) relevant to the field of study including program-specific databases On-site library resources Overall Print Collections 22,000+ online subscriptions to relevant to degree program Monographs: full-text, scholarly journals, area (for students/faculty) –  110,00 volumes including 1,290 online Algoma University Active Print Periodicals: subscriptions that are specifically  302 subscriptions either labeled for Social Work or Inactive Print Periodicals: are in directly applicable subject  251 subscriptions categories. http://www.algomau.ca/wishart- Print Collections Relevant library/databases-find-articles to Social Work Monographs: Subject specific packages of  5, 454 volumes scholarly journals specifically Active Print Periodicals: designated for Social Work  6 print periodicals include: Social Service Abstracts Social Services Abstracts provides bibliographic coverage of current research focused on social work, human services, and related areas, including social welfare, social policy, and community development. Social Work Abstracts Social Work Abstracts offers extensive coverage of more than 450 social work and human services journals dating back to 1965. Produced by the National Association of Social Workers (NASW), the database provides indexing and abstracts dealing with all aspects of the social work field, including theory and practice, areas of service and 187

social issues and problems. Oxford Scholarship Online As well, Algoma has introduced access to the full title list of 64 Oxford UP e-books published within the last decade available in Social Work, with more titles added each year. Springer Ebooks Over 125 e-books are available from Springer specifically on Social Work, with thousands of others available on related and applicable topics. All published in the last decade with new titles added each year. Other library access (e.g. Part of provincial and Library provides wireless access web-based, inter-library national university inter- (100mb/s) throughout facility. arrangements) library loan networks as an Unfettered access to the World OCUL Member Library. Wide Web. Allows access to print and Library web site is available 24/7 electronic books and articles with links to all resources across Canada. mentioned as well as online subject guides. Library catalogue is web-based and available 24/7; students can place holds and renew items through web interface. All databases/ online journals (22,000+) are available with a single Algoma University login on campus or from anywhere connected to the Web via the library’s proxy server (http://libproxy.auc.ca). Provide a summary of the currency of the holdings at each location specified. Include a list of the program-specific databases.

Algoma University recently became a full member of the Ontario Council of University Libraries and the Canadian Research Knowledge Network. We continue to take advantage of the recently announced purchases in the eBooks and eJournals in the Social Sciences, including Social Work,

188

by these consortia to add a large number of new resources to support the latter. In January 2010, Algoma University will go live with OCUL’s Ebrary platform that will have over 330,000 e- books available to students and faculty. Thousands of these texts will be applicable to the BSW degree.

Students studying in Timmins will have access to all of Algoma’s electronic library resources. In addition, library resources will be available on site at Northern College. Students enrolled in Algoma University’s proposed BSW program will have access to all collections, access, services and resources of the Porcupine Library Resource Centre that Northern College students have access to. This includes the library's resources in sociology and related areas such as medicine and the biological sciences. Through Northern College’s reciprocal borrowing agreement with other community colleges and Laurentian University libraries, students are also permitted access to the resources of other institutions. Northern College is the only college/university level resource centre within the Timmins catchment area, with extensive use of interlibrary loans and community resources to augment the on-site collection.

The Porcupine Library Resource Centre is located off the A-wing of the main building and is easily accessible from the west parking lot. The Library has sections for reference and circulation services, seminar rooms for student use, an audiovisual projection room, map collection, toy library collection and the monograph and periodical collections. The library is equipped with seventeen computer workstations, which are connected to the college's network and provide access to both the Internet and various computer software programs. For the past several years, there has been no cost for printing and the Library Resource Centre computer lab is constantly in use. Wireless access is also available. During the academic year, the library is open eighty-four hours per week, including evenings and weekends. Located within the Library is the Student Success Centre, where students are encouraged to access assistance with any courses through interaction with faculty, community and peer tutors.

The library catalogue is automated and is accessible from two stations in the library, and also from any computer with Internet access, either on-site or off-campus. Document delivery services include circulation of monographs, self-service photocopying (10 cents per page), faculty resources and interlibrary loans. Our serials collection (which includes journals, magazines and newspapers) circulates for a one-week time frame. Students are also provided with both on-campus and remote access to several electronic journal databases, many of which include full-text journal articles. Audiovisual materials, primarily video recordings and dvds, are for on-site or IN-LRC use only.

189

Informational services include reference, library instruction, orientation sessions, and demonstrations of Internet research skills using the electronic databases. Library staff also provide peer tutoring for all students, including on and off-site. The students also have access through our Success Centre to additional assistance from community tutors which provide a more professional level and may be accessed up to 6 hours per week. The use of study groups and informal sessions with peers are promoted.

Number of holdings (print) Number of holdings relevant to the field of study (electronic) including program-specific databases Off-site library resources The number of unique titles The library's serials collection relevant to degree program in the monograph collection is greatly augmented by area (for students/faculty) – specifically related to the subscriptions to full-text Northern College, proposed social work electronic journal databases. Porcupine Campus program is presented below. Full-text databases in direct Numbers are tabulated by support of the BSW program Library of Congress include Journals @ Ovid Full- classifications according to Text, ProQuest Nursing those subject areas of Journals, and EBSCO host primary interest to social Health Source work students and include (Nursing/Academic Edition). reference material, but not The only access to the CASW materials put on reserve by Bulletin and Canadian Social faculty. Work Bulletin is through the electronic resources. HM Sociology – 264 The Northern College Library HN Social History – 116 provides access to indexing HQ Family – 657 and abstracting services and HS Societies – 6 full-text journal articles in the

health sciences via subscriptions to commercial electronic databases. programs. The library's electronic subscriptions include the following databases: Ovid Technologies, including: - Books @ Ovid Journals @ Ovid Full-Text CINAHL MEDLINE

190

Cancer Lit Evidence Based Medicine Reviews (including the Cochrane Database of Systematic Reviews) CASW Bulleting and Canadian Social Work Journal EBSCO host, including HealthSource (Nursing/Academic Edition) Clinical Pharmacology (information on prescription drugs, herbal and nutritional supplements)

Other library access (e.g. web- In addition to providing indexing and abstracting for based, inter-library journals in social sciences, the above databases also arrangements) include full-text journal articles. These databases allow students to access thousands of full-text articles online that they would otherwise have to procure from another library via interlibrary loan.

The Northern College Library currently has a reciprocal borrowing agreement with libraries at all colleges and some universities within Ontario. All students have access through the Northern Lights Health Libraries Association (NOLHLA), which includes representation from libraries at hospitals and health centers in Northeastern Ontario.

Students also have access to interlibrary loan services at the Northern College Library. In order to locate requested material, library staff makes use of the Union Catalogue in Amicus representing more than 1,300 Canadian libraries through the National Library of Canada.

Provide a summary of the currency of the holdings at each location specified. Include a list of the program-specific databases.

Collection development at the Northern College Library is subject to the following principles, adhered to by most college collections. 1. The primary focus of the LRC collections is to support academic programs and college services

191

and to enhance the learning environment. 2. Consultation with faculty is an important part of selecting library resources and members of the faculty are encouraged to submit requests for library material. Each request is evaluated using the following criteria: - Relevance to academic programs - Usefulness as a general reference source - Relationship to existing collections - Authority, objectivity, currency and accuracy of information - Audience level - Value of the information in relation to the cost of the material

In order to provide the broadest possible range of resource materials, the LRC does not normally purchase, or catalogue, multiple copies of items.

192

8.5.2 Computer Access

Computer access to students is provided in a number of locations throughout campus, including three dedicated computer labs, a computer workstation area in the library, and a computer lab located in the Shingwauk Anishinaabe Student Association (SASA) lounge area.

The Algoma University campus is fully wired with wireless technology. Students who do choose to purchase their own laptops for the program will be able to access the internet anywhere on the Algoma University campus at no cost. Although laptop computers are not provided as part of the program, it is very common for students to purchase a laptop computer to use for the duration of their university studies.

Computer access to students studying in Timmins will be provided by Northern College. Through the provisions of an inter-institutional agreement (Appendix 14.2), Northern College has agreed that BSW students studying in Timmins will have access to computers with internet access located on the Porcupine campus site. A letter of agreement from Northern College is included in this appendix.

Year Number of Number of Number of Location of Computers Students Computers available Computers with (cumulative) to Students in Internet Access Proposed Program Available to Students in the Proposed Program On Site (X) Off Site Algoma (X) University Northern College Year 1 – 90 97 97 X 2011/12 96 96 X Year 2 – 120 97 97 X 2012/13 96 96 X Year 3 – 129 97 97 X 2013/14 96 96 X Year 4 – 129 97 97 X 2014/15 96 96 X

193

194

8.5.3 Classroom Space

Algoma University has ample physical space in the form of meeting rooms, seminar rooms, and classrooms to accommodate social work students on its campus. Scheduled classes will be assigned to existing standard classroom space. The chart below outlines the existing classroom space with the completion of the Biosciences and Technology Convergence Centre in March 2011, a new building currently being constructed on the Algoma University campus.

A standard Algoma University classroom contains a chalkboard or whiteboard, a data projector, digital media hookups, and seating in sufficient quantity to accommodate class enrolment. For those courses that have been earmarked for “on-line” delivery, classrooms will need to be equipped with the appropriate videoconference technology. Videoconference classrooms are included in the chart on the following page.

Courses delivered in Timmins at Northern College that are earmarked for “on-line” delivery will be delivered in a videoconference classroom. Through the provisions of an inter-institutional agreement (Appendix 14.2), Northern College has agreed that BSW students studying in Timmins will have access to video-conferencing for classes and technical support on the Porcupine campus site.

195

Year Number of Number of Classrooms Location of Classrooms Students (include seating capacity) (cumulative) On Site (X) Off Site (X) Algoma Northern University College Year 1 - 90 18 classrooms on Algoma 2011/12 University campus (total X capacity 992 seats) 6 videoconference classrooms (total capacity X 372 seats) 1 videoconference classroom (total capacity X 56 seats) Year 2 - 120 18 classrooms on Algoma 2012/13 University campus (total X capacity 992 seats) 6 videoconference classrooms (total capacity X 372 seats) 1 videoconference classroom (total capacity X 56 seats) Year 3 - 129 18 classrooms on Algoma 2013/14 University campus (total X capacity 992 seats) 6 videoconference classrooms (total capacity X 372 seats) 1 videoconference classroom (total capacity X 56 seats) Year 4 - 129 18 classrooms on Algoma 2014/15 University campus (total X capacity 992 seats) 6 videoconference classrooms (total capacity X 372 seats) 1 videoconference classroom (total capacity X 56 seats)

196

8.5.4 Laboratories/Equipment

This section is not applicable to the current submission. No specialized laboratories or equipment are required for the proposed BSW program.

