Submitted By: St. Clair College of Applied Arts and Technology

SUBMISSION FOR A REVIEW

BY THE POST-SECONDARY EDUCATION QUALITY ASSESSMENT BOARD

SUBMITTED BY: ST. CLAIR COLLEGE OF APPLIED ARTS AND TECHNOLOGY

IN SUPPORT OF AN APPLICATION SEEKING THE CONSENT OF THE MINISTER OF TRAINING, COLLEGES AND UNIVERSITIES FOR PERMISSION TO OFFER A DEGREE UNDER THE FOLLOWING PROPOSED NOMENCLATURE:

BACHELOR OF APPLIED ARTS IN SOCIAL JUSTICE AND LEGAL STUDIES

SITE FOR DELIVERY: ST. CLAIR COLLEGE, SOUTH CAMPUS, 2000 TALBOT ROAD WEST, WINDSOR ON N9A 6S4

COLLEGE WEBSITE: WWW.STCLAIRCOLLEGE.CA

PRIMARY CONTACT: MR. WASEEM HABASH, VICE PRESIDENT ACADEMIC

PHONE: 519-972-2727 X 5090

EMAIL: [email protected]

SITE VISIT COORDINATOR: MR. WASEEM HABASH, VICE PRESIDENT ACADEMIC

PHONE: 519-972-2727 X5090

EMAIL: [email protected]

TABLE OF CONTENTS

Section 1: Introduction ...... 7 Executive Summary ...... 7 Program Abstract ...... 15 Section 2: Degree Level ...... 16 2.1 Depth and Breadth of Knowledge ...... 19 2.2 Conceptual and Methodological Awareness/Research and Scholarship ...... 23 2.3 Communication Skills ...... 25 2.4 Applications and Knowledge ...... 26 2.5 Professional Capacity/Autonomy ...... 29 2.6 Awareness of Limits of Knowledge ...... 30 2.7 Breadth Courses: ...... 31 Section 3: Admission, Promotion and Graduation Standard ...... 33 3.1 Admission Requirements for Direct Entry...... 33 3.2 Admission Policies and Procedures for Mature Students...... 33 3.3 Promotion and Graduation Requirements...... 34 3.3.1 Grading System ...... 34 3.3.2 Promotion ...... 35 3.3.3 Remediation, Sanctions and Suspension ...... 35 3.3.4 Graduation ...... 36 3.4 Advanced Standing Policies and Requirements ...... 36 3.4.1 Transfer Credit ...... 36 3.4.2 Advanced Standing – Academic credit for previous courses taken ...... 37 3.4.3 Prior Learning Assessment and Recognition ...... 37 3.5 Degree Completion ...... 39 3.5.1 Admission Details for Degree Completion ...... 39 3.5.2 Bridging requirements ...... 40 Section 4: Program Content ...... 41 Appendix A- Academica Program Feasibility Summary Report ...... 43 4.1 Program Advisory Committee ...... 43 4.1.1 Program Advisory Committee Minutes ...... 43 4.2 Professional Accreditation ...... 44 4.2.1 Accreditation Acknowledgement/Recognition ...... 44 4.3 Program Learning Outcomes ...... 44 4.3.1 Alignment of Program Learning Outcomes with Degree Level Standards ...... 47 4.3.2 Mapping of Program Level Outcomes with Courses of Study ...... 74 4.3.3 Mapping of Breadth Outcomes with Breadth Courses of Study ...... 79 4.4 Course Descriptions ...... 82 4.4.1 Core Courses – Course Descriptions ...... 84 4.4.2 Non-Core Courses and Breadth courses – Course Descriptions ...... 91 4.5 Course Schedules ...... 95 4.5.1 Course Schedule 1 ...... 95 4.5.2 Course Schedule 2 ...... 95 4.6 Work Experience ...... 100 Appendix B- Industry Support Letters ...... 101 4.7 Course Outlines ...... 113 4.7.1 Core and Breadth Course Outlines ...... 113 Appendix C- Core Course Outlines ...... 113 Appendix D- Breadth Course Outlines ...... 113 4.7.2 Bridging Course Descriptions ...... 114 Appendix E- Bridging Course Outlines ...... 115 4.7.4 Gap Analysis ...... 116 Section 5: Program Delivery ...... 139 5.1 Quality Assurance of Delivery ...... 139 5.2 Student Feedback ...... 140 5.2.1 Instructional feedback survey (IFS) form ...... 142 5.2.2 Key Performance Indicator (KPI) Student Satisfaction Survey ...... 147 5.3 Blended, Hybrid and On-Line Delivery ...... 152 5.3.1 Policies Pertaining to Technology, Computer, and Online Learning Modes of Delivery .. 152 5.3.2 Computer and Technological Resources ...... 152 5.3.3 Faculty Professional Development ...... 154 Section 6: Capacity to Deliver ...... 155 6.1 Alignment with the College Mission, Goals, Strengths and Strategic Mandate Agreement 155 6.2 Learning and Physical Resources ...... 157 Library Resource Centre – Thames Campus...... 164 Space and Availability ...... 164 Electronic/ Online Resources ...... 165 Academic Journals (Individual Titles) ...... 166 Streaming Video Individual Titles ...... 166 Computer and IT Services ...... 166 Open Computer Labs and IT Services for Students ...... 170 6.3 Resource Renewal and Upgrading ...... 173 6.3.1 Library Resources ...... 173 6.3.2 Staff and Faculty Computer Equipment Renewal and Upgrades ...... 173 6.4 Support Services ...... 174 6.5 Faculty ...... 180 6.5.1 Four Year Enrolment and Staffing Implications ...... 180 6.5.2 Faculty Qualifications ...... 181 6.5.3 Faculty Evaluation ...... 181 6.5.4 Currency and Professional Development ...... 181 6.5.5 Faculty Teaching Loads ...... 181 6.5.6 Curriculum Vitae Release ...... 182 Appendix F- Curriculum vitae For Faculty & Release Letters ...... 183 Section 7: Credential Recognition...... 185 7.1 Post Graduate Education ...... 185 7.2 Industry Credential Recognition ...... 186 Appendix G- Letters of Support: Universities ...... 186 Section 8: Regulation and Accreditation ...... 187 Section 9: Nomenclature ...... 189 Section 10: Program Evaluation ...... 192 Section 11: Academic Freedom and Integrity ...... 193 11.1 Academic Freedom ...... 193 11.2 Academic Integrity / Honesty ...... 193 11.3 Intellectual Property ...... 193 11.4 Research Integrity and Scholarship ...... 194 11.5 Compliancy with Copyright Law ...... 194 11.6 Academic Freedom and Integrity ...... 194 Section 12: Student Protection ...... 195 12.1 Academic Calendar and Promotional Materials ...... 195 12.2 Protection of Student and Consumer Interest ...... 196 12.3 Awareness of Policies and Procedures ...... 196 Section 13: Economic Need ...... 202 Section 14: Non-Duplication of Programs ...... 205 Similar College Programs ...... 205 Similar University Programs ...... 206 Section 15: Optional Material ...... 207 Section 16: Policies ...... 208

SECTION 1: INTRODUCTION

EXECUTIVE SUMMARY

Proposed Nomenclature: Bachelor of Applied Arts in Social Justice and Legal Studies

Anticipated Program Start: September 2017 – Year 1

Program Overview

The contemporary Canadian legal and social system continues to develop into an increasingly complex and nuanced environment that transcends the confines of the traditional courtroom setting or political forum. This multifaceted system now requires professionals to be cognizant of prevalent social justice issues in order to advocate for positive change for both their clients and the community in general.

The proposed Bachelor of Applied Arts in Social Justice and Legal Studies is a four-year multidisciplinary degree that centers on three pillars: legal studies, social justice, and community advocacy. In meeting the outcomes of this program, as set out below, students will also become conversant in several other subjects, including political science, human rights, sociology, criminology, and philosophy as they develop the skill set to help others determine and assert their socio/political and/or legal rights.

Coursework provides numerous opportunities to apply this knowledge in specialized projects and presentations such as the creation of a community program for crime prevention, the completion of a grant application for project funding, the preparation for and participation in mock trials and hearings, and a culminating capstone project to critically examine a social issue of a local community agency and develop an action plan to effect positive social change. In addition, students will also receive training in research and statistical methods in order to better allow them understand, interpret, and present quantitative and qualitative data to seek out appropriate solutions and advance interests of individuals and/or groups.

These theoretical components are complemented with a semester-long work experience field placement at a community-based organization, government office, law enforcement agency, advocacy group, legal practice, or with an elected representative. The field placement will not only require students to apply the knowledge they have learned in their classes to real-life situations, but will also present students with the opportunity to acquire practical work experience and network with potential future employers in the community. Upon successful completion of the degree requirements, students will be able to gain employment in community organizations, with advocacy and not-for-profit groups, and/or government offices. This rigorous program will also prepare students for advanced study and research at the postgraduate level.

St. Clair College’s Strengths and Strategic Fit

St. Clair College was established in 1967 and is the most southern post-secondary institution in Canada. It is a highly acclaimed public community college serving over 8,500 full time and 20,000 part-time 7

learners across campuses in the communities of Windsor/Essex and Chatham/Kent. St. Clair College offers hundreds of career path options in the health sciences, community studies, business and information technology, engineering technologies and media, art and design. Since 2004, St. Clair has added more than $1.24 million in academic upgrades including new computer labs, classroom technology and study space, and continues to maintain high provincial ratings with employer satisfaction in excess of 90% and graduate employment rate exceeding 80%.

Bordering the state of Michigan, St. Clair is situated in the heart of North America’s most integrated transportation network, where more than half of the North American population lives within an 8-hour drive.1 Windsor is the fourth most diverse city in Canada, providing for a multicultural campus-life experience similar to large urban Greater Toronto Area (GTA) colleges. The average student to teacher ratio at St. Clair is 21:1, offering a personalized teaching and learning environment in many programs.

St. Clair’s geographic location and unique characteristics were considered when formulating its Strategic Mandate Agreement (SMA). When researching and developing the proposed Bachelor of Applied Arts in Social Justice and Legal Studies degree, the development team focused on ensuring that the four fundamental principles of the College’s SMA were upheld: to build upon history and established clusters of excellence; to address the educational requirements that the unique international location demands in transportation, border logistics and the health, hospitality and tourism needs of a region referred to as “Canada South”, to respond to the local community needs, and to leverage resources and partnerships.

The Bachelor of Applied Arts in Social Justice and Legal Studies builds on the strong foundation of the Paralegal and Community Justice Services diplomas and graduate certificate programs at St. Clair College. It contributes to St. Clair College’s goal of offering a full-range of programming and providing opportunities for diploma graduates who wish to further their education.

The degree clearly supports St. Clair College’s commitment to delivering high-quality, accessible education to meet the needs of learners and the labour market of Southwestern Ontario and responds specifically to three of the priorities identified within St. Clair College’s Strategic Mandate Agreement.

• Priority 1: Jobs, Innovation and Economic Development

This degree highlights the institution’s collaborative work with employers and community partners in fostering the economic development and serving the needs of the labour market. This specialized degree is being responsive to the market needs and also provides educational pathways for graduates wishing to move from diplomas to degrees.

• Priority 2: Teaching and Learning

The experiential learning component of the degree, with work-integrated learning, captures the institutional strength in program delivery methods that expand learning options for students,

1http://www.choosewindsoressex.com/location 8

improve the learning experience and allow for students to be better prepared for their future careers.

• Priority 3: Program Offerings

This degree will enhance the breadth of programming and credentials offered at St. Clair College. The College is committed to offering and growing its four-year degree programs.

Program Outcomes and Curriculum Design:

The feedback on the program outcomes and proposed courses was sought and received from the main stakeholders including prospective employers, prospective students, as well as academics and professionals in the field of social justice. This input was then taken into consideration in developing and further refining both the program outcomes and the respective courses for the program as set out below.

Program Learning Outcomes

1. Examine and discuss the Canadian political and legal systems with a focus on social justice and human rights.

2. Interpret statutes and case law (torts, contracts, human rights, employment rights, workers’ compensation, and landlord tenant rights and responsibilities) as they relate to issues involving social justice and people who are marginalized.

3. Apply legal principles found in case law and statutes to legal problems through the use of critical and analytical reasoning.

4. Employ effective research strategies and methods on substantive and procedural law using both traditional (library) and software-assisted practices.

5. Promote advocacy and socio-political change by integrating critical thinking, scholarship, and socio-emotional competencies into evidence-based strategies.

6. Produce ethically sound written reports, grant/proposal submissions and related documents following appropriate submission procedures, guiding principles, and laws.

7. Differentiate the structure, function and respective powers of domestic and international political bodies and/or tribunals to identify appropriate forums for social justice and legal rights.

8. Analyze contemporary and historical frameworks to determine formal and informal solutions to social, political, and legal problems.

9. Formulate recommendations and strategies for legislative change as a means to improve upon social policies and practices of justice, equity and equality for people who are marginalized and/or economically disadvantaged populations.

10. Incorporate sensitivity of human diversity with ethical standards of practice to develop strategies that effect personal and social change.

11. Mobilize resources and personnel to advance interests and social justice outcomes through advocacy, brokerage, and negotiation.

12. Assess formal and informal individual, group, and institutional behavior and/or practices for the purpose of facilitating constructive social, political, and institutional change.

13. Demonstrate self-awareness, competence, initiative and professionalism in the planning, implementation and assessment of personal, educational and work-related goals within the context of a changing environment.

14. Incorporate qualitative and quantitative analysis and research with critical thinking and problem solving skills to address social, political and legal needs.

Program of Study – Bachelor of Applied Arts in Social Justice and Legal Studies

Year Semester Course Title Crisis Counselling and Intervention Theories and Practices in Social Justice Semester 5 Constitutional Law and Human Rights Social Movements and Social Change Interpersonal Communications in Work and Life Year 3 Alternative Dispute Resolution: Principles and Practices Community Activism: Mobilizing for Change Semester 6 Victimology Professional and Career Development Interdisciplinary Statistical Methods Community Development through Activism and Capacity Building Restorative Justice Semester 7 Oral and Written Advocacy-Proposals and Presentations Social Science Research Introduction to Accounting Year 4 The Philosophy of Social and Political Change Activism, Advocacy and Social Change Through Social Media Semester 8 Socio-legal approaches for advancing interests Leadership Foundations Elective *Students will also complete a Social Justice and Legal Studies Professional Work Placement (SJLS 033) between Semesters 6 and 7

Potential Student Interest:

In order to ascertain a student perspective of this proposed program, Academica Group, a research and consulting firm for higher education, had 115 potential or current Ontario post-secondary students who have applied to related programs in the past three years complete an online survey.2 The study revealed that of the students sampled nearly three-quarters or 73% of those surveyed would have been interested in enrolling in this proposed program if it had been available when they submitted their post-secondary applications.3 This strong interest appears to be centred on the diversity of the program as 48% stated that the greatest strength of the Bachelor of Applied Arts in Social Justice and Legal Studies was its “multidisciplinary” approach.4 The program’s focus on the three pillars of legal

2Academica Group. St. Clair College: Legal and Justice Studies Program Feasibility Study Program -Concept Testing Report. London, ON. July 31, 2014. 3. 3Ibid. 4Ibid, 9. 11

studies, social justice, and advocacy not only provides students with a wide range of training, but also diversifies their skills allowing them to pursue more suitable careers of their choosing.

Labour Market:

One of the major strengths of the Bachelor of Applied Arts in Social Justice and Legal Studies is its ability to provide graduates with access into a public sector that is funded by billions of federal dollars.5 In addition to the large funding from the federal government, both the provincial justice and corrections sector along with the community and social services sector are expected to have increased job opportunities in the near future.6 For example, in the case of the community and social services sector, there has been a recent increase in domestic violence in the home, which in turn has prompted the need for more individuals who are trained to address this serious issue.7 In addition this societal need to have trained advocates and those knowledgeable in navigating the socio/political/legal systems has fuelled the development of this proposed degree program.

Furthermore, research conducted with professionals working in the legal, corrections, and social services sectors revealed that these evolving and heavily utilized services and programs require graduates to have four-year undergraduate degrees.8 The research further indicated that due to the increasingly complex nature of these government and community services, future employees will require a stronger set of “critical thinking” and “problem solving” skills that transcend the curriculum in most college diploma programs.9 This response from the surveyed industry professionals clearly supports the establishment of a four-year degree program. However, while the industry professionals believe that a four-year degree program is needed in order to work effectively in their fields, the focus and content of this degree program needs to be structured in a way to make students marketable after graduation. In learning about the proposed program, the industry professionals remarked that the “interdisciplinary nature” of the Bachelor of Applied Arts in Social Justice and Legal Studies degree program is a strong asset.10 The industry professionals seem to recognize the importance of having “well-rounded” graduates who are broadly trained in various academic disciplines.11

Industry Support:

The introduction of four year proposed Bachelor of Applied Arts in Social Justice and Legal Studies degree program was met with tremendous enthusiasm and overwhelming support at the first two 17 member Pre-Program Advisory Committee (PAC) meetings. In fact, it was very quickly determined that the description of this proposed degree captured the essence of their respective roles as advocates and

5Academica Group. St. Clair College: Bachelor of Arts – Legal and Justice Studies Program Degree Program Feasibility Study – Executive Summary. London: ON. March 2014, 2. 6Ibid. 7Ibid. 8Academica Group. St. Clair College: Bachelor of Legal and Justice Studies Program Feasibility Study Program – Industry Consultation Report. London, ON. May 2014, 3. 9Ibid. 10Ibid. 11Ibid. 12

service providers in the larger community. A consensus supporting the development of the degree as well as support for student placements was promptly ascertained as the PAC saw this unique blend of theory and practice to be invaluable in furthering the needs and services of those in our society without a socio/political and/or legal voice. In addition many expressed an interest in providing guest lectures or hosting workshops. This ongoing community direction and support, coupled with the highly favourable environmental scan, most certainly suggests that the proposed Bachelor of Applied Arts in Social Justice and Legal Studies would be a welcomed addition by all to the complement of high-quality programming already offered by St Clair College.

Closing Remarks:

In summation, the strengths of the proposed four-year Bachelor of Applied Arts in Social Justice and Legal Studies degree program are as follows:

• The multifaceted curriculum built upon the three pillars of Social Justice, Legal Studies, and Community Advocacy and emphasizing a student-centred learning experience, provides a broad base of knowledge and theory intertwined with numerous opportunities for practical real-life applications and skill development.

• With a balance of professional study and general education, the Bachelor of Applied Arts in Social Justice and Legal Studies degree program provides an application of theory to practice as well as the opportunity to cultivate analytical and problem solving skills. The applied aspects of the program are reinforced by a capstone project and numerous self-directed projects and assignments linked to real-life issues and needs.

• The development and use of qualitative and quantitative research skills together with critical thinking and problem solving skills in the completion of community based projects, provides for future professionals who will be able to think outside the box to efficiently and effectively assist in the resolution of real world problems both at the micro (individual) and macro (societal) level.

• The 425 hour work integrated learning practicum at a government or community-based organization or agency provides the opportunity for students to capitalize on their personal knowledge and experience in conjunction with the knowledge and skills developed in the classroom to work collectively with a community partner in the development of programming, community capacity building and/or advocating for bringing about greater social justice.

• The program will be delivered by experienced and well qualified faculty with over 50 % holding terminal degrees in their respective area of expertise, together with qualified ad hoc faculty with extensive experience working in the fields of social justice, advocacy, law or related areas

• This program provides opportunity for graduates of Community Justice Service and Paralegal diploma programs province-wide to bridge into the second year of the degree.

• There are only three colleges with degree programs related to the proposed degree: Humber College; Conestoga College; and Georgian College; none of which share the same scope of coverage and expertise on community advocacy as the proposed Bachelor of Applied Arts in Social Justice and Legal Studies. 12

• While many universities offer criminology degrees, few offer applied programs that are similar to the program proposed by St. Clair. In Southwestern Ontario, the University of Windsor offers a Political Science program with a Law and Politics specialization geared to law school. The University of Guelph-Humber offers Justice Studies, in which graduates earn both a Bachelor of Applied Science degree and a diploma but with a focus on policing or community justice services. Although the University of Guelph has a Criminal Justice and Public Policy program, it has no work-integrated learning component as does this proposed degree. 13

• There has been very strong community support and interest in the degree program from prospective students, future employers and other stakeholders.

• As Academica’s research indicated,” increased government funding for community service jobs is expected to occur in the coming years. Over the past few years, the number of community and social service workers has risen very sharply. This trend has been attributed to the large increase in the range and intensity of social service needs, and the fact that community organizations are handling a growing proportion of them.”14

• Graduates can expect to find employment in government and community-based agencies and organizations which provide services to those in need of support and/or representation.

• Lastly, this rigorous program, which meets and exceeds Postsecondary Education Quality Assessment Board (PEQAB) standards and benchmarks, will also prepare students for advanced study and research at the postgraduate level.

12Academica Group. St. Clair College: Bachelor of Arts – Legal and Justice Studies Program Degree Program Feasibility Study – Executive Summary. London: ON. March 2014, 2. 13Ibid.2 14Ibid.2 14

PROGRAM ABSTRACT

The Bachelor of Applied Arts in Social Justice and Legal Studies four year bachelor degree program combines the foundations of the study of law and social justice with a focus on community capacity building, advocacy and activism. This multifaceted and interdisciplinary program, delivered primarily face to face with on-line support and some hybrid delivery, also includes curriculum relating to aspects of criminology, sociology, social work, philosophy, political science, community capacity building and the study of indigenous and marginalized groups. Graduates will acquire strong problem-solving and analytical skills together with the interpersonal skills required of one seeking a leadership position in advocating for victimized and/or marginalized individuals and groups. The students will learn to critically analyze, formulate and develop strategies to address situations compromising the rights and services of those who are marginalized or without a political or social voice. The program will also include practical components, such as case studies inviting creative programming, mock mediations bringing about affordable resolutions, simulations reflective of social injustice, a capstone project geared toward finding strategies to address real world problems, and an internship with a social justice, community, not-for-profit, governmental, or legal organization. The program curriculum will stimulate the development of an inquiring mind, increased sensitivity for inequalities, and encourage independent judgment and critical self-awareness. Graduates will be equipped to help individuals, groups, organizations and coalitions to navigate the social-legal system, and be prepared to pursue graduate studies.

SECTION 2: DEGREE LEVEL

Further to the requirements of the Postsecondary Education Quality Assessment Board (PEQAB), the curriculum of the proposed Bachelor of Applied Arts in Social Justice and Legal Studies degree program has been shaped by the following characteristics indicative of an Ontario college degree program in an applied area of study:

1. A technical or professional education based on fundamental principles of the field

2. An application of theory to practice, of learning by doing, and of converting personal experience into knowledge and skills through applied research and work experience

3. A cultivation of analytical skills to evaluate new information and apply new knowledge to the field

4. A balance of professional study and general education /breadth courses to enhance the students’ understanding of the environment in which he or she functions as a professional and educated citizen

5. Afford the graduate with the possibility to qualify for further study

In addition to the overall requirements set out above, the Bachelor of Arts in Justice Studies and Legal Studies degree program and its respective courses fully meet the six generic competencies, listed below, as specified by the Ontario Qualifications Framework and Postsecondary Education Quality Assessment Board (PEQAB) Standards.

1) 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 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;

c) A developed ability to:

i. Gather, review, evaluate and interpret information;

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; 16

f) The ability to apply learning from one or more areas outside of the discipline.

2) Conceptual and Methodological Awareness

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;

c) Describe and comment upon particular aspects of current research or equivalent advanced scholarship.

3) Communication Skills

The ability to communicate information, arguments and analyze accurately and reliably, orally and in writing, to specialist and non-specialist audiences using structured and coherent arguments, and, where appropriate, informed by key concepts and techniques of the discipline.

4) Application of Knowledge

a) The ability to review, present and critically evaluate 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;

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;

b) The ability to use a basic 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;

c) The ability to make use of scholarly reviews and primary sources. 17

5) Professional Capacity/Autonomy

a) The 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.

c) Behaviour consistent with academic integrity and social responsibility.

6) An Awareness of the Limitations 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 analysis and interpretations.

The following outlines how the specifics of the Bachelor of Applied Arts in Social Justice and Legal Studies degree program meet the aforementioned -level learning.

PEQABʼs requirements for degree

2.1 DEPTH AND BREADTH OF KNOWLEDGE

In general:

Utilizing a scaffolding approach to learning, each subsequent semester strengthens and stabilizes central concepts, methodologies, and theoretical approaches before moving students further into the specialized disciplinary content related to advocacy, social justice and legal studies. The first year provides a foundation of skills and knowledge for this multidisciplinary field in legal and social justice studies that will continue to be developed throughout the program. Course work spanning the first two years provides students with a more thorough understanding of the social justice and legal studies context. Building on this knowledge in year three, students develop a more in-depth understanding of social justice and legal studies which leads to year four where this practiced skill and knowledge culminates in a comprehensive capstone project.

More specifically:

PEQAB Degree level standard for Bachelor’s Proposed Baccalaureate Program in Social Justice degree in an applied area of study and Legal Studies (BSJLS)

a) A developed knowledge and critical There is a growing demand in not for profit and understanding of the key concepts, government service marketplaces for professionals methodologies, current advances, with a multidisciplinary background in law, social theoretical approaches and justice and advocacy who can develop assumptions in a discipline overall, as programming and advocate for the needs/rights of well as in a specialized area of a individuals and/or their respective groups. The discipline. strength of the Baccalaureate Program in Social Justice and Legal Studies (BSJLS) is the integration of these disciplines. The design of the program ensures students gain exposure to all three of these disciplines while developing strong research and highly effective communication skills. In addition, the program allows for a variety of breadth and depth courses to expand their overall skills. The Bachelor of Applied Arts in Social Justice and Legal Studies program consists of: 10 core courses in legal studies 9 core courses in social justice 8 core courses in advocacy 5 integrated courses 6 mandatory and 2 elective breadth courses The 10 core legal courses provide students with foundational principles, knowledge and skills in key areas of the law relating to advocacy for the rights of individuals and groups alike in administrative law, criminal law, employment law, ADR and restorative justice. The nine core courses in social justice

PEQAB Degree level standard for Bachelor’s Proposed Baccalaureate Program in Social Justice degree in an applied area of study and Legal Studies (BSJLS)

provide students with foundational skills and knowledge in constitutional law and human rights, theories and practices to social justice, and community development through activism and capacity building. The eight core advocacy courses provide for foundational knowledge and practical skills in working with vulnerable populations, ethics and leadership, crisis counseling and community advocacy. The key strength of this program is the integration of the three disciplines which provide the student the ability to strategically advocate for and/or assist in implementing social/political change. This integration of courses allows for new advances, theories and assumptions to be introduced to the students over a wide range of legal, political and social justice topics. Students will specialize in the determination of social/political needs for the purpose of creating and implementing strategic solutions. This allows for strong numerical, critical, reflective, analytical and creative thinking skills.

b) A developed understanding of many of The core program includes courses that introduce the major fields in a discipline, students to legal and social justice principles, including, where appropriate, from an theoretical and practical skills in community interdisciplinary perspective, and how advocacy and capacity building together with the fields may intersect with fields in integrated courses in research and program related disciplines development. Advanced level courses such as Practices and Policies in Crime Prevention, Community Activism: Mobilizing for Change, Community Development provide an opportunity for the students to experience how the related disciplines can intersect. Activism and Capacity Building, and Oral and Written Advocacy-Proposals and Presentations, both stress the interdisciplinary perspective and allow the fields to intersect with related disciplines. The final integration occurs in the capstone course Socio-Legal Approaches for Advancing Interests where students work in teams engaged in problem- based learning. Alignment occurs with significant focus on current legal and social justice issues and trends.

PEQAB Degree level standard for Bachelor’s Proposed Baccalaureate Program in Social Justice degree in an applied area of study and Legal Studies (BSJLS)

c) A developed ability to: Case and problem-based methodologies are woven throughout the program. Gradually students will i) gather, review, evaluate and shift from independent foundational learning to interpret information; and collaborative team work with real-world projects ii) compare the merits of alternate for an external client. The teams will compare the hypotheses or creative options merits of alternative creative solutions relevant to relevant to one or more of the various socio-legal and political problems through major fields in a discipline evaluation and critical interpretation.

d) A developed, detailed knowledge of and Courses in the final two years of the program build experience in research in an area of the an in-depth understanding of the social, legal and discipline political issues faced by individuals, groups of persons who are marginalized and communities at large, together with the implications of asserting human and social-political rights. In addition, students explore the theories, models, frameworks, tasks and roles of persons and organizations working in the social service and/or human service sector. Opportunities are given for the students to integrate and extend their skills to research and develop strategies within a changing environment to meet real-life stakeholder needs. Several applied projects along with the work placement and capstone course will emphasize and reinforce the research and analytical skills.

e) Developed critical thinking and The degree weaves case-based and problem-based analytical skills inside and outside the teaching methods to create authentic real-world discipline professionally relevant solutions for learning the content and skills of legal, social justice and advocacy related courses. Critical thinking and analytical skills are stressed throughout the four- year program. In the final year the skills are showcased through three major practice-based projects and a culminating group capstone project- based on a real-life need for social justice and/or community advocacy. Critical thinking and analytical skills are further developed through breadth courses outside the discipline.

f) The ability to apply learning from one This program meets the PEQAB requirement for or more areas outside the discipline depth and breadth of knowledge outside the field. At least 20 per cent of the program hours in the degree-level courses are outside the professional or 21

PEQAB Degree level standard for Bachelor’s Proposed Baccalaureate Program in Social Justice degree in an applied area of study and Legal Studies (BSJLS)

main field of study. Students are expected to engage in more than introductory knowledge of the distinctive assumptions and modes of analysis in the fields of Business, Global Culture, Fine Arts, Mathematics and Science. There is significant diversity in the free-elective curriculum available to students. These free-elective courses ensure that students are aware of: a) the distinctive assumptions and modes of analysis of at least one discipline outside their main field of study; and; b) the society and culture in which they live and work. The graduate will be able to: 1. Adapt to evolving personal, social, and professional environments by synthesizing (defining) characteristics of cultural, ethical and sociological trends. 2. Present cogent and valid arguments through clear oral and written expression of original and researched critical analyses. 3. Adopt scientific structures and methodologies to formulate proactive and reactive skill sets that promote personal and interpersonal development.

2.2 CONCEPTUAL AND METHODOLOGICAL AWARENESS/RESEARCH AND SCHOLARSHIP

In general:

The courses in the first year of study provide the conceptual foundation to build a thorough understanding of how advocacy is intertwined with social justice and legal studies to bring about solutions for real-life situations. With this essential relationship in mind, students will explore the ways programs, practices, policies and procedures are developed, assessed, implemented and/or modified accordingly with the utilization of current research and investigation. Students will be encouraged to utilize both logical and sustained arguments supported by research and scholarship. As students progress through the four years of the program, they will acquire an increased level of autonomy and intellectual growth while demonstrating a high standard of academic integrity.

More specifically:

PEQAB Degree level standard for Bachelor’s Proposed Baccalaureate Program in Social Justice degree in an applied area of study and Legal Studies

An understanding of methods of enquiry or Courses in the BSJLS program are designed so creative activity, or both, in their primary area of that students develop critical thinking skills as study that enables the student to: they acquire knowledge associated with the given subject matter. Students are provided with a. Evaluate the appropriateness of different opportunity to engage in activities related to approaches to solving problems using broad strategic planning of best practices; the well established ideas and techniques development of knowledge and skills required to plan and implement programming for community capacity building; and to determine the requisite advocacy skills to help bring about social justice and socio/political change. Discipline-based coursework involves analysis and critical assessment of current and emerging practice and research. Basic research and numerical and qualitative analysis skills are developed throughout the program. The student’s investment in the BSJLS program starts with the foundations of legal studies, social justice and community advocacy. Students will learn increasingly advanced concepts including solving complex social justice/ human rights issues and concerns and the planning for and implementation of various programs and/or interventions to bring about social-political and or legal change. Multiple viewpoints are presented throughout the sequence of courses, requiring the students

PEQAB Degree level standard for Bachelor’s Proposed Baccalaureate Program in Social Justice degree in an applied area of study and Legal Studies

to absorb the critical insights of others and determine the most appropriate course of action.

b. Devise and sustain arguments or solve Students devise sustainable arguments and problems using these methods present evidence persuasively in a number of courses including Critical Thinking and Argument Development, Legal Research and Writing, Alternative Dispute Resolution, Practices and Policies of Crime Prevention and Oral and Written Advocacy-Proposals and Presentations as well as the capstone course, Socio-legal Approaches for Advancing Interests. Case and problem-based learning provides students with the ability to synthesize learning and concepts from previous courses as well as real-life experiences and their work placement. Cases also equip students to deal with the challenges they will typically face in their careers. The BSJLS program creates authentic relevant experiential learning opportunities in both the classroom and the community.

c. Describe and comment upon particular Students are expected to demonstrate high- aspects of current research or equivalent level problem solving and decision making advanced scholarship skills relating to complex issues and to demonstrate a capacity for creative and original insight into issues relevant to a professional context. Students will also examine and assess research and literature in the field which informs individual paths of inquiry related to their community based capstone project. The courses requiring applied projects in particular focus on current research and evaluation. Students will also have the opportunity to pursue applied research activities through work term experiences.

2.3 COMMUNICATION SKILLS

In general:

Beyond the two specific courses that develop written and oral communication skills, the need for effective communication of structured and coherent arguments is built into many of the courses through requirements related to projects, presentations, written assignments and practical exercises and activities.

Beginning with two courses offered in the first year of study, students commence an examination of fundamental communication and critical thinking skills that apply across a wide range of disciplines. This will ensure the ability of students to make meaningful connections to communicate with specialists in the field and with non-specialist audiences on topics of less familiarity and increasing complexity while on course and upon graduation.

More specifically:

PEQAB Degree level standard for Bachelor’s area Proposed Baccalaureate Program in Social Justice of study and Legal Studies

The ability to communicate information, A very important component of community arguments, and analysis accurately and reliably, advocacy is the communication of ideas, concepts orally and in writing, to specialist and non- and evidence-based arguments both in oral and specialist audiences using structured and written form. coherent arguments and, where appropriate, Political, community-based and private sector informed by key concepts and techniques of the organizations have stressed the need for the discipline. development of strong interpersonal and communication skills. These are essential skills for human service professionals who are in constant interaction with a wide variety of stakeholders. Oral, written and presentation skills to specialist and non-specialist (layperson) audiences are critical to effective communication in this field. These developed skills will allow the student to be able to translate legal and socio-political vocabulary/jargon into understandable language across many disciplines in order to implement and manage community /social justice-based projects and activities. Students of the BSJLS are required to take Academic Writing, Legal Research and Writing and Oral and Written Advocacy-Proposal and Presentations to suitably equip them to tackle the oral and written communication demands of

PEQAB Degree level standard for Bachelor’s area Proposed Baccalaureate Program in Social Justice of study and Legal Studies

the BSJLS program and of being a professional in the field of social justice and legal studies. In addition, the remaining 30 core courses will provide students with numerous practice opportunities to present, review, analyze, critique and apply legal socio-political concepts, policies, principles and strategies of analysis for effective development and implementation of strategies for socio-political change.

2.4 APPLICATIONS AND KNOWLEDGE

In general:

The proposed Bachelor of Applied Arts in Social Justice and Legal Studies program integrates theoretical knowledge with practical applications throughout the program. Knowledge and skill development is laddered over the course of the four years to afford students the opportunity to effectively integrate and apply complex theories, knowledge and skills in roles of increased complexity and responsibility requiring the ability to determine needs, make sound judgments, propose solutions, take action and/or assist in the process of resolving and/or preventing social, political and/or political problems.

