Algoma University Bachelor of Arts in Geography (Honours)

Total Page:16

File Type:pdf, Size:1020Kb

Algoma University Bachelor of Arts in Geography (Honours) Proposal for a Bachelor of Arts (BA) Four Year Honours Degree in Geography Submission to the Postsecondary Education Quality Assessment Board Algoma University Sault Ste. Marie, Ontario January 2011 Organization and Program Information 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 Arts in Geography (Honours) Location(s) where program to be delivered: Algoma University 1520 Queen Street East Sault Ste. Marie, Ontario P6A 2G4 Contact Information for Information about this submission: 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 Academic 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 3 Table of Contents Organization and Program Information ............................................................................................................3 Submission Title Page ..............................................................................................................3 1. Introduction................................................................................................................................................................9 1.1 Executive Summary ...........................................................................................................9 Overview of Algoma University’s history, mission, and academic goals ..................................9 Program Description .............................................................................................................11 Program Level Learning Outcomes .......................................................................................13 Employment Opportunities for Graduates ............................................................................13 Program Strengths ................................................................................................................14 Program Delivery ..................................................................................................................15 Capacity to Deliver................................................................................................................15 Enrolment and Faculty Growth .............................................................................................15 Support for Program .............................................................................................................17 1.2. Program Abstract ...........................................................................................................19 2. Degree-Level ........................................................................................................................................................... 21 2.1 Degree Level Summary- Honours Baccalaureate ..............................................................21 3. Admissions, Promotion, Graduation ............................................................................................................ 25 3.1 Admission Requirements Direct Entry .............................................................................25 3.2 Admission Policies and Procedures for Mature Students .................................................25 3.3 Promotion and Graduation Requirements .......................................................................27 3.4 Advanced Standing Policies and Requirements ................................................................29 3.4.1 Credit Transfer/Recognition Policies and Procedures ...................................................29 3.4.2 Advanced Placement Policies .......................................................................................29 3.4.3. Degree Completion Arrangements ..............................................................................29 4. Program Content .................................................................................................................................................. 31 4.1 Program Advisory Committee ..........................................................................................33 4.1.1. Program Advisory Committee Membership ................................................................33 4.1.2. Program Advisory Committee Minutes .......................................................................37 4.2 Professional/Accreditation or Other Requirements .........................................................48 4.3 Learning Outcomes..........................................................................................................49 5 4.4. Program Content and Learning Outcomes ......................................................................51 4.4.1 Relationship between program level learning outcomes, degree level expectations, and curriculum design .................................................................................................................59 4.5 Course Descriptions .........................................................................................................63 4.7 Undergraduate Course Schedule 2 ..................................................................................81 4.8 Work Experience .............................................................................................................87 4.9 Course Outlines ...............................................................................................................89 4.9.1. Core Courses ...............................................................................................................91 4.9.2 Techniques Courses .....................................................................................................91 4.9.3. Systematics Courses ....................................................................................................93 4.9.4 Regional Courses..........................................................................................................93 4.9.5. 4000 Series Courses ....................................................................................................94 4.9.6. Additional Proposed Courses ......................................................................................94 4.9.7 Bridging Course Descriptions .......................................................................................94 4.9.8 Bridging Course Outlines ..............................................................................................94 4.9.9 Gap Analysis.................................................................................................................94 5. Delivery Method ................................................................................................................................................... 