197

198

8.6 Resource Renewal and Upgrading

Algoma University plans its capital expansion to support the university’s strategic plans for growth. In general, the current physical facilities are in good condition and are sufficient to support current program needs. New development to support enrolment growth, both as a whole and in new program areas, is described in the general capital expansion plans for the next five years below.

2007/08 - Algoma U Space Inventory Category Actual 2011/12 2012/13 2013/12 2014/15 Biosciences Biosciences & & Technology Technology Convergence New Convergence Fine Arts/Music Centre Phase academic New buildings added Centre** Wing* II building In Classrooms (sq. m.) 1,055 1,318 1,215 development 1,633

Instructional labs 748 1,459 1,020 1,519

Research space 0 655 216 1,255

Academic offices 698 968 898 1,348

Library & study space 1,240 1,325 1,240 2,763

Athletic & recreational 3,080 3,080 3,080 3,080

Student & central services 1,860 1,998 1,998 2,597

Central administrative 1,146 1,254 1,228 1,844

Plant maintenance 278 278 278 278

*excludes space rented on a long-term lease to the Algoma Conservatory of Music **excludes space used by partners on a long-term basis

Other capital expansion plans include a new student residence with student space and multi- purpose meetings/classroom space. The preliminary plan is to add two residence wings and a Conferencing Centre. Each residence wing would be for 131 beds and approximately 3264 m2. The conference centre might be about 10501 m2 with approximately 5000m2 of that space being assigned as meeting/classroom/banquet/assembly space. If the plan follows the FTE growth pattern, then the first phase (131 beds plus conference facilities would be built for Sept 2011, with the second phase (additional 131 beds) added for Sept 2013. An expansion to the George Leach Centre (on campus athletic facility) is also anticipated which will add approximately 639 m2 to the existing building and include 245 m2 of renovations to existing space. Included in the addition would be 90 m2 of classroom space. This project is anticipated for completion in 2012.

199

Library

The Arthur A. Wishart Library staff and resources are critical supports for delivering high quality education to Algoma University students and for ensuring student success. The scope of collections and instructional capacity of the library are areas that require constant improvements in order to meet the needs of a new, growing university.

The Library is an integral part of the overall academic experience, serving as the access hub to learning resources, and especially through providing learner-centered programs in research skills and information access. These services must be systematically built and delivered by trained staff and librarians in order to meet the goals of improving opportunity and access, improving student success rates, and expanding teaching and research capacity.

In order to meet the student driven objectives of the MTCU and realize the directions laid out in the Snowdon Report for Algoma University, the Library must “staff up” to meet the increased human resource and expertise demands associated with university independence. These demands result from the loss of staff/librarian support from Laurentian University, Algoma’s expanded program offerings and most importantly the Library’s growing role in contributing to university student success.

The Library is also facilitating the university’s legislated mission to “cultivate cross-cultural learning between aboriginal communities and other communities, in keeping with the history of Algoma University College and its geographic site” organizing the Shingwauk Residential School Research, Archive and Visitor Centre as a unit of the library. In partnership with the Children of Shingwauk Alumni Association and the National Residential School Survivors Society and the Aboriginal Healing Foundation, the library will organize and make the centre’s resources online and accessible to the world.

Additionally, the Library as part of an independent university now plays important provincial and national roles as a member of scholarly research networks such as the CONIFER library consortium, the Ontario Council of University Libraries (OCUL) and the Canadian Research Knowledge Network (CRKN). Algoma’s two librarians participate in strategic planning, budgeting, granting writing, administration and other activities for these networks, which benefit the university system as a whole, but require staff time away from the campus. Finally, the Library staff has also promoted its resources and services heavily to area high schools to enhance research skills at the secondary school level as well as to introduce secondary school students to university. The university continues to need additional librarians to promote services and reach out proactively to train library users.

200

The Five Year Vision

Think and act nationally in order to deliver excellence locally.

 Increase substantially the instructional, reference and promotional services by investing in human resources available for access, reference, and instruction and information literacy as well as leveraging technological assets.

 Improve access to digital information for all current and emerging academic disciplines at Algoma University through collaborative initiatives with CONIFER, OCUL, CKRN partners that benefit the university.

 Leverage recent archival acquisitions of national and regional importance to build unique research collections that create primary source research and teaching opportunities at Algoma University.

 Continue to develop integrated library system (catalogue) using the Evergreen Open ILS software as a full member of the CONIFER university consortium (Algoma, Laurentian, and Windsor universities, and the Northern Ontario School of Medicine).

Operational Plan 2009-2010

Quality and Needs Assessment

 As part of OCUL, participate in LibQUAL+ 2010. LIBQUAL is a suite of services that libraries use to solicit, track, understand, and act upon users' opinions of service quality. These services are offered to the library community by the Association of Research Libraries (ARL). The program's centerpiece is a rigorously tested Web-based survey bundled with training that helps libraries assess and improve library services, change organizational culture, and market the library. o Analyze LIBQUAL data and develop targeted information literacy services based on assessed needs (in person and online).

201

Staffing  Recruit a junior librarian specializing in Information Literacy in order to offer regular reference assistance hours for library and archives.  Recruit enough regular staff to ensure that trained personnel operate the library at all times, so that students and faculty can be knowledgeably assisted. Resource and Resource Network Development  Take a leadership role in strategic planning, budgeting, granting writing, administration, committees, and other activities as required by CONIFER, OCUL and CKRN; e.g. through: o Contributing computer code and project management CONIFER’s ongoing development of the Evergreen ILS and its development milestones. o Assisting with CRKN proposals to the Canadian Foundation for Innovation; o Assisting with OCUL proposals to government and other funders (such as the Geospatial Portal and the national Permanent Conservation of Print Collections in Canada initiatives); o Utilizing OCUL’s and CRKN’s existing scholarly database programs. . Increase monographic collections less expensively, without using space, with current titles. Multiple users can access on and off campus.  Prepare the next phase of access offered by the inter-library loan network (digital delivery) that enhances student and faculty direct access to off-campus knowledge resources.  Focus collection development the new 4-year degree options (Anishinaabe Studies, Biology, Fine Arts (BDesign), Geography, Sociology and Social Work) and research initiatives (Geospatial and Health Informatics, Invasive Species).  Increase capacity of library to manage and produce new knowledge access for researchers and students through the Institutional Repository (born digital collections) and archival collections made accessible online. o Drive knowledge dissemination and conservation efforts of partners such as the Anglican Diocese of Algoma, Children of Shingwauk Alumni Association and the National Residential School Survivors Society and the Aboriginal Healing Foundation.

202

MEASURABLES Student Success Indicators

Staffing Complement Additions to Deliver Services Year 2006/07 2008/09 2010/11 2012/13 2013/2014 Professional Library Director eServices Librarian Junior Librarian Junior Librarian Librarian Positions *1 Librarian on (15% reference) (Instruction/Archiv (Instruction/Collec staff es) tion) Staff Positions *4 Librarians now on staff 1 FTE staff Add 1 FTE Desk (rationalizes staff expanded library (provides quick functions) reference)

Library Instruction and Outreach User Groups 2006/07 2007/08 2008/09* 2010/11** 2013/14

Student 865 776 800 939 1136 participation in libraryRegional instruction high 386 392 350 432 476 school library tour/instructionExternal registered 33 86 80 96 106 readers Totals 1284 1254 1230 1467 1718

* Eservices Librarian 100% on CONIFER development / Library Director less available for instruction due to new duties resulting from university independence. **Online library and research instruction introduced to users.

Access Indicators Integrated Library System Migration and Development Path 2009/2010 2010/2011 2013/2014 Implementation Migration to Evergreen 1.6 Migration to Evergreen Migration to Evergreen 3.0 2.0 Resource commitment Algoma University hires eServices Librarian eServices Librarian eServices Librarian to work 40% time commitment to 40% time commitment to on project project project 100% commitment until migration Milestones Cataloguing Acquisitions Second Release Shibboleth access for users Batch importer/exporter (including EDI support) from other universities Circulation Extensive circulation Inbound telephony Acquisitions enhancements Outbound telephony Recalls Serials Inventory management Reserves Recalls Hold queues (Netflix style Serials Reserves enhancements queues) Z39.50 searching Paper and electronic serials Web-based patron self- Language support prediction and check-in registration SIP2 self-check More language sets Integration with Student Shelf-listing (Anishinaabemowin* language Registration System Bilingual support in place support at Algoma University) FulfiLLment

ML server support 203

*This will be a unique contribution by Algoma University to all Evergreen using libraries.

University budget devoted to library services (target is 6.0%) University 2006/07 2007/08 2008/09 2009-2010 2010/11 2013/14 Laurentian 5.0 4.6 n/a n/a n/a n/a Nipissing 3.8 4.1 n/a n/a n/a n/a Trent 4.6 4.4 n/a n/a n/a n/a Wilfrid Laurier 4.5 5.3 n/a n/a n/a n/a Algoma 4.24 4.51 5.11 6.7 6.3 6.0

Library Budget allocated to acquisitions as an access indicator (target is 45 %) University 2006/07 2007/08 2008/09 2009-2010 2010/11 2013/14 Laurentian 41.8 35 n/a n/a n/a n/a Nipissing 33.2 21 n/a n/a n/a n/a Trent 32.1 33.4 n/a n/a n/a n/a Wilfrid Laurier 35 38.6 n/a n/a n/a n/a Algoma 31.5 30.8 32.8 43.1 44 45

Scholarly volumes per FTE student as an access indicator (target is 200/ FTE student) University 2006/07 2007/08 2008/09 2009/10 *2010/11 2013/14 Laurentian 136 129 n/a n/a n/a n/a Nipissing 111 95 n/a n/a n/a n/a Trent 117 111 n/a n/a n/a n/a Wilfrid Laurier 128 120 n/a n/a n/a n/a Algoma 120 123 130 135 175 200 *Electronic monograph records loaded into library catalogue.

