Bachelor of Applied Arts (Interior Design)

PART A

1 Submission Checklist for Part A Item Name and Binder Tab Status Submission Checklist for Part A [ √ ] Attached ** Appendix 1 College and Program Information [ √ ] Attached *Appendix 2 Abstract of Proposed Program [ √ ] Attached ** Appendix 3 Delivery of Current Consent Program Checklist [ √ ] Attached Degree Level Standard Appendix 4.1 Degree Level Standard Summary [ √ ] Attached

Program Content Appendix 6.1.1 Program Advisory Committee [ √ ] Not required [ ] Attached Appendix 6.2.1 Professional/Accreditation or Other Requirements [ √ ] Not applicable [ ] Attached Appendix 6.2.2 Letters of Support: Professional/ Accreditation or Other [ ] Not applicable Requirements [ √ ] Attached Appendix 6.3.1 Program Level Learning Outcomes (Met) [ ] Not required [ √ ] Attached Appendix 6.3.1.1 Program Level Learning Outcomes (Not Met) [ √ ] Not required [ ] Attached Appendix 6.3.3.1 Program Hour/Credit Conversion Justification [ √ ] Not required [ ] Attached Appendix 6.3.3.2 Academic Course Schedule [ √ ] Not required [ ] Attached *Appendix 6.4.A. Explanation of Added or Dropped “P” Courses [ √ ] Not required [ ] Attached Appendix 6.4.A.1 Added “P” [ √ ] Not required [ ] Attached *Appendix 6.4.B. Explanation of Added “O” Courses [ √ ] Not required [ ] Attached Appendix 6.4.B.1 Added “O” Course Outlines [ √ ] Not required [ ] Attached Appendix 6.5.1. Program Structure Requirement [ √ ] Not required [ ] Attached Appendix 6.5.2 Support for Work Experience [ √ ] Not required [ ] Attached Appendix 6.5.3 Work Experience Outcomes and Evaluation [ √ ] Not required [ ] Attached *Appendix 6.6, Summary of Program Changes [ √ ] Not required [ ] Attached Appendix 5.1.1 Admission Requirements Direct Entry [ √ ] Not required [ √ ] Attached Appendix 5.1.2 Admission Policies and Procedures for Mature Students [ √ ] Not required [ ] Attached Appendix 5.2.1 Credit Transfer/Recognition Policies and Procedures [ ] Not required

2 [ √ ] Attached Appendix 5.2.2 Advanced Placement Policies [ ] Not required [ √ ] Attached Appendix 5.2.3 Degree Completion Arrangements [ √ ] Not required [ ] Attached Appendix 5.2.4 Gap Analysis [ √ ] Not required [ ] Attached Appendix 5.2.5 Bridging Courses [ √ ] Not required [ ] Attached ** Attach as Appendix 5.2.6 Admissions Information [ √ ] Attached

Appendix 5.3, Promotion and Graduation Requirements [ √ ] Not required [ ] Attached ** Attach as Appendix 5.3.1, Student Retention Information [ √ ] Attached

Program Delivery Standard Appendix 7.1.1 Quality Assurance Policies [ √ ] Not required [ ] Attached Appendix 7.1.2 Policy on Student Feedback [ √ ] Not required [ ] Attached Appendix 7.1.3 Student Feedback Instruments [ √ ] Not required [ ] Attached Appendix 7.2.1 On-line Learning Policies and Practices [ ] Not required [ √ ] Attached Appendix 7.2.2 Academic Community Policies [ √ ] Not required [ ] Attached *Appendix 7.2.3 Expansion of On-Line Leaning [ √ ] Not required [ √ ] Attached *Appendix 7.2.4 Introduction of On-Line Learning Policies [ √ ] Not required [ ] Attached Capacity to Deliver Standard ** Attach as Appendix 8.2.1 Library Resources [ √ ] Attached

** Attach as Appendix 8.2.2 Computer Access [√ ] Attached

** Attach as Appendix 8.2.3 Improvements/Expansion of Classroom Space [ √ ] Attached

** Attach as Appendix 8.2.4 Laboratories/Equipment [ √ ] Attached

Attach as Appendix 8.3 Resource Renewal and Upgrading [ √ ] Attached

Appendix 8.4 Support Services [ ] Not required [ √ ] Attached Appendix 8.5 Policies on Faculty [ √ ] Not required [ ] Attached Appendix 8.6.2.A Exception Statements Approved by the President [ ] Not required [ √ ] Attached ** Appendix 8.6.2 B, Faculty Qualifications: Discipline Related Courses [ √ ] Attached

3 ** Appendix 8.6.2 C, Faculty Qualifications: Breadth Courses [ √ ] Attached

Appendix 8.7, Enrolment Projections and Staffing Implications [ √ ] Attached

Credential Recognition Appendix 10.1.1 Current Regulatory or Licensing Requirements [ ] Not applicable [ √ ] Attached Appendix 10.1.2 Letters of Support From Regulatory/Licensing Bodies [ ] Not applicable [ √ ] Attached *Appendix 9.1.a. Credential Recognition [ √ ] Attached

*Appendix 9.1.b. Credit Transfer Recognition [√ ] Not required [ ] Attached *Appendix 9.1.c. Policy on Informing Students on Recognition [√ ] Not required [ ] Attached Program Evaluation Appendix 11.1 Periodic Review Policy and Schedule [√ ] Not required [ ] Attached *Appendix 11.2 Update on Program Evaluation Measures [ √ ] Attached Appendix 12.1 Student and Employer Testimonials [ √ ] Attached Appendix 12.2 Letters of Support from Professional Associations [ √ ] Attached

Notes: 1. Unless otherwise indicated, the Appendix numbers in this checklist and in Appendix 3 directly correlate with appendices in the current version of the Submission Guidelines for Ontario Colleges , and the Submission Guidelines’ appendices are to be used as the reporting template for your submission. 2. Appendices that are not found in the Submission Guidelines are indicated with a “ *” in the checklist. Appendices with templates that are included in this application document are indicated with a “ ** ” in the checklist.

4 Appendix 1: College and Program Information

Full Legal Name of Organization: Algonquin College of Applied Arts and Technology Operating Name of Organization: Algonquin College Common Acronym of Organization (if applicable): N/A URL for Organization Homepage (if applicable): www.algonquincollege.com Degree program for which consent renewal is being sought: Bachelor of Applied Arts (Interior Design) Location (specific address) where program is delivered: 1385 Woodroffe Avenue Ottawa, Ontario K2G 1V8 Date on which the program commenced: 30 August 2004 Date when the initial class of students will complete the program: 03 May 2008 Contact Information: Person Responsible for this Submission: *Marguerite Donohue Name/Title: Executive Dean, Academic Development Full Mailing Address: 1385 Woodroffe Avenue , Ottawa, Ontario K2G 1V8 Telephone: 613 727 4723 ext. 2486 Fax: 613 727 7633 E-mail: [email protected] Site Visit Coordinator (if site visit is required and if different from above):** Name/Title: Full Mailing Address: (as noted above) Telephone: Fax: E-mail: * The person who is the primary contact for the submission on matters pertaining to proposal content and communications from the Post-secondary Education Quality Assessment Board. ** This person will be the college’s liaison for coordinating the site visit, if required.

5 Appendix 2: Abstract of Proposed Program

The Bachelor of Applied Arts (Interior Design) program was initiated to address the expanding needs of the interior design profession as it matures to one in which increased research and rigour, regulation and ultimately licensing of practitioners becomes the minimum level of accepted professional practice. The curriculum for the BAA (Interior Design) remains centered upon the preparation of graduates who are both critical and creative thinkers and effective design practitioners ready to contribute to the economy of Ontario.

Since the inception of this program, standards in the required credentialing/licensing of professional interior designers have increased considerably across North America, reinforcing the need for a program of this nature and of this rigour. For example, the Council for Interior Design Accreditation (CIDA), formerly the Foundation for Interior Design Education and Research (FIDER), has recently raised its eligibility requirement for those programs seeking accredited status to the first professional degree. As of January 01, 2004, all programs seeking CIDA accredited status must offer a minimum of a baccalaureate degree. Additionally, the provincial government, through the Ministry of Municipal Affairs and Housing, recently passed Bill 124. This Bill requires designers that engage in preparing a design as part of a building permit application, give information with regard to Ontario Building Code provisions or prepare written reports with regard to the Ontario Building Code, to pass a series of examinations to become qualified and registered. While these additional regulations have created more demands for professional designers, their creation speaks to the increased recognition and responsibility designers carry in the design of the built environment.

Graduates of the BAA (Interior Design) program will be able to meet the challenges of this new professional profile through a thorough understanding of both theory and application taught through a combination of studio projects and lecture/theory courses. Studio courses demand the integration of knowledge, skills, research and critical thinking initiatives to ensure design solutions which are thoughtful and appropriate. Theory courses provide the foundation for design concepts and augment the basis of a thorough understanding of the many issues relevant to the design of the built environment. As collaboration with many allied professionals (engineers, architects, facilities managers) is common in the workforce, an emphasis on design projects which cross and combine courses ensures graduates who are able to contribute effectively and understand both the limits of their knowledge and the opportunities their education provides for meaningful design solutions.

The following program learning outcomes have remained the focus of the program: 1. Graduates will have demonstrated the ability to be competent knowledge workers able to apply fundamental concepts and skills of design in a variety of contexts. 2. Graduates will have demonstrated the ability to design built environments consistent with industry standards and best practices. 3. Graduates will have demonstrated the ability to be critical and creative thinkers able to analyze situations, draw conclusions and develop innovative and creative products using an accepted decision-making model. 4. Graduates will have demonstrated the ability to be effective collaborators able to use communication and interpersonal skills to fulfill a leadership role on an interdisciplinary, multicultural design team. 5. Graduates will have demonstrated the ability to be continuous learners and contributing professionals able to assume the responsibilities of a professional designer, work within legal and ethical guidelines governing their practice and contribute to the development and evolution of the field of design.

6 6. Graduates will have demonstrated the ability to be informed citizens able to adapt their work across cultural, social, political and geographical contexts.

Employment opportunities for graduates remain strong. This is evidenced through a very strong employer interest in the mandatory 20 week co-op work term which occurs at the beginning of the fourth year of study.

7 APPENDIX 3: Delivery of Current Consent Program Checklist Achieving the Degree Level Standard: Appendix 4 Documents Degree Level Standard Holders of qualifications at this level will have developed a sound understanding of the principles in their field of study, and will have learned to apply those principles more widely. Through this qualification, they will have learned to evaluate the appropriateness of different approaches to solving problems. Their studies may well have had a vocational orientation, enabling them to perform effectively in their chosen field. They will have the qualities necessary for employment in situations requiring the exercise of personal responsibility and decision making.

Holders of this degree will have demonstrated: (a) knowledge and critical understanding of the well-established principles of their area(s) of study, and of the way in which those principles have developed; (b) ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context; (c) knowledge of the main methods of enquiry in their subject(s), and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study; (d) an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge.

Typically, holders of the qualification will be able to: (a) use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis; (b) effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively; (c) undertake further training, develop existing skills, and acquire new competencies that will enable them to assume significant responsibility within organizations; and will have: (d) qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision making. Benchmark for assessing degree level The program meets or exceeds the learning outcome standards specified in this Degree Level Standard. Given that your institution has not offered the program for a full four-year cycle, is the [√ ] Yes institution confident that it is on track to meeting the intended learning and [ ] No performance outcomes of the full program?

If ‘yes’, attach as Appendix 4.1. Degree Level Standard Summary, a concise [√ ] Attached statement that explains how the institution is able to make this positive determination (e.g., use of internal progress assessments by the program advisory board or committee; external assessments; periodic faculty or program committee meetings examining student performance and progress; employer reports of the level of student preparedness for work placement terms; et cetera)

If “no”, attach as Appendix 4.1., (i) a detailed explanation of how this determination [ ] Attached has been made; (ii) the reasons why this is the case; (iii) what measures the institution has/is/will be taking to correct this situation; (iv) why these measures are expected to correct the situation; and (v) what monitoring regime will be used to ensure that these are effective.

8 Program Content, Admissions Policies: Appendices 5 and 6 Documents Program Content (a) The content of the program, in both subject matter and outcome standards, meets the Applied Degree Level Standard. (b) The program offers an education of sufficient breadth and rigour to be comparable to similar programs offered by institutions that meet recognized standards in Ontario and in other jurisdictions. (c) The curriculum is current, reflecting the state of knowledge in the field and the needs of the field of practice. (d) The program ensures an appropriate balance of theory and practice in the formal studies in the main field of concentration, in addition to a full-time, paid co-op work term (Round 2: educationally supervised, paid work placement) of no less than 14 consecutive weeks prior to graduation. (e) The instructional program ensures an appropriate balance of professional and liberal studies in accordance with the following guidelines: • at least 70% (Round 2: at least 70% and no more than 80%) of the time in courses in the professional or main field of study (all required elements in theory, practice, and corollary disciplines); and • at least 20% of the time in courses (Round 2: at least 20% and no more than 30% of the program hours 1 in degree level courses) outside the professional or main field of study, of which some are free-electives, to ensure that students are aware (a) of the distinctive assumptions and modes of analysis of at least one discipline outside their main field of study, and (b) of the society and culture in which they live and work, (Round 2: specifically: - no less than 15% of the program hours in degree level courses in the humanities, social sciences and sciences unrelated to the main field of study; and - at the Applicant =s option, the remaining 5 to 15% of the program hours may be in complementary, degree level courses which may be linked to the main field of study (e.g., the history/ economics/ ethics of the main field of study). If the applicant does not choose this option, then the remaining 5 to 15% must be in the humanities, social sciences and sciences unrelated to the main field of study.

Benchmark for assessing program consent 1. Learning outcomes and standards for the program demonstrate how graduates will be prepared with a sound basis in theory, as well as the intellectual, communications, and other skills necessary to be effective in the workplace upon graduation, and know how to remain current in their field, specifically including but not limited to evidence of the following outcomes: (a) the learning outcomes and standards in the subjects/courses in the program meet the requirements of relevant regulatory bodies, and meet or exceed any related requirements or standards set by any relevant regulatory or licensing body, or where appropriate, a professional or accrediting body; (b) the learning outcomes and standards in the subjects/courses in the program (Round 2: including the breadth courses are at the degree level and) meet or exceed those required in the same subjects for similar applied degree programs in Ontario and in other jurisdictions; (c) the learning outcomes and standards for the program meet or exceed the requirements of the field of practice. 2. Courses in the program provide an increasingly complex exposure to theory at the degree level and the application of that theory to practice and the demands of practice in the field. Including (a) in-class laboratory or simulated work experiences, where appropriate; and (b) at least one required work experience component in a block of not less than 14 weeks, with clearly defined learning outcome standards and a method for joint employer/instructor assessment leading to the assignment of a grade. 3. The time allotments to components in the program are appropriate to the stated learning outcomes. 4. The design of the breadth requirement component of the instructional program is at least 20% and

1AProgram hours @ refers to all contact hours between instructor and student, or equivalent hours for distributed learning programs excluding work term components.

9 meets the standard for program content. (Round 2: 4. The breadth requirement component meets the standard in time and content.) 5. The type and frequency of assessments of student learning are commensurate with the stated learning outcomes and provide appropriate information to students about their achievement levels. 6. Admission requirements and levels of student achievement for promotion and graduation are appropriate to the learning outcome goals and Degree Level Standard. 7. Existence of an appropriately qualified and representative Program Advisory Committee (or Program Development Advisory Committee if more appropriate) to ensure that the curriculum is current, reflecting the state of knowledge in the field and the needs of the field of practice.

There is an appropriately qualified and representative Program Advisory Committee (or [√ ] Yes Program Development Advisory Committee if more appropriate) and it is ensuring that [ ] No the curriculum is current, reflecting the state of knowledge in the field and the needs of the field of practice.

If “no”, attach as Appendix 6.1.1 Program Advisory Committee, a statement explaining [ ] Attached why this has occurred, and what measures the institution took or is taking to remediate this situation. The program has adhered to the requirements set by professional or accrediting bodies. [ ] Not app. [√ ] Yes [ ] No

If “no”, attach as Appendix 6.2.1 , Professional/Accreditation or Other Requirements, an [ ] Attached explanation of where there has been a shortfall, why this has occurred, and what measures the institution is taking to remediate this situation.

If “yes”, attach as Appendix 6.2.2 , Letters of Support: Professional/ Accreditation or [√ ] Attached Other Requirements, documentation to the effect that the program has received such accreditation, and, in the case where it has not, a description of its status in the accreditation process. The intended learning outcomes of the individual courses in the program have been met [√ ] Yes (up to the current point of delivery). [ ] No

If ‘yes’, attach as Appendix 6.3.1 , Program Level Learning Outcomes (Met), a concise [ ] Not req. statement that explains how the institution is able to make this positive determination [√ ] Attached (e.g., use of internal progress assessments by the program advisory board or committee; external assessments of particular courses; periodic faculty or program committee meetings examining student performance in specific courses, student performance on examinations; et cetera).

If “no”, attach as Appendix 6.3.1.1, Program Level Learning Outcomes (Not Met): (i) a [√ ] Not req. detailed explanation of how this determination has been made; (ii) the reasons why this [ ] Attached is the case; (iii) what measures the institution has/is/will be taking to correct this situation; (iv) why these measures are expected to correct the situation; and (v) what monitoring regime will be used to ensure that these are effective.

The Program Hour/Credit Conversion has remained the same. [√ ] Yes [ ] No

If “no”, attach as Appendix 6.3.3.1 , the new Program/Hour Conversion, and an [ ] Attached

10 explanation of the changes and their reasons The Academic Course Schedule has remained essentially the same. [√ ] Yes [ ] No

If “no”, attach as Appendix 6.3.3.2 , the new Academic Course Schedule, and an [ ] Attached explanation of the changes and their reasons. Have any “P” (“professional field of study”) courses been added or dropped from the [ ] Yes program? [√ ] No

If “yes”, attach as Appendix 6.4.A, Explanation of Added or Dropped “P” Courses, an [ ] Attached explanation of why the course(s) was added or dropped, and a description of the process used to make the change, with particular reference to how the change(s) related to maintenance of program currency or to improvements as the result of formal program evaluation; and

If there were additions, attach as Appendix 6.4.A.1, Added “P” Course Outlines, the [ ] Attached outlines of all courses that were added. Have any “O” (outside field of study”) courses been added to the program that are not a [ ] Yes part of the current program consent or that are not courses that were approved in [√ ] No consents for other programs?

If “yes”, attach as Appendix 6.4.B. , Explanation of Added “O” Courses, an explanation [ ] Attached of why the course(s) was added or dropped, and a description of the process used to make the change, with particular reference to how the change(s) related to maintenance of program currency or to improvements as the result of formal program evaluation; and

If there were additions, attach as Appendix 6.4.B.1, Added “O” Course Outlines, the [ ] Attached outlines of the courses that were added. [√ ] NR The Program Structure has remained essentially the same. [√ ] Yes [ ] No

If “no”, attach as Appendix 6.5.1 , the new Program Structure Requirement with a [ ]Attached description of the changes and reasons. Have there been instances when students were unable to secure a required work [ ] Yes experience? [√ ] No

If “yes”, attach Appendix 6.5.2 Support for Work Experience, an explanation of how [ ] Attached many students were affected, and how you were able to meet the requirement. Have there been any revisions, deletions, or additions to the work experience outcomes [ ] Yes and /or the method of evaluating students during their placements? [√ ] No

If “yes”, attach Appendix 6.5.3 Work Experience Outcomes and Evaluation, and a brief explanation of the change(s). [ ] Attached Have there been changes to the program since the original consent? [ ] Yes [√ ] No

Attach as Appendix 6.6, Summary of Program Changes, a brief summary of the [ ] Attached changes in the program content from the time of the original consent to the present. Since specific details about any content changes that were made have been reported in various appendices under 6.3, 6.4 and 6.5.1, this summary should focus on the most

11 salient of these and on the broader picture of how the program has changed to enhance its appropriateness, currency and quality. The direct entry admission requirements approved under the current consent have been [ ] Yes lowered. [√ ] No

If “yes”, attach the changed requirements as Appendix 5.1.1 Admission Requirements [√ ] Attached Direct Entry, and an explanation of (i) why there was a change, (ii) when the change occurred and (iii) why the change was made without seeking a change of consent from the Minister. The admissions policy or procedures for mature students approved under the current [ ] Not app. consent or under the consent for a subsequent program has been followed without [√ ] Yes material change. [ ] No

If “no”, attach the changed policy as Appendix 5.1.2 Admission Policies and [ ] Attached Procedures for Mature Students, and an explanation of (i) what the change was, including the introduction of policies where none were previously approved (ii) why there was a change, (iii) when the change occurred and (iv) why the change was made without seeking a change of consent from the Minister. The advanced standing admissions policy for “Credit Transfer/Recognition Policies and [ ] Not app. Procedures” relating to an individual student approved under the current consent or [ ] Yes under the consent for a subsequent program has been followed without material change. [√ ] No

If “no”, attach the changed policy as Appendix 5.2.1 Credit Transfer/Recognition [√ ] Attached Policies and Procedures, and an explanation of: (i) what the change was, including the introduction of policies where none were previously approved, (ii) why there was a change, (iii) when the change occurred, and (iv) why the change was made without seeking a change of consent from the Minister. The advanced standing admissions policy for “Prior Learning Assessment” relating to an [ ] Not app. individual student approved under the current consent or under the consent for a [ ] Yes subsequent program has been followed without material change. [√ ] No

If “no”, attach the changed policy as Appendix 5.2.2 , Advanced Placement Policies, [√ ] Attached Prior Learning Assessment, and an explanation of: (i) what the change was, including the introduction of policies where none were previously approved (ii) why there was a change, (iii) when the change occurred and (iv) why the change was made without seeking a change of consent from the Minister. The advanced standing admissions policy for “Degree Completion Arrangements” on a [ ] Not app. “block” basis approved under the current consent has been followed without material [√ ] Yes change. 2 [ ] No

If “no”, attach the changed policy as Appendix 5.2.3 Degree Completion Arrangements, [ ] Attached and an explanation of: (i) what the change was, including the introduction of policies where none were previously approved (ii) why there was a change, (iii) when the change occurred and (iv) why the change was made without seeking a change of consent from the Minister. The advanced standing admissions policy for “Bridging Courses” approved under the [ ] Not app. current consent has been followed without material change. [√ ] Yes [ ] No

2“Advanced standing or credit recognition” policies relating to Degree Completion and Bridging Course are program specific, and they cannot be introduced into one consent program because they were accepted as part of a later consent.

If “no”, attach the changed policy as Appendix 5.2.5 Bridging Courses, and an [ ] Attached explanation of: (i) what the change was, including the introduction of policies where none were previously approved (ii) why there was a change, (iii) when the change occurred and (iv) why the change was made without seeking a change of consent from the Minister. Attach as Appendix 5.2.6, Admissions Information (See Page 29) [√ ] Attached

The promotion and/or graduation requirements approved under the current consent have [ ] Yes been lowered. [√ ] No

If “yes”, attach the changed policy as Appendix 5.3 , Promotion and Graduation [ ] Attached Requirements, and an explanation of (i) why there was a change, (ii) when the change occurred and (iii) why the change was made without seeking a change of consent from the Minister. Attach as Appendix 5.3.1 , Student Retention Information (See Page 30) [√ ] Attached

Program Delivery: Appendix 7 Documents Program Delivery Standard The method of delivery will achieve the desired learning outcomes at an acceptable level of quality.

Benchmarks for assessing program delivery 1. Evidence demonstrating how achievement of the learning outcomes will be facilitated and/or enhanced by the selected method(s) of delivery. 2. Evidence demonstrating that the Applicant will regularly invite feedback from students of the quality of delivery methods.

Have there been any revisions, deletions, or additions to the policies pertaining to [ ] Yes program delivery quality assurance? [√ ] No

If “yes”, attach Appendix 7.1.1, Quality Assurance Policies, and a brief explanation of [ ] Attached the change(s). Have there been any revisions, deletions, or additions to the policies pertaining to [ ] Yes student feedback? [√ ] No

If “yes”, attach Appendix 7.1.2, Policy on Student Feedback, and a brief explanation of [ ] Attached the change(s). Have there been any revisions, deletions, or additions to the student feedback [ ] Yes instruments? [√ ] No

If “yes”, attach Appendix 7.1.3, Student Feedback Instruments, and a brief explanation [ ] Attached of the change(s). 1. Does your consent include the authority to offer parts of the program through [√ ] Yes internet, asynchronous, distance or distributed delivery? [ ] No

2. If “yes” to 1, have there been any revisions, deletions, or additions to the On-line [√ ] Yes Learning Policies and Procedures? [ ] No

13 3. If “yes” to 2, attach Appendix 7.2.1 , On-line Learning Policies and Practices, an [√ ] Attached explanation of (i) why there was a change, (ii) when the change occurred and (iii) why the change was made without seeking a change of consent from the Minister.

4. If “yes” to 1, have there been any revisions, deletions, or additions to the Academic [ ] Yes Community Policies? [√ ] No

5. If “yes” to 4, attach as Appendix 7.2.2 , Academic Community Policies, an [ ] Attached explanation of (i) why there was a change, (ii) when the change occurred and (iii) why the change was made without seeking a change of consent from the Minister.

6. If “yes” to 1, has there been an increase that either (i) has more than doubled the [ ] Yes number of courses using the alternate delivery methods, or (ii) has increased the [√ ] No number of alternate delivery courses that more than 50% of the program requirements can be taken in this manner?

7. If “yes” to 6, attach as Appendix 7.2.3 , Expansion of On-line Learning, an [√ ] Attached explanation of (i) why there was a change, (ii) when the change occurred and (iii) why the change was made without seeking a change of consent from the Minister.

8. If “no” to 1, have internet, asynchronous, distance or distributed delivery courses [ ] Yes been introduced into the program? [ ] No

9. If “yes” to 8, attach as Appendix 7.2.4 , Introduction of On-line Learning Policies: (i) [ ] Attached a list of the course/s to which the alternate form of delivery has been added; (ii) an explanation of (a.) why there was a change, (b.) when the change occurred and (c.) why the change was made without seeking a change of consent from the Minister.

Capacity to Deliver: Appendix 8 Documents Capacity to Deliver Standard The college has the capacity to deliver the quality of education necessary for students to attain the stated and necessary learning outcomes.

Benchmarks for assessing capacity to deliver 1. An Applicant record demonstrating capacity to deliver high-quality education as seen in Key Performance Indicators (KPI) and other appropriate measures. 2. Academic and other staff in sufficient numbers to develop and deliver the program and to meet the needs of the projected student enrolment. 3. The Applicant submits curriculum vitae of its faculty members demonstrating that faculty possess an appropriate mix of: a) advanced academic credentials (normally the terminal academic credential in the field); b) any required or desired professional credentials; and/or c) related work experience of substantial depth and range. 4. Evidence of satisfactory policies relating to faculty (Round 2: to faculty teaching in a degree program), including: a) a policy defining the academic/professional credentials required of faculty teaching all courses in the program; b) a policy requiring the college to have on file possession of evidence supplied direct to the college

14 from the granting agency of the highest academic credential and any required professional credential claimed by faculty members; c) a policy requiring the regular review of faculty performance, including student evaluation of teaching; d) a policy identifying the means of ensuring the currency of faculty knowledge in the field; e) a policy promoting curricular and instructional innovation. 5. Evidence of reasonable student access to a comprehensive range of support services including but not limited to tutoring, academic advising, career and personal counselling, placement, and services for students with disabilities. 6. Evidence of reasonable student and faculty access to information (Round 2: access to learning) resources (such as library, databases, computing, classroom equipment and laboratory facilities) sufficient in scope, quality, currency, and kind to support students and faculty in the program. 7. Evidence of commitment to build necessary information (Round 2: information and learning) resources, to maintain their currency, and to supplement them as necessary. 8. Evidence that the program is appropriate to the college’s mission and goals, the college’s capacity to fulfill its mission, and that the program is offered in areas where the college has demonstrated uncommon strength. Attach as Appendix 8.2.1 Library Resources (See Page 31) [√ ] Attached Attach as Appendix 8.2.2 Computer Access (See Page 32) [√ ] Attached Attach as Appendix 8.2.3 Improvements/Expansion of Classroom Space (See Page 32) [√ ] Attached Attach as Appendix 8.2.4 Laboratories/Equipment (See Page 32) [√ ] Attached Attach as Appendix 8.3 Resource Renewal and Upgrading, a description of how the [√ ] Attached information in Appendices 8.2.1-4 relates to the Resource Renewal and Upgrading Plans that were submitted in your initial consent proposal. Have there been any revisions, deletions, or additions to the support services available [√ ] Yes to students? [ ] No

If “yes”, attach Appendix 8.4 Support Services, and a brief explanation of the [√ ] Attached change(s). Has there been a revision in the policy that was part of your original consent that [ ] Yes resulted in a reduction in the qualifications of faculty?3 [√ ] No

If “yes”, attach Appendix 8.5 Policies on Faculty, (i) the new policy and (ii) an [ ] Attached explanation of (a.) why there was a change, (b.) when the change occurred and (c.) why the change was made without seeking a change of consent from the Minister. Have faculty been hired for the program who do not have at least one degree higher in a [ √ ] Yes related field than the degree level of the program for which the college is seeking [ ] No renewal?

If “yes” attach as Appendix 8.6.2 A , all Exception Statements Approved by the [√ ] Attached President of the organization Attach as Appendix 8.6.2 B Faculty Qualifications: Discipline Related Courses (See [√ ] Attached Page 33) Attach as Appendix 8.6.2 C Faculty Qualifications: Breadth Courses (See Page 34) [√ ] Attached

Attach as Appendix 8.7 Enrolment Projections and Staffing Implications, a description [√ ] Attached

3 See Section 7, 4 above for context.

15 of how the information in Appendices 5.2.6, 5.3.1, 8.6.2 B, and 8.6.2.C relates to the Enrolment Projections and Staffing Implications that were submitted in your initial consent proposal.

Credential Recognition and Credit Transfer: Appendices 9 and 10 Documents Credential Recognition While meeting particular needs, programs are designed to maximize the graduates’ potential for promotion in their field as well as their life-long learning potential. Accordingly: a) the program’s learning outcomes and standards are sufficiently clear and at a level that will facilitate appropriate recognition of the credential by other postsecondary institutions; and b) where appropriate, and without distorting the main purposes of the program, courses or curricular elements in it are designed to facilitate credit transfer recognition by other postsecondary institutions.