Courses such as Practices and Policies of Crime prevention, Community Development through Activism and Capacity Building and Oral and Written Advocacy-Proposals and presentations are prime examples of points in the program where students demonstrate their application of knowledge from the recognition and use of underlying principles, through the framing of questions, to the proposal of solutions. These courses and others like them ensure that students are able to meet or exceed the expectations of the final culminating capstone project.

More specifically:

PEQAB Degree level standard for Bachelor’s Proposed Baccalaureate Program in Social Justice degree in an applied area of study and Legal Studies a) The ability to review, present and critically The program provides students with the theoretical evaluate qualitative and quantitative framework and the hands-on experience required information to: to engage in problem solving and solution generation for effective community capacity i. develop lines of argument building and socio-political change. Problem-based ii. make sound judgments in accordance learning is used as an instructional methodology with the major theories, concepts and throughout the four years of the program where methods of the subject(s) of study students work both independently and in groups in

PEQAB Degree level standard for Bachelor’s Proposed Baccalaureate Program in Social Justice degree in an applied area of study and Legal Studies iii. apply underlying concepts, principles deriving and in some cases implementing sound and techniques of analysis, both within solutions to real life challenges. These approaches and outside the discipline support the development of the qualities and transferable skills which prepare graduates for iv. where appropriate use this knowledge fulfilling contributions in and about their in the creative process employment. b) The ability to use a range of established The foundation courses give students the techniques to: opportunity to examine, dissect and reformulate the i. initiate and undertake critical evaluation various practices and principles found in the three of arguments, assumptions, abstract pillars of legal studies, social justice, and advocacy, concepts and information and then evaluate their value and/or impact on ii. propose solutions facilitating and/or advancing the interests or well- iii. frame appropriate questions for the being of an individual, group or community purpose of solving a problem requiring a socio-political voice. iv. solve a problem or create new work After learning the fundamentals in the three pillars, c) The ability to make critical use of scholarly advanced courses beginning with Legal Research reviews and primary sources and Writing, Practices and Policies of Crime Prevention and Crisis Counselling and Intervention teach the students to critically develop appropriate lines of argument and/or employ sound judgment for a variety of legal and/or social-political based situations. Progressively Alternative Dispute Resolution, Oral and Written Advocacy-Proposals and Presentations, and Community Development Through Activism and Capacity Building allow the student to continue to apply concepts and principles to develop strong skills in analysis, problem solving and decision making. Students in their final semester, are required to challenge social science methodologies, to apply techniques of research and inquiry to their own investigation and to demonstrate originality through the production of independent and team assignments, presentations and activities. In the capstone project there is the opportunity to define a problem, gather information, analyze, identify and evaluate alternatives, make recommendations and develop an action plan with a contingency, and then finalize one’s solution/proposal. This opportunity of working with a community partner will further develop skills that are essential to bringing about and/or supporting required programs and/or services for social justice. Case studies and research reports are built into numerous courses and provide opportunities for 27

PEQAB Degree level standard for Bachelor’s Proposed Baccalaureate Program in Social Justice degree in an applied area of study and Legal Studies students to demonstrate critical use of scholarly reviews. In the courses requiring the completion of an applied project, students are required to utilize primary and secondary sources of information.

2.5 PROFESSIONAL CAPACITY/AUTONOMY

In general:

The Bachelor of Applied Arts in Social Justice and Legal Studies program and the respective work integrated learning experience have been designed and developed to equip students with qualities and transferrable skills necessary for developing the capability for decision making in complex contexts, for further study, for securing and sustaining employment, for engaging in community involvement, and for working collaboratively with others.

More specifically:

PEQAB Degree level standard for Bachelor’s degree Proposed Baccalaureate Program in Social Justice in an applied area of study and Legal Studies

a) Qualities and transferable skills necessary for Team-based activities are woven throughout the further study, employment, community program and provide valuable experience in involvement and other activities requiring: understanding and working with diverse groups to develop communication, leadership, personal i. the exercise of initiative, personal accountability, critical thinking, initiative, and responsibility and accountability in both computer skills. personal and group contexts ii. working effectively with others The design of the program also requires students iii. decision-making in complex contexts to be independent learners across the disciplines and progressively acquire independent learning b) The ability to manage their own learning in skills to integrate and update knowledge in their changing circumstances, both within and field of study. outside the discipline, and to select an appropriate program of further study. Students take one mandatory core and two mandatory non-core courses namely: c) Behaviour consistent with academic integrity Professional and Career Development; Ethics, and social responsibility. Leadership and Professional Responsibility; and Interpersonal Communications in Work and Life to assist them in managing their own learning and to behave with academic integrity and social responsibility. In addition students are required to analyze and consider social, economic and cultural factors which form their professional acumen and develop behaviour consistent with corporate, political and individual social responsibility and ethics. In all courses and during their work term, students are expected to adhere to these standards as well as demonstrate professional attributes and integrity in their performance.

2.6 AWARENESS OF LIMITS OF KNOWLEDGE

In general:

Beginning in the first year, courses are structured to introduce students to a number of course learning principles, legislative guidelines and theoretical perspectives related to social justice and community advocacy. Working in a people-oriented profession and especially with those who are marginalized creates additional levels of discomfort, ambiguity, uncertainty and unpredictability. Students must be aware of and capable of creating strategies for addressing these potential variables in both a repetitive and increasingly complex fashion as work in this field is ever changing and never complete.

More specifically:

PEQAB Degree level standard for Bachelor’s Proposed Baccalaureate Program in Social Justice degree in an applied area of study and Legal Studies

An understanding of the limits to their own This four-year degree program presents the knowledge and ability, and an appreciation of the students with learning opportunities that re- uncertainty, ambiguity and limits to knowledge enforce the realization for appreciating the limits and how this might influence analysis and of knowledge and that each problem/ issue must interpretations. be viewed as a unique or novel challenge requiring a degree of creativity, a great deal of resourcefulness and sound research and writing skills. The entire program provides the methods, tools and frameworks that will help students appreciate the ambiguity and dynamics of the worlds of social/legal justice and the human services. The dynamics of the legal and social service sectors require that the professional must remain constantly engaged in life-long learning in their own particular specialization and in the field as a whole. The areas of human rights, law and social justice are evolving and ever-changing fields of study and practice. As such, students are encouraged to constantly stay current and keep abreast of the fast-paced environment. Lastly, the project-based courses, the capstone project and the workplace learning experience challenge students to reflect upon their learning and further appreciate the need to keep current.

2.7 BREADTH COURSES:

St. Clair College is committed to providing its degree graduates a collection of conceptual and perceptual structures on which they may develop the foundations of active citizenship and life-long learning. To meet this goal, all Bachelor of Applied Arts in Social Justice and Legal Studies students will experience the following mandatory breadth courses:

CSCW 102 Academic Writing CICT 233 Organizational Behaviour CSCW 602 Models of Community Wellness NCBR 102 Introduction to Accounting CSCW 606 Leadership Foundations CSCW 401 Interpersonal Communication in Work and Life

Students will also be given the opportunity to participate in elective courses such as:

• CICT 242 Marketing in a Digital Age • CICT 243 New Trends in Information, Communication Technology • CICT 362 Rich Media Communications • CSCW 103 Personal Wellness • CSCW 105 Child, Family and Society • CICT 112 Business in a Changing World • CICT 354 Professional Negotiations for Success • CSCW 903 Environmental Sustainability, Advocacy and Stewardship

SECTION 3: ADMISSION, PROMOTION AND GRADUATION STANDARD

Admission requirements are appropriate to the learning outcomes goals of the Social Justice and Legal Degree program and the degree level standard.

3.1 ADMISSION REQUIREMENTS FOR DIRECT ENTRY

Admission to the bachelor program requires at a minimum, an Ontario Secondary School Diploma or equivalent, six university or university/college courses at the Grade 12 level, and a minimum average of 65%. Program-specific admission requirements are noted in the table below.

Program Admission Requirements Academic Required: English, Grade 12(ENG4U or equivalent) Four other Grade 12 credits (U or M or equivalent) The applicant must achieve an overall average grade of at least 65% in the above requirements. In addition, the applicant must achieve a grade of least 65% in ENG4U (or equivalent), with no grade less than 60% in the remaining courses used to qualify for admission. Recommended: Mathematics, Grade 12 (MDM4Uor equivalent) Supplemental None Program Requirements

Eligible applicants will be selected on the basis of their previous academic achievement (the average of their six highest senior-level credits, including required courses)

Applicants who do not meet the admission requirements for this program will be assessed and advised individually and may be considered for other related programs.

3.2 ADMISSION POLICIES AND PROCEDURES FOR MATURE STUDENTS

Applicants who do not hold an OSSD or equivalent and are nineteen years of age or older as of the first day of classes may be considered for admission as mature applicants. Such applicants may be required to write a series of tests in English and Mathematics and complete the pre-requisites for certain programs, if they lack the required academic qualifications but can give evidence of probable success in a program. All applicants for admission as mature students are considered on an individual basis.

The College publishes an “Admission Procedures-Application Cycle” handbook each year. This handbook provides information related to the minimum academic requirements, pre-admission tests, selection procedures, health requirements, and additional expenses for every academic program. Should the proposed degree program receive approval, its admission information will be added to the

33 handbook. The handbook can be downloaded it at: www.stclaircollege.ca/registrar/docs/Admission_Procedures_2015-2016.pdf.

The electronic policies file (Section 16) includes policies and procedures pertaining to the admissions.

Policy 1.2.1 Admissions Policy 1.6.9 Credit for Previous Academic Studies Policy 1.6.11 Academic Credit for Previous Work and Life Experiences (PLAR) Draft Policy Articulation, Credential Recognition Credit Transfer and PLAR in Degree Programs

3.3 PROMOTION AND GRADUATION REQUIREMENTS

3.3.1 GRADING SYSTEM Grade Points Earned is calculated by multiplying the value of the letter grade obtained by the student by the units of credit for that course. To calculate the Grade Point Average (GPA), the sum of the Grade Points Earned is divided by the sum of the Units of Credit.

Example:

Course Units of Grade Grade Points Credit Earned Earned Liberal Studies 3 A(4) 12 Mathematics 6 B(3) 18 Physics 3 A(4) 12 Mechanics 6 C(2) 12 Psychology 3 F(0) 0 Total 21 54

Grade Point Average = 2.57 = Grade Points Earned (54) divided by Units of Credit Attempted (21).

The conversion of letter grades and percentages to GPA is accessible to students in the College’s Grade Point System policy.

Letter Numeric GPA Descriptors Grade Value A 80-100% 4.0 Demonstrates consistent academic excellence Demonstrates the ability to apply and communicate the subject matter that goes well beyond the requirements Completion of all assigned work & tests shows an extremely high level of problem solving, creativity and/or independence

Letter Numeric GPA Descriptors Grade Value B 70-79% 3.0 Demonstrates above average ability to apply and communicate the subject matter as described in the course outline Completion of assigned work & tests is above average in quality C 60-69% 2.0 Demonstrates average ability to apply and communicate the subject matter as described in the course outline Completes assigned work & tests at an acceptable level of quality D 50-59% 1.0 Demonstrates minimally acceptable ability to apply and communicate the subject matter as described in the course outline Completes most assigned work & tests at a level of quality that meets minimum standards, but is below average F 0-49% 0.0 Demonstrates very little knowledge of the subject matter as described in the course outline Does not complete assigned work & tests and/or submits work that is consistently unacceptable in quality S Satisfactory U 0.0 Unsatisfactory

3.3.2 PROMOTION Promotion from degree courses within the professional field of study requires a minimum of a 2.50 Grade Point Average. Promotion from courses outside of the professional field of study requires a minimum of a 2.00 Grade Point Average.

3.3.3 REMEDIATION, SANCTIONS AND SUSPENSION St. Clair College is committed to supporting the success of every student and provides a fair and equal opportunity for every student to achieve the minimum requirements for progression in the program while continuing to maintain the standards consistent with the level of the credential. St. Clair College endeavours, through Learning Commons, to give academic advising and support, to help each student facilitate their educational success. The academic standing of each St. Clair College student is monitored at mid-term, as well as, at the end of each semester to support the full development of the student’s academic potential. Any student not meeting the minimum requirements and/or not making satisfactory progress will be informed and those students making unsatisfactory academic progress will receive academic advising.

To be in Good Academic Standing, a student must achieve the academic requirements for promotion as detailed in section 3.3. A student will receive an academic “warning” at the end of the semester if the student has failed 1 – 15% of the program credit hours. A student will be placed on academic “probation” at the end of the semester if the semester grade point average falls below 2.00 for college diploma programs and 2.5 for degree programs or if the student fails 16 – 32% of the credit hours

A student will receive an academic “dismissal” if he or she fails 3 or more courses, or fails 33% or more of the program credit hours, or any student that has previously placed on probation and their next consecutive semester calculates a second probation, or fails the same course twice or is on probation following re-admission to a program and fails to achieve a semester GPA of 2.0 for college diploma programs and 2.5 for degree programs by the next evaluation period.

A student on academic “warning” or “probation” may be required to successfully complete failed courses before proceeding in the program.

See electronic Policies file (section 16) for the following College policies and procedures on academic remediation, sanctions and suspension for students who do not meet minimum requirements:

Policy 1.5.1 Academic Standing

Policy 1.5.7 Program Progression and Graduation Requirements

3.3.4 GRADUATION To be eligible for graduation, students must have successfully completed the specific course requirements of their program with a minimum cumulative Grade Point Average of 2.50 and have no outstanding F (fail) , U (unsatisfactory) or I (incomplete) grades.

The electronic policies file (Section 16) includes policies and procedures pertaining to promotion and graduation requirements.

Policy 1.4.5 Grading and Assessment Reporting

Policy 1.4.4 Grade Point System

Policy 1.5.1 Academic Standing

Policy 1.5.6 Student Overall Standing

Policy 1.5.7 Program Progression and Graduation Requirements

3.4 ADVANCED STANDING POLICIES AND REQUIREMENTS

3.4.1 TRANSFER CREDIT St. Clair College acknowledges that previous learning can be acquired and recognized in either of two ways:

• Successfully completing academic courses at an educational institution, or • Learning by means of a time period of work, life or experiential learning

In both types of previous learning, the knowledge and understanding that is gained may be equivalent to courses in a program of study in which the student is currently or prospectively enrolled at St. Clair

College. In both cases, that learning should be documented, assessed and recognized in order to be granted academic credit in place of courses in a St. Clair College program of study.

3.4.2 ADVANCED STANDING – ACADEMIC CREDIT FOR PREVIOUS COURSES TAKEN Where a course taken at St. Clair College or at another educational institution is equivalent in outcomes to a prescribed course in a program of study at St. Clair College, a student currently or prospectively enrolled in such course will qualify for a transfer credit (advanced standing) for that course.

By obtaining transfer credit (advanced standing) for the course, the student is exempted from having to take the course for which the credit or advanced standing was granted.

When the transfer credit (advanced standing) is granted, the transcript will be coded with “AS” and the course for which the transfer credit (advanced standing) was granted will not be counted in the grade point average.

Where a transfer credit (advanced standing) is granted for a course previously taken at St. Clair College or at another institution, a minimum grade of “C” or 60% is required in the course that was previously taken. Any grade less than a “C” or 60% will not be eligible for transfer credit (advanced standing.)

There shall be a residency requirement of twenty-five percent (25%) with respect to courses in all St. Clair College programs of study which means that at least twenty-five percent of the vocational courses must actually be taken under the auspices of St. Clair College. Accordingly transfer credit (advanced standing) together with exemptions based on PLAR shall not be granted in excess of 75% of the available transfer credit for vocational courses.

In the event that the Chair denies a transfer credit, the applicant for transfer credit may appeal the decision to the Vice President, Academic Operations who shall review the evidence provided by the applicant or such additional information as the Vice President, Academic Operations requires. The decision of the Vice President, Academic Operations is final.

3.4.3 PRIOR LEARNING ASSESSMENT AND RECOGNITION Where a student or prospective student has acquired knowledge and understanding through work and life experiences that is equivalent to the learning outcomes of one or more St. Clair College courses, the College provides a process to evaluate and recognize that previously acquired learning.

There are two basic methods or approaches for assessing PLAR: a Portfolio and a Challenge.

Portfolio Method

The portfolio method involves the applicant developing and presenting an organized collection of materials, documents, photographs, videos and other evidence that attempts to record and provide evidence that the applicant has achieved the learning outcomes of College courses or programs.

The portfolio clearly identifies the number of College courses covered by the portfolio and which in the opinion of the applicant the course learning outcomes have been achieved through work and life experiences.

It is the responsibility of the applicant to ensure that the contents of the portfolio clearly and convincingly provide substantial documented and fact-based evidence relating to the attainment of the relevant course and/or program learning outcomes.

Generally the creation, development and presentation of a portfolio for assessment by the College is the free choice of an applicant with the support and assistance of the College.

Challenge Method

With the Challenge method of PLAR, the actual plan or process used to demonstrate and document the prior experiential learning is to be determined by the Chair and the appropriate faculty members and in consultation with the applicant. The advice and assistance of the Quality Assurance Office may also be sought.

The Challenge process may consist of written, drawn, oral, or other evaluation methods. An appropriate combination of tools is preferable to one single method and should be appropriate to the course learning outcomes.

Depending on the nature of the course and the course learning outcomes the assessment tool or tools could be any one or more of the following:

• Multiple-choice, short essay, or essay test • Essay or short essay test • Performance of an assigned task • Writing of an essay or research paper • Creation of a set of technical drawings • Creation of an artistic object or performance • Demonstration of learned skills and techniques • Oral or written interview • Oral or written description of processes and techniques • Preparation of assigned plans, maps, documentation • Such other methods as will demonstrate the achievement of the appropriate learning outcomes.

NOTE: the above list is not intended to identify all possible modes of PLAR evaluation.

Generally, if the learning outcomes of the course which was the subject of the PLAR application have been achieved, the transcript will be coded with “AS” and the course for which the credit or advanced standing based on PLAR was granted will not be counted in the grade point average.

In programs where a course grade is normally a pre-requisite for another course, the code provided (as above), should be accepted as meeting the pre-requisite requirement. 38

In certain situations and only with the specific permission of the Senior Vice President, College Operations, a PLAR credit may be assigned a St. Clair College letter grade after a complete evaluation by the faculty member or members evaluating the PLAR application. The permission of the Senior Vice President, College Operations must be obtained before the commencement of the PLAR process.

The electronic policies file (Section 16) includes policies and procedures pertaining to advanced standing policies and requirements

Policy 1.6.9 Credit for Previous Academic Studies

Policy 1.6.11 Academic Credit for Previous Work and Life Experiences (PLAR)

3.5 DEGREE COMPLETION

3.5.1 ADMISSION DETAILS FOR DEGREE COMPLETION Degree Completion Arrangements

Degree completion arrangements have been developed for two (2) Ontario College Credentials in a related field and that have program-level outcomes that ladder reasonably into the proposed degree- level learning outcomes. The following table provides the relevant admission information for those entering the proposed Bachelor of Applied Arts in Social Justice and Legal Studies program through one of the two degree completion arrangements.

Admission Details for Degree Completion:

Program of Non- Courses Students Special Requirements Point of Entry Into the Degree Study Receive Towards The For Entry Into Degree Program Degree Arrangement Paralegal 10 Graduated with a Year 2 Ontario College minimum GPA of 3.0 Semester 3 Diploma (70%) + Successful Completion of the 2 bridging courses with minimum grad of 3.0 (70%)

Program of Non- Courses Students Special Requirements For Entry Into Point of Entry Into Degree Study Receive Towards The Arrangement the Degree Degree Program Community 10 Graduated with a minimum GPA of Year 2 Justice Services 3.0 (70%) + Semester 3 Ontario College Successful completion of the 2 Diploma bridging courses with minimum grad of 3.0 (70%)

Students entering the proposed degree program after completion of an Ontario College Diploma in Paralegal (2-year diploma program) or Community Justice Services (2-year diploma program) and the two required bridging courses are awarded 25% degree level credit. The gap analysis (See Section 4.7.4 Gap Analysis) for each program of prior study demonstrates the means by which the degree program learning outcomes are met.

Students transferring and /or graduating from other college or university degree programs will be assessed for advanced standing (course by course) on an individual basis.

3.5.2 BRIDGING REQUIREMENTS Students wishing to enter the Bridging Program for the Bachelor of Applied Arts in Social Justice and Legal Studies must have graduated from either the Paralegal or Community Justice Services within the previous five years with a minimum GPA of 3.0 (70%).

SECTION 4: PROGRAM CONTENT

This section with its subsequent sub-sections of supporting material demonstrates the rigor, breadth and depth that have been built into the proposed Bachelor of Applied Arts in Social Justice and Legal Studies degree program to ensure that the program is consistent with degree-level standards. The supporting materials address all of the PEQAB’s benchmarks for program content.

The decision to develop the proposed four-year Bachelor of Applied Arts in Social Justice and Legal Studies was based on extensive in-house and external research indicating both a growing interest in fields of social justice and legal studies in conjunction with employer demand for graduates who can competently advocate for the rights of others and for the overall improvement of the human condition.

St. Clair College contracted Academica Group Inc. (AGI) to conduct a program feasibility study for the Bachelor of Applied Arts in Social Justice and Legal Studies program. AGI is Canada’s largest research- based marketing consulting group focusing exclusively on the post-secondary education sector. They have offices in Boston, Toronto and London, Ontario, providing insight to North American trends in higher education. AGI conducted their program feasibility research in three phases: Environmental Scan, Industry Consultation and Program Concept Testing. AGI’s findings, coupled with feedback from Executive Directors and key personnel of local community organizations/agencies and government offices confirmed that this proposed degree combining social justice, legal studies, and community advocacy will both prepare graduates for future employment as well as encourage them to be responsive and responsible citizens. (AGI’s report is attached as Appendix A- Program Feasibility Summary Report).

Throughout the development of the proposed Bachelor of Applied Arts in Social Justice and Legal Studies, both the degree-level standards and the PEQAB’s benchmarks have served as reference points. In addition, with its balance of theory and practice, this proposed degree was embraced by community partners and prospective employers who see this degree as addressing multiple degree level and program learning outcomes as well as capturing the very essence of what it takes to be effective in the fields of social justice and community advocacy. In fact, the Program Advisory Committee (PAC) for the proposed Bachelor of Applied Arts in Social Justice and Legal Studies unanimously endorsed the degree, its name and its outcomes. Furthermore, the PAC confirmed that the appropriate levels of Ontario and Canadian content are in place throughout the entire program and that the proposed instructional methodology and curriculum are both current and relevant to the fields of social justice and community advocacy.

The fourteen program learning outcomes for the proposed Bachelor of Applied Arts in Social Justice and Legal Studies reflect the unique combination of skills and knowledge required of one advancing the interests of others or taking part in community capacity building. This four-year degree program and its respective courses have been designed for the achievement of the learning outcomes which describe the knowledge and skills of graduates who will make a difference in the lives of others and for the community as a whole. Over the four years of the degree program, the courses build upon the previously acquired knowledge and skills of the previous year to provide the soon to be graduate with

the requisite scaffolding to develop the knowledge, skills and ability to solve current and emerging problems in any of the three disciplines.

The breadth and depth requirements for the proposed Bachelor of Applied Arts in Social Justice and Legal Studies adhere to both PEQAB’s benchmarks for the balance of core and non-core studies as well as provide the students with transferable knowledge and skills outside the core field of study. The design and outcomes of the mandatory non-core courses such as Leadership Foundations, Models of Community Wellness, Introduction to Accounting, and Interpersonal Communication in Work and Life ensure that students develop more than an introductory knowledge in a range of disciplines as well as increased social/emotional competence. These courses, together with electives, broaden the knowledge and understanding of a wide range of subject matter which thus allowing students to take on more challenges and further enhance their future work in diverse settings.

The numerous opportunities to complete culminating projects based on real-world needs over the first three years, in conjunction with the capstone project in the last semester, provide the graduate with a portfolio of exemplars to demonstrate his or her respective growth in understanding and competency. These progressively challenging experiential learning opportunities, coupled with the work-integrated learning term completed between the sixth and seventh semesters, provide students with the confidence, knowledge and a sense of direction to work as an advocate for social justice and/or pursue future studies.

The following subsections contain supporting materials and more detailed evidence as to how the curriculum for the proposed Bachelor of Applied Arts in Social Justice and Legal Studies meets PEQAB’s requirements.

APPENDIX A- ACADEMICA PROGRAM FEASIBILITY SUMMARY REPORT This section has been removed for web version.

4.1 PROGRAM ADVISORY COMMITTEE

The Academica research prompted the formation of a Professional Advisory Committee, consisting of employers and management professionals, to consider the research findings and make recommendations to St. Clair College about whether to proceed. Upon the external focus group’s recommendation, a Program Advisory Committee was formed to evaluate the program name and description, program learning outcomes, curriculum content and delivery strategies. These elements provided the foundation for this proposal to PEQAB.

PAC Membership list has been removed for web version.

4.1.1 PROGRAM ADVISORY COMMITTEE MINUTES The official PAC minutes have been removed for web version.

The following motion was passed on Thursday July 17, 2014.

Prior to adjournment, it was moved that the Program Advisory Committee fully support the Bachelor of Arts, Social Justice and Legal Studies Degree program’s proposal to the Postsecondary Education Quality Assessment Board (PEQAB). This motion was seconded. With all members in favour, the motion was carried.

It was also moved that the Program Advisory Committee fully support the Bachelor of Arts, Social Justice and Legal Studies Degree program’s decision to include an internship component and when able to endeavour to provide students with work integrated learning experience in our respective organizations. This motion was seconded. With all members in favour, the motion was carried.

The following motions were passed on Thursday September 11, 2014.

Motion to Support Amendment to Program Name As Initially Proposed: A motion was made and seconded to change the name of the program to a Bachelor of Arts in Social Justice and Legal Studies. With everyone present in favour, it was moved that the Bachelor of Arts in Social Justice and Legal Studies pre-Program Advisory Committee endorses the revised name of the proposed degree to read as Bachelor of Arts in Social Justice and Legal Studies.

Motion to Confirm Currency of Curriculum and Relevance to the Field(s) of Practice and to Endorse the Program As Represented in the Application:

Motion made which states, “As experts in the field external to St Clair College of Applied Arts and Technology and as representatives from industry and professional associations, it is moved that we as members of the pre-Program Advisory Committee have reviewed the program outcomes and the curriculum as generally presented for the Bachelor of Arts in Social Justice and Legal Studies, and support the need for this program in the community. The committee further confirms the currency of the curriculum and that the program meets or exceeds the requirements of fields related to advocating for social justice, human rights and community capacity building and as such endorses the program as represented in the application to the Postsecondary Quality Assessment Board” and seconded. With all members in favour, the motion was carried.

4.2 PROFESSIONAL ACCREDITATION

Not Applicable

4.2.1 ACCREDITATION ACKNOWLEDGEMENT/RECOGNITION Not Applicable

4.3 PROGRAM LEARNING OUTCOMES

Upon successful completion of this program, the student will have reliably demonstrated the ability to:

Program Learning Outcomes (PLO’s) 1. Examine and discuss the Canadian political and legal systems with a focus on social justice and human rights

3. Apply legal principles found in case law and statutes to legal problems through the use of critical and analytical reasoning

4. Employ effective research strategies and methods on substantive and procedural law using both traditional (library) and software-assisted practices

5. Promote advocacy and socio-political change by integrating critical thinking, scholarship, and socio-emotional competencies into evidence-based strategies

6. Produce ethically sound written reports, grant/proposal submissions and related documents following appropriate submission procedures, guiding principles, and laws

7. Differentiate the structure, function and respective powers of domestic and international political bodies and/or tribunals to identify appropriate forums for social justice and legal rights

8. Analyze contemporary and historical frameworks to determine formal and informal solutions to social, political, and legal problems 44

10. Incorporate sensitivity of human diversity with ethical standards of practice to develop strategies that effect personal and social change

11. Mobilize resources and personnel to advance interests and social justice outcomes through advocacy, brokerage, and negotiation

12. Assess formal and informal individual, group, and institutional behavior and/or practices for the purpose of facilitating constructive social, political, and institutional change

14. Incorporate qualitative and quantitative analysis and research with critical thinking and problem solving skills to address social, political and legal needs.

Program Non-Core Breadth Learning Outcomes (BLO’s) The graduate has reliably demonstrated the ability to:

1. Apply critical thinking, quantitative reasoning, written and oral communication skills in disciplines outside of Bachelor of Applied Arts in Social Justice and Legal Studies

2. Examine more than introductory concepts of the humanities, sciences, social sciences, global cultures, and/or mathematics

3. Relate knowledge of society and culture, and skills relevant to civic engagement

4. Incorporate more than introductory knowledge of the distinctive assumptions and modes of analysis of a discipline outside of Bachelor of Applied Arts in Social Justice and Legal Studies.

Work Integrated Learning Outcomes (WILO’s) The graduate has reliably demonstrated the ability to:

1. Set professional goals for career advancement in social justice, legal rights and/or community capacity building

2. Exhibit sensitivity to human diversity while working as part of a team within a social justice, legal rights and/or community capacity building work environment

3. Using evidence based strategies, determine and propose adaptive and innovative responses to a variety of needs and situations requiring advocacy and or socio/political change

4. Integrate social justice and community capacity building theories by applying processes and requirements of professional practice

5. Communicate clearly, concisely and correctly as appropriate to the requirements of a position in the field of social justice, legal rights and/or community capacity building.

4.3.1 ALIGNMENT OF PROGRAM LEARNING OUTCOMES WITH DEGREE LEVEL STANDARDS

DEGREE LEVEL STANDARDS PROGRAM LEARNING COURSES /BREADTH LEARNING OUTCOMES

DEPTH AND BREADTH OF CORE CORE COURSES: KNOWLEDGE: 1. Examine and discuss the SJLS 001-Introduction to the Canadian a) A developed knowledge Canadian political and legal Law and Legal Institutions and critical systems with a focus on SJLS 002-Introduction to Canadian understanding of the key social justice and human Government and Politics concepts, methodologies, rights. current advances, SJLS 003-Legal Research and Writing 2. Interpret statutes and case theoretical approaches law (torts, contracts, human SJLS 004-Administrative Law and and assumptions in a rights, employment rights, Tribunals discipline overall, as well workers’ compensation, and as in a specialized area of SJLS 005-Criminology landlord tenant rights and a discipline. responsibilities) as they SJLS 009-Law, Power and Social Justice relate to issues involving SJLS 010-Criminal Law and Procedure social justice and people who are marginalized. SJLS 011-Access to Justice-Society and the Law 4. Employ effective research strategies and methods on SJLS 017-Theories and Practices in substantive and procedural Social Justice law using both traditional SJLS 018-Alternative Dispute (library) and software Resolution: Principles and Practices assisted practices. SJLS 019-Constitutional Law and 7. Differentiate the structure, Human Rights function and respective powers of domestic and SJLS 020-Employment Law international political bodies SJLS 021-Social Movements and Social and/or tribunals to identify Change appropriate forums for social justice and legal rights. SJLS 023-Victimology BREADTH-NONE SJLS 024-The Philosophy of Social and Political Change SJLS 027-Oral and Written Advocacy- Proposals and Presentations SJLS 028-Social Science Research SJLS 032-Socio-legal approaches for advancing interests [Capstone] SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice

DEGREE LEVEL STANDARDS PROGRAM LEARNING COURSES /BREADTH LEARNING OUTCOMES

BREADTH-NONE b) A developed CORE CORE COURSES: understanding of many of 1. Examine and discuss the SJLS 001-Introduction to the Canadian the major fields in a Canadian political and legal Law and Legal Institutions discipline, including, systems with a focus on where appropriate, from SJLS 002-Introduction to Canadian social justice and human an interdisciplinary Government and Politics rights. perspective, and how the SJLS 003-Legal Research and Writing fields may intersect with 5. Promote advocacy and fields in related socio-political change by SJLS 004-Administrative Law and disciplines integrating critical thinking, Tribunals scholarship, and socio- SJLS 005-Criminology emotional competencies into evidence based strategies. SJLS 006-Counselling and Case Management 7. Differentiate the structure, function and respective SJLS 007-Critical Thinking and powers of domestic and Argument Development international political bodies SJLS 008-Fundamentals of Community and/or tribunals to identify Outreach and Advocacy appropriate forums for social justice and legal rights. SJLS 009-Law, Power and Social Justice 8. Analyze contemporary and SJLS 010-Criminal Law and Procedure historical frameworks to SJLS 011-Access to Justice-Society and determine formal and the Law informal solutions to social, political, and legal problems. SJLS 013-Working with Vulnerable Populations 11. Mobilize resources and personnel to advance SJLS 014-Race, Class, Gender and interests and social justice Social Inequality outcomes through advocacy, SJLS 015-Crisis Counselling and brokerage, and negotiation. Intervention 12. Assess formal and SJLS 016-Practices and Policies of informal individual, group, Crime Prevention and institutional behavior and/or practices for the SJLS 017-Theories and Practices in purpose of facilitating Social Justice constructive social, political, SJLS 018-Alternative Dispute and institutional change. Resolution: Principles and Practices BREADTH-NONE SJLS 019-Constitutional Law and Human Rights SJLS 020-Employment Law

DEGREE LEVEL STANDARDS PROGRAM LEARNING COURSES /BREADTH LEARNING OUTCOMES

SJLS 021-Social Movements and Social Change SJLS 022-Community Activism: Mobilizing for Change SJLS 023-Victimology SJLS 024-The Philosophy of Social and Political Change SJLS 025-Community Development through Activism and Capacity Building SJLS 026-Restorative Justice SJLS 027-Oral and Written Advocacy- Proposals and Presentations SJLS 028-Social Science Research SJLS 030-Interdisciplinary Statistical Methods SJLS 031-Activism, Advocacy and Social Change Through Social Media SJLS 032-Socio-legal approaches for advancing interests [Capstone] SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice BREADTH-NONE

c) A developed ability to: CORE CORE COURSES: i. gather, review, 2. Interpret statutes and case SJLS 001-Introduction to the Canadian evaluate and law (torts, contracts, human Law and Legal Institutions interpret information; rights, employment rights, SJLS 003-Legal Research and Writing workers’ compensation, and ii. compare the merits of landlord tenant rights and SJLS 004-Administrative Law and alternate hypotheses responsibilities) as they Tribunals or creative options, relate to issues involving relevant to one or SJLS 005-Criminology social justice and people who more of the major are marginalized. SJLS 006-Counselling and Case fields in a discipline. Management 4. Employ effective research strategies and methods on

DEGREE LEVEL STANDARDS PROGRAM LEARNING COURSES /BREADTH LEARNING OUTCOMES

substantive and procedural SJLS 008-Fundamentals of Community law using both traditional Outreach and Advocacy (library) and software SJLS 009-Law, Power and Social Justice assisted practices. SJLS 010-Criminal Law and Procedure 8. Analyze contemporary and historical frameworks to SJLS 011-Access to Justice-Society and determine formal and the Law informal solutions to social, SJLS 013-Working with Vulnerable political, and legal problems. Populations 12. Assess formal and SJLS 014-Race, Class, Gender and informal individual, group, Social Inequality and institutional behavior and/or practices for the SJLS 015-Crisis Counselling and purpose of facilitating Intervention constructive social, political, SJLS 016-Practices and Policies of and institutional change. Crime Prevention BREADTH-NONE SJLS 017-Theories and Practices in Social Justice SJLS 018-Alternative Dispute Resolution: Principles and Practices SJLS 019-Constitutional Law and Human Rights SJLS 020-Employment Law SJLS 021-Social Movements and Social Change SJLS 022-Community Activism: Mobilizing for Change SJLS 024-The Philosophy of Social and Political Change SJLS 025-Community Development through Activism and Capacity Building SJLS 026-Restorative Justice SJLS 027-Oral and Written Advocacy- Proposals and Presentations SJLS 028-Social Science Research SJLS 030-Interdisciplinary Statistical Methods 50