Inter-Library Loan Requests User Groups 2006/07 2007/08 2008/09 2010/11 2013/14 Faculty 237 271 285 350 385 Students 133 230 241 290 320 External registered 83 79 85 95 100 readers Totals 453 580 611 735 805 *In 2010/11 Student inter-library loan fees eliminated and web interface to inter-library loan system introduced to users.

204

Computers and Computer Access

The Information Technology Services Department of Algoma University works to ensure reliable, secure, innovative, and resourceful university-wide services and support. Through centralized services and strategic planning, Algoma University is continually improving its infrastructure to ensure that it meets university-wide needs and is interactive and efficient.

The university leases the equipment in the computer labs on campus. All computers are renewed and upgraded every three years on the current leasing program, ensuring adequate capacity and technical currency. Following the current schedule, computers are scheduled to be replaced in 2011 and 2014.

Classrooms

Capital planning is an ongoing process, led by the Director of University Services, and the Campus Development Committee (a subcommittee of the Board of Governors). Priority planning will address the appropriate expansion required to achieve university-wide strategic initiatives, as identified in the current Institutional Plan.

At present, Algoma University has a 35-acre campus, which has grown from 5,500 square metres within 2 buildings, to 18,825 square metres and 12 buildings today. Generally, the campus facilities are in very good condition. All campus classroom space is located in the main central building, with a series of extensions that accommodate additional wings. The relatively compact form that development has taken to date suggests there is capacity on the site to provide facilities to meet the needs of the long-term enrolment targets.

The university commissioned Educational Consulting Services Corp. to conduct a Facilities Review in 2008 to accompany the overall business plan for an independent Algoma University. The review determined classroom space utilization is 60% during daytime hours, and 47.5% for evening timeslots. The study concluded that Algoma’s general purpose instructional space is of good quality and of sufficient quantity to accommodate some enrolment growth with a review of scheduling practices to utilize more classroom space on Fridays. The study did conclude that the addition of 4-year programs and focus on project-based work will require some additional types of teaching space to become available such as break-out and project rooms.

Construction of a Biosciences and Technology Convergence Centre began in April 2009. The Convergence Centre will house the teaching and research activities of Algoma University’s science programs. It will contain 3 classrooms: 1 80-seat lecture theatre, 1 40-seat lecture theatre, and 1 small 30-seat seminar room. These classrooms will be available for all students students starting in September 2011.

205

The construction of a Fine Arts and Music Wing is also poised to begin in the near future. Conceptual drawings for the new wing include a 200-seat lecture theatre, which will be designated for general use of all disciplines.

Laboratories/Equipment

Not applicable.

206

8.7 Support Services

Algoma University maintains a portfolio of support services to ensure a student-centric approach to learning and student life is maintained throughout the university. Algoma University student services include the learning centre – writing lab, special needs, and tutoring; academic advising; career services; health and crisis counseling; student life activities; student union, association and club support; training; co-operative education; and English as a second language programming. The following outlines the support services available on campus to degree students.

Support Service Brief Description of Service Academic Advising Academic Advisors assist students with course selection for their degree program. As a part of the course selection process, Academic Advisors will refer students to other services (for example, the Learning Centre) that will enhance a student’s chances of academic success. All students in the first year of studies at Algoma University are offered an Academic Orientation session prior to the start of fall classes. For students commencing their studies in the winter or spring session, there are orientation sessions and one-on-one advising. Upon completion of first year students are assigned a faculty advisor. The Registrar issues advising information to returning students in the winter advising information package distributed in February. Career Counselling Algoma University’s Co-op and Career Services Office provides the following services:  Job posting (within and outside the university)  Resume and cover letter evaluations  Mock interviews  Career/job search workshops (examples of topics include: resume and cover letters, interview tips, job search strategies, working abroad, and all about co-op)  Career resource library  One-on-one career counseling  Annual career day for students and graduates  Administration of the university co-op, Ontario work study, and International 207

work study programs. Personal Counseling Algoma University’s Student Services Office provides personal crisis and counseling referrals through its Student Services Advisor. In addition, the Financial Aid Office provides personal counseling relating to budgeting and financial crisis throughout the school year. The Financial Aid Office delivers a series of money management and financial aid seminars to students. Placement Algoma University maintains a co-operative education program administered by the Co-op and Career Services Advisor. Co-op placement services attempt to arrange suitable employment experiences for all co-op students through solicitation of employers for placements. Co-op placements are market driven; therefore, certain degree programs will offer more options. The Co-op and Career Services Advisor assists students with securing job placements after graduation by maintaining on-line postings, a bulletin board, one-on-one career guidance, and an annual career day and job expo. Services for Students with Disabilities Algoma University’s Learning Centre provides a centralized service area for students with disabilities. The Learning Centre employs a Coordinator of Learning Centre/Disability Services, a Learning Strategist/Assistive Technologist, and a Writing Lab Instructor. Disability Services designs accommodations such as extended time for exams or note-taking services for students on a needs- assessed basis. The Learning Strategist works with students to improve study skills, and introduces students to assistive technology such as voice to text programs. The Learning Centre also facilitates student success workshops for students with special needs on topics such as study skills, transition strategies, stress management, and writing approaches. Tutoring Algoma University’s Learning Centre administers a peer tutoring program in which students are recommended by faculty as “peer tutors”. Tutors apply at the Learning Centre and are screened by staff in academic student services. Tutors are senior students who have received 75% or better

208

in the course(s) they will be tutoring. Requests for tutoring are also made at the Learning Centre, where appointments are made and tutoring sessions are scheduled. This service is free of charge to all Algoma University students. International Student Advising International Student Services supports international students academically, socially, and culturally. The International Student Advisor administers a homestay program, provides assistance with immigration-related inquiries, organizes cultural events and activities, and acts as an advocate for international students. In addition, the International Student Advisor provides pre-departure assistance and an orientation to Canada and campus life when students arrive to commence their studies. Anishinaabe Student Advising Anishinaabe Student Services offers academic and specialized support services to all Anishinaabe (First Nation, Métis, Inuit) students. Some of these services include a Visiting Elder Program, Welcome Feast, Annual Elders’ Gathering, a dedicated student centre, computer lab, and support for the Shingwauk Anishinaabe Student Association. Student Awards The Financial Aid Office provides support services in the administration of scholarships and bursaries to eligible students. Algoma University offers a substantial award program to newly-admitted and continuing students, including entrance awards, “in-course” awards, and bursaries. The Financial Aid Office assists students by providing general information on all forms of financial assistance, as well as by providing one-on-one assistance in filling out application forms. Athletics and Fitness Algoma University maintains an on-campus fitness facility (the George Leach Centre) which includes a triple gymnasium, walking track, aerobics room, weight rooms, squash courts, and tennis courts. Varsity athletic offerings include basketball, curling, and indoor soccer. Athletic offerings focus on the development of a healthy lifestyle for students. Fitness testing and exercise prescription is available through a certified kinesiologist. Instructional programs include aerobics, ballroom dance, Tae Kwon Do, tennis, golf, yoga, Tai Chi,

209

pilates, CPR, and first aid classes. Student Government Algoma University supports two student associations: the Algoma University Student Union (AUSU) and the Shingwauk Anishinaabe Student Association (SASA). The university provides qualified support staff to assist the student government with the administration of the student health plan and to act as a liaison between student government and university administration. University staff work with student government to ensure the union is aware of their roles and responsibilities as student advocates, and to ensure the student government prepares an annual budget and holds annual elections. English as a Second Language Program The Sault Program for English Language Learning (SPELL) is a university-preparatory, non-credit program available to ESL students who have met academic requirements, but require proof of language proficiency to begin degree program studies. SPELL integrates all key language skills including grammar, writing, reading, listening, speaking, and pronunciation into its curriculum. The SPELL program acts as a student support system by providing an additional entry pathway into degree programs, particularly for international students.

210

8.8 Policies on Faculty

Algoma University policies governing:  academic/professional credentials required of present and future faculty teaching courses in the program; • academic/professional credentials required of faculty acting as research/clinical/exhibition supervisors; • the requirement to have on file evidence supplied direct to the organization from the granting agency of the highest academic credential and any required professional credential claimed by faculty members;

Excerpt from the agreement between Algoma University and the Algoma University Faculty Association, ratified by the Algoma University Board of Governors on July 28, 2006:

ARTICLE 12: APPOINTMENTS: PRINCIPLES AND PROCEDURES (last rev. 2006) PRINCIPLES: 12:01 All appointments are to be made on the basis of open competition. 12:02 In filling all academic positions, first consideration will be given to a candidate’s teaching record and aptitude. All departments recruiting new faculty must make every reasonable effort to determine the candidate’s teaching abilities and potential and to evaluate the candidate’s research/scholarship record and potential. Normally, faculty must have a terminal degree in their discipline, and librarian members must have an initial undergraduate degree and an MLIS from an accredited library school. See Articles 2:03 through 2:05 for a definition of teaching, research/scholarship and service. 12:03 The following qualities, in decreasing order of importance, shall be sought for in judging candidates: (a) A commitment to undergraduate education, including a focus on the student and a willingness to participate actively in program development. (b) An excellent teaching record and/or a prospect of teaching excellence. (c) A research/scholarship record and/or a prospect of a sustainable research/scholarship record, with demonstrated academic currency, depth, and integrity within his/her field of interest. (d) Demonstrated service in prior institutions or a prior workplace or in the community. 12:04 In the case of applicants for full-time positions, all other factors being equal, candidates who hold Canadian citizenship or landed immigrant status will be given first consideration. PROCEDURES: 12:05 Authority to Recruit 211

Recruitment of staff, whether for new appointments or replacements, requires the authorization of the President.

212

Faculty Hiring Policy

Category: Faculty Number: FA2 Responsibility: Academic Dean Approval: April 3, 2009 - Senate

Purpose:

To define the expected academic and professional credentials required of faculty teaching and/or acting as research/clinical/exhibition supervisors at Algoma University and to define the method for verifying such credentials.