95 5.1 Quality Assurance of Delivery ..........................................................................................97 5.1.1 Quality Assurance of Program Delivery Policies, Guidelines and Practices ....................97 5.2 Policy on Student Feedback ............................................................................................99 5.3 On-line Delivery ............................................................................................................ 101 5.3.1 On-line Learning Policies and Practices ...................................................................... 101 6. Capacity to Deliver ............................................................................................................................................ 103 6.1 Legal Characteristics and Governance............................................................................ 105 6.2 Learning and Physical Resources.................................................................................... 107 6.2.1 Library Resources ....................................................................................................... 107 6.2.2 Computer Resources .................................................................................................. 113 6.2.3 Classroom Space ........................................................................................................ 115 6.2.4 Laboratories/Equipment/Workstations ...................................................................... 117 6.3 Resource Renewal and Upgrading ................................................................................. 119 6.4 Support Services ............................................................................................................ 125 6.5 Faculty ........................................................................................................................... 129 6 6.5.1 Policies on Faculty ...................................................................................................... 131 6.5.2 Curriculum Vitae Release ........................................................................................... 133 6.5.3 Curriculum Vitae for Faculty Assigned to the Degree Program ................................... 133 6.5.4. Curriculum Vitae for Faculty Responsible for Teaching and Curriculum Development
Recommended publications
  • Maternal-Newborn Gap Analysis a Review of Low Volume, Rural, and Remote Intrapartum Services in Ontario
    The Provincial Council for Maternal and Child Health Maternal-Newborn Gap Analysis A review of low volume, rural, and remote intrapartum services in Ontario. August, 2018 Project Team Vicki Van Wagner, RM, PhD Associate Professor, Ryerson University Jane Wilkinson, BSc., MD, FRCSC, CSPE Obstetrician-Gynecologist Doreen Day, MHSc Senior Program Manager, Provincial Council for Maternal and Child Health Laura Zahreddine, RN, BScN, MN Program Coordinator, Provincial Council for Maternal and Child Health Sherry Chen, MBBS, MHI Decision Support Specialist, Provincial Council for Maternal and Child Health The project team would like to thank the interview participants as well as the Better Outcomes Registry & Network (BORN) Ontario and the Institute for Clinical Evaluative Sciences for supporting the data needs of this work. © 2018 Provincial Council for Maternal and Child Health Materials contained within this publication are copyright by the Provincial Council for Maternal and Child Health. Publications are intended for dissemination within and use by clinical networks. Reproduction or use of these materials for any other purpose requires the express written consent of the Provincial Council for Maternal and Child Health. Anyone seeking consent to reproduce materials in whole or in part, must seek permission of the Provincial Council for Maternal and Child Health by contacting [email protected]. Provincial Council for Maternal and Child Health 555 University Avenue Toronto, ON, M5G 1X8 [email protected] Maternal Newborn Gap Analysis | 2 Contents
    [Show full text]
  • Assessing the Influence of First Nation Education Counsellors on First Nation Post-Secondary Students and Their Program Choices
    Assessing the Influence of First Nation Education Counsellors on First Nation Post-Secondary Students and their Program Choices by Pamela Williamson A dissertation submitted in conformity with the requirements for the degree of Doctor of Higher Education Graduate Department of Theory and Policy Studies in Education Ontario Institute for Studies in Education of the University of Toronto © Copyright by Pamela Williamson (2011) Assessing the Influence of First Nation Education Counsellors on First Nation Post-Secondary Students and their Post-Secondary Program Choices Doctor of Higher Education 2011 Pamela Williamson Department of Theory and Policy Studies in Education University of Toronto Abstract The exploratory study focused on First Nation students and First Nation education counsellors within Ontario. Using an interpretative approach, the research sought to determine the relevance of the counsellors as a potentially influencing factor in the students‘ post-secondary program choices. The ability of First Nation education counsellors to be influential is a consequence of their role since they administer Post- Secondary Student Support Program (PSSSP) funding. A report evaluating the program completed by Indian and Northern Affairs Canada in 2005 found that many First Nation students would not have been able to achieve post-secondary educational levels without PSSSP support. Eight self-selected First Nation Education counsellors and twenty-nine First Nation post- secondary students participated in paper surveys, and five students and one counsellor agreed to complete a follow-up interview. The quantitative and qualitative results revealed differences in the perceptions of the two survey groups as to whether First Nation education counsellors influenced students‘ post-secondary program choices.