DEGREE LEVEL STANDARDS PROGRAM LEARNING COURSES /BREADTH LEARNING OUTCOMES

SJLS 031-Activism, Advocacy and Social Change Through Social Media SJLS 032-Socio-legal approaches for advancing interests [Capstone] SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice BREADTH-NONE d) A developed, detailed CORE CORE COURSES knowledge of and 2. Interpret statutes and case SJLS 001-Introduction to the Canadian experience in research in law (torts, contracts, human Law and Legal Institutions an area of the discipline. rights, employment rights, SJLS 003-Legal Research and Writing workers’ compensation, and landlord tenant rights and SJLS 004-Administrative Law and responsibilities) as they Tribunals relate to issues involving SJLS 007-Critical Thinking and social justice and people who Argument Development are marginalized. SJLS 008-Fundamentals of Community 4. Employ effective research Outreach and Advocacy strategies and methods on substantive and procedural SJLS 009-Law, Power and Social Justice law using both traditional SJLS 010-Criminal Law and Procedure (library) and software assisted practices. SJLS 018-Alternative Dispute Resolution: Principles and Practices 5. Promote advocacy and socio-political change by SJLS 019-Constitutional Law and integrating critical thinking, Human Rights scholarship, and socio- SJLS 020-Employment Law emotional competencies into evidence based strategies. SJLS 025-Community Development through Activism and Capacity 14. Incorporate qualitative Building and quantitative analysis and research with critical SJLS 026-Restorative Justice thinking and problem solving SJLS 027-Oral and Written Advocacy- skills to address social, Proposals and Presentations political and legal needs. SJLS 028-Social Science Research BREADTH-NONE SJLS 029 Professional and Career Development

DEGREE LEVEL STANDARDS PROGRAM LEARNING COURSES /BREADTH LEARNING OUTCOMES

SJLS 030-Interdisciplinary Statistical Methods SJLS 031-Activism, Advocacy and Social Change Through Social Media SJLS 032-Socio-legal approaches for advancing interests [Capstone] SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice BREADTH-NONE e) Developed critical CORE CORE COURSES thinking and analytical 3. Apply legal principles SJLS 001-Introduction to the Canadian skills inside and outside found in case law and Law and Legal Institutions the discipline. statutes to legal problems SJLS 003-Legal Research and Writing through the use of critical and analytical reasoning. SJLS 004-Administrative Law and Tribunals 5. Promote advocacy and socio-political change by SJLS 006-Counselling and Case integrating critical thinking, Management scholarship, and socio- SJLS 007-Critical Thinking and emotional competencies into Argument Development evidence based strategies. SJLS 008-Fundamentals of Community 8. Analyze contemporary and Outreach and Advocacy historical frameworks to determine formal and SJLS 009-Law, Power and Social Justice informal solutions to social, SJLS 010-Criminal Law and Procedure political, and legal problems. SJLS 011-Access to Justice-Society and 14. Incorporate qualitative the Law and quantitative analysis and research with critical SJLS 012-Ethics, Leadership and thinking and problem solving Professional Responsibility skills to address social, SJLS 013-Working with Vulnerable political and legal needs. Populations BREADTH SJLS 014-Race, Class, Gender and 1. Apply critical thinking, Social Inequality quantitative reasoning, SJLS 015-Crisis Counselling and written and oral Intervention communication skills in disciplines outside of Bachelor of Applied Arts in 52

DEGREE LEVEL STANDARDS PROGRAM LEARNING COURSES /BREADTH LEARNING OUTCOMES Social Justice and Legal SJLS 016-Practices and Policies of Studies. Crime Prevention SJLS 017-Theories and Practices in Social Justice SJLS 018-Alternative Dispute Resolution: Principles and Practices SJLS 019-Constitutional Law and Human Rights SJLS 020-Employment Law SJLS 021-Social Movements and Social Change SJLS 022-Community Activism: Mobilizing for Change SJLS 024-The Philosophy of Social and Political Change SJLS 025-Community Development through Activism and Capacity Building SJLS 026-Restorative Justice SJLS 027-Oral and Written Advocacy- Proposals and Presentations SJLS 028-Social Science Research SJLS 030-Interdisciplinary Statistical Methods SJLS 031-Activism, Advocacy and Social Change Through Social Media SJLS 032-Socio-legal approaches for advancing interests [Capstone] SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice BREADTH COURSES CSCW 102 Academic Writing CICT 233 Organizational Behaviour CSCW 401 Interpersonal Communications in Work and Life

DEGREE LEVEL STANDARDS PROGRAM LEARNING COURSES /BREADTH LEARNING OUTCOMES NCBR 102-Introduction to Accounting CSCW 606-Leadership Foundations CICT 354-Professional Negotiations for Success CICT 243-New Trends in Information, Communication Technology CICT 362-Rich Media Communications f) The ability to apply CORE CORE COURSES learning from one or 5. Promote advocacy and SJLS 001-Introduction to the Canadian more areas outside the socio-political change by Law and Legal Institutions discipline. integrating critical thinking, SJLS 004-Administrative Law and scholarship, and socio- Tribunals emotional competencies into evidence based strategies. SJLS 005-Criminology 8. Analyze contemporary and SJLS 006-Counselling and Case historical frameworks to Management determine formal and SJLS 007-Critical Thinking and informal solutions to social, Argument Development political, and legal problems. SJLS 008-Fundamentals of Community 10. Incorporate sensitivity of Outreach and Advocacy human diversity with ethical standards of practice to SJLS 009-Law, Power and Social Justice develop strategies that effect SJLS 010-Criminal Law and Procedure personal and social change. SJLS 011-Access to Justice-Society and 12. Assess formal and the Law informal individual, group, and institutional behavior SJLS 013-Working with Vulnerable and/or practices for the Populations purpose of facilitating SJLS 014-Race, Class, Gender and constructive social, political, Social Inequality and institutional change. SJLS 015-Crisis Counselling and 13. Demonstrate self- Intervention awareness, competence, initiative and professionalism SJLS 016-Practices and Policies of in the planning, Crime Prevention implementation and SJLS 017-Theories and Practices in assessment of personal, Social Justice educational and work-related goals within the context of a SJLS 018-Alternative Dispute changing environment. Resolution: Principles and Practices 54

DEGREE LEVEL STANDARDS PROGRAM LEARNING COURSES /BREADTH LEARNING OUTCOMES

BREADTH-NONE SJLS 019-Constitutional Law and Human Rights SJLS 020-Employment Law SJLS 021-Social Movements and Social Change SJLS 022-Community Activism: Mobilizing for Change SJLS 024-The Philosophy of Social and Political Change SJLS 025-Community Development through Activism and Capacity Building SJLS 026-Restorative Justice SJLS 027-Oral and Written Advocacy- Proposals and Presentations SJLS 028-Social Science Research SJLS 029 Professional and Career Development SJLS 030-Interdisciplinary Statistical Methods SJLS 031-Activism, Advocacy and Social Change Through Social Media SJLS 032-Socio-legal approaches for advancing interests [Capstone] SJLS 033-Bachelor of Applied Arts Social Justice and Legal Studies Professional Practice BREADTH-NONE

CONCEPTUAL & CORE CORE COURSES METHODOLOGICAL 2. Interpret statutes and case SJLS 001-Introduction to the Canadian AWARENESS/ RESEARCH law (torts, contracts, human Law and Legal Institutions AND SCHOLARSHIP rights, employment rights, SJLS 003-Legal Research and Writing a) An understanding of workers’ compensation, and methods of enquiry or landlord tenant rights and SJLS 004-Administrative Law and creative activity, or both, responsibilities) as they Tribunals in their primary area of relate to issues involving SJLS 005-Criminology study that enables the

DEGREE LEVEL STANDARDS PROGRAM LEARNING COURSES /BREADTH LEARNING OUTCOMES

student to evaluate the social justice and people who SJLS 006-Counselling and Case appropriateness of are marginalized. Management different approaches to 7. Differentiate the structure, SJLS 008-Fundamentals of Community solving problems using function and respective Outreach and Advocacy well established ideas powers of domestic and and techniques. SJLS 009-Law, Power and Social Justice international political bodies and/or tribunals to identify SJLS 010-Criminal Law and Procedure appropriate forums for social SJLS 011-Access to Justice-Society and justice and legal rights. the Law 8. Analyze contemporary and SJLS 013-Working with Vulnerable historical frameworks to Populations determine formal and informal solutions to social, SJLS 014-Race, Class, Gender and political, and legal problems. Social Inequality 12. Assess formal and SJLS 015-Crisis Counselling and informal individual, group, Intervention and institutional behavior SJLS 016-Practices and Policies of and/or practices for the Crime Prevention purpose of facilitating constructive social, political, SJLS 017-Theories and Practices in and institutional change. Social Justice BREADTH-NONE SJLS 018-Alternative Dispute Resolution: Principles and Practices SJLS 019-Constitutional Law and Human Rights SJLS 020-Employment Law SJLS 021-Social Movements and Social Change SJLS 022-Community Activism: Mobilizing for Change SJLS 024-The Philosophy of Social and Political Change SJLS 025-Community Development through Activism and Capacity Building SJLS 026-Restorative Justice SJLS 027-Oral and Written Advocacy- Proposals and Presentations SJLS 028-Social Science Research 56

DEGREE LEVEL STANDARDS PROGRAM LEARNING COURSES /BREADTH LEARNING OUTCOMES

SJLS 030-Interdisciplinary Statistical Methods SJLS 031-Activism, Advocacy and Social Change Through Social Media SJLS 032-Socio-legal approaches for advancing interests [Capstone] SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice BREADTH-NONE b) An understanding of CORE CORE COURSES methods of enquiry or 3. Apply legal principles SJLS 001-Introduction to the Canadian creative activity, or both, found in case law and Law and Legal Institutions in their primary area of statutes to legal problems, study that enables the SJLS 003-Legal Research and Writing through the use of critical student to devise and and analytical reasoning. SJLS 004-Administrative Law and sustain arguments or Tribunals solve problems using 4. Employ effective research these methods. strategies and methods on SJLS 007-Critical Thinking and substantive and procedural Argument Development law using both traditional SJLS 008-Fundamentals of Community (library) and software Outreach and Advocacy assisted practices. SJLS 009-Law, Power and Social Justice 5. Promote advocacy and socio-political change by SJLS 010-Criminal Law and Procedure integrating critical thinking, SJLS 011-Access to Justice-Society and scholarship, and socio- the Law emotional competencies into evidence based strategies. SJLS 012-Ethics, Leadership and Professional Responsibility 9. Formulate recommendations and SJLS 013-Working with Vulnerable strategies for legislative Populations change as a means to SJLS 014-Race, Class, Gender and improve upon social policies Social Inequality and practices of justice, equity and equality for SJLS 015-Crisis Counselling and people who are marginalized Intervention and/or economically SJLS 017-Theories and Practices in disadvantaged populations. Social Justice 10. Incorporate sensitivity of human diversity with ethical 57

DEGREE LEVEL STANDARDS PROGRAM LEARNING COURSES /BREADTH LEARNING OUTCOMES

standards of practice to SJLS 018-Alternative Dispute develop strategies that effect Resolution: Principles and Practices personal and social change. SJLS 019-Constitutional Law and 11. Mobilize resources and Human Rights personnel to advance SJLS 020-Employment Law interests and social justice outcomes through advocacy, SJLS 021-Social Movements and Social brokerage, and negotiation. Change BREADTH-NONE SJLS 022-Community Activism: Mobilizing for Change SJLS 023-Victimology SJLS 024-The Philosophy of Social and Political Change SJLS 025-Community Development through Activism and Capacity Building SJLS 026-Restorative Justice SJLS 027-Oral and Written Advocacy- Proposals and Presentations SJLS 028-Social Science Research SJLS 031-Activism, Advocacy and Social Change Through Social Media SJLS 032-Socio-legal approaches for advancing interests [Capstone] SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice BREADTH-NONE c) An understanding of CORE CORE COURSES methods of enquiry or 8. Analyze contemporary and SJLS 001-Introduction to the Canadian creative activity, or both, historical frameworks to Law and Legal Institutions in their primary area of determine formal and study that enables the SJLS 003-Legal Research and Writing informal solutions to social, student to describe and political, and legal problems. SJLS 006-Counselling and Case comment upon particular Management aspects of current 13. Demonstrate self- research or equivalent awareness, competence, SJLS 007-Critical Thinking and advanced scholarship. initiative and professionalism Argument Development in the planning, 58

DEGREE LEVEL STANDARDS PROGRAM LEARNING COURSES /BREADTH LEARNING OUTCOMES

implementation and SJLS 008-Fundamentals of Community assessment of personal, Outreach and Advocacy educational and work-related SJLS 011-Access to Justice-Society and goals within the context of a the Law changing environment. SJLS 013-Working with Vulnerable 14. Incorporate qualitative Populations and quantitative analysis and research with critical SJLS 014-Race, Class, Gender and thinking and problem solving Social Inequality skills to address social, SJLS 015-Crisis Counselling and political and legal needs. Intervention BREADTH-NONE SJLS 016-Practices and Policies of Crime Prevention SJLS 017-Theories and Practices in Social Justice SJLS 018-Alternative Dispute Resolution: Principles and Practices SJLS 019-Constitutional Law and Human Rights SJLS 021-Social Movements and Social Change SJLS 022-Community Activism: Mobilizing for Change SJLS 024-The Philosophy of Social and Political Change SJLS 026-Restorative Justice SJLS 028-Social Science Research SJLS 029 Professional and Career Development SJLS 030-Interdisciplinary Statistical Methods SJLS 031-Activism, Advocacy and Social Change Through Social Media SJLS 032-Socio-legal approaches for advancing interests [Capstone]

DEGREE LEVEL STANDARDS PROGRAM LEARNING COURSES /BREADTH LEARNING OUTCOMES

SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice BREADTH-NONE COMMUNICATION SKILLS CORE CORE COURSES The ability to communicate 2. Interpret statutes and case SJLS 001-Introduction to the Canadian information, arguments and law (torts, contracts, human Law and Legal Institutions analyze accurately and rights, employment rights, SJLS 003-Legal Research and Writing reliably, orally and in writing, workers’ compensation, and to specialist and non- landlord tenant rights and SJLS 004-Administrative Law and specialist audiences using responsibilities) as they Tribunals structured and coherent relate to issues involving SJLS 005-Criminology arguments, and, where social justice and people who appropriate, informed by key are marginalized. SJLS 006-Counselling and Case concepts and techniques of Management 5. Promote advocacy and the discipline. socio-political change by SJLS 007-Critical Thinking and integrating critical thinking, Argument Development scholarship, and socio- SJLS 008-Fundamentals of Community emotional competencies into Outreach and Advocacy evidence based strategies. SJLS 009-Law, Power and Social Justice 6. Produce ethically sound written reports, SJLS 010-Criminal Law and Procedure grant/proposal submissions SJLS 011-Access to Justice-Society and and related documents the Law following appropriate submission procedures, SJLS 012-Ethics, Leadership and guiding principles and laws. Professional Responsibility 9. Formulate SJLS 014-Race, Class, Gender and recommendations and Social Inequality strategies for legislative SJLS 017-Theories and Practices in change as a means to Social Justice improve upon social policies and practices of justice, SJLS 018-Alternative Dispute equity and equality for Resolution: Principles and Practices people who are marginalized SJLS 019-Constitutional Law and and/or economically Human Rights disadvantaged populations. SJLS 020-Employment Law BREADTH SJLS 021-Social Movements and Social 1. Apply critical thinking, Change quantitative reasoning, written and oral SJLS 023-Victimology 60

DEGREE LEVEL STANDARDS PROGRAM LEARNING COURSES /BREADTH LEARNING OUTCOMES

communication skills in SJLS 024-The Philosophy of Social and disciplines outside of Political Change Bachelor of Applied Arts in SJLS 025-Community Development Social Justice and Legal through Activism and Capacity Studies. Building SJLS 026-Restorative Justice SJLS 027-Oral and Written Advocacy- Proposals and Presentations SJLS 031-Activism, Advocacy and Social Change Through Social Media SJLS 032-Socio-legal approaches for advancing interests [Capstone] SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice BREADTH COURSES CSCW 102 Academic Writing CICT 233 Organizational Behaviour CSCW 401 Interpersonal Communications in Work and Life NCBR 102 Introduction to Accounting CSCW 606 Leadership Foundations CICT 354 Professional Negotiations for Success CICT 243 New Trends in Information, Communication Technology CICT 362 Rich Media Communications

APPLICATION OF CORE CORE COURSES KNOWLEDGE 2. Interpret statutes and case SJLS 001-Introduction to the Canadian a) The ability to review, law (torts, contracts, human Law and Legal Institutions present and critically rights, employment rights, SJLS 002-Introduction to Canadian evaluate quantitative and workers’ compensation, and Government and Politics qualitative information landlord tenant rights and to: responsibilities) as they SJLS 003-Legal Research and Writing i. develop lines of relate to issues involving SJLS 004-Administrative Law and argument; Tribunals

DEGREE LEVEL STANDARDS PROGRAM LEARNING COURSES /BREADTH LEARNING OUTCOMES

ii. make sound social justice and people who SJLS 006-Counselling and Case judgments in are marginalized. Management accordance with the 3. Apply legal principles SJLS 007-Critical Thinking and major theories, found in case law and Argument Development concepts and statutes to legal problems, methods of the SJLS 008-Fundamentals of Community through the use of critical subject(s) of study; Outreach and Advocacy and analytical reasoning. iii. apply underlying SJLS 009-Law, Power and Social Justice concepts, principles, 7. Differentiate the structure, and techniques of function and respective SJLS 010-Criminal Law and Procedure analysis, both within powers of domestic and SJLS 011-Access to Justice-Society and and outside the international political bodies the Law discipline; and/or tribunals to identify iv. where appropriate, appropriate forums for social SJLS 012-Ethics, Leadership and use this knowledge in justice and legal rights. Professional Responsibility the creative process. 8. Analyze contemporary and SJLS 013-Working with Vulnerable historical frameworks to Populations determine formal and SJLS 014-Race, Class, Gender and informal solutions to social, Social Inequality political, and legal problems. SJLS 015-Crisis Counselling and 9. Formulate Intervention recommendations and strategies for legislative SJLS 016-Practices and Policies of change as a means to Crime Prevention improve upon social policies SJLS 017-Theories and Practices in and practices of justice, Social Justice equity and equality for people who are marginalized SJLS 018-Alternative Dispute and/or economically Resolution: Principles and Practices disadvantaged populations. SJLS 019-Constitutional Law and 14. Incorporate qualitative Human Rights and quantitative analysis and SJLS 020-Employment Law research with critical thinking and problem solving SJLS 021-Social Movements and Social skills to address social, Change political and legal needs. SJLS 022-Community Activism: BREADTH Mobilizing for Change 2.Examine more than SJLS 024-The Philosophy of Social and introductory concepts of the Political Change humanities, sciences, social SJLS 025-Community Development sciences, global cultures, through Activism and Capacity and/or mathematics Building

DEGREE LEVEL STANDARDS PROGRAM LEARNING COURSES /BREADTH LEARNING OUTCOMES

SJLS 026-Restorative Justice SJLS 027-Oral and Written Advocacy- Proposals and Presentations SJLS 028-Social Science Research SJLS 029 Professional and Career Development SJLS 030-Interdisciplinary Statistical Methods SJLS 031-Activism, Advocacy and Social Change Through Social Media SJLS 032-Socio-legal approaches for advancing interests [Capstone] SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice BREADTH COURSES CSCW 602 Models of Community Wellness CSCW 103 Personal Wellness CSCW 105 Child, Family and Society CSCW 903 Environmental Sustainability, Advocacy and Stewardship b) The ability to use a basic CORE CORE COURSES range of established 3. Apply legal principles SJLS 001-Introduction to the Canadian techniques to: found in case law and Law and Legal Institutions i. initiate and statutes to legal problems undertake critical SJLS 003-Legal Research and Writing through the use of critical evaluation of and analytical reasoning. SJLS 004-Administrative Law and arguments, Tribunals assumptions, abstract 9. Formulate concepts and recommendations and SJLS 007-Critical Thinking and information; strategies for legislative Argument Development ii. propose solutions; change as a means to SJLS 008-Fundamentals of Community iii. frame appropriate improve upon social policies Outreach and Advocacy questions for the and practices of justice, purpose of solving a equity and equality for SJLS 010-Criminal Law and Procedure problem; people who are marginalized SJLS 009-Law, Power and Social Justice

DEGREE LEVEL STANDARDS PROGRAM LEARNING COURSES /BREADTH LEARNING OUTCOMES

iv. solve a problem or and/or economically SJLS 012-Ethics, Leadership and create a new work. disadvantaged populations. Professional Responsibility 10. Incorporate sensitivity of SJLS 011-Access to Justice-Society and human diversity with ethical the Law standards of practice to SJLS 013-Working with Vulnerable develop strategies that effect Populations personal and social change. SJLS 014-Race, Class, Gender and 11. Mobilize resources and Social Inequality personnel to advance interests and social justice SJLS 015-Crisis Counselling and outcomes through advocacy, Intervention brokerage, and negotiation. SJLS 017-Theories and Practices in BREADTH Social Justice 4. Incorporate more than SJLS 018-Alternative Dispute introductory knowledge of Resolution: Principles and Practices the distinctive assumptions SJLS 019-Constitutional Law and and modes of analysis of a Human Rights discipline outside of Bachelor of Applied Arts in Social SJLS 020-Employment Law Justice and Legal Studies SJLS 021-Social Movements and Social Change SJLS 022-Community Activism: Mobilizing for Change SJLS 023-Victimology SJLS 024-The Philosophy of Social and Political Change SJLS 025-Community Development through Activism and Capacity Building SJLS 026-Restorative Justice SJLS 031-Activism, Advocacy and Social Change Through Social Media SJLS 032-Socio-legal approaches for advancing interests [Capstone] SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice BREADTH COURSES

DEGREE LEVEL STANDARDS PROGRAM LEARNING COURSES /BREADTH LEARNING OUTCOMES

CICT 233 Organizational Behaviour CSCW 401 Interpersonal Communications in Work and Life NCBR 102 Introduction to Accounting CICT 12 Business in a Changing World CICT 242 Marketing in a Digital Age CICT 243 New Trends in Information, Communication Technology CICT 362 Rich Media Communications CSCW 903 Environmental Sustainability, Advocacy and Stewardship c) The ability to make use of CORE CORE COURSES scholarly reviews and 2. Interpret statutes and case SJLS 001-Introduction to the Canadian primary sources. law (torts, contracts, human Law and Legal Institutions rights, employment rights, SJLS 003-Legal Research and Writing workers’ compensation, and landlord tenant rights and SJLS 004-Administrative Law and responsibilities) as they Tribunals relate to issues involving SJLS 007-Critical Thinking and social justice and people who Argument Development are marginalized. SJLS 009-Law, Power and Social Justice 4. Employ effective research strategies and methods on SJLS 010-Criminal Law and Procedure substantive and procedural SJLS 019-Constitutional Law and law using both traditional Human Rights (library) and software assisted practices. SJLS 020-Employment Law 14. Incorporate qualitative SJLS 027-Oral and Written Advocacy- and quantitative analysis and Proposals and Presentations research with critical SJLS 028-Social Science Research thinking and problem solving skills to address social, SJLS 030-Interdisciplinary Statistical political and legal needs. Methods BREADTH SJLS 032-Socio-legal approaches for advancing interests [Capstone] 4.Incorporate more than introductory knowledge of the distinctive assumptions and modes of analysis of a 65

DEGREE LEVEL STANDARDS PROGRAM LEARNING COURSES /BREADTH LEARNING OUTCOMES

discipline outside of Bachelor SJLS 033-Bachelor of Applied Arts in of Applied Arts in Social Social Justice and Legal Studies Justice and Legal Studies Professional Practice BREADTH COURSES CICT 233 Organizational Behaviour CSCW 401 Interpersonal Communications in Work and Life NCBR 102 Introduction to Accounting CICT 112 Business in a Changing World CICT 242 Marketing in a Digital Age CICT 243 New Trends in Information, Communication Technology CICT 362 Rich Media Communications CSCW 903 Environmental Sustainability, Advocacy and Stewardship

PROFESSIONAL CORE CORE COURSES CAPACITY/AUTONOMY 6. Produce ethically sound SJLS 003-Legal Research and Writing a) The qualities and written reports, SJLS 004-Administrative Law and transferable skills grant/proposal submissions Tribunals necessary for further and related documents study, employment, following appropriate SJLS 005-Criminology community involvement submission procedures, SJLS 006-Counselling and Case and other activities guiding principles and laws. Management requiring: 9. Formulate i. the exercise of SJLS 008-Fundamentals of Community recommendations and initiative, personal Outreach and Advocacy strategies for legislative responsibility and change as a means to SJLS 009-Law, Power and Social Justice accountability in both improve upon social policies personal and group SJLS 010-Criminal Law and Procedure and practices of justice, contexts; equity and equality for SJLS 011-Access to Justice-Society and ii. working reflectively people who are marginalized the Law with others; and/or economically iii. decision-making in SJLS 012-Ethics, Leadership and disadvantaged populations. complex contexts. Professional Responsibility 10. Incorporate sensitivity of SJLS 013-Working with Vulnerable human diversity with ethical Populations standards of practice to

DEGREE LEVEL STANDARDS PROGRAM LEARNING COURSES /BREADTH LEARNING OUTCOMES

develop strategies that effect SJLS 014-Race, Class, Gender and personal and social change. Social Inequality 12. Assess formal and SJLS 015-Crisis Counselling and informal individual, group, Intervention and institutional behavior SJLS 016-Practices and Policies of and/or practices for the Crime Prevention purpose of facilitating constructive social, political, SJLS 017-Theories and Practices in and institutional change. Social Justice 13. Demonstrate self- SJLS 018-Alternative Dispute awareness, competence, Resolution: Principles and Practices initiative and professionalism SJLS 019-Constitutional Law and in the planning, Human Rights implementation and assessment of persona, SJLS 021-Social Movements and Social educational and work-related Change goals within the context of a SJLS 022-Community Activism: changing environment. Mobilizing for Change BREADTH SJLS 023-Victimology 3.Relate knowledge of society SJLS 024-The Philosophy of Social and and culture, and skills Political Change relevant to civic engagement SJLS 025-Community Development through Activism and Capacity Building SJLS 027-Oral and Written Advocacy- Proposals and Presentations SJLS 028-Social Science Research SJLS 029 Professional and Career Development SJLS 030-Interdisciplinary Statistical Methods SJLS 031-Activism, Advocacy and Social Change Through Social Media SJLS 032-Socio-legal approaches for advancing interests [Capstone] SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice

DEGREE LEVEL STANDARDS PROGRAM LEARNING COURSES /BREADTH LEARNING OUTCOMES

BREATH COURSES CICT 233 Organizational Behaviour CSCW 602 Models of Community Wellness CSCW 606 Leadership Foundations CSCW 103 Personal Wellness CSCW 105 Child, Family and Society CSCW 903 Environmental Sustainability, Advocacy and Stewardship b) The ability to manage CORE CORE COURSES their own learning in 5. Promote advocacy and SJLS 001-Introduction to the Canadian changing circumstances, socio-political change by Law and Legal Institutions both within and outside integrating critical thinking, the discipline and to SJLS 004-Administrative Law and scholarship, and socio- select an appropriate Tribunals emotional competencies into program of further study. evidence based strategies. SJLS 005-Criminology 12. Assess formal and SJLS 007-Critical Thinking and informal individual, group, Argument Development and institutional behavior SJLS 008-Fundamentals of Community and/or practices for the Outreach and Advocacy purpose of facilitating constructive social, political, SJLS 009-Law, Power and Social Justice and institutional change. SJLS 010-Criminal Law and Procedure 13. Demonstrate self- SJLS 011-Access to Justice-Society and awareness, competence, the Law initiative and professionalism in the planning, SJLS 016-Practices and Policies of implementation and Crime Prevention assessment of personal, SJLS 017-Theories and Practices in educational and work-related Social Justice goals within the context of a changing environment. SJLS 018-Alternative Dispute Resolution: Principles and Practices BREADTH SJLS 019-Constitutional Law and 2.Examine more than Human Rights introductory concepts of the humanities, sciences, social SJLS 020-Employment Law sciences, global cultures, and/or mathematics 68

DEGREE LEVEL STANDARDS PROGRAM LEARNING COURSES /BREADTH LEARNING OUTCOMES

SJLS 022-Community Activism: Mobilizing for Change SJLS 024-The Philosophy of Social and Political Change SJLS 025-Community Development through Activism and Capacity Building SJLS 026-Restorative Justice SJLS 027-Oral and Written Advocacy- Proposals and Presentations SJLS 028-Social Science Research SJLS 029 Professional and Career Development SJLS 030-Interdisciplinary Statistical Methods SJLS 031-Activism, Advocacy and Social Change Through Social Media SJLS 032-Socio-legal approaches for advancing interests [Capstone] SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice BREADTH COURSES CSCW 602 Models of Community Wellness CSCW 103 Personal Wellness CSCW 105 Child, Family and Society CSCW 903 Environmental Sustainability, Advocacy and Stewardship c) Behaviour consistent CORE CORE COURSES with academic integrity 5. Promote advocacy and SJLS 001-Introduction to the Canadian and social responsibility. socio-political change by Law and Legal Institutions integrating critical thinking, SJLS 003-Legal Research and Writing scholarship, and socio-

DEGREE LEVEL STANDARDS PROGRAM LEARNING COURSES /BREADTH LEARNING OUTCOMES

emotional competencies into SJLS 006-Counselling and Case evidence based strategies. Management 6. Produce ethically sound SJLS 007-Critical Thinking and written reports, Argument Development grant/proposal submissions SJLS 008-Fundamentals of Community and related documents Outreach and Advocacy following appropriate submission procedures, SJLS 009-Law, Power and Social Justice guiding principles and laws. SJLS 010-Criminal Law and Procedure 9. Formulate SJLS 011-Access to Justice-Society and recommendations and the Law strategies for legislative change as a means to SJLS 013-Working with Vulnerable improve upon social policies Populations and practices of justice, SJLS 014-Race, Class, Gender and equity and equality for Social Inequality people who are marginalized and/or economically SJLS 015-Crisis Counselling and disadvantaged populations. Intervention 10. Incorporate sensitivity of SJLS 016-Practices and Policies of human diversity with ethical Crime Prevention standards of practice to SJLS 017-Theories and Practices in develop strategies that effect Social Justice personal and social change. SJLS 018-Alternative Dispute 13. Demonstrate self- Resolution: Principles and Practices awareness, competence, initiative and professionalism SJLS 019-Constitutional Law and in the planning, Human Rights implementation and SJLS 020-Employment Law assessment of personal, educational and work-related SJLS 021-Social Movements and Social goals within the context of a Change changing environment. SJLS 022-Community Activism: 14. Incorporate qualitative Mobilizing for Change and quantitative analysis and SJLS 023-Victimology research with critical thinking and problem solving SJLS 024-The Philosophy of Social and skills to address social, Political Change political and legal needs. SJLS 025-Community Development BREADTH through Activism and Capacity Building SJLS 026-Restorative Justice 70

DEGREE LEVEL STANDARDS PROGRAM LEARNING COURSES /BREADTH LEARNING OUTCOMES

3.Relate knowledge of society SJLS 027-Oral and Written Advocacy- and culture, and skills Proposals and Presentations relevant to civic engagement SJLS 028-Social Science Research SJLS 029 Professional and Career Development SJLS 030-Interdisciplinary Statistical Methods SJLS 031-Activism, Advocacy and Social Change Through Social Media SJLS 032-Socio-legal approaches for advancing interests [Capstone] SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice BREADTH COURSES CICT 233 Organizational Behaviour CSCW 602 Models of Community Wellness CSCW 606 Leadership Foundations CSCW 103 Personal Wellness CSCW 105 Child, Family and Society CSCW 903 Environmental Sustainability, Advocacy and Stewardship

AWARENESS OF LIMITS OF CORE CORE COURSES KNOWLEDGE 1. Examine and discuss the SJLS 001-Introduction to the Canadian An understanding of the Canadian political and legal Law and Legal Institutions limits to their own systems with a focus on SJLS 002-Introduction to Canadian knowledge and ability, and an social justice and human Government and Politics appreciation of the rights. uncertainty, ambiguity and SJLS 003-Legal Research and Writing 6. Produce ethically sound limits to knowledge and how written reports, SJLS 004-Administrative Law and this might influence analysis grant/proposal submissions Tribunals and interpretations. and related documents SJLS 005-Criminology following appropriate submission procedures, SJLS 006-Counselling and Case guiding principles and laws. Management

DEGREE LEVEL STANDARDS PROGRAM LEARNING COURSES /BREADTH LEARNING OUTCOMES

11. Mobilize resources and SJLS 008-Fundamentals of Community personnel to advance Outreach and Advocacy interests and social justice SJLS 009-Law, Power and Social Justice outcomes through advocacy, brokerage, and negotiation. SJLS 010-Criminal Law and Procedure 13. Demonstrate self- SJLS 011-Access to Justice-Society and awareness, competence, the Law initiative and professionalism SJLS 012-Ethics, Leadership and in the planning, Professional Responsibility implementation and assessment of persona, SJLS 017-Theories and Practices in educational and work-related Social Justice goals within the context of a SJLS 018-Alternative Dispute changing environment. Resolution: Principles and Practices BREADTH SJLS 019-Constitutional Law and 5. Apply critical thinking, Human Rights quantitative reasoning, SJLS 020-Employment Law written and oral communication skills in SJLS 022-Community Activism: disciplines outside of Mobilizing for Change Bachelor of Applied Arts SJLS 023-Victimology in Social Justice and Legal Studies. SJLS 024-The Philosophy of Social and 6. Examine more than Political Change introductory concepts of SJLS 025-Community Development the humanities, sciences, through Activism and Capacity social sciences, global Building cultures, and/or mathematics SJLS 027-Oral and Written Advocacy- Proposals and Presentations 7. Relate knowledge of society and culture, and SJLS 029 Professional and Career skills relevant to civic Development engagement SJLS 031-Activism, Advocacy and 8. Incorporate more than introductory knowledge Social Change Through Social Media of the distinctive SJLS 032-Socio-legal approaches for assumptions and modes advancing interests [Capstone] of analysis of a discipline SJLS 033-Bachelor of Applied Arts in outside of Bachelor of Social Justice and Legal Studies Applied Arts in Social Professional Practice Justice and Legal Studies BREADTH COURSES CSCW 102 Academic Writing 72

DEGREE LEVEL STANDARDS PROGRAM LEARNING COURSES /BREADTH LEARNING OUTCOMES

CICT 233 Organizational Behaviour NCBR 102 Introduction to Accounting CSCW 606 Leadership Foundations CSCW 602 Models of Community Wellness CICT 354 Professional Negotiations for Success CICT 243 New Trends in Information, Communication Technology CICT 362 Rich Media Communications CICT 112 Business in a Changing World CICT 242 Marketing in a Digital Age CSCW 401 Interpersonal Communications in Work and Life CSCW 103 Personal Wellness CSCW 105 Child, Family and Society CSCW 903 Environmental Sustainability, Advocacy and Stewardship