Scope:

This policy is applicable to all faculty university-wide.

Policy:

All faculty appointments at Algoma University are made on the basis of open competition. Normally, faculty teaching and/or acting as research/clinical/exhibition supervisors must have a terminal degree in their discipline. The collective agreement between the Algoma University Board of Governors and the Algoma University Faculty Association provides a list of additional qualities such as excellent teaching and research records which will be considered in addition to degree requirements when short-listing candidates. In some disciplines, professional credentials may also be required, and will be determined by the department on a case-by-case basis.

Each academic division will engage in an annual planning process and will submit its hiring priorities to the Academic Planning and Priorities Committee (AppCom). AppCom will then submit its hiring priorities to the President, who will receive and evaluate the requests for new appointments for verification of budgetary approval. The Office of the Dean will oversee the process of advertising faculty positions in accordance with the current collective agreement. 213

The President will receive hiring recommendations from the Divisional Appointments Committee via the Office of the Dean. The President will issue a letter offering an appointment to selected candidates.

The Office of the Dean shall maintain on file an official copy, supplied directly by the granting agency to the Office of the Dean, of the highest academic credential, or any other professional credential, claimed by all faculty members for purposes of verification.

214

Algoma University policies governing: • the regular review of faculty performance, including student evaluation of teaching and supervision; • the means for ensuring the currency of faculty knowledge in the field;

Excerpts from the agreement between Algoma University and the Algoma University Faculty Association, ratified by the Algoma University Board of Governors on July 28, 2006:

2:04 Research and scholarship are mainly assessed by evidence of active ongoing engagement in the advancement of knowledge. Such ongoing engagement may be measured by the quality of published work and by achievement in the competitions of national granting agencies. Distinguished performance in the arts or in literature falls within this category, as does distinguished intellectual work in one’s professional field. In what follows “scholarship” and “research” are illustratively but not exclusively defined. “Scholarship” should be understood to include editorial and refereeing duties, papers delivered at professional meetings; the publication of texts and other such expository works in the preparation of substantial and innovative syllabi for new programs or courses not habitually taught in Canadian universities; the development of software, hardware or equipment as teaching aids; scholarly contributions to pedagogy; creative works such as writing, the production of artwork in other media, and performance, when that work is published or otherwise presented to the public (e.g. in performance); conducting studies and research for university institutes and for professional and community organizations; obtaining additional advanced degrees or professional designations. “Research” includes work which creates new knowledge in a particular field of fields. Evidence of research may include the publication of books, case studies, monographs and contributions to edited books or papers in refereed journals.

ARTICLE 13: PEER REVIEW COMMITTEE (last rev. 2006)

13:01 Duties of the Committee The Peer Review Committee is a Standing University Committee whose responsibility is to forward recommendations in relation to the following: (i) preliminary review of probationary candidates (ii) formal review of probationary appointments (iii) awarding of tenure (iv) awarding of promotions (v) awarding of sabbatical leave (vi) reviewing of sabbatical reports (vii) academic freedom issues

215

(viii) such other areas as may mutually be agreed upon by Administration and the AUC Faculty Association. 13:02 (a) The Committee shall be elected every year from and by the faculty and librarian members of Algoma University College, exclusive of those academic staff on limited-term contracts. No members of the Committee may be untenured and the President of the Association is not eligible to serve on the Committee. After four consecutive years of service a member shall be ineligible for the subsequent four years. (b) It is the responsibility of the Chair of the Peer Review Committee to arrange for the election of Committee members. Elections shall be conducted by March 31st. Committee members will serve for two-year terms. The Committee shall conduct elections in a way to ensure that no less than two-fifths of the membership represents continuity from the previous year. (c) The Committee shall consist of five regular members in addition to the Academic Dean and three alternate members who shall sit on the Committee as provided for in Article 13:04. In the event that additional alternates beyond the three initially designated are needed, the full results of the vote shall be maintained, and new alternates shall be added to maintain three alternatives in descending order of vote, consistent with 13.04 b). The Dean shall act as Chair of the Committee in a non-voting capacity. In the case of decisions regarding library members the Director of the Library shall serve as the non-voting Chair of the Committee. A faculty member will be elected Deputy Chair of the Committee. The Dean’s office will be responsible for calling and arranging the first meeting of the Committee. The Dean’s office will also be responsible for providing archival, and secretarial and clerical support for and during the Peer Review Committee meetings. The Dean’s office will provide: (i) All materials pertaining to the applications that will be the responsibility of the Committee. (ii) A set of procedures and guidelines for Committee operation. (d) Deliberations prior to a final vote and final votes of the Peer Review Committee will be held in camera and chaired by the Deputy Chair. The Dean will absent himself/herself from the portion of any meeting where a vote is taken. At this point, the Deputy Chair will assume the seat of Chair. Voting shall be in camera. (e) Subject to the provisions of 13:02 (a), members shall be elected in the following manner:

216

(i) Each full-time academic staff shall be entitled to vote for up to six members. A member may not cast more than one vote for any individual member. (ii) The one or two members receiving the highest number of votes in each of the three divisions (one member each from Humanities, Social Sciences and Natural Sciences) shall be declared elected as regular members, paying due attention to having each Division represented on the Peer Review Committee. (iii) The one, two or three faculty members receiving the highest number of votes exclusive of any of the members elected as in 13:02 (e) (ii) above shall be declared elected as regular members. (iv) The three faculty members receiving the highest number of votes exclusive of any of the members elected as in 13:02 (e) (ii) or (iii) above shall be declared elected as alternate members. (v) No faculty member may refuse to serve on the Committee. 13:03 Operation of the Committee (a) The quorum of the Committee shall be five (5) voting members. (b) In all cases involving tenure, promotion and formal probationary reviews applications, four (4) affirmative votes are required for a positive recommendation from the Committee. In all other cases, a simple majority of those present shall suffice. (c) The Committee shall in all cases work diligently to reach a determination, whether positive or negative. (d) Candidates have the right to review their Peer Review Committee Summary Report on file in the Dean’s office after the Committee makes its recommendation. The documents and deliberations of the Peer Review Committee are confidential to that Committee. (e) All files of the Peer Review Committee shall be kept in the Dean’s Office. See Article 22 for details regarding access and duration. 13:04 Role of Alternate Members (a) Alternate members shall serve in the place of regular members only in the event of: a prolonged absence of a regular member through illness or professional commitments; when a regular member is himself/herself the subject of the Committee’s deliberations; when a regular member is himself/herself in a conflict of interest situation; when a regular member has resigned from the University or becomes an academic administrator prior to the expiration of his/her term of office; when alternates are needed to expand the Committee. In the event that an alternate member fills a vacancy on the Committee created by resignation of a regular member, he /she shall be considered a regular member.

217

(b) Alternate members shall be chosen to serve in order of votes cast in the election establishing the committee. Three alternatives shall initially be designated, but the election results shall be retained in the event that further alternate members are needed. ARTICLE 14: RENEWAL OF PROBATIONARY APPOINTMENTS (last rev. 2006)

14:01 Procedures for Preliminary Review (a) All probationary appointees will undergo a preliminary review by the Peer Review Committee during the candidate’s second year of appointment whereby the Peer Review Committee will evaluate the candidate’s accomplishments against the University’s expectations as outlined in the letter of appointment. (b) The Academic Dean will advise the probationary faculty of the preliminary review requirements by July 1st or January 1st of the second year of hire, whichever date is closest to the 12-month mark of employment with the University. The review will take place within 12 weeks of this date. (c) The Academic Dean will provide the Peer Review Committee with an outline of the expectations within the letter of appointment at the time of hire. The Peer Review Committee will consider the member’s first Annual Report, the member’s teaching evaluations for the first twelve months of employment, and any other material the candidate wishes to submit. (d) As part of its deliberations, the Peer Review Committee will meet with the candidate to discuss any performance-related issues relevant to the review by October 1st or April 1st of each year. (e) The preliminary review will culminate with a letter of evaluation by the Peer Review Committee being placed in the probationary member’s file by October 1st or April 1st of each year. The evaluation letter will identify areas of concern, if any, that the candidate will need to address in preparation for the formal review following the second year of the appointment. The candidate has the opportunity to place a written letter of commentary to be attached to the Peer Review Committee’s letter in his/her file. 14:02 Procedures for Formal Reviews (a) The Academic Dean will advise the probationary faculty of the formal review requirements by July 1st or January 1st of the third year of hire, whichever date is closest to the 24-month mark of employment with the University. All candidates wishing a formal probationary review will submit a letter of intent to the Academic Dean by the next August 15th or March 15, respectively. Any candidate not submitting a letter of intent will be deemed not to be seeking renewal and will not be considered for renewal. Their probationary contract will terminate on June 30 of the successive year.