Benchmarks for assessing credential recognition 1. The applicant submits an explanation of how the design of the program meets this standard. 2. Evidence of consultation with employers, relevant occupational groups and professional colleges with respect to their recognition of the credential and their assessment of whether the credential will contribute to the professional advancement of the graduate. 3. Evidence of consultation with relevant regulatory bodies regarding those requirements for entry into practice that may be subject to government regulations and policies, e.g., the Regulated Health Professions Act, 1991 or the Ontario College of Teachers Act, 1996. 4. Evidence that the Applicant will inform students of any provisions for credential recognition and credential transfer; that students have confirmed their understanding of these provisions in writing; and that the Applicant will advise students of changes to credential recognition or transfer in a timely manner. Have there been any revisions or additions to the requirements set by regulatory bodies [ ] Not app. associated with this program? [√ ] Yes [ ] No If “yes”, attach: • Appendix 10.1.1 Current Regulatory or Licensing Requirements, and a brief [√ ] Attached explanation of the change; and • Appendix 10.1.2 Letters of Support from Regulatory/Licensing Bodies to the effect [√ ] Attached that either your program has been adapted to meet these requirements, or, if applicable, the program continues to be accredited. Have any additional provisions (formal or informal) been made for the credentials of the [√ ] Yes graduates of your program to be recognized by other postsecondary institutions? [ ] No

If “yes”, attach as Appendix 9.1.a , Credential Recognition, a description of the formal [ √ ] Attached and informal arrangements.

If “no”, attach as Appendix 9.1.a , an explanation of the steps (and results) that you have [ ] Attached taken to meet this benchmark. Have any additional provisions (formal or informal) been made for the courses or [ ] Yes curricular elements in the program to be recognized for credit transfer by other [√ ] No postsecondary institutions?

If “yes”, attach as Appendix 9.1.b , Credit Transfer Recognition, a description of the [ ] Attached formal and informal arrangements.

16 Have there been any revisions in your policy of informing students of any provisions for [ ] Yes credential recognition and credential transfer ; that students confirm their understanding [√ ] No of these provisions in writing; and that the Applicant will advise students of changes to credential recognition or transfer in a timely manner ?

If “yes”, attach Appendix 9.1.c Policy on Informing Students of any Provisions for [ ] Attached Credential Recognition and Credential Transfer, and a brief explanation of the change(s).

Program Evaluation: Appendix 11 and 12 Documents Program Evaluation Evidence of a formal, institutionally-approved policy and procedure for the periodic review of programs in reasonable conformity with the program review elements identified in Appendix III of this Handbook.

Benchmarks for assessing program evaluation 1. Frequenc y Degree-granting institutions formally commit themselves to undertake program reviews at regular intervals, normally not exceeding five to seven years. The results of such reviews and the conclusions to be drawn from them are shared with the Senate or an equivalent body and/or the governing board. The first such evaluation should occur before a request for renewal of ministerial consent.

2. Criteria The criteria for program reviews include the following: (a) continuing consistency of the program with the goals of the institution’s mission and long-range plan; (b) assessment of the learning outcome achievements of students/graduates by comparison with: i. the program’s stated learning outcomes and standards; ii. the Degree Level Standard; iii. the opinions of employers, students/graduates; and iv. the standards of any related regulatory, accrediting or professional association; (c) assessment of graduate employment rates, (ii) graduate satisfaction level, (iii) employer satisfaction level, (iv) student satisfaction level, (v) graduation rate, and (vi) OSAP default rate; (d) continuing relevance of the program to the field of practice it serves, including evidence of revisions made to adapt to changes in the field of practice; (e) continuing appropriateness of the method of delivery and curriculum for the program’s educational goals and standards; (f) continuing appropriateness of admission requirements (i.e. achievement level, subject preparation) for the program’s educational goals and standards; (g) continuing appropriateness of the program’s structure, method of delivery and curriculum for its educational goals and standards; (h) continuing adequacy of the methods used for evaluating student progress and achievement; (i) adequacy of, and efficient and effective utilization of existing human, physical, and financial resources; (j) indicators of faculty performance, including the quality of teaching and demonstrable currency in the field of specialization.

3. Procedure The procedure includes: (a) Self Study: a study undertaken by faculty members and administrators of the program based on evidence relating to program performance against the criteria stated above, including strengths and weaknesses, desired improvements, and future directions. Program Evaluation Committee: a committee struck by the senior administration to evaluate the program based on (a) the Self-Study and (b) a Site Visit during which members of the committee

Appendix 4.1: Degree Level Standard Summary

Although Ministerial Consent for the BAA (Interior Design) program was given in August 2003, program delivery began in the Fall of 2004. As a result, only the first three years of the program have been offered to date. The program has been successful in meeting the intended learning and performance outcomes of the program. This has been measured in the following ways:

a) Interior Design faculty regularly meet to discuss issues of curriculum both formally and informally. Program faculty meetings are held at least once per semester to discuss program related issues, curriculum flow, new ideas for community-based design initiatives, marketing initiatives and any other operational issues that may arise.

b) These meetings are augmented by regular Advisory Committee meetings and meetings with independent designers to ensure compatibility with professional expectations. New appointments to the Advisory Committee have been made to reflect the rigour of the new program. These meetings provide an excellent opportunity for seeking strategic direction information from industry and for ensuring that the program is aligned with industry collaborations and employer expectations.

c) Student Program Council meetings are held every semester at every level of the program to address any student concerns and ensure that students have a voice with regard to academic issues, College-level service issues, course-specific issues, and any other concerns the students identify.

d) Departmental Evaluation and Promotion meetings are held every six weeks (mid-term and end-of-term) during semesters to examine student performance and progress. Students who are not meeting expected standards as required to repeat applicable courses, and in some cases, to withdraw from the program.

e) The BAA (Interior Design) program has been accredited by the Council for Interior Design Accreditation (CIDA) since 2001. {CIDA is “an independent, non-profit accrediting organization for interior design education programs in colleges and universities”. 4} This CIDA accreditation was due to expire in Spring 2007. However, due to the transition from a diploma to a baccalaureate program, in December 2005 Algonquin College sent a request to CIDA requesting a deferral of the re-accreditation for one year. In order to process this request, CIDA required an extensive progress report, focusing on the learning and performance outcomes of the new program. This was submitted by the program in January 2006. Following extensive review by CIDA, an extension to the program accreditation was granted until Spring 2008. The granting of this extension indicates that this external Council is satisfied with the learning and performance outcomes of the program.

f) KPI Student Satisfaction Survey Results (February 2006) 5 for the previous two years (during which time the BAA (Interior Design) program has been running) indicate: • 97% of students feel that overall, the program is giving knowledge and skills that are useful to interior design career; • There is a 94% rating for overall quality of the learning experiences in this program.

4 www.cida.org 5 Algonquin College KPI Student Satisfaction Survey Results by Program – February 2006 Capstone Questions

g) Two full-time faculty in the BAA (Interior Design) program are CIDA site visitors. These prestigious appointments from an independent accrediting body, indicates a high level of confidence in individual educators with regard to their knowledge of interior design education and practice. Both faculty members will be/have visited other programs throughout North America as site visitors for programs seeking CIDA accreditation. This experience, in turn, contributes to ensuring that the interior design curriculum at Algonquin is both current and relevant and a reflection of the state of knowledge in the field.

h) The BAA (Interior Design) program will be the subject of a CIDA re-accreditation self- study and review in Spring 2008, thus ensuring compliance with current professional industry education and practice standards.

i) Faculty regularly attend and contribute to Interior Design Education Council (IDEC) meetings and Association of Registered Interior Designers of Ontario (ARIDO) meetings to ensure currency and rigour of curriculum when measured against similar programs in North America.

j) The College has hired one new full-time faculty member and several new part-time faculty members for the BAA (Interior Design) program since its inception. It is hoped that an additional full-time faculty member will be in place for Fall 2007. These new members bring a wealth of specialized knowledge and experience from design disciplines and universities which informs decision-making within the program committee meetings and which contributes to very open discussions of new ideas as well as learning and curriculum decisions.

k) For the past four years, an Algonquin graduate has either won (2004, 2005), placed second (2007) or placed third (2006) in the ARIDO Provincial Scholarship competition. This award is given to only one graduate in the entire province. This is a clear validation of both the learning achievements of our students, as well as the appropriateness and rigour of our curriculum.

l) The successful completion of a number of “real-life” community-based projects within the Ottawa-Carleton area indicate that student work is a desirable alternative for design decision-making, meets and often exceeds the requirements of external clients.

As the traditional benchmarks with regard to the success of the program (Co-op assessment, KPI graduate and employer assessments, successful completion of National Council for Interior Design Qualification (NCIDQ) examinations) cannot be measured until 2008, it is not possible to use these traditional methods of assessment for the purposes of this report.

20 Appendix 6.2.2: Letters of Support: Professional/Accreditation or Other Requirements

The BAA (Interior Design) program is accredited by the Council for Interior Design Accreditation (CIDA). It is also recognized by the Association of Registered Interior Designers of Ontario (ARIDO) and Interior Designers of Canada (IDC).

Letters of support from each of these organizations are included in this Appendix.

26 27 Appendix 6.3.1: Program Level Learning Outcomes (Met)

Intended learning outcomes of individual courses (up to the current point of delivery) have been met. This has been facilitated via the following mechanisms for assessment:

a) All courses undergo annual review and assessment for currency and degree of achievement with regard to student outcomes. This assessment takes place formally at the beginning and end of each semester and during the semester in an on-going manner at faculty meetings.

b) At times, learning outcomes in a specific course are addressed as a result of an external impetus such as a suggestion from an industry representative or as a result of professional discussions at interior design education (IDEC) 6 meetings.

c) At the annual review of course outlines, attention is given to ensuring that assessment and evaluation strategies match course learning outcomes to ensure validity.

d) Student achievement of learning outcomes is monitored every six weeks at mid-semester and end of semester Evaluation and Promotion meetings.

e) The mandatory cyclical College Program Quality Review process focuses upon the review of actual course practices which therefore ensures that intended learning outcomes are being met.

f) Where appropriate, guest lecturers and industry representatives are invited to review student presentations to ensure industry standards have been met and/or exceeded.

g) All faculty assignments and course outlines are approved by the Chair, Design Studies to ensure competent delivery of course learning outcomes.

h) Testimonials 7 from students’ employers consistently indicate a very high degree of satisfaction with student employability skills and knowledge of issues within the field.

i) Faculty for many of the breadth courses are teaching both at Algonquin College as well as at one of the two universities located in Ottawa. These faculty have often commented on the high degree of competency in the meeting of course learning outcomes by students in the BAA (Interior Design) program, when compared to students at a similar level of learning in their courses at other post-secondary institutions.

6 Interior Design Educators Council 7 Testimonials from employers of BAA (Interior Design) students are on file with the program coordinator and available for review upon request.

28 Appendix 5.1.1: Admission Requirements Direct Entry

There has been no change to the academic entry requirements to the program; however, a minor change has been made to the non-academic entry requirements as related to specialized design studio testing, as follows:

Under the original Consent, candidates were required to complete the following non-academic testing: a) Attend a program admission session which includes a personal interview with interior design faculty. b) Successfully complete a 3D design visual ability test. c) Show satisfactory results on a colour-blindness test. d) Submit a portfolio showing evidence of creative and technical ability.

With the commencement of the application period for the 2007-08 academic year, the 3D design visual ability test was replaced with a Home Test and attendance at a program admission session has been replaced by a short essay. Additionally, screening for colour blindness was eliminated in 2004-05. The colour blindness test was eliminated because not one person with colour blindness was identified in over 10 years of testing over 2000 candidates.

The 3D testing was replaced with a Home Test as the 3D testing significantly complicated the application process by requiring students to book a specific test session date and complete these drawing exercises at Algonquin. Candidates who were unable to complete this testing in person were allowed to complete the test in their home jurisdictions with limited results due to incorrect interpretation of instructions to supervisors. In many cases, this put these applicants at a serious disadvantage. Further, and most important, a review of a sample of all completed tests (from both candidates in Ottawa and from a distance) indicated to faculty that no significant information about candidate suitability was gleaned from the completion of these tests.

The portfolio requirement has remained and indeed has been bolstered with the inclusion of a Home Test and a short essay (approximately 300 – 500 words). The Home Test consists of two basic drawing/creative thinking exercises which every candidate must complete and is intended to replace the 3D testing.

While a personal interview is no longer mandatory, the essay component is intended to allow the candidate to explain his/her knowledge and interest in the interior design profession and to offer an opportunity for the candidate to exhibit the same kind of insight that a personal interview might provide. It also provides faculty with a sampling of the candidate’s written communication skills which were not always previously evident.

Despite the fact that attendance at an information session at the College is not mandatory, candidates are strongly encouraged to attend one of three information sessions and two Open Houses which are scheduled during the year.

It is believed that this modification to the non-academic testing will decrease barriers in the admission process while maintaining the spirit of the original Consent. This minor change was made without seeking a change of Consent from the Minister because it related to the non-academic portion of the direct entry admission requirements. Every effort was made to ensure that the applicant assessment was maintained at the level approved in the Consent although different methods are being used.

29 Appendix 5.2.1: Credit Transfer/Recognition Policies and Procedures

The College had policies in place awarding transfer of academic credit when the original Consent document was submitted to the Ministry of Training, Colleges and Universities. These policies, combined with the PEQAB Guidelines have been followed for the duration of the program’s delivery.

To date, very few students have requested or been granted any transfer of credit for prior academic course work. Notwithstanding this fact, only credit transfer from a recognized Canadian university was accepted for consideration.

The College’s Directive E10 – Transfer of Academic Credit (External) and Directive E9 – Transfer of Academic Credit (Internal) are included in this Appendix.

These Directives were submitted in Part A, Appendix 5.2.1 of the BAB (e Business Supply Chain Management) Consent renewal December 31, 2007; however, additional revisions were made to these Directives in February 2007 and August 2007. The current Directives are included in this Appendix.

NO. OF PAGES DIRECTIVE NO. 3 E10

ALGONQUIN ORIGINATOR Registrar COLLEGE APPROVED BY DIRECTIVE President’s Executive Committee

TITLE EFFECTIVE DATE REPLACES TRANSFER OF ACADEMIC CREDIT 2007.08.01 2007.02.07 (EXTERNAL)

PREAMBLE

Formal recognition of learning attained in other educational institutions enhances equality of educational opportunity, economic viability and geographic mobility. The transfer process recognizes equivalency between formal educational courses and programs and acceptance of shared responsibility in the evaluation of learning outcomes.

POLICY

1. Algonquin College will award transfer credit to students for courses completed at other recognized institutions, on the basis that the learning achievements are equivalent and current to courses within their program of study.

2. Transfer credit will be recognized in the form of course exemptions.

3. Normally, only those courses completed during the last five (5) years will be considered for transfer credit. A minimum grade of "C" (or equivalent) is required.

4. The amount of transfer credit will be limited by the residency policy which states that at least 25% of the hours of instruction required in a program of study must be completed at the College. Programs may require residency immediately prior to graduation.

PROCEDURES, ROLES AND RESPONSIBILITIES

1. To receive exemptions for courses on the basis of external transfer of credit, students are to submit a Transfer of Academic Credit (Exemption) Application with transcripts and course outlines, to the Registrar’s Office following their confirmation of attendance to a full-time program, or when requesting exemptions for continuing education courses. For all external transfer of credits, an assessment fee will be levied, except where articulation agreements are in place.

31 2. The Registrar's Office will maintain a table of recognized course equivalencies based on the approvals granted. The Registrar’s Office will use this list to automatically process exemption applications within the terms of this policy.

3. In cases where the student applies for external transfer of credit for a course which has not previously been declared equivalent, the application will be forwarded to the appropriate Academic Administrator.

4. The Course Academic Administrator in consultation with the Program Academic Administrator will assess each application by determining an acceptable degree of equivalency and currency and will report the decisions accordingly to the Registrar's Office where they will be added to the equivalency table. The Registrar's Office will transcribe exemptions which have been granted and will place supporting transcripts on the student's record file. The Registrar’s Office will notify the student of the results of the exemption application.

5. Exemptions will be given a designation of "EX" on the transcript and as such will not contribute to the grade point average. Students granted exemptions are encouraged to obtain guidance from their academic advisor, in selecting other courses from their program of study should they wish to maintain their full-time status.

6. Timing to Request an External Transfer of Credit

6.1 Students must request exemptions for the current term within the Timetable Change Period (some exceptions may apply). In order to provide students an opportunity to add courses to replace the transfer of credit granted, students must request the transfer credit at least three weeks prior to the start of term.

6.2 Students who request transfer credit outside of the Timetable Change Period will have their request processed for the next term.

6.3 Students are advised to remain in the course(s) until they are advised of the status of their request.

7. All course exemptions must be approved by the department and forwarded to the Registrar's Office by the fourth week of the term. If a student registers in a course where an exemption has already been granted, the exemption is valid until the end of the formal withdrawal period after which the grade earned will take precedence.

8. Application for exemptions from students studying in continuous entry programs, will be processed at the point of registration.

9. Appeal

9.1 A student who is denied a request for transfer of academic credit (external) may appeal the decision to the Executive Dean/Dean of her/his Faculty/School within two (2) working days of notification of the refusal.

9.2 The Executive Dean/Dean will have the submission reviewed by a subject matter expert not involved in the original decision.

32 9.3 A decision will be communicated to the student by the Executive Dean/Dean within five (5) working days of receipt of the appeal. This decision will be final.

RELATED DIRECTIVES

Admissions Policy - E17 Prior Learning Assessment and Recognition - E35 Fees - B1 Course Load - E7 Changes to Original Registration - Course Drop/Add - E8 Registration - E12 Grading System - E11 Advanced Standing - E6 Glossary of Terms

( original signed by ) (original signed by) Vice President, Academic Registrar

NO. OF PAGES DIRECTIVE NO. 2 E9 ALGONQUIN ORIGINATOR COLLEGE Registrar DIRECTIVE APPROVED BY President’s Executive Committee TITLE EFFECTIVE DATE REPLACES TRANSFER OF ACADEMIC CREDIT 2007.02.07 2004.06.30 (INTERNAL)

PREAMBLE

The College recognizes that courses delivered within the College in different programs may lead to essentially the same learning requirements.

The assigning of equivalency status allows students to receive an internal transfer of credit for identical or equivalent College courses when entering another program of study.

POLICY

1. Course(s) in the College will be deemed equivalent to other courses on the basis that they require the student to achieve the same/equivalent course learning requirements.

2. Course equivalencies will be maintained on an internal equivalency table in the Registrar's Office. The equivalencies are updated annually by the Academic Departments as part of the curriculum review process.

3. Normally, internal transfer credit will be awarded to a student, registered in a program, who has successfully completed an identical or equivalent course (or courses) in the College within the past five (5) years.

4. Non-funded courses at the post-secondary level or from professional associations can be used as a Transfer of Academic Credit as long as the grading system for the course is other than SC/NSC. As well, courses should be of a similar duration.

5. In cases of internal transfer of credit, grades provided for identical and equivalent courses will be automatically forwarded to the student's current program of study, subject to program progression criteria. In exceptional cases, a designation of credit awarded (CR) can be used to identify an internal equivalent where learning requirements differ sufficiently to preclude carrying the grade forward.

6. Grades brought forward will be included in the term and cumulative grade point averages.

PROCEDURES, ROLES AND RESPONSIBILITIES

1. Course equivalencies will be reported to the Registrar and confirmed annually by the Course Academic Administrator during the curriculum review process.

2. The Registrar's Office will post and maintain an internal course equivalency table.

3. Following the student's acceptance to a full-time program or declaration of a program in continuing education, the Registrar's Office, within the limits of this policy, will automatically forward the previously acquired credit to the current program of study.

4. In cases where the student wishes consideration of a course for internal transfer that has not previously been declared equivalent, the student will provide a written request to the Course Academic Administrator who will assess the course for equivalency and notify the Registrar accordingly.

5. Students granted internal transfer credits are encouraged to obtain guidance from their academic advisor in selecting other courses from the program of study should they wish to maintain their full-time status.

6. Internal transfer credits must be established and forwarded to the Registrar's Office by the fourth week of the term.

7. Requests for internal transfer of credit from students studying in continuous entry programs will be processed at the point of registration.

RELATED POLICIES

Glossary of Terms Grading System - E11 Registration - E12 Changes to Original Registration - Course Drop/Add - E8 Course Load - E7 Admissions Policy - E17 Prior Learning Assessment and Recognition - E35 Advanced Standing - E6

( original signed by ) (original signed by) Vice President, Academic Registrar

35 Appendix 5.2.2: Advanced Placement Policies, Prior Learning Assessment

At the time of the initial Consent, the BAA (Interior Design) program at Algonquin was the first in Ontario, and one of very few in Canada, to offer an academic interior design credential which blended theory and practice. Because of its uniqueness, faculty recognized that advanced standing beyond the first two years would be unlikely.

The program offered under the original Ministerial Consent did not have either an advanced standing admissions policy or a Prior Learning Assessment and Recognition (PLAR) policy nor was such a policy required at that time.

The program has not granted transfer of credit to any students entering the BAA (Interior Design) program. All students entering the program to date have entered at the beginning of the first year of study.

Additionally, to date, no degree program applicants have applied for any PLAR credits.

As a general policy, the program has developed the following guidelines with regard to transfer of credit:

Transfer Credit Recognition

A. Applicants with degrees or degree courses from Canadian institutions empowered to award degrees (AUCC institutions) and from other degree granting institutions recognized by the Ontario Ministry of Training, Colleges and Universities.

BAA (Interior Design) degree course credits will be granted based on a comparison of content and learning outcomes. Applicants with degrees that have academic affinity with the BAA (Interior Design) program (e.g. Bachelor of Interior Design) could be granted up to a maximum of thirty- three course credits or 67% of the required forty-nine credits. Official transcripts and course descriptions/syllabi are required documentation. Satisfactory results on a portfolio review of student work related to professional courses are required.

B. Applicants with diplomas or diploma courses from post-secondary institutions recognized by the Ontario Ministry of Training, Colleges and Universities.

Applicants with a three- year interior design diploma with academic affinity to the BAA (Interior Design) program (based on similarity of course content and the level of learning outcomes) and with Council for Interior Design Accreditation (CIDA) accreditation from: • an Ontario College of Applied Arts and Technology or • an Institute of Technology and Advanced Learning or • other non-degree granting institutions recognized by the Ontario Ministry of Training, Colleges and Universities. and a minimum cumulative grade point average (GPA) of 3.0 (B) could receive up to a maximum of thirty-three course credits or 67% of the required forty-nine credits.

Course credits for applicants from other three-year diploma programs will be granted on a course- by-course basis.

36 Course credits for applicants with two-year diplomas with affinity to the BAA (Interior Design) program or with individual course credits will be evaluated on a course-by-course basis to a maximum of twelve or 25% of BAA (Interior Design) course credits.

For all course credits which are within the professional field of study, satisfactory results of a portfolio review (showing examples of student work) are required.

Official transcripts, course descriptions/outlines are required for documentation.

C. Applicants with degrees or degree level courses from countries other than Canada or from post-secondary institutions not recognized by the Ontario Ministry of Training, Colleges and Universities.

Applicants must have their degrees and degree level courses evaluated by a recognized Canadian public or private institution that specializes in the evaluation of international degree programs. The advice of Algonquin’s International Department is also sought. BAA (Interior Design) degree course credits will be granted based on a comparison of content and learning outcomes. Applicants with degrees that have academic affinity (e.g. Bachelor of Interior Design) with the BAA (Interior Design) program could be granted up to thirty-three credits out of the required forty-nine credits. Official transcripts and course descriptions/syllabi are required as is a portfolio of student work. The English requirement for admission to the program is applied to English Second Language applicants.

D. Applicants with prior work experience learning in the interior design profession

Applicants with directly related BAA (Interior Design) work experience can apply for course credits through the Algonquin College Office of Prior Learning Assessment and Recognition (PLAR). This office utilizes assessment standards of the Canadian Association for Prior Learning Assessment (CPLA). The requirements for PLAR course credits vary from a challenge exam to a complete portfolio relating experience and other training to the relevant BAA (Interior Design) course learning outcomes. PLAR course credits can be awarded for up to a maximum of twelve BAA (Interior Design) courses.

The College’s policies related to Advanced Standing and PLAR have recently been updated. Directive E6 – Advanced Standing and Directive E35 – Prior Learning Assessment and Recognition were submitted for review by PEQAB in the BAB (e-Business Supply Chain Management Consent renewal submission December 31 st , 2006.

E. Course credit for co-op work term

In addition to the academic semesters, a paid co-op work term is a required element of the BAA (Interior Design) program. Applicants with directly related interior design professional experience can apply for credit for this work term. Documentation required includes the name, location and contact information of the employer and a complete description of job responsibilities verified in writing by supervisors or managers to which the applicant reported. A portfolio showing evidence of work completed is also required. Completion of Learning Outcomes Description document provided by the program is also required. Applicants with directly related BAA (Interior Design) work experience can apply for course credit through the Prior Learning Assessment Recognition (PLAR) process.

37 Appendix 5.2.6: Admissions Information

Number of students entering program by academic year (Please insert the relevant years in the columns headings) Number of New Students New Intakes into New Intakes New Intakes New Intakes into Highest Certification Program in into Program into Program Program in 2003-04 in 2004-05 in 2005-06 2006-07 Academic Year Academic Year Academic Year Academic Year 1. Secondary School Graduates N/A 56 47 27

2. College Graduates N/A 1 2 2

3. University Graduates N/A 1 0 0

4. Mature Students N/A 3 0 3

5. Total Students Commencing N/A 61 49 32 Program

6. Average Secondary School G.P.A. N/A 75.09% 78.03% 79.08% of students listed in (1) above 7. Number of Total Students (5) N/A 0 0 0 granted Advanced Standing into the Program** 8. Number of Total Students (5) who N/A 2 0 2 are International Students (i.e., on a Student Visa)

**As an attachment to this table, please provide relevant information on (7) above: e.g., categories they came from (1, 2, 3, or 4); amount of advanced standing awarded; how advanced standing was determined.

** No students were granted Advanced Standing into the Program

38 Appendix 5.3.1: Student Retention Information

Retention Rates by Academic Year

Please note: Ministerial Consent was granted in August 2003. The BAA (Interior Design) Program had its first intake in August 2004 to allow for adequate planning and resourcing.

Row Academic Year Full-time Part-time 1 Total who commenced program in initial year 2004-2005 61 8 2 Total from row 1 who re-enrolled in next year 40 9 610 3 Total from row 2 who re-enrolled in next year 32 11 312 4 Total from row 3 who re-enrolled in next year N/A 5 Total from row 4 who graduated N/A 6 Total from row 4 who are still in program N/A 7 Total who commenced program in second year 2005-2006 49 13 8 Total from row 7 who re-enrolled in next year 39 14 415 9 Total from row 8 who re-enrolled in next year N/A 10 Total from row 9 who graduated N/A 11 Total from row 9 who are still in program N/A 12 Total who commenced program in third year 2006-2007 33 16 13 Total from row 12 who re-enrolled in next year N/A 14 Total from row 13 who graduated N/A 15 Total from row 13 who are still in program N/A 16 Total who commenced program in fourth year N/A 17 Total from row 16 who graduated N/A 18 Total from row 16 who are still in program N/A

Additional Information regarding retention rates: a) The retention information indicated in the preceding chart may suggest a shift in admission/retention rates over the past 3 years. However, it is important to interpret the statistics in context. These retention rates are in keeping with the retention rates of the previous interior design advanced diploma program indicating that there has been no significant change in retention rates when the program expanded to a baccalaureate level credential and a four-year curriculum. b) The low admission rate in the 2006-07 year has been attributed to a weakness in the marketing of the program to local secondary school students as well as increased competition from new programs within the GTA. However, the College has recently

8 61 students entered the program as cohort #1 in 2004 Fall. 9 40 students returned from row 1 with a full-time status in 2005 Fall. 10 6 students returned from row 1 with a part-time status in 2005 Fall. 11 32 students returned from row 2 with a full-time status in 2006 Fall. Two of these students had been part-time in row 2. 12 3 students returned from row 2 with a part-time status in 2006 Fall. All three had been full-time in row 2. 13 49 students entered the program in 2005 Fall as full-time in cohort #2. 14 38 students from row 7 returned with a full-time status in Fall 2006 plus one student from row 2, Cohort #1 joined this group with a full-time status in second year. 15 2 students from row 7returned in 2006 Fall with a part-time status in second year as well as 2 students from row 2 who returned to second year with a part-time status. 16 32 new students started the program in 2006 Fall as cohort #3 and 1 student from row 7 restarted the program after withdrawing in 2005 Fall.

39 completed a new marketing strategy intended to specifically profile the benefits of the Bachelor degree in applied studies programs and the uniqueness of this program specifically. c) As of July 23, 2007 admission rates for the 2007-08 academic year are robust and ahead of the registration rates for the previous year.

40 Appendix 7.2.1: On-Line Learning Policies and Practices

Algonquin College takes very seriously the responsibility it has for the personal student information, as well as the protection of its course materials. Managing this responsibility within the technologically complex learning environment of the twenty-first century adds another level of concern.

The attached policy, Directive E44-Protection of and Access to Student Information and Course Material, formalizes procedures that have been in place at the College.

This Directive has just received internal College approval, therefore, submission with this application for renewal of Ministerial Consent seems appropriate.

NO. OF PAGES DIRECTIVE NO. 3 E - 44 ALGONQUIN COLLEGE ORIGINATOR Vice President, Academic DIRECTIVE

APPROVED BY PEC

TITLE EFFECTIVE DATE REPLACES Protection of and Access to Student August 1, 2007 New Information and Course Material

PREAMBLE

Algonquin College is responsible and held liable for the management of personal student information, as well the protection of its course materials. The College recognizes that: • All student information and student progress within a course or program is subject to Ontario’s Freedom of Information and Protection of Privacy Act (FIPPA) • Algonquin College expects all of its employees, who have access to student information and learning materials, to ensure that appropriate measures are taken to prevent unauthorized access. • Technology is a tool for learning or for delivery of materials, and is used as appropriate to further the educational goals of each course. • Unless there are specific written agreements to the contrary, materials created by College staff in the performance of their duties at the College belong to the College. • Materials and activities provided to students must adhere to approved college standards. • Persons responsible for the delivery, integrity or the administration of courses and programs at the College will require access to relevant student and course information in the course of their duties at the College.

POLICY

All web accessible or online course content, curriculum materials or learning activities for students of the College, produced by College employees in the course of their duties, must reside on secure College owned, operated, approved and supported networked servers or computers.

SCOPE

This Directive covers, but is not limited to the design, development, production, delivery, and maintenance of course materials for all programs at the College. This includes all delivery modes, including, but not limited to individualized-study courses, classroom-based courses, Web-based courses, hybrid courses, reading courses, field placements, group- study courses, and project courses.

PROCEDURES, ROLES AND RESPONSIBILITIES

42 1. It is the responsibility of College staff assigned to develop and deliver learning materials to College students to ensure that the students enrolled in the course and the responsible academic administrators for the program are provided full and easy access to all such materials.

2. Program academic administrators and designated individuals within a program of study will have access to all course related material as is required in the fulfilment of their duties.

3. All students in full-time programs will be provided online access to the course outline, course section information, contact information, and essential course materials provided electronically via the College’s learning management system (LMS) or through a College approved service provider. It is also expected that other appropriate online resources and learning activities will be provided through use of the College’s LMS or approved service providers.