4.3.2 MAPPING OF PROGRAM LEVEL OUTCOMES WITH COURSES OF STUDY

VLO’s Courses

1. Examine and discuss the Canadian • SJLS 001-Introduction to the Canadian Law and Legal political and legal systems with a Institutions focus on social justice and human • SJLS 002-Introduction to Canadian Government and Politics rights. • SJLS 004-Administrative Law and Tribunals • SJLS 005-Criminology • SJLS 009-Law, Power and Social Justice • SJLS 010-Criminal Law and Procedure • SJLS 011-Access to Justice-Society and the Law • SJLS 017-Theories and Practices in Social Justice • SJLS 019-Constitutional Law and Human Rights • SJLS 020-Employment Law • SJLS 023-Victimology • SJLS 024-The Philosophy of Social and Political Change • SJLS 027-Oral and Written Advocacy-Proposals and Presentations • SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice 2. Interpret statutes and case law • SJLS 001-Introduction to the Canadian Law and Legal (torts, contracts, human rights, Institutions employment rights, workers’ • SJLS 003-Legal Research and Writing compensation, and landlord tenant • SJLS 004-Administrative Law and Tribunals rights and responsibilities) as they • SJLS 009-Law, Power and Social Justice relate to issues involving social • SJLS 010-Criminal Law and Procedure justice and marginalized persons. • SJLS 019-Constitutional Law and Human Rights • SJLS 020-Employment Law • SJLS 027-Oral and Written Advocacy-Proposals and Presentations • SJLS 032-Socio-legal approaches for advancing interests [Capstone] • SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice 3. Apply legal principles found in case • SJLS 001-Introduction to the Canadian Law and Legal law and statutes to legal problems Institutions through the use of critical and • SJLS 003-Legal Research and Writing analytical reasoning. • SJLS 004-Administrative Law and Tribunals • SJLS 007-Critical Thinking and Argument Development • SJLS 010-Criminal Law and Procedure • SJLS 012-Ethics, Leadership and Professional Responsibility • SJLS 020-Employment Law • SJLS 026-Restorative Justice • SJLS 032-Socio-legal approaches for advancing interests [Capstone] • SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice 74

VLO’s Courses

4. Employ effective research • SJLS 003-Legal Research and Writing strategies and methods on • SJLS 004-Administrative Law and Tribunals substantive and procedural law • SJLS 010-Criminal Law and Procedure using both traditional (library) and • SJLS 020-Employment Law software assisted practices. • SJLS 027-Oral and Written Advocacy-Proposals and Presentations • SJLS 028-Social Science Research • SJLS 032-Socio-legal approaches for advancing interests [Capstone] • SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice 5. Promote advocacy and socio- • SJLS 001-Introduction to the Canadian Law and Legal political change by integrating Institutions critical thinking, scholarship, and • SJLS 007-Critical Thinking and Argument Development socio-emotional competencies into • SJLS 008-Fundamentals of Community Outreach and Advocacy evidence based strategies. • SJLS 009-Law, Power and Social Justice • SJLS 010-Criminal Law and Procedure • SJLS 018-Alternative Dispute Resolution: Principles and Practices • SJLS 019-Constitutional Law and Human Rights • SJLS 020-Employment Law • SJLS 025-Community Development through Activism and Capacity Building • SJLS 026-Restorative Justice • SJLS 027-Oral and Written Advocacy-Proposals and Presentations • SJLS 031-Activism, Advocacy and Social Change Through Social Media • SJLS 032-Socio-legal approaches for advancing interests [Capstone] • SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice 6. Produce ethically sound written • SJLS 003-Legal Research and Writing reports, grant/proposal • SJLS 006-Counselling and Case Management submissions, and related • SJLS 009-Law, Power and Social Justice documents following appropriate • SJLS 011-Access to Justice-Society and the Law submission procedures, guiding • SJLS 012-Ethics, Leadership and Professional Responsibility principles and laws. • SJLS 027-Oral and Written Advocacy-Proposals and Presentations • SJLS 032-Socio-legal approaches for advancing interests [Capstone] • SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice 7. Differentiate the structure, function • SJLS 001-Introduction to the Canadian Law and Legal and respective powers of domestic Institutions

VLO’s Courses

and international political bodies • SJLS 002-Introduction to Canadian Government and Politics and/or tribunals to identify • SJLS 003-Legal Research and Writing appropriate forums for social • SJLS 011-Access to Justice-Society and the Law justice and legal rights. • SJLS 017-Theories and Practices in Social Justice • SJLS 018-Alternative Dispute Resolution: Principles and Practices • SJLS 020-Employment Law • SJLS 021-Social Movements and Social Change • SJLS 024-The Philosophy of Social and Political Change • SJLS 027-Oral and Written Advocacy-Proposals and Presentations • SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice 8. Analyze contemporary and • SJLS 001-Introduction to the Canadian Law and Legal historical frameworks to determine Institutions formal and informal solutions to • SJLS 006-Counselling and Case Management social, political, and legal problems. • SJLS 008-Fundamentals of Community Outreach and Advocacy • SJLS 011-Access to Justice-Society and the Law • SJLS 013-Working with Vulnerable Populations • SJLS 014-Race, Class, Gender and Social Inequality • SJLS 015-Crisis Counselling and Intervention • SJLS 016-Practices and Policies of Crime Prevention • SJLS 017-Theories and Practices in Social Justice • SJLS 018-Alternative Dispute Resolution: Principles and Practices • SJLS 019-Constitutional Law and Human Rights • SJLS 021-Social Movements and Social Change • SJLS 022-Community Activism: Mobilizing for Change • SJLS 024-The Philosophy of Social and Political Change • SJLS 026-Restorative Justice • SJLS 031-Activism, Advocacy and Social Change Through Social Media • SJLS 032-Socio-legal approaches for advancing interests [Capstone] • SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice 9. Formulate recommendations and • SJLS 008-Fundamentals of Community Outreach and Advocacy strategies for legislative change as a • SJLS 010-Criminal Law and Procedure means to improve upon social • SJLS 011-Access to Justice-Society and the Law policies and practices of justice, • SJLS 014-Race, Class, Gender and Social Inequality equity and equality for both • SJLS 017-Theories and Practices in Social Justice marginalized individuals and • SJLS 019-Constitutional Law and Human Rights economically disadvantaged • SJLS 021-Social Movements and Social Change populations. • SJLS 022-Community Activism: Mobilizing for Change • SJLS 024-The Philosophy of Social and Political Change

VLO’s Courses

• SJLS 025-Community Development through Activism and Capacity Building • SJLS 031-Activism, Advocacy and Social Change Through Social Media • SJLS 032-Socio-legal approaches for advancing interests [Capstone] • SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice 10. Incorporate sensitivity of human • SJLS 009-Law, Power and Social Justice diversity with ethical standards of • SJLS 011-Access to Justice-Society and the Law practice to develop strategies that • SJLS 013-Working with Vulnerable Populations effect personal and social change. • SJLS 014-Race, Class, Gender and Social Inequality • SJLS 015-Crisis Counselling and Intervention • SJLS 017-Theories and Practices in Social Justice • SJLS 019-Constitutional Law and Human Rights • SJLS 021-Social Movements and Social Change • SJLS 023-Victimology • SJLS 024-The Philosophy of Social and Political Change • SJLS 032-Socio-legal approaches for advancing interests [Capstone] • SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice 11. Mobilize resources and personnel • SJLS 004-Administrative Law and Tribunals to advance interests and socio-legal • SJLS 008-Fundamentals of Community Outreach and Advocacy needs through advocacy, brokerage, • SJLS 011-Access to Justice-Society and the Law and negotiation. • SJLS 017-Theories and Practices in Social Justice • SJLS 018-Alternative Dispute Resolution: Principles and Practices • SJLS 022-Community Activism: Mobilizing for Change • SJLS 024-The Philosophy of Social and Political Change • SJLS 025-Community Development through Activism and Capacity Building • SJLS 031-Activism, Advocacy and Social Change Through Social Media • SJLS 032-Socio-legal approaches for advancing interests [Capstone] • SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice 12. Assess formal and informal • SJLS 004-Administrative Law and Tribunals individual, group, and institutional • SJLS 005-Criminology behavior and/or practices for the • SJLS 009-Law, Power and Social Justice purpose of facilitating constructive • SJLS 011-Access to Justice-Society and the Law social, political, and institutional • SJLS 016-Practices and Policies of Crime Prevention change. • SJLS 017-Theories and Practices in Social Justice

VLO’s Courses

• SJLS 018-Alternative Dispute Resolution: Principles and Practices • SJLS 022-Community Activism: Mobilizing for Change • SJLS 024-The Philosophy of Social and Political Change • SJLS 025-Community Development through Activism and Capacity Building • SJLS 028-Social Science Research • SJLS 030-Interdisciplinary Statistical Methods • SJLS 032-Socio-legal approaches for advancing interests [Capstone] • SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice 13. Demonstrate self-awareness, • SJLS 029 Professional and Career Development competence, initiative and • SJLS 032-Socio-legal approaches for advancing interests professionalism in the planning, [Capstone] implementation and assessment of • SJLS 033-Bachelor of Applied Arts in Social Justice and Legal personal, educational and work- Studies Professional Practice related goals within the context of a changing environment. 14. Incorporate qualitative and • SJLS 003-Legal Research and Writing quantitative analysis and research • SJLS 007-Critical Thinking and Argument Development with critical thinking and problem • SJLS 028-Social Science Research solving skills to address social, • SJLS 029 Professional and Career Development political and legal needs. • SJLS 030-Interdisciplinary Statistical Methods • SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice

4.3.3 MAPPING OF BREADTH OUTCOMES WITH BREADTH COURSES OF STUDY

Non –Core Breadth Courses Course Name Course Description Mapping to Breadth VLO’s CSCW 102 Academic This advanced writing breadth course focuses on the elements 1 Writing of academic writing required to meet the needs of a degree program. Emphasis is placed on the application of critical reading skills and writing strategies to generate ideas, collect and organize information, acknowledge sources, develop theses, and apply format, style, and tone appropriate for different purposes and audiences. Students navigate primary and secondary sources when researching to develop structurally and stylistically persuasive writing that is well organized, coherent, and correct. Students prepare portfolio- style assignments in order to apply rhetorical elements in reflective, evaluative, and persuasive forms of writing. Students differentiate between fact and opinion, objectivity and bias, and the principles of sound argument. Techniques explored and skills developed in this course will be applied throughout all levels of the program. CICT 233 An examination of group dynamics, leadership, morale, 1,3,4 Organizational communication, and organizational behaviour as it affects Behaviour productivity in a business enterprise. Focus will be on the importance of day to day relationships, especially those in the workplace including personality assessment and the effects of politics in the workplace. Organizational change methodologies as they apply to individual and group dynamics will be examined. The effects of corporate cultures as it applies in different business models will be examined as they relate to a productive business setting. CSCW 602 Models of Examine the concept of community wellness as a theoretical 2,3 Community Wellness framework for a democratic and participatory process that involves citizens in the creation and maintenance of healthy communities. Includes an investigation of national and international success stories and an in depth look at the interrelated factors that impede community wellness. Examine the concept of community wellness as a theoretical framework for a democratic and participatory process that involves citizens in the creation and maintenance of healthy communities. Includes an investigation of national and international success stories and an in depth look at the interrelated factors that impede community wellness. CSCW 401 This advanced course focuses on the theories and practical 1,4 Interpersonal applications of interpersonal communication. Developing

Non –Core Breadth Courses Course Name Course Description Mapping to Breadth VLO’s Communications in effective communication skills in the context of the field of Work and Life early learning will be key. Emphasis will be placed on well- developed listening, verbal and nonverbal skills with attempts to heighten perception and awareness of cultural diversity, conflict management, and mindfulness of others. Students will participate in experiences NCBR 102 Introduction An introduction to basic accounting principles and how the 1,4 to Accounting information is recorded into financial records. Topics will include financial transaction analysis, adjustments, inventory and cash control, budgeting, sales taxes, payroll, journal entries, and financial statements. CSCW 606 Leadership Introduces a broad range of areas associated with effective 1,3 Foundations leadership including communication, mission and vision statements and group cohesion. The impact of styles of leadership, values, ethics and diversity, on creating change in diverse settings will also be explored. Using an integrated approach to studying Leadership, this foundation course explores Leadership theories, the application to Leadership and current issues, as well as critical and self-reflection on one's own Leadership qualities Non-Core Courses- (Students will choose one of CICT 243, CSCW 903, or CICT CHOICES 362 plus any one of the following non-core courses) CSCW 103 Personal An examination of lifestyle behaviours, which have the power 2,3 Wellness to enhance or diminish personal potential. Topics will include physical activity, our personal relationship with food and the impact of culture on our sense of self. Stress management, substance use/abuse, environmental awareness and the process of goal setting will be also be discussed. CSCW 105 Child, Family An examination of a variety of family issues, emphasizing 2,3 and Society current social, cultural and political forces affecting modern families. Gender socialization, sexuality, communication styles, abuse, couple interaction, parent-child relations, divorce, and remarriage are among the influences that will be examined CICT 112 Business in a Foundations of Canadian business systems from historical, 4 Changing World global, technological and dynamic perspectives. The objective is to introduce the student to the fundamentals of business and how the business environment is evolving due to the speed of technological advancements.

Non –Core Breadth Courses Course Name Course Description Mapping to Breadth VLO’s CICT 354 Professional Development of negotiation strategies incorporating 1 Negotiations for negotiation and presentation skills with application of Success business and information technology theories. CICT 242 Marketing in a Foundations of Canadian Marketing from historical and 4 Digital Age contemporary perspectives. Emphasis will be on current and emerging digital marketing processes, practices and trends. CICT 243 New Trends Introduction to emerging issues, technology forecasting and 1,2,4 in Information, analysis; overview of emerging issues and leading technologies Communication in Information, Communication Technology and how they Technology impact information systems, users, the Information Technology labour force and society. CICT 362 Rich Media The study of multimedia communications including Flash and 1,2,4 Communications mobile applications. Provides presales technical support, design, installation, configuration, and maintenance of rich media solutions. CSCW 903 Modern technological advances have provided vast benefits to 2,3,4 Environmental humanity. However, there is a growing concern about the Sustainability, Advocacy pressure industrialization and human activities are placing on and Stewardship Earth’s resources and ecosystems. The relationship between human activities and the environment requires close attention in order to maintain sustainable development, biodiversity and human existence. The mitigation of environmental impacts from societal activities, either of universal importance such as global climate change or of regional importance, involves many stakeholders. Societies can address the environmental challenges and evoke change by integrating learning and action. In addition to exploring the pressing environmental issues, the concepts of environmental ethics, advocacy and stewardship will be examined from individual, local and global scale contexts.

4.4 COURSE DESCRIPTIONS

This section provides a listing of all of the course descriptions that are part of the proposed Bachelor of in Social Justice and Legal Studies program.

These are the course descriptions which would appear in the academic calendar and any related documentation. The courses have been divided into three tables:

4.4.0-Year at a Glance

4.4.1-Core Course Descriptions

4.4.2-Non-Core Courses and Breadth Courses Descriptions

4.4.0 Year at a Glance

Program of Study – Bachelor of Applied Arts in Social Justice and Legal Studies

Year Semester Course Title Introduction to the Canadian Law and Legal Institutions Introduction to Canadian Government and Politics Semester 1 Critical Thinking and Argument Development Law, Power and Social Justice Academic Writing Year 1 Counselling and Case Management Fundamentals of Community Outreach and Advocacy Semester 2 Access to Justice-Society and the Law Race, Class, Gender and Social Inequality Organizational Behaviour Legal Research and Writing Criminology Semester 3 Criminal Law and Procedure Ethics, Leadership and Professional Responsibility Elective Year 2 Administrative Law and Tribunals Working with Vulnerable Populations Semester 4 Practices and Policies of Crime Prevention Employment Law Models of Community Wellness Crisis Counselling and Intervention Theories and Practices in Social Justice Semester 5 Constitutional Law and Human Rights Social Movements and Social Change Interpersonal Communications in Work and Life Year 3 Alternative Dispute Resolution: Principles and Practices Community Activism: Mobilizing for Change Semester 6 Victimology Professional and Career Development Interdisciplinary Statistical Methods Year 4 Semester 7 Community Development through Activism and Capacity Building

Year Semester Course Title Restorative Justice Oral and Written Advocacy-Proposals and Presentations Social Science Research Introduction to Accounting The Philosophy of Social and Political Change Activism, Advocacy and Social Change Through Social Media Semester 8 Socio-legal approaches for advancing interests Leadership Foundations Elective *Students will also complete a Social Justice and Legal Studies Professional Work Placement (SJL 033) between Semesters 6 and 7

4.4.1 CORE COURSES – COURSE DESCRIPTIONS

Year and Course Title Course Description Semester YEAR 1 Semester 1 SJLS 001 Introduction to the This primer is an introduction to the development, Canadian Law and Legal organization and function of legal institutions in Canada from Institutions a historical, political and social context. The course will include: legal concepts, the role and powers of courts and other legal institutions together with an appraisal of diverse areas of law in Canada. SJLS 002 Introduction to An introduction to the politics and government of Canada, the Canadian Government provinces and municipalities. The course will focus on political and Politics culture, the constitution, federalism, parliament and provincial assemblies, the separation of powers between each level of government, public service, courts, political parties, interest groups, and elections. The process of law creation and regulation at each government level will be examined as well. SJLS 007 Critical Thinking and An introduction to both critical thinking and sound argument Argument Development structure. The course covers the distinction between deductive and inductive arguments, the analysis of ambiguities and the nature of common fallacies in reasoning as well as how to develop sound arguments. Emphasis is placed on evaluating information and developing conclusions based on logic and reasoning. SJLS 009 Law, Power and Social A review of Canadian politics, democracy, corporate power Justice and their role in generating and\or sustaining racial, gender,

Year and Course Title Course Description Semester economic and health inequality. In addition, a review of models of social activism and reform will be introduced. YEAR 1 Semester 2 SJLS 006 Counselling and Case Designed to equip students with skills related to counselling Management and case management. Possible topics include theoretical counselling frameworks, producing appropriate case notes and SMART goal development. SJLS 008 Fundamentals of An introduction to the fundamentals associated with Community Outreach supporting, mentoring and giving a voice to vulnerable clients and Advocacy SJLS 011 Access to Justice-Society Explores the diminishing access to justice from a theoretical and the Law and practical perspective. With a purpose to identify and understand current issues in access to justice the course inspires action to remedy issues of access to justice in our community. SJLS 014 Race, Class, Gender and This course will provide an in-depth study of social inequality Social Inequality rooted in race, class and gender as it relates to law, crime and victimization. Focus will be on Canadian content. It will scrutinize crime and victimization of disadvantaged groups. Students will improve critical-thinking and analytical skills by developing progressive strategies to effect socio-political change. Selected topics may include homelessness, mental health, poverty, hate crimes, domestic violence, sexual assault and the residential school system. YEAR 2 Semester 3 SJLS 003 Legal Research and A review of fundamental aspects of legal research and writing, Writing this course will explore research methods and online tools to identify and locate applicable laws and other sources. Also considered are legal writing principles required for legal publication and for the legal profession. Lastly, there will be an emphasis on legal analysis, application of the law and remedies. SJLS 005 Criminology An exploration of the history, organization and structure of the Canadian criminal justice system. Patterns of criminal behavior considering a variety of sociological factors will be studied. Causes of crime and trends will be evaluated using criminological and sociological theory and research. Youth crime, violent crime, property crime and transnational crime will be examined as well as various sentencing options and legal defenses.

Year and Course Title Course Description Semester SJLS 010 Criminal Law and An overview of the criminal process from the investigation Procedure stage to sentencing with emphasis on criminal legal concepts, principles, defences and sentencing. Consideration will be given to constitutional criminal litigation and the impact of courts on the rights and freedoms of individuals. SJLS 012 Ethics, Leadership and An introduction to moral and ethical decision making Professional examined from the role of the student as a leader. Morality Responsibility from a variety of philosophical and cultural perspectives will be compared. Practical methods of ethical conflict resolution will be discussed. Professional conduct expectations will be discussed with regards to confidentiality and discretion. The role of leadership including core competencies and character will be examined. Legal and social justice issues will be examined using critical and analytical reasoning. YEAR 2 Semester 4 SJLS 004 Administrative Law and An exploration of the adjudication of administrative law by Tribunals public and private boards and tribunals in the context of natural justice and procedural fairness. Topics will include: the rule of law, administrative remedies, judicial review, standards of review, discretion and deference. SJLS 013 Working With A critical examination of at-risk populations, including Vulnerable Populations individuals who struggle with addictions, mental health concerns, and those who experience poverty or oppression. SJLS 016 Practices and Policies of Practices and Policies of Crime Prevention will introduce Crime Prevention students to several types of crime prevention approaches and their goals. Students will examine the physical environment and crime, neighborhood crime prevention, the mass media and crime prevention, crime displacement and diffusion, prediction, community policing, drugs, schools, and electronic monitoring and home confinement. Emphasis will be on early life experiences that predispose individuals to commit crime and using risk factors to predict offending behavior. Successful and unsuccessful crime prevention programs will be identified and examined. This course provides students an opportunity to examine various methods of crime prevention practices while encouraging students to critically examine if and how crime prevention practices can be applied in their chosen field of work. SJLS 020 Employment Law An introduction to basic principles in employment law. It will address an array of issues such as: employee/employer relationships, rights and obligations of the employee/employer, employment contracts, labour unions, and collective agreements and human rights violations in the workplace. 86

Year and Course Title Course Description Semester YEAR 3 Semester 5 SJLS 015 Crisis Counselling and A comprehensive look at crisis assessment and intervention. Intervention Introduces the historical underpinnings of crisis intervention theories. SJLS 017 Theories and Practices A critical analysis of the theoretical framework for social in Social Justice justice and injustice with an emphasis on the application of social justice theory to effect social change. Attention will be given to the development of a social conscience by considering fairness and equality in different social and cultural contexts. SJLS 019 Constitutional Law and Consideration of the fundamental aspects of democracy such Human Rights as the rule of law, good government and human rights with an in depth analysis of the Canadian Constitution, Charter of Rights and Freedoms and human rights legislation. A multidisciplinary approach will be taken with an emphasis on legal, social and political perspectives. SJLS 021 Social Movements and Transformation to law and society from a theoretical Social Change perspective will be discussed and evaluated. The course will address a range of topics including the political movements of the 1960's, Native Canadian cultural and land protests and the Women's Rights Movement. Selected topics may also include environmental issues, gay and lesbian issues and global justice issues. How participants become involved in social movements and to what degree will be examined. Students will use critical thinking and analytical skills to assess the role of social movements in contemporary society by examining goals, methods of protest and results. YEAR 3 Semester 6 SJLS 018 Alternative Dispute This course examines the roles, practices and legal constraints Resolution: Principles of the three major forms of Alternative Dispute Resolution: and Practices Arbitration, Negotiation and Mediation. Each of these practices will be explored and assessed in relation to their effectiveness in asserting rights as well as resolving issues, conflicts and competing interests as they arise between individuals and or organizations and or government agencies. Furthermore the students through a combination of theory, case studies and simulations will be introduced to the requisite skills, traits and techniques to collaborate and creatively generate positive outcomes. SJLS 022 Community Activism: This course examines historical and current social movements Mobilizing for Change leading to the identification of the definition and types of activism. Students will evaluate methods to remove barriers

Year and Course Title Course Description Semester to community mobilization including developing strategies to successfully mobilize change within a community SJLS 023 Victimology Legal and justice services will bring the role of the victim to the forefront. The relationship between crime and its victims will be studied including victim typologies and the social consequences of victimization. The course will also explore the role of the victim through the criminal justice system, from initial victimization and investigation to post-event management. Victim’s rights will be studied by examining compensation, treatment and restorative justice methodology. Victim service agencies and advocacy groups will be discussed and evaluated. Specific topics will be chosen by the instructor, but will address current local, national and international events. SJLS 029 Professional and Career Students will acquire knowledge and develop skills and Development techniques required for identifying and securing employment and furthering career advancement in their chosen field. More specifically, students will develop the requisite research skills to gain insight of the job market as well as acquire the techniques to create effective resumes, respond to non-verbal and cultural message in interviews, and effectively articulate the extent of their vocational skills, knowledge, experience, and professional aspirations. SJLS 030 Interdisciplinary An introduction to basic inferential statistics and statistical Statistical Methods interpretation found in the managerial, life, and social sciences. General topics include descriptive inferences based on the organization, interpretation and presentation of data, applications of probability theory, and statistical inferences based on hypothesis tests and regression analysis. Also included is the application of computer software to selected statistical problems. YEAR 4 Semester 7 SJLS 025 Community Students will acquire practical activism and capacity building Development through skills to create and strengthen positive community Activism and Capacity programs. Designed to equip students with the assessment, Building engagement, leadership and advocacy skills needed to work in the field of social justice. Topics include engaging stakeholders, overcoming negative thinking and identifying unmet community needs. SJLS 026 Restorative Justice Restorative Justice offers students a different framework for thinking about wrongdoing and the way in which it is dealt with. It provides an overview of past and present criminal justice systems with the intent to expand students’ knowledge of Restorative practices and principles, focusing on the 88

Year and Course Title Course Description Semester contrast between the restorative and retributive models of justice. Students will examine the principles, key concepts and applications of Restorative Justice as well as examining specific programs that are currently being explored through pre and post charge practices and within correctional institutions. Victims, offenders, and community, the three stakeholders of restorative justice explored and heavily discussed and debated. Students will be introduced to a variety of established expressions of restorative justice, including alternatives to incarceration, victim/offender reconciliation programs, family/group conferencing and rehabilitative programming. Topics will include: the needs and experiences of victims, offenders and communities as well as the possibility of restorative justice providing healing and justice in the aftermath of crime. This course intends to encourage students to critically examine if, how, and whether restorative justice practices can be applied in their chosen field of work. SJLS 027 Oral and Written A specialized course in communication skills unique to Advocacy-Proposals and advocacy and activism. In addition to covering the basic Presentations concepts in oral and written advocacy, a focus will be on social activism and reform. Drafting and presenting original proposals for change to legal, social and political issues. Some attention will be given to developing proposals for funding. SJLS 028 Social Science Research Designed to examine and apply quantitative and qualitative research strategies. Students will record, collect and interpret data through the use of traditional and interpretive research strategies such as experimental analysis, survey, interviewing and participant observation. Students will use quantitative and qualitative research strategies and develop proposals that support recommendations for social change. YEAR 4 Semester 8 SJLS 024 The Philosophy of Social A historical survey of the major philosophical works and Political Change surrounding social and political change in society. The socio- political concepts of toleration, feminism, civil disobedience, class relations, anarchism, colonialism, and civil rights will be studied by reviewing the works of several prominent philosophers and thinkers from the seventeenth century to the present. Focus will be in examining relevant cases, legal documents, and speeches relating to both the domestic and international experience involving social and political change.

Year and Course Title Course Description Semester SJLS 031 Activism, Advocacy and A synthesis of current trends in activism, advocacy, and social Social Change Through change with media technologies used to organize campaigns. Social Media SJLS 032 Socio-legal approaches In this course students learn methods by which research for advancing interests contributes to the design and development of policy outcomes. Students are required to apply the skills they have learned throughout the program to the completion of a capstone project which investigates a well-defined socio-legal issue. The final product of the capstone project is expected to be a substantive, well-researched, focused and highly professional document reflecting the use of advocacy, brokerage or negotiation as a means to advance an interest and/or programming. Between Semesters 6 & 7 SJLS 033 Bachelor of Applied Arts The purpose of this intensive four-month work term is in Social Justice and threefold: to practice, enlighten and strengthen. Through this Legal Studies work-integrated learning experience the students will have Professional Practice the opportunity to integrate the knowledge and skills learned in the classroom in a practical work setting. In addition, this placement will further enlighten the students to the range of services and programming made available through community and government based agencies and organizations which advocate and provide support to groups and or individuals in need of a social/political/legal voice.

4.4.2 NON-CORE COURSES AND BREADTH COURSES – COURSE DESCRIPTIONS

Non –Core Breadth (Students will choose one of CICT 243, CSCW 903, or CICT 362 Courses plus any one of the following non-core courses) Course Name Course Description Semester CSCW 102 Academic This advanced writing breadth course focuses on the elements of 1 Writing academic writing required to meet the needs of a degree program. Emphasis is placed on the application of critical reading skills and writing strategies to generate ideas, collect and organize information, acknowledge sources, develop theses, and apply format, style, and tone appropriate for different purposes and audiences. Students navigate primary and secondary sources when researching to develop structurally and stylistically persuasive writing that is well organized, coherent, and correct. Students prepare portfolio-style assignments in order to apply rhetorical elements in reflective, evaluative, and persuasive forms of writing. Students differentiate between fact and opinion, objectivity and bias, and the principles of sound argument. Techniques explored and skills developed in this course will be applied throughout all levels of the program. CICT 233 An examination of group dynamics, leadership, morale, 2 Organizational communication, and organizational behaviour as it affects Behaviour productivity in a business enterprise. Focus will be on the importance of day-to-day relationships, especially those in the workplace including personality assessment and the effects of politics in the workplace. Organizational change methodologies as they apply to individual and group dynamics will be examined. The effects of corporate cultures as it applies in different business models will be examined as they relate to a productive business setting. CSCW 602 Models of Examine the concept of community wellness as a theoretical 4 Community Wellness framework for a democratic and participatory process that involves citizens in the creation and maintenance of healthy communities. Includes an investigation of national and international success stories and an in-depth look at the interrelated factors that impede community wellness. Examine the concept of community wellness as a theoretical framework for a democratic and participatory process that involves citizens in the creation and maintenance of healthy communities. Includes an investigation of national and international success stories and an in depth look at the interrelated factors that impede community wellness. CSCW 401 This advanced course focuses on the theories and practical 5 Interpersonal applications of interpersonal communication. Developing Communications in effective communication skills in the context of the field of early Work and Life learning will be key. Emphasis will be placed on well-developed listening, verbal and nonverbal skills with attempts to heighten perception and awareness of cultural diversity, conflict 91

Non –Core Breadth (Students will choose one of CICT 243, CSCW 903, or CICT 362 Courses plus any one of the following non-core courses) Course Name Course Description Semester management, and mindfulness of others. Students will participate in experiences. NCBR 102 Introduction An introduction to basic accounting principles and how the 7 to Accounting information is recorded into financial records. Topics will include financial transaction analysis, adjustments, inventory and cash control, budgeting, sales taxes, payroll, journal entries, and financial statements. CSCW 606 Leadership Introduces a broad range of areas associated with effective 8 Foundations leadership including communication, mission and vision statements and group cohesion. The impact of styles of leadership, values, ethics and diversity, on creating change in diverse settings will also be explored. Using an integrated approach to studying leadership, this foundation course explores Leadership theories, the application to leadership and current issues, as well as critical and self-reflection on one's own Leadership qualities

Non-Core Courses- CHOICES Course Name Course Description Semester CSCW 103 Personal An examination of lifestyle behaviours, which have the power to Wellness enhance or diminish personal potential. Topics will include physical activity, our personal relationship with food and the impact of culture on our sense of self. Stress management, substance use/abuse, environmental awareness and the process of goal setting will be also be discussed. CSCW 105 Child, Family An examination of a variety of family issues, emphasizing 3 or 8 and Society current social, cultural and political forces affecting modern families. Gender socialization, sexuality, communication styles, abuse, couple interaction, parent-child relations, divorce, and remarriage are among the influences that will be examined CICT 112 Business in a Foundations of Canadian business systems from historical, 3 or 8 Changing World global, technological and dynamic perspectives. The objective is to introduce the student to the fundamentals of business and how the business environment is evolving due to the speed of technological advancements. CICT 354 Professional Development of negotiation strategies incorporating negotiation 3 or 8 Negotiations for Success and presentation skills with application of business and information technology theories. CICT 242 Marketing in a Foundations of Canadian Marketing from historical and 3 or 8 Digital Age contemporary perspectives. Emphasis will be on current and emerging digital marketing processes, practices and trends. CICT 243 New Trends in Introduction to emerging issues, technology forecasting and 3 or 8 Information, analysis; overview of emerging issues and leading technologies Communication in Information, Communication Technology and how they Technology impact information systems, users, the Information Technology labour force and society. CICT 362 Rich Media The study of multimedia communications including Flash and 3 or 8 Communications mobile applications. Provides presales technical support, design, installation, configuration, and maintenance of rich media solutions. CSCW 903 Modern technological advances have provided vast benefits to 3 or 8 Environmental humanity. However, there is a growing concern about the Sustainability, Advocacy pressure industrialization and human activities are placing on and Stewardship Earth’s resources and ecosystems. The relationship between human activities and the environment requires close attention in order to maintain sustainable development, biodiversity and human existence. The mitigation of environmental impacts from societal activities, either of universal importance such as global climate change or of regional importance, involves many stakeholders. Societies can address the environmental challenges and evoke change by integrating learning and action. In addition to exploring the pressing environmental issues, the 93

Non-Core Courses- CHOICES Course Name Course Description Semester concepts of environmental ethics, advocacy and stewardship will be examined from individual, local and global scale contexts.