218

(b) It is the candidate’s responsibility to provide the Peer Review Committee with information for it to make a reasoned evaluation with respect to the criteria. By September 1st or April 1st of their third year of employment, the candidate shall supply the Peer Review Committee with: (i) A copy of his/her current curriculum vitae using the stipulated format; (ii) The member’s annual reports; (iii) A copy of those materials the candidate wishes to use as evidence of fulfillment of his/her teaching responsibilities, including a teaching dossier if available; (iv) A copy of those materials the candidate wishes to use as evidence of fulfillment of his/her research responsibilities and scholarly and community activities, including copies of publications if available; (v) Any other information which the candidate feels would aid his/her case. (c) The Peer Review Committee shall solicit all other relevant information which it deems necessary for its deliberations. This will include: (i) Signed letters of reference from other faculty members as appropriate; (ii) Written and signed testimony from all relevant parties including faculty, students, administrative personnel and support staff; (iii) A written evaluation prepared by the Dean; (iv) The testimony of such witnesses as may be called or asked to appear; (v) The candidate’s letter of appointment expectations; (vi) The candidate’s letter of evaluation from the Preliminary Review conducted by the previous year’s Peer Review Committee, with any letter of commentary from the candidate that might be attached. (vii) Copies of his/her course evaluations including statistical analysis for all courses taught during the probationary period; (viii) Any material placed in the member’s personnel file relating to any matters of discipline arising out of the member’s teaching, service or other performance. (ix) Any other information the Committee considers relevant. Third party information is acceptable if two independent witnesses corroborate the information. (d) As part of its deliberations, after compiling a complete dossier, the Peer Review Committee will meet with the candidate to discuss the dossier by October 15th or May 15th. (e) To receive recommendation for renewal, the member must show reasonable progress towards fulfilling the criteria for tenure/permanence as outlined in Article 15:04. (f) The Peer Review Committee will recommend in its report one of: (i) Renewal of probationary appointment for a period of two years;

219

(ii) Renewal of probationary appointment for a period of one year, subject to a second review with a maximum of one further one-year renewal, subject to review by the Peer Review Committee; (iii) Non-renewal of appointment. (g) Before the Peer Review Committee recommends non-renewal of appointment, the Committee shall provide the candidate with detailed written information as to the negative evidence presented to it and invite the candidate’s written response to such evidence. The candidate’s response, if any, shall be given to the Committee within 14 calendar days unless a longer time is granted by the Committee. (h) The Peer Review Committee will forward to the President, by November 15th or June 15th, a written report from the Committee including its recommendations. Attached to the report will is the full written file considered by the Committee. (i) The President shall have the right to request the Committee to reconsider its decision, giving written reasons for the request. (j) If the recommendation from the Peer Review Committee is overturned by the President, it shall only be on bona fide academic grounds. The President shall give notice, by registered mail date-stamped no later than January 5th or August 1st, to the faculty member or librarian of the Board’s decision no later than January 15th or August 15th of the academic year in which the existing appointment is to terminate. Failure to notify the faculty member or librarian by January 5th or August 1st will result in the renewal of the appointment for the succeeding year. (k) A decision may be appealed only on the grounds outlined in Article 15:06. A member who chooses to appeal shall within 14 calendar days of the receipt of the official notice of the decision file an appeal with the President.

14:03 The Formal Review Appeals Tribunal (a) The Formal Review Appeals Tribunal shall be a Tribunal consisting of one person chosen by the appellant, one person chosen by the President, and one person chosen by the Faculty Association. The Formal Review Appeals Tribunal shall be chosen from among the full-time faculty members at Algoma University College. No person who has been involved in the Formal Review in any way shall serve on the Tribunal. (b) The Formal Review Appeals Tribunal shall be constituted and shall meet within 14 calendar days of an appeal being filed. It must report a decision within an additional 28 days. (c) The Formal Review Appeals Tribunal may sustain an appeal on the grounds of: (i) procedural defects, including but not limited to bias; (ii) Incorrect evaluation of substantive material considered in the probation process. 220

(d) If an appeal is sustained, the Tribunal may decide to: (i) refer the application back to the Peer Review Committee for immediate reconsideration; or (ii) recommend renewal of probationary appointment for a period of one year, subject to a second review by the Peer Review Committee and with a maximum of one further one-year renewal; or (iii) Uphold the decision of the Peer Review Committee, on the grounds that any identifiable procedural defect or incorrect evaluation of substantive material is not of a gravity to materially affect a decision. (e) Written justification of the Tribunal’s decision shall be forwarded to the appellant, the AUCFA and the President. The decision of the Tribunal shall be final and binding on all parties and shall be implemented by the President.

ARTICLE 15: TENURE (last rev. 2006)

15:01 An appointment with tenure is considered the ultimate safeguard of academic freedom for full-time academic staff appointees. It constitutes a mutual undertaking on the part of the individual that he/she will perform conscientiously the functions of a teacher and a scholar, the University, will ensure that each full-time member of the academic staff may continue to enjoy academic freedom with an appointment that shall be terminated only in accordance with regulations relating to resignation, retirement, financial exigency or dismissal for cause. 15:02 (a) A faculty member holding a probationary appointment shall be considered for tenure during their fifth year of service, but may be considered after fewer than four entire years of service as follows: (i) Any faculty member holding the rank of associate or full professor, or who held a tenured appointment at another institution immediately prior to his/her present appointment, shall become eligible to apply for tenure after one year of service. (ii) Any faculty member holding the rank of assistant professor or lecturer shall become eligible to apply for tenure after three years of service. (iii) Notwithstanding the above, any faculty member having two years or more of full-time university teaching experience elsewhere shall become eligible to apply for tenure after two years of full-time teaching, or its equivalent, at Algoma University College. (b) In the above, full-time teaching shall not include periods of leave under Articles 18:02, 18:04 and 18:05, but will include service as Divisional Chair under Article 6:05 (c). (c) A new appointment may be made with tenure in accordance with Article 11:02. 15:03 Probationary Appointments: Librarian Members (see Article 11:05) 15:04 Criteria for Granting of Tenure / Permanence 221

(a) Tenure/permanence is in no sense the right of an academic staff member who has served his/her time of probation. The performance of the academic staff member shall be assessed in accordance with the following criteria listed in the order of priority with modification as noted in (v). (i) Teaching effectiveness which shall include knowledge of the subjects taught and ability to communicate to students; (ii) Research and scholarly work, including but not limited to completion of advanced degrees; (iii) Service, comprised of:  contributions to the University including but not limited to committee work;  public service and contribution to academic and professional bodies including AUCFA, OCUFA, and CAUT;  service to the wider community; (iv) Professional conduct; (v) In the case of librarian members, item (i) shall be modified to include emphasis on professional competence in contributing to effective library functioning and ability to communicate with faculty/students. (b) Failure to conform to conditions specified in the letter of appointment or conditions established by the Peer Review Committee will normally result in denial of tenure/permanence, but exceptional circumstances will be taken into consideration by the Peer Review Committee. 15:05 Operation of the Tenure System (a) By June 1st of each year, the Academic Dean will notify all candidates who are in their fifth year of employment and who are eligible for tenure in the upcoming year. All candidates wishing to be reviewed for tenure will submit a letter of intent to the Academic Dean by July 15th of their fifth year of employment. Any candidate not submitting a letter of intent will be deemed not to be seeking tenure. (b) It is the candidate’s responsibility to provide the Peer Review Committee with information for it to make a reasoned evaluation with respect to the criteria. By either September 1st of their year of application, the candidate shall supply the Peer Review Committee with: (i) A copy of his/her current curriculum vitae in the standard format; (ii) Copies of his/her Annual Reports for each year of probation; (iii) A copy of those materials the candidate wishes to use as evidence of fulfillment of his/her teaching responsibilities, including a teaching dossier if available;

222

(iv) A copy of those materials the candidate wishes to use as evidence of fulfillment of his/her research responsibilities and scholarly activities and service to the community, including copies of publications if available; (v) Any other information which the candidate feels would aid his/her case. (c) The Peer Review Committee shall, by September 15th solicit all other relevant information, which it deems necessary for its deliberations. This will include: (i) Letters of reference from other faculty members as appropriate. Written testimony from all relevant parties including faculty, students, administrative personnel and support staff; (ii) A written evaluation prepared by the Dean; (iii) The testimony of such witnesses as may be called or asked to appear; (iv) The candidate’s Letter of Appointment; (v) The candidate’s previous assessments from the Peer Review Committee; (vi) Copies of the candidate’s course evaluations for all courses taught during the probationary period, provided by the Dean’s Office; (vii) Any material placed in the candidate’s file relating to any matters of discipline arising out of the member’s teaching, service or other performance; (viii) Any other information the Committee considers relevant. (d) As part of its deliberations, after compiling a complete dossier, the Peer Review Committee will meet with the candidate to discuss the dossier by October 15th. (e) Before arriving at a negative recommendation, the Committee shall provide the candidate with detailed written information as to the negative evidence presented to it and invite the candidate’s written response to such evidence. The candidate’s written response, if any, shall be given to the Committee within 14 calendar days after having received the information unless a longer time is granted by the Committee. The Committee will reconsider the file based on the written response, if any. (f) The Peer Review Committee will forward to the President, by November 15th, a written report from the Committee including its recommendations. The President will have access to the full written file considered by the Committee. (g) The Peer Review Committee will recommend in its report either: (i) Grant tenure; (ii) Deny tenure; (iii) For a candidate prior to his/her fifth year of service, defer consideration of tenure for an additional year. (h) The President shall have the right to request the Committee to reconsider its decision, giving written reasons for the request. (i) If the recommendation of the Peer Review Committee is overturned by the President, it shall only be on bona fide academic grounds. The President shall give 223

notice to the faculty member or librarian by registered mail date-stamped no later that January 5th of the academic year in which the existing appointment is to terminate. Failure to notify the faculty member or librarian by January 5th will result in the renewal of the probationary appointment for one succeeding year. (j) A candidate who has been denied tenure by the Peer Review Committee may appeal only on the grounds outlined in Article 15:06. A member who chooses to appeal shall within 14 calendar days of the receipt of the official notice of the decision file an appeal with the President. (k) Tenure shall officially take effect on the first day of either July or January following affirmation by the President of the tenure appointment. 15:06 The Tenure Appeals’ Tribunal (a) The Tenure Appeals’ Tribunal shall be a tribunal consisting of one person chosen by the appellant, one person chosen by the President, and one person chosen by the Faculty Association. The Tenure Appeals’ Tribunal shall be chosen from among the full-time faculty members of Algoma University College. No person who has been involved in the tenure process in any way shall serve on the Tribunal. (b) The Tenure Appeals Tribunal shall be constituted and shall meet within fourteen (14) calendar days of the filing of an appeal. It must report the decision within an additional 28 days. (c) The Tenure Appeals Tribunal may sustain an appeal on the grounds of: (i) procedural defects, including but not limited to bias; (ii) Incorrect evaluation of substantive material considered in the tenure process. (d) The Tenure Appeal Tribunal may decide to: (i) Refer the application back for immediate reconsideration by the Peer Review Committee; or (ii) Recommend renewal of the appointment for a one-year limited term, with application for tenure to be considered again by the following year’s Peer Review Committee; or (iii) Uphold the decision of the Peer Review Committee on the grounds that any identifiable procedural defect or incorrect evaluation of substantive material is not of a gravity to materially affect the decision. (e) Written justification of the Tribunal’s decision shall be forwarded to the appellant, the AUCFA and the President. The decision of the Committee, which shall be final and binding on all parties, shall be implemented by the President. 15:07 If a faculty member has been denied tenure/ permanence, and if he/she desires to appeal, and if the outcome of such appeal will not be known by March 1, the member will be offered a one year limited term appointment for the next contract year.