4. Where web or online resources are used, and, except where prior approval has been granted and documented by the Vice President, Academic and the Executive Dean/Dean of the Faculty/School:

• The standard LMS used by the College is Blackboard and as such, materials made available to students must reside on the Blackboard platform. • All learning materials posted, either externally or on College servers, must be free of any copyright violations and must clearly indicate all appropriate licensing requirements for the use of any copyright protected online material. • Where deemed necessary, the College (through the appropriate administrator) reserves the right to inspect all learning materials for adherence to Canada’s copyright laws.

5. The use of external application service providers (ASP) to house learning materials or course activity must include a documented Service Level Agreement (with clear indications on security, privacy, and backup procedures) signed by the Senior Administration of the ASP, the Vice President, Academic, and the Director of Information Technology Services.

6. Professors are to submit requests for exemptions to the policies and procedures of this Directive to their respective academic or departmental administrator, who in turn, following appropriate internal channels, will forward the request for approval to the Vice President, Academic.

7. In cases where online guest access is provided to other faculty, staff or individuals from the profession of study, it is the responsibility of the person providing such access to ensure that the guest is aware of and agrees to abide by this Directive.

8. Staff who fail to respect the privacy of individuals by violating this Directive will be subject to disciplinary action.

RELATED DIRECTIVES A3 – Copyright, Legal Deposit and Plagiarism (under review) A11 - Freedom of Information A21 - Rights, Freedoms, Responsibilities and Code of Conduct for the Algonquin College Community E19 – Confidentiality of Student Records E33 – Course Outlines and Course Section Information (under review) E30 – Cancellation of Classes E31 – Academic Advising E32 – Faculty Consultation with Students H5 – Intellectual Property

______President

44 Appendix 7.2.3: Expansion of On-Line Learning

The current Consent for the BAA (Interior Design) includes the authority to offer parts of the program through online learning. In addition to fully online courses we also deliver courses using a hybrid delivery methodology where a portion of a course is delivered online. Although we have neither doubled the number of courses using alternate delivery methods nor increased the number of alternate delivery courses to more than 50% of the program requirements, we feel that PEQAB should be informed of our online or hybrid delivery practices.

Algonquin College defines a hybrid course to be a combination of in-class and out-of-class learning. The out-of-class learning is supported by online resources and learning activities and is equivalent to the learning that would occur in class. How a course is delivered is reviewed each year as part of the curriculum review process. The courses in the program that are delivered using a hybrid delivery format are identified in the following table.

The document, Technology and eLearning at Algonquin College , is included in this appendix to describe the College’s commitment to elearning and to identify the extensive support provided to faculty, both in professional and development and in technical support.

Hybrid Courses – 2006/2007 Program of Study

Year Academic Level Course Number One One DSN Foundations of Mathematical Thought 1 hour online, 1 hour in-class One Two DSN3013 Developing Interpersonal Skills 1 hour online, 1 hour in-class One Three DSN3019 Critical Thinking and Problem Solving 1 hour online, 1 hour in-class One Three ENL3019 English, 32 hours online, 1 hour in-class One Three Elective 2 hours online Two Four DSN3029 Economic Issues 1 hour online, 1 hour in-class Two Five No online delivery Two Six Elective 2 hours online Three Seven No online delivery Three Eight DSN3059 Introduction to Psychology 1 hour online, 1 hour in-class Three Nine DSN3062 Professional Practice, 2 hours online Three Nine Elective 2 hours online

March 2005

Technology and eLearning at Algonquin College

Algonquin College’s 5 year strategic plan (2003-2008) states that Algonquin College will be the leading Canadian College delivering career-focused quality education supported by client-centered service and technology. The College intends to lead in the innovative use of technology to enhance our programs, services and the environment in which we work and learn.

In its broadest sense, elearning can be defined as the use of any form of computer based technology in the learning and teaching process. The goal of Algonquin College’s elearning strategy is to offer students an enhanced learning environment that extends beyond the classroom walls. This strategy covers a wide set of applications and processes. Technology based presentations, web and computer based learning, digital collaboration and the continued development of our eclassrooms all form a part of the Algonquin elearning strategy.

The use of web based delivery tools, such as Blackboard, has resulted in three primary streams of course delivery: • Classroom or lab based courses that use on-line course material to enhance or augment the learning objectives. • Hybrid courses in which there is a blend of on-line activity and classroom based instruction scheduled on a weekly basis throughout the semester • Online courses where the entire course is offered in an on-line format.

The College is committed to student success and continues to assess both student retention and successful completion rates for all forms of educational delivery methods.

The College’s Strategic Plan indicates that in many programs up to 20% of the curriculum could be delivered through on-line and hybrid courses by 2008. In the Fall of 2004, approximately 12% of all college daytime curricular activity was offered on-line through a combination of hybrid and online course activity.

The continued development of hybrid courses and the rising expectations from students to make use of web based tools, such as Blackboard, have meant that the College must continue to support faculty in the development of elearning and to providing the necessary technology. To date, close to 300 faculty have been provided laptop computers, 120 classrooms have been upgraded into eclassrooms, and the Tools 4 Teaching series for elearning development will be offered for the fourth consecutive year. The Online Learning Centre continues to offer one-on-one consultation and course development assistance to all faculty.

Through guidelines and document such as the Academic Strategic Plan (2003-2008) and the Professor of the 21 st Century Universal Teaching Competencies, the College has defined a set of expectations that meet the needs of our learning community. As well, the College makes

46 considerable effort to provide faculty with appropriate pedagogical and technical support to be able to make this judgment.

The Academic Strategic Plan

The Academic Strategic Plan (ASP) expands on the College plan and indicates that Algonquin College will work towards the effective integration of technology in support of teaching, learning, and supporting services. In support of the technology mission ASP #9 indicates that:

The Academic Sector will lead in the integration of technology that supports the learning and teaching process.

To meet this goal, the Academic Sector will • Ensure that all courses offered at Algonquin College are supported by electronic resources. • Develop and implement a strategy for hybrid course development that will allow appropriate programs to offer 20% of the curriculum through courses that includes learning-centered, self-directed on-line learning activities. • Ensure faculty have access to the appropriate technology and training for the development and delivery of courses. • Continue to evaluate student satisfaction and success of hybrid and on-line general education courses. • Develop and implement an action plan to prepare students for a technology-enhanced education through orientation and training. • Conduct an annual review of industry and other educational organizations regarding the use of educational technology and adopt appropriate successful practices. • Increase student mobile computing in programs that can benefit from this enhanced learning environment.

The Professor of the 21 st Century In 2000, The Professor of the 21st Century Universal Teaching Competencies was developed by a Task Force of the College Academic Council (CAC). The CAC endorsed the seven competencies and recommended to the Academic Services Management Committee that they be used to guide professional development for all faculty. In 2004, the competencies were expanded and leveled to provide guidelines and expectations for faculty at the recruitment, probationary and established stages. The expanded document was approved by the Academic Sector Management Committee and the College Academic Council that same year. It continues to form the basis for College supported professional development activities.

The roles of technology and elearning in providing a student-centred education are outlined in the document as follows:

The Professor of the 21 st Century uses technology to enhance productivity and help students learn. a. Selects the technological tool most appropriate to the task b. Uses technology to facilitate communication with and among learners c. Uses technology to enhance the presentation of information d. Uses technology to produce learning materials e. Uses technology to access, select, collect, organize and display information f. Assists learners to use technology as a tool to support their learning

Expectations for full-time faculty, known as “indicators of success” are as follows: • Use recognized instructional design principles to produce electronic learning environments and interactive learning materials for a variety of learners. o Choose and make use of appropriate files for purpose, audience and transmission speeds (pdf, rtf, jpg, gif, etc.). (c) o Construct electronic assessments such as surveys and quizzes. (c) o Use formatting and organizational guidelines that enhance navigation, readability, interactivity, and visual appeal of on-line learning materials. • Create/contribute to web sites that support both faculty and student learning. (c) • Evaluate interactive educational software and web sites. (c) • Coach/mentor faculty with the use of technology in face-to-face and hybrid learning environments. (c) • Coach/mentor faculty with the use of technology in wholly on-line learning environments. (o) • Use specialized programs to produce stand-alone interactive learning objects/learning materials. (o)

Technology use and elearning have become integral components of higher education and our students have come to expect them as part of the learning environment. Working with its faculty, the College strives to increase the use of technology in the classroom in order to meet the expectation of students.

48 Appendix 8.2.1: Library Resources

Directly Related to the Consent Number at time of Current Number Program Consent Holdings - Books (print) Number 200 Number 300+

Includes all required textbooks for in-library use. Holdings – Journals (print) Number 45 Number 38 (print) (Included electronic at time of Consent) Holdings – Books (electronic) Number Number 4,934 Not provided as separate at time of Consent E-book collections are new within the last three years

(Netlibrary, Thompson Gale Discovering/Virtual Ref library and Safari Technology e-book collections) Holdings – Journals (electronic) Number Number 15,325 Not provided at time of Consent. Additional databases: (Relevant full-text journal Career and Technical databases did include Education, upgrades to ASTI (Applied Science ABI Inform and ASTI. and Technology Approx 5117 new databases and the electronic journal titles. Business database ABI Inform among others – 1 year trial of Thompson with 9000 electronic Gale databases with journals titles. 75% in relevant trade journals full-text.) included in full-text. Approx 1235+ new electronic journal titles. Expenditure during this period for Between time of Consent Current year $3,000.00 purchase/access to ADDITIONAL and current year approx for print book purchases. library resources pertaining specifically $21,000.00 was spent on $1,500.00 for print to this program. print book collections. journal subscriptions $4000.00 on print maintenance. journals. $3,000 for yearly $ 12,000.00 for yearly contribution to database contribution to database subscription maintenance. subscription maintenance

49 Library Resources – Additional Information

At the time of the original Consent, the Interior Design program maintained a small resource library as well as a sample room housing a large stock of interior design samples and product information (e.g. fabric samples, wood samples, plastic laminates, etc.) specific to the industry. Since that time, the sample room has been maintained to provide students with free access to samples for inclusion in project sample boards.

Further to this, and in compliance with Section 8.7.6 of the original Consent document (Resource Renewal and Upgrading), the College has also provided Interior Design students with a dedicated Learning Resource Library. The learning resources in this small library are in addition to those contained in the Algonquin College Learning Resource Centre. This well-used space is staffed by a part-time librarian (12 hours a week) as well as by students on a voluntary basis during normal school hours. It is located immediately adjacent the interior design studios. The following resources are available to students and faculty: a) a large selection of books and updated product catalogues specific to the interior design industry b) an on-line catalogue of books in this collection which is available to students on Blackboard c) a selection of periodicals specific to the interior design industry d) two networked computer stations including a scanner and printer e) new flexible position work tables and chairs f) two drafting tables and drafting stools

50 Appendix 8.2.2: Computer Access

All students registered in the BAA (Interior Design) program have excellent computer access as indicated below. In addition to the computer access indicated below, the computer lab also contains a plotter for AutoCAD drawings, a large-scale printer for interior design drawings and a standard printer.

It should be noted that students in the third and fourth years of the BAA (Interior Design) program are also part of the College’s Mandatory Laptop Program Initiative. All students in this program are required to own a laptop that meets both the hardware and software specifications for their program as published by the College. The students gain access to the College network resources through a robust wireless network which is available throughout the entire campus. Further to this, the third and fourth year students have been provided with a large format printer in their dedicated design studio as well as flexible power drops to facilitate flexible student work groups.

Directly Related to the Consent Program Number at Time of Current Number Consent Number of Students in Program 60 104 (Cumulative) Number of Computers without Internet 0 0 Access available solely (i.e., they have priority of use) to Students in Program Number of Computers with Internet Access 30* 30 available solely to Students in Program Expenditure during this period for $33,000.00 purchase/rental of ADDITIONAL computer equipment pertaining specifically to this program. Number of Computers without Internet 0 0 Access reasonably accessible to Students in Program Number of Computers with Internet Access 251 251 reasonably accessible to Students in Program

* As of August 2006, 30 desktop computers in the BAA (Interior Design) computer lab have been upgraded to Pentium 4 2.4 GHZ with 1GB RAM.

51 Appendix 8.2.3: Improvements/Expansion of Classroom Space

At the time of the original Consent, facilities for the BAA (Interior Design) program consisted of: a) 3 design/drafting studios b) 1 computer lab c) Sample/product resource room d) Faculty offices & meeting room & student work display area e) Storage space for Council for Interior Design Accreditation (CIDA) student work storage

Since that time and in compliance with the commitments contained within the original Consent, program facilities have been significantly expanded and renovated. The full description of how this relates to the original Consent is contained within Appendix 8.3 of this document, but is also detailed below:

a) In the initial Consent document the College committed to the allocation of space for a Learning Resource Library which would include two networked computer stations, scanner and printer, appropriate furniture and learning resources. The College completed this Library in September 2005 in fulfillment of this commitment. As a result, BAA (Interior Design) students have a dedicated Resource Library (located within very close proximity to the design studios) in addition to the College Learning Resource Centre. Faculty have worked with College librarians over the past few years to increase the number of books and journals available for research both in the College Learning Resource Centre and in the Interior Design Learning Resource Library. A part-time Library Technician student was hired in 2005 to begin the cataloguing of all books and industry literature in the Interior Design Learning Resource Library. A professional Library Technician was hired (on a part-time basis) in the winter of 2007 to continue this process and maintain the library/resource centre. Funding has been set aside to ensure that this position will stay with the program and to ensure that the Interior Design Learning Resource Library will continue to be well maintained.

b) Provision of e-classroom capabilities in two studios which include ceiling mounted digital projectors and fully connected and equipped teachers’ stations.

c) Purchase of additional portable digital projector and laptop dedicated to program.

d) Addition of a fully furnished interior design studio (bringing total to 4 studios).

e) New drafting stools for the majority of drafting tables.

f) Renovation of two existing studios to allow for the creation of one large studio (moveable walls) which in turn allows for more flexibility in curriculum delivery, student collaboration, etc.

g) The creation and integration of a 180 sq. ft. “hub environment” into the studio spaces to allow for group discussions and critiquing of projects. Blackboards, tackboards, carpet and flexible walls have been designed to support maximum engagement of students and faculty (from all years of the program) in the presentation of work. Lighting in this area has also been altered (fluorescent as well as incandescent lighting has been provided) to allow for more flexibility in highlighting student work.

52 h) Learning and workspaces within the BAA (Interior Design) program are supported with a College-wide wireless learning environment allowing for maximum flexibility.

Directly Related to the Consent Program Number at time of Current Number Consent Expenditure for construction/rental of n/a $ 170,925 ADDITIONAL classroom space pertaining specifically to this program.

53 Appendix 8.2.4: Laboratories/Equipment

Specialized laboratories/equipment with regard to the BAA (Interior Design) program consists of custom-made work stations which are meant to represent the typical work station found in a professional work environment. While there has not been an increase in the number of actual workstations, the expenditure indicated below represents a significant redesign of the previous facilities to create new side tables, storage units and flexibility in studio set-up in several instances.

Directly Related to the Consent Program Number at time of Current Number Consent Number of Specifically-Equipped Work 110 110* Stations and/or Specialized Equipment Expenditure for construction/rental of $30,000 ADDITIONAL laboratories and equipment pertaining specifically to this program.

*comprised of: 25 custom designed flexible/moveable work stations with equipment storage 55 standard work stations with drafting boards and equipment storage 30 dedicated computer workstations.

54 Appendix 8.3: Resource Renewal and Upgrading

The College’s commitment to ensuring student and faculty access to resources outlined in the original Consent proposal (under Section 8.7.6) has been fulfilled as indicated below. In addition to the descriptions provided below, specific information is contained in this document under Appendices 8.2.1-8.2.4.

Library Resources : In the initial Consent document the College committed to the allocation of space for a Learning Resource Library which would include two networked computer stations, scanner and printer, appropriate furniture and learning resources. The College completed this Library in September 2005 in fulfillment of this commitment. As a result, BAA (Interior Design) students have a dedicated Resource Library (located within very close proximity to the design studios) in addition to the College Learning Resource Centre. Faculty have worked with College librarians over the past few years to increase the number of books and journals available for research both in the College Learning Resource Centre and in the Interior Design Learning Resource Library. A part-time Library Technician student was hired in 2005 to begin the cataloguing of all books and industry literature in the Interior Design Learning Resource Library. A professional Library Technician was hired (on a part-time basis) in the winter of 2007 to continue this process and maintain the library/resource centre. Funding has been set aside to ensure that this position will stay with the program and to ensure that the Interior Design Learning Resource Library will continue to be well maintained.

Computer Access: As of August 2006, 30 desktop computers in the BAA (Interior Design) computer lab have been upgraded to Pentium 4 2.4 GHZ with 1GB RAM. Additionally, a new ceiling mounted LCD projector was installed along with a new teaching station equipped with computer and AV equipment. The primary software program used in industry, AutoCAD, was upgraded from AutoCAD Version 2004 to AutoCAD 2006 as well. Other software programs (NMS Edit, PhotoShop, etc.) have also been upgraded to reflect current technologies.

In addition to the information contained in the previous paragraph, all BAA (Interior Design) students entering the third year of the program are required to purchase laptop computers under the mandatory laptop component of the program structure. As a result third and fourth year students fall under the umbrella of the College’s Mandatory Laptop Program initiative and are supported fully by the College’s Information Technology Services. A large format printer has also been purchased for the third and fourth year design students and is operational in their dedicated studio.

In the original Consent application, the intention was for students to lease laptops from the College with an option to purchase after two years. This strategy was changed to a purchase arrangement to conform to the overall College strategy with regard to all mandatory laptop programs whereby students would purchase rather than lease. Students are given a choice of three laptops for purchase, with information on appropriate program software and are fully supported in terms of technical support on a priority basis. Further information about the College’s mandatory laptop program can be found at www.algonquincollege.com/its/laptop/index.htm

Learning and workspaces within the BAA (Interior Design) program are supported with a College- wide wireless learning environment allowing for maximum flexibility, as well as open computer Access Labs for all students.

Improvements/Expansion of Classroom Space In accordance with Year 3 commitments contained in the original Consent application, the design studio environment has been improved to facilitate a more flexible learning environment and the critiquing of student work. This has been achieved as follows:

a) The creation and integration of a 180 sq. ft. “hub environment” into the studio spaces to allow for group discussions and critiquing of projects. Blackboards, tackboards, carpet and flexible walls have been designed to support maximum engagement of students and faculty (from all years of the program) in the presentation of work. Lighting in this area has also been altered (fluorescent as well as incandescent lighting has been provided) to allow for more flexibility in highlighting student work.

b) Two walls separating first and third year studios have been removed and replaced with moveable walls allowing opportunities for more student discussions across levels of the program.

c) Custom-made, flexible work surfaces with custom-designed storage units (storage unit delivery February 2007) have been installed in the third year studio to allow for a more flexible environment and to better support group project work. Ceiling mounted power drops have been installed to support this initiative.

d) New drafting stools for a majority of drafting tables.

e) Dedicated space has been reserved for an additional full-time faculty office.

Lastly, an initiative is underway to include the BAA (Interior Design) program in a proposed new Centre for Construction Trades and Building Sciences at Algonquin College. While still in the preliminary stages, this building is intended to provide for state-of-the-art teaching, applied research, collaborative and application training spaces for all programs related to the design of the built environment. This is to be achieved within an integrated learning and applied research environment addressing the evolving knowledge and skill demands of the construction industries.” 17

17 Educational Consulting Services Corp. (2007, February 23). Centre for construction trades and building sciences, Algonquin College. p. 2-3

56 Appendix 8.4: Support Services

In addition to the additional resources described in Appendix 8.3, the College has provided additional support to students through the hiring of the following individuals:

a) Two full-time faculty members have been hired to complement the original four existing faculty teaching within the program. Kurt Espersen-Peters began teaching in the program in Fall 2006 and Dana Tapak will begin teaching in Fall 2007. Mr. Espersen-Peters holds an M.Arch. from McGill University and is currently completing his Ph.D. Ms. Tapak holds a B.I.D. from Ryerson University and is currently completing her M.I.D. from the University of Manitoba. Both faculty members have extensive work experience in the architecture and interior design professions.

b) A library technician, Nancy Therrien, has been hired on a part time basis (6 hours/week) to support students in their studies and to ensure that the interior design resource library collection is maintained for student and faculty use. Additionally, Ms. Therrien is available to individually assist students in their research required for project assignments. Ms. Therrien also works in the main College Learning Resource Centre and can offer valuable assistance to students regarding resources available there as well.

c) Beginning Fall 2007, the School of Media and Design has hired a Student Support Specialist to assist all students in achieving their educational goals. The Student Support Specialist will provide guidance, access to College support systems and other retention initiatives for all students in School of Media and Design, including those in the BAA (Interior Design) who are potentially at risk in their academic programs.

The College supports students through the admissions process and in the early part of their program in many ways:

a) During the admissions process students are invited to an information session and they have access to support in developing a portfolio. This helps to ensure that students understand what the program is about and additionally the student can develop initial contact with faculty at that time.

b) Students are invited to “Orientation Days” at the College. They are provided with opportunities to connect with students in their program, faculty and available Student Services personnel from support areas such as Counselling, Studies Skills Seminars, Financial Aid and the Centre for Students with Disabilities. The Interior Design faculty also provide program specific orientation during the first week of the term. Faculty are introduced, program procedures are reviewed and frequently industry guests are involved, for example the President of ARIDO - EOC. Additionally, there is a one day "charette" project during the first few weeks of classes. This is a project (assigned and due in one day), during which all students in the program work in teams consisting of students from all years, to complete a design problem. Students in first year work side-by-side with junior and senior students, and very much enjoy both the design challenge and the opportunity to meet one another. The “charrette” delivery is especially beneficial for first year students as it provides an excellent format for new students to quickly become integrated into the program.

57 c) The College Student Services department has a Student Services Fair in week three of each term to remind students of the kinds of services available to help in their academic journey.

58 Appendix 8.6.2.B: Faculty Qualifications: Discipline Related Courses

Faculty holding Academic Degrees higher than a Bachelor in a field of study related to the subject to be taught 18

1st Academic 2nd Academic Year 3rd Academic Year 4th Academic Year of Delivery of Delivery of Delivery Year 19 of Delivery 2004 to 2005 2005 to 2006 2006 to 2007* 2007 to 2008 Highest Number Number Number Number Number Number of Number Number Qualification with of with of with Courses with of Courses credential Courses credential Courses credential Taught credential Taught Taught Taught Doctorate n/a n/a n/a n/a n/a n/a n/a n/a Degree Master’s 6 22 6 33 10 49* n/a n/a Degree *August 2006 – July 2007

Faculty not holding Academic Degrees higher than a Bachelor in a field of study related to the subject to be taught

Note: Please see “Course Key” below chart 1st Academic Year of 2nd Academic Year of 3rd Academic Year of 4th Academic Year of Delivery Delivery Delivery Delivery 2004 to 2005 2005 to 2006 2006 to 2007 2007 to 2008 Instructor Course Instructor Course Instructor Course Instructor Course qualification Taught qualification Taught qualification Taught qualification Taught 1. Bach. of Life Safety I Bachelor of IDWD I Bach. of IDWD I n/a n/a Interior Design Bldg. Mats. and Interior Design IDWD II Interior Design BMC III NCIDQ cert. Const. I NCIDQ cert. IDWD III NCIDQ cert. ARIDO Reg. ARIDO Reg. BMC II ARIDO Reg. Bill 124 Cert. BMC III Bill 124 Cert. 15 years prof. 15 years prof. Life Safety 17 yrs. prof. experience; experience;8 I exp. 10 yrs. 8 yrs. teaching yrs. teaching teaching experience experience experience 2. B.A. (Hons.) AutoCAD I B.A. (Hons.) AutoCAD I Bach.of Interior Budgeting n/a n/a Carleton U. TA AutoCAD II Carleton U. TA AutoCAD Design 15 yrs. AutoCAD III 15 yrs. II ARIDO Reg. Experience in Experience in AutoCAD NCIDQ Cert. multi-media multi-media III 15 yrs. prof. Algonquin Algonquin experience; College prof. in College prof. in 3 yrs. teaching MultiMedia MultiMedia experience Bachelor of Arts

18 Where appropriate, identify the degree deemed “terminal” by the college if other than a Master’s or Doctoral program. 19 These columns are cumulative, for example: in the 1 st Year column, you will be reporting on all courses offered in the2003-4 academic year; in the 2 nd Year column, you will be reporting on all courses offered in the 2004-2005 academic year (i.e., the first and second year courses of the program that were offered during that year); in the 3 rd Year column, you will be reporting on the first, second and third year courses that were offered during that year; et cetera.

59 3. Interior Design Interior Design B. Arch. Lighting B. Ind. Des. Furniture n/a n/a Diploma Basics II Intern Arch. and Design Equiv. (Swiss) Design NCIDQ Cert. 6 yrs. working II Bach. Int. Des. ARIDO Reg. in specialized Equiv. ( Swiss) 20 yrs. prof. architectural 25 yrs. prof. experience lighting firm; experience 10 yrs. 2 yrs. teaching internationally; teaching experience in 5 yrs. teaching experience in interior design experience;inter interior design program nat. Award program winner 4. B.A. Furn. & B. Arch. Lighting II n/a n/a Int. Des. Dip. Equipment Intern Arch. (Hons.) II Reg. Arch. ARIDO 5 yrs. working NCIDQ Cert. in specialized 10 yrs. prof. arch. Lighting experience firm. 4 yrs. teaching experience 5. Int. Des. AutoCAD B. Arch. Principles of n/a n/a Diploma IV, V, VI Reg. Arch. Contracts (Hons.) 25 yrs. prof. 10 yrs. prof. practice experience;10 specializing in yrs. teaching spec. writing;5 experience in yrs. teaching interior design experience in program int. des. program 6. Int.Des. (Hons.) IDWD IV B.A. (Hons.) Multimedia n/a n/a Dip. IDWD V 20 yrs. prof. Pres. ARIDO Life Safety experience;8 Techniques NCIDQ Cert. II yrs. teaching 15 yrs. prof. experience experience;10 Carleton U. & yrs. teaching Algonquin experience in College multi- interior design media program 7. Int. Des. Dip. Interior B.Arch. Project n/a n/a ARIDO Design IV* Reg. Arch. Mngment. I NCIDQ Cert. Interior 15 yrs. prof. 15 yrs. prof. Design V* experience; experience;6 Design 2 yrs. teaching yrs. teaching Project II* experience experience in interior design 8. Int. Des. Dip. Graphic B.A. , Dip. Furn.& n/a n/a ARIDO Pres. V Int.Des. (Hon.) Equip. I NCIDQ Cert.. Graphic NCIDQ Cert. 10 yrs. prof. Pres. VI ARIDO Reg. experience 8 20 years yrs. teaching experience;5 experience yrs. teaching experience 9. Int. Des. Dip. Interior Int. Des. AutoCAD n/a n/a (Hons.) Design Diploma IV, V ARIDO Basics II (Hons.) NCIDQ Cert. 10 yrs. prof. 20 yrs. prof. experience;11 experience; 10 yrs. teaching yrs. teaching experience in experience in interior design interior design program

60 10. Int. Des. Dip. Furn. Int.Des. (Hons.) IDWD IV n/a n/a ARIDO Equip. I, II Dip. IDWD V NCIDQ Cert. ARIDO Life Safety 15 yrs. prof. NCIDQ Reg. II Cdn. & 15 yrs. prof. int.experience 8 experience;10 yrs. teaching yrs. teaching experience experience in interior design 11. Int. Des. Dip. Interior n/a n/a ARIDO Design IV* NCIDQ Reg. Interior 15 yrs. prof. Design V* experience;6 Design yrs. teaching Project II* experience in interior design 12. P. Eng..; 28 Project n/a n/a years Manag. II professional experience in project management principles and constract administration in construction industry 14 years teaching experience *courses team taught in conjunction with faculty member holding Master’s of Interior Design credential. Faculty member holding ID Diploma is currently completing upgrading to Master’s degree credential as per original Consent document.

Course Key : IDWD: Interior Detailing and Working Drawings BMC: Building Materials and Construction Furn. & Equip.: Furnishings and Equipment Graphic Pres.: Graphic Presentation Project. Manag.: Project Management

Appendix 8.6.2.C: Faculty Qualifications: Breadth Courses

Faculty holding Academic Degrees higher than a Bachelor in a field of study related to the subject to be taught 1st Academic Year 2nd Academic Year 3rd Academic Year 4th Academic Year of Delivery of Delivery of Delivery of Delivery 2004 to 2005 2005 to 2006 2006 to 2007 2007 to 2008 Highest Number Number Number Number Number Number Number Number Qualification with of with of with of with of credential Courses credential Courses credential Courses credential Courses Taught Taught Taught Taught Doctorate Degree 0 0 0 0 0 0 n/a n/a Master’s Degree 7 12 12 18 25 25* n/a n/a *August 2006 – July 2007

Faculty not holding Academic Degrees higher than a Bachelor in a field of study related to the subject to be taught 1st Academic Year of 2nd Academic Year of 3rd Academic Year of 4th Academic Year Delivery Delivery Delivery of Delivery 2004 to 2005 2005 to 2006 2006 to 2007 2007 to 2008 Instructor Title of Instructor Title of Instructor Title of Instructor Title of qualifications Course qualifications Course qualifications Course qualifications Course Taught Taught Taught Taught 1. n/a n/a Bachelor of Ecology Bachelor of Ecology n/a n/a Arts Arts

62 Appendix 8.7: Enrolment Projections and Staffing Implications

The following tables indicate the cumulative enrolment projections submitted in 2002 and the cumulative actual enrolments as of January 2007.

The original Consent, Appendix 8.6 Enrolment Projections and Staffing Implications (page 366) included data on staff projections as follows:

Staffing Requirements - Projected Cumulative Cumulative Cumulative Cumulative Ratio of Full- Enrolment* Full-time Part-time Technical time Faculty Faculty Staff Assigned Students/Full- Equivalents Equivalents to Program time Faculty (F.T.E.) (F.T.E.) (F.T.E.) Full- Part- time time Year 1 60 0.33 2.00 0.89 0.65 30.00 Year 2 104 0.55 3.90 1.80 1.30 26.66 Year 3 158 0.78 5.30 3.07 3.30** 29.81 Year 4 168 0.00 6.00 4.04 3.30** 28.00

* Uses the audit guidelines for the definitions of full-time and part-time students ** Includes full-time resource library assistant and technical support and service for the introduction of the laptops program.

The following chart represents the actual staffing for the BAA (Interior Design) program to date.

Enrolments and Staffing to May 2007 Cumulative Cumulative Cumulative Cumulative Ratio of Full- Enrolment* Full-time Part-time Technical time Faculty Faculty Staff Assigned Student/Full- Equivalents Equivalents to Program time Faculty (F.T.E.) (F.T.E.) (F.T.E.) Full- Part- time time Year 1 61 0 2.00 1.0 0.25 30.50 Year 2 89 6 4.00 3.00 0.25 22.25 Year 3 104 7 5.00 5.00 0.50** 20.80 Year 4 n/a

*Uses the audit guidelines for the definitions of full-time and part-time students. ** Includes a part-time resource library assistant, technical support, and service for labs and the introduction of the laptops program.