    [Show full text]
  • Digital Fluency Expression of Interest
    January 6, 2021 Digital Fluency Expression of Interest Please review the attached document and submit your application electronically according to the guidelines provided by 11:59 pm EST on February 3, 2021. Applications will not be accepted unless: • Submitted electronically according to the instructions. Submission by any other form such as email, facsimiles or paper copy mail will not be accepted. • Received by the date and time specified. Key Dates: Date Description January 6, 2021 Expression of Interest Released Closing Date and Time for Submissions February 3, 2021 Submissions received after the closing date and 11:59pm EST time will not be considered for evaluation Submit applications here By February 28, 2021 Successful applicants notified Please note: due to the volume of submissions received, unsuccessful applicants will not be notified. Feedback will not be provided eCampusOntario will not be held responsible for documents that are not submitted in accordance with the above instructions NOTE: Awards for this EOI are contingent upon funding from MCU. 1 TABLE OF CONTENTS 1. BACKGROUND .................................................................................................................... 3 2. DESCRIPTION ....................................................................................................................... 4 WHAT IS DIGITAL FLUENCY? .......................................................................................................... 4 3. PROJECT TYPE .....................................................................................................................
    [Show full text]
  • Participating Universities and Colleges: Acadia University Algoma University Algonquin College Ambrose University Assiniboine C
    Participating universities and colleges: Acadia University Cégep de Thetford Algoma University Cégep de Trois-Rivières Algonquin College Cégep de Victoriaville Ambrose University Cégep du Vieux Montréal Assiniboine Community College Cégep régional de Lanaudière à Joliette Bishop’s University Centennial College Booth University College Centre d'études collégiales de Montmagny Brandon University Champlain College Saint-Lambert Brescia University College Collège Ahuntsic Brock University Collège d’Alma Cambrian College Collège André-Grasset Camosun College Collège Bart Canadian Mennonite University Collège de Bois-de-Boulogne Canadore College Collège Boréal Cape Breton University Collège Ellis Capilano University Collège Jean-de-Brébeuf Carleton University Collège Laflèche Carlton Trail College Collège LaSalle Cégep de l’Abitibi-Témiscamingue Collège de Maisonneuve Cégep de Baie-Comeau Collège Montmorency Cégep de Chicoutimi College of the North Atlantic Cégep de Drummondville Collège O’Sullivan de Montréal Cégep Édouard-Montpetit Collège O’Sullivan de Québec Cégep de la Gaspésie et des Îles College of the Rockies Cégep Gérald-Godin Collège TAV Cégep de Granby Collège Universel Gatineau Cégep Heritage College Collégial du Séminaire de Sherbrooke Cégep de Jonquière Columbia Bible College Cégep de Lévis Concordia University Cégep Marie-Victorin Concordia University of Edmonton Cégep de Matane Conestoga College Cégep de l’Outaouais Confederation College Cégep La Pocatière Crandall University Cégep de Rivière-du-Loup Cumberland College Cégep Saint-Jean-sur-Richelieu Dalhousie University Cégep de Saint-Jérôme Dalhousie University Agricultural Campus Cégep de Sainte-Foy Douglas College Cégep de St-Félicien Dumont Technical Institute Cégep de Sept-Îles Durham College Cégep de Shawinigan École nationale d’administration publique Cégep de Sorel-Tracy (ENAP) Cégep St-Hyacinthe École de technologie supérieure (ÉTS) Cégep St-Laurent Fanshawe College of Applied Arts and Cégep St.