ARTICLE 16: PROMOTION (last rev. 2006)

224

16:01 Preamble The work of an academic member of a modern university falls into a number of categories – teaching, scholarship and research, professional activities, work at the departmental, divisional and university levels, and activities related to the community. It is generally accepted that contributions to teaching, scholarship and research should receive paramount consideration in any promotion, but that recognition must also be given for valuable contributions to the university, for professional achievement, and for contributions to the community. For a definition of teaching, scholarship/research and service, see Article 2:03, 2:04 and 2:05. 16:02 Promotion is in no sense automatic, that is depending only on length of service at this university or other universities. A Faculty member shall ordinarily spend a minimum number of years in each rank before becoming eligible for the next highest rank and must expect to demonstrate a standard of effectiveness appropriate to the rank sought. The criteria are suggested as general guidelines for the Peer Review Committee when considering minimum qualifications of faculty relative to the indicated ranks. These guidelines are not intended to be used as rigid formulae; each application will be considered on its own merits and special types of experience or achievement will be given their own weighting. The following points should be noted. (a) It does not follow that faculty who have these qualifications may claim a right to promotion. These criteria are minimal; they or their equivalent will normally be required before an application can be examined. (b) Requests for accelerated promotion will be considered on their merits where exceptional grounds exist. (c) Any particular degree will be evaluated in relation to the standards of the best Canadian degree at the appropriate level. (d) A decision to promote shall be based solely on professional merit. 16:03 Criteria for Promotion (a) From Lecturer to Assistant Professor The possession of a PhD or equivalent, such as the normal terminal degree in a specific discipline or area, and relevant experience at Algoma University College may entitle a lecturer for consideration for promotion to the rank of assistant professor. Performance shall be evaluated primarily in terms of teaching effectiveness. Scholarship/research and service will also be recognized. Letters of reference from members of the University Community may be solicited. Normally an individual will spend no fewer than two years and no more than six years at the lecturer’s rank. (b) From Assistant Professor to Associate Professor Normally for such promotions, five years experience at the rank of assistant professor, including a minimum of two years’ experience at Algoma University, 225

and possession of the Ph.D. or its equivalent, are required. In the absence of the Ph.D., ten years of experience at the rank of assistant professor are normally required, including a minimum of four years at Algoma University College. In both cases a high degree of effectiveness in teaching and satisfactory performance in research/scholarship must be demonstrated. Service will be taken into consideration. (c) From Associate Professor to Full Professor A doctorate is normally required for promotion from Associate to Full Professor. Years of service alone do not qualify an individual for promotion to Full Professor. While valuable contributions may accelerate the process, normally eight years of service as Associate Professor are required for promotion, with five of these years being at Algoma University College. A high degree of effectiveness in both teaching and research/scholarship is required for promotion beyond the rank of Associate Professor. Performance in service must be satisfactory. The Committee will seek at least two external referees to provide a written evaluation of the candidate’s dossier as forwarded by the Peer Review Committee. The candidate has the right to nominate one of the external referees. At least one of the external referees will be a Full Professor, in the same field and at another university. Achievements must be of sufficient significance to be recognized both within and beyond the Algoma University College community. 16:05 Operation of the Promotion System for Academic Faculty Members (a) Applications for promotion will be considered by the Peer Review Committee. In every case, the onus will be on the members to ensure that their application is complete. Academic staff members desiring consideration should submit their applications to the Dean by December 15; the Dean shall forward all applications to the Committee. (b) The Committee shall request and receive all relevant information which it deems necessary for its deliberations. (c) As part of its deliberations, after compiling a complete dossier, the Peer Review Committee will meet with the candidate by March 1 to discuss the dossier. (d) Before the Peer Review Committee recommends non-awarding of promotion, the Committee shall provide the candidate with detailed written information as to its reasons and invite the candidate’s response. The candidate’s response, if any, shall be given to the Committee within 14 calendar days unless a longer time is granted by the Committee. (e) The Peer Review Committee will forward to the President a written report from the Committee including its recommendations. The President shall have access to the full written file considered by the Committee. (f) The President shall have the right to request the Committee to reconsider its decision, giving written reasons for the request.

226

(g) If the recommendation of the Peer Review Committee is overturned by the President, it shall only be on bona fide academic grounds. (h) A negative decision may be appealed only on the grounds outlined in Article 16:07 (b). A member who chooses to appeal shall within 14 calendar days of the receipt of the official notice of the decision file an appeal with the President. (i) All promotions recommended by the Committee and approved by the President or so ratified following a successful appeal against an adverse recommendation, shall take effect on the July 1st immediately following the Committee’s term of office. 16:07 The Promotion Appeals’ Tribunal (a) The Promotion Appeals’ Tribunal shall consist of one person chosen by the appellant, one person chosen by the President, and one person chosen by the Faculty Association Executive. The Promotion Appeals’ Tribunal shall be chosen from among the full-time faculty members at Algoma University College. No person who has been involved in the promotion process in any way shall serve on the Promotion Appeals’ Tribunal. (b) The Promotion Appeals’ Tribunal shall be constituted and shall meet within fourteen (14) calendar days of the lodging of an appeal. It must report a decision within an additional twenty-eight (28) days. (c) The Promotion Appeals Tribunal may sustain an appeal on the grounds of: (i) Procedural defects, including but not limited to bias; (ii) Incorrect evaluation of substantive material considered in the promotion process. (d) The Tribunal may decide either to: (i) refer the application back to the Peer Review Committee for reconsideration; or (ii) award the promotion; (iii) uphold the decision of the Peer Review Committee on the grounds that any identifiable procedural defect or incorrect evaluation of substantive material is not of a gravity to materially affect a decision. (e) Written justification of the Tribunal’s decision shall be forwarded to the appellant, AUCFA and the President. The decision of the Tribunal, which shall be final and binding on all parties, shall be implemented by the President. ARTICLE: 19:00 Annual Report of Activities and Teaching Evaluations

19:01 Annual Report (a) Each Faculty and Librarian Member shall submit a copy of an Annual Report of Activities to the Divisional Chair or Director of Library and the Academic Dean by 227

May 5 of each year. The Annual Report shall include a statement of activities for the previous May 1 to April 30 period. This Annual Report is a required component in Peer Review. The Annual Report must include an updated CV. (b) The Annual report, which shall be completed on a standardized form supplied by the Dean, shall include the following information: (i) Teaching responsibilities including courses taught and supervision of fourth-year or graduate students, OR Librarian’s professional responsibilities, with particular reference to all assigned duties and responsibilities (ii) Publications (iii) Conference papers, presentations, exhibitions given (iv) Research, creative or other scholarly work in progress (v) Research grants and contracts awarded or ongoing name of granting body, research title, amount and date awarded (vi) Graduate degrees awarded or graduate studies in progress, and the expected date of completion, university, and title of thesis (vii) Awards and other honours received (viii) Departmental, Library, Senate, Board, Association and other University activities (ix) Contributions to the Member’s profession (x) Contributions to the Member’s community (xi) Outside professional activities as detailed in article 6:06 (c). (xii) An updated CV. c) No information in the Annual Report shall be used for external communications except with the approval from the member concerned. Faculty members are encouraged to develop a full teaching dossier as supportive material to this report. The teaching dossier might include some of the following, but is not limited to these items: - teaching evaluation scores - sample student work - documented assistance provided by professor to students - documented assistance provided by professor to peers - descriptive material on courses taught - report on pedagogical successes, innovations, etc. 228

- report on use of technology and other teaching/learning aids - efforts to evaluate and improve one’s teaching - research on pedagogy - linking research to teaching - preparing a textbook or other instructional materials - participating in course or curriculum development - honours received from students or colleagues (“teacher of the year”) - reports from employers of students (e.g. co-op situation) - peer classroom evaluations 19:02 Teaching Evaluations (a) Particular teaching performance levels by faculty are expected by the University, by colleagues, and by students. Such performance is evaluated through peer review and student teaching evaluations. (i) The University will coordinate student teaching evaluations in order to assess a Faculty member’s teaching performance. The teaching evaluations and their administration shall be in accordance with the regulations below. (ii) The teaching evaluation form to be used for the term of this agreement is included as an Appendix A. (iii) Up to 20 minutes of scheduled class time, in the last 2 weeks of a course, must be used for filling out evaluation questionnaires. A student is designated to undertake the task of circulation and assembling of the document. The Faculty Member shall not be present while questionnaires are being filled out in his/her classes. After questionnaires have been completed, they shall be placed in a sealed envelope. Course instructors shall not receive any information, which would disclose the identity of students who completed the questionnaire. (iv) Faculty members will receive tabulated results from their questionnaires, including retyped student comments, following submissions of their grades. (v) Teaching evaluations will be used as part of an application for contract renewal, tenure or promotion, or as information for any other assessment of the member’s teaching performance. (vi) Given the current small size of our teaching faculty complement, it is agreed that the most important component of the teaching evaluation score is the absolute score of that faculty member. Prior to consideration

229

of any candidate’s file in each year, the Peer Review Committee will determine a scoring level to benchmark satisfactory performance.