Note: The Resource Library is currently staffed on a part-time basis (6 hours/week) by a professional library technician. During a typical academic semester, the remaining hours are successfully staffed by volunteer students from within the BAA (Interior Design) program.

63 Description of How Enrolment Projections relate to original Consent Proposal

In terms of student enrolment projections, and as indicated in Attachment 5.3.1 of this document, the program has not met the cumulative enrolment projections to date. Currently there are a total of approximately 105 students in the program; however, it is important to note that the program has only had three intakes to date.

There have been a number of discussions at the College to determine the reasons for the drop in admission rates for the 2006-07 academic year. Additionally, in 2006, all BAA (Interior Design) students were surveyed 20 to better understand their reasons for choosing Algonquin College. A marketing study of the program, led by faculty of the School of Business, was also undertaken in the same year. The following have been determined as reasonable contributors to this decline:

a) The degree programs would have benefited from specific marketing of the availability of bachelor degrees of applied studies by Algonquin College;

b) The introduction of a two-year interior decorating program at the College may have confused interested applicants with regard to which program to take;

c) The end of the secondary school double cohort;

d) An increase in the number and kind of competing educational opportunities in this area of study.

Based on this information, the College Marketing Group has prioritized the implementation of a specific marketing initiative for the three degree programs at the College. 21 In addition, in recognition of the actual enrolment achieved, enrolment projections have been changed to 50 students in year one.

Description of how academic staffing of the program relates to original Consent Proposal

Academic staffing of the program has continued as indicated in the original document regardless of the lower than anticipated actual enrolments to date and in anticipation of a return to a full student cohort. The College has a complement of five full-time faculty assigned to this program and will be hiring an additional full-time faculty member in the Spring of 2007. Part-time faculty, with appropriate credentials, have been hired to teach courses as required.

Description of how technical support has been provided related to original Consent Proposal

Technical support for students and faculty in the program has been continuing. A part-time library technician was hired for several months in 2005 to begin the cataloguing of the Interior Design Learning Resource Library and assist students when required. A teaching assistant was hired in 2005 to assist full-time faculty in the first year interior design studio and continues to teach with full-time faculty to date.

While financial constraints prohibit the hiring of a full-time library technician and sample room support person, a part-time library technician has been hired for the Winter and Spring of 2007.

20 Copies of this completed survey are available upon request. 21 Further information about this initiative is available upon request.

64 This individual has recently had her contract extended through to July 2007. It is anticipated that the contract will continue through the 2007-2008 academic year.

An additional full-time computer technician has been hired to work with the current technician. This brings the total to two full-time technicians responsible for the maintenance of computer facilities in the School of Media and Design.

65 Appendix 10.1.1: Current Regulatory or Licensing Requirements Appendix 10.1.2: Letters of Support from Regulatory Licensing Bodies

The baccalaureate program in interior design at Algonquin College is accredited to the first professional degree by the Council for Interior Design Accreditation (CIDA). This is the only recognized organization in North America which identifies, develops and promotes quality standards in institutions offering post-secondary interior design education. At the time of the initial Consent this organization was called the Foundation for Interior Design Accreditation and Research (FIDER).

At the time of the original application to the Minister to deliver a baccalaureate degree in interior design (2003), it was not necessary to terminate in a baccalaureate credential to be eligible for CIDA accreditation. Algonquin College, in seeking a baccalaureate level credential at that time, and in recognition of the prevalence and importance of degree level education in interior design on a global basis, was the first college in Ontario to recognize the need for an increase in the standard of education for graduates in this province.

However, since the time of Algonquin’s initial Consent, and in recognition of the increased need for a higher level of educational standards, CIDA has changed accreditation eligibility requirements to require that a program seeking accreditation “must demonstrate that it culminates in a minimum of a bachelor’s degree. 22 This change to eligibility standards was also endorsed by the Association of Registered Interior Designers of Ontario (ARIDO).

As of 2005, CIDA considers programs which do not terminate in a baccalaureate degree ineligible for accreditation. A letter from CIDA explaining this is attached. This letter also indicated that the interior design program has been accredited in good standing with CIDA since April 2001 and will continue to be eligible for CIDA accreditation.

22 Council for Interior Design Accreditation. (2006). Accreditation manual. Grand Rapids, MI: Council for Interior Design Accreditation.

69 70 Appendix 9.1.A: Credential Recognition

To date, Algonquin College does not have any formal agreements with other universities with regard to credential recognition of the BAA (Interior Design) program. Very positive ongoing discussions, however, are currently being held with the University of Manitoba, Department of Interior Design with regard to acceptance of Algonquin College students into the Master’s of Interior Design program. Preliminary discussions indicate that BAA (Interior Design) graduates will gain direct entry to the Master’s of Interior Design program at that University.

Although Ryerson University has been working towards the approval of a Master’s in Design program, to date, the M.I.D. program at the University of Manitoba is the only program in Canada available to students wishing to pursue graduate education in interior design.

Discussions between Ontario universities and colleges are ongoing but have not all been encouraging. The following statement by the Rector of the University of Ottawa in response to inquiries made by the President of Algonquin College indicates that there may be some barriers to direct entry to graduate studies programs such as the Master’s of Architecture. In an email dated August 3 rd 2006, the Rector stated:

“In all instances, we have clearly stated that our policy at the University of Ottawa with regard to admission to graduate studies is to require an undergraduate degree from an accredited institution. We would therefore not admit a student whose degree was from an institution that was not a member of AUCC.

In practice, when graduates from non-AUCC member institutions apply for admission to one of our graduate programs, we examine their files very carefully on a case-by-case basis, comparing their degree program with similar programs offered by the University of Ottawa or other AUCC member institutions. If we do offer admission, it is likely to be conditional on the student first taking a series of courses to bring their preparation up to par with that of students graduating from AUCC member institutions.”

We continue to encourage graduates interested in applying for graduate studies programs in Ontario universities and universities in other provinces to do so. This will result in a definitive ruling. Our position is that the “AUCC argument” is an artificial barrier especially given the fact that this degree program has been reviewed by PEQAB and the admission, promotion and graduation requirements are consistent with those institutions who are members of AUCC. This issue was raised with the Deputy Minister for the MTCU, Dr. Philip Steenkamp, during a visit to Algonquin College in the Fall of 2006. He indicated that he was aware of the situation and would see that the Higher Education Council of Ontario includes an examination of this as one of their early agenda items.

The most recent position of the Council of Ontario Universities is contained in a statement dated December 07, 2006, as follows:

71 The COU Statement on Advanced Study at Provincially Assisted Ontario Universities is intended to serve as a guide for answering questions about the eligibility and admissibility of students with undergraduate degrees to university graduate and professional programs.

COU Statement on Advanced Study at Provincially Assisted Ontario Universities

Ontario’s provincially assisted universities are committed to maintaining high quality graduate and professional programs and to admitting students who are best qualified and most likely to succeed in these programs.

The universities are autonomous and make individual decisions to determine their admission requirements. As enrollment in graduate and professional programs is typically limited in number by institutional and departmental capacity, it is not possible to accept everyone who applies. Thus many applicants who meet the minimum entrance requirements are not admitted to these programs.

Applicants to provincially assisted universities in Ontario are considered for admission on an individual basis in a process whereby the appropriate range of academic and other relevant evidence is weighed.

Each applicant is considered on his or her own merits, according to standards set by each institution, program by program.

In our view this statement is, unfortunately, noncommittal at best, however it is better than an outright indication of non-consideration of our graduates.

This statement was shared with the BAA (Interior Design) students in a program meeting in Winter 2007. They were encouraged to apply for graduate studies if that is their goal. They were reminded that admission to graduate studies is very competitive. The College indicated that it would be willing to provide clarification about the program to an institution should that be required.

72 Appendix 11.1: Periodic Review Policy and Schedule

Directive E25 – Program Review has not been revised during the period of this consent. While the overriding principles and policies have not changed, the procedures and implementation have undergone changes in the last two years to ensure that a continuous improvement process that is as efficient as possible is in place, thereby ensuring that it is sustainable.

Program Quality Review at the College is a three prong process which includes two annual reviews, each with a different focus, and one in depth review every five years. The current process was originally designed for postsecondary programs leading to Ontario College credentials and the criteria parallel those used by the Provincial Program Quality Assurance Process Audit (PQAPA). This external audit of the College review processes ensures that the College has a process in place that assures continuous quality improvement. Algonquin College participated in the PQAPA pilot project in May 2006. The College was granted the maximum five year approval at the conclusion of the Audit.

The Program Quality Review process at the College has been adapted for our degree programs. The Program Quality Assurance Administrator worked with coordinators and chairs of the Degree programs to determine how our current process needed to be modified to meet the needs of our degree programs. The relevant criteria against which to evaluate the programs were identified using the Handbook for Ontario Colleges 23 . The consultations with faculty, students and external stakeholders mirrors the process used for the Ontario College credential programs.

Attached is a copy of the model of our Program Quality Review process and the list of criteria against which the programs are evaluated.

23 Postsecondary Education Quality Assessment Board. (February 2006). Handbook for Ontario colleges – Applying for ministerial consent under the post-secondary choice and excellence Act, 2000. Toronto: PEQAB.

73 74 THE PROGRAM REVIEW EVALUATION CRITERIA

STUDENTS/GRADUATES :

1. The qualifications and prerequisites required of the applicant are published and are appropriate to allow the student to be successful without limiting access to the program. 2. The demand for the program has been sustained for the last five years. 3. Students have adequate information to allow them to make informed choices about: selecting the correct program to meet their career aspirations; the financial commitment needed; the workload commitment needed; and the study options available to them. 4. Processes for granting of internal and external credits are clearly defined and available to students. 5. Students indicate that they are satisfied with the program. 6. Students indicate that they have input into decisions regarding their academic life. 7. Learners progress through the program , achieve program outcomes and graduate in a timely fashion. 8. Learners with a wide range of abilities demonstrate the expected degree level learning outcomes. 9. Graduates are satisfied with the overall program experience. 10. Graduates are obtaining employment in their fields. 11. Graduates are successful in obtaining external licenses or credentials where relevant. 12. Employers are satisfied with graduate performance.

CURRICULUM

1. The curriculum conforms to the standards and benchmarks set by the Postsecondary Education Quality Assessment Board and the Consent granted by the Ministry of Training, Colleges and Universities. 2. The program curriculum is consistent with the credential offered. 3. All curriculum documentation is complete and up-to-date including course outlines and program monograph materials. 4. There is congruency between the course learning outcomes and the program learning outcomes. 5. There is a match of course learning outcomes, course learning activities and learning resources. 6. Courses are organized and sequenced to support student learning, are allocated appropriate hours of study and are consistent with published prerequisites. 7. Prerequisites do not unnecessarily hinder progress in the program. 8. Curriculum design maximizes flexibility of student learning. 9. Students perceive the curriculum to be relevant. 10. The program has established articulation agreements, and these are communicated to the students.

75 INSTRUCTION/EVALUATION

1. Faculty has adequate academic preparation and workplace experience to deliver the program. 2. The program provides experiential learning opportunities that allow the learners to perform, with support, as a practitioner in their field. 3. There is a range of instruction methods consistent with a variety of learning styles and learner needs and abilities. 4. Learning methods are published and are matched to the learning outcomes. 5. College designated targets regarding hybrid courses are met. 6. Learners are provided the skills necessary to be successful with the learning strategies selected. 7. Evaluation criteria are published and students are aware of how and when they are going to be evaluated. 8. Students indicate that feedback is timely and allows them to build on their learning. 9. Students perceive evaluation to be fair. 10. Evaluation methods allow students to demonstrate the course learning outcomes. 11. Evaluation and Progression practices are consistent with College Policy. 12. Student workload and assessment is balanced across the term at both the course and program level. 13. There is a range of evaluation methods used consistent with a variety of learning styles. 14. PLAR assessment is based on demonstrating published learning outcomes.

RESOURCES

1. Students consider faculty to be available. 2. Students consider faculty to be adequately prepared. 3. Students have access to academic advising. 4. Labs, clinical facilities and placement facilities are complementary to and integrated into the program and allow the learner to demonstrate the learning outcomes. 5. Students indicate that there are adequate and accessible learning resource materials including: textbooks in the bookstore; online materials; print resources; equipment and student support services, to allow them to be successful. 6. The program is financially viable. 7. The learning environment is safe.

76 Appendix 11.2: Update on Program Evaluation Measures

Based on the Program Quality Review model in Appendix 11.1, the measures that have already been taken to monitor the quality and appropriateness of the Consent program include: a) Central Program Data The following data is reported in other Appendices: 1. Appendix 5.2.6 Admissions Information 2. Appendix 5.3.1 Student Retention Information

2004-2005 2005-2006 2006-2007 Intake/Projections 58/60=96% 49/60=81% 32/50=64% College Benchmark 103% 95% 105% Instructional Quality (based on KPI 93.2% 96.8% 98.6% Student Satisfaction Survey B14) College Benchmark 65% 64% 67% Student Satisfaction (based on KPI 97.6% 96.8% 98.6% Student Satisfaction Survey C26) College Benchmark 76% 76% 78% Overall Quality Score Average 86.4% 79.4% 78.6% (based on KPI Student Satisfaction Survey D45) College Benchmark 70% 70% 73%

Since there will not be BAA (Interior Design) graduates until the Spring of 2008, no KPI data is yet available from graduates or employers. As well, since the first co-op term is not scheduled until Fall 2007, no feedback is available from students or co-op employers.

In summary, the number of students entering the program has been below expected. The numbers are expected to recover somewhat for Fall 2007, based on current (July 2007) OCAS statistics. Building awareness of the program has been an over-riding concern. A marketing plan is now being implemented to increase awareness in the Eastern Ontario market. It is hoped that this plan can be expanded to other markets in Eastern Canada. The College recognizes that the pay-off from the marketing plan will be in the long-term.

On the KPI measures, Instructional Quality has increased over the three years and is well above the college benchmark, while student satisfaction has decreased although both remain at or slightly above the college benchmark (2007). Integrated program improvement processes described earlier, and summarized below, are in place to address these issues. b) External Stakeholders/Expanded Advisory Committee Focus Group

The formal External Stakeholders Focus Group meeting was conducted on May 15, 2007. In attendance were College representatives, the program’s Advisory Committee members and an additional six industry representatives. Topics discussed included items such as future employment opportunities for graduates,

77 graduate preparedness for entry into the workforce, curriculum relevancy. Following the Focus Group, discussion notes were provided to the program management for discussion and recommendations for improvement where suggested. c) Student Focus Group

The formal Focus Group meeting for students was held on Tuesday, March 20, 2007. Thirteen students, representing all levels of the program attended in addition to College faculty and management. Topics discussed included appropriateness of curriculum sequencing, academic advising, overall satisfaction and areas for suggested improvement. Following the focus group meeting, program discussion notes were provided to program management for discussion and implementation where appropriate.

The following items (d to g), although not part of the formal Program Quality Review process, are included to indicate the scope of ongoing annual program quality review and improvement. d) Advisory Committee analysis and review The Advisory Committee membership is attached at the end of this Appendix. The Committee continues to be very involved in the program in terms of support and guidance in appropriate areas. The Committee generally meets a minimum of twice a year, and more often as required. At every meeting of the Advisory Committee, program curriculum and quality indicators are discussed. Opinions from industry professionals are solicited and considered in the decision-making process. e) Student Program Council Student Program Councils are an important feedback mechanism within the Program Quality Review process. Each program Section (e.g. 1st year, Section 010) elects a student representative resulting in a representative body of eight students. Student Program Council meetings are generally held twice/year or as requested by the students. The meetings are chaired by the Chair of Design Studies with the program internal coordinator and all class representatives in attendance. Prior to the meeting, class representatives chair individual class discussions without faculty present to gain a consensus on College resource, program and course issues. At the Student Program Council meetings, a review of the existing issues is completed and new issues are brought forward for discussion. Solution strategies are discussed. The final document is sent to the program manager for follow-up. Recommended action is then provided to the students. f) Advanced Studio Mentor Feedback At the beginning of the 4 th year of study and prior to the Co-op work term, students must complete an Advanced Design Studio, focusing upon one area of the interior design profession. In addition to meetings with program faculty, students are teamed with industry mentors who meet weekly with students to offer guidance on student design projects. All mentors are practicing designers/architects in the Ottawa-Carleton region. At the conclusion of the course, mentors are asked to complete a formal evaluation of both the course and the student work. This sustained (12 week) in-depth student/industry/faculty contact provides program faculty with excellent feedback at a detailed level not normally available through the traditional Advisory Committee meeting. g) Co-operative Work Term Employer Evaluations At the beginning of the co-operative work term, each student develops personal learning objectives and, when the work term is nearing completion, completes a self-assessment of these objectives. The employer then comments on the student’s assessment and provides a complete “employer evaluation” of the student’s performance. h) Curriculum Committee/Faculty Review Full time faculty, including the program Coordinator, meet on a regular basis (and very frequently on an ad hoc basis as required) to discuss all aspects of the program. The formal meetings occur at least once/semester concurrent with the bi-semester Promotion and Evaluation meetings. All faculty (full-time and part-time) are 78 invited to these meetings to discuss curriculum issues and offer suggestions for improvement. Full time program faculty enjoy an excellent relationship with part time faculty resulting in a collaborative environment where the sharing of ideas and programmatic concerns are welcome at any time throughout the academic year.

79 Appendix 12.1: Student and Employer Testimonials

The following sample testimonials from both students and employers indicate a high level of support for the BAA (Interior Design) program at Algonquin College since its inception.

Student Testimonials

1. Third year, BAA (Interior Design) Student

“The BAA (Interior Design) at Algonquin College has been my family for the past 3 years. I believe that it is the faculty and students that have made this experience so extraordinary. I will forever remember that my career as an Interior Designer started with a strong foundation of education, guidance, hard work and support from my peers and teachers.”

2. Second year, BAA (Interior Design) Student

“I chose to be a student in the BAA (Interior Design) program at Algonquin because of its excellent reputation and because it offers a baccalaureate credential. I am also particularly pleased with the 20 week paid co-op opportunity which I feel will better prepare me for work in the field.”

Employer Testimonials

The attached testimonial is from an employer who worked with four students in the BAA (Interior Design) program.

81 Appendix 12.2: Additional Information

Attached are letters of support for the Algonquin College BAA (Interior Design) program from:

• Association of Registered Interior Designers of Ontario (ARIDO) • Interior Designers of Canada

Bachelor of Applied Arts (Interior Design)

PART B

85 Submission Checklist for Part B Item Name and Binder Tab Status Submission Checklist for Part B [ √ ] Attached Record of Proposed Changes to the Current Consent Program and Required [ √ ] Attached Submission Elements Record of Proposed Changes: Academic Freedom and Student Protection [ √ ] Attached Title Page Appendix 1.1 Submission Title Page [ √ ] Not required [ ] Attached Appendix 1.2 Table of Contents [ √ ] Not required [ ] Attached Executive Summary Appendix 2.1 Executive Summary [ √ ] Not required [ ] Attached Program Abstract Appendix 3.1 Program Abstract [ √ ] Not required [ ] Attached Program Degree-Level Standard Appendix 4.1 Degree Level Summary [ √ ] Not required [ ] Attached Appendix 4.2 Samples of Student Work [ √ ] Attached Admissions, Promotion, Graduation Standard Appendix 5.1.1 Admissions Requirements Direct Entry [ ] Not required [ √ ] Attached Appendix 5.1.2 Admissions Policies and Procedures for Mature Students [ √ ] Not required [ ] Attached Appendix 5.2.1 Credit Transfer/Recognition Policies and Procedures [ √ ] Not required [ ] Attached Appendix 5.2.2 Advanced Placement Policies [ √ ] Not required [ ] Attached Appendix 5.2.3 Degree Completion Arrangements [ √ ] Not required [ ] Attached Appendix 5.2.4 Gap Analysis [ ] Not required [ √ ] Attached Appendix 5.2.4A Diploma Program Learning Outcomes [ ] Not required [ √ ] Attached Appendix 5.2.4B BAA Program Learning Outcomes [ ] Not required [ √ ] Attached Appendix 5.2.5 Bridging Courses [ ] Not required [ √ ] Attached Appendix 5.3 Promotion and Graduation Requirements [ √ ] Not required [ ] Attached Program Content Standard Appendix 6.3.1 Program Level Learning Outcomes [ ] Not required [ √ ] Attached Appendix 6.3.2 Course Descriptions [ √ ] Attached Appendix 6.3.3.1 Program Hour/Credit Conversion Justification [ √ ] Not required [ ] Attached Appendix 6.3.3.2 Academic Course Schedule [ √ ] Attached Appendix 6.4. Course Outlines [ √ ] Attached Appendix 6.5.1 Program Structure Requirement [ √ ] Attached 86 Appendix 6.5.2 Support for Work Experience [ ] Not required [√ ] Attached Appendix 6.5.3 Work Experience Outcomes and Evaluation [ ] Not required [ √ ] Attached Program Delivery Standard Appendix 7.1.1 Quality Assurance Policies [ √ ] Not required [ ] Attached Appendix 7.1.2 Policy on Student Feedback [ √ ] Not required [ ] Attached Appendix 7.1.3 Student Feedback Instruments [ √ ] Not required [ ] Attached Appendix 7.2.1.a Listing of the courses incorporating distance delivery [ √ ] Not required [ ] Attached Appendix 7.2.1.b On-Line Learning Policies and Procedures; [ √ ] Not required [ ] Attached Appendix 7.2.2 Academic Community Policies [ √ ] Not required [ ] Attached Capacity to Deliver Standard Appendix 8.2.1 Library Resources [ √ ] Not required [ ] Attached Appendix 8.2.2 Computer Access [ √ ] Not required [ ] Attached Appendix 8.2.3 Classroom Space [ √ ] Not required [ ] Attached Appendix 8.2.4 Laboratories/Equipment (where applicable) [ ] Attached Appendix 8.4 Support Services [ √ ] Not required [ ] Attached Appendix 8.5 Policies on Faculty [ √ ] Not required [ ] Attached Appendix 8.6.1 CV Release [ ] Not required [ √ ] Attached Appendix 8.6.2 A Curriculum Vitae Exceptions [ ] Not required [ √ ] Attached Appendix 8.6.2 B Curriculum Vitae for Faculty Responsible for Teaching and [ ] Not required Curriculum of DW Courses [ √ ] Attached Appendix 8.6.2 C Curriculum Vitae for Faculty Responsible for Teaching and [ ] Not required Curriculum Development of DO and DL Courses [ √ ] Attached Appendix 8.6.2 D Curriculum Vitae for Program Development Consultants [ ] Not required [ √ ] Attached Appendix 8.6.2 E Curriculum Vitae for On-line Learning Professional and [ √ ] Not required Technical Staff [ ] Attached Appendix 8.7 Enrolment Projections and Staffing Implications [ √ ] Attached Credential Recognition Standard Not required Regulation and Accreditation Standard Appendix 10.1.1 Current Regulatory or Licensing Requirements [ √ ] Not required [ ] Attached Appendix 10.1.2 Letters of Support From Regulatory/Licensing Bodies [ √ ] Not required [ ] Attached Program Evaluation Standard Appendix 11.1 Periodic Review Policy and Schedule [ √ ] Not required [ ] Attached

87 Academic Freedom and Integrity Standard Appendix 12.1.1 Academic Freedom Policy [ ] Not required [ √ ] Attached Appendix 12.1.2 Academic Honesty Policy [ ] Not required [ √ ] Attached Appendix 12.1.3 Academic Honesty Procedure [ ] Not required [ √ ] Attached Appendix 12.2 Policy on Intellectual Products [ ] Not required [ √ ] Attached Appendix 12.3 Policy on Ethical Research Practices [ ] Not required [ √ ] Attached Student Protection Standard Appendix 13.1 Academic Calendar Information [ ] Not required [ √ ] Attached Appendix 13.1.a Credential Recognition Information [ √ ] Not required [ ] Attached Appendix 13.1.b Organization Information [ √ ] Not required [ ] Attached Appendix 13.2.1 Dispute Resolution [ ] Not required [ √ ] Attached Appendix 13.2.2 Fees and Charges [ ] Not required [ √ ] Attached Appendix 13.2.3 Student Dismissal [ ] Not required [ √ ] Attached Appendix 13.2.4 Withdrawals and Refunds [ ] Not required [ √ ] Attached Appendix 13.3 Student Protection Information [ ] Not required [ √ ] Attached Economic Need Not required Non-Duplication of Programs Not required Optional Material Appendix 16.1 to 16.n. Additional Information (Any additional information that [ √ ] Not required the applicant wishes to add that is relevant to the delivery of the program.) [ ] Attached 1 List the topic. 2 Use a separate appendix for each topic. 3 Add a separate row to this checklist for each of these appendices.

88 Part B

Record of Proposed Changes to the Current Consent Program and Required Submission Elements Are you proposing to change the title of the program? [ ] Yes [ √ ] No

If “yes”, attach Appendix 1.1 Submission Title Page [ ] Attached Are you proposing to change the location of the program? [ ] Yes [ √ ] No

If “yes”, attach Appendix 1.1 Submission Title Page [ ] Attached Are you proposing to change the content of the program? [ ] Yes [ √ ] No

If “yes”, attach: Appendix 2.1 Executive Summary [ ] Attached and Appendix 3.1 Program Abstract [ ] Attached Degree Level Standard Are you proposing to change the content of the program? [ ] Yes [√ ] No If “yes”, attach Appendix 4.1 Degree Level Summary [ ] Attached Attach as Appendix 4.2 the following statement: “With regard to students [√ ] Attached registered in the new Consent program, the organization will have on file and available upon request samples of assessed, individual student work in the terminal stage of the program, that reflects exemplary, average, and minimally acceptable performance, and demonstrates that the degree level standard has been achieved.” Admissions, Promotion, Graduation Standard Are you proposing to make any revisions, deletions, or additions to the direct [√ ] Yes [ ] No entry admission requirements ?

If “yes”, attach Appendix 5.1.1 Admission Requirements Direct Entry, and a [√ ] Attached brief explanation of the change(s). Are you proposing to make any revisions, deletions, or additions to the [ ] Yes admissions policy or procedures for mature students? [√ ] No

If “yes”, attach Appendix 5.1.2 Admission Policies and Procedures for Mature Students, and a brief explanation of the change(s). [ ] Attached Are you proposing to make any revisions, deletions, or additions to the [√ ] Yes advanced standing admission requirements? [ ] No

If “yes”, attach, where applicable, a brief explanation of the change(s): • Appendix 5.2.1 Credit Transfer/Recognition Policies and Procedures [ ] Attached [√ ] Not app. • Appendix 5.2.2 Advanced Placement Policies [ ] Attached [√ ] Not app. • Appendix 5.2.3 Degree Completion Arrangements [ ] Attached [√ ] Not app.

• Appendix 5.2.4 Gap Analysis [ √ ] Attached [ ] Not app. • Appendix 5.2.5 Bridging Courses [ √ ] Attached 89 [ ] Not app. Are you proposing to make any revisions, deletions, or additions to the [ ] Yes promotion and/or graduation requirements? [√ ] No

If “yes”, attach Appendix 5.3 , Promotion and Graduation Requirements, and a brief explanation of the change(s). [ ] Attached

Program Content Standard Are you proposing to make any revisions to the program level learning [√ ] Yes [ ] No outcomes?

If “yes”, attach as Appendix 6.3.1 , Program Level Learning Outcomes, a table [√ ] Attached that indicates the program outcomes and the corresponding courses, course segments, or workplace requirements that contribute to the outcome. Are you proposing to make any revisions to the academic calendar descriptions [√ ] Yes of the courses in the program? [ ] No

Attach as Appendix 6.3.2 , Course Descriptions, a table that indicates course [√ ] Attached descriptions as these may appear in an academic calendar by semester for each academic year. Are you proposing to make any revisions to the program hour/credit conversion [ ] Yes [ √ ] No formula for the program?

If “yes”, attach as Appendix 6.3.3.1 , Program Hour/Credit Conversion [ ] Attached Justification, answers to the questions contained in that appendix and, where appropriate, a table with the information requested. Are you proposing to make any revisions to the academic courses schedule of [√ ] Yes the program? [ ] No

If “no”, attach as Appendix 6.3.3.2 , Academic Course Schedule, the current [ ] Attached (and continuing) course schedule; or [√ ] Not app.

If “yes”, attach as Appendix 6.3.3.2 , Academic Course Schedule, the revised [√ ] Attached course schedule (please denote the new courses – e.g., bold or colour) [ ] Not app. Attach as Appendix 6.4 , the outlines of the courses in the program for which [√ ] Attached you are applying for Consent.

Note 1 : Immediately after giving the “Course Title” in the first line of the standard template of Appendix 6.4, please include the relevant option from the following four: • No change (indicates that, apart from normal updating, the course has remained the same as that approved in the original application) • Changed (indicates that there has been a significant addition or change in the content or method of delivery of the course that was approved in the original Consent application) • Added (indicates that the course was not part of the original Consent application but was subsequently added to the program) • New ( indicates that the courses has never been a part of the program) Note 2 : If a course outline has already been supplied in Part A of the application, it need not be replicated here. In such cases, simply complete the first two lines of Appendix 6.4: • Line 1: “Course Title” followed by the annotations (i) “no change” and (ii) a page reference to where it can be found in the submission, and 90 • Line 2: “Year and Semester”. The subsequent sections of Appendix 6.4 are not required. Attach as Appendix 6.5.1 , Program Structure Requirement, a table indicating [√ ] Attached the structure for the proposed renewed program including the identification of: • On-campus semesters; • Vacation semesters; and • Paid full-time consecutive work experience(s). Are you proposing to make any revisions to the support for work experience? [√ ] Yes [ ] No If “yes”, attach as Appendix 6.5.2 , Support for Work Experience, a summary of the types of placements students will be seeking, the college’s plans to develop [ ] Attached placement opportunities for students, and the level of support the college will extend to students seeking placements. Are you proposing to make any revisions, deletions, or additions to the work [√ ] Yes experience outcomes and/or the method of evaluating students during their [ ] No placements?