    [Show full text]
  • EXECUTIVE SUMMARY SOCI Program May
    Office of the Vice President Academic and Research Algoma University 1520 Queen St. East Sault Ste. Marie ON P6A 2G4 EXECUTIVE SUMMARY & IMPLEMENTATION PLAN PROGRAM UNDER REVIEW PROGRAM SENATE APPROVAL PREPARED BY DATE Sociology May 7, 2021 Acting Academic Dean A. Summary of review process and listing of programs under review Self-study review timeline Date 1. Self-study received by the CAO November 23, 2019 2. Site visit conducted August 26, 2020 3. Reviewers’ report received November 2, 2020 4. Department’s response received January 5, 2021 5. CAO’s response received January 27, 2021 6. Report on Program Quality approved February 11, 2021 by the Quality Assurance Committee 7. Final Assessment Report approved by May 7, 2021 1 Senate The members of the Review Committee were: ● Dr. Chris Sanders (Lakehead University) ● Dr. Alan Law (Trent University) The academic programs offered by the Department which were examined as part of the review included: ● Bachelor of Arts (Honours) Single Major Sociology ● Bachelor of Arts (Honours) Combined Major Sociology ● Bachelor of Arts (General) Single Major Sociology ● Bachelor of Arts (General) Combined Major Sociology ● Honours Diploma in Sociology ● Minor in Sociology and ● Human Development Minor. This review was launched under the terms and conditions of the IQAP approved by Senate on November 1, 2013 and ratified by the Quality Council on December 13, 2013. Steps following the submission of the departmental response followed the terms and conditions of the IQAP approved by Senate on September 8, 2017 and re-ratified by Quality Council on April 20, 2018. B. Implementation Plan Below are the recommendations from the Review that require further actions, together with the specific unit or position responsible for executing it, action timelines and required resources.
    [Show full text]
  • Student Transitions Project Web­Based Resources
    Ontario Native Education Counselling Association Student Transitions Project Web­Based Resources Index Section Content Page 1 Schools and Education Institutions for First Nations, Inuit and Métis 3 ‐ Alternative Schools ‐ First Nations Schools ‐ Post‐Secondary Institutions in Ontario 2 Community Education Services 5 3 Aboriginal Student Centres, Colleges 6 4 Aboriginal Services, Universities 8 5 Organizations Supporting First Nations, Inuit and Métis 11 6 Language and Culture 12 7 Academic Support 15 8 For Counsellors and Educators 19 9 Career Support 23 10 Health and Wellness 27 11 Financial Assistance 30 12 Employment Assistance for Students and Graduates 32 13 Applying for Post‐Secondary 33 14 Child Care 34 15 Safety 35 16 Youth Voices 36 17 Youth Employment 38 18 Advocacy in Education 40 19 Social Media 41 20 Other Resources 42 This document has been prepared by the Ontario Native Education Counselling Association March 2011 ONECA Student Transitions Project Web‐Based Resources, March 2011 Page 2 Section 1 – Schools and Education Institutions for First Nations, Métis and Inuit 1.1 Alternative schools, Ontario Contact the local Friendship Centre for an alternative high school near you Amos Key Jr. E‐Learning Institute – high school course on line http://www.amoskeyjr.com/ Kawenni:io/Gaweni:yo Elementary/High School Six Nations Keewaytinook Internet High School (KiHS) for Aboriginal youth in small communities – on line high school courses, university prep courses, student awards http://kihs.knet.ca/drupal/ Matawa Learning Centre Odawa
    [Show full text]
  • Ministry of Training, Colleges and University
    Ministry of Training, Colleges and Universities Strategic Policy and Programs Division GUIDELINES FOR WORKPLACE INSURANCE FOR POSTSECONDARY STUDENTS ON UNPAID WORK PLACEMENTS Appendix A: Training Agencies for the Purposes of these Guidelines Algoma University Brock University Carleton University College of the Dominican or Friar Preachers of Ottawa University of Guelph Le Collège de Hearst Lakehead University Laurentian University McMaster University Northern Ontario Medical School Nipissing University Ontario College of Art & Design University University of Ontario Institute of Technology University of Ottawa Queen's University Ryerson University University of Toronto Trent University University of Waterloo University of Western Ontario Wilfrid Laurier University University of Windsor York University Algonquin College of Applied Arts and Technology Cambrian College of Applied Arts and Technology Canadore College of Applied Arts and Technology Centennial College of Applied Arts and Technology Collège Boréal d’arts appliqués et de technologie. Collège d’arts appliqués et de technologie La Cité collégiale. Conestoga College Institute of Technology and Advanced Learning Confederation College of Applied Arts and Technology Durham College of Applied Arts and Technology Fanshawe College of Applied Arts and Technology George Brown College of Applied Arts and Technology Georgian College of Applied Arts and Technology Humber College Institute of Technology and Advanced Learning Lambton College of Applied Arts and Technology Loyalist College of Applied Arts and Technology Mohawk College of Applied Arts and Technology Niagara College of Applied Arts and Technology Northern College of Applied Arts and Technology St. Clair College of Applied Arts and Technology Revised: June 2014 Page 13 of 16 Ministry of Training, Colleges and Universities Strategic Policy and Programs Division GUIDELINES FOR WORKPLACE INSURANCE FOR POSTSECONDARY STUDENTS ON UNPAID WORK PLACEMENTS St.