230

Algoma University policies governing: • faculty teaching and supervision loads;

Excerpts from the agreement between Algoma University and the Algoma University Faculty Association, ratified by the Algoma University Board of Governors on July 28, 2006:

17:06 Workload (a) (i) Faculty workload consists of three principal areas of endeavour: 1) Teaching, 2) Scholarly Activity (defined as research, scholarship or creative activity), and 3) Service to the University and broader communities. (ii) Due to the small size of the University and the willingness of the members to offer a sufficient range of courses to maintain viable programmes, the normal teaching load defined in Article 17.06 (v) is somewhat high. As a consequence, it is recognized that less time may be devoted to other activities as specified in article 17:06 (a) (i) than is the practice at larger Canadian universities. (iii) Teaching will normally take place during the fall/winter terms, but may be subject to alternate scheduling as specified in Article 17:06 (a) and (b). Scholarly Activity and Service continue as year-round activities, with the exception of the annual one month vacation time. (iv) In addition to the academic activities specified above, the University requires that faculty be involved in the counselling and supervision of students. (v) The standard teaching load for all faculty is eighteen credits per year. In addition, for courses with a scheduled weekly three-hour laboratory, the laboratory will be taught by laboratory instructors except through prior special written arrangement with the Dean, in which case the faculty member instructing his or her own laboratory if approved will receive half an overload stipend or half an equivalent course credit reduction for so doing. In the case of team-taught courses, each Member shall receive credit for that portion of the course delivered by them, on a pro-rated basis. (vi) The staffing numbers of non-lecture teaching sessions, defined as laboratories, tutorials, seminars, thesis student supervision, field trips, experiential or other sessions which appear in the Calendar, shall be the responsibility of the Academic Dean. However, to ensure continuity with the lecture portions, all appointments shall be recommended by the Departments and Divisions concerned.

231

(vii) It is recognised by the parties that certain positions require unusually large amounts of time to be performed effectively. Thus, the following positions are recognised to equate with teaching-load credits, as follows: Divisional Chairs - 6 credits per academic year AUCFA Executive - two 3-credit course load reductions per year

Such credits may be considered as part of the members’ standard loads (with consequent reduction in teaching duties) during the year(s) of service, or may be considered as overload, subject to the requirements of Article 17:06 (c). (viii) Full-time Faculty members shall have the right of first consideration for all academic credit courses, providing the course is within their area of expertise. (b) Assignment and Distribution of Workload (i) The teaching workload assignments of Members shall be recommended by the Department and Division, and approved by the Dean, who is responsible for ensuring that teaching assignments are fair and equitable. Factors to be taken into account when assigning a Member’s workload shall include, but not be limited to, a consideration of the following:  The number of new course preparations (in particular for new Faculty members)  Programme needs  Preparation and/or design of new academic programmes/certificates/degrees  Research commitments  Class size and assistance available  Teaching loads of the Member in previous years

(ii) Faculty Members may apply in writing to the Academic Dean, with a copy to the Divisional Chair, by April 15, requesting a reduction in assigned teaching duties for the following year. By May 15, following consultation with the Department and Division, the Dean shall reply in writing to this application indicating the member’s assigned teaching load for the forthcoming year, and giving reasons should the application be denied. Teaching load reductions must in all cases be justified by a corresponding increase in other duties, such as research, must be mutually beneficial to the University and the member, must be acceptable to the Department 232

and shall not jeopardize the delivery of the academic programme. Teaching load reductions are in no way an automatic entitlement. In the case of dispute, the Peer Review Committee will review the matter, and provide a written recommendation to the Dean. A member will reimburse the University for the cost of the teaching load reduction through monies received by the member from an external grant or through a salary reduction; such cost shall include cost of part-time faculty replacement at the time of the request, 12% mandatory employee related costs, plus 5% administrative fees on the estimated salary cost. Exact terms in each individual case will be negotiated between the University and the Association. (iii) It is understood that maximal class size may be established for certain courses based on the nature of the materials studied, the nature of the work requirements for students, size of facility available and issues of safety. Such decisions will be made by the Academic Dean following receipt of recommendations from Senate. (iv) The University recognizes the benefit for faculty members to have marking assistance in large-enrolment courses, and shall provide funds to enable faculty members teaching in excess of 125 students to access marking/grading assistance appropriate to their needs. The Member makes this request to the Academic Dean on the last add/drop day of classes. Upon this request and confirmation of the enrolment in the class, the University shall provide a minimum of $250.00 for marking/grading assistance or as a stipend to the faculty member. (v) The University reserves the right to cancel under-enrolled courses. Faculty members who have an under-enrolled course cancelled may choose to make up that teaching load in any subsequent term within the following eighteen months, failing which the Dean will assign an additional course to the Faculty member in consultation with the Department and Division concerned. Any courses voluntarily taken up or imposed in accordance with this clause shall not be considered to be overloads. (vi) A Faculty member is entitled to one non-teaching term in each academic year. This term may be fall, winter or spring. (vii) Each Department, in preparing its academic programme for each upcoming session, may – when it is academically advantageous – request that one of its full-time members distribute his or her workload so as to offer twelve (12) credits during the fall-winter session and six (6) credits

233

during either the spring or summer sessions. No Faculty member shall be compelled to redistribute course load more than once every three years. (viii) In cases where no proposal for redistribution is forthcoming from a Department, and where the Dean believes redistribution is academically necessary or advantageous, the Dean may request that the Department reconsider giving written reasons for this decision. The Dean, upon recommendation from the Senate, may demand such redistribution when it is deemed to be in the best interest of academic planning. (ix) Faculty members may be excused from the obligations in Articles 17:06 (b) (vii) and (viii) in cases where it cannot be demonstrated that a redistribution of course load will result in academic advantage, or where a Faculty member can demonstrate that severe professional or personal hardship will result. (x) In consultation with the Department, the relevant Division and the Dean, and with their consent, a Faculty member may elect to redistribute their workload over the spring and one of the fall or winter sessions. In the event of such redistribution, the Faculty member will be available during the non-teaching term for Service, Scholarly Activities and student academic advising equivalent to those expected during a teaching term. Any vacation period will be scheduled for the non-teaching term. (xi) The University is committed to excellence in teaching and to promoting Scholarly Activities, as defined in Article 17:06 (a) (i). In recognition of this, Faculty members appointed to probationary (tenure-track) positions shall have two 3-credit course reductions to be used during their first three years of service, following consultation with their Department and approval by the Academic Dean. The request should be provided prior to April 15 in advance of the academic year in which the one or two 3-credit reductions are to be taken. Under the terms of this section, if the faculty member leaves the employ of Algoma University College within 12 months of taking a course load reduction, he/she will reimburse the University 100% of the cost of the sessional instruction for that course load reduction. c) Teaching Overload (i) A Faculty member may choose, but shall not be compelled, to teach overloads in any term. In no case will a Faculty member teach more than nine credits as overloads per twelve-month period. Faculty members may only teach two overloads in one term with prior written approval by the Dean.

234

(ii) A Faculty member accepting an overload teaching assignment may elect for one of two possible methods of recompense. In accepting an overload assignment, faculty members may:  Elect to be paid at the current overload rate of pay (see Article 35:06). Overloads will be paid in one lump sum at the end of the contract. Or;  Arrange with the Divisional Chair and the Academic Dean’s prior approval that the overload teaching credits be banked for teaching relief at a future date. The maximum number of banked credits may not exceed 9 credits at any time.

(iii) When a Faculty member wishes to use banked teaching credits for a full research term with no on-campus presence for service or other faculty responsibilities, then the Member must provide a full research proposal to the Dean by April 15th of the full calendar year before such a research term would take effect. By May 15th, and following consultation with the Department and Division, the Dean shall reply in writing to this application and shall give reasons should the application be denied. A full research term must in all cases be justified by a corresponding increase in research, must be mutually beneficial to the University and the member, must be acceptable to the Department and shall not jeopardize the delivery of the academic programme. A full research term is in no way an automatic entitlement. In the case of dispute, the Peer Review Committee will review the matter, and provide a written recommendation to the Dean.

235

Algoma University policies governing:

• faculty availability to students; and

Excerpt from the agreement between Algoma University and the Algoma University Faculty Association, ratified by the Algoma University Board of Governors on July 28, 2006:

(i) Faculty shall accept responsibility for participation in the effective operation of the University. Faculty has a responsibility to remain current with academic regulations and program changes. Faculty shall attend advising sessions, shall maintain office hours for student contact (a minimum of two office hours per week for each 3-credit course taught), shall respond to student inquiries, shall supervise at examination times, and shall assume other responsibilities which have traditionally been accepted by faculty members.

236

Algoma University policies governing: • the professional development of faculty including the promotion of curricular and instructional innovation as well as technological skills, where appropriate.

Faculty Professional Development Policy

Category: Faculty Number: FA3 Responsibility: Academic Dean Approval: April 3, 2009 - Senate

Purpose:

To define Algoma University’s commitment to ensuring excellent teaching by supporting faculty professional development.

Scope:

This policy is applicable to all full-time faculty university-wide.

Policy:

All full-time faculty members at Algoma University are provided with an annual professional allowance fund to be used for attendance at conferences, study leading to publication or formal presentation of professional papers, study for course preparation, professional tools, and/or professional membership fees. Specific details regarding criteria and amounts of the professional allowance fund are outlined in the current collective agreement.

Algoma University encourages faculty to participate in professional development related to curricular and instructional innovation. To this end, the university supports the activities of the Academic Standards and Teaching and Learning Committee of Senate which include organizing teaching forums and developing an Academic Learning and Development Centre/Teaching and Learning Centre. 237

Algoma University encourages faculty to participate in professional development related to the development and use of technological skills in the classroom. To this end, the university actively provides training sessions and resources to faculty through its Information Technology Services department.

Algoma University promotes the ongoing engagement of faculty in research and scholarship as a fundamental support of excellent teaching.

238

8.10 Enrolment Projections and Staffing Implications

Staffing Requirements - Projected Cumulative Cumulative Full- Cumulative Cumulative Full- Ratio of Full- Enrolment* Time Faculty Part-Time Time Technical time Equivalents Faculty Support Students/Full- (F.T.E.)** Equivalents Assistance time Faculty (F.T.E.)*** (F.T.E.) Full- Part- Time Time **** Year 1 – 70 20 6 3.5 .5 11:1 2011/12 Year 2 – 94 26 7 3.5 .5 13:1 2012/13 Year 3 – 101 28 7 3.5 .5 14:1 2013/14 Year 4 – 101 28 7 3.5 .5 14:1 2014/15

*Cumulative enrolment was calculated based on the assumptions on the following page. **includes full-time Field Placement Coordinator. ***includes part-time Field Placement Coordinator in Timmins, and nine part-time instructors. **** Estimates for the number of part-time students are based on 22% of total actual students enrolled. This percentage is based on the average number of part-time students enrolled in other Algoma University programs at present, and could vary considerably once Algoma launches the proposed BSW professional program.