4.5 COURSE SCHEDULES

4.5.1 COURSE SCHEDULE 1 This section has been removed for web version.

4.5.2 COURSE SCHEDULE 2

Year and Course Title Total Core Total Non-Core Pre requisites and Highest Qualification Semester Course Semester Course Semester Co-requisites and Discipline of Hours Hours Study Year 1 Semester 1 Introduction to the Canadian 45 Not applicable LLM Law and Legal Institutions JD MEd Introduction to Canadian 45 Not applicable PhD in Political Government and Politics Science Critical Thinking and Argument 45 Not applicable MA Development Law, Power and Social Justice 45 Not applicable PhD in Business Academic Writing 45 Not applicable MA Semester 2 Counselling and Case 45 Not applicable MSW Management RSW Fundamentals of Community 45 Not applicable MSW Outreach and Advocacy Access to Justice-Society and the 45 Not applicable JD, MEd Law LLM Race, Class, Gender and Social 45 Not applicable PhD in Political Inequality Science Organizational behaviour 45 Not applicable DBA

Year and Course Title Total Core Total Non-Core Pre requisites and Highest Qualification Semester Course Semester Course Semester Co-requisites and Discipline of Hours Hours Study

Year 2 Semester 1 Legal Research and Writing 45 Introduction to Canadian LLB, MEd Law and Legal PhD/ LLD in Labour Institutions Law Criminology 45 Introduction to Canadian PhD in Criminology Law and Legal Institutions Criminal Law and Procedure 45 Introduction to Canadian MA minimum Law and Legal PhD preferred Institutions Ethics, Leadership and 45 Not applicable PhD in Business Professional Responsibility ELECTIVE 45 Not applicable MA minimum PhD preferred Semester 2 Administrative Law and 45 Legal Research and LLM Tribunals Writing Working with Vulnerable 45 Fundamentals of MSW Populations Community Outreach and RSW Advocacy Race, Class, Gender and Social Inequality Practices and Policies of Crime 45 Criminology PhD in Criminology Prevention Employment Law 45 Legal Research and PhD/ LLD in Labour Writing Law

Year and Course Title Total Core Total Non-Core Pre requisites and Highest Qualification Semester Course Semester Course Semester Co-requisites and Discipline of Hours Hours Study Models of Community Wellness 45 Not applicable MHK Year 3 Semester 1 Crisis Counselling and 45 Counselling and Case MSW Intervention Management RSW Theories and Practices in Social 45 Law, Power and Social MA minimum Justice Justice PhD preferred Access to Justice Constitutional Law and Human 45 Introduction to Canadian PhD in Political Rights Government Science Law, Power and Social Justice Social Movements and Social 45 Fundamentals of MA minimum Change Community Outreach and PhD preferred Advocacy Access to Justice Race, Class, Gender and Social Relations Interpersonal communications in 45 Not applicable MA minimum Work and Life PhD preferred Semester 2 Alternative Dispute Resolution: 45 Introduction to the JD Principles and Practices Canadian Law and Legal MEd Institutions LLM Community Activism: Mobilizing 45 Fundamentals of MA minimum for Change Community Outreach and PhD preferred Advocacy Social Movements and Social Change Victimology 45 Introduction to PhD in Criminology Criminology 97

Year and Course Title Total Core Total Non-Core Pre requisites and Highest Qualification Semester Course Semester Course Semester Co-requisites and Discipline of Hours Hours Study Professional and Career 45 Not applicable MA minimum Development PhD preferred Interdisciplinary Statistical 45 Not applicable M.Sc. in Mathematics Methods and Statistics Between Semesters 6 & 7 SJLS 033 Bachelor of Applied Arts in Social 45 Successful completion of 6 JD, MEd Justice and Legal Studies semesters of required PhD in Political Professional Practice coursework in Social Science Justice and Legal Studies MSW degree program Year 4 Semester 1 Community Development 45 Social Movements and MSW through Activism and Capacity Social Change Building Restorative Justice 45 Alternative Dispute MA minimum Resolution PhD preferred Oral and Written Advocacy- 45 Legal Research and MA minimum Proposals and Presentations Writing PhD preferred Community Activism- Mobilizing for Change Social Science Research 45 Interdisciplinary Statistical PhD in Political Methods Science Introduction to Accounting 45 Not applicable MBA Semester 2 The Philosophy of Social and 45 Critical Thinking and PhD in Political Political Change Argument Development Science

Year and Course Title Total Core Total Non-Core Pre requisites and Highest Qualification Semester Course Semester Course Semester Co-requisites and Discipline of Hours Hours Study Activism, Advocacy and Social 45 Community Activism: MA minimum Change Through Social Media Mobilizing for Change PhD preferred Socio-legal approaches for 45 Successful completion of MA advancing interests preceding 6 semesters Professional and Career Development Activism, Advocacy and Change through Social Media Leadership Foundations 45 Not applicable MED/MA Elective 45 Not applicable MA minimum PhD preferred Subtotal Course Hours 1485 360 Total Program Hours 1845

4.6 WORK EXPERIENCE

The Work Integrated Learning Internship Model The Work Integrated Learning (WIL) model is based on the principle that an academic program combined with work experience is relevant to and desirable for effective employment preparation. While academic terms are devoted primarily to fundamental and theoretical studies, work term placements, which vary from sector to sector, allow for students to apply knowledge and skills acquired in the classroom and gain experience in their areas of career interest. These practical components/experiences and academic studies complement one another.

The motivation, responsibility, and opportunity for insight gained through WIL/Internship can be of significant value to the student’s future. The concept enables those with a career orientation to become full-time students of their subject, both during the academic terms and during the related work terms, within a structure of organized purpose and serious study.

The WIL model at St. Clair College uses a competitive employment process model. While the WIL model provides assistance to students in gaining employment, there is no guarantee that every student will become employed through the WIL employment process. The WIL program is responsible for the review and approval of the WIL job postings, but the WIL program does not assume responsibility for endorsing the companies/organizations/agencies.

Work Integrated Learning Placement for the Bachelor of Applied Arts in Social Justice and Legal Studies Program

Students must complete a mandatory 14-week Work Integrated Learning (WIL) placement to qualify for graduation. Students must have completed 90 credits and must be in good standing to be eligible to participate in the WIL placement. This work term takes place between semesters 6 and 7 and serves as an opportunity for students to build upon previous experiential and theoretical knowledge and apply new found knowledge and skills to major projects in their last two semesters of study.

Nature of Work Terms

Students in the program will participate in a variety of work integrated learning opportunities and employment areas, in different industries as well as public, private, government, and non-profit organizations, positions involving Social Justice and/or Community Advocacy and Capacity Building. Work term and employment opportunities will have numerous diverse aspects that will assist students in meeting program learning outcomes. A list of prospective employers were contacted and surveyed for their interest in accepting students of the Bachelor of Applied Arts in Social Justice and Legal Studies program for WIL work term opportunities.

100

The following companies/organizations/agencies have already provided letters expressly indicating their interest in taking students on placement:

See Appendix B- Industry Support Letters

APPENDIX B- INDUSTRY SUPPORT LETTERS

Appendix B and some information in this section has been removed for web version.

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As evidenced by these letters of support, the majority of organizations/agencies which would entertain both students in work placements as well as future employees are typically not for profit community based organizations on very tight budgets. Due to the primarily non-profit and or low budget nature of this employment field a paid work term in not proposed. Therefore, we would be seeking an exemption of this component of the work placement requirements.

Students can be expected to undertake different types of positions and/or roles as follows:

• Research assistant • Public Relations • Communications • Caseworker • Counsellor • Program development • Liaison Officer • Advocate • Community Programming • Recruitment • Mobilizer • Project Coordination

Support for Work Experience There are four partners in the Work Integrated Learning Program at St. Clair College: the WIL Program Student Advisor, Students, Employers and the Academic Schools. The success of the program relies upon all parties understanding their responsibilities.

The Work Integrated Learning Placement Student Advisor

A faculty member will be assigned to oversee the Work Integrated Learning Placement with students enrolled in the Bachelor of Applied Arts in Social Justice and Legal Studies degree program.

The responsibilities of the WIL Program Student Advisor include the following:

• Develop job opportunities and secure potential employers • Arrange recruiting interviews for WIL/Internship students • Provide professional career guidance to students • Maintain WIL student records • Monitor WIL work terms by visiting and/or telephoning students and employers on the job • Support students in WIL work term opportunities before, during and after their work terms to help maximize the students’ whole education and career experience.

The Student Students must abide by all WIL placement policies and procedures. The responsibilities of the student include the following:

• Maintain good academic standing • Complete all WIL work term assignments 102

• Exhibit professional conduct during job search and work term • Relate classroom learning to the workplace – this benefits both student and employer • Exercise ethical workplace conduct and represent St. Clair College with a standard of conduct and performance which will further enhance the relationship between St. Clair College and the employer • Maintain employer confidentiality • Abide by the policies and procedures of employer • Accept constructive feedback, suggestions for improvement in a positive manner • Resolve problems or issues that may arise in a prompt, professional manner • Be a productive and responsible employee and take initiative as appropriate • Advise the employer and WIL/Internship advisor of any concerns or problems with work assignments or environmental issues as soon as they arise • Set realistic expectations and goals that will encourage self-improvement and benefit the employer.

The Employer To increase the student’s productivity and facilitate learning, it is recommended that employers:

• Advise the students with regards to all issues of confidentiality in the workplace and ensure that any non-disclosure agreements are signed prior to the commencement of work • Prepare the student’s co-workers and other staff for the arrival of the student • Provide the student with an orientation to the workplace, including an overview of the organization (e.g. mission statement, products, etc.), physical layout, relevant personnel, safety practices, and the duties or tasks expected during the work term • Provide a supervisor for the WIL/Internship student who will oversee the student’s work and discuss expectations for the work term with the student and, on a regular basis, give the student feedback on how he/she is doing, including areas of strength and areas which require improvement.

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The Academic School The Academic Department is responsible for all academic components of the WIL and Degree program. A proposed WIL Student Advisor would work closely with each Academic Program Coordinator to ensure standards are established and relevant information is shared.

Work Integrated Learning Outcomes For Bachelor of Applied Arts in Social Justice and Legal Studies

Work Experience Outcomes How work experience puts into Method of evaluating student practice the program outcomes during placement

By the end of the work experience, During the work experience students E.g. Question(s) on the Employer students will have demonstrated the may perform some or all of the Evaluation as follows: ability to: following types of tasks which support achievement of program learning outcomes:

Set professional goals for Assist with day to day duties Interpersonal skills and responsibilities of career advancement in social Initiative justice, legal rights and/or supervisor or designate. Communication community capacity building. Observe practices of various roles within the workplace for Interest in work personal goal setting Supports program outcomes.

Exhibit sensitivity to human Collaborate with the case Interpersonal skills management team to diversity while working as part Collaboration of a team within a social coordinate appropriate use of justice, legal rights and/or programs and services Leadership community capacity building Collaborate with the team on work environment. resourcing, allocation of tasks, allocations of funding, timetables and definition of success. Meet with other members of the team to develop strategic and operational plans. Supports program outcomes.

Using evidence-based Collaborate with members of Innovation strategies, determine and the organization/agency to Creativity propose adaptive and determine both formal and innovative responses to a informal solution(s) to a social, Judgment variety of needs and situations political, and/or legal problems Problem Solving abilities requiring advocacy and or faced by those serviced by that socio/political change. agency/ organization. Initiative Communication

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Work Experience Outcomes How work experience puts into Method of evaluating student practice the program outcomes during placement

Anticipate actions required to support and perform tasks. Identify operational areas and/or services that could be targeted for improvement. Attend meetings as resource person Adhere to professional guidelines and practices relating to the provision of services and maintain strict confidentiality as required Collaborate in the determination of adaptive and innovative responses to a need or situation faced by client of the agency/organization. Supports program outcomes.

Integrate social justice and Assess and report on formal and Appreciation of and informal behavior and/or community capacity building Adaptation to Formal theories by applying processes practices for the purpose of and requirements of facilitating constructive social, Organizational Rules and professional practice. political, and institutional Policies change.

Complete research to determine Quantity and Quantity of Work the appropriate political and/or legal forum for advancing a given social justice and/or legal right. Work as part of a team to help mobilize resources and personnel to advance the interests of another. Assist in determining appropriate submission procedures, guiding principles

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Work Experience Outcomes How work experience puts into Method of evaluating student practice the program outcomes during placement

and laws for a given course of action. Participate at “Town Hall meetings” Supports program outcomes.

Communicate clearly, Produce ethically sound written Communication, verbal and concisely and correctly as reports. written appropriate to the requirements Work as part of a team in the of a position in the field of drafting of a grant application social justice, legal rights and/or program proposal and/or community capacity and/or related submissions. building. Provide oral and/or written updates on progress/status a given task Assist in the drafting of legal documentation. Use listening skills in order to correctly follow instructions from supervisor. Participate in the creation of promotional and or educational materials. Assist in the creation and implementation of workshops/seminars. Respond professionally and provide appropriate responses and/or referrals to telephone inquiries. Supports program outcomes.

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Evaluation

Students will be assigned either an S (satisfactory) or U (unsatisfactory) upon completion of this course. Evaluation of work experience will be based on input from the employer (both midterm and final evaluation) through the use of the rubric set out below and a one on one meeting with the student to discuss performance, attitude and productivity at each stage. The student must complete all 420 hours and meet or exceed established criteria for the placement. The student must also write a final work term report upon completion of the placement to be submitted to the faculty advisor for review. This report must reflect on the work experience as it relates to the learning objectives and the connections with theory and practices relating to the field that had been learned in previous semesters in the classroom. Submission of an example of a “work product” such as but not limited to a white paper, program proposal, funding application and/or publicity campaign (with permission of the workplace supervisor) will be required where possible. Otherwise a detailed written description may be submitted in place of the copy.

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St. Clair College of Applied Arts and Technology

EMPLOYER EVALUATION OF STUDENT WORK INTEGRATED LEARNING

Name Student Number: Campus:

Program Academic Semester Completed: Work Term:

1 2 3 4 5 6

Work Term Duration: (YY/MM/DD to YY/MM/DD) Total # of hours worked:

Company Name: Address:

Supervisor’s Name: Title: Phone Number:

This evaluation form should be completed by the individual in the best position to provide a candid evaluation of the student’s performance.

Each student will benefit from constructive criticism and would recommend this evaluation is discussed with the student. The student should also complete the designated section entitled “Student’s Comments”

After completing this form, please consult with the student. Once both parties have signed, provide the student with a copy and forward the original to St. Clair College’s School of Media Art and Design.

Students – Please note: Work term assessment is based on submissions of the following:

1. Confirmation of Work Integrated Learning Form 2. Work Term Reflective Report (Include an example of a Work Product) 3. Employer Evaluation of Student Work Integrated Learning Form

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WORK INTEGRATED LEARNING RUBRIC Midterm:____ Final:_____(check one)

PLEASE RATE THE STUDENT FOR EACH OF THE FOLLOWING AREAS OF PERFORMANCE AND/OR PROFESSIONALISM USING THE POINT SYSTEM PROVIDED:

5 Points 4 Points 3 Points 2 Points 1 Point Not Applicable Interest in Work

High interest in job. More than average Satisfactory interest General interest. Little interest or Not applicable Takes pride in doing amount of interest and enthusiasm for Occasionally enthusiasm for job well. and enthusiasm for job. enthusiastic job. job. Initiative

Self-starter. Asks for Acts voluntarily in Acts voluntarily in Relies on others. Always waits to Not applicable new jobs and looks most matters. routine matters. Must be told what be told what to do for work to do. to do. next. Organization and Planning

Outstanding job of Usually organizes Does normal More often than Consistently fails Not applicable planning and work and time amount of planning not fails to to organize and organizing work and effectively and organizing organize and plan plan work time work effectively effectively Ability to Learn

Excellent Quick to lean Average Slow to Very slow in Not applicable understand new understanding information new information Quality of Work

Very thorough in Usually thorough Work usually More than average Work usually Not applicable performing work passes review number of errors done in careless manner Quantity of Work

Highly productive More than expected Expected amount of Less productive Very low Not applicable amount of productivity than expected productivity productivity Creativity

Continually seeks Frequently suggests Has average Occasionally Rarely has a new Not applicable new and better ways new ways of doing amount of comes up with a idea; is not very of doing things; is things imagination, new idea. imaginative extremely innovative &reasonable amount of new ideas Judgment

Exceptionally good. Uses good common Judgment usually Average judgment Poor judgment. Not applicable Decisions based on sense. Usually good in routine Jumps to thorough analysis of makes good situations conclusions problems decisions without sufficient knowledge Dependability

Can be depended Can usually be Can be depended Average. Needs Unreliable. Not applicable upon in any situation depended upon in upon in routine checking most situations situations

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5 Points 4 Points 3 Points 2 Points 1 Point Not Applicable Interpersonal Skills

An excellent team Congenial and Most relations with Average worker Sometimes Not applicable player. Contributes to helpful. Works well others are antagonizes group relationships with associates harmonious under others or tends to and effectiveness normal be overly quiet. circumstances Response to Supervision

Expresses Willingly accepts Accepts Accepts Resents Not applicable appreciation and suggestions and suggestions and suggestions and suggestions and takes prompt action criticism by criticism by criticism by criticism by on suggestions and supervisor. supervisor in supervisor. supervisor criticism by satisfactory manner. Sometimes fails to supervisor recognize own limitations Communication, Written

Always clear, well Normally very clear, Usually clear and Occasionally Not clear to the Not applicable organized, concise, well organized and concise encounters extent of causing readable with few easily read. difficulty in writing confusion and errors clearly and interfering with concisely. work. Communication, Verbal

Concise information Very clear and Usually clear and Occasionally Weak Not applicable in a clear, well understandable concise encounters communication organized and easily difficulty in skills understood manner speaking clearly and concisely Leadership Qualities

Excellent. Promotes Above Average Average Less than average Does not show Not applicable enthusiasm. Can this skill direct others. Adaptation to Formal Organizations, Rules and Policies (including safety guidelines)

Excellent Adapted to Above Average Adequate Poor. Refused to Unacceptable Not applicable and recognized recognize formal formal organizational procedures and structures, rules and rules policies Attendance Punctuality

Regular Irregular Regular Irregular Problem Solving Abilities

Excellent Average Poor Use of Technology

Excellent Above Average Satisfactory Needs Unsatisfactory improvement Overall Performance

Excellent Above Average Satisfactory Needs Unsatisfactory improvement

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Areas of Strength: Areas for Improvement:

1.______1.______

2.______2.______

3.______3.______Based on your experience this year, would you be interested in participating in our Work Integrated Learning Program next year? Yes No Comments on Overall Performance:

______

Comments on the student as a potential candidate for permanent employment following graduation: ______

______

______Signature of Workplace Supervisor Signature of Student

Dated this ______day of ______, ______Student Comments: ______

______

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4.7 COURSE OUTLINES

4.7.1 CORE AND BREADTH COURSE OUTLINES Core and Breadth Course Outlines are attached as Appendix C and Appendix D.

APPENDIX C- CORE COURSE OUTLINES

APPENDIX D- BREADTH COURSE OUTLINES

Appendix C & D have been removed for web version.

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4.7.2 BRIDGING COURSE DESCRIPTIONS Bridging Courses Mapping to Course Name Course Description Program VLO’s Counselling, Case This course will provide students with the foundational 5,10,11,12, Management and knowledge, principles and skills in counselling, case 13 Community Advocacy management and community advocacy. The course will also integrate knowledge of organizational behavior in non-profits so students will be prepared for further learning and field opportunities. Legal, Social, and Political An interdisciplinary approach to the study of social 1,3,7,10,14 Aspects of Social Justice in justice issues prevalent in both Canadian society and Canada abroad. Students will critically analyze a range of social justice topics, including, but not limited to discrimination, human rights, exploitation, justice, equality, mobilization, and class relations. The study of these important issues and concepts will be complemented with an examination of historical content, theoretical paradigms, and philosophical works related to social justice.

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4.7.3 BRIDGING COURSE OUTLINES Bridging Course Outlines are attached as Appendix E.

APPENDIX E- BRIDGING COURSE OUTLINES

Appendix E has been removed for web version.

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4.7.4 GAP ANALYSIS Gap Analysis and Degree Completion Requirements for Graduates of the four-year Bachelor of Applied Arts in Social Justice and Legal Studies and the Two Year Paralegal and Community Justice Services Diploma Programs

Preamble:

The program vocational outcomes for both the Paralegal Diploma Program and the Community Justice Services Diploma Program derive from those set out by the Ministry of Training, Colleges and Universities published program standards and in the case of the Paralegal program they meet the competencies set out by the Law Society of Upper Canada. Both diploma programs are very demanding and require a high level of professionalism and due diligence to meet the demands of the program and the expectations of outside bodies that provide work related learning experience to students while out on placement. Therefore students graduating from the Paralegal and Community Justice Services programs respectively have had the opportunity to acquire some of the required level of knowledge and skill set out in the program outcomes of the four year Bachelor of Applied Arts in Social Justice and Legal Studies as set out in the two charts found below.

The degree completion arrangements for graduates of these two programs require these students to successfully complete two bridging courses which combine the missing skills and knowledge in the fields of Bachelor of Applied Arts in Social Justice and Legal Studies together with the degree level of learning addressed in the first year of the degree program. Upon successful completion of these two bridging courses (which may be taken either on-line or through hybrid delivery) these students will be eligible to directly enter into the second year of the degree program. This degree completion arrangement would be available to all students across the Province of Ontario who are graduates of either the two year Paralegal or Community Justice Service diploma programs.

For these degree completion arrangements, a high degree of academic rigor is in place to ensure that the degree program outcomes and the degree level standard are met.

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Degree Completion Requirements for Graduates of:

A) Four year Bachelor of Applied Arts in Social Justice and Legal Studies and the Two Year Paralegal Diploma Program

Social Justice and Legal Corresponding Gap Analysis Remediation of Gap Studies Program Learning Paralegal Program Outcomes Outcomes

Examine and discuss the 1. Utilize the applicable Require more BRIDGE COURSE(S): Canadian political and legal structure, knowledge on PRE-SJLS001-Legal, Social, legal systems with a focus process, and the political and and Political Aspects of Social on social justice and jurisdictional authority social aspects of Justice in Canada human rights. of courts and social justice and administrative community PLUS tribunals to effectively advocacy SJLS 004-Administrative Law represent clients in and Tribunals disputes and appeals within the permitted SJLS 005-Criminology scope of paralegal SJLS 010-Criminal Law and practice. Procedure SJLS 017-Theories and Practices in Social Justice SJLS 019-Constitutional Law and Human Rights SJLS 020-Employment Law SJLS 023-Victimology SJLS 024-The Philosophy of Social and Political Change SJLS 027-Oral and Written Advocacy-Proposals and Presentations SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice

Interpret statutes and case 2. Research, analyze Require greater BRIDGE COURSE(S): law (torts, contracts, and interpret knowledge and PRE-SJLS001-Legal, Social, human rights, legislation and skills in and Political Aspects of Social employment rights, examine judicial researching, Justice in Canada workers’ compensation, interpretation of interpreting and and landlord tenant rights legislation, and analyzing PLUS and responsibilities) as produce proper statutes and case SJLS 003-Legal Research and they relate to issues citation of provincial law relating to Writing involving social justice and and federal statutes, regulations, case law 117

Social Justice and Legal Corresponding Gap Analysis Remediation of Gap Studies Program Learning Paralegal Program Outcomes Outcomes people who are and other legal issues in social SJLS 004-Administrative Law marginalized. resources. justice and Tribunals SJLS 010-Criminal Law and Procedure SJLS 019-Constitutional Law and Human Rights SJLS 020-Employment Law SJLS 027-Oral and Written Advocacy-Proposals and Presentations SJLS 032-Socio-legal approaches for advancing interests [Capstone] SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice

Apply legal principles 9. Conduct legal Require greater BRIDGE COURSE(S): found in case law and research and collect, knowledge and PRE-SJLS001-Legal, Social, statutes to legal problems analyze and synthesize skills in applying and Political Aspects of Social through the use of critical different research tools legal principles Justice in Canada and analytical reasoning. for the purposes of to legal legal drafting and problems. PLUS representation. SJLS 003-Legal Research and Writing SJLS 004-Administrative Law and Tribunals SJLS 010-Criminal Law and Procedure SJLS 012-Ethics, Leadership and Professional Responsibility SJLS 020-Employment Law SJLS 026-Restorative Justice SJLS 032-Socio-legal approaches for advancing interests [Capstone] SJLS 033-Bachelor of Applied Arts in Social Justice and 118

Social Justice and Legal Corresponding Gap Analysis Remediation of Gap Studies Program Learning Paralegal Program Outcomes Outcomes

Legal Studies Professional Practice

Employ effective research 2. Research, analyze Require greater SJLS 003-Legal Research and strategies and methods on and interpret knowledge and Writing substantive and legislation and skills in SJLS 004-Administrative Law procedural law using both examine judicial researching and Tribunals traditional (library) and interpretation of substantive and software assisted legislation, and procedural law. SJLS 010-Criminal Law and practices. produce proper Procedure citation of provincial SJLS 020-Employment Law and federal statutes, regulations, case law SJLS 027-Oral and Written and other legal Advocacy-Proposals and resources. Presentations 9. Conduct legal SJLS 028-Social Science research and collect, Research analyze and synthesize SJLS 032-Socio-legal different research tools approaches for advancing for the purposes of interests [Capstone] legal drafting and representation. SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice

Promote advocacy and 10. Select, evaluate and Require more BRIDGE COURSE(S): socio-political change by utilize effective developed PRE-SJLS001-Legal, Social, integrating critical advocacy techniques, analytical skills and Political Aspects of Social thinking, scholarship, and including oral and and stronger Justice in Canada socio-emotional written legal socio-emotional competencies into presentations, using competencies PRE-SJLS 002-Counselling, evidence based strategies. accurate legal relating to Case Management and terminology. effecting Community Advocacy strategic change. PLUS SJLS 010-Criminal Law and Procedure SJLS 018-Alternative Dispute Resolution: Principles and Practices SJLS 019-Constitutional Law and Human Rights SJLS 020-Employment Law

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Social Justice and Legal Corresponding Gap Analysis Remediation of Gap Studies Program Learning Paralegal Program Outcomes Outcomes

SJLS 025-Community Development through Activism and Capacity Building SJLS 026-Restorative Justice SJLS 027-Oral and Written Advocacy-Proposals and Presentations SJLS 031-Activism, Advocacy and Social Change Through Social Media SJLS 032-Socio-legal approaches for advancing interests [Capstone] SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice

Produce ethically sound 10. Select, evaluate and Although there is BRIDGE COURSE(S): written reports, utilize effective a basic PRE-SJLS001-Legal, Social, grant/proposal advocacy techniques, knowledge of and Political Aspects of Social submissions and related including oral and related legal Justice in Canada documents following written legal principles, the appropriate submission presentations, using in-depth PRE-SJLS002-Counselling, procedures, guiding accurate legal knowledge and Case Management and principles and laws. terminology. skills relating to Community Advocacy grant/proposal PLUS submissions and related SJLS 003-Legal Research and documentation Writing are not part of SJLS 012-Ethics, Leadership the paralegal and Professional diploma Responsibility program. SJLS 027-Oral and Written Advocacy-Proposals and Presentations SJLS 032-Socio-legal approaches for advancing interests [Capstone] SJLS 033-Bachelor of Applied Arts in Social Justice and

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Social Justice and Legal Corresponding Gap Analysis Remediation of Gap Studies Program Learning Paralegal Program Outcomes Outcomes

Legal Studies Professional Practice

Differentiate the structure, 4. Work within areas of The paralegal BRIDGE COURSE(S): function and respective permitted practice and diploma PRE-SJLS001-Legal, Social, powers of domestic and articulate limitations program and Political Aspects of Social international political on representation for provides a Justice in Canada bodies and/or tribunals to paralegals. strong identify appropriate understanding of PLUS forums for social justice the structure SJLS 003-Legal Research and and legal rights. and function of Writing domestic bodies and tribunals; SJLS 017-Theories and however, the Practices in Social Justice opportunity to SJLS 018-Alternative Dispute acquire Resolution: Principles and knowledge of Practices international political bodies SJLS 020-Employment Law and or tribunals SJLS 021-Social Movements as forums for and Social Change social justice and legal rights is SJLS 024-The Philosophy of very limited. Social and Political Change SJLS 027-Oral and Written Advocacy-Proposals and Presentations SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice

Analyze contemporary 1. Utilize the applicable Knowledge and BRIDGE COURSE(S): and historical frameworks legal structure, analysis is PRE-SJLS001-Legal, Social, to determine formal and process, and limited to legal and Political Aspects of Social informal solutions to jurisdictional authority frameworks in Justice in Canada social, political, and legal of courts and determining problems. administrative suitable PRE-SJLS002-Counselling, tribunals to effectively solutions for Case Management and represent clients in social and legal Community Advocacy disputes and appeals problems. PLUS within the permitted scope of paralegal SJLS 006-Counselling and practice. Case Management

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Social Justice and Legal Corresponding Gap Analysis Remediation of Gap Studies Program Learning Paralegal Program Outcomes Outcomes

SJLS 008-Fundamentals of Community Outreach and Advocacy SJLS 013-Working with Vulnerable Populations SJLS 015-Crisis Counselling and Intervention SJLS 016-Practices and Policies of Crime Prevention SJLS 017-Theories and Practices in Social Justice SJLS 018-Alternative Dispute Resolution: Principles and Practices SJLS 019-Constitutional Law and Human Rights SJLS 021-Social Movements and Social Change SJLS 022-Community Activism: Mobilizing for Change SJLS 024-The Philosophy of Social and Political Change SJLS 026-Restorative Justice SJLS 031-Activism, Advocacy and Social Change Through Social Media SJLS 032-Socio-legal approaches for advancing interests [Capstone] SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice

Formulate 8. Develop and assess Knowledge and BRIDGE COURSE(S): recommendations and strategies which experience is PRE-SJLS001-Legal, Social, strategies for legislative adhere to established limited to legal and Political Aspects of Social change as a means to principles of ethics and strategies only. Justice in Canada improve upon social codes of conduct, and Greater

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Social Justice and Legal Corresponding Gap Analysis Remediation of Gap Studies Program Learning Paralegal Program Outcomes Outcomes policies and practices of enhancement of understanding PRE-SJLS002-Counselling, justice, equity and equality professional and experience Case Management and for people who are competence. with political Community Advocacy marginalized and/or and social PLUS economically policies and disadvantaged practices is SJLS 010-Criminal Law and populations. required. Procedure SJLS 017-Theories and Practices in Social Justice SJLS 019-Constitutional Law and Human Rights SJLS 021-Social Movements and Social Change SJLS 022-Community Activism: Mobilizing for Change SJLS 024-The Philosophy of Social and Political Change SJLS 025-Community Development through Activism and Capacity Building SJLS 031-Activism, Advocacy and Social Change Through Social Media SJLS 032-Socio-legal approaches for advancing interests [Capstone] SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice

Incorporate sensitivity of 3. Employ effective Require more BRIDGE COURSE(S): human diversity with human relations, knowledge and PRE-SJLS001-Legal, Social, ethical standards of interpersonal, and experience and Political Aspects of Social practice to develop intervention strategies incorporating Justice in Canada strategies that effect in support of the client sensitivity of personal and social relationship to assist in diversity in the PLUS change. resolving legal application of SJLS 013-Working with disputes. strategies and Vulnerable Populations practices.

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Social Justice and Legal Corresponding Gap Analysis Remediation of Gap Studies Program Learning Paralegal Program Outcomes Outcomes

SJLS 015-Crisis Counselling and Intervention SJLS 017-Theories and Practices in Social Justice SJLS 019-Constitutional Law and Human Rights SJLS 021-Social Movements and Social Change SJLS 023-Victimology SJLS 024-The Philosophy of Social and Political Change SJLS 032-Socio-legal approaches for advancing interests [Capstone] SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice

Mobilize resources and 3. Employ effective Somewhat BRIDGE COURSE(S): personnel to advance human relations, limited PRE-SJLS001-Legal, Social, interests and social justice interpersonal, and knowledge and and Political Aspects of Social outcomes through intervention strategies skill in ADR and Justice in Canada advocacy, brokerage, and in support of the client mobilizing negotiation. relationship to assist in resources. PRE-SJLS002-Counselling, resolving legal Require greater Case Management and disputes. knowledge and Community Advocacy skills in ADR, PLUS advocacy and community SJLS 004-Administrative Law capacity and Tribunals building. SJLS 017-Theories and Practices in Social Justice SJLS 018-Alternative Dispute Resolution: Principles and Practices SJLS 022-Community Activism: Mobilizing for Change SJLS 024-The Philosophy of Social and Political Change

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Social Justice and Legal Corresponding Gap Analysis Remediation of Gap Studies Program Learning Paralegal Program Outcomes Outcomes

SJLS 025-Community Development through Activism and Capacity Building SJLS 031-Activism, Advocacy and Social Change Through Social Media SJLS 032-Socio-legal approaches for advancing interests [Capstone] SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice

Assess formal and none No significant BRIDGE COURSE(S): informal individual, group, amount of PRE-SJLS001-Legal, Social, and institutional behavior knowledge and Political Aspects of Social and/or practices for the and/or skills for Justice in Canada purpose of facilitating this outcome is constructive social, part of the PLUS political, and institutional Paralegal SJLS 004-Administrative Law change. diploma and Tribunals program. SJLS 005-Criminology Require more in- depth SJLS 016-Practices and knowledge and Policies of Crime Prevention understanding of SJLS 017-Theories and the behavior and Practices in Social Justice practices of individuals, SJLS 018-Alternative Dispute groups and Resolution: Principles and institutions Practices when attempting SJLS 022-Community to facilitate Activism: Mobilizing for change. Change SJLS 024-The Philosophy of Social and Political Change SJLS 025-Community Development through Activism and Capacity Building

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Social Justice and Legal Corresponding Gap Analysis Remediation of Gap Studies Program Learning Paralegal Program Outcomes Outcomes

SJLS 028-Social Science Research SJLS 030-Interdisciplinary Statistical Methods SJLS 032-Socio-legal approaches for advancing interests [Capstone] SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice

Demonstrate self- 3. Employ effective Competence, SJLS 029 Professional and awareness, competence, human relations, self-awareness Career Development initiative and interpersonal, and and initiative SJLS 033-Bachelor of Applied professionalism in the intervention strategies limited to a few Arts in Social Justice and planning, implementation in support of the client aspects of Legal Studies Professional and assessment of relationship to assist in personal and Practice personal, educational and resolving legal educational work-related goals within disputes. related goals. SJLS 032-Socio-legal the context of a changing Require more in- approaches for advancing environment. depth skills, interests [Capstone] knowledge and understanding in planning, assessment and implementation of goal sets.

Incorporate qualitative 9. Conduct legal Qualitative SJLS 003-Legal Research and and quantitative analysis research and collect, research and Writing and research with critical analyze and synthesize analysis limited SJLS 028-Social Science thinking and problem different research tools primarily to Research solving skills to address for the purposes of legal field. social, political and legal legal drafting and Lacking SJLS 029 Professional and needs. representation. knowledge and Career Development skills in SJLS 030-Interdisciplinary quantitative Statistical Methods research and analysis. SJLS 033-Bachelor of Applied Arts in Social Justice and Require in-depth Legal Studies Professional knowledge of Practice research and theory as it applies to 126

Social Justice and Legal Corresponding Gap Analysis Remediation of Gap Studies Program Learning Paralegal Program Outcomes Outcomes

addressing social, political and legal needs.