If “yes”, attach Appendix 6.5.3 , Work Experience Outcomes and Evaluation, [√ ] Attached and a brief explanation of the change(s). Program Delivery Standard Are you proposing to make any revisions, deletions, or additions to the policies [ ] Yes pertaining to program delivery quality assurance? [√ ] No

If “yes”, attach Appendix 7.1.1 Quality Assurance Policies, and a brief [ ] Attached explanation of the change(s). Are you proposing to make any revisions, deletions, or additions to the policies [ ] Yes pertaining to student feedback? [√ ] No

If “yes”, attach Appendix 7.1.2 Policy on Student Feedback, and a brief [ ] Attached explanation of the change(s). Are you proposing to make any revisions, deletions, or additions to the student [ ] Yes feedback instruments? [√ ] No

If “yes”, attach Appendix 7.1.3 Student Feedback Instruments, and a brief explanation of the change(s). [ ] Attached Are you proposing: a. either to introduce the delivery of courses using internet, asynchronous, [ ] Yes [ √ ] No distance or distributed delivery where none was reviewed and approved for the current Consent? b. or, if such delivery methods were part of the current Consent, to i) make [ ] Yes [ √ ] No available at least double the number of requirements/courses in which any of these delivery methods is the principle method of delivery, or ii) make available more than 50% of the program requirements using any of these methods, regardless of the number proposed during the application and [ ] Yes review process? [√ ] No

If “yes” to any of the above: attach Appendix 7.2.1.a , a listing of the courses incorporating distance [ ] Attached delivery; attach Appendix 7.2.1.b , On-line Learning Policies and Procedures; [ ] Attached attach Appendix 7.2.2 , Academic Community Policies; [ ] Attached attach Appendix 8.6.2.E , Curriculum Vitae for On-line Learning [ ] Attached Professional and Technical Staff 91 Capacity to Deliver Standard Are you proposing to make any revisions, deletions, or additions to your [ ] Yes organization’s detailed plans and schedule for the renewal and upgrading of its [√ ] No library resources?

If “yes”, attach Appendix 8.2.1 - Library Resources. [ ] Attached Are you proposing to make any revisions, deletions, or additions to your [ ] Yes organization’s detailed plans and schedule for the renewal and upgrading of its [√ ] No computers and computer access?

If “yes”, attach Appendix 8.2.2 – Computer Access. [ ] Attached Are you proposing to make any revisions, deletions, or additions to your [ ] Yes organization’s detailed plans and schedule for the renewal and upgrading of its [√ ] No classroom requirements?

If “yes”, attach Appendix 8.2.3 – Classroom Space [ ] Attached Are you proposing to make any revisions , deletions, or additions to your [ ] Yes organization’s detailed plans and schedule for the renewal and upgrading of its [√ ] No laboratories/equipment requirements?

If “yes”, attach Appendix 8.2.4 – Laboratories/Equipment [ ] Attached Are you proposing to make any revisions, deletions, or additions to the support [ ] Yes services available to students? [√ ] No

If “yes”, attach Appendix 8.4 Support Services, and a brief explanation of the [ ] Attached change(s). Are you proposing to make any revisions, deletions, or additions to the policies [ ] Yes on faculty identified in Appendix 8.5? [√ ] No

If “yes”, attach Appendix 8.5 Policies on Faculty, and a brief explanation of the [ ] Attached change(s). In completing Appendix 6.4, were any of your courses noted as being “Added” [√ ] Yes or “New”? [ ] No If “yes”, then for the courses so noted, attach those that are relevant from the following:

• Appendix 8.6.1 – CV release [√ ] Attached [ ] Not req.

• Appendix 8.6.2 A – Curriculum Vitae Exceptions [√ ] Attached [ ] Not req.

• Appendix 8.6.2 B – Curriculum Vitae for Faculty responsible for Teaching [ √ ] Attached and Curriculum Development of DW courses [ ] Not req.

• Appendix 8.6.2 C – Curriculum Vitae for Faculty responsible for Teaching [ √ ] Attached and Curriculum Development of DO and DL courses [ ] Not req.

• Appendix 8.6.2 D Curriculum Vitae for Program Development Consultants [ √ ] Attached [ ] Nor req. Attach as Appendix 8.7.2 Enrolment Projections and Staffing Implications [ √ ] Attached

92 Program Design and Credential Recognition Not Applicable Regulation and Accreditation Standard Are you proposing to make any revisions or additions to the requirements set by [ ] Yes regulatory bodies associated with this program? [√ ] No

If “yes”, attach: Appendix 10.1.1 Current Regulatory or Licensing Requirements, and a brief explanation of the change [ ] Attached and Appendix 10.1.2 Letters of Support From Regulatory/Licensing Bodies [ ] Attached Program Evaluation Standard Are you proposing to make any revisions, deletions, or additions to the policies [ ] Yes and/or procedures pertaining to program evaluation? [√ ] No

If “yes”, attach Appendix 11.1 Periodic Review Policy and Schedule, and a brief explanation of the change(s). [ ] Attached Economic Need Not applicable Non-Duplication of Programs Not applicable

93 Record of Proposed Changes to the Current Consent Program and Required Submission Elements: Academic Freedom and Integrity and Student Protection

Academic Freedom and Integrity The applicant maintains an atmosphere in which academic freedom exists and in which students and academic staff are expected to display a high degree of intellectual independence. Academic activity is supported by policies, procedures, and practices that encourage academic honesty and integrity.

Benchmarks for assessing academic freedom and integrity 1. The applicant has a policy on academic freedom that recognizes and protects the rights of individuals in their pursuit of knowledge without fear of reprisals by the applicant or by third parties, and the right of individuals to communicate acquired knowledge and the results of research freely. 2. The applicant has appropriate policies pertaining to academic honesty and procedures for their enforcement. 3. The applicant provides an appropriate plan for informing students and faculty about and ensuring their understanding of the policies and procedures concerning academic honesty. 4. The applicant has an appropriate policy on the ownership of the intellectual products of employees and students. 5. Where appropriate, there are formal ethical research standards, as evidenced by police on human research participants, the use of animals in research, and the management of research funds.

Have you received a ministerial consent for a program post-pilot project? [ ] Yes [ √ ] No

If “no”, you are required to establish your institutional policies for this standard as a part of your renewed application. This is to be done by attaching the following appendices: • 12.1.1 Academic Freedom Policy [ √ ] Attached • 12.1.2 Academic Honesty Policy [ √ ] Attached • 12.1.3 Academic Honesty Procedure, [ √ ] Attached • 12.2 Policy on Intellectual Products, [ √ ] Attached • 12.3 Policy on Ethical Research Practices [ √ ] Attached If “yes” in the row above, complete the following rows. Have there been any revisions, deletions, or additions to the policies and/or [ ] Yes procedures pertaining to academic freedom? [ ] No

If “yes”, attach Appendix 12.1.1 Academic Freedom Policy, and a brief [ ] Attached explanation of the change(s). Have there been any revisions, deletions, or additions to the policies and/or [ ] Yes procedures pertaining to academic honesty? [ ] No

If “yes”, attach Appendix 12.1.2 Academic Honesty Policy, and a brief [ ] Attached explanation of the change(s). Have there been any revisions, deletions, or additions to the policies and/or [ ] Yes procedures pertaining to students’ awareness of the policies and procedures [ ] No pertaining to academic honesty?

If “yes”, attach Appendix 12.1.3 Academic Honesty Procedure, and a brief [ ] Attached explanation of the change(s).

94 Have there been any revisions, deletions, or additions to the policies and/or [ ] Yes procedures pertaining to intellectual products? [ ] No

If “yes”, attach Appendix 12.2 Policy on Intellectual Products, and a brief [ ] Attached explanation of the change(s). Have there been any revisions, deletions, or additions to the policies and/or [ ] Yes procedures pertaining to ethical research practices? [ ] No

If “yes”, attach Appendix 12.3 Policy on Ethical Research Practices, and a brief [ ] Attached explanation of the change(s).

Student Protection The applicant values and upholds integrity and ethical conduct in its relations with students.

Benchmarks for assessing student protection 1. Information provided in any advertising, brochures, calendars, and other publications about the formal recognition of credits or credentials specifically mentions the party granting such recognition. 2. Key information about the applicant's organization, policies, and programs is published in its academic year calendar and is otherwise readily available to students and the public, specifically including: a) the organization's mission and goals statement; b) a history of the organization and its governance and academic structure; c) a general description of each degree program (e.g., purpose, outcomes, length); d) the academic credentials of faculty and senior administrators; and e) individual descriptions of all subjects in these programs and their credit value. 3. The applicant has satisfactory policies and procedures that protect student and consumer interests in the following areas: a) the resolution of students' academic appeals, complaints, grievances, and/or other disputes; b) payment schedule of fees and charges; c) student dismissal; and d) withdrawals and refunds. 4. Prior to registration, students are provided with and confirm in writing their awareness of policies (and procedures) pertaining to: a) method of course delivery; b) academic honesty; c) admissions; d) credit transfer arrangements with and recognition by other institutions; e) credit transfer arrangements for incoming students; f) prior learning assessment; g) entrance examinations; h) dispute resolution; i) grading; j) intellectual property rights; k) the ability of international students admitted to the program to meet program requirements for degree completion; l) payment of fees and charges; m) scholarships and other financial assistance; n) student complaints and grievances; o) student dismissal; p) student support and services; q) tuition; and r) withdrawals and refunds. 95 Have you received a ministerial consent for a program post-pilot project? [ ] Yes [ √ ] No

If “no”, you are required to establish your institutional policies for this standard as a part of your renewed application. This is to be done by attaching the following appendices: • 13.1 Academic Calendar Information [ √ ] Attached • 13.2.1 Dispute Resolution [ √ ] Attached • 13.2.2 Fees and Charges [ √ ] Attached • 13.2.3 Student Dismissal [ √ ] Attached • 13.2.4 Withdrawals and Refunds [ √ ] Attached • 13.3 Student Protection Information [ √ ] Attached

If “yes” in the row above, complete the following rows. Are you proposing to make any changes to the policy of providing in any [ ] Yes [ ] No advertising, brochures, calendars, and other publications about the formal recognition of credits or credentials specifically mentions the party granting such recognition.

If “yes”, attach as Appendix 13.1.a ., Credential Recognition Information, an [ ] Attached explanation of and rationale for the change. Are you proposing to make any changes to the policy that key information about [ ] Yes [ ] No the applicant's organization, policies, and programs is published in its academic year calendar and is otherwise readily available to students and the public, specifically including: a) the organization's mission and goals statement; b) a history of the organization and its governance and academic structure; c) a general description of each degree program (e.g., purpose, outcomes, length); d) the academic credentials of faculty and senior administrators; and e) individual descriptions of all subjects in these programs and their credit value.

If “yes”, attach as Appendix 13.1.b , Organization Information, an explanation [ ] Attached of and rationale for the change. Are you proposing to make any revisions, deletions, or additions to the policies [ ] Yes [ ] No and/or procedures pertaining to dispute resolution?

If “yes”, attach Appendix 13.2.1 Dispute Resolution, and a brief explanation of [ ] Attached the change(s). Are you proposing to make any revisions, deletions, or additions to the policies [ ] Yes [ ] No and/or procedures pertaining to payment schedule of fees and charges?

If “yes”, attach Appendix 13.2.2 Fees and Charges, and a brief explanation of [ ] Attached the change(s). Are you proposing to make any revisions, deletions, or additions to the policies [ ] Yes [ ] No and/or procedures pertaining to student dismissal from the program?

If “yes”, attach Appendix 13.2.3 Dismissal, and a brief explanation of the [ ] Attached change(s). Are you proposing to make any revisions, deletions, or additions to the policies [ ] Yes [ ] No and/or procedures pertaining to withdrawals and refunds?

If “yes”, attach Appendix 13.2.4 Withdrawals and Refunds, and a brief [ ] Attached 96 explanation of the change(s). Are you proposing to make any revisions, deletions, or additions to the policies [ ] Yes [ ] No and/or procedures pertaining to the requirement that students confirm their awareness of all policies specified in Appendix 13.3?

If “yes”, attach Appendix 13.3 Confirmation of Awareness, and a brief [ ] Attached explanation of the change(s).

97 Appendix 4.2: Samples of Student Work

With regard to students registered in the new Consent program, the organization will have on file, and available upon request, samples of assessed, individual student work in the terminal stage of the program, that reflects exemplary, average, and minimally acceptable performance, and demonstrates that the degree level standard has been achieved.

As indicated in Part A of this document (Appendix 4.2), the Interior Design program at Algonquin College is accredited by the Council for Interior Design Accreditation (CIDA). In part, the process for accreditation by this organization requires an extensive display of student work which includes a minimum of six to eight examples of every project/assignment/test contained within the program for all courses. Only work which has been completed within the previous three years prior to application for CIDA accreditation is acceptable for this process.

For this reason, the program has examples of student work that reflect exemplary and average performance levels on file.

In addition to this, and as required by PEQAB, the program will also retain examples of student work which is of minimally acceptable performance to ensure that the degree level standard has been achieved.

The following information outlining the student work requirement previously described is retrieved from the CIDA Accreditation Manual 24 .

Site Visit

Student Work Display

The curriculum is regarded by the Council for Interior Design Accreditation as the core of the interior design program and must present the common body of knowledge in interior design as reflected in the Educational Program Standards (1-8). Student work provides evidence of student learning and is a major source for the visiting team evaluation of the educational program. To prepare for this part of the visit, the program must arrange a display of student work for the team to review. The work should be available throughout the visit. It is preferable to schedule faculty and student interviews in the same area as the student work display. Student interviews can serve as evidence of student learning, particularly for indicators that require a knowledge or understanding level of achievement.

Required levels of student learning are expressed in indicators. Indicators are performance criteria used to evaluate compliance with Council for Interior Design Accreditation Standards (see Professional Standards 2006). Indicators use inputs and outcomes as a basis for evaluation. For further description of how inputs and outcomes are used for evaluation, refer to the Understanding inputs and outcomes as tools for evaluation, Resources Section, page X-6.

The display should include: • Course information located with the work produced from that course. Organize materials for each course in a binder, or otherwise bound, with the course name and number clearly labeled on the cover. • Course syllabi and handouts (include course description and schedule/outline)

24 Council for Interior Design Accreditation Manual, published by the Council for Interior Design Accreditation, January 2006, pages VI 5 -6. 98 • Assignments including purpose/objectives and requirements (locate with examples of results from each assignment/project) • Blank exams or tests • Required course texts (not necessary to bind with other materials) and/or custom published documents prepared by the instructor (copies of any other reading assignments may also be helpful)

Evidence of student learning (such as results of assignments, exercises, etc.): • Evidence of design process such as matrixes, bubble diagrams/schematics, sketches/drawings, study models, concept development, exploration of a variety of design ideas, design refinement, etc. • 2 and 3D basic creative work • Drafting, CAD, drawings, perspectives • Design proposals • Programming documents • Detailing and working drawings • Business documents • Papers, completed exams, and/or a compilation of exam results for history, theory, etc. • Any other examples of program outcomes that demonstrate achievement for Educational Program Standards (1-8) (could be: on boards; in booklets, folders, notebooks, 3-D models; computer videos; videos of oral presentations, etc. Include examples of all formats used.)

Student work on display should: • Be arranged in progression according to the sequence followed in the program. Progression or sequencing can be made clear in a number of ways such as arranging courses by freshman level, sophomore level, etc. or placing major interior design studio courses in sequence with supporting courses in sequence in another area. Identify each course by name, number, and published course description. • Be actual work completed in courses for the program being reviewed. Work completed by transfer students while at another school should not be included unless the courses transferred are officially part of the interior design curriculum through a cooperative agreement between the two schools. This work should be clearly identified. Slides or digital representations of student work may be of value for showing supplemental examples or a wider overview. • Represent all courses that address the Standards, including required professional program courses that are taken in other departments. • Include multiple examples of all types of work produced. • Be current , from the past 4 years. For re-accreditation visits, work should have been completed after the last visit. • Be arranged on vertical and/or horizontal surfaces , as appropriate or available.

The program should not make available to the visiting team any material of a confidential nature. The team will not grade student projects nor will they be interested in the final grades instructors have given.

The team will spend Saturday and Sunday evaluating student work. It is helpful to provide a brief orientation to the student work display Saturday before leaving the team to conduct the review. The visiting team may also view work in progress during studio visits. As a result of reviewing student work, the team may ask questions about particular projects or courses, request help in locating examples of outcomes for specific standards, or request additional work.

99 Appendix 5.1.1: Admission Requirements Direct Entry

As part of the academic entry requirement to the program approved in the original Consent document, applicants to this program must have successfully completed a secondary school 12U Mathematics course (MCB4U, MGA4U, MDM4U).

On the advice of the program Advisory Committee as well as interior design faculty, it is recommended that this requirement be changed to Grade 11U or M or Grade 12U Mathematics.

The full academic admission requirement to the program would then be as follows:

An OSSD diploma is required with a minimum of six Grade 12 U/M courses, including Grade 12U English, Grade 11U or M Mathematics. Admission will be on the basis of competitive grades in required courses and corresponding overall averages if applicable. Generally, overall averages will be expected to be 70% or higher .

The basis of this recommendation is as follows:

1. This change falls within the PEQAB Benchmark (7.3.2 Admissions, Promotion, Graduation) 25 which states:

Admission requirements are appropriate to the learning outcome goals of the program and the degree- level standard. Admission to a baccalaureate degree in an applied area of study requires at a minimum an Ontario Secondary School Diploma or equivalent, six university or university/college courses at the Grade 12 level, a minimum average of 65 per cent, and additional requirements as programs require.

2. While professional interior designers must possess adequate math skills to be successful, it is not necessary to possess the level of math skill achieved upon completion of a 12U math course. This opinion was verified by the BAA (Interior Design) Advisory Committee and is evidenced by the academic admission requirement (with regard to mathematics) for other similar programs in the province.

3. The two parallel baccalaureate interior design programs offered at colleges in Ontario require candidates to have mathematics entry requirements which are lower than the current 12U Math Algonquin College entry requirement.

4. The approval of these revised admission requirements would bring Algonquin’s requirement in line with other programs in Ontario and allow for a more equitable admission process.

25 PEQAB handbook for Ontario Colleges, February 2006 100 Appendix 5.2.4: Gap Analysis

The information contained in this Appendix as well as in Appendix 5.2.5 results from an extensive review and analysis of current interior design baccalaureate level learning outcomes as compared to those of the previous interior design advanced diploma program.

The purpose of this gap analysis was to determine areas in which graduates of typical advanced diploma programs in interior design would not have sufficient mastery of subject matter to enter the fourth year of the baccalaureate program in interior design at Algonquin College. In particular, the gap analysis focused upon a review of diploma level learning outcomes which require students to demonstrate verbal, written and reading comprehension a well as critical and analytical thinking. Gaps between the two programs were found in some areas related to professional courses, as well as in areas related to the in-depth understanding of key concepts, theoretical approaches and the ability to think critically inside and outside of the discipline.

In order to close the identified gaps in learning and create a viable link to the baccalaureate program, a “bridging program” has been developed for Ministry approval and is contained in Appendix 5.2.5 which follows. This program covers all of the identified shortfalls contained within the gap analysis in terms of both professional and breadth content.

With regard to this review and analysis, the following two documents are also contained in this Appendix:

a) Gap Analysis Table b) Summary of Gap Analysis – Comparison of Interior Design Degree and Advanced Diploma Program Outcomes

Also included, for reference, are the following two appendices:

Appendix 5.2.4A: Interior Design Advanced Diploma Program Learning Outcomes Appendix 5.2.4B: BAA (Interior Design) Program Outcomes

101 Gap Analysis Table Advanced Diploma Learning Outcomes compared to BAA (Interior Design) Learning Outcomes

BAA (Interior Design) Corresponding Learning Outcome Found Gap Identified? Course included in BAA Courses to be included in Learning Outcomes in Advanced Diploma Learning Outcomes Y/N and explanation (Interior Design) Bridging Program (to enable (Abbreviated)* (Abbreviated)* curriculum which entrance into beginning of *( full outcome available in *(full outcome available in Appendix 5.2.4.A) addresses gap (including 4th year of study) Appendix 5.2.4B) year of study) 1. Ability to be competent Outcomes 1,3,4,10 knowledge workers EES Critical Thinking and Problem Solving, Personal, Numeracy Trace history of interior design 4. Apply historical interior design, art history Yes. Additional Foundations of Design I Topics in Design History and within wider context of built and architectural knowledge in the context of critical thinking (1 st year) Theory; and environment. current social, cultural, environmental and required regarding Foundations of Design II Perspectives in Interior Design economic circumstances. history specific to (2 nd Year) interior design and architecture.

Use the design process (2D & 1. Define the design problem. No n/a n/a 3D design) using design 4. Generate and assess various design ideas. fundamentals. 4. Develop preliminary sketches. 4. Prepare preliminary drawings which reflect the concept statement. Ground work in principles and 3. Describe space using design terminology No n/a n/a elements of design. (design elements, design principles, and design theories). 4. Apply design principles and elements.

Explain role of human 1. Determine space standards through use of Yes. Deficiency Environmental Psychology Issues in Psychology behaviour. principles of ergonomics, anthropometrics and regarding human (1 st year) proxemics. behavioural studies. Developmental Psychology 1. Determine spatial adjacency requirements. (3 rd year ) 1. Assess re OBC, zoning codes re special needs concerns.

102 BAA (Interior Design) Corresponding Learning Outcome Found Gap Identified? Course included in BAA Courses to be included in Learning Outcomes in Advanced Diploma Learning Outcomes Y/N and explanation (Interior Design) Bridging Program (to enable (Abbreviated)* (Abbreviated)* curriculum which entrance into beginning of *( full outcome available in *(full outcome available in Appendix 5.2.4.A) addresses gap (including 4th year of study) Appendix 5.2.4B) year of study) Create practical interior design All of Learning Outcome 1. Yes. Potential gap Design Studio VII (4 th year) Candidate must undergo applications. All of Learning Outcome 4. identified in terms of Senior Project I (4 th year) rigorous portfolio review to advanced applications Senior Project II (4 th year) ensure level of competency abilities, applied Applied Research (4 th year) regarding interior design research. applications is equitable to those completed by third year students in the degree program. Rigorously examine design 1. Assess site and building parameters; assess Yes. Gap in critical Senior Seminar (4 th year) Critical Thinking and questions and use evidenced OBC requirements, zoning by-laws, etc. thinking opportunities Applied Research (4 th year) Academic Writing based approach to find 4. Apply current design information by with specific regard to Academic Writing I (1 st solutions. reviewing industry journals; attending design theoretical and issues- year) symposia, etc. based aspects of Academic Writing II (4 th 10. Determine role of designer in evaluation interior design year) process. profession. Critical/Creative Thinking Strategies (2 nd year) Issues in Design I (1 st year) Issues in Design II (2 nd year) 2. Ability to design built Outcomes 1,4,6,7,8.9,10 environments consistent with EES Information Management, Personal, current industry standards Numeracy, Communication and best practices. Use design process. As above. No n/a n/a Design space in three All of Learning Outcome 1. No n/a n/a dimensions (human factors, All of Learning Outcome 4. furniture, finishes, etc.). Create technical drawings. 1. Produce an accurate drawing which reflects No n/a n/a building and site conditions. 5. Apply 2 and 3D CAD presentation skills All of Learning Outcome 7. All of Learning Outcome 8.

103 BAA (Interior Design) Corresponding Learning Outcome Found Gap Identified? Course included in BAA Courses to be included in Learning Outcomes in Advanced Diploma Learning Outcomes Y/N and explanation (Interior Design) Bridging Program (to enable (Abbreviated)* (Abbreviated)* curriculum which entrance into beginning of *( full outcome available in *(full outcome available in Appendix 5.2.4.A) addresses gap (including 4th year of study) Appendix 5.2.4B) year of study) Select and use building 1. Determine building construction system, Yes. Opportunity for Product Research I (2 nd No bridging course needed as materials and construction etc. advanced research year) students will have the methods. 4. Apply principles of structure….and current with regard to Product Research II opportunity to demonstrate the methods of detailing. materials of interior; (4 th year) outcome in 4 th year courses. 6. Determine the appropriate use of materials alternative uses of to meet the functional and aesthetic materials. requirements of a design project (product information selection, appropriate materials, etc. Create design solutions 1. Assess project as it related to the OBC, No n/a n/a compliant with Codes and zoning by-laws, etc. regulations. 9. Assess the final documents re Codes and Bylaws. Create design solutions 6. Analyze materials for environmental Yes. Minimal Environmental Sustainable Issues consistent with principles of impact. evidence of learning Sustainability is an sustainability. outcome related to embedded principle in all sustainable issues. courses in curriculum and is reinforced in the following courses: Environmental Science (3 rd year) Environmental Science Elective (4 th year) Create design solutions 1. Assess project as it relates to OBC…..and No n/a n/a consistent with principles of special needs. universal design. Develop and manage design All of Learning Outcome 9. No n/a n/a projects. 10. Prepare a deficiencies list; prepare a post- occupancy evaluation. 8. Organize all project information in a retrievable format.

104 BAA (Interior Design) Corresponding Learning Outcome Found Gap Identified? Course included in BAA Courses to be included in Learning Outcomes in Advanced Diploma Learning Outcomes Y/N and explanation (Interior Design) Bridging Program (to enable (Abbreviated)* (Abbreviated)* curriculum which entrance into beginning of *( full outcome available in *(full outcome available in Appendix 5.2.4.A) addresses gap (including 4th year of study) Appendix 5.2.4B) year of study) 3. Ability to be critical and Outcomes 1, 3,4 creative thinkers. EES Critical Thinking EES Interpersonal , Information Management Evaluate the validity and utility 1. Define the design problem; determine Yes Critical/Creative Thinking Critical Thinking and of new information. spatial adjacencies; determine space, furniture, strategies Academic Writing equip. reqs., determine space standards, (2 nd year) determine design image; assess for Code compliance, building construction system. Adapt and combine existing All of Learning Outcome 3. Yes. Enriched Introduction to Research Critical Thinking and concepts and strategies to create learning with regard to (1 st year) Academic Writing new and viable solutions. critical and creative Critical/Creative Thinking thinking desirable. Strategies (2 nd year ) Applied Research (4 th year) Senior Seminar (4 th year) Create innovative designs. 4. Generate and assess design ideas; develop No n/a n/a preliminary sketches; select colours, materials, finishes and lighting; select art, accessories and signage. Use a principled decision- 4. Apply ethical standards; assess design Professional Practice II . making framework to address solutions against standards of public welfare. (3 rd year) ethical dilemmas. Senior Seminar (4 th year) Global Citizenship (4 th year) Ethics and the Environment (elective) 4. Ability to be effective Outcomes 2,5,7,9 collaborators able to use EES Interpersonal, Information communication and Management, Personal, Communication, interpersonal skills on Numeracy interdisciplinary and diverse team

105 BAA (Interior Design) Corresponding Learning Outcome Found Gap Identified? Course included in BAA Courses to be included in Learning Outcomes in Advanced Diploma Learning Outcomes Y/N and explanation (Interior Design) Bridging Program (to enable (Abbreviated)* (Abbreviated)* curriculum which entrance into beginning of *( full outcome available in *(full outcome available in Appendix 5.2.4.A) addresses gap (including 4th year of study) Appendix 5.2.4B) year of study) Communicate effectively with 2. Communicate to the client the results of the No n/a n/a clients. project analysis; communicate the proposed design process; prepare preliminary budgets. Effectively use sketch, 3D, 3. Present persuasively the design concept; No n/a n/a manually drafted and digital use clear, concise language; use a variety of communications. visual presentation aids; apply 2D and 3D CAD presentation skills. 7. Construct perspectives and render; construct 2D and 3D design drawings using orthographic projection and paraline drawings. Prepare and interpret 2. Prepare contracts toward the establishment No gap found, Presentation Skills (4 th year) No bridging course required. documentation as well as verbal of a legal agreement. however, additional Senior Project II (4 th year) Students will have the and written presentations 7. Prepare a cost estimate; specify for learning beneficial opportunity to demonstrate the specific to interior appropriate furniture, etc. with specific regard to outcomes in fourth year. environments. written communication. Work effectively as part of a 9. Prepare a timetable that coordinates the No n/a n/a team in implementation of activities required by all participants; design project. determine the need for, and the role of, all participants. 10. Prepare a deficiencies list; prepare a post- occupancy evaluation. Identify and use operational All of Learning Outcome 9. No n/a n/a processes and communication channels.