239

The chart below provides enrolment projections using actual student numbers for years one through four of initial offering of the program.

Table One: BSW Enrolment Projections – First Four Years New New Total Year Total Students Total Total students – students – Two Year Three Students Enrolment Year One college Students (intake to Year Four (actual transfer (college professional students) into Year transfer years capped Two plus at 30 (Northern regular students/year) and Sault intake) College) 2011/12 30 10 35 25 0 90 2012/13 30 15 37 30 23 120 2013/14 30 20 42 30 27 129 2014/15 30 20 42 30 27 129

A longstanding demand for a Bachelor of Social Work program in the Algoma region will result in an initial intake in year 1 of at least 30 new first year students and 10 college transfer students. In addition, those students currently enrolled in the first two years of the Social Work program will be retained to complete their degree studies at Algoma University. The year one total enrolment is estimated to be 90 students.

Assuming a 73% retention rate between first and second year, and a 90% retention rate between years two, three, and four, along with an estimated steady-state intake of 30 new first year students and 20 college transfer students, the steady-state enrolment of the program will be reached by year three. In addition, it is estimated that approximately 25 students per year will be admitted to the professional social work program once the one-year post-degree BSW program is launched. At this point, steady-state enrolment for the entire program is projected at approximately 155 students, a number that is comparable to other northern Ontario Social Work programs.

Table Two: Steady State BSW Enrolment Projections BSW cohort – BSW one- Total Enrolment standard on- year post- (actual campus four- degree students) year cohort 2014/15 130 25 155 and beyond 240

9 Credential Recognition Standard

9.1 Program Design and Credential Recognition

Algoma University’s proposed Bachelor of Social Work (BSW) program was designed in consultation with other universities, community partners, accrediting bodies, and community agencies in Sault Ste. Marie and Timmins. Learning outcomes and standards are clear and consistent with other similar programs in the province of Ontario and across the country, and are aligned with the accreditation standards of the Canadian Association of Social Work Education, ensuring that graduates of the proposed program will be well-prepared for entry into professional practice in the field of social work, or for continued study in graduate school.

The proposed program was carefully benchmarked against the professionally-oriented honours undergraduate baccalaureate degree level standards of the Postsecondary Education Quality Assessment Board. In addition, research was conducted to compare the curriculum of the proposed program with other well-respected Bachelor of Social Work programs at other Canadian universities. By modeling a similar program structure, including a breadth of elective in the first two years of the program followed by a concentrated offering of social work courses in the professional years, the curriculum of the program is designed to facilitate credential transfer recognition by other postsecondary programs.

Algoma University’s proposed program is modeled on the Bachelor of Social Work program at the University of Northern British Columbia (UNBC). The northern focus and commitment to Aboriginal communities of UNBC’s program was reflective of the needs identified in the communities that will be served by Algoma’s proposed BSW program, making UNBC an ideal model. The curriculum of UNBC’s program is included on the next page for comparative purposes.

Leading academics in the field of social work guided the curriculum development for the proposed program as members of the Program Development Advisory Committee. Letters of support are included from participating institutions, including:  Sault College  Northern College  Anishinaabe People’s Council  University of Victoria  University of Northern British Columbia  Lakehead University  Carleton University

241

University of Northern British Columbia Bachelor of Social Work Program Requirements

From UNBC’s website http://www.unbc.ca/calendar/undergraduate/undergraduate_programs/social_work.html

100 and 200 Level

SOCW 200-3 Introduction to Social Work Practice

SOCW 201-3 Introduction to Social Welfare

FNST 100-3 The Aboriginal Peoples of Canada

WMST 100-3 Introduction to Women's Studies

Upper Division Requirement

300 Level

SOCW 300-3 Social Work Communication Skills

SOCW 301-3 Critical Social Work Practice

SOCW 302-6 Social Work Field Education SOCW 310-3 First Nations Social Work Issues

SOCW 320-3 Critical Social Policy

SOCW 330-3 Social Work Research/Policy/Practice

SOCW 336-3 Social Work Philosophy and Ethics

400 Level

SOCW 401-3 Northern/Remote Social Work Practice

SOCW 402-15 Social Work Field Education 2

SOCW 420-3 Family/Child Welfare Policy SOCW 421-3* Human Growth and Development

* Please see note on SOCW 421-3 in the course description listings in this calendar.

Elective Courses

Fifteen (15) credit hours of Social Work electives. The elective courses are numbered in the 400 ranges, but may be taken by students enrolled in their third or fourth year of studies.

SOCW 422-3 Child Welfare Practice

SOCW 424-3 Child Welf/Sites of Resistance

SOCW 426-3 Current Issues in Child Welfare Practice

SOCW 432-3 Unemployment and Social Work

242

SOCW 433-3 Women in the Human Services

SOCW 435-3 Community Social Policy

SOCW 437-3 Social Work with Groups and Communities

SOCW 438-3 Comparative Welfare Analysis

SOCW 439-3 Social Work/Law and the Justice System

SOCW 440-3 Social Work in Mental Health

SOCW 441-3 Social Work and Substance Abuse

SOCW 442-3 Social Work with Victims of Abuse

SOCW 443-3 Medical Social Work

SOCW 444-3 Social Work Critical Issues in Aging

SOCW 445-3 Social Work and Cross-Cultural Practice

SOCW 448-3 Inequality and Income Security

SOCW 449-3 Gender and Sexuality

SOCW 450-3 Social Work and Family Practice

SOCW 452-3 Social Work/Crisis Intervention

SOCW 454-3 Disability Issues SOCW 455-3 First Nations Governance and Social Policy SOCW 456-3 Family Caring Systems SOCW 457-3 Individual and Community Wellness

SOCW 498 (3-6) Special Topics

SOCW 499-3 Directed Readings

Elective Requirement

Electives at any level in any subject sufficient to ensure completion of a minimum of 120 credit hours.

243

10 Regulation and Accreditation Standard

10.1.1 Current Regulatory or Licensing Requirements

Social work is a regulated profession in the province of Ontario. In order to call oneself a “social worker” an individual must be registered with the Ontario College of Social Workers and Social Service Workers (OCSWSSW).

The Ontario College of Social Workers and Social Service Workers protects the interest of the public by regulating the practice of Social Workers and Social Service Workers and promoting excellence in practice. If you obtained a degree in social work from a social work program accredited by the the Canadian Association for Social Work Education (CASWE) you will likely meet the academic requirements for the issuance of a general certificate of registration for social work.

Once Algoma University is granted candidacy status by CASWE, its BSW program will be added to the list of accredited programs offered in Ontario. At this point, Algoma University BSW graduates will be eligible to apply to register with OCSWSSW. Consultation with OCSWSSW has been sought to ensure that graduates of the proposed program will be eligible for practice as registered social workers. Refer to the Appendix 10.1.2 for a letter from OCSWSSW confirming the consultation. Students will be informed in a timely manner should any changes be made to the OCSWSSW professional practice requirements.

The Registration Guide for OCSWSSW is included in this appendix for reference.

245

10.1.2 Letters of Support from Regulatory/Licensing Bodies

A letter from the Ontario College of Social Workers and Social Service Workers (OCSWSSW) is included for review.

247

11 Program Evaluation Standard

11.1 Periodic Review Policy and Schedule

Algoma University’s policy on general principles and guidelines governing undergraduate program reviews is included.

Algoma University’s program review policy is consistent with the standards of the Council of Ontario Universities (COU) and the Ontario Council of Academic Vice-Presidents (OCAV). As a member of COU, Algoma University maintains rigorous quality assurance standards comparable to all other publically-funded Ontario universities.

Through its COU affiliation, Algoma University will be informed by the Ontario Universities Council on Quality Assurance (the Quality Council), a newly-created quality assurance body under the direction of OCAV, as they complete their recommendations on the establishment of a new quality assurance framework for undergraduate and graduate programs.

249

ALGOMA UNIVERSITY

GENERAL PRINCIPLES and GUIDELINES

GOVERNING

UNDERGRADUATE PROGRAM REVIEWS

as approved by Senate

Revisions approved: April 3, 2009 Minor corrections approved: October 2002 Policy approved: January 2002

251

I. GENERAL PRINCIPLES

252

II. REVIEW TIMETABLE FOR ANY GIVEN YEAR

March 1 The Academic Dean must notify the programs in writing of forthcoming review and provide it with criteria / preparing Self-Study Report.

August 1 The Department Chair submits Self-Study Report to the Academic Dean. The internal review team is struck and coordinated by the Academic Dean.

January 15 The report of the external consultant(s) and the internal reviewers is submitted to the Academic Dean, who immediately forwards it to the Department Chair and the Divisional Chair.

February 15 The Department Chair submits "Programs Response" to the Academic Dean, who shares it with Academic Planning for feedback.

March-April AppCom studies the report and any feedback, and formulates recommendations.

May AppCom recommendations go to Senate, and are forwarded to the Academic Dean and the Board.

III. THE PROCESS

A. CONDUCTING THE SELF-STUDY

The department shall submit its self-study to the Academic Dean in three separate parts:

1) PROGRAM DETAILS: DESCRIPTION AND ASSESSMENT 253

2) CURRICULA VITARUM OF THE FACULTY 3) LIST OF PROPOSED CONSULTANTS

The entire self-study report is a background document. Given its nature, such a report can be adequately assembled in two months' time.

Departments will invite two upper-year students (one male, one female), who are majoring in a program offered by the programs, to participate directly in the preparation of Part (1).

1) PROGRAM DESCRIPTION

254

FORMAT of the Program Description:

255

b. Physical Resources

i. Library resources - a summary statement on holdings pertinent to the program, collection policy, and expenditures for last five years (where available).

DO NOT SUBMIT DETAILED DOCUMENTATION ON LIBRARY HOLDINGS, but have available if required by consultants.

ii. Laboratory and computer facilities - major equipment available for use, commitments/plans (if any) for next five years.

iii. Space - list current faculty, laboratory, student and general research office space, commitments/plans (if any) for next five years.

iv. Technology – list current technology available for use, commitments/plans (if any) for next five years. c. Students

ii. Total courses listed, including: courses actually offered with enrolments (past three years). 256