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Degree Completion requirements for graduates of:

B) Four-year Bachelor of Applied Arts in Social Justice and Legal Studies and the Two-year Community and Justice Services (CJS) Program

Social Justice and Legal Corresponding CJS Gap Analysis Remediation of Gap Studies Program Learning Program Outcomes Outcomes Examine and discuss the none No significant BRIDGE COURSE(S): Canadian political and legal amount of PRE-SJLS001-Legal, Social, systems with a focus on knowledge and Political Aspects of Social social justice and human and/or skills Justice in Canada rights. for this outcome is part PLUS of the SJLS 004-Administrative Law Community and and Tribunals Justice Services diploma SJLS 005-Criminology program SJLS 010-Criminal Law and Procedure SJLS 017-Theories and Practices in Social Justice SJLS 019-Constitutional Law and Human Rights SJLS 020-Employment Law SJLS 023-Victimology SJLS 024-The Philosophy of Social and Political Change SJLS 027-Oral and Written Advocacy-Proposals and Presentations SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice

Interpret statutes and case none No significant BRIDGE COURSE(S): law (torts, contracts, human amount of PRE-SJLS001-Legal, Social, rights, employment rights, knowledge and Political Aspects of Social workers’ compensation, and and/or skills Justice in Canada landlord tenant rights and for this responsibilities) as they outcome is part PLUS relate to issues involving of the SJLS 003-Legal Research and social justice and people Community and Writing who are marginalized. Justice Services

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Social Justice and Legal Corresponding CJS Gap Analysis Remediation of Gap Studies Program Learning Program Outcomes Outcomes diploma SJLS 004-Administrative Law program and Tribunals SJLS 010-Criminal Law and Procedure SJLS 019-Constitutional Law and Human Rights SJLS 020-Employment Law SJLS 027-Oral and Written Advocacy-Proposals and Presentations SJLS 032-Socio-legal approaches for advancing interests [Capstone] SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice

Apply legal principles found none No significant BRIDGE COURSE(S): in case law and statutes to amount of PRE-SJLS001-Legal, Social, legal problems through the knowledge and Political Aspects of Social use of critical and analytical and/or skills Justice in Canada reasoning. for this outcome is part PLUS of the SJLS 003-Legal Research and Community Writing Justice Services diploma SJLS 004-Administrative Law program and Tribunals SJLS 010-Criminal Law and Procedure SJLS 012-Ethics, Leadership and Professional Responsibility SJLS 020-Employment Law SJLS 026-Restorative Justice SJLS 032-Socio-legal approaches for advancing interests [Capstone] SJLS 033-Bachelor of Applied Arts in Social Justice and

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Social Justice and Legal Corresponding CJS Gap Analysis Remediation of Gap Studies Program Learning Program Outcomes Outcomes Legal Studies Professional Practice

Employ effective research none No significant SJLS 003-Legal Research and strategies and methods on amount of Writing substantive and procedural knowledge SJLS 004-Administrative Law law using both traditional and/or skills and Tribunals (library) and software for this assisted practices. outcome is part SJLS 010-Criminal Law and of the Procedure Community SJLS 020-Employment Law Justice Services diploma SJLS 027-Oral and Written program Advocacy-Proposals and Presentations SJLS 028-Social Science Research SJLS 032-Socio-legal approaches for advancing interests [Capstone] SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice

Promote advocacy and 8. Apply knowledge of Require more BRIDGE COURSE(S): socio-political change by social sciences developed PRE-SJLS001-Legal, Social, integrating critical thinking, concepts when analytical skills and Political Aspects of Social scholarship, and socio- interacting with and stronger Justice in Canada emotional competencies clients, staff, socio-emotional into evidence based professionals, and the competencies PRE-SJLS002-Counselling, strategies. public. relating to Case Management and effecting Community Advocacy strategic PLUS change. SJLS 010-Criminal Law and Procedure SJLS 018-Alternative Dispute Resolution: Principles and Practices SJLS 019-Constitutional Law and Human Rights SJLS 020-Employment Law

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Social Justice and Legal Corresponding CJS Gap Analysis Remediation of Gap Studies Program Learning Program Outcomes Outcomes SJLS 025-Community Development through Activism and Capacity Building SJLS 026-Restorative Justice SJLS 027-Oral and Written Advocacy-Proposals and Presentations SJLS 031-Activism, Advocacy and Social Change Through Social Media SJLS 032-Socio-legal approaches for advancing interests [Capstone] SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice

Produce ethically sound none Although there BRIDGE COURSE(S): written reports, is a basic PRE-SJLS001-Legal, Social, grant/proposal submissions knowledge of and Political Aspects of Social and related documents related social Justice in Canada following appropriate and legal submission procedures, principles, the PRE-SJLS002-Counselling, guiding principles and laws. in-depth Case Management and knowledge and Community Advocacy skills relating to PLUS grant/proposal submissions SJLS 003-Legal Research and and related Writing documentation SJLS 012-Ethics, Leadership are not part of and Professional the Community Responsibility and Justice Services SJLS 027-Oral and Written diploma Advocacy-Proposals and program. Presentations SJLS 032-Socio-legal approaches for advancing interests [Capstone] SJLS 033-Bachelor of Applied Arts in Social Justice and

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Social Justice and Legal Corresponding CJS Gap Analysis Remediation of Gap Studies Program Learning Program Outcomes Outcomes Legal Studies Professional Practice

Differentiate the structure, 1. Work and The Community BRIDGE COURSE(S): function and respective communicate in a and Justice PRE-SJLS001-Legal, Social, powers of domestic and manner consistent Services and Political Aspects of Social international political with professional diploma Justice in Canada bodies and/or tribunals to ethics and practice, a program identify appropriate forums respect for self, others, provides a very PLUS for social justice and legal and relevant law and limited SJLS 003-Legal Research and rights. legislation. understanding Writing of the structure and function of SJLS 017-Theories and domestic bodies Practices in Social Justice and tribunals SJLS 018-Alternative Dispute with no Resolution: Principles and opportunity to Practices acquire knowledge of SJLS 020-Employment Law international SJLS 021-Social Movements political bodies and Social Change and or tribunals as forums for SJLS 024-The Philosophy of social justice Social and Political Change and legal rights. SJLS 027-Oral and Written Advocacy-Proposals and Presentations SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice

Analyze contemporary and 5. Assist in the Knowledge and BRIDGE COURSE(S): historical frameworks to prevention and analysis PRE-SJLS001-Legal, Social, determine formal and resolution of conflict, suitable to and Political Aspects of Social informal solutions to social, crisis, and emergency determine Justice in Canada political, and legal situations using solutions for problems. methods consistent social and legal PRE-SJLS002-Counselling, with legal problems is Case Management and requirements and limited to the Community Advocacy organizational policy. field of criminal PLUS law. Require a deeper and SJLS 006-Counselling and broader Case Management foundation of knowledge of

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Social Justice and Legal Corresponding CJS Gap Analysis Remediation of Gap Studies Program Learning Program Outcomes Outcomes historical SJLS 008-Fundamentals of frameworks for Community Outreach and the Advocacy determination SJLS 013-Working with of solutions to Vulnerable Populations social, political and legal SJLS 015-Crisis Counselling problems. and Intervention SJLS 016-Practices and Policies of Crime Prevention SJLS 017-Theories and Practices in Social Justice SJLS 018-Alternative Dispute Resolution: Principles and Practices SJLS 019-Constitutional Law and Human Rights SJLS 021-Social Movements and Social Change SJLS 022-Community Activism: Mobilizing for Change SJLS 024-The Philosophy of Social and Political Change SJLS 026-Restorative Justice SJLS 031-Activism, Advocacy and Social Change Through Social Media SJLS 032-Socio-legal approaches for advancing interests [Capstone] SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice

Formulate none No significant BRIDGE COURSE(S): recommendations and amount of PRE-SJLS001-Legal, Social, strategies for legislative knowledge and Political Aspects of Social change as a means to and/or skills Justice in Canada improve upon social policies for this and practices of justice, outcome is part 133

Social Justice and Legal Corresponding CJS Gap Analysis Remediation of Gap Studies Program Learning Program Outcomes Outcomes equity and equality for of the PRE-SJLS002-Counselling, people who are Community Case Management and marginalized and/or Justice Services Community Advocacy economically disadvantaged diploma PLUS populations. program SJLS 010-Criminal Law and Procedure SJLS 017-Theories and Practices in Social Justice SJLS 019-Constitutional Law and Human Rights SJLS 021-Social Movements and Social Change SJLS 022-Community Activism: Mobilizing for Change SJLS 024-The Philosophy of Social and Political Change SJLS 025-Community Development through Activism and Capacity Building SJLS 031-Activism, Advocacy and Social Change Through Social Media SJLS 032-Socio-legal approaches for advancing interests [Capstone] SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice

Incorporate sensitivity of 7. Participate in Require more BRIDGE COURSE(S): human diversity with program planning, knowledge and PRE-SJLS001-Legal, Social, ethical standards of practice implementation, experience and Political Aspects of Social to develop strategies that assessment, and incorporating Justice in Canada effect personal and social evaluation to meet the sensitivity of change. needs of clients, staff, diversity in the PLUS and administration application of SJLS 013-Working with within the strategies and Vulnerable Populations organizational practices. environment. 134

Social Justice and Legal Corresponding CJS Gap Analysis Remediation of Gap Studies Program Learning Program Outcomes Outcomes SJLS 015-Crisis Counselling and Intervention SJLS 017-Theories and Practices in Social Justice SJLS 019-Constitutional Law and Human Rights SJLS 021-Social Movements and Social Change SJLS 023-Victimology SJLS 024-The Philosophy of Social and Political Change SJLS 032-Socio-legal approaches for advancing interests [Capstone] SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice

Mobilize resources and 3. Intervene with Very limited BRIDGE COURSE(S): personnel to advance clients, individually knowledge and PRE-SJLS001-Legal, Social, interests and social justice and in groups, in order skill in and Political Aspects of Social outcomes through advocacy, to address and negotiations Justice in Canada brokerage, and negotiation. manage problems and and mobilizing to facilitate resources. PRE-SJLS002-Counselling, constructive Require greater Case Management and behaviour change. knowledge and Community Advocacy skills in ADR, PLUS advocacy and community SJLS 004-Administrative Law capacity and Tribunals building. SJLS 017-Theories and Practices in Social Justice SJLS 018-Alternative Dispute Resolution: Principles and Practices SJLS 022-Community Activism: Mobilizing for Change SJLS 024-The Philosophy of Social and Political Change

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Social Justice and Legal Corresponding CJS Gap Analysis Remediation of Gap Studies Program Learning Program Outcomes Outcomes SJLS 025-Community Development through Activism and Capacity Building SJLS 031-Activism, Advocacy and Social Change Through Social Media SJLS 032-Socio-legal approaches for advancing interests [Capstone] SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice

Assess formal and informal 3. Intervene with No significant BRIDGE COURSE(S): individual, group, and clients, individually amount of PRE-SJLS001-Legal, Social, institutional behavior and in groups, in order knowledge and Political Aspects of Social and/or practices for the to address and and/or skills for Justice in Canada purpose of facilitating manage problems and this outcome is constructive social, political, to facilitate part of the PLUS and institutional change. constructive Community and SJLS 004-Administrative Law behaviour change. Justice Services and Tribunals diploma 4. Observe, monitor, program. SJLS 005-Criminology record, and assess client behaviour Require more SJLS 016-Practices and accurately, and in-depth Policies of Crime Prevention respond appropriately knowledge and SJLS 017-Theories and in compliance with understanding Practices in Social Justice legal and of the organizational behaviour and SJLS 018-Alternative Dispute requirements. practices of Resolution: Principles and individuals, Practices groups and SJLS 022-Community institutions Activism: Mobilizing for when Change attempting to facilitate SJLS 024-The Philosophy of change. Social and Political Change

SJLS 025-Community Development through Activism and Capacity Building

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Social Justice and Legal Corresponding CJS Gap Analysis Remediation of Gap Studies Program Learning Program Outcomes Outcomes SJLS 028-Social Science Research SJLS 030-Interdisciplinary Statistical Methods SJLS 032-Socio-legal approaches for advancing interests [Capstone] SJLS 033-Bachelor of Applied Arts in Social Justice and Legal Studies Professional Practice

Demonstrate self- 3. Intervene with Competence, SJLS 029 Professional and awareness, competence, clients, individually self-awareness Career Development initiative and and in groups, in order and initiative SJLS 033-Bachelor of Applied professionalism in the to address and limited to a few Arts in Social Justice and planning, implementation manage problems and aspects of Legal Studies Professional and assessment of personal, to facilitate personal and Practice educational and work- constructive educational related goals within the behaviour change. related goals. SJLS 032-Socio-legal context of a changing Require more approaches for advancing environment. in-depth skills, interests [Capstone] knowledge and understanding in planning, assessment and implementation of goal sets. Incorporate qualitative and 8. Apply knowledge of Qualitative SJLS 003-Legal Research and quantitative analysis and social sciences research and Writing research with critical concepts when analysis limited SJLS 028-Social Science thinking and problem interacting with primarily to Research solving skills to address clients, staff, social sciences. social, political and legal professionals, and the Lacking SJLS 029 Professional and needs. public. knowledge and Career Development skills in SJLS 030-Interdisciplinary quantitative Statistical Methods research and analysis. SJLS 033-Bachelor of Applied Arts in Social Justice and Require in- Legal Studies Professional depth Practice knowledge of research and theory as it applies to 137

Social Justice and Legal Corresponding CJS Gap Analysis Remediation of Gap Studies Program Learning Program Outcomes Outcomes addressing social, political and legal needs.

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SECTION 5: PROGRAM DELIVERY

Comprehensive policies and procedures established by St. Clair College are in place to ensure that programs meet the needs of the business community and students in a manner that is consistent with provincial standards and protocols.

The Bachelor of Applied Arts in Social Justice and Legal Studies degree program will use primarily face- to-face delivery. Our Blackboard Learning Management System provides the capacity for communication via e‐mail and discussion boards, for posting course materials and student grades, and for use of various other related academic tools that facilitate learning for students. The expectation is that students be diligent in attending classes on a regular basis. The expectation is also that they participate fully by taking part in lectures as well as engaging in independent study and research. Students are also expected to contribute to group activity and group assignments. Tests and exams are supervised.

Experiential learning is also very critical to our degree. Some methodologies include case studies, interacting with guest speakers, client projects, and a work integrated learning opportunity.

The work integrated learning internship occurs just before the final year. This gives students the opportunity to complete the majority of their course load, thus being able to apply skills learned from those courses during the work term. Students will then have the opportunity to bring the lessons learned from the Work Integrated Learning Placement back into the classroom during their final year.

5.1 QUALITY ASSURANCE OF DELIVERY

St. Clair College’s quality assurance review process provides a method for ongoing quality improvement in the design, development and delivery of curriculum to learners. By ensuring quality assurance reviews, the College participates in evidence-based decision-making and promotes accountability for the quality of academic programming.

The quality assurance review process is designed to articulate with and support the Program Quality Assurance Process Audit initiative (PQAPA) or the accreditation process of the Ontario College Quality Assurance Service (OCQAS) and the Postsecondary Education Quality Assessment Board (PEQAB).

Quality assurance reviews ensure the health and vibrancy of academic programs by:

• assessing curriculum in a program of study for compliance with ministry requirements and outcome-based education standards

• comparing curriculum in a program of study with professional, business, industrial, or community standards and needs

• examining the financial viability and efficiency of the programs

• evaluating feedback from the various stakeholders of the programs especially of students, graduates and employers

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• assessing a variety of performance indicators and other data relating to the program and its historical operation

The academic quality assurance program review processes consists of:

Firstly, a regular annual review of program-related data by the coordinator and faculty (the program team), and secondly, a comprehensive cyclical and/or ongoing review that focuses on the currency and relevance of the program curriculum and its compliance with outcome-based education and ministry requirements.

All academic programs at the college will complete the review of program-related data on an annual basis. Included in this review are results from Key Performance Indicators (KPI) and Instructional Feed Back from students (IFS).

All academic programs at the college will complete the comprehensive, cyclical Quality Assurance Review within a time period no greater than five years.

St. Clair College is dedicated not only to the highest quality of academic program curriculum and learning experiences, and to processes that ensure ongoing quality improvements through a quality assurance program review process, but is also committed to ensuring that there is a process of accountability for the completion of the Quality Assurance Program reviews, as well as the completion of appropriate improvement action plans created as a result of the Quality Assurance academic program reviews.

Additionally, all faculty in post-secondary programs are subject to an in-class observation/evaluation once every three years. These evaluations are conducted by the Department Chair, Vice President(s) or the President. The goal of the observation/ evaluation is to ensure that the skills and knowledge of the professor is current and relevant for the course of study he or she is teaching, and is aligned to the overall program level outcomes.

The electronic policies file (Section 16) includes policies and procedures pertaining to quality assurance of delivery

Policy 1.6.2 Academic Program Quality Assurance Reviews Policy 1.6.3 Quality Assurance Accountability Audit Policy 1.3.5 Faculty Evaluation

5.2 STUDENT FEEDBACK

St. Clair College seeks documented student feedback from the Key Performance Indicator (KPI) survey of Student Satisfaction, gathered and reported by the Ministry of Training, Colleges and Universities (MTCU), as well as our internal Student Feedback Survey conducted each semester.

As a means to assist the College and its employees to address issues or concerns that arise in the learning environment, mechanisms have been put into place providing a means to formally address ways in which to better serve the needs of learners. By providing a system for being informed of these concerns and a process to address these issues, the learning experience of our students will 140

continuously improve and better serve the needs of our learners. Similar to expectations in the professional work environment, students are expected to engage in a professional, courteous and genuine process of attempting to discuss areas of concerns with those people who are a part of the learning environment.

All aspects of the learning environment which directly or indirectly impact the students and their learning may be the subject of an application under the Quality Learning Environment Policy. Students can access the Quality Learning Environment Policy on-line at: http://www.stclaircollege.ca/stclairspace/docs/Quality_Learning_Environment_Policy.pdf

Standardized and regular feedback from students is obtained through an Instructional Feedback Survey (IFS). The IFS is administered for each course and for each professor during each semester. The purpose for obtaining the feedback is to identify quality improvement opportunities in instructional activities, course improvement and course development. Participation in IFS is mandatory for all faculty members both full and part-time.

The electronic policies file (Section 16) includes policies and procedures pertaining to student feedback

Policy 1.3.11 Student Feedback

Policy 1.3.14 Quality Learning Environment

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5.2.1 INSTRUCTIONAL FEEDBACK SURVEY (IFS) FORM Student feedback is obtained each semester for each faculty person and for each course of instruction. As stated in 5.2 above, this survey is used to obtain student feedback for the improvement of course delivery and development. The survey also contains questions regarding faculty performance (skill, knowledge and instructional delivery) designed to identify areas for improvement and/or professional development.

Findings from the IFS are incorporated into the Annual Program Review process. Program improvement action plans and/or faculty development opportunities are created in part, as a result of the IFS.

The following four pages contain a copy of St. Clair’s classroom and clinical setting Instructional Feedback Survey.

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5.2.2 KEY PERFORMANCE INDICATOR (KPI) STUDENT SATISFACTION SURVEY KPI student satisfaction surveys have been administered, under the mandate of the Government of Ontario, since 1998. The survey is conducted annually to all enrolled post-secondary students and is designed to gauge the college’s ability to meet the needs of their students.

Data from the KPI is incorporated into the Annual Program Review process. Program improvement action plans are created in part, as a result of KPI’s.

The following four pages contain a copy of the KPI Student Satisfaction Survey.

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5.3 BLENDED, HYBRID AND ON-LINE DELIVERY

Although the program will be delivered, for the most part, in a traditional face-to-face and blended learning format, St. Clair College is equipped to support the integration of technology into teaching and learning.

However, the two bridging courses will be offered on-line or through hybrid delivery as this degree completion arrangement would be available to all students across the Province of Ontario who are graduates of either the two year Paralegal or Community Justice Service diploma programs. As such, the following two policies would apply:

Policy 1.1.14 E-Learning

Policy 1.1.15 E-Learning Quality Assurance Standards and Procedures

5.3.1 POLICIES PERTAINING TO TECHNOLOGY, COMPUTER, AND ONLINE LEARNING MODES OF DELIVERY The electronic policies file (Section 16) includes policies and procedures pertaining to the Technology, Computer and Online Learning Modes of Delivery.

Policy 1.3.9 Building a Learning Centred Community

Policy 1.1.14 E-Learning

Policy 1.1.15 E-Learning Quality Assurance Standards and Procedures

5.3.2 COMPUTER AND TECHNOLOGICAL RESOURCES The following sections describe the depth and breadth of support for the use of information technology at St. Clair College, including the IT structure, wireless connectivity, infrastructure and staff, the Learning Commons, library online resources, and the learning management system.

Information Technology Infrastructure

The Information Technology (IT) is the hub for the technology-based services at St. Clair College. IT supports and enriches the experience of all users – students, faculty, staff and administration – by providing the technology resources and infrastructure necessary to connect the St. Clair College community to their goals. St. Clair College’s IT department has been, and will continue to be, at the forefront of many technological initiatives and achievements.

The IT department is responsible for the development, implementation, maintenance and evolution of St. Clair College’s enterprise systems that support administrative and academic computing systems and services at St. Clair College. From prospective student through to graduation, paychecks, to web payments, faculty loadings, course scheduling, course outlines, etc., our systems and services provide the foundation for administrative and academic operations at St. Clair College.

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The IT department is also responsible for the management, development, operations and support of St. Clair College’s core technical infrastructure, including network services, datacenters, and closets throughout St. Clair College facilities, corporate servers, telecom and network connectivity services, and collaborative technology and services.

The College is on a three year lease refresh cycle wherein the majority of the hardware is renewed unless the software requires a hardware upgrade, at which time the hardware is re-evaluated. The College renewal plan also includes the majority of servers. The total lease cost for computer equipment is approximately $1.5 million per year. The majority of classrooms at St. Clair College are multimedia equipped. They generally contain a projector, speakers, desktop computer and DVD player. For the classrooms which do not have multimedia equipment, multimedia carts are available from the library resource centre.

Help Desk

The IT department has several support mechanisms in place to help students, staff, faculty and administration find solutions and resources to address their technology needs.

The IT Help Desk provides telephone and email support and is a central point of contact for the analysis and the resolution of problems and queries relating to information technologies at St. Clair College. The IT Help Desk typically resolves the majority of calls it receives on first contact.

IT Support Centre

The IT support centre provides hands-on support to students, faculty, and administrators in the use of technology used within the teaching and learning environments. Equipment loans and maintenance of open access computing labs are some of the additional functions the IT staff perform. Classroom support for technology related issues is also available during evenings and weekends.

St. Clair ONE

St. Clair College's new Identity Management System is branded St. Clair One. Launched Fall 2015, it enables St. Clair students and staff to access email, blackboard, windows, and Office 365 with one username (your college issued email address) and password. With St. Clair One Password Management Portal, staff and students can manage their passwords on their own with no need to call the Help Desk. Offered in the portal is change (manage) password, forgot password, passcode (code given via the helpdesk) and set up & modification of personal security questions. The features of the new system are not activated until you have setup your personal security challenge questions by going to the St. Clair ONE Password Management Portal.

St. Clair OneCard

OneCard is essential to campus life at St. Clair College. Currently your OneCard is St. Clair College's official identification card, library card and print card. Students can also upload their own photo to save the hassle of standing in long line ups.

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Wireless versus Wired Connectivity

St. Clair College is 80% wireless, offering access points at all campuses that provide laptop users with convenient and easy access to the campus data network and internet. Wireless hotspots have been set up to cover hallways and other public gathering areas. St. Clair College is currently working on coverage that will reach all classrooms and beyond the walls of St. Clair College’s buildings that will allow students, and staffs to sit outside with their laptop using wireless in many areas.

The College has over 8000 wired devices connected to the network at any given time. The College has approx. 1.3 GB of Internet bandwidth in total for both wired and wireless networks.

Information Technology Infrastructure and Staff

The infrastructure of the IT department consists of the following:

• 350+ production servers • 51+ technology enabled classrooms • Dedicated fiber connections between 4 campuses • Connected for research: ORION, Internet

Human Resources, Student Information and Financial Systems consist of: ERP/SIS – Oracle/PeopleSoft Environments

•Information Technology Staff

The IT department at St. Clair College has 27 full-time employees with significant combined experience.

5.3.3 FACULTY PROFESSIONAL DEVELOPMENT The College has a significant commitment to professional development for faculty members. Faculty members have been involved in year‐long sabbatical leave to pursue further education, conduct research, or work in industry, but may also involve participation in seminars, conferences, or other short‐term leave arrangements.

Policy 1.3.5 Professional Development

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SECTION 6: CAPACITY TO DELIVER

6.1 ALIGNMENT WITH THE COLLEGE MISSION, GOALS, STRENGTHS AND STRATEGIC MANDATE AGREEMENT

Established in 1967, St. Clair College is a highly acclaimed public community college serving over 8,500 full time and 20,000 part-time learners across campuses in the communities of Windsor/Essex and Chatham/Kent. St. Clair College offers hundreds of career path options in health sciences, community studies, business and information technology, engineering technologies, and media, art and design. Since 2004 St. Clair has added more than $1.24 million in academic upgrades including new computer labs, classroom technology and study space and continues to maintain high provincial ratings with employer satisfaction in excess of 90% and graduate satisfaction rate exceeding 80%.

The College has well established resources, policies and procedures to support student success and has developed the infrastructure and experience needed to deliver the Bachelor of Applied Arts in Social Justice and Legal Studies.

St. Clair’s geographic location and unique characteristics were considered when formulating a Strategic Mandate Agreement (SMA), which was based on the following fundamental principles:

• Build on St. Clair’s history and establish clusters of excellence • Address the educational requirements that the unique international location demands in transportation, border logistics as well as the health, hospitality and tourism needs of a region referred to as “Canada South”. • Respond to the local community needs

St. Clair College’s Mandate Statement is: ‘By offering more degree programs, extending its scope of articulation agreements with universities and colleges within the province, nationally and internationally, and by establishing entrepreneurship, research, and innovation partnerships, the College will broaden the ability of our students to acquire knowledge and leading-edge skills that will allow them to be an important resource in a globally competitive marketplace, with unique program offerings, state-of-the-art facilities, and an operating philosophy founded on accessibility, quality teaching, learning method options, and sustainability.’

St. Clair College’s Mission Statement is: St. Clair College strives to create a respectful and welcoming educational environment that will:

• Assist individuals in developing the skills, knowledge, and values to support chosen careers, or support their involvement in their community. • Provide students with an accessible, dynamic, and supportive learning environment that adapts to their changing requirements for quality lifelong learning. 155

• Provide leadership and develop partnerships that support the ability of our community to compete in global economic environment.

St. Clair College’s Vision Statement is:

‘Striving for excellence in all we do, St. Clair College is accessible and responsive to its community.’

St. Clair College is committed to drive creativity, innovation, knowledge and community engagement through teaching and research. The College puts students first by providing the best possible learning experience for all qualified learners in an affordable and financially sustainable way, ensuring high quality and globally competitive outcomes for students and Ontario’s creative economy.

This degree in Bachelor of Applied Arts in Social Justice and Legal Studies is unique in its focus on law and advocacy. All other college degree programs focus on either criminal justice or policing. There is no other college degree program that blends the justice system with the social aspect of advocacy.

The research conducted by Academica Group stated that, “A degree program in Bachelor of Applied Arts in Social Justice and Legal Studies geared to preparing students for careers in community and social services, corrections, and policing would be particularly well received if it included coursework in sociology of crime, counseling, interpersonal communication, philosophy of law including theories of restorative justice and new technology. Work-integrated learning opportunities would make such a program particularly desirable.” (Academica Group, March 2014)

Strategic Fit

The Bachelor of Applied Arts in Social Justice and Legal Studies builds on the strong foundation of the Paralegal and Community and Justice Services diploma and graduate certificate programs at St. Clair College. It contributes to St. Clair College’s goal of offering a full-range of programming and providing opportunities for diploma graduates who wish to further their education.

• Priority 1: Jobs, Innovation and Economic Development

This degree highlights the institutions’ collaborative work with employers, and community partners in fostering the economic development and serving the needs of the labour market. This specialized degree is being responsive to the market needs and also providing educational pathways for graduates wishing to move from diplomas to degrees.

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• Priority 2: Teaching and Learning

The experiential learning component of the degree, with work integrated learning captures the institutional strength in program delivery methods that expand learning options for students, improve their learning experience and career preparedness.

• Priority 4: Program Offerings

This degree will enhance the breadth of programming, and credentials offered at St. Clair College. The College is committed to offering and growing its four year degree programs.

6.2 LEARNING AND PHYSICAL RESOURCES

St. Clair College offers programs at four campuses located in Windsor and Chatham. South Campus, the St. Clair College Centre for the Arts and the MediaPlex are all located in Windsor, and the Thames Campus is located in Chatham, Ontario. In addition to well-equipped classrooms and labs, St. Clair College offers many on-campus provisions which support a holistic learning experience.

South Campus houses a spacious student centre managed by the Student Representative Council including a large computer lab, copy centre, common lounge area, Genesis Entrepreneurship Centre a Campus Store, multiple food vendors, a restaurant and coffee shops, and several meeting rooms for student clubs, study groups or individuals. Additionally, Windsor Campus offers a new state-of-the-art Centre for Applied Health Sciences, a newly built, sophisticated 83,000 sq. ft. SportsPlex with triple gym, fitness centre and elevated running track as well as a fully equipped 408 bed residence.

Similarly, Thames Campus offers a wide selection of amenities including a modern 53,000 sq. ft. HealthPlex with double gym and fitness centre, a town-house style 48 bed residence, food vendors, Campus Store, common area, and a robust student centre managed by Thames Students Incorporated whose multi-purpose space is efficiently planned to be used for a study area, student meeting space and an event area.

Closely located, the St. Clair College Centre for the Arts and the MediaPlex share many resources including the unique TD Student Success Centre where the 2 storey building is reserved as student space including lounge areas, computer labs, study rooms, peer tutoring, meeting areas and Student Representative Council space.

Academic supports including accessibility, tutoring, learning strategies, library services, computer labs, counselling, advising, career preparation, student success support and much more can be found throughout Windsor and Thames campuses in dedicated student services areas. Wi-Fi access is available across each campus for student use.

Classrooms

There are a total of 104 classrooms for lectures and other classroom activities of which most are multimedia. Classroom capacity ranges in size from 30 to 158. There are specialized classrooms set up for technical training and for demonstrations with one new classroom designed for interactive learning.

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Location # of classrooms Size Range Types South Campus 64 28 to 158 Non-Multimedia & Multimedia South Campus- Ford 6 24 to 60 Multimedia Centre for Excellence in Manufacturing South Campus- Centre 1 48 Multimedia for Construction and Innovation Projects South Campus- 1 60 Multimedia SportsPlex

St. Clair College Centre 6 40 to 84 Multimedia for the Arts MediaPlex 4 50 to 62 Multimedia

Thames Campus 16 20 to 147 Non-Multimedia & Multimedia Thames Campus- 4 50 to 51 Multimedia Centre for Technology Trades Thames Campus- 1 30 Multimedia HealthPlex Thames Campus- Mary 1 60 Multimedia Uniac

Laboratories

There are a total of 146 student labs equipped for various types of learning support. The capacity for the laboratories ranges in size from 8 to 60. All laboratories meet the required health and safety regulations and when in use are always fully supervised by faculty and/or trained and qualified personnel on all campuses.

Location # of labs Size Range Types

South Campus 53 8 to 60 Esthetics, Hairstylist/Cosmetology; Music Theatre, HRAC, Carpentry, Electrical, Welding, Drafting, Automotive, Landscape, Veterinary, Animation & Life Drawing, Chemistry, Culinary, Drafting, High End Computer labs, Networking CISCO labs, Fitness (gymnasium)

South Campus- 19 25 Carpentry, Construction, Fashion, Robotics, Ford Centre for Automation, PMCL, Electrical, Millwright, Excellence in Hydraulics, Mechanical Engineering, CAD/CAM, Manufacturing Power Engineering, CNC, Mold Design, Tool & Die, Metallurgy

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Location # of labs Size Range Types

South Campus- 10 25 to 26 Carpentry, Material testing, Electrical, Plumbing, Centre for Civil Engineering Construction and Innovation Projects

South Campus- 35 12 to 36 Bio-medical, Hematology, Forensic, Pharmacy, Centre for Nursing, Dental, PSW, Paramedic, Cardiovascular, Applied Health Sonography, Respiratory, Sciences

South Campus- 2 20 Studio Labs, Fitness SportsPlex

South Campus- 2 25 Automotive Labs Truck & Coach

St. Clair College 8 27 to 45 Journalism, Graphic Design-Life drawing and Centre for the photography, End Computer labs, MAC computer Arts labs, Drafting

Media Plex 4 15 Journalism, Media Convergence, Public Relations, Computer labs

Thames Campus 6 10 to 58 Mechatronics, Electrical Engineering, Esthetician, Nursing, Bio-chemical,

Thames Campus- 8 12 to 30 Motor Control, Pneumatic, Electrical, Robotic, Centre for Process controls, Renewable Energy, Hydraulics, Technology Fire Trades

Thames Campus- 3 25 to 40 OTA/PTA & Paramedic, Fitness HealthPlex

Mary Uniac 4 20 to 30 Nursing labs, Maternity SIM, Pediatric SIM, *Revised March 1, 2016*

St. Clair College also offers a number of specialized labs and work stations available to students to support various learning needs. Both South and Thames campuses have dedicated lab space fully housed with assistive technology and software for the purposes of training and as additional lab option for use by students with accommodations. There are several workstations incorporated into each computer lab that include accessible technology and/or software. Classrooms and student spaces are designed with accessibility needs in mind and improvements are being made on a regular basis to benefit all learners.

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LIBRARY RESOURCE CENTRE – SOUTH CAMPUS

Space and Availability

The Library Resource Centre comprises 20,000 square feet and has 136 individual study carrels. It has 7 group study rooms (all with a computer, two with projectors) which are exclusively available to students and can be booked with staff members. Additionally, to respond to the needs of students, a large study room has been retrofitted to support universal design with mobile tables and chairs, with 2 large monitors that connect wirelessly with students’ mobile devices. Students have access to this study space 7 days per week. Twenty-six computer workstations are available to students, faculty, and staff. Wi-Fi internet access and electrical outlets are provided throughout so that students may use their own devices anywhere in the Library Resource Centre.

Hours of Operation

September – April Monday-Thursday: 7:45am-10:00pm Friday: 7:45am-6:00pm Saturday: 9:00 am-5:00pm Hours per week: 75.25

May – August Monday-Thursday: 7:45am-9:00pm Friday: 7:45am-5:00pm Saturday: 9:00am-5:00 pm (Closed Saturday-July and August) Hours per week: 70.25 (62.25 July and August)

Learning Support

There are two Library Resource Centres: one at the South Campus, and one at Thames Campus. Each offer free exchange of materials, and St. Clair College students, staff and faculty have full access to an extensive collection of electronic databases covering all subject areas. Information and research support is provided to over 8,000 students in a wide range of academic programs. There is also a resource room located within the St. Clair College Centre for the Arts which contains a collection of resources books and materials for reference use by students in the programs at that facility.

The Library Resource Centre supports the teaching and learning process at St. Clair College with information, media, and technology resources. The Library Resource Centre also provides a general information collection in selected subjects that enhance educational and recreational pursuits. Every effort is made to investigate and implement new and innovative digital and print resources pertaining to the programs offered. Customer service and the ability for the College community to access knowledge in all of these forms is a priority.

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Library Technicians offer assistance to students and staff, both in-house and in classroom settings, to develop skills in research, evaluation and comprehension. The Library Resource Centre aims to strengthen information literacy to support lifelong learning.

Within the Library Resource Centre there are open computer labs to facilitate learning, to support and enhance student learning and achievement of program learning outcomes. Seven full time Library Technicians, Library Clerk and several student assistants who provide support to learners in these facilities.

There is access to millions of full-text articles, including statistical and technical reports, and e-Book databases via online databases and these also link students to the full content e-books. Through the video-streaming service, students have real time access to all streamed videos on and off campus.

Services also include access to the Video and DVD collection and a variety of audio visual equipment. All registered students, faculty and staff have audio visual privileges.

The Library Technicians provide classroom demonstration to students on searching online resources and creating bibliographies using APA and MLA formats and actively interact with the students to help them meet their information needs. The staff has been adding current material to the collection regularly in consultation with the program coordinators.

The St. Clair College Library Resource Centre is part of a consortium of 24 Ontario colleges of applied arts and has full access to their resources and is able to borrow materials from any of these college libraries.

Teaching/Learning Services

• Comprehensive academic reference and research services including virtual reference via the askON consortium • Limited information literacy instruction tailored to class/program requirements in accordance with the ACRL Information Literacy Competency Standards for Higher Education • Interlibrary loan and document delivery • Print course reserves • Faculty professional development teaching and learning collection • Audio/visual equipment circulation

Information Resources Collection Access to online resources is available both on-campus and remotely. Unified (single-search) discovery of all library resources is available and powered by Summon Discovery Service.