    [Show full text]
  • President's Report to the Board
    President's Report to the Board March 5, 2015 From the President The arrival of March typically marks the end of the year for university‐level sports. Virtually all of our varsity athletes have now hung up their sneakers (or skis) for the season. The one exception is Natasha Doroodian, a second‐year Law and Justice major who is in Edmonton this weekend competing for a national championship in wrestling. My family and I had the opportunity to watch Natasha compete for Gold two weekends ago in the Ontario Championships in Sudbury. She ended up with the Silver Medal, and we should be immensely proud to have a varsity athlete who is already the second‐ best in Ontario at what she does, in only her second year. We’ll watch carefully to see how Natasha fares at the Nationals. The close of the varsity season seemed like an apt time to provide Board members with an overview of how we have made out in our first two years competing in university‐level sports. Our Director of Athletics, Mark Kontulainen, has prepared as special report on the varsity program that you’ll find at the end of this edition of the President’s Report. One point that Board members should take special note of: we now have 103 student‐athletes in our varsity program, and 70% of them have indicated that the opportunity to compete in interuniversity sport was a significant factor in their choice to come to Algoma. Continuing with the theme of students, I would like to report that I had a very interesting two‐hour Town Hall meeting with our students on Wednesday of this week.
    [Show full text]
  • Ecosystems of Ontario, Part 1: Ecozones and Ecoregions
    Science & Information Branch Inventory, Monitoring and Assessment Section The Ecosystems of Ontario, Part 1: Ecozones and Ecoregions Ministry of Natural Resources Science & Information Branch Inventory, Monitoring and Assessment Section Technical Report SIB TER IMA TR-01 The Ecosystems of Ontario, Part 1: Ecozones and Ecoregions By William J. Crins, Paul A. Gray, Peter W.C. Uhlig, and Monique C. Wester 2009 Ministry of Natural Resources ©2009, Queen’s Printer for Ontario Printed in Ontario, Canada ISBN 978-1-4435-0812-4 (Print) ISBN 978-1-4435-0813-1 (PDF) Single copies of this publication are available from: Ontario Ministry of Natural Resources Inventory, Monitoring and Assessment 1235 Queen Street East Sault Ste. Marie, ON P6A 2E5 Cette publication spécialisée n’est disponible qu’en anglais This publication should be cited as: Crins, William J., Paul A. Gray, Peter W.C. Uhlig, and Monique C. Wester. 2009. The Ecosystems of Ontario, Part I: Ecozones and Ecoregions. Ontario Ministry of Natural Resources, Peterborough Ontario, Inventory, Monitoring and Assessment, SIB TER IMA TR- 01, 71pp. Dedication This description of the broad-scale ecosystems of Ontario is dedicated to our cherished friend and colleague, Brenda Chambers, whose thorough knowledge of central Ontario’s ecosystems, environmental ethic, infectious enthusiasm, and positive outlook in the face of daunting challenges, have inspired us, and will continue to do so. Acknowledgments The authors respectfully acknowledge the many contributions of earlier authors Angus Hills, Dys Burger, Geoffrey Pierpoint, John Riley, and Stan Rowe whose work continues to provide the foundation for much of our understanding of the structure and function of Ontario’s diverse ecosystems.