106 BAA (Interior Design) Corresponding Learning Outcome Found Gap Identified? Course included in BAA Courses to be included in Learning Outcomes in Advanced Diploma Learning Outcomes Y/N and explanation (Interior Design) Bridging Program (to enable (Abbreviated)* (Abbreviated)* curriculum which entrance into beginning of *( full outcome available in *(full outcome available in Appendix 5.2.4.A) addresses gap (including 4th year of study) Appendix 5.2.4B) year of study) Liaise with other professionals. 9. Use the basic terminology of technical No n/a n/a systems to communicate with electrical, mechanical and structural engineers, architects, and other consultants. Prepare a timetable that coordinates the activities of all professionals; determine the need for and role of all participants

Adapt communication based on 5. Display openness and adaptability to Yes. Additional Global Perspectives (2 nd Social Responsibility and understanding of culturally comments and suggestions. studies regarding year) Cultural Diversity in Canada diverse group. cultural diversity Cultural Diversity Elective and Abroad required. (3 rd year) World Literature (4 th year) 5. Ability to be continuous Outcomes 1,4,6 learners and contributing EES Interpersonal, Personal, Numeracy professionals Adhere to laws, Codes, 1. Assess the project as it relates to the OBC, No n/a n/a regulations and standards. Zoning Bylaws, fire code, health regulations, etc. Assume responsibilities re 6. Verify that the design conforms to current No n/a n/a health, safety and welfare. industry standards, by-laws and applicable codes including local building codes and local fire codes to ensure the health, safety and welfare of the public. 9. Determine possible legal ramifications (such as legal responsibility and liability). Explain roles of licensing Not addressed. Yes. No evidence of Professional Practice I Perspectives in Interior Design bodies. this learning outcome (3 rd year) found in diploma level Professional Practice II learning outcomes. (4th year)

107 BAA (Interior Design) Corresponding Learning Outcome Found Gap Identified? Course included in BAA Courses to be included in Learning Outcomes in Advanced Diploma Learning Outcomes Y/N and explanation (Interior Design) Bridging Program (to enable (Abbreviated)* (Abbreviated)* curriculum which entrance into beginning of *( full outcome available in *(full outcome available in Appendix 5.2.4.A) addresses gap (including 4th year of study) Appendix 5.2.4B) year of study) Manage use of time and other 9. Prepare a timetable that coordinates the No n/a n/a resources. activities required to complete a given design project on time. Apply business ethics. 4. Apply ethical standards to a design concept. No n/a n/a Use skills of reflective practice 9. Assess the final documents. Yes. Evidence shows Critical/Creative Thinking Critical Thinking and and self-regulated learning. 10. Prepare a post-occupancy evaluation reflective thinking Strategies (2 nd year) Academic Writing; with specific regard to Developmental Psychology Topics in Design History; and professional output (3 rd year) Theory Perspectives in Interior but does not address Environmental Psychology Design reflective self-practice (1 st year) sufficiently. Develop a professional Not addressed. Yes. No evidence of Curriculum mandates Presentation of portfolio prior portfolio. portfolio development review of “learning to admission into bridging as learning outcome in portfolio” at end of 1 st year; program to validate leveled diploma level “presentation portfolio” at learning outcomes (as related outcomes. end of 3 rd year and to baccalaureate level professional level portfolio credential) and individual at end of 4 th year, as well as level of achievement. “NCIDQ”*examination at Additional testing of end of 3 rd year. candidates as required. Participate in action-based Not addressed. Yes. No evidence of Product Research II (4 th Academic Writing and Critical research and other forms of applied research year) Thinking applied research to improve opportunities in Applied Research (4 th year) practice in the field. diploma level learning Introduction to Research outcomes. (1 st year) Academic Writing I (1 st year) Academic Writing II (4 th year)

108 BAA (Interior Design) Corresponding Learning Outcome Found Gap Identified? Course included in BAA Courses to be included in Learning Outcomes in Advanced Diploma Learning Outcomes Y/N and explanation (Interior Design) Bridging Program (to enable (Abbreviated)* (Abbreviated)* curriculum which entrance into beginning of *( full outcome available in *(full outcome available in Appendix 5.2.4.A) addresses gap (including 4th year of study) Appendix 5.2.4B) year of study) 6. Ability to be informed Outcomes 1, 4, 5 citizens living in a global EES Interpersonal society; adapt work across cultural, social, political and geographical contexts . Exercise social responsibility 4. Assess design solutions against the Yes. While there is Global Perspectives (2 nd Social Responsibility and within multicultural and standards of the public welfare. evidence of social year) Cultural Diversity in Canada socially diverse society. 5. Display openness and adaptability to responsibility (as Cultural Diversity Elective and Abroad comments and suggestions. identified), there is (3 rd year) minimal reference to Global and Environmental multiculturalism and Citizenship (4 th year) social diversity. Articulate an informed position Not addressed. Yes. Diploma level Issues in Design I (1 st year) Critical Thinking and on current issues and challenges outcomes do not Issues in Design II (2 nd year) Academic Writing; regarding interior design in address issues and Foundations of Design I Topics in Design History and Canada and internationally. challenges outside of (1st year) Theory; and the context of a Foundations of Design II Perspectives in Interior Design specific design (2 nd year) project. Academic Writing I(1 st year) Academic Writing II (4 th year) Explain role of individual Not addressed Yes. This outcome Global Perspectives (2 nd Social Responsibility and citizens and groups influencing was not specifically year) Cultural Diversity in Canada public policy in Canada. identified in diploma Cultural Diversity Elective and Abroad level learning (3 rd year) outcomes. World Literature (4 th year)

109 BAA (Interior Design) Corresponding Learning Outcome Found Gap Identified? Course included in BAA Courses to be included in Learning Outcomes in Advanced Diploma Learning Outcomes Y/N and explanation (Interior Design) Bridging Program (to enable (Abbreviated)* (Abbreviated)* curriculum which entrance into beginning of *( full outcome available in *(full outcome available in Appendix 5.2.4.A) addresses gap (including 4th year of study) Appendix 5.2.4B) year of study) Situate position of interior 1. Assess the project with regard to health Yes. Additional Global Perspectives (2 nd Social Responsibility and designer in social, political and regulations, environmental issues and special learning opportunity year) Cultural Diversity in Canada environmental context. needs concerns. necessary with regard Cultural Diversity Elective and Abroad 4. Apply architectural knowledge and to diversity and multi- (3 rd year) concepts in the context of current social, culturalism. Global and Environmental cultural, environmental and economic Citizenship (4 th year) circumstances. Use sustainable design 1. Assess the project with regard to health Yes. Additional Environmental Sustainable Issues practices. regulations, environmental issues and special learning opportunity sustainability is an needs concerns. necessary with embedded principle in all 4. Apply architectural knowledge and specific regard to courses in curriculum and is concepts in the context of current social, sustainable design reinforced in the following cultural, environmental and economic practices. courses: circumstances. Environmental Science (3 rd year) Environmental Science Elective (4 th year)

Support local community by Not specifically addressed. Yes. No evidence in Community-based projects Perspectives in Interior Design contributing knowledge to diploma level learning encouraged throughout Social Responsibility and community-based projects. outcomes. curriculum in fourth year Cultural Diversity in Canada design studios. and Abroad

*National Council for Interior Design Qualification

110 Summary of Gap Analysis: Comparison of Interior Design Degree and Diploma Program Outcomes

An analysis of the Gap Analysis - Advanced Diploma Learning Outcomes compared to BAA (Interior Design) Learning Outcomes indicates that many of the program learning outcomes obtained in the advanced diploma level studies are transferable to the baccalaureate program. These learning outcomes are related primarily to the professional areas of study. However, there are gaps in the program learning outcomes between programs when considering some specific professional outcomes and when considering the breadth requirement associated with courses at the baccalaureate credential level. Specifically, a typical graduate of an interior design diploma program would not have mastered elements of Algonquin’s BAA (Interior Design) program which fall into the following broad subject areas: a) critical thinking b) academic writing c) design history and theory d) issues affecting design decision-making – past, present and future e) sustainability f) human psychology with specific regard to environmental and development psychology g) social responsibility and cultural diversity in Canada and from a global perspective. h) principles of research and applied research

To address these gaps, a proposed bridging program would consist of the following courses, identified as either “professional” or “breadth” in accordance with PEQAB descriptors.

Professional Courses

1. Critical Thinking and Academic Writing • Developing baccalaureate-level verbal, written and reading comprehension skills required for applied research. • Developing the skills needed to conduct applied research. • Pursuing independent thought and applying new approaches relevant to a holistic interpretation of design thinking. 2. Topics in Design History and Theory • Explaining historical and theoretical topics related to the design of the built environment within a broad contextual framework. • Tracing the evolution of design themes in order to understand the future of design. 3. Perspectives in Interior Design • Explaining the study of design forces which have framed and will continue to frame the design professions with an emphasis on current and future issues drawn from key areas of investigation (business, environmental, cultural, ethical, political jurisdictions). 4. Sustainable Issues • Explaining sustainability within a broad societal context to emphasize a holistic view of sustainability and global well-being.

With regard to the professional courses, it should be noted that Algonquin’s BAA (Interior Design) program is accredited by the Council for Interior Design Accreditation (CIDA), an organization which stringently monitors post-secondary interior design programs for compliance with a

111 comprehensive set of professional and other Standards. Not all interior design programs (in North America and beyond) are accredited by this organization. For this reason, there is potentially a wide variation in interior design program composition and faculty expertise amongst three-year interior advanced design programs. Graduates from other jurisdictions who are seeking entry into the BAA (Interior Design) bridging program may, therefore, require additional coursework with regard to professional competency.

Breadth Courses

With regard to the breadth requirement of the baccalaureate credential, Algonquin College has in place credit transfer/recognition policies. As well, as a program policy, candidates who have graduated from interior design programs with a minimum of a “B” standing in diploma level breadth courses will have been considered to have completed baccalaureate level learning outcomes at a competency level satisfactory for entry into the bridging program.

The following two courses have been identified for inclusion in the bridging program to meet baccalaureate level breadth requirements. The combination of previous successfully completed diploma-level breadth courses, the additional courses listed below as part of the proposed bridging program, and the designated fourth year breadth courses contained in the baccalaureate curriculum will satisfy the PEQAB breadth requirement for the baccalaureate level credential.

1. Issues in Psychology This course focuses upon investigating and understanding the reciprocal relationship between the built environment, the natural environment and human behaviour across the lifespan.

2. Social Responsibility and Cultural Diversity in Canada and Abroad This course focuses upon understanding civic life at the local, national and global level as a step in the development of a personal strategy towards the adoption of attitudes and behaviours that foster tolerance and responsibility within a variety of contexts.

Conclusion

As a result of the extensive gap analysis (outlined in the previous table), and through an extensive comparison of the diploma level learning outcomes and the baccalaureate level learning outcomes, gaps in broad subject areas (previously identified) were found. It is possible to address learning content contained within these gaps in a responsible, thorough, yet timely manner through the creation of a bridging program. Further, it is suggested that this program would meet the PEQAB benchmarks for breadth courses while also filling the professional gaps.

112 Appendix 5.2.4A: Interior Design Diploma Program Learning Outcomes

In 1993, the College Standards and Accreditation Council (CSAC) was established by the Government of Ontario with the mandate, in part, of bringing greater consistency to college programming being offered across the province.

As a result of this initiative, the following Program Standards for Interior Design programs delivered by Ontario Colleges of Applied Arts and Technology were approved by the College Standards and Accreditation Council (CSAC) in April 1996 on behalf of the Government of Ontario.

In the CSAC document, program standards were expressed as learning outcomes to allow for variation and flexibility in individual curriculum decisions at the program level.

In terms of this gap analysis, this decision ensures consistency and fairness in the evaluation of candidates from programs offering diploma credentials and will be applied in comparisons with learning outcomes associated with the bachelor’s degree in applied studies credential.

The following program learning outcomes represent the culminating demonstrations of learning and achievement for interior design programs within the province offering an interior design advanced diploma credential. Also addressed are the Essential Employability Skills (EES) and the General Education Themes which form part of the current college standard for advanced diplomas.

Diploma Program Learning Outcomes

Learning Outcome Elements of the Performance 1. The graduate has reliably demonstrated the • Define the design problem. ability to analyze a client’s needs and goals by • Determine spatial adjacency requirements. using research methodology and techniques. • Determine space, furniture and equipment requirements. • Determine space standards, through the use of the principles of ergonomics, anthropometrics and proxemics. • Determine an appropriate design image for the client. • Assess site and building parameters which may impact on the interior design. • Produce an accurate drawing which reflects the building and site conditions. • Assess the project as it relates to the building code, zoning by-laws, fire code, health regulations, environmental issues, and special needs concerns (i.e. physically challenged). • Determine the building construction system, the building occupancy and the building classification. 2. The graduate has reliably demonstrated the ability • Communicate to the client the results of the to prepare a design proposal. project analysis. • Prepare preliminary budgets. • Communicate the proposed design process. • Prepare contracts toward the establishment of a legal agreement between the designer and a

113 client. 3. The graduate has reliably demonstrated the • Describe space using design terminology (i.e. ability to analyze design components by using the design elements, design principles, and design creative process. theories). 4. The graduate has reliably demonstrated the ability • Generate and assess various design ideas. to prepare an appropriate design concept of • Apply design principles and elements. three dimensional form which meets the criteria • Apply historical interior design, art history, and of a given design project by using the creative architectural knowledge and concepts in the process. context of current social, cultural, environmental and economic circumstances. • Apply current design information by reviewing industry journals; attending design symposia and trade shows; participating in professional design associations; visiting current, significant design projects during and/or after completion; preparing reports which record information collected during field trips (i.e. trade shows, project visits, etc.); and determining the major direction in which interior design moves. • Develop preliminary sketches. • Prepare a statement to describe the concept and rationale used in the delivery of a design solution. • Prepare preliminary drawings which reflect the concept statement. • Apply principles of structure and current industry standard methods of construction and detailing. • Apply basic knowledge of building systems (e.g. design within the context of HVAC, electrical, plumbing, sprinklers, conveying systems, communication systems, security and acoustics). • Select colours, materials, finishes and lighting. • Select art, accessories, and signage (e.g. logos, directional signs). • Apply ethical standards to a design concept (i.e. conserving materials and respecting human resources and individuals with special needs). • Assess design solutions against the standards of the public welfare. • Prepare furniture and equipment inventory and incorporate that information into a space plan. • Finalize (to scale using imperial and metric) a space plan concept (i.e. resolve problems in furniture, lighting concepts, architectural elements, and related details). 5. The graduate has reliability demonstrated the • Present persuasively the design concept to ability to execute appropriate presentation secure the client’s approval. techniques to communicate the design concept. • Use clear, concise language to explain the design concept. • Use a variety of visual presentation aids (which may include perspectives, models, etc.) to communicate the design concept.

114 • Apply two and three-dimensional CADD presentation skills. • Respond succinctly to impromptu questions and comments. • Display openness and adaptability to comments and suggestions. 6. The graduate has reliably demonstrated the • Verify that the design conforms to current ability to prepare a design which reflects the industry standards, by-laws and applicable concept by using current and relevant codes including local building codes and local information. fire codes to ensure the health, safety and welfare of the public. • Determine an appropriate lighting system for a design solution (e.g. research and select lighting systems appropriate to that design; evaluate the performance criteria of lighting systems appropriate to that design; and consult with lighting consultants and electrical engineers). • Determine the appropriate use of materials to meet the functional and aesthetic requirements of a design project (e.g. research product information to select the appropriate materials; analyze the materials for their performance, durability, cost applications, environmental impact, building code and standards classifications; determine surface treatment and finish appropriate to the design; integrate finishes for joint and millwork, for floors, walls, ceilings, doors and windows; determine the appropriate hardware for the design; apply energy and resource conservation principles to a design by specifying those materials, methods, and systems which will ensure that the design is environmentally friendly). 7. The graduate has reliably demonstrated the • Prepare a cost estimate to meet a design budget. ability to communicate to the client the proposed • Specify for appropriate furniture, furnishing, design solution for approval. and equipment to fulfill functional, aesthetic, health and safety, resource conservation and cost requirements to meet its necessary function; select appropriate historical, contemporary, or custom furniture; select products for appropriate construction and finish; and select appropriate furniture to meet power, data, and communication needs. • Construct perspectives and render using tone, texture, shade and colour. • Construct precise, accurate two and three dimensional design drawings by applying principles of orthographic projection and paraline drawing techniques and by utilizing two and three dimensional CADD capabilities. 8. The graduate has reliably demonstrated the ability • Produce a set of working drawings (using to prepare documentation needed for the imperial and metric) which conforms to implementation of the design. industry standard drafting techniques and which contains a site plan, a demolition plan, a

115 finishes plan, a reflected ceiling plan; a power, data and communications plan, elevations, sections, and details of partitions, millwork and architectural fitment plans, sections, details elevations, schedules including door, window, hardware, equipment, furniture, lighting and finishes; and a furniture, fitment and equipment plan. • Prepare basic construction specifications using industry standards to communicate the specific quality control information necessary to complete the design project. • Estimate (using imperial and metric measurements) the quantities of finishing materials needed for a design project. • Prepare documentation needed for the administration of the contract, including documenting drawing revisions; preparing addenda to maintain the main contract; and preparing appropriate billing (e.g. time sheets, invoices, certificates of payment). • Organize all project information in a retrievable format so that anyone in an office can easily access that information during and after the design project. 9. The graduate has reliably demonstrated the • Ensure that drawings are accurate, complete ability to collaborate as part of the management and met the project schedule by determining team, as the client’s agent, in the implementation drawing formats; scheduling the sequencing of a design project to ensure that the project and completion of the drawings; coordinating reflects the design solution. information between the designer and other consultants; coordinating information between working drawings and other documents (e.g. specifications); and adapting to changes, when necessary, in drawing formats and/or scheduling. • Use the basic terminology of technical systems to communicate with electrical, mechanical and structural engineers; architects; acoustical, security, lighting, and other consultants; and building and trade contractors. • Assess the final documents to ensure that the design project complies with all applicable codes and bylaws. • Prepare furniture, fixture, and equipment specifications to obtain manufacturers fixed quotes for costs. • Determine the role of the designer in the bidding and tendering process for the project including preparing tender documentation; preparing a qualified bidders list; preparing instructions to bidders; preparing the addenda; analyzing open bids and making recommendations; reviewing lists of sub- contractors; assisting in the preparation of contractor/owner contracts; and reviewing shop

116 drawings. • Prepare a timetable that coordinates the activities required by all participants to complete a given design project on time. • Determine the need for and the role of all participants (including users, clients, building trades, and other professionals) (e.g. determine the designer’s role at project meetings; prepare a set of minutes to record information from a project meeting; behave in a professional manner to encourage individual differences; lead group discussion, when appropriate; negotiate consensus in group discussions; determine where in the design process a client’s approval is needed; determine when to conduct site visits and inspections; and determine the possible legal ramifications such as legal responsibility and liability). 10. The graduate has reliably demonstrated the • Determine the role of the designer, as the ability to evaluate completed design solutions. client’s agent, in the evaluation process. • Prepare a deficiencies list. • Prepare a post-occupancy evaluation to assess how well the project has met the client’s needs.

Essential Employability Skills (EES) Outcomes – Ontario College Advanced Diploma

Communication Communicate clearly, concisely and correctly in the written, spoken and visual form that fulfills the purpose and meets the needs of the audience. Respond in written, spoken, or visual messages in a manner that ensures effective communication. Numeracy Execute mathematical operations accurately. Critical Thinking and Problem Solving Apply a systematic approach to solve problems. Use a variety of thinking skills to anticipate and solve problems. Information Management Locate, select, organize and document information using appropriate technology and information systems. Analyze, evaluate and apply relevant information from a variety of sources. Interpersonal Show respect for the diverse opinions, values, belief systems, and contributions of others. Interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals. Personal Manage the use of time and other resources to complete projects. Take responsibility for one’s own actions, decisions, and consequences.

117 General Education Themes

1. Arts in Society 2. Civic Life 3. Social and Cultural Understanding 4. Personal Understanding 5. Science and Technology

118 Appendix 5.2.4B: BAA (Interior Design) Program Outcomes

The Bachelor of Applied Arts (Interior Design) Learning Outcomes represent a significant and complex set of knowledge, skills and attitudes developed to fulfill the PEQAB degree level standard. In particular, these outcomes have been formulated to emphasize and thereby ensure learning and critical analysis in the following broad areas:

a) depth and breadth of knowledge b) knowledge of methodologies c) application of knowledge d) communication skills e) awareness of limits of knowledge f) professional capacity/autonomy

Program Learning Outcomes

1. Graduates have reliably demonstrated the ability to perform professional tasks as competent knowledge workers able to apply fundamental concepts and skills of design in a variety of contexts.

a. Trace the history of interior design situating it within the wider context of the history of design of the built environment. b. Use the design process, applying two and three dimensional design fundamentals to specific interior design applications. c. Ground work in the principles and elements of design with respect to principles and elements, colour, spatial composition, proxemics and creative problem-solving. d. Explain the role of human behaviour in the design process. e. Create practical interior design applications that are built on strong theoretical underpinnings. f. Rigorously examine design questions and use evidence-based approaches to find solutions.

2. Graduates have reliably demonstrated the ability to design built environments consistent with current industry standards and best practices.

a. Use the design process. b. Design a space in three dimensions taking into account requirements for human factors; furniture, finishes, and equipment; and environmental systems. c. Create technical drawings using drafting and detailing skills. d. Select and use building material and construction methodologies appropriate to the project and to one another. e. Create design solutions that comply with applicable building codes and regulations to protect the life, safety and welfare of users of the built environment. f. Create design solutions consistent with principles of sustainability. g. Create design solutions consistent with principles of universal design. h. Develop and manage design projects from definition of goals and objectives, concept development and client user needs assessment (programming) through to a complete design solution and evaluation.

119 3. Graduates have reliably demonstrated the ability to be critical and creative thinkers able to analyze situations, draw conclusions and develop innovative and creative design products and environments using an accepted decision-making model.

a. Evaluate the validity and utility of new information. b. Adapt and combine existing concepts and strategies to create new viable solutions. c. Create innovative designs that address identified needs. d. Propose alternative solutions after undertaking critical analysis of information relevant to an interior design project; e. Use a principled decision-making framework to address ethical dilemmas encountered in professional practice.

4. Graduates have reliably demonstrated the ability to be effective collaborators able to use communication and interpersonal skills to fulfill a leadership role on an interdisciplinary and diverse design team.

a. Communicate effectively with clients, co-workers and representatives of related professions clearly, concisely and correctly in the written, spoken and visual forms suited to the situation. b. Effectively use sketch, three dimensional, manually drafted and digital communication skills to prepare and present design solutions. c. Prepare and interpret documentation as well as verbal and written presentations specific to an interior design office environment. d. Work effectively as part of a team in the implementation of a design project to ensure that the project reflects the design solution. e. Identify and use the operational processes and communication channels of a typical interior design company. f. Liaise with other professionals who work within the built environment framework. g. Adapt communication based on an understanding of the needs of culturally diverse groups.

5. Graduates have reliably demonstrated the ability to be continuous learners and contributing professionals able to assume the responsibilities of an intern interior designer, work within legal and ethical guidelines governing their practice, and contribute to the development and evolution of the field of design.

a. Adhere to laws, codes, regulations and standards in the practice of interior design. b. Assume the responsibilities of the interior designer for protecting the health, safety and welfare of the public. c. Explain the roles of licensing bodies and professional associations in the practice of interior design. d. Manage the use of time and other resources to attain personal and/or project related goals. e. Apply business ethics to the practice of interior design. f. Use skills of reflective practice and self-regulated learning to update their own knowledge and skills and apply new learning with confidence in changing situations. g. Develop a professional portfolio to document and market their skills and achievements. h. Participate in action research and other forms of applied research to improve practice and contribute to the development of new understanding in the field.

6. Graduates have reliably demonstrated the ability to be informed citizens living in a global society, able to adapt their work across cultural, social, political and geographical contexts.

120 a. Exercise social responsibility while interacting with others in Canada’s multicultural and socially diverse society. b. Articulate an informed position on current issues and challenges related to practise of interior design in both Canada and international contexts. c. Explain the role of individual citizens and groups in influencing public policy and contributing to the quality of life in Canada. d. Situate the position of interior design and the interior designer in the social, political and environmental context in which the profession is practiced. e. Use sustainable design practices. f. Support the local community by contributing knowledge and skills to community-based projects.

121 Appendix 5.2.5: Bridging Courses

Summary of Proposed Bridging Program

Algonquin College has undertaken an extensive analysis of both diploma level learning outcomes and baccalaureate level learning outcomes in order to complete a gap analysis which identifies gaps in learning outcomes between the two programs. This analysis is contained in Appendix 5.2.4 (Part B) of this document. This analysis has led to the development of the plan to implement a bridging program outlined in this Appendix.

Process for Identifying Gaps and Creation of Bridging Program

Goal: Create a suitable bridging program for graduates of typical interior design advanced diploma program which would enable entry into fourth year of the BAA (Interior Design) program at Algonquin College.

Objective: Identify and enable suitable candidates to enter into the fourth year of the BAA (Interior Design) program with designated bridging courses to ensure appropriate integration into baccalaureate level curriculum and to ensure that degree level mastery of knowledge and methods of the interior design discipline are met.

Process:

1. Establish admission criteria for entry into the bridging program.

At the time of the initial Ministerial Consent to deliver the applied degree program, the program was not required to submit an advanced standing admissions policy or a Prior Learning Assessment and Recognition (PLAR) policy.

Since then, and in accordance with College Directives E6 Advanced Standing and E35 Prior Learning Assessment and Recognition (submitted for PEQAB review in December 2006 in the Bachelor of Applied Business (eBusiness Supply Chain Management) submission for Ministerial Consent Renewal, Part A, Appendix 5.2.2, pp 59 and 61), the program has developed specific guidelines for transfer of credit.

A minimum GPA of 3.0 (B) will be required for acceptance to the bridging program in keeping with the program guidelines and PEQAB requirements.

The necessity for a portfolio review of student work has also been identified. The purpose of this review is to ensure that bridging candidates are at a level of competency with regard to the professional learning outcomes of the baccalaureate program expected of students at the end of the third year. This portfolio will be reviewed by a panel of experts familiar with the BAA (Interior Design) program students’ achievements.

Candidates whose portfolios do not satisfy this requirement may be required to complete additional course work over and above the courses identified in the bridging program.

122 With regard to the breadth requirement in the baccalaureate program, College faculty and academic management carefully reviewed the PEQAB benchmarks with regard to appropriate competency levels and determined that candidates who have successfully completed the general education requirements of the advanced diploma would satisfy the competency levels of the baccalaureate program when the breadth courses of the bridging program and the fourth year of study are also completed.

2. Complete Gap Analysis and Compare Program Level Learning Outcomes (diploma vs. degree)

An extensive gap analysis (Appendix 5.2.4) was undertaken based upon a comparison of program learning outcomes from the interior design advanced diploma to the four year interior design baccalaureate program. Gaps were identified and, courses in the fourth year of the baccalaureate program which would address the learning outcome not mastered were identified. If no appropriate course was identified, this learning outcome was identified as an area for inclusion in a bridging program course.

3. Analyze and Draw Conclusions

The gap analysis and comparison of learning outcomes indicated that a bridging program would be necessary to adequately prepare suitable candidates for entry into the fourth year of the BAA (Interior Design) program and to partially close the gap in learning outcomes. The gap in learning outcomes could be partially achieved through completion of a rigorous one semester bridging program consisting of six courses. The remainder of the gap could be completed via the courses contained in the standard fourth year of study.

4. Create Bridging Program and Prepare Recommendations for Ministry Approval

The bridging program outlined in this document (see below) was developed and is recommended for Ministry approval.

BAA (Interior Design) Bridging Program

Bridging Program Eligibility

Candidates for the bridging program will have completed a three-year interior design advanced diploma program with minimum cumulative GPA of 3.0 (B).

Prior to acceptance, students applying for the bridging program will be required to submit a portfolio of student work for individual evaluation to demonstrate mastery of professional area learning outcomes equivalent to professional learning expected at the end of the third year of the baccalaureate program. Candidates may be required to complete additional course work if individual gaps are identified by the portfolio review panel. Candidates will also be required to submit appropriate transcripts and course descriptions for all courses. This documentation will be kept on file within the department.

Bridging Program

In this one-semester, rigorous program of study, a total of six courses will be completed as a bridge into the summer co-op experience and then the fourth year of study (semester 7) within the

123 baccalaureate Interior Design program. The content of these courses is designed to address the broad learning areas not covered in the diploma program and identified in the gap analysis. Four of these courses are intended to bridge gaps identified in the “professional” courses, and two are designated as “breadth” courses.

As a result of this combination of learning activities, successful students will have demonstrated the necessary range of personal perspective, writing skills, critical thinking and analytical capabilities to meet baccalaureate level outcomes in the “breadth” area.

It should be noted that, because of the nature of these carefully constructed courses, successful completion of the professional courses in the bridging program will also require student demonstration of analytical and critical thinking. This is in addition to the “breadth” course requirements previously described and will serve to enrich learning opportunities.

The full interior design baccalaureate program of study can be found in this document in Part B: Appendix 6.3.3.2: Academic Course Schedule .

The proposed bridging program courses are indicated below, with course descriptions following:

Professional Courses Critical Thinking and Academic Writing (45 hours) Topics in Design History and Theory (45 hours) Perspectives in Interior Design (45 hours) Sustainable Issues (45 hours)

Breadth Courses Issues in Psychology (45 hours) Social Responsibility and Cultural Diversity in Canada and Abroad (45 hours)

Course Descriptions for Bridging Courses

Critical Thinking and Academic Writing

In this course, exercises in speaking, writing, researching, and discussion of academic texts informs the preparation of academic documents including summaries, response papers and formal essays. An introduction to research methods and scholarly texts prepares learners to engage in academic thinking and communication activities. Learners develop the capacity to articulate independent thought, apply sound logic, and explore a variety of problem-solving methods.

Topics in Design History and Theory

In this course, through lectures, independent research, and group activities, learners develop the ability to identify and explain historical and theoretical topics related to the design of the built environment within a broader art and design context, both historical and cultural. Learners identify and analyze the evolution of design themes and link past work with the future of design.

Perspectives in Interior Design

In this course, students study the major influencers of design decisions (e.g. cultural implications, technology, demographic trends, sustainability, business factors) in order to more fully understand

124 the complexity of future design decision-making. Emphasis is placed upon the study of factors affecting specific design sectors (e.g. corporate, health-care, hospitality, retail, residential), in addition to the overlapping concerns which designers must address. Topics such as “green” design, generational design, infection management, the democratization of design, “stay-in-place housing” are discussed and analyzed in order to separate substantive issue from trend. Current design issues, including licensing, LEED accreditation, Bill 124 examinations, community-based design initiatives will also be discussed.

Sustainable Issues

In this course, students study the history and evolution of the built environment and the effects of human development on the availability of natural resources. Learners examine the role of interior designers and other professionals responsible for the built environment in working towards a sustainable future. Topics will address a broad range of societal, environmental and ecological issues from a holistic perspective. Students will be required to critically explore ways of sustaining global well-being through the exploration of current and future innovations in alternative methods, materials, and systems.

Issues in Psychology

In this course, students develop an understanding of psychological concepts as they apply to the relationship of human behavior to the natural and built environments. Learners link an understanding of human behaviour to the design of spaces to suit a variety of occupant needs.

Social Responsibility and Cultural Diversity in Canada and Abroad

In this course, learners identify the parameters of civic life at the local, national and global level as a step in the development of a personal strategy towards the adoption of attitudes and behaviours that foster tolerance and responsibility within a variety of contexts. Through lectures, research, and experiential learning activities, students acquire a deeper understanding of the meaning of social responsibility and cultural diversity.

Grading of Bridging Program Courses

Students will receive grades based upon the same grading system currently in place in the baccalaureate program in which a 70% is the minimum grade for successful completion of a course.

Recommendation

Algonquin College recommends the approval of a one-semester baccalaureate level bridging program which would allow qualified candidates who have graduated from typical three-year interior design advanced diploma programs a mechanism for achieving entry to the baccalaureate program in interior design at the beginning of year four (semester 7). This program was developed on the basis of the gap analysis process identified in previous pages.

As indicated, entry into the bridging program is based upon a minimum cumulative GPA of 3.0 upon graduation from the advanced diploma program.

As part of the admission process, candidates must also successfully complete a portfolio evaluation of work demonstrating mastery of professional level outcomes at the fourth year of study in the

125 BAA (Interior Design) program. This portfolio will be evaluated by a panel to ensure a level of professional quality appropriate for entry into the fourth year of study. Candidates who do not meet this requirement will be required to complete additional courses. A copy of each candidate’s full assessment will be on file in the department for Ministry review.

Upon admission to the bridging program, students must complete all six courses in the bridging program. Successful completion of these courses with a minimum grade of “B” will qualify applicants for entry into the fourth year of baccalaureate level study.

Recommendation: Approval of a one-semester interior design bridging program as outlined.

The following chart has been included to diagrammatically represent the mechanism for achievement of a baccalaureate degree via the proposed bridging program:

Interior Design Bridging Program Flow Chart

DIPLOMA PROGRAM

• Successful completion of 3 year interior design diploma program with minimum cumulative GPA of 3.0 (B).

BRIDGING PROGRAM

Admission to Bridging Program: • Minimum cumulative GPA of 3.0 (B) from previous program • Successful portfolio evaluation for admission into bridging program.

Completion of Bridging Program Courses ( one semester) • Critical Thinking and Academic Writing • Topics in Design History and Theory • Perspectives in Interior Design • Sustainable Issues • Issues in Psychology • Social Responsibility and Cultural Diversity in Canada and Abroad

BACCALAUREATE PROGRAM

Co-op Semester (summer semester) Candidates with extensive work experience may apply for Prior Learning Assessment and Recognition.