Online

• 25 electronic databases housing 16,456 unique academic journal titles • Films on Demand Master Academic collection and Technical collection streaming video service

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In-Library

• Circulating book collection of approximately 52,000 items • Course reserve collection of 784 items • Faculty Teaching and Learning Development collection of 35 items • 2828 static video items (DVD/VHS formats)

The academic level of support that the collection currently provides is generally at level 2 (Basic Information Level) suitable to Ontario college-level study. This is based on review of the size and scope of the current collection and is based on the Research Libraries Group (RLG) Conspectus which is the Western-standard in library and information science to provide a uniform scale against which academic collections may be evaluated based on their ability to support different types of students and faculty members at different types of institutions. (For more information visit the Library of Congress site on Collecting Levels: http://www.loc.gov/acq/devpol/cpc.html).

Library Agreements Ontario Community College Libraries Resource Sharing Direct Borrowing Agreement via HLLR (Heads of Libraries & Learning Resources):

A St. Clair College staff, faculty, or student may borrow in person from any Ontario College of Applied Arts and Technology Library

Key Collections and Services for Faculty • 24/7 access to electronic resources, including databases, citation tutorials, e-books, streaming video, etc. • Chat reference service available during Library hours, to assist students, faculty or staff in any location. • Reference assistance in person, by email or phone. • Orientation tours and classroom demonstrations • Online forms:

o Book a workshop (for research) o Suggest a resource (for faculty, staff or students to contribute to the development of library collection) o Inter-library loan (for borrowing of materials from other institutions) • Wireless access

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Specific Resources for Bachelor of Applied Arts in Social Justice and Legal Studies General Comments Bachelor of Applied Arts in Social Justice and Legal Studies, as defined by this program, encompasses a “foundation in the study of law and social justice” supplemented by knowledge and information from “indigenous studies, sociology, social work, philosophy, and political science.” The resources outlined here as being specific for this program are those which strongly relate to one or more of the subject areas identified. Other resources available in the social sciences, humanities, and sciences may be of use to students in this program in specific instances and are available to all students, faculty, and staff.

Books South Campus

St Clair College Library Resource Centre collection totals about 52,000 volumes. From this collection the following may directly support the Bachelor of Applied Arts in Social Justice and Legal Studies degree program (some items are counted in more than one place):

Social Justice/ Human Rights: 164 titles Law and Legal Studies: 1149 titles Policing/ Crime Prevention: 112 titles Sociology (HM-HX): 1867 titles Psychology (BF): 849 titles Criminology: 334 titles Advocacy: 8 titles Philosophy: 201 titles Political Science: 313 titles

Age Analysis

LC Class Number of Copyright 2000- % 2000- Monographs Present Present K (Law) 1149 604 52.6% B-BJ 1041 310 29.8% (Philosophy/Psychology) HM-HX (Sociology) 1867 854 45.7% J (Political Science) 313 50 16.0% Total 4370 1818 41.6% The library also provides resources for support subject areas such as Mathematics, Communications, Critical Thinking, The Arts, and Basic Computing

Electronic/ Online Resources

Academic Journals (Individual Journal Titles)

Law 434 Philosophy 285 Psychology 449 163

Sociology 335 Political Science & 465 Government Total 1968

Streaming Video Individual Titles

Criminal Justice & Law 685 Philosophy 300 Political Science 1074 Psychology 1455 Sociology 2326 Total 5840

List Of Academic Journals Relating To The Field Include But Are Not Limited To:

• Children's Rights (1028-7531) • Duke Journal of Gender Law &Policy (1090-1043) • Harvard Human Rights Journal (1057-5057) • Health and Human Rights (1079-0969) • International Journal on Minority And Group Rights (1385-4879) • Journal of Human Rights (1475-4835) • Security and Human Rights (1874-7337) • Social Identities (1350-4630) • Social Justice Research (0885-7466) • Canadian Journal of Women and the Law (0832-8781) • Health Law Journal (1192-8336) • Review of Constitutional Studies (1192-8034) • Communist and Post-Communist Studies (0967-067X) • Canadian Graduate Journal of Sociology and Criminology • Canadian Journal of Criminology and Criminal Justice (1707-7753) • Journal for the Theory of Social Behaviour (0021-8308) • Journal of Abnormal Child Psychology (0091-0627) • Journal of Addictions & Offender Counseling (1055-3835) • Journal of Adolescence (London, England.) (0140-1971) • Journal of Adult Development (1068-0667) • Journal of Applied Behavior Analysis (0021-8855)

LIBRARY RESOURCE CENTRE – THAMES CAMPUS

SPACE AND AVAILABILITY The Thames Campus Library comprises 506 square meters and has 39 individual study carrels. It has 4 group study rooms (all with a computer, TV, and DVD/VCR) which are exclusively available to students and can be booked with library staff members. Multimedia projectors and digital video cameras are 164

available to be used in these rooms. Thirty-one computer workstations are available to students. Wi-Fi internet access is provided throughout so that students may use their own devices anywhere in the library.

Hours of Operation

September – April Monday-Friday: 7:30am-9:00pm Saturday: 9:00 am-3:00pm Hours per week: 73.5

May – June Monday-Thursday: 7:30am-9:00pm Friday: 7:30am-4:00pm (Closed Saturday) Hours per week: 62.5

July – August Monday – Friday: 7:30am – 4:00pm Hours per week: 42.5

Books In-Library

o Circulating book collection of approximately 6,650 items o Course reserve collection of 137 items o 1578 static video items (DVD/VHS formats)

ELECTRONIC/ ONLINE RESOURCES Bachelor of Applied Arts in Social Justice and Legal Studies (Specific Collection Resources)

K (Law) 109 90 82.6% B-BJ 312 128 41.0% (Philosophy/Psychology) HM-HX (Sociology) 1065 573 53.8% J (Political Science) 44 35 79.5%

Total 1530 826 54.0%

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ACADEMIC JOURNALS (INDIVIDUAL TITLES)

Law 434 Philosophy 285 Psychology 449 Sociology 335 Political Science & Government 465 Total 1968

STREAMING VIDEO INDIVIDUAL TITLES

Criminal Justice & Law 685 Philosophy 300 Political Science 1074 Psychology 1455 Sociology 2326 Total 5840

COMPUTER AND IT SERVICES

Information Technology Infrastructure

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equipped. They generally contain a projector, speakers, desktop computer and DVD player. For the classrooms which do not have multimedia equipment, multimedia carts are available from the library resource centre.

IT infrastructure consists of the following: • 350+ production servers • 51+ technology enabled classrooms • Dedicated fiber connections between 4 campuses • Connected for research: ORION, Internet

Human Resources, Student Information and Financial Systems consist of: ERP/SIS – Oracle/PeopleSoft Environments

•Help Desk

The IT department has several support mechanisms in place to help students, staff, faculty and administration find solutions and resources to address their technology needs.

IT Support Centre

St. Clair ONE

St. Clair OneCard

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Wireless versus Wired Connectivity

The College has over 8000 wired devices connected to the network at any given time. The College has approx. 1.3 GB of Internet bandwidth in total for both wired and wireless networks.

Information Technology Staff

The IT department at St. Clair College has 27 full-time employees with significant combined experience.

IT SERVICES FOR INSTRUCTION

Lecture Rooms-IT equipped

The majority of classrooms at the College are multimedia equipped. They generally contain a projector, speakers, desktop computer (a laptop connection) and DVD player. For the classrooms which do not have multimedia equipment available, multimedia carts are available from the library for use.

COMPUTER LABS-CLASSROOMS

Campus Room Size Description Type of Lab 1601 045H 40 High End Computer Lab General Purpose Computing 1601 045K 40 Dicta Phones/Gen Purpose Comp General Purpose Computing 1601 045L 40 High End Computer Lab General Purpose Computing 1601 045M 50 High End Computer Lab General Purpose Computing 1601 045N 50 High End Computer Lab General Purpose Computing 1601 045P 50 High End Computer Lab General Purpose Computing 1601 045Q 40 High End Computer Lab General Purpose Computing 1601 52 40 Networking Lab Networking Lab 1601 080D 20 Networking Lab Cisco Lab 1601 124 32 Computer/ Drafting Lab- Arch L3 Power Computer/ Drafting Lab- Arch L3 1601 140 40 Computer Lab-LBS Computer Lab- LBS 1601 141 48 Multicultural Lab-ESL Multicultural Lab- ESL

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Campus Room Size Description Type of Lab 1601 187 25 Computer Lab General Purpose Computing 1601 214 17 Music Theatre Sound / Video Editing Lab 1601 219 40 Animation Lab Animation Lab 1601 222 20 Laboratory Electrical Project Room 1601 305 28 Computer/Drafting Power Computer / Drafting 1601 306 40 Computer/Drafting Power Computer / Drafting 1601 310 40 Computer/Drafting Power Computer / Drafting 1601 315 25 Computer Drafting Power Computer / Drafting 1601 318 48 High End Computer Lab Power Computer / Drafting 1601 407A 15 Computer Lab General Purpose Computing 1601 410 15 Electrical / Computer Lab Electrical Computer Lab Electrical PLC (MICRO Electrical Computer Lab 1601 411 27 PRO/FACET)-Computer Lab 2000 1015 25 CAD NO.1-CNC Support W/1026 Power Computer / Cad Lab No. 1 2000 1021 25 CAD Lab No.2 Power Computer / Cad Lab No. 2 2000 1047 25 Hydraulics Lab-Multimedia Hydraulics Lab – Computer 2000 2010 25 PLC Lab-Electronics PLC Lab – Electronics / Computer 2000 2012 25 CAD Lab No.3 Power Computer / Cad Lab No. 3 2000 2016 25 CAD Lab No.4 Power Computer / Cad Lab No. 4 2840 100 20 TSI Open Computer Lab TSI Open Computer Lab 2840 106 30 Computer Lab-ACE Computer Lab – Ace 2840 122A 20 Computer-Internet General Purpose Computing 2840 122B 20 Computer-Internet General Purpose Computing 2840 123A 20 Computer-Internet General Purpose Computing 2840 123B 20 Computer-Internet General Purpose Computing CAHS 3101 25 Dental Lab Dental Clinic & Computer Lab CAHS 3239 20 Pharmacy Retail Pharmacy Lab CTRE B001 40 High End Computer Lab General Purpose Computing CTRE B005 40 Graphic Design Mac Lab Graphic Design Mac Lab CTRE B006 35 Graphic Design Mac Lab-Adv. Graphic Design Mac Lab- Adv. CTRE B009 22 Computer Lab General Purpose Computing CTRE B011 40 High End Computer Lab General Purpose Computing 169

Campus Room Size Description Type of Lab CTT 164 54 PLC Computer Lab PLC Computer Lab MPLX 11 50 High-end Computer Lab General Purpose Computing MPLX 12 49 High-end Computer Lab General Purpose Computing MPLX 126 15 Journalism Lab Newsroom / Computer Lab MPLX 119 44 Computer Lab General Purpose Computing 1601 SC171A 30 Open Lab General Purpose SC171B 30 Open Lab General Purpose SC171C 30 Open Lab General Purpose SC172D 30 Open Lab General Purpose / Power Computer SC171E 25 Open Lab Power Computer Lab SC175 33 Open Lab General Purpose SC176 35 Open Lab Power Computer Lab – FCEM Build SC177 33 Open Lab General Purpose SC178 30 Open Lab Alienware

OPEN COMPUTER LABS AND IT SERVICES FOR STUDENTS Open Access Computing St. Clair College Open Access Computing Labs are available to all students throughout the academic year. There are 270 computers in these labs, consisting of general purpose and high-end computers. Up to 85% of all software that is used in the academic environment is installed on in these labs. The hours of operation for these labs are 7:30 am to 10 pm Monday thru Friday, Saturday 9 am to 5 pm and Sunday 11 am to 5 pm. The labs are staffed with a full time employee as well as part time students Monday through Friday and with students on Saturday and Sunday.

Wireless St. Clair College has over 200 Access Points for wireless use as well as outdoor wireless which covers the external College grounds.

STUDENT RECORDS SYSTEM

St. Clair College has implemented an enterprise student system, Oracle’s PeopleSoft campus solutions. This is a web based system that is accessible internal and external to the College. This system allows students to register on-line, get class schedules, get course outlines as well as review their financial history while at the College.

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STUDENT EMAIL

St. Clair College uses Microsoft Office 365 for student email. This allows students to have 10GB mailboxes as well as sign up for a personal Cloud based 7GB storage space (One Drive) available anywhere in the world.

LEARNING MANAGEMENT SYSTEM

In 2003, St. Clair College implemented the Blackboard learning management system (LSM). The College is constantly upgrading the Blackboard LMS system to ensure the maximum functionality. It continues to evaluate the online learning environment in an effort to improve and adapt to both emerging technologies and the needs of our online learning community.

Since 2010, St. Clair College has experienced a steady adoption of technology by faculty and students and has increased infrastructure capacity and staffing to support faculty and student use. The IT department supports the product infrastructure and its database, and provides essential personnel to monitor and improve the performance of the online learning environment. St. Clair College’s deployment is scalable and continues to grow based on the demands and needs of our online community.

Faculty use the LMS in many ways, from enhancing their face to face courses to provide hybrid activities and will ultimately allow the development, creation and teaching of fully online courses. The LMS will be expanded to provide training to the entire St. Clair College Community.

St. Clair College currently has the capability to use the following Blackboard modules:

Title Description Type Alerts Don't fall behind. Display notifications of past due and early warnings for your enrolled courses. Course List Display information related to the courses you are enrolled in such Advanced as, course announcements, calendar events, and tasks. Courses Module Courses: Quick Display links to your courses. View My Display institution, organization and course announcements that Announcements are relevant to you. My Calendar Display institution, organization and course calendar events that are relevant to you. My Courses Display links to courses you are enrolled in. Ability to post Advanced multimedia content, and provide internet web access. Courses Module My Tasks Display your personal tasks. Needs Attention Display notifications regarding items that need your attention in the courses you are enrolled in.

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To Do Keep on top of your course work. Display all items due and past due for your courses. Tools Display links to course tools such as, Calendar and My Grades. What's New Keep up to date with your courses. Display notices of what is new in your enrolled courses. Achievements Provide achievement certificates and badges for completion of in course activities, grades and review status Rubric Creator Create, edit and develop online rubric for course material, that allows for online marking, and instant feedback to students Online Markup / Access to markup and provide pinpoint editing to pdf and other and Edits types of document media within grade centre Collaboration This includes Chat, Virtual Classroom and Lecture Hall, allowing Tools faculty to record collaboration sessions Safe Assignment A built-in 3rd party tool that improves the student writing cycle by preventing plagiarism and provide feedback to students. Media Library Ability to host in a controlled environment copyright approved digital media for use within courses Videos Include media content such as YouTube or custom video content directly from LMS. Test / Survey Create, edit and deploy test/surveys and self-grading including questions such as essay, short answer, multiple choice, and multiple answer, etc. Grades Faculty have the ability to easily update grades either through simple numeric entry, or through the use of rubrics. Students will be instantly notified of new grades posted through the Global Navigation Menu. The students will also have the ability to see marked up rubric as well.

The following Blackboard Modules were added in 2015:

Blackboard Push Notifications - Make it easy for students to stay on top of critical course Mobile Learn activity. Students can elect to receive automatic notifications on their mobile devices that will connect them with course content as it is posted. Students can view Launched their progress; they will receive a ‘push’ notification when grades have been March 16, 2015 updated. Mobile Tests - In 9.1 instructors can use the Mobile Test Creator to easily create mobile-compatible tests currently utilizing IOS technology. Announcements - Instructors may post reminders about test dates, assignment due dates etc. Students will have instant access to these. Grades

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Helix Media Building block that allows instructors to upload and embed existing media content Library such as AVI, MPEG, QuickTime, WAV etc.. This media is encoded for streaming delivery on a variety of devices.

Access to Bb Available for iPad devices allowing inline viewing of student submissions, support Grader App on for audio-based feedback and video feedback. iOS

The following Blackboard Module will added by end of 2016:

Blackboard Functionality that promotes synchronous student learning through education- Collaborate includes web conferencing tools and capabilities. High quality video and audio Tentative streaming on the phone and on the web. Fire sharing directly from course Release content. External content from Google Drive, Dropbox, and Microsoft OneDrive. September 2016 Whiteboard annotations. Conversation ****St. Clair College also has 71 building blocks that are available within the Blackboard system.

6.3 RESOURCE RENEWAL AND UPGRADING

The College has made a substantial commitment to a full range of library learning resources including electronic databases as well as the traditional library materials. The Library has a program to assist learners in accessing the resources of the library and to maximize learning success.

6.3.1 LIBRARY RESOURCES The College has made a substantial commitment to a full range of learning resources including electronic databases as well as the traditional library materials. In addition to the operation budget contribution, there are significant capital improvements that continue to be incorporated into these learning spaces. Over the past five years, the Library Resource Centre in Windsor has replaced all shelving, replaced more than half of the seating, created a state-of the-art universally designed study space, and replaced all circulation desks. Further, and in an effort to ensure quality, the Library Resource Centres have developed multiple unified procedures and plans to maximize learning success and to continually invest in quality assurance.

Library Resources Renewal and Upgrades Library computers are maintained by Information Technology services and are upgraded every 3 years.

Upgrades and replacement of learning resources takes place on an annual basis.

Learning Resource Materials 2014 Approximate Budget:

Some information in this section has been removed for web version.

6.3.2 STAFF AND FACULTY COMPUTER EQUIPMENT RENEWAL AND UPGRADES

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St. Clair College has a 3 year refresh cycle on all staff and faculty computers. There are approximately 1100 computers that are assigned to staff and faculty. The computer hardware is determined by requirement. St. Clair has a number of hardware categories:

• General purpose computer • High-end computer • Specialty Computer

Most users in the College would be issued a general purpose computer as these have the capabilities required to complete all tasks. Some staff and faculty are issued high end computers in order to use software that requires specific hardware. Some of these programs would include Animation, Engineering and Design. Specialty computers are issued to staff that require the use of Apple Macintosh computers.

St. Clair College deployed Windows as the operating system, and Mac operating systems in the specialty labs.

St. Clair College provides a robust, secure and stable IT infrastructure, which includes network storage, printers, scanners, wireless and daily backups of all critical systems.

The college computer labs are renewed every 3 years. If the software requires a hardware upgrade, the hardware is then re-evaluated. The Student Technology Access Fee contributes to the computer labs which are general purpose in nature as well as the Open Access Computing labs which are available to all students. The College supports the other program specific labs for which the majority of these labs are on a three-year refresh cycle.

The majority of servers are also on a 3 year lease refresh cycle. The total lease cost for computer equipment is approximately 1.5 M per year.

6.4 SUPPORT SERVICES

6.4.1 Genesis Entrepreneurship & Innovation Centre

Genesis Centre provides students, faculty and alumni with the opportunity to explore their business ideas or translate their passion into an idea that could become a commercial entity. By complimenting the practical and experiential learning with their schools of study, Genesis Centre offers programs, workshops and events to introduce the aspiring entrepreneur/innovator to the opportunities of further career choices. Delivered on the foundation of thought/action principles, the programs are designed to provide the participant with business and soft skills that are adoptable to many career choices and most importantly the know how to “ make it happen”.

Sensitive to the time constraints of students and to the multiple stages of business exposure that students have upon joining our programs, we stagger offerings to address these schedules by continually cycling our programming.

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Idea generation is the starting point to the program. Students sometimes have a broad idea of what their passion or million dollar concept is and we help mold these ideas into a workable product or service. Other times students have the desire to be an entrepreneur but have no idea of how to go about it. Both these are great starting points and after conversations and idea sharing, the answer becomes clearer.

The Business Model Canvas is the next step. Now that an idea or a hypothesis is devised, there is the need to validate if there is a product or service that a customer is willing to pay for. This is accomplished using a 9 step process that answers questions such as what is the customer segment, what are the value propositions, the key partners, activities, resources, revenue streams and costs. This is a valuable exercise in that it identifies who the customer is and if they are willing to buy the product or service at an established price.

The content of the Business Model is then transferred to a Business Plan where it is further developed to make it market ready. Here we expand upon the business operations to provide the student the opportunity to drill down further into marketing, sales strategies, forecasting and financial health and market readiness.

Genesis Centre also provides students with the opportunity to develop the necessary soft skills that are applicable to all life situations. We focus our events, workshops and interactive learning experiences around personal branding, presentation skills and networking. These are business centric but applicable to all career choices.

Genesis Centre acknowledges that not all students are ready for self-employment upon graduation. The Genesis Centre encourages certain occupations to gain experience by working in industry first so that the student gains the knowledge and experience necessary to be successful. The Centre is available to teach the principles of entrepreneurship through practice and limit the extent of exposure by thinking through the business ventures and making good informed decisions. Alumni are welcome to return to the Genesis Centre at any time to take advantage of our offerings, share success stories with us and mentor today’s students to be tomorrow’s leaders.

6.4.2 Student Support Services

A new Learning Commons was established in the fall of 2007 which permits easy one-stop access to a centralized and comprehensive program of learning assistance and supports when learners need one or more of the types of support provided. Services include specialized tutoring in Math and English, peer tutoring, learning styles assessments, study skills, career and academic counselling, disability and learning accommodations, as well as personal and life counselling. The full program of services is documented on the College website at www.stclaircollege.ca/studentservices. This facility greatly enhances and supports the quality of learning success at St. Clair College.

Support Service Description of Service Counselling Services Counselling Services assists students with the adjustment to college life by helping with academic planning, educational/career decision making, personal issues, and learning strategies. Academic Counselling provides guidance in the planning of program coursework, elective selection and the 175

Support Service Description of Service dealing with academic challenges including the teaching of learning strategies. Personal counselling is available to help students cope with stress or personal issues that may be impacting their academic studies. Short term support in the form of coping strategies, problem solving and decision making skills is provided along with crisis intervention and community referrals as needed. Tutoring Services Tutoring services are available on all campuses to enrolled students who need assistance to improve academic performance. One-on-one peer tutoring helps with course content and study strategies. Walk-in services are available as are group tutoring environments. Additionally, the College provides First Nation, Metis and Inuit Tutoring Services. Testing Services Students who require an accessible testing environment by virtue of an accommodation plan are eligible to access Testing Services at all campuses. Additionally, students who are absent during a regularly scheduled test may be able to make-up the test according to the procedures outlined by faculty in the course outline. These make-up tests may be administered by the faculty or Testing Services. Accessibility Accessibility Services at St. Clair College is committed to providing equal Services access to educational resources and an optimal learning environment for students with disabilities. Accommodation plans are designed to assist students with disabilities to overcome learning barriers that may exit as a result of a particular disability. Accommodations may include: extra time on tests, assistive devices, a note-taker, a distraction free environment, etc. Accommodation Plans are prepared in accordance with the Ontario Human Rights Code concerning assistance for students with disabilities. Upon referral from a Counsellor, a student with a disability may receive further assistance from a Learning Strategist for developing strengths in areas such as test- taking, test-anxiety reduction, study strategies, note-taking, organization, and planning. Referrals to the Assistive Technologist will result in skill development for the use of supportive technologies and for accessing texts in alternate format. Student The Student Employment Services office provides service to all graduates and Employment enrolled students seeking employment. Its mandate is to provide information to assist students in finding permanent, part-time, temporary and seasonal employment. Resources and information are available on topics such as resume writing, interview skills, job search techniques, salary information and job postings. Both individual advising and group sessions are available throughout the school year. Sessions are aimed at techniques needed to successfully market job skills. Training is also offered in writing resumes and preparing for interviews. First Nation, Metis Both the South Campus in Windsor and the Thames Campus in Chatham have and Inuit Services a centre for First Nation, Metis and Inuit students and offers amenities such as computers, printer, fax, lending library, etc. The Counselor provides support to students and potential students including with academic planning, setting educational goals and program selection as well as information regarding scholarships, bursaries and potential funding.

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Support Service Description of Service Deaf and Deaf and Interpreting Services at St. Clair College are dedicated to providing interpreting Deaf and Hard of Hearing students with an optimal learning environment. Services This service provides interpreting services; supports communication needs in class settings and academic related activities on campus; provides interpreters for tutorial sessions; network with professors, departments and college facilities; networks with other college services such as Counseling, The Registrar’s Office, Scheduling, Physical Plan, and Student Representative Council. The office also provides TTY phone service for school related business. Campus Bookstore The College Campus Store is established to serve the needs of the College community for required and supplemental textbooks and supplies. Textbooks are often available to rent or purchase and our e-book version availability is increasing. In addition, the Campus Store seeks to serve the College community with a complete line of school supplies and a variety of convenience items including school rings, paperbacks, crested items, soft goods, St. Clair clothing, etc. There is a Campus Store to serve South Campus and Thames Campus, in person and online. Multifaith Quiet St. Clair offers a quiet room on campus for all members of the college Room community regardless of religion, spiritual belief or creed. Orientation Orientation is designed to help students get a head start on their academic year by meeting their faculty at program information session, finding out about student support services, touring the campus(s), purchase textbooks, obtaining student ID cards, and learning how to access the self-service, college e-mail and blackboard accounts. Athletics and St. Clair’s Student Athletic Association (SAA) encourages students to make Recreation constructive use of leisure time to acquire new physical skills and enhance fitness. The SAA intramural program stimulates social interaction with other students, facilitating the development of proper attitudes and sportsmanship. There are a variety of intramural activities available to students. St. Clair is well known for their Varsity Sport. There are 13 varsity teams and every Saints Varsity Athlete is offered a $1250 scholarship per sports semester they play. The new 85,000 sq. ft. SportsPlex will host St. Clair’s Basketball, Volleyball and Badminton athletes. A 10,000 sq. ft. fitness/training area is also in the facility and available to all students. Student The SRC is the voice of the students consisting of class representatives and Representative paid council positions. They provide services to students such as a food bank, Council clubs, health insurance program, copy centre services, scholarship information, graduation photos, pregnancy and resource centre assistance, grade appeals and assistance with student issues, and special events. Residence Living in residence is a great way to meet new friends and get the most out of campus life. Whether it’s Quittenton Hall in Windsor or the Thames Campus Residence, both provide a great experience living away from home! Residence offers many Student Life programs in an inclusive setting from social to academic activities.

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Support Service Description of Service Financial Services The Financial Aid Office is available to assist students with the application process, reviews and appeals of the OSAP (Ontario Student Assistance Program) and Part-time OSAP programs and all programs included: 30% Off Ontario Tuition Grant, Canada-Ontario Integrated Student Loan, Ontario Student Opportunity Grant, Ontario Access Grants, Ontario Access Grant for Crown Wards, Ontario Distance Grants, Canada Student Grant for Persons with Dependents, Canada Student Grant for Persons from Middle-Income Families, Canada Student Grant for Persons from Low-Income Families and Canada Student Grant for Persons with Permanent Disabilities. We offer emergency loans of up to $500 for students waiting for their OSAP assistance to be available. Tuition bursary applications are available in October, February and June of each academic year through the college website. Entrance awards are processed through this department. We post other bursaries and scholarships as they become available on our bulletin board and college website.

Campus Safety and Safety and Security Services-The goal of Safety and Security services at St. Security Clair College is to ensure that all students are able to receive their education is a safe, secure and respectful environment. Our safety and security personnel are committed to ensuring the materials, equipment and processes used in the classroom, shop and lab environments are safe and that safe work practices are taught by our Faculty to ensure everyone's safety. We treat everyone with the utmost respect, dignity, sensitivity and absolute fairness. Security Services provides the following services to the College community: • General and Emergency Service-contact through emergency phones located throughout the College and free buttons on pay phones. • General Security • Emergency Response-Emergency phone lines are set up (Windsor-4911, Chatham-3911) and accessible from any College phone, E-phones in lots • First Aid Service • Access Control • Security Investigations • Monitoring of Security and Video Systems • Parking Lot Monitoring • Dispatch for Maintenance Services • Lost and Found • Fire Emergency Response • Escorts for high risk situations • Life Safety Systems Health Services All campuses have a Health Centre that students can access for their confidential medical needs. The South Campus Health Centre has a full time Registered Nurse and a Nurse Practitioner on staff four days per week. The Chatham campus also has a full time Registered Nurse and a Nurse Practitioner on staff one day per week. The Downtown Health Centre has a Registered Nurse two and a half days a week and a Nurse Practitioner one day per week. Hours are posted at each location. The Health Centres can provide 178

Support Service Description of Service primary health care to students while they are at St. Clair as well as first aid, health assessments, physicals, disease management, etc. Student Health 101 Student Health 101 is our monthly on-line magazine. It’s full of great articles and tips about college life. Students are able to contribute to articles as well as provide feedback about the information they read. Additionally, we produce a parent edition for every issue which informs parents about the current articles as well as explains the learning outcomes of each. Library Services There are full services Libraries at both the Thames Campus and Windsor’s South Campus. The Library supports the teaching and learning process at the College with information, media and technology resources. The Library also provides a general information collection in selected subjects that enhance educational and recreational pursuits. Every effort is made to investigate and implement new and innovative digital and print resources pertaining to the programs offered. Library Staff offer assistance and instruction to students and staff, both in-house and in classroom settings, to develop skills in research, evaluation and comprehension. The Library aims to strengthen information literacy to support lifelong learning. Student LifeLine In addition to the confidential and free on-campus counselling services, Program students have access to enhanced after hours services – 24-hours, 7days-a- week, toll-free telephone and online access to the Student LifeLine Program for crisis counselling, risk assessment, work-life & wellness counselling and referrals to community services. Additionally, an online Health and Wellness website full of information, self-assessment, e-learning tools, podcasts and an educational library is at the fingertips of our students. Good2Talk Good2Talk is a free, completely confidential and anonymous helpline funded by the Ministry of Training, College and Universities that offers professional counselling, mental health and addictions information and connections to local resources for Ontario’s post-secondary students.

Commitment to student services is also evidenced through the numerous student services, a wide range of varsity athletics and extracurricular activities. Student satisfaction says it all-they have given St. Clair a ranking in our Key Performance Indicators that exceeds the provincial average in 2014.

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6.5 FACULTY

6.5.1 FOUR YEAR ENROLMENT AND STAFFING IMPLICATIONS The projected enrolment will require the following staffing:

Enrolment Staffing Requirements

Cumulative Cumulative Cumulative Projected Add Ratio of full Total Full-time full-time part-time Hiring columns time Teaching Enrolment* faculty faculty for students/ Contact equivalent equivalent technical full-time Hours** support faculty

Yr. 1 35 1 1.5 0 0 35 450 hrs.

Yr. 2 75 2 3.5 0 0 34 900 hrs.

Yr. 3 106 3 4 1 0 35 1350 hrs.

Yr. 4 148 4 6 1 0 37 1800 hrs.

*Includes Bridging Program allowing 10 additional students meeting criteria into Year 2 of the program. Bridging will commence in year 2 of program delivery.

The following loss in retention is calculated into the cumulative full-time enrolment.

• 5 students after Year 1 • 4 students after Year 2 • 3 students after Year 3

** Bridging will involve an additional 90 hours of teacher contact time each year. In addition, between year 3 and year 4 there is WIL (Work Integrated Learning) which requires am faculty advisor/ supervisor. The total teaching contact hours indicated above do not include the yearly T.C.H of 90 hours for the two bridging courses to be offered each year and the estimated yearly T.C.H. in the range of 60- 75 hours for the student advisor of the WIL component commencing after the 3rd year of operations.

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6.5.2 FACULTY QUALIFICATIONS Programs at St. Clair are taught by an experienced faculty, known in their areas of specialization, who work with industry advisors to keep programs current. Students get hands-on training and have the option of work placements to prepare them for successful careers.

Faculty teaching in a degree program must have academic credentials of at least one degree higher than a baccalaureate, in a field of study related to the subject being taught. For core courses, faculty will be hired having the terminal degree of a PhD in a related discipline. Master level degree holders will teach a maximum of 50% of the courses.

For non-core courses, faculty are selected based upon the area of academic specialization and teaching experience. All faculty teaching non-core courses hold a degree at the Master’s degree level or higher.

6.5.3 FACULTY EVALUATION All faculty will be subject to an in-class observation/evaluation once every three years. The evaluation is conducted by the School of Media, Art and Design Chair, the Vice President Academic or the President.

6.5.4 CURRENCY AND PROFESSIONAL DEVELOPMENT The College has initiated a teaching and learning program whereby development seminars and speakers are presented on various topics designed to improve and enhance the teaching and learning dynamic at the college. These sessions have been well received and attended by many faculty members though participation is voluntary.

The College has also become intensively involved in the Western Region’s College Educators Development program that provides a three-stage development and training program for new faculty hires. This CEDP experience is mandatory and is also well received. A coordinator, hired from the full- time faculty complement at the College is offloaded on the SWF for involvement in CEDP activities.

6.5.5 FACULTY TEACHING LOADS Faculty teaching loads are assigned in accordance with the Academic Employees Collective Agreement’s Standard Workload Formula (SWF) as defined in the Academic Employees Collective Agreement Article 11 – Workload.

Workloads shall not exceed 44 hours per week for up to 36 weeks per year as per the Academic Employees Collective Agreement. The remainder of the academic year will be allocated to complementary functions and professional development.

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6.5.6 CURRICULUM VITAE RELEASE The College has on file and available for inspection, from all faculty and staff whose curriculum vitae (CVs) are included in this submission, signatures that attest to the truthfulness and completeness of the information contained in their CV and agreeing to the inclusion of their CV in any documents/websites associated with the submission, review and final status of the program application.

Curriculum vitae of faculty assigned to teach in this degree program are attached as Appendix F.

The electronic policies file (Section 16) includes policies and procedures pertaining to the capacity to deliver.

Policy 1.3.1 Classifications: Faculty

Policy 1.3.4 Faculty Qualifications for Degree Program

Policy 1.3.5 Faculty Evaluation

Policy 1.3.11 Student Feedback

Policy 1.3.5 Professional Development

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APPENDIX F- CURRICULUM VITAE FOR FACULTY & RELEASE LETTERS

Appendix E has been removed for web version.

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SECTION 7: CREDENTIAL RECOGNITION

The design of this degree program has incorporated feedback from prospective employers and community based organizations that capture both the academic, professional and research demands of this field as well as prepares students for the reality of entering a profession involving advocating for social justice and legal rights at a variety of levels and in related areas of practice. Both prospective employers and key stakeholders on the Program Advisory Committee were consulted throughout the degree development process.

The design and process undertaken for this proposal will facilitate credit transfers and credential recognition by other post-secondary institutions. The development process has ensured academic rigor and the expertise of faculty are met.

The core curriculum, with its specialization in social justice and community advocacy is consistent with other similar post-secondary programs in the humanities and social sciences in the Province of Ontario. Prospective employers, academic faculty with terminal degrees and members of the program Advisory Committee have reviewed the course outlines and believe that the courses have met PEQAB standards and bench marks for Credential Recognition.

Rigorous evaluations are part of all courses offered in the Bachelor of Applied Arts in Social Justice and Legal Studies Degree program. The assignments and evaluations were mapped to the course outcomes, and were laddered to be appropriate for the semesters there after. Course assessments include tests, case analyses, journals, research essays, process oriented projects and an advanced capstone project which is evidence based. These assessments and evaluation standards are equal to, or exceed current expectations of graduate so can honours undergraduate degree in the Social Sciences.

Lastly, the Bachelor of Applied Arts in Social Justice and Legal Studies has been designed to maximize the graduate's potential for employment and promotion in the field and for future study as evidenced by the following communications from prospective employers, professional associations and academic in situations.

7.1 POST GRADUATE EDUCATION

St. Clair College has received numerous letters of support for the Bachelor of Social Justice and Legal Studies Program. Chairs, Deans and senior faculty members in social science departments from universities across Canada were contacted and invited to review the proposed bachelor degree and discuss how graduates may pursue further education at their respective university. Additionally, international universities were also contacted for further pathways for the graduates of the proposed degree.