    [Show full text]
  • Strategic Plan
    We are pleased to present Algoma University’s 2016-2021 Strategic Plan. Having recently celebrated our 50th anniversary, this plan is timely as it provides a way to look forward while reflecting on the significant accomplishments of the past and the challenges of the future. This rolling plan will guide us for the next five years, and will be revisited regularly as we develop and refine strategies to meet the strategic objectives and goals set out in the plan. The present time is filled with opportunity for post-secondary institutions in Northern Ontario as the region continues its transition from a resource-based to a knowledge-based economy. Universities are vital in driving innovation and social change to support this transition. Algoma University plays a critical role in supporting sustainable societies and improving quality of life in the Algoma region. These contributions are anchored by the creative ways in which Algoma University partners with other organizations, institutions, and communities. As the smallest university in Ontario, Algoma University has an unprecedented advantage in its ability to deliver excellence in student-faculty interaction, undergraduate research opportunities, and experiential learning. The history and location of the University on the site of the former Shingwauk Indian Residential School provides the foundation for Algoma University to emerge as a leader in Anishinaabe (First Nations, Métis, and Inuit) learning, in particular through its partnerships with local and regional Anishinaabe groups. The 2016-2021 Strategic Plan builds on the existing strengths of the University through a series of strategic objectives and goals. This is intended to be an action-oriented plan.
    [Show full text]
  • Point-Of-Sale Tax Exemption Stays in Place
    Page 1 Volume 22 Issue 5 Published monthly by the Union of Ontario Indians - Anishinabek Nation Single Copy: $2.00 JUNE 2010 Point-of-sale tax exemption stays in place UOI OFFICES –The good news is that First Nations have won a hard- fought battle to retain their point-of-sale tax exemption in Ontario, says Anishinabek Nation Grand Council Chief Patrick Madahbee. "But our concern is that in this day and age we should be put in a situation where we are negotiating our treaty and inherent rights. We are allies of the Crown - not subjects. And we will continue to insist that Canada uphold their own court rulings that they must consult us and ac- commodate our interests in all matters that affect us and our traditional territories." Madahbee praised citizens of the 40 Anishinabek Nation communi- ties for their steadfast resistance to government efforts to impose the new 13% Harmonized Sales tax against them effective July 1. "It was our demonstrations of solidarity and plans for more peace- Whitefish River gift ful direct action that convinced Canada they should not cross the line On behalf of Whitefish River First Nation, council member George Francis presented Grand Council Chief we drew in the sand," said Madahbee. "My most sincere thanks to our Patrick Madahbee with a mounted eagle during the annual general assembly of the Anishinabek Nation in Fort Elders, men, women and youth warriors." William First Nation. Madahbee said the gift would be on display in the newly-constructed hub at the Union of Anishinabek and other First Nations negotiators succeeded in secur- Ontario Indians offices on Nipissing First Nation.
    [Show full text]
  • Covid-19 Case Counts Fueled by Variants
    COMMUNICATION MEMO Algoma U Pandemic Task Force 2021-04-01 MEMO: Important Algoma University Campus Updates TO: Faculty, Staff and Students CC: OSSTF & OPSEU, AUSU & SASA Presidents and Pandemic Task Force FR: Dave Trudelle, Co-Chair, Pandemic Task Force Today, the Ontario Government announced new restrictions to help slow the recent surge in Covid-19 case counts fueled by variants. All of Ontario will enter the white, ‘shutdown’ level, as of midnight on Saturday, April 3rd, 2021 for a period of 28 days. Note, all Algoma University facilities and offices were already to be closed in observance of Good Friday (April 2), Easter Sunday (April 4) and Easter Monday (April 5). As a result of this most recent declaration, the Brampton Campus will remain closed during this period. Employees will continue to work from home (except in emergencies), and students will not have access to the campus. Those studying and working at Algoma’s Timmins Campus will follow Northern College’s direction on closures and use of space. The Sault Ste. Marie Campus will have service impacts as indicated below. Employees and faculty will have access to campus, including their assigned office spaces, over the shutdown period. Student and public access will be limited (see below for specific service details). Employees should ensure they are speaking with their management officer regarding their schedule if they plan to be on campus. Anyone entering a campus building will still need to complete the Covid-19 pre-screening and check in with our screening team on arrival. Employees who have the ability to work from home will be asked to work directly with their management officer to support this accommodation if required.
    [Show full text]