BAA (Interior Design) 7 th semester (Fall semester)

BAA (Interior Design) 8 th semester (Winter semester)

Graduation

126 Course Title : Critical Thinking and Academic Writing Year and Semester: Bridging Program Course/Subject Description: In this course, exercises in speaking, writing, researching, and discussion of academic texts informs the preparation of academic documents including summaries, response papers and formal essays. An introduction to research methods and scholarly texts prepares learners to engage in academic thinking and communication activities. Learners develop the capacity to articulate independent thought, apply sound logic, and explore a variety of problem-solving methods. Method(s) of Instruction: Faculty lectures/online facilitation augmented with individual reading, writing and research exercises; peer review of documents; group activities analyzing scholarly documents and assessing arguments; discussion boards; in-class, on-line and library research. Content Outline by Topic: • Reading academic texts. • Oral presentation techniques. • Essay Organization: thesis, supporting paragraphs, introductions, conclusions. • Developing an academic argument. • Integrating research materials into academic writing. • Documentation of sources. • Problem analysis. • Evaluating academic texts. • Applying critical thinking skills: using logic, identifying fallacies, reasoning – moral, legal and aesthetic. • Evaluating solutions. Length in actual contact hours: 45 hours Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams): Oral presentations, short writing assignments (summaries, annotated bibliographies), research paper, in-class discussions. Resources to be purchased/provided by students (e.g. course kits, equipment, software): n/a Textbook Requirements: Hodges, J. (2003). Harbrace handbook for Canadians. Toronto: Nelson Education.

Textbook reading will be augmented with articles from contemporary journals and handouts related to critical thinking. Learning Outcomes: • Organize academic essays in following style guidelines for the academic discipline. • Integrate secondary research materials into academic essays using quotations, paraphrase and summary. • Document sources following APA citation guidelines. • Write clear, correct prose. • Format essays in accordance with APA guidelines. • Locate appropriate academic sources for research activities. • Explain the research process and distinguish between types of academic research. • Apply research tools appropriate to a given research task. • Apply critical reading skills to academic texts. • Deliver short, coherent, oral presentations based on academic research.

127 • Apply critical thinking skills to a variety of tasks and problems. • Assess the results of a problem-solving process. Information about the Course Designer/Developer: Linda Cooke, Ph. D. Faculty Qualified to Teach Course/Faculty to be Hired: To be hired Percentage of Course Content offered on-line: 30% or 100% Faculty qualifications required to teach/supervise the course: Graduate degree in English or philosophy. Classroom requirements: Standard classroom. Equipment requirements: Standard classroom.

128

Course Title : Topics in Design History and Theory Year and Semester: Bridging Program Course/Subject Description: In this course, through lectures, independent research, and group activities, learners develop the ability to identify and explain historical and theoretical topics related to the design of the built environment within a broader art and design context, both historical and cultural. Learners identify and analyze the evolution of design themes and link past work with the future of design. Method(s) of Instruction: Faculty lectures/online facilitation augmented with field trips, guest lectures/web guests, and individual research. Content Outline by Topic: • What is design? • Origins of design. • The role of design in society – past and present. • The emergence of design as a profession. • The responsibility of the designer. • Design movements and influences: Henry Cole and the Journal of Design, Arts and Crafts, Frank Lloyd Wright, Bauhaus, Post-War European developments, the New York School, the New Wave. • The impact of consumerism and globalization on design. Length in actual contact hours: 45 hours Method(s) of frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams): Design journal, comparative short essay, final examination. Resources to be purchased/provided by students (e.g. course kits, equipment, software): n/a Textbook Requirements: Course pack of readings from a variety of texts and contemporary journals such as the Journal of Design History supplemented with on-line resources. Learning Outcomes: • Define “design” as used in the design professions. • Prepare a timeline indicating the evolution of design as a profession, identifying key figures and events. • Describe the characteristics that distinguish the work of specific 19 th and 20 th century designers and/or design movements. • Develop arguments demonstrating the link between design and social, economic, and cultural trends. • Articulate a personal statement regarding the practice of design as a profession. • Explain the design process. • Identify elements of and influences on design in contemporary environments. Information about the Course Designer/Developer: Linda Cooke, Ph. D. Faculty Qualified to Teach Course/Faculty to be Hired: D. Stern, B.I.D., M.E.S., ARIDO; Kurt Espersen-Peters, M.Arch; Dana Tapak, B.I.D., M.I.D. (in process), NCIDQ, ARIDO. Percentage of Course Content offered on-line: 30% or 100% Faculty qualifications required to teach/supervise the course:

129 Graduate degree in interior design, graphic design, or architecture. Classroom requirements: e-classroom. Equipment requirements: None.

130

Course Title : Perspectives in Interior Design Year and Semester: Bridging Program Course/Subject Description: In this course, students study the major influencers of design decisions (e.g. cultural implications, technology, demographic trends, sustainability, business factors) in order to more fully understand the complexity of future design decision-making. Emphasis is placed upon the study of factors affecting specific design sectors (e.g. corporate, health-care, hospitality, retail, residential), in addition to the overlapping concerns which designers must address. Topics such as “green” design, generational design, infection management, the democratization of design, “stay-in-place housing” are discussed and analyzed in order to separate substantive issue from trend. Current design issues, including licensing, LEED accreditation, Bill 124 examinations, community-based design initiatives will also be discussed. Method(s) of Instruction: Faculty lectures/online facilitation to provide introduction of new material, group discussion/discussion boards and debate, collaborative learning activities, individual assignments, essay. Content Outline by Topic: • The current state of design – where have we come from – where are we going? • Trend versus issue – how do we differentiate? • Residential design perspectives • Corporate design perspectives • Healthcare design perspectives • Hospitality design perspectives • Retail design perspectives • Combining design sectors – is this the future? • A model of interdisciplinary design • Professional licensing, continuing education requirements, professional accountability • Community-based design opportunities Length in actual contact hours: 45 hours Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams): Lecture, readings with facilitated discussion and debate, individual and group learning activities; case-study evaluations, student presentations. Resources to be purchased/provided by students (e.g. course kits, equipment, software): n/a Textbook Requirements: Selected readings from the following textbooks, augmented with relevant articles from journals such as those indicated below:

Textbooks : Kilmer, R. & Kilmer W. (1992). Designing interiors. Toronto: Thomson Learning. Brawley, Elizabeth. (2006). Design innovations for aging and Alzheimer’s. Mississauga: John Wiley & Sons. Lancaster, L. & Stillman, D. (2003). When generations collide . New York: Harper-Collins. Albrecht, D. & Broikos, C. (Eds.). (2001). On the job: Design and the American office. New York: Princeton Architectural Press. Baraban, R. & Durocher, J.F. (2000). Successful restaurant design . New York: John Wiley and Sons, Ltd.

131 Kurtich, J. (1993). Interior architecture. Indianapolis: John Wiley & Sons. Journals : Journal of Interior Design Canadian Interiors Interior Design Progressive Architecture Canadian Architect Azure Metropolis Learning Outcomes: • Explain past approaches and rationales underpinning the design of interior environments. • Discuss some of the predominant current issues which are expected to affect the design of specific interior environments. • Identify and discuss changes in the nature of design decision-making with regard to the following specific design sectors: residential, corporate, healthcare, retail, hospitality. • Apply a broad range of research tools and methodologies to the investigation of specific design sector (residential, corporate, healthcare, retail, hospitality) solutions. • Suggest appropriate alternative solutions for the design of a specific type of built environment. • Effectively communicate findings ( in oral, written, visual or combined formats). • Apply learned concepts to the formulation of informed opinions on current topics. • Explain current regulatory requirements with regard to professional licensing, including NCIDQ certification, LEED certification, Ontario Provincial Bill 124 legislation. • Suggest potential opportunities for community-based design initiatives as part of the designer’s professional responsibility. Information about the Course Designer/Developer: D. Stern, B.I.D., M.E.S., ARIDO with assistance from interior design faculty Faculty Qualified to Teach Course/Faculty to be Hired: D. Stern, D. Stern, B.I.D., M.E.S.; K. Espersen-Peters, M.Arch.; A. Baucom, M.I.D.; D. Tapak, B.I.D., M.I.D. (in process), NCIDQ, ARIDO. Percentage of Course Content offered on-line: 30% or 100% Faculty qualifications required to teach/supervise the course: M.I.D., M.E.S., M.Arch. or graduate degree in related field Classroom requirements: e-classroom Equipment requirements: e-classroom

132

Course Title : Sustainable Issues Year and Semester: Bridging Program Course/Subject Description: In this course, students study the history and evolution of the built environment and the effects of human development on the availability of natural resources. Learners examine the role of interior designers and other professionals responsible for the built environment in working towards a sustainable future. Topics will address a broad range of societal, environmental and ecological issues from a holistic perspective. Students will be required to critically explore ways of sustaining global well-being through the exploration of current and future innovations in alternative methods, materials, and systems. Method(s) of Instruction: Faculty lectures/online facilitation augmented with group learning activities, research and discussions; field trips; guest lectures/webguests; in-class, on-line and library research. Content Outline by Topic: • The history of “sustainability” – Back to the Future? • Leading environmental thinkers of the 20 th C – e.g. Rachel Carson, Victor Papanek, Conrad Lorenz • Hype and fact – what are the real issues? • Leading environmental thinkers of the 21 st C. – e.g. William McDonough, Michael Braungart, Bruce Mau, Al Gore, David Suzuki • The damage so far: Natural resource availability Human developmental Issues Economic costs Social costs • The design professionals’ responsibilities • Damage control – what can we do to improve global well-being? • Responsible design: Alternative design methods Alternative materials Alternative systems • The designer’s resources: where to go for information. • Spreading knowledge: strategies for public education – social groups, voluntary organizations, community panels, citizen advocacy Length in actual contact hours: 45 hours Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams): Oral presentations and written briefs, field trip presentation, assignments. Resources to be purchased/provided by students (e.g. course kits, equipment, software): n/a Textbook Requirements: At the discretion of the educator, the following textbooks will be utilized, as either required or recommended: Stitt, F. (1999). Ecological design handbook. New York: McGraw-Hill. Spiegel, R. & Meadows, D. Green building materials. Indianapolis: John Wiley & Sons. Yeang, K. (1995). Designing with nature. New York: McGraw-Hill. Kibert, C. (1999). Reshaping the built environment . Washington: Island Press.

133 Mendler, S & Odell, W. (2005). The HOK guidebook to sustainable design. Indianapolis: Wiley & Sons.

Textbook reading will be augmented with articles from contemporary journals, at the discretion of the educator. Learning Outcomes: • Identify major local, regional and international environmental issues and problems and discuss environmental ethics and current world views and values. • Explain life’s ecological support systems and understand the critical connections of humans as part of the earth’s ecosystems. • Explain the relationship between the natural environment and the built environment. • Demonstrate some knowledge of the history and evolution of the built environment and current problems and challenges associated with human development • Relate the ecology of the built environment to interior design • Participate in the presentation of learned information in a logical, coherent and entertaining way • Choose, research and present an individual project • Participate in group classroom and on-line discussions • Explore and share of internet resources and on-line research • Identify and think critically about the problems that are associated with the built environment • Demonstrate the ability to incorporate sustainability into simple design exercises • Demonstrate the ability to articulate sustainable design issues in relation to a design project Information about the Course Designer/Developer: D. Stern, B.I.D., M.E.S., ARIDO with assistance from interior design faculty. Faculty Qualified to Teach Course/Faculty to be Hired: To be hired Percentage of Course Content offered on-line: 30% or 100% Faculty qualifications required to teach/supervise the course: Graduate degree in ecology, geography, environmental studies or related field; Classroom requirements: e-classroom Equipment requirements: e-classroom

134

Course Title: Issues in Psychology Year and Semester: Bridging Program Course/Subject Description: In this course, students develop an understanding of psychological concepts as they apply to the relationship of human behavior to the natural and built environments. Learners link an understanding of human behaviour to the design of spaces to suit a variety of occupant needs. Method(s) of Instruction: Faculty lectures/online facilitation augmented with videos, discussions/discussion boards and group activities. Content Outline by Topic: • The nature and scope of environmental psychology • Environmental perception and cognition • Life-span development theory • Environmental attitudes, appraisals and assessments • Personality and environment • Personal space • Territoriality, crowding, privacy • Residential environmental psychology • Urban environmental psychology • Educational environmental psychology • Workplace environmental psychology • Natural and healing environmental psychology Length in actual contact hours: 45 hours Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams): Assignments (2), term paper, final exam. Resources to be purchased/provided by students (e.g. course kits, equipment, software): n/a Textbook Requirements: Gifford,R. (2002). Environmental psychology: Principles and practices (3 rd ed.). Colville, WA: Optimum Books. Learning Outcomes: • Identify key issues in the study of environmental psychology. • List the key elements of developmental psychology as they link to interaction with the environment. • Define environmental perception and cognition and discuss the theories, measurements and applications to environmental design. • Discuss the dominant theories and research methods used in environmental psychology. • Explain the concepts of spatial behaviour and social processes that influence our response to the physical environment. • Define the term social design and discuss how to apply social research methods to the design of interior spaces. • Identify areas for future research in environmental psychology. Information about the Course Designer/Developer: Linda Cooke, Ph.D. Faculty Qualified to Teach Course/Faculty to be Hired: To be hired.

135 Percentage of Course Content offered on-line: 30% or 100% Faculty qualifications required to teach/supervise the course: Graduate degree in psychology, Ph. D. preferred. Classroom requirements: e-classroom. Equipment requirements: DVD-player and projection system.

136

Course Title : Social Responsibility and Cultural Diversity in Canada and Abroad Year and Semester: Bridging Program Course/Subject Description: In this course, learners identify the parameters of civic life at the local, national and global level as a step in the development of a personal strategy towards the adoption of attitudes and behaviours that foster tolerance and responsibility within a variety of contexts. Through lectures, research, and experiential learning activities, students acquire a deeper understanding of the meaning of social responsibility and cultural diversity. Method(s) of Instruction: Faculty lectures/online facilitation augmented with group discussions/discussion boards, guest lectures/web guests, student presentations and individual and group activities. Content Outline by Topic: • Components of culture • Cross-cultural communication • Canadian Charter of Rights and Freedoms • Canada’s cultural mosaic • Social Issues related to multiculturalism • Civic structures and the role of the citizen • Globalization trends and issues Length in actual contact hours: 45 hours Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams): Oral presentations, case study analysis, term paper Resources to be purchased/provided by students (e.g. course kits, equipment, software): n/a Textbook Requirements: Course pack of readings from a variety of texts and contemporary journals. Learning Outcomes: • Identify different components of culture and describe their impact on individuals and groups. • Explain the diversity and interactions of cultures and subcultures present in Canadian society. • Develop inter-cultural understanding through reasoned reflection on various cultures’ responses to universal human issues. • Relate issues of cultural diversity to institutional and legislative policies and regulations. • Identify consequences of globalization at the personal, local, national, and international level. • Use intercultural communication skills. • Develop a personal plan for assuming social responsibility. Information about the Course Designer/Developer: Linda Cooke, Ph.D. Faculty Qualified to Teach Course/Faculty to be Hired: To be hired Percentage of Course Content offered on-line: 30% or 100% Faculty qualifications required to teach/supervise the course: Graduate degree in political science, cross-cultural studies, or international development.

137 Classroom requirements: Standard classroom. Equipment requirements: Standard classroom.

138 Appendix 6.3.1: Program Level Learning Outcomes and Corresponding Courses

The revised program outcomes presented here represent changes in the wording of the previous outcomes, and in one case separating of an outcome, to more accurately capture the graduate outcomes of the program. The essence remains the same.

Table indicating program outcomes and the corresponding courses, course segments, or workplace requirements that contribute to the outcome.

Program Outcome Course Name/Workplace Requirement 1. Graduates have reliably demonstrated the ability to perform professional tasks as competent knowledge workers able to apply fundamental concepts and skills of design in a variety of contexts. a) Trace the history of interior design situating it within the wider context of the History of Art I, II history of design of the built environment. Foundations of Design I, II Issues in Design I, II b) Use the design process, applying two and three dimensional design fundamentals to Design Studios I through VII specific interior design applications. Product Research II Senior Project II Co-operative Work Term c) Ground work in the principles and elements of design with respect to principles and Design Studios I through VII elements, colour, spatial composition, proxemics and creative problem-solving. Product Research II Senior Project II Critical/Creative Thinking Strategies Co-operative Work Term d) Explain the role of human behaviour in the design process. Environmental Psychology Developmental Psychology Canada’s Cultural Diversity Functional programming segments in Design Studios II through VII

139 Program Outcome Course Name/Workplace Requirement e) Create practical interior design applications that are built on strong theoretical Design Studios I through VII underpinnings. Fundamentals of Design I, II Issues in Design I, II Senior Project I, II Canada’s Cultural Diversity Product Research II Lighting Senior Seminar Environmental Science Co-operative Work Term f) Rigorously examine design questions and use evidence-based approaches to find Design Studios I through VII solutions. Senior Project I, II Issues in Design I, II Foundations in Design I, II Academic Writing I, II Lighting Product Research I & II Co-operative Work Term 2. Graduates have reliably demonstrated the ability to design built environments consistent with current industry standards and best practices. a) Use the design process. Design Studios I through VII Senior Project I, II Co-operative Work Term b) Design a space in three dimensions taking into account requirements for human Design Studios II through VII factors: furniture, finishes, and equipment; and environmental systems. Product Research I, II Design Technology I, II, III, IV Co-operative Work Term c) Create technical drawings using drafting and detailing skills. Technical Communication I, II, III, IV Design Technology I, II, III, IV Visual Communication I, II Co-operative Work Term

140 Program Outcome Course Name/Workplace Requirement d) Select and use building materials and construction methodologies appropriate to the Design Technology I, II, III, IV project and to one another. Product Research I, II Environmental Science Co-operative Work Term e) Create design solutions that comply with applicable building codes and regulations Design Technology I, II, III, IV to protect the life, safety and welfare of users of the built environment. Design Studios II through VII Senior Project I, II Product Research I, II Co-operative Work Term f) Create design solutions consistent with principles of sustainability. Environmental Science Ethics and the Environment Environmental Economics Environmental Psychology Design Technology III Foundations of Design I, II Issues in Design I, II Design Studio III, IV Product Research I, II Lighting Senior Seminar Co-operative Work Term g) Create design solutions consistent with principles of universal design. Foundations of Design I Design Studio II through VII Senior Project I, II Issues in Design II Product Research I, II Senior Seminar Co-operative Work Term h) Develop and manage design projects from definition of goals and objectives, Design Studios I through VII concept development and client user needs assessment (programming) through to a Senior Project I, II complete design solution and evaluation. Project Management Professional Practice I, II Co-operative Work Term

141 Program Outcome Course Name/Workplace Requirement 3. Graduates have reliably demonstrated the ability to be critical and creative thinkers able to analyze situations, draw conclusions and develop innovative and creative design products and environments using an accepted decision-making model. a) Evaluate the validity and utility of new information. Design Studios I through VII Foundations of Design I, II Issues in Design I, II Introduction to Research Critical/Creative Thinking Strategies Senior Seminar Co-operative Work Term b) Adapt and combine existing concepts and strategies to create new viable solutions. Design Studios I through VII Senior Project I & II Design Technology II, III, IV Product Research I & II Visual Communications I, II Senior Seminar Cooperative Work Term c) Create innovative designs that address identified needs. Design Studios I through VII Senior Project II Design Technology I, II, III, IV Product Research I, II Lighting Co-operative Work Term d) Propose alternative solutions after undertaking critical analysis of information Design Studios I through VII relevant to an interior design project. Senior Project I, II Product Research I, II Environmental Psychology Senior Seminar Co-operative Work Term

142 Program Outcome Course Name/Workplace Requirement e) Use a principled decision-making framework to address ethical dilemmas Interpersonal Communication encountered in professional practice. Professional Practice I, II Ethics and the Environment Global Citizenship Co-operative Work Term 4. Graduates have reliably demonstrated the ability to be effective collaborators able to use communication and interpersonal skills to fulfill a leadership role on an interdisciplinary and diverse design team. a) Communicate effectively with clients, co-workers and representatives of related Academic Writing I, II professions clearly, concisely and correctly in the written, spoken and visual forms Technical Communication I, II, III, IV suited to the situation. Design Drawing I, II, III, IV Design Technology I, II, III, IV Interpersonal Communication Visual Communication I, II Professional Practice I Project Management Presentation Skills Co-operative Work Term b) Effectively use sketch, three-dimensional, manually drafted and digital Design Studio I through VII communication skills to prepare and present design solutions. Senior Project I & II Technical Communication I, II, III, IV Design Drawing I, II, III, IV Design Technology I, II, III, IV Visual Communication I, II Co-operative Work Term

143 Program Outcome Course Name/Workplace Requirement c) Prepare and interpret documentation as well as verbal and written presentations Technical Communication I, II, III, IV specific to an interior design office document. Design Drawing I, II, III, IV Design Technology I, II, III, IV Visual Communication I, II Professional Practice I, II Presentation Skills Segments of all Design Studios and Senior Project II during which students orally present their design solutions. Co-operative Work Term d) Work effectively as part of a team in the implementation of a design project to All Design Studios during which students work in ensure that the project reflects the design solution. teams to create a specific design solution. Global Perspectives Interpersonal Communication Professional Practice I, II Canada’s Cultural Diversity/World Religions Co-operative Work Term e) Identify and use the operational processes and communication channels of a typical Professional Practice I, II interior design company. Co-operative Work Term f) Liaise with other professionals who work within the built environment framework. Students have the continuous opportunity to liaise with other professionals through constant contact with part- time faculty, guest lectures, studio critiques, field trips which occur within courses in the program. Co-operative Work Term g) Adapt communication based on an understanding of the needs of culturally diverse Issues in Design II groups. Global Perspectives Canada’s Cultural Diversity World Religions Interpersonal Communications Global Citizenship World Literature Co-operative Work Term

144 Program Outcome Course Name/Workplace Requirement 5. Graduates have reliably demonstrated the ability to be continuous learners and contributing professionals able to assume the responsibilities of an intern interior designer, work within legal and ethical guidelines governing their practice, and contribute to the development and evolution of the field of design. a) Adhere to laws, codes, regulations and standards in the practice of interior design. Design Technology I, II, III, IV Design Studios II through VII Senior Project II Product Research I, II Lighting Co-operative Work Term b) Assume the responsibilities of the interior designer for protecting the health, safety Design Technology I, II, III, IV and welfare of the public. Design Studios II through VII Senior Project II Product Research I, II Lighting Professional Practice I, II Environmental Science Co-operative Work Term c) Explain the roles of licensing bodies and professional associations in the practice of Professional Practice I, II interior design. Co-operative Work Term d) Manage the use of time and other resources to attain personal and/or project related All Courses within the program and specifically: goals. Critical/Creative Thinking Strategies Professional Practice I, II Project Management e) Apply business ethics to the practice of interior design. Professional Practice I, II Co-operative Work Term

145 Program Outcome Course Name/Workplace Requirement f) Use skills of reflective practice and self-regulated learning to update their own Professional Practice I, II knowledge and skills and apply new learning with confidence in changing Design Studio VII situations. Co-operative Work Term Senior Project I, II Product Research I, II Academic Writing I, II Presentation Skills Senior Seminar g) Develop a professional portfolio to document and market their skills and Design Studios I through VII and other project-based achievements. courses Professional Practice I, II Visual Communications II h) Participate in action research and other forms of applied research to improve Design Studios I through VII practice and contribute to the development of new understanding in the field. Academic Writing I, II Senior Project II Product Research I, II Applied Research Professional Practice II 6. Graduates have reliably demonstrated the ability to be informed citizens living in a global society, able to adapt their work across cultural, social, political and geographical contexts. a) Exercise social responsibility while interacting with others in Canada’s multicultural Global Perspectives and socially diverse society. Interpersonal Communication Professional Practice I, II Canada’s Cultural Diversity World Religions Global Citizenship World Literature Ethics and the Environment Environmental Economics Co-operative Work Term

146 Program Outcome Course Name/Workplace Requirement b) Articulate an informed position on current issues and challenges related to the Foundations of Design I, II practice of interior design in both Canada and international contexts. Issues in Design I, II Academic Writing I, II Critical/Creative Thinking Strategies Global Perspectives Canada’s Cultural Diversity World Religions Global Citizenship Canada’s Cultural Diversity World Literature Environmental Science Ethics and the Environment Environmental Economics Environmental Psychology Senior Seminar Product Research II Applied Research Professional Practice II Presentation Skills Co-operative Work Term c) Explain the role of individual citizens and groups in influencing public policy and Environmental Science contributing to the quality of life in Canada Professional Practice II Senior Seminar Global Citizenship d) Situate the position of interior design and the interior designer in the social, political Professional Practice I, II and environmental context in which the profession is practiced. Senior Seminar Issues in Design II Foundations of Design II Co-operative Work Term

147 Program Outcome Course Name/Workplace Requirement e) Use sustainable design practices. Foundations of Design I, II Issues in Design I, II Design Studio III, IV, V, VI, VII Senior Project I, II Design Technology I Global Perspectives Product Research I, II Lighting Environmental Science Product Research I, II Environmental Economics Ethics and the Environment Senior Seminar Global Citizenship Co-operative Work Term f) Support the local community by contributing knowledge and skills to community- Design Studio II through IV and Senior Project I, II: based projects. The projects in these courses are varied and may change from year to year depending upon the opportunities/needs of the local community. Canada’s Cultural Diversity World Religions World Literature Global Citizenship Co-operative Work Term

148 Appendix 6.3.2: Course Descriptions

YEAR AND COURSE TITLE CALENDAR COURSE DESCRIPTION SEMESTER YEAR ONE Year: One Design Studio I This course is an introduction to the two-dimensional and three- Semester: dimensional design world. Students study the abstract fundamentals One of space, form and structure as well as the principles and elements of two-dimensional composition. Emphasis is on two-dimensional and three-dimensional design organization utilizing creative thinking. Design is studied through the creation of model constructions and graphic exercises. Students explore alternatives via faculty-guided experimentation and are encouraged to focus on the design process as much as the design product. Students are introduced to a basic design vocabulary. Academic This course provides an introduction to academic essay writing. Writing I Emphasis is placed on expository writing which is well-organized, coherent and correct. Preparation of research papers and training in the proper acknowledgement of sources prepares students for demands in subsequent courses. Frequent writing exercises are used to develop skills. Technical In this introductory course students learn the basic principles of Communication I architectural drafting with instruments, lettering, drafting geometry, scales, conventional projection principles (orthographic and pictorial), and sections. There is a strong emphasis on layout, the quality of drafting, drafting expression and the communication value of this type of drawing to the designer. Students explore the intersection of drafted and freehand line. Design Drawing This course is the first of a series which teaches students to I communicate their ideas, concepts, thought processes and design solutions in the many visual methodologies used by designers of the built environment. Students in this course begin this process through the study of freehand drawing. While this is primarily a drawing course, students may also work with other visual methodologies such as tools of analysis and composition. Emphasis is placed upon the development of the student’s perception and the ability to think visually in both two and three-dimensions. Students explore methods of communication in their own as well as other cultures. Foundations of This course is a companion course to Design Studio I and the first of Design I two courses in the curriculum which explore the role of design from a historical and critical perspective. Although this course focuses primarily on 20 th century design philosophies and thought structures from the perspective of the built environment, students are introduced to the world of design without boundaries of specialization. Students also expand their design “thinking” through an examination of the everyday effect of design on the whole spectrum of human activity. Current design issues, as they arise, are discussed and analyzed. History of Art I This course is a broad-based survey of the history of art, design and architecture as it is reflected in the prehistoric ancient Egyptian and Mesopotamian cultures through to the Renaissance and Reformation styles.

149 Year: One Design Studio II This course is the continuation of Design Studio I. Students continue Semester: to examine the dialectic between form and space through the creation Two of abstract and increasingly tangible three-dimensional design problems. Exploration and more complex learning of two- dimensionality continues and includes the study of colour. Students undertake a more in-depth questioning of how space and form is generated with an emphasis upon the study of design as a built form response to a complex synthesis of issues. The integral relationship between 2D and 3D design development is stressed. Human factors, scale and materials are studied as contributors to the design of built environments. Technical This course is the continuation of Technical Communications I. Communication II Students build upon basic drafting skills previously studied to learn to communicate visually via accepted interior design/architectural drafted drawings such as floor plans, elevations, sections and paraline drawings. Presentation drawing production, pictorial illustration of interior architectural elements, and measured survey drawings are all included. Design Drawing II This course is the continuation of Design Drawing I. In this course students build upon their drawing and sketching skills and from this basis, continue their exploration of design drawing for communication. Pencil, pen and ink tone, the effects of light and other methods of visual communication (e.g. shade and shadow) are explored to understand the subtleties of expression. Elementary freehand perspective drawing is also investigated as a means of illustrating three-dimensional form. Students are encouraged to understand the preparation of freehand drawings as methods of communication and as stages in the designer’s process of concept/idea/intention realization. Issues in Design I The 21 st century has been described as the harbinger of the “design economy”. This realization implies that designers will need to be prepared to meet the challenges of this new order. In this course, students are introduced to the most significant forces informing and shaping the future of design. Students investigate and discuss the specific implications of design decisions, the setting of priorities from the many directions possible and the implications of these decisions on future generations. Introduction to This course provides an introduction to academic research. An Research overview of the research process and research tools prepares learners to undertake research in other courses. Evaluation, selection, and documentation of secondary sources are stressed. Exercises in identifying sources are integrated with other courses where possible. History of Art II A continuation of History of Art I, this course provides a chronological survey of the history of the architectural and fine art periods from the Renaissance to the present day. Environmental In this course students learn about the reciprocal relationships Psychology between the built environment, natural environment and human behaviour. Students study what distinguishes the study of environmental psychology from other forms of psychology, the genesis of environmental psychology and how an understanding of human behaviour influences and informs responsible design decision- making. Emphasis is placed upon the effect of design decisions on human behavior in interior spaces. Additionally, students investigate major theoretical approaches of the area and explore some basic assumptions made about the perception of interior spaces.

150

YEAR TWO Year: Two Design Studio III This course synthesizes the diverse built form issues discussed in Semester: Design Studios I and II and shifts to a more thorough investigation of One interior space, both in programming and in meaning. Through lectures, readings and studio explorations, students acquire the knowledge needed to present design solutions for primarily residential spaces. Students learn the basics of lighting for residential environments as part of the design solution. The major project in this semester is centered upon the research and design of transitional housing for new immigrants to Canada. Lectures and assignments will focus upon the history of the term “home”, as well as an investigation of the definition of “housing” and living requirements from a cross-cultural perspective. Design This is the first of a series of courses which focus on developing an Technology I understanding of the integration and coordination of building components in the interior environment. It begins with a review of manual and digital drafting techniques and continues with the study of building materials and construction details pertinent to residential construction. Students examine strategies and techniques of construction and examine the interrelationships between building function, systems and materials in a residential framework. Applicable building codes and regulations are also examined as they relate to residential construction. An emphasis is placed upon sustainable construction and alternative building technologies. Technical In this course, students learn to communicate their concepts through Communication the production of technical drawings and documents utilizing III AutoCAD software. Building upon manually produced freehand and technical drawing techniques learned in Technical Communication I and II, students will begin the study of computer-aided drafting to communicate their design solutions. Design Drawing Learning to communicate effectively in a visual format is a major III component of the designer’s education. Accordingly, in this advanced studio, learners perfect their manual communication skills through the continued study of sketch drawing techniques, and particularly, sketch perspective drawing as a communication tool. An introduction to colour marker rendering is included to further the study of form. The continued study of light and tone as it affects the rendering of interior spaces is also examined through studio exercises. Foundations of In this course, students continue the study of design from a historical Design II and critical perspective. Learners are encouraged to articulate theories and use them as a conduit to formulating their own design solutions. Students are exposed to the social, cultural, technological and economic attitudes which have contributed to major architecture and design movements. Broad historical developments in architecture and design are studied with an emphasis on Modernism, its new materials and new technologies. Students survey both substantive and normative theories, philosophies and doctrines of design and explore their influences. Future influencers of design decisions (shelter, culture, technology, sustainability) are also discussed to help students develop a deeper understanding of the complexity of design decisions.