These letters highlight two important aspects about the Bachelor of Applied Arts in Social Justice and Legal Studies Degree Program. They recognize the program's design and curriculum covers the substantial core of an undergraduate program in Social Justice as well as the integrated fields of legal studies and community advocacy, while preparing students for employment in this field. Also, the

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curriculum supports graduates who seek admissions to post-graduate study programs at national and international universities.

Letters of support for the proposed degree from the universities listed below are attached as Appendix G. Continued university outreach and relationship building will be fostered in the years to come. It is expected that more universities will provide similar letters of support and provide pathways through which our graduates may pursue higher education as the program matures and gains recognition.

Some information has been removed for web version.

Jurisdiction Academic Institution Canada 4 Universities U.S.A 1 University

7.2 INDUSTRY CREDENTIAL RECOGNITION

St. Clair College has also received numerous letters of support for the Bachelor of Social Justice and Legal Studies Degree program from industry. It is expected that additional relationships will be established as the program matures and gains recognition.

The following letters of support are included in this section:

APPENDIX G- LETTERS OF SUPPORT: UNIVERSITIES

Appendix G has been removed for web version.

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SECTION 8: REGULATION AND ACCREDITATION

Not applicable to this submission

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SECTION 9: NOMENCLATURE

The 2014 PEQAB handbook, Section, Nomenclature Standard requires that the credential must be recognizable for both employment and post graduate study opportunities. It further explains the program nomenclature must reflect the post-secondary education achieved as well as facilitate public understanding of the credential to assist students, employers and post-secondary institutions to recognize the level, nature and the discipline of study. Benchmarks must further create accurate information about the degree level, the degree nature and the discipline and/or area of study.

A review of legal and social justice studies-related degrees from institutions in Ontario and other provinces in Canada reveals that the predominant legal and justice studies baccalaureate credentials are the Bachelor of Arts in Criminology and the Bachelor of Arts in Criminal Justice. Although there are a few commonalities between these degrees and the proposed Bachelor of Applied Arts in Social Justice and Legal Studies degree, there is no similar social science degree with the joint major in Bachelor of Applied Arts in Social Justice and Legal Studies. The table below summarizes the institutions that were checked for credentials using the information posted on the websites.

Table 1. Comparable Degrees Offered at Ontario Universities

Institution Program Title Credential Work-integrated Specialization – Learning Uniqueness University of Justice Studies Bachelor of 2 unpaid 100 hour Police Guelph-Humber Applied Science & community Foundations Diploma service Community and placements Criminal Justice University of Criminal Justice Bachelor of Arts None Guelph and Public Policy University of Political Science Bachelor of Arts None Law and Politics Windsor University of Legal Studies Bachelor of Arts Optional co-op Criminology Waterloo program UOIT Criminology and Bachelor of Arts Optional 100 hour Criminal Justice Justice field placement Gender, Sexualities and Justice Race, Ethnicity and Justice Youth, Crime and Justice Carleton Criminology and Bachelor of Arts Optional field Sociology University Criminal Justice placement Psychology Law

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Institution Program Title Credential Work-integrated Specialization – Learning Uniqueness Nipissing Criminology and Bachelor of Arts Optional 96 hour Corrections Criminal Justice field placement Policing Criminology Criminal Justice Studies Legal Studies and Administration (Source: Academica Group Research)

Table 2. Comparable Degrees Offered at Canadian Universities

Institution Program Title Credential Work-integrated Specialization- Learning Uniqueness Kwantlen Community Bachelor of Arts Co-op option Polytechnic Criminal Justice Optional University practicum Mount Royal Criminal Justice Bachelor of Arts Optional unpaid University practicum University of Criminal Justice Bachelor of Arts None Fully on-line Fredericton University of Criminal Justice Bachelor of Arts Optional 200 – Winnipeg hour field placement

(Source: Academica Group Research)

• Our survey demonstrates that the B.A. nomenclature is the most commonly offered credential with Canadian universities. The degree title conveys accurate information about the degree level since “bachelors” is reflected in the degree title, which is congruent with degree level learning. Furthermore the inclusion of the terms “Social Justice” and “Legal Studies” make it very clear as to the nature and scope of the degree. This credential meets the PEQAB requirements of being easily recognizable by all stakeholders including employers, students and universities.

• St. Clair College has elected to request the B.A. credential which is well-recognized in Canada.

• The Bachelor of Applied Arts in Social Justice and Legal Studies degree conveys accurate information about the degree level, its nature and discipline of study. The degree is academically rigorous, offering core elements typical of bachelor degree together with a specialization in Social Justice, Legal Studies and Community Advocacy.

• The program’s inductive approach to teaching and learning, work term opportunities, courses grounded in theory and practice and the capstone project prepares students for entry into a profession and/or for graduate level of study. The research conducted combined with letters of

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support solicited from prospective employers, professional associations and universities recognize the level, nature and discipline of this degree.

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SECTION 10: PROGRAM EVALUATION

All academic programs at St. Clair College undergo substantive quality assurance reviews throughout their life-span.

Each program must undertake an Annual Program Review. This yearly review aids to identify and address quality and/or enrolment issues as well as potential challenges with retention, curricula, and program finances. Current and historical enrolment data, competitor intelligence, labour market scans, Key Performance Indicators and Instructional Feedback results encompass the basis for evaluating program quality and growth.

No less than every 5 years, each academic program must undergo a cyclical program review. During this time, a comprehensive review of the curriculum takes place. Program level outcomes, course outlines, delivery methodologies, tools, equipment and the likes are all considered during the cyclical review. Program mapping is completed and course outlines are extensively reviewed to ensure the meeting of outcome based education. It is during this review where major program modifications are identified.

Reference to the above two-phase quality assurance review process can be found under 5.1 Quality Assurance of Delivery.

The electronic policies file (Section 16) includes policies and procedures pertaining to quality assurance of delivery.

Policy 1.6.2 Academic Program Quality Assurance Reviews

Policy 1.6.3 Quality Assurance Accountability Audit

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SECTION 11: ACADEMIC FREEDOM AND INTEGRITY

St. Clair College has practices and policies relating to academic freedom and integrity as well as applied research and scholarship activities. The College also maintains an institutional license for “Turn it In” providing faculty with an evaluative tool to ensure academic honesty and integrity of student works.

11.1 ACADEMIC FREEDOM

St. Clair College believes that all College community members should be able to work, teach, and learn, in an atmosphere which is free from harassment and discrimination. St. Clair College values positive and supportive interaction among all members of the College community.

The College’s Academic Freedom Policy protects the individuality of scholarly investigation, recognizes the responsibility for academic rigour, and promotes the responsible sharing of ideas and research.

11.2 ACADEMIC INTEGRITY / HONESTY

St. Clair College is committed to providing a fair learning environment for all students and in ensuring that “learning” is the basis upon which educational credentials are earned. Learning requires honest effort. The Academic Integrity / Honesty web link located on the St. Clair College site and the “Code of Student Rights and Responsibilities” booklet provides resources to students, faculty and other members of the college community about academic integrity and how to maintain it.

All members of the college community have a stake in ensuring that teaching and learning take place in an environment based on mutual trust and respect. Academic misconduct, or cheating, is a violation which can result in serious consequences whether it is done intentionally or unintentionally. It is the responsibility of all students to understand the College’s Code of Student Rights and Responsibilities, which includes adherence to academic integrity principles, and the penalties that may result from violations.

St. Clair College is committed to the five fundamental values of Academic Integrity: honesty, trust, fairness, responsibility and respect.

11.3 INTELLECTUAL PROPERTY

St. Clair College seeks to encourage creativity, innovation and invention among its faculty, students and staff. The College invests in this endeavor by making available its own facilities, equipment, personnel, marketing and IT resources. The College also actively seeks specific support for research activity from external sources, both public and private.

Inventions, discoveries, and creative works that are developed by individuals at the College may have commercial and/or scientific and scholarly value. The intent of the Intellectual Property Policy is to provide incentives that foster creative activity, and to help assure that any intellectual property produced will be utilized for the benefit of the College, and the public. To help meet this policy’s objectives, the College may make available, through the office of research, the technical and legal 193

assistance in procedures necessary to protect ownership of intellectual property and to aid in its commercial development.

11.4 RESEARCH INTEGRITY AND SCHOLARSHIP

St. Clair College is committed to ethical conduct in all of its scholarship and research initiatives. All College personnel involved in research or scholarship will adhere to ethical principles in these activities. The College provides the ethical framework for such activities, and will provide ongoing education, guidance, and support on research and scholarly integrity.

The primary purpose of the Research Integrity and Scholarship Policy is to establish a code of conduct to ensure and maintain the integrity of research or scholarship activities at St. Clair College.

St. Clair College staff must make all reasonable efforts to ensure non-employees involved in research or scholarship at the College are aware of, and comply with this policy.

11.5 COMPLIANCY WITH COPYRIGHT LAW

Copyright legislation places an obligation on the College to ensure that the provisions of the law are respected in the conduct of its various functions. The Copyright Policy provides guidance to administrators, contractors, faculty, staff, students and visitors concerning the expectation of the law with respect to copying, reproducing, or distributing any copyrighted material.

11.6 ACADEMIC FREEDOM AND INTEGRITY

The electronic policies file (Section 16) includes policies and procedures pertaining to academic freedom and integrity.

Policy 1.1.11 Academic Freedom

Policy 4.7 Copyright Policy

Policy 7.1 Code of Student Rights and Responsibilities

Policy 7.2 Freedom of Information and Protection of Privacy Act

Policy 10.3 Intellectual Property Policy

Policy 10.4 Research Integrity and Scholarship

Policy 1.3.14 Quality Learning Environment

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SECTION 12: STUDENT PROTECTION

12.1 ACADEMIC CALENDAR AND PROMOTIONAL MATERIALS

Program overviews, course of study listings, admission requirements and related program information for every St. Clair academic program can be found both on the College’s web site and in the Admissions Handbook. Individual course descriptions and course credit values can be found on individual program pages on the College web site.

Promotional materials, such as the below post card example, are also developed for each program of instruction and used during promotional affairs and recruitment events.

Where programs have individual web pages, promotional videos are developed and uploaded for the public to view. An example of a promotional video can be viewed at: www.stclaircollege.ca/programs/postsec/journalism

St. Clair College also utilizes social media, such as Facebook, to promote programs, events, and just-in- time broadcasting of news: www.facebook.com/StClairCollege

Once this proposed degree program has been approved, St. Clair’s marketing team will develop materials appropriate to the marketing/promotion platforms most suitable for the program.

12.2 PROTECTION OF STUDENT AND CONSUMER INTEREST

Key information about the College’s organization, policies and programs is published on the college’s web site at: www.stclaircollege.ca and is readily available to the students and the public.

Additional information published on the College website includes:

College Vision, Mission and Ends Statement www.stclaircollege.ca/boardandstaff/vision_mission News and Events www.stclaircollege.ca/news Information for Parents http://www.stclaircollege.ca/futurestudents/ Operating By-Laws, Strategic Initiatives and stclaircollege.ca/boardandstaff/governors Board Minutes Board of Governors Members www.stclaircollege.ca/boardandstaff/members Administrative Staff Structure and www.stclaircollege.ca/boardandstaff Departments

As an applied college, our faculty credentials range from diplomas and certifications in the skilled trades area to various degrees at the academic level including Bachelor, Master’s and Doctorates. A complete list is available from the Human Resources department upon request.

Policies and protocols are in place to ensure that we provide an advocacy role in situations where a student feels his/her interests are not being fairly protected

12.3 AWARENESS OF POLICIES AND PROCEDURES

Information about application, admissions, registration and fee payment is distributed to applicants and students as part of the Admissions and Registration process. This information is also available to the public on the Registrar’s Office page, www.stclaircollege.ca/registrar. Additionally, publications containing the policies and procedures described below and others that students need to be aware of are mailed with registration instructions then posted to the Registrar’s Office webpage where it is accessible to the general public.

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12.3.1 Code of Student Rights and Responsibilities The College is committed to the provision of high quality education and training, and seeks to ensure an environment of academic integrity in both the learning and evaluation processes taking place at the College. It is also committed to the establishment of an atmosphere of respect and appreciation for the rights and responsibilities of all those associated with the College.

The Code of Student Rights and Responsibilities (the Code) reflects the College’s intention not only to respect the rights of students, but also to require students to respect the rights of others and to observe College rules and regulations essential to the orderly operation of the College and the classroom. This includes compliance with all health and safety policies, procedures and protocols.

In common with all other individuals in Ontario, students enjoy rights under the Human Rights Code of Ontario, the Canadian Charter of Rights and Freedoms and the Freedom of Information and Protection of Privacy Act. Students have and may exercise their general rights as citizens, subject to the rules, regulations and discipline of the College. They also have the right to the enjoyment of a safe learning environment and fair treatment in accordance with the rules, regulations and discipline of the College.

The College recognizes that the privilege of pursuing an education includes the responsibility of all members of the College community to maintain high standards of conduct. The College shall treat students as adults who are capable of and responsible for conducting their affairs with courtesy and proper regard for the rights of others and of the College community. The College expects that students will conduct themselves honorably and maturely in pursuit of their academic goals and, at the least, in accordance with federal, provincial and municipal laws and with College rules and regulations.

The Code of Student Rights and Responsibilities also speaks to:

• Non-Academic Misconduct: Offences, Penalties, Complaint Process and Appeal • Academic Misconduct: Offences, Penalties, Complains and Appeals

12.3.2 Respectful Work and Educational Place St. Clair College is a community of diverse races, creeds, cultures, and social affiliations. The College is committed to promoting and supporting a workplace and learning environment where everyone can work and study together in an atmosphere free of harassing or demeaning treatment in which all individuals are treated with respect and dignity. The College values each member of its community for his or her individual and unique talents. The College recognizes that each individual’s effort is vital to achieving the goals of St. Clair College and so the College strives to maintain a climate of mutual respect.

The Respectful Work and Educational Place Policy informs all parties of the standards for a respectful work/learning place that St. Clair College strives for. The Policy outlines inappropriate behaviours and commits the College to actively prevent such situations from occurring.

Everyone at St. Clair College is expected to practice basic principles of mutual respect by: d others each other’s work and roles • Behaving in ways that show respect towar • Valuing • Developing relationships built on trust 197

• Promoting a climateopen and that honest is fair, communication supportive, and responsive • Creating a welcoming environment through words, actions, and physical surroundings • Encouraging 12.3.3 • CelebratingGrade differences Appeal St. Clair College and its faculty members are committed to quality academic decision-making and to ensuring that academic records genuinely and accurately reflect the learners’ academic accomplishments. Academic decisions should be based on impartially assessed performance outcomes which measure the learning of students and these decisions must be free of bias, prejudice, unfairness or other inappropriate personal or systemic influences. The purpose of the Grade Appeal Policy is to provide students with access to a respectful, thorough, judicious, impartial and timely review of academic grading decisions.

The Grade Appeal Policy establishes a consistent, progressive pathway for the resolution of concerns or disputes relating to the grades, marks or academic status conferred in academic courses delivered to St. Clair College students. It is intended that the normal route followed by an appeal of an academic grade will be:

• Firstly, addressing the concern with the faculty member or members who conferred the grade. • Secondly, appealing to the Academic Chair of the academic school or department that delivers the academic course to determine a resolution of the dispute. • Thirdly, in the event that either party to the grade appeal is not satisfied with the decision of the Academic Chair, appealing to the St. Clair College Grade Appeal Panel for a final review of the grading dispute.

The review of academic grades is subject to the rules of natural justice, principles of equity and fairness as well as to the policies and processes of St. Clair College.

Students can download the “Students Guide to Grade Appeals” handbook at: www.stclaircollege.ca/registrar/docs/grade_appeals_student_guide.pdf.

The College’s “Just the Facts” handbook also contains information related to the Grade Appeal policy (Academic Review Policy). This handbook is given to all students at the beginning of their first semester. An electronic copy of the “Just the Facts” handbook can be found at: http://www.stclaircollege.ca/registrar/docs/JustTheFacts2015.pdf.

12.3.4 Examination Regulations The Examination Regulations Policy serve several purposes. Primarily, it attempts to balance two aims: (1) to minimize as much as possible the inherent stress students experience in a testing environment, and (2) to safeguard the integrity of the test-taking and evaluation process. The comprehensive nature of these regulations attempt to achieve this balance by clearly setting out expectations so that all parties involved in the testing process (students, faculty, invigilators, administrators, and support staff) have a common understanding of the rules that guide the testing process. By setting out both the requirements and the areas in which discretion may be exercised, these regulations aim to ensure that uncertainty and

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misunderstanding can be minimized through consistent application of rules while providing flexibility where warranted so as to avoid unfair results.

Another purpose of this policy is to reduce the need to resort to formal processes (such as grade appeals) for resolution of issues. This can be achieved by having a common understanding and consistent application of the rules and judicious exercise of discretion.

12.3.5 Student E-Mail In 2008, The College adopted a new policy concerning the “use of Email as an Official Means of Electronic Communication with Students.” Prior to 2008, there were two channels for electronically communicating with students, one being through a student’s preferred email address and the other through the St. Clair system. Because of this, there was confusion about which email address to use to send email to students, and where students should expect email to be delivered. The new policy established that the channel for email communication will be through the St. Clair system.

When the College originally used the preferred email address, electronic communication was not as prevalent. A number of conditions have changed which necessitated the need to implement the Student E-Mail Policy. The protection of a student’s identity when communicating electronically with faculty and staff as well as the desire to maximize the privacy that a student can expect when communicating with College personnel were major factors in the decision.

With the implementation of the Student E-Mail Policy, IT Services understands that it has a responsibility to provide students with a secure, managed, highly-available email system with appropriate disk space and response time for them to carry out their electronic correspondence.

12.3.6 Security of Academic Student Records St. Clair College enforces a “Student Identity Validation Policy” as a means to protect students’ privacy and personal information. This policy is available in the “Just the Facts” handbook as well as on-line at: http://www.stclaircollege.ca/registrar/docs/JustTheFacts2015.pdf.

12.3.7 Payment Schedule of Fees and Charges

Students are provided with a payment schedule when they receive their program acceptance package. Over and above this, an overview of the payment schedule of fees and charges can be found in the Admissions Handbook. More in-depth information is available in the St. Clair College Registrar’s Office Student Fee Policy which is publically available at: www.stclaircollege.ca/registrar/docs/2015_2016_Student_Fee_Structure.pdf.

Additional information relating to payment information can be found in the College’s “Just the Facts” handbook. As well as on-line at: www.stclaircollege.ca/registrar/docs/JustTheFacts2014.pdf

12.3.8 Withdrawals and Refunds A “Withdrawal from Programs/Courses and Refunds” policy identifies the process and refund guidelines for withdrawing from an individual course or program of study. Only those students who officially withdraw from a course or program of study are eligible for a refund. Students who withdraw within

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the first ten days of a semester will receive a refund of the amounts paid, less a non-refundable administration fee. The College’s “Just the Facts” handbook and Admissions handbook also explain the withdrawal and refund process.

The electronic policies file (Section 16) includes policies and procedures pertaining to student protection.

Policy 7.1 Code of Student Rights and Responsibilities Policy 5.15 Respectful Work and Educational Place Policy Policy 1.4.2 Academic Grade Appeal Policy Policy 6.4 Student Email Policy Policy 1.3.13 Examination Regulations Policy Processes Student’s Guide to Grade Appeal Processes Just the Facts – FYI starts here Registrar’s Policy St. Clair College Registrar’s Office Student Fee Policy Registrar’s Policy Student Identification Validation Policy Policy 1.6.17 Withdrawal from Programs/Courses and Refunds

At the time of program acceptance, students are mailed an “Admission/Registration Process” letter which outlines deadline dates for confirmation to their program and tuition payment processes and deadlines.

Additional admission requirements such as selection procedures, pre-admission testing and health requirements are typically posted to each individual program page on the College internet site and in the printed Admissions handbook.

Once a student has accepted an offer of admission to St. Clair College, he or she receives a Registration Package which includes the Terms and Conditions under which the offer of admission is accepted. This package specifies that all students at St. Clair are required to abide by the policies and regulations of the College.

Each student receives a booklet called “Just the Facts” and a copy of the Code of Student Rights & Responsibilities booklet which contains important information relating to:

• Fees, Fee Payment and Penalties • Choosing an Elective • Withdrawal from the College; Dropping or Adding a Course • Academic Standing; Dismissal; and Re-Admission • Academic Grade Review Policy • Financial Aid • Student Services • Students Rights and Responsibilities • Academic and Non-Academic Misconduct, complaint and appeal processes 200

• Academic Integrity / Honesty PDF copies of both publications and related policies are available to students via the College website (www.stclaircollege.ca/registrar).

In-depth information for both students and faculty relating to academic integrity/honesty is posted to the College’s web site at: www.stclaircollege.ca/stclairspace/integrity Students are directed to review the information on the site and view the on-line video. This same video is presented to new students during orientation and/or their first week of classes.

Credit transfer arrangements for incoming students will be posted to degree program specific web pages once the program has been approved. This same transfer agreement information will be made available on program specific print publications.

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SECTION 13: ECONOMIC NEED

St. Clair College contracted Academica Group Research Inc. to perform an Industry Needs Assessment to ensure economic need for the graduates of the Bachelor of Applied Arts in Social Justice and Legal Studies Degree program (formerly referred to as the Bachelor of Legal and Justice Studies program in Academica’s report).

Academica’s findings demonstrate that a degree program in Bachelor of Applied Arts in Social Justice and Legal Studies that is geared to preparing students for careers in community and social services, corrections and policing would be particularly well received if it included coursework in social justice, criminology, counseling, case management, interpersonal communication, advocacy, legal studies, restorative justice and new technology.

As the St. Clair College’s proposed degree of Bachelor of Applied Arts in Social Justice and Legal Studies does include all of the above noted recommendations for coursework together with work-integrated learning opportunities, this proposed program will be particularly desirable. It was also noted by Academica that a degree is becoming a de facto requirement of the job of police officers and others working in the justice and social service sectors due to the increasingly competitive environment and the need for professionals to have better “soft skills”, to be better communicators, have a greater understanding of diversity, to be better prepared for life-long learning and to be more adept at using new technology.

Labour Market Projections

Labour market projections for the occupations considered for be the most relevant potential career pathway for graduates of the proposed program are provided here. The occupations are:

1. Court Officers and Justice of the Peace (NOC 1227) 2. Probation and parole officers and related occupations (NOC 4155) 3. Community and Social Service Workers (NOC 4212) 4. Police Officers (Except Commissioned) (NOC 4311) 5. Correctional Service Officer (NOC 4422) 6. By-Law Enforcement and Other Regulatory Officers, n.e.c. (NOC 4423)

The following charts, provided by Academica, show detailed labour market information for each occupation, including average annual employment growth, for years 2014 – 2022.

The rating scale is based on the following quintiles:

- Bottom (lowest 20% of occupations) = Poor - Second (20%-40%) = Below Average - Third (40%-60%) = Average - Fourth (60%-80%) = Above average - Fifth (80%-100%) = Excellent

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Ontario

Average Annual Rating (2014 – 2022) Court Officers and Justice Job Openings/Labour Force 3.93% Excellent of the Peace (NOC 1227) Employment Growth 1.23% Excellent Employment Size 2,597 Below Average Unemployment Rate 5.61% Above Average Probation and parole Job Openings/Labour Force 3.04% Average officers and related Employment Growth 1.26% Excellent occupations Employment Size 2,707 Below Average (NOC 4155) Unemployment Rate 5.59% Above Average Community and Social Job Openings/Labour Force 3.05% Average Service Workers Employment Growth 1.15% Above Average (NOC 4212) Employment Size 51,912 Excellent Unemployment Rate 5.13% Excellent Police Officers (Except Job Openings/Labour Force 3.88% Excellent Commissioned) Employment Growth 0.82% Below Average (NOC 6261) Employment Size 30,531 Excellent Unemployment Rate 7.97% Average Correctional Service Job Openings/Labour Force 3.43% Above Average Officer Employment Growth 1.14% Above Average (NOC 6462) Employment Size 6,799 Average Unemployment Rate 5.44% Above Average By-Law Enforcement and Job Openings/Labour Force 3.05% Average Other Regulatory Officers Employment Growth 0.89% Average (NOC 6463) Employment Size 3,595 Below Average Unemployment Rate 5.75% Above Average

Southwestern Ontario

Average Annual Rating (2014 – 2022) Court Officers and Justice Job Openings/Labour Force 4.26% Excellent of the Peace (NOC 1227) Employment Growth 1.44% Excellent Employment Size 240 Below Average Unemployment Rate 4.33% Above Average Probation and parole Job Openings/Labour Force 3.33% Above Average officers and related Employment Growth 1.37% Excellent occupations Employment Size 184 Below Average (NOC 4155) Unemployment Rate 4.35% Above Average Community and Social Job Openings/Labour Force 2.85% Average Service Workers Employment Growth 0.89% Above Average (NOC 4212) Employment Size 7,021 Excellent Unemployment Rate 4.04% Excellent

Police Officers (Except Job Openings/Labour Force 5.81% Excellent Commissioned) Employment Growth 0.76% Above Average

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Average Annual Rating (2014 – 2022) (NOC 6261) Employment Size 3,181 Excellent Unemployment Rate 6.80% Average Correctional Service Job Openings/Labour Force 3.88% Excellent Officer Employment Growth 1.50% Excellent (NOC 6462) Employment Size 494 Average Unemployment Rate 4.35% Above Average By-Law Enforcement and Job Openings/Labour Force 3.02% Above Average Other Regulatory Officers Employment Growth 0.88% Average (NOC 6463) Employment Size 243 Below Average Unemployment Rate 4.42% Above Average

The median hourly wage in Ontario for any of the above noted NOC codes is from $22.00 to $37.00-per hour according to the research study conducted by Academica and the educational requirement is usually a bachelor’s degree in law, business, social work, criminology, psychology or other social science or health-related discipline. (Note: in some cases a master’s degree is required.)

The interdisciplinary nature of the program was well received by most interviewed by Academica Research Group. They viewed the program as furthering the skills of graduates from traditional diploma programs and noted that the program would also benefit those already employed and seeking professional development or continuing in their studies.

As previously noted, there was a consensus among those interviewed that a four year degree program is now a de facto requirement for employment in their fields. Most also thought that a four-year degree would add critical thinking and broader problem solving skills to existing diploma-credentialed students.

Furthermore, it was noted by Academica that St. Clair College enjoys a positive reputation in the community and most key interview subjects were more favourably disposed to the program knowing that the proposal was coming from St. Clair College. In part, this was due to the reputation the college has for training work-ready graduates. St. Clair College is seen as innovative and willing to blend academic disciplines, as well as providing strong opportunities for professional development.

The full Academica Group research report can be viewed at Appendix A.

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SECTION 14: NON-DUPLICATION OF PROGRAMS

SIMILAR COLLEGE PROGRAMS

Three Ontario colleges offer degree programs related to the proposed Bachelor of Applied Arts in Social Justice and Legal Studies Degree: Humber College; Conestoga College; and Georgian College. Humber’s program in Criminal Justice focuses on the criminal justice system, why crimes occur, how crimes can be prevented and options available for dealing with offenders. Humber’s program has very few courses on law or advocacy. The Conestoga program in Community and Criminal Justice focuses on the reasons for crime and approaches to crime prevention. Conestoga’s program has courses on law but little emphasis on advocacy. Georgian’s program is focused exclusively on policing. St Clair College has a focus on social justice and community advocacy

Comparable Criminal Justice Degrees Offered at Ontario Colleges

Institution Program Title Credential Work-integrated Specializations Learning Humber College Criminal Justice Bachelor of 2 unpaid 8 week Applied Arts work terms

Conestoga Community and Bachelor of 1 420 hour co-op College Criminal Justice Community and Criminal Justice Georgian College Police Studies Bachelor of 2 paid 560 hour Human Services work terms (Source: Academica Group Research)

OCAS Analysis

Some information has been removed for web version.

The following two tables show applications and registrations by region of residence to the three comparable programs in Ontario

Applications by Region of Residence to the Three Comparable Programs in Ontario Colleges

2010 2011 2012 2013 Western 313 312 364 312 Central 610 850 780 877 Eastern 65 96 62 73 Northern 8 2 1 10 Outside Ontario 11 12 12 3 Unknown 3 7 5 6 Total 1010 1279 1224 1281

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Registrations by Region of Residence to the Three Comparable Programs in Ontario Colleges

2010 2011 2012 2013 Western 55 53 50 55 Central 100 149 155 155 Eastern 2 3 4 4 Northern 1 1 Outside Ontario 2 2 Unknown 2 3 Total 158 209 214 215

SIMILAR UNIVERSITY PROGRAMS

Comparable university level Bachelor of Applied Arts in Social Justice and Legal Studies Degree Programs within Ontario:

There are many universities that offer criminology degrees, but there are very few that offer an applied program similar to the St. Clair College proposed program.

The University of Windsor offers a Bachelor of Arts degree specializing in Political Science which is designed for entrance into law schools. The University of Guelph-Humber offers Justice Studies, in which graduates earn both a Bachelor of Applied Science degree and a diploma in either Police Foundations or Community and Justice Services. The University of Guelph has a Criminal Justice and Public Policy program, but the emphasis is more theoretical and there is no work-integrated learning component. The University of Waterloo offers a Legal Studies program with an option to specialize in Criminology.”

The program proposed by St. Clair College is unique in its focus on advocacy and community integration. The table set out below will show the comparable programs offered at Ontario Universities and the table following will show the comparable programs offered at Canadian Universities.

Some information in this section has been removed for web version.

Comparable Degrees Offered at Ontario Universities

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SECTION 15: OPTIONAL MATERIAL

There is no optional material with this submission.

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SECTION 16: POLICIES

Each policy submitted must identify whether the policy is a draft or has been formally approved by the applicant’s governing body. Each approved policy should identify the date that the policy was adopted and the approving body. (Note: Policies marked with an asterisk are expected to be readily available to the public.)

Policy/Procedure Name of Policy/Procedure Admission, Promotion and Graduation Policies and procedures pertaining to: • admission of mature students Policy 1.2.1 Admissions • the level of achievement required of Policy 1.4.5 Grading and Assessment Reporting students in the program for promotion Policy 1.5.7 Program Progression and Graduation within the program and for graduation Requirements • academic remediation, sanctions and Policy 1.5.1 Academic Standing suspension for students who do not meet Policy 1.5.6 Student Overall Standing minimum achievement requirements Policy 1.5.7 Program Progression and Graduation Requirements • credit transfer/recognition (including any Policy 1.6.22 Articulation, Credential Recognition, bridging requirements for Credit Transfer and PLAR in Degree Programs certificate/diploma to degree laddering) Policy 1.6.9 Transfer Credit for Previous Academic Studies • entrance examinations and advanced Policy 1.6.22 Articulation, Credential Recognition, placement based on prior learning Credit Transfer and PLAR in Degree Programs assessments for “life experience” Policy 1.6.9 Transfer Credit for Previous Academic Studies Program Development Policies and procedures pertaining to: • quality assurance of program Policy 1.6.19 Course Outline Requirements and development and modification Application Process Policy 1.6.23 College Program Assessment Committee Policy 1.6.24 Academic Program Development Program Delivery Policies and procedures pertaining to: • quality assurance of program delivery Policy 1.3.5 Faculty Evaluation and Professional methods Development Policy 1.6.2 Academic Program Quality Assurance Reviews Policy 1.6.3 Quality Assurance Accountability Audit Policy 1.6.25 Academic Program Modification Policy 2.17 Quality Assurance Review of College Policies

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Policy/Procedure Name of Policy/Procedure • mechanisms and processes for student Policy 1.3.11 Student Feedback feedback regarding program delivery Policy 1.3.14 Quality Learning Environment • professional development of faculty Policy 1.3.5 Faculty Evaluation and Professional including the promotion of curricular and Development instructional innovation as well as technological skills • student internship Policy 1.1.13 Work Integrated Learning • E-learning Policy 1.1.14 E-Learning Policy 1.1.15 E-Learning Quality Assurance Standards Policy 1.1.16 Learning Management System Capacity to Deliver Policies and procedures pertaining to: • Faculty responsibilities Policy 1.3.1 Classifications-Faculty • academic/professional credentials Policy 1.3.4 Faculty Academic/Professional required of present and future faculty Credential Requirements for Degrees teaching courses in the program • academic/professional credentials Policy 1.3.4 Faculty Academic/Professional required of faculty acting as Credential Requirements for Degrees research/clinical/exhibition supervisors in the program • the requirement to have on file evidence Policy 1.3.4 Faculty Academic/Professional supplied directly to the college by the Credential Requirements for Degrees agency of the highest academic credential and any required professional credentials claimed by faculty members • The regular review of faculty performance, Policy 1.3.11 Student Feedback including student evaluation of teaching Policy 1.3.5 Faculty Evaluation and Professional and supervision Development

• The means for ensuring the currency of Policy 1.3.5 Faculty Evaluation and Professional faculty knowledge in the field Development

• Faculty teaching and supervision loads Academic Employees Collective Agreement, Article 11 • Faculty availability to students Academic Employees Collective Agreement, Article 11 • The professional development of faculty Policy 1.3.5 Faculty Evaluation and Professional including the promotion of curricular and Development instructional innovation as well as technological skills, where appropriate

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Policy/Procedure Name of Policy/Procedure Program Evaluation Policies and procedures pertaining to: • Internal periodic review of the program Policy 1.6.2 Academic Program Quality Assurance • Sustainability of Academic Programs Reviews Policy 1.6.3 Quality Assurance Accountability Audit Policy 1.6.26 Sustainability Review of Academic Programs Academic Freedom and Integrity Policies and procedures pertaining to: • Academic honesty and the college’s plan Policy 7.1 Code of Student Rights and for informing faculty and students about, Responsibilities and ensuring their compliance with, policies pertaining to academic honesty • College community members should be Policy 1.1.11 Academic Freedom able to work, teach, and learn, in an Policy 1.3.14 Quality Learning Environment atmosphere which is free from harassment and discrimination. • Compliance with copyright laws Policy 4.7 Copyright Policy • Privacy of records and release of Policy 2.16 Freedom of Information and information Protection of Privacy Act

• The ownership of intellectual products of Policy 10.3 Intellectual Property Policy its employees and students • Research involving humans and/or Policy 10.4 Research Integrity and Scholarship animals, and the management of research Policy funds Student Protection Policies and procedures pertaining to: • Examination regulations Policy 1.3.13 Examination Regulations Policy • The resolution of students’ academic Policy 1.4.2 Grade Appeal Policy appeals, complaints, grievances and/or Student’s Guide to Grade Appeal other disputes • Student withdrawals Policy 1.6.17 Withdrawal from Programs/Courses and Refunds • Standards for a respectful work and Policy 5.15 Respectful Work and Educational learning environment Place Policy • Student Email Policy 6.4 Student Email Policy • Student rights and responsibilities Policy 7.1 Code of Student Rights and Responsibilities • Registrar’s Policy St. Clair College Registrar’s Office Student Fee Policy

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Policy/Procedure Name of Policy/Procedure • Registrar’s Policy Student Identification Validation Policy • Compliance with the Freedom of Policy 2.16 Freedom of Information and Information and Protection of Privacy Act Protection of Privacy Act • Student dismissal Policy 1.2.1 Admissions Policy 1.5.1 Academic Standing Policy 1.5.6 Student Overall Standing *Policies marked with an asterisk are expected to be readily available to the public

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