151 Critical/Creative This course introduces strategies for applying thinking strategies to Thinking academic, design and life problems. A review of logic, reasoning and Strategies critical analysis is followed by a review of strategies for thinking creatively illustrated through the use of case studies. Problems are assigned and addressed using a variety of approaches to illustrate methods and to arrive at solutions which can be assessed. Global Sociology, through its exploration of the organization of society and Perspectives the connections between people and their surroundings, provides new ways of looking at the world. In this course students learn the basic principles and methods of sociology and then use this perspective to examine globalization and its impact on Canadian society.

Year: Two Design Studio IV This course examines more complex design problems drawn from the Semester: area of corporate design. Through lectures, research assignments, Two studio-based design projects and field trips, students acquire a more comprehensive technical and aesthetic competence. Students complete corporate design projects drawn from a wide-variety of workplace environments and use corporate environments as a platform for the examination of a broader range of research tools and methodologies. Additionally, students are introduced to the basic fundamentals of lighting appropriate for corporate environments. At the completion of the studio course, learners critique their own work, and with faculty guidance, make appropriate selections for portfolio inclusion. Design In this course students continue a study of the integration and Technology II coordination of building components in the interior environment. Sustainable principles, interrelationships between building function, systems and materials are discussed. Learners examine the principles of materials and construction techniques, material selection, accessibility and methods of construction. Cabinet and casework construction details are examined for residential and commercial interiors. Students continue to build knowledge of Ontario Building Code principles and design standards. An introduction to working drawings is included. Product Research This course introduces students to the importance of appropriate I product and material specifications for architectural environments. Students examine the designer’s responsibility in providing aesthetic, Code-compliant, sustainable product and finish specifications for a variety of spaces. Students are introduced to the designer’s role in the process of criteria establishment for evaluation, selection, product specification, product availability and impact on interior design. Interpersonal This course provides an overview of the elements of interpersonal Communication communication and introduces techniques for dealing with interpersonal communication challenges in the diverse workplace. Communication barriers, verbal and non-verbal communication, listening, team work and relational dynamics are addressed. Through role-play, analysis, and case studies, learners engage in simulated and authentic interpersonal communication situations. Technical In this course, students strengthen their working knowledge of Communication AutoCAD and its application beginning with an emphasis on IV consistency, accuracy and time saving principles and practices. Students are tutored in advanced AutoCAD procedures and drafting environments including the methods by which interior designers create construction-drawing packages. As the last in the series of

152 technical communication courses, students perfect layout and presentation of drawings and study commands for updating and modifying existing digital drawings. Design Drawing As the final course in the design drawing series, more highly IV developed methods of colour marker rending and sketch perspective are studied to produce a refined level of skill development in manually produced communication formats. In this course, students are encouraged to incorporate experimentation into their drawings and confidence in communicating visually. Learners expand their level of confidence in creating sophisticated visual communication skills to better understand and effectively convey advanced design concepts and ideas related to the built environment. Issues in Design II This course is a continuation of the Issues in Design I. Students continue their investigation of design forces shaping and informing designers in the 21 st century. Topics for more advanced dialogue are drawn from contemporary areas of research in the field. Students investigate the trends that will challenge practitioners and academics in the near future and discuss potential implications for design decision-making. Current design issues, as they arise, will also be discussed and analyzed.

YEAR THREE Year: Design Studio V This course introduces the advanced student to interior design Three problems serving socially responsible health care issues. The focus is Semester: on understanding and proposing design solutions for appropriate One environments for the elderly, physically challenged, and varying health care environments such as hospitals, clinics, and wellness centers. Whenever possible, projects will be drawn from the Ottawa community. An evidence-based approach to problem solving will be applied. Students will continue to select and choose presentation portfolio pieces. Design This course examines heavy construction materials, components and Technology III systems including: steel, concrete, load-bearing, masonry, floor and roof decks, cladding and other topics specific to commercial construction. Ontario Building Code regulations and other regulatory laws are studied. Students in this course focus on the methods by which design information is developed into forms that allow contractors to price and construct work. The preparation of hand and computer generated drawings is covered in both imperial and metric measuring systems. Students increase their ability to transfer design concepts into reality through the production of complex working drawings and through an introduction to the principles and fundamentals of specification writing. Lighting In this lighting course, students focus on the fundamentals of light: its sources, variations, quality, design implications, product variations, technologies and cost/benefits. Students learn how to integrate appropriate lighting choices (from both a technical and aesthetic viewpoint) into design decision-making and the importance of light as a form-maker. Lighting for specific sectors of the built environment (retail, healthcare, corporate) is discussed and evaluated. Emphasis is also placed on research with regard to the psychology of light in terms of its impact on the built environment and energy conservation issues. At the end of this course students are able to explain their lighting

153 solutions to a certified professional using appropriate terminology and technical information. Visual In this advanced course, students learn advanced AutoCAD Communication I techniques and learn to use digital software tools such as PhotoShop, SketchUp, Studio VIZ to expand and amplify design concepts. They develop the ability to transfer AutoCAD drawings to a variety of three-dimensional programs in order to expand and illustrate three- dimensional thinking, visualize ideas and illustrate virtual spaces of their own construct. Students continue to integrate hand drawing skills into the creation of multi-media presentations. Professional This course provides students with an overview of the professional Practice I practice of interior design. Topics discussed include professional associations and accreditation, maintaining professional status, professional ethics, socially responsible design, business basics, and career goal planning and portfolio preparation. Students begin individual presentation portfolio preparation. Developmental Developmental factors influence human behaviour significantly Psychology throughout the life span. In this course, students examine human behaviour from a multidisciplinary perspective. They learn key biological, psychological and social determinants of human behaviour using principles from these disciplines to explain and anticipate behaviour across the life span. Students develop an integrated understanding of life span development and learn to apply major theories of development to understand human behaviour. They identify developmental tasks, special challenges and needs for each stage of human development. Canada’s Citizens in today’s global community require an understanding of the Cultural Diversity multicultural nature of Canada and the world. In this course students (elective) examine the role of ethnicity and culture in social relationships as well as the history of intercultural relations in the Canadian context. They develop skills on intercultural communication, reflect on how culture impacts on their own lives and critically analyze issues related to a growing multicultural community. World Religions In this course students explore world religions, the living (elective) embodiments of faith which transcend the cultural environments in which they exist. Students survey the major world religions, including but not limited to Judaism, Christianity, Islam, Hinduism, and Buddhism. They examine the nature of religious beliefs and their cultural expression as well as the transformations common when subjected to socio-cultural change. Students discuss the changed expression of religious beliefs when transplanted and expressed in a different cultural framework such as within contemporary Canadian society.

Year: Design Studio VI In this course students complete advanced problems in commercial Three design primarily drawn from the hospitality/entertainment sector. The Semester: focus is upon the specialized requirements and thematic concepts Two required in the design of these environments and the increasing complexity of designing for large-scale environments. Students study the design of hospitality spaces within a variety of cultural contexts and future trends. Additionally, students are expected to synthesize knowledge gained throughout previous design studios to show a high level of independency and competency in all stages of the design

154 process. The continued development of a portfolio of work is expected. Design This course is the last in the Design Technology series of studios. In Technology IV this advanced studio, students build on their previous detailing skills and building materials knowledge in the production and assembly of a coordinated set of professional working drawings. Students work from sketch drawings similar to those typically received from a senior designer/architect working in a professional environment. Students are also exposed to further commercial details and gain additional experience in researching materials, sketch details and generating computer drawings. Specification writing, using the Master Format system, is studied at an advanced level. Project In this course, an overview is provided of the process of coordinating Management the design and implementation for the delivery of simple to complex interior design projects, focusing on the principles of general project management, contract documentation and administration. Through study of sample projects, lecture and independent work, students develop the ability to work effectively on project teams. Visual In this advanced communications course, students synthesize learning Communications from all previous communications courses to produce advanced II digital presentations of complex design projects and portfolio preparation. Students utilize various software programs combined with manual drafting, drawing, colour-rendering and other techniques to create appropriate multi-media presentations. Students are encouraged to create their own personal style in the production of presentation packages, contribution to a personal presentation portfolio and to confidently express their projects in oral and visual formats. Professional In this advanced course, students continue their study of workplace Practice II practice and prepare for the Co-op experience and employment as a professional designer after graduation. Students are introduced to PlacePro software for management of Co-op placement opportunities. Students engage in research, analysis and discussion of topics related to varying workplace environments both in Canada and abroad in order to better understand international design practice, collaboration across cultures and multi-disciplinary design practice. Through further study of ethical practice students understand and embrace a professional identity. Students complete individual presentation portfolios for employment. Environmental Environmental Science is an interdisciplinary study of how the earth Science works, how we interact with the earth, and how we can address the environmental problems we face. In this course, students will explore natural capital and the degradation of natural capital. Students will engage in case studies, critical thinking and analysis of alternatives in exploring solutions and trade-offs in trying to address degradation.

155 CO-OPERATIVE WORK TERM SUMMER (BETWEEN THIRD AND FOURTH YEARS)

Summer Co-operative This placement provides learners with the opportunity to consolidate Semester Work Term and apply knowledge and skills learned at the College in a related Between work area. Students work as members of a design team and are Year challenged to address increasingly complex design situations Three and encountered in the workplace. Students are encouraged to assess Year Four their own performance in the work they produce and to build their professional portfolios.

YEAR FOUR Year: Four Design Studio VII In this final year design studio, students synthesize knowledge Semester: obtained in previous years to complete studio assignments centered One upon the design of large complex environments with an emphasis on the retail sector. Projects may be structured to include design criteria from more than one design sector (e.g. healthcare and retail combined). Faculty take on an “advisory role”, similar to that of a senior designer in an office setting to guide students through to successful completion of their projects. Students engage in advanced research, analysis and synthesis of information to create unique, innovative and responsible solutions to the creation of interior environments. Retail design in other cultures is studied. Senior Project I In this course, students choose their senior project topic and undertake the synthesis, planning and research required for its completion in the following semester. With faculty guidance, yet working towards more self-directed learning, students develop and prepare a strategy and programming document as the first stages in the completion of their senior project. Product Research The choice and specification of many different kinds of products and II materials forms a significant component of a designer’s responsibility in the design and implementation of interior environments. In a workshop setting and building upon learning in Product Research I, learners investigate new, interdisciplinary and collaborative approaches to product development, construction and specification. Learners are encouraged to research products from a variety of sources, situations and new and emerging technologies. Through application of these theories and processes, students construct and evaluate products of their own research and design. Alternative uses for traditional and non-traditional materials and products are explored. Additional emphasis is placed upon principles of sustainability, material integrity and product appropriateness in varying physical environments. Academic Writing In this advanced course, writing to report on applied and primary II research are reviewed as students concurrently work on an applied research and a senior project. Techniques for reporting technical information, developing an academic style, and communicating clearly, correctly and coherently are emphasized. As participants complete drafts of academic writing, they are reviewed and revised based upon peer and professor feedback. Applied Research This advanced course is designed to give students an understanding of applied research, the process of applying existing knowledge or

156 processes to create useful products or services. A major applied research project serves as the vehicle for developing skills in analyzing qualitative data, establishing an implementation plan, conducting research and reporting on it. Environmental Environmental economics is about the way human decisions affect the Economics quality of the environment, about how human values and institutions (Elective) shape our demands for improvements in the quality and, most especially, about how to design effective public policies to bring about these improvements. Students will be exposed to analysis and problem solving as they relate to environmental policy analysis in the Canadian context. Ethics and the This course provides a framework for analyzing and evaluating the Environment beliefs and values that underlie environmental controversies. Students (Elective) will explore the interdisciplinary nature of environmental ethics (through consideration of science, morality, aesthetics and history) and fundamental worldviews (religious and cultural perceptions, anthropocentrism, individualism, ecocentrism and ecofeminism). With this foundation, students will then draw on these theories to explore current environmental issues and policies, such as those having to do with biotechnology, property, economics, law and politics.

Year: Four Senior Project II The final semester of the interior design studio sequence culminates in Semester: a thesis-based project. Having studied many of the issues, practices Two and opportunities of the major sectors of the design profession, students choose their own complex design project for completion and presentation to faculty, students and invited guests. Students work independently with faculty guidance in a simulated design/architecture office environment. Learners are expected to engage in research, analysis and reflection to generate creative professional level design outcomes. Presentation This is an applied course developing skills in presenting research Skills findings, concepts, and designs to a variety of audiences ranging from academic peers to clients to the general public. Preparation of presentations, presentation styles, presentation techniques, use of visual materials, answering questions, and presenting in groups are reviewed. Frequent presentation exercises are used to develop confidence and skill. Senior Seminar This is an advanced theory course which focuses upon readings and discussions of contemporary thought and movements within the field of interior design and architecture with special emphasis on the future of design and design criticism. Through guest lectures and a variety of topics, students reflect upon current design issues, trends and implications for future design interventions. World Literature This course provides a survey of key texts from 20 th & 21 st century World Literature. Readings provide an introduction to themes, styles and writers from a variety of cultures. Critical analysis of texts supports the development of arguments related to the assigned readings. Global Informed citizens in today’s world have knowledge of the meaning of Citizenship civic life at the local, national and global level. In this course students reflect on and develop a personal awareness of the meaning of freedoms, rights and obligations in a diverse global community. They

157 consider the political, social and economic drivers that influence patterns of human behaviour and the health of the planet. Based on general principles of global citizenship, students look beyond national borders to consider their responsibilities related to the health and well being of the planet and those who inhabit it. Students critically evaluate information related to environmental and social health and pursue a journey into adopting attitudes and behaviours that foster global environmental and social responsibility.

158 Appendix 6.3.3.2: Academic Course Schedule

1. Program Structure

Year Fall Winter Summer One Academic Semester One Academic Semester Two Vacation Two Academic Semester Three Academic Semester Four Vacation Three Academic Semester Five Academic Semester Six Co-operative Work Term Four Academic Semester Seven Academic Semester Eight

2. Program of Studies

The following program of studies indicates a restructuring of the courses in the program with new names and within the framework of two semesters per year rather than the three semesters per year previously approved in the original Consent. The purpose of this change is to harmonize with traditional college and university semesters. While core program learning outcomes and graduate competencies have remained the same as in the original program of studies, many course names have been modified to reflect the philosophy of current practice as well as to reflect current Council for Interior Design Accreditation (CIDA) standards.

Note: New courses are indicated by bold text. Year and Course Total DW Total DO Total DL Course Proposed Highest Semester Title Course Course Course Prerequisites and Instructor ( or qualification and Semester Semester Semester Corequisites faculty to be discipline of study Hours Hours Hours recruited) (or required of faculty to be hired) YEAR 1 Semester Design Studio I 60 n/a Stern B.I.D., M.E.S., One ARIDO Academic Writing I 45 n/a Cooke Ph.D. English Technical n/a Sproul M. Arch. Communication I 45 Design Drawing I 45 n/a Szafian M.F.A.

159 Year and Course Total DW Total DO Total DL Course Proposed Highest Semester Title Course Course Course Prerequisites and Instructor ( or qualification and Semester Semester Semester Corequisites faculty to be discipline of study Hours Hours Hours recruited) (or required of faculty to be hired) Foundations of 45 n/a Stern B.I.D., M.E.S., Design I ARIDO History of Art I 45 n/a Tierney M.F.A. Semester Design Studio II 60 Pre : Design Studio I Espersen-Peters M.Arch. Two Technical Communication I Design Drawing I Co : Technical Communication II Design Drawing II Technical Pre : Technical Sproul M. Arch. Communication II 45 Communication I Design Studio I Co : Design Studio II Design Drawing II Design Drawing II 45 Pre : Design Drawing I, Szafian M.F.A. Design Studio I Co : Design Studio II Technical Communication II Issues in Design I 45 n/a Tapak B.I.D., M.I.D. (in process), NCIDQ, ARIDO

Stern B.I.D., M.E.S., ARIDO Introduction to 45 n/a A. White Ph.D. Research History of Art II 45 Pre : History of Art I C. Tierney M.F.A. Environmental 45 n/a To be recruited M.A. Psychology Psychology Ph.D. preferred

160 Year and Course Total DW Total DO Total DL Course Proposed Highest Semester Title Course Course Course Prerequisites and Instructor ( or qualification and Semester Semester Semester Corequisites faculty to be discipline of study Hours Hours Hours recruited) (or required of faculty to be hired)

YEAR 2 Semester Design Studio III 60 Pre : Design Studio II Stern B.I.D., M.E.S., Three Technical Communication II ARIDO Design Drawing II Co : Technical Communication III Design Drawing III Design Technology 45 Pre : Technical Erdos B.I.D. I Communication II Co : Technical Communication III Technical Pre : Technical Eby D.A.A. (Interior Communication III 45 Communication II, Design Design) Studio II Thomas M. Arch. Co : Design Studio III Design Drawing III 45 Pre : Design Drawing II, Szafian M.F.A. Design Studio II, Technical Communication II Co : Design Studio III Foundations of 45 Pre : Foundations of Design I Stern B.I.D., M.E.S., Design II ARIDO Critical/Creative 45 n/a To be recruited Graduate degree in Thinking Philosophy or Strategies related field; Ph.D. preferred

161 Year and Course Total DW Total DO Total DL Course Proposed Highest Semester Title Course Course Course Prerequisites and Instructor ( or qualification and Semester Semester Semester Corequisites faculty to be discipline of study Hours Hours Hours recruited) (or required of faculty to be hired) Global Perspectives 45 n/a Sherif Ph.D. English Lit.; Director, International Studies, Algonquin College Semester Design Studio IV 60 Pre : Design Studio III Tapak B.I.D., M.I.D. (in Four Technical Communication III process), NCIDQ, Design Technology I ARIDO Design Drawing III Co : Technical Phillips D.A.A. (Interior Communication IV, Design Design), ARIDO, Drawing IV NCIDQ Design Technology 45 Pre : Design Technology I Erdos D.A.A. (Interior II Technical Communication Design), B.I.D. III Product Research I 45 Pre : Design Studio III To be recruited B.I.D., NCIDQ, Co : Design Studio IV ARIDO or B.I.D. (Industrial Design) Graduate degree preferred Interpersonal 45 n/a O’Neil M.A. Psych., B.A. Communication Psych. Or B.A. Eng. Technical 45 Pre : Technical Eby D.A.A. (Interior Communication IV Communication III, Design Design) Studio III Co : Design Studio IV, Thomas M. Arch. Design Drawing IV Design Drawing IV 30 Pre : Design Drawing III, Szafian M.F.A. Design Studio III Co : Design Studio IV

162 Year and Course Total DW Total DO Total DL Course Proposed Highest Semester Title Course Course Course Prerequisites and Instructor ( or qualification and Semester Semester Semester Corequisites faculty to be discipline of study Hours Hours Hours recruited) (or required of faculty to be hired) Issues in Design II 45 Pre : Issues in Design I Tapak B.I.D., M.I.D. (in process), NCIDQ, ARIDO

Stern B.I.D., M.E.S., ARIDO YEAR 3 Semester Design Studio V 60 Pre : Design Studio IV Tapak B.I.D., M.I.D. (in Five Technical Communication process), NCIDQ, IV ARIDO Design Technology II Design Drawing IV Co : Visual Communication I, Design Technology III Design Technology 45 Pre : Design Technology II Erdos B.I.D. III Technical, Communications IV Co : Design Studio V Lighting 45 n/a Meikeljohn B.Arch., LC Visual 60 Pre : Technical Rosen M. Arch. Communication I Communication IV, Design Studio IV Co : Design Studio V Professional Practice 45 Pre : Design Studio IV, Gurr B.I.D., ARIDO I Design Drawing IV, Technical Communication IV Co : Design Studio V, Visual Communication I

163 Year and Course Total DW Total DO Total DL Course Proposed Highest Semester Title Course Course Course Prerequisites and Instructor ( or qualification and Semester Semester Semester Corequisites faculty to be discipline of study Hours Hours Hours recruited) (or required of faculty to be hired) Developmental 45 n/a O’Neil B.A. Psychology, Psychology B.A. English, M.A. Psychology Elective : Canada’s 45 n/a Sherif Ph.D. English Lit.; Cultural Diversity Director, International Studies, Algonquin OR College Elective : World 45 n/a McCoy B.E., Religions B.A. Psychology, M.A. Pastoral Studies, M.Ed. Psychopedagogy, Semester Design Studio VI 60 Pre : Design Studio V Baucom M.F.A., ARIDO Six Visual Communication I Design Technology III Design Drawing IV Co : Visual Communications II Design Technology 45 Pre : Design Technology III Rosen M. Arch. IV Technical Communication IV Co : Design Studio VI Project 45 Pre : Design Studio V, Design Zanetti D.A.A. (Inteiror Management Technology III Design), NCIDQ, Professional Practice I ARIDO,

Blood Professional Eng.

164 Year and Course Total DW Total DO Total DL Course Proposed Highest Semester Title Course Course Course Prerequisites and Instructor ( or qualification and Semester Semester Semester Corequisites faculty to be discipline of study Hours Hours Hours recruited) (or required of faculty to be hired) Visual Pre : Visual Communications Rosen M. Arch. Communications II 60 I, Design Studio V Co : Design Studio VI

Professional 45 Pre : Professional Practice I Gurr B.I.D., ARIDO Practice II Co : Design Studio VI Tapak B.I.D., M.I.D. (in process), NCIDQ, ARIDO Environmental 45 n/a To be recruited Graduate degree in Science Environmental Studies or related discipline; Ph.D. preferred Co-operative Work Term – 14 weeks Pre: All previous courses in program YEAR 4 Semester Design Studio VII 60 Pre : All previous courses in Baucom M.F.A., ARIDO, Seven program ASID Co : Senior Project I, Applied Research

165 Year and Course Total DW Total DO Total DL Course Proposed Highest Semester Title Course Course Course Prerequisites and Instructor ( or qualification and Semester Semester Semester Corequisites faculty to be discipline of study Hours Hours Hours recruited) (or required of faculty to be hired) Senior Project I 45 Pre : All previous courses in Stern B.I.D., M.E.S., program ARIDO Co: Design Studio VII Espersen-Peters M. Arch.

Baucom M.F.A., ARIDO, ASID

Tapak B.I.D., M.I.D. (in process), NCIDQ, ARIDO Product Research II 45 Pre : Product Research I To be recruited BID, NCIDQ, ARIDO or BID (Industrial Design) Graduate degree preferred Academic Writing 45 Pre : Academic Writing I To be recruited Graduate degree in II Design Studio VI English; Ph.D. Co : Design Studio VII, preferred Applied Research Applied Research 45 Pre : All previous courses in White Ph.D. program Co : Design Studio VII, Senior Project I, Academic Writing II

Elective : 45 n/a To be recruited Graduate degree in Environmental Environmental Science Environmental Economics recommended Studies or related discipline; Ph.D. OR preferred

166 Year and Course Total DW Total DO Total DL Course Proposed Highest Semester Title Course Course Course Prerequisites and Instructor ( or qualification and Semester Semester Semester Corequisites faculty to be discipline of study Hours Hours Hours recruited) (or required of faculty to be hired) Elective : Ethics and 45 n/a To be recruited Graduate degree in the Environment Environmental Science Environmental recommended Studies or related discipline; Ph.D. preferred Semester Senior Project II 120 Pre : All previous courses in Stern B.I.D., M.E.S., Eight program ARIDO Co : Senior Seminar Espersen-Peters M. Arch.

Baucom M.F.A., ARIDO, ASID

Tapak B.I.D., M.I.D. (in process), NCIDQ, ARIDO Presentation Skills 45 Pre : Design Studio VII To be recruited Graduate degree in Co : Senior Project II communications or business Senior Seminar 45 Pre : All previous courses in Espersen-Peters M.Arch. program Co : Senior Project II World Literature 45 n/a Cooke Ph.D. Global Perspectives and/or World Religions or Cultural Diversity recommended Global Citizenship 45 Pre : Cohen M.A. Anthropology Environmental Science and B.A. Anthropology Ethics and Environment or & English Environmental Economics

167 Year and Course Total DW Total DO Total DL Course Proposed Highest Semester Title Course Course Course Prerequisites and Instructor ( or qualification and Semester Semester Semester Corequisites faculty to be discipline of study Hours Hours Hours recruited) (or required of faculty to be hired) Subtotal 1725 675 90 Course Hours Total 2490 Program Hours Percentage of 675 + 90 = 765 hours of 2490 hours Must be at least 20% of total program program in OR 30.7% DO and DL Courses Percentage of 675 hours of 765 hours = 88.3% Must be at least 75% of total DO and DL hours program in DO courses Percentage of 90 hours of 765 hours = 11.7% Must not be greater than 25% of the total of DO program in and DL courses DL courses

168 Appendix 6.5.1: Program Structure Requirement

Program Structure

Year Fall (On Campus) Winter (On Campus) Summer One Academic Semester One Academic Semester Two Vacation Semester

Two Academic Semester Three Academic Semester Four Vacation Semester

Three Academic Semester Five Academic Semester Six Paid full-time Co-op Semester (14 weeks)

Four Academic Semester Seven Academic Semester Eight Graduation

169 Appendix 6.5.2: Support for Work Experience:

Algonquin College has a well established Co-operative Education Department. The staffing in this department has recently been expanded with the hiring of a Manager, Co-operative Education. This manager has already made major improvements in the process of recruiting co-operative education employers and co-operative education administrative procedures. In addition she has been successful in securing a one-time grant of $50,000 to invest in co-operative placement development over the next year.

272 Appendix 6.5.3: Work Experience Outcomes and Evaluation

The Co-op semester will continue to be an integral part of the Bachelor of Applied Arts (Interior Design) curriculum, with the professional learning outcomes of the co-op term will remain exactly the same.

In the existing Consent, students are required to complete an applied research paper while on their co-op work term. In the proposed curriculum, this outcome has been moved to the fourth year when students are required to complete an applied research paper in their course entitled Applied Research which occurs in semester 07. Moving the preparation of an applied research paper to the semester following the completion of the co-op term allows time for more significant reflection upon experiences in the workforce. Additionally, students will also benefit from support in this endeavour through the concurrent Academic Writing II course.

273 Appendix 8.6.1: CV Release

Algonquin College has on file and available for inspection, from all faculty and staff whose CV’s 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 curriculum vitae in any documents/web sites associated with the submission, review and final status of the program application.

274 Appendix 8.7.2: Enrolment Projections and Staffing Implications

Cumulative Cumulative Cumulative Technical Ratio of Full- Enrolment* Full-time Part-time Support time Faculty Faculty Students/Full- Equivalents Equivalents time Faculty (F.T.E.) (F.T.E.) Year 1 111 6 1 1 part- 1:19 2007 time librarian Year 2 130 6 1 1 part- 1:22 2008 time librarian Year 3 136 6 1 1 part- 1:23 2009 time librarian Year 4 148 6 1 1 part- 1: 25 2010 time librarian

*Method used to calculate cumulative enrolment: a. Assumptions Projected students in Fall 2007 = 111 • 1st year Fall semester = 40; • 2nd year Fall semester = 26; • 3rd year Fall semester = 31; • 4th year Fall semester = 24 b. Projected entry level students 2007 – 40 2008 – 42 2009 – 44 2010 – 46

275 Appendix 12.1.1: Academic Freedom Policy

The Algonquin College policies that support Academic Freedom were submitted to PEQAB for review in the BAB (e-Business Supply Chain Management) application for renewal of Ministerial Consent, submitted December 31, 2006. Please refer to pages 270-288 of that submission.

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Appendix 12.1.2: Academic Honesty Policy Appendix 12.1.3: Academic Honest Procedure

The Algonquin College policies and procedures that support Academic Honesty were submitted to PEQAB for review in the BAB (eBusiness Supply Chain Management) application for renewal of Ministerial Consent, submitted December 31, 2006. Please refer to pages 287-297 of that submission.

277 Appendix 12.2: Policy on Intellectual Products

The Algonquin College policy related to Intellectual Products was submitted to PEQAB for review in the BAB (eBusiness Supply Chain Management) application for renewal of Ministerial Consent, submitted December 31, 2006. Please refer to pages 298-305 of that submission.

278 Appendix 12.3: Policy on Ethical Research Practices

The Algonquin College policies that relate to Ethical Research practices were submitted to PEQAB for review in the BAB (eBusiness Supply Chain Management) application for renewal of Ministerial Consent, submitted December 31, 2006. Please refer to pages 306-335 of that submission.

279 Appendix 13.1: Academic Calendar Information

The Algonquin College policies related to Academic Calendar Information were submitted to PEQAB for review in the BAB (eBusiness Supply Chain Management) application for renewal of Ministerial Consent, submitted December 31, 2006. The examples provided in that submission are from the BAB (eBusiness Supply Chain Management) program, however this same information is available for all programs. Please refer to pages 336-381 of that submission.

280 Appendix 13.2.1: Dispute Resolution

The Algonquin College policies related to Dispute Resolution were submitted to PEQAB for review in the BAB (eBusiness Supply Chain Management) application for renewal of Ministerial Consent, submitted December 31, 2006. Please refer to pages 381-412 of that submission.

281 Appendix 13.2.2: Fees and Charges

The Algonquin College policies related to Fees and Charges were submitted to PEQAB for review in the BAB (eBusiness Supply Chain Management) application for renewal of Ministerial Consent, submitted December 31, 2006. Please refer to pages 413-430 of that submission.

282 Appendix 13.2.3: Student Dismissal

The Algonquin College policies related to Student Dismissal were submitted to PEQAB for review in the BAB (eBusiness Supply Chain Management) application for renewal of Ministerial Consent, submitted December 31, 2006. Please refer to pages 431-448 of that submission.

283 Appendix 13.2.4: Withdrawals and Refunds

The Algonquin College policies related to Withdrawals and Refunds were submitted to PEQAB for review in the BAB (eBusiness Supply Chain Management) application for renewal of Ministerial Consent, submitted December 31, 2006. Please refer to pages 449-466 of that submission.

284 Appendix 13.3: Student Protection

The Algonquin College policies related to Student Protection were submitted to PEQAB for review in the BAB (eBusiness Supply Chain Management) application for renewal of Ministerial Consent, submitted December 31, 2006. Please refer to pages 467-476 of that submission.

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