PART B QUALITY ASSESSMENT REVIEW SUBMISSION Private

PART B

QUALITY ASSESSMENT REVIEW SUBMISSION

Private Organizations

QUALITY ASSESSMENT PANEL NOMINEES

Please refer to the table that follows.

Nan Mattai Maxine E. Lubner, PhD John L. Vian, PhD, PE NOMINATION th Senior Vice President, Engineering & Technology 27B - 1725 York Avenue 1301 North 36 Street TABLE Rockwell Collins New York, NY 101285 Renton, Washington 98056 400 Collins Road NE Name and Full Cedar Rapids, IA 52498-0001 Address Tel : 319.295.8214 212.722.8766 206.544.1938 Fax : 319.295.4678 Same as telephone E-mail [email protected] [email protected] [email protected]

Academic Completed 18 months of PhD program in PhD in Sociomedical Sciences, Columbia PhD in Electrical Engineering, The Wichita Credentials • • • Nuclear Physics, University Windsor, ON University, NY State University, Wichita, Kansas

• MS, Nuclear Physics, University of Windsor, • M. Phil. In Sociomedical Sciences, Columbia • MS in Aeronautical Engineering, The Wichita ON University, NY State University, Wichita, Kansas

• BS, Physics/Mathematics, University of • BA (Hon) in Counseling Psychology, University • BS in Mechanical Engineering, Purdue Guyana, Guyana, South America Cape Town, South Africa University, West Lafayette, Indiana

• Teaching Certificate, Community College, • BA in Psychology, University of Cape Town, State of California (Physics and Mathematics) South Africa

• Private Pilot, Airplane Single Engine Land, US Professional Executive Board of the Network Centric City University of New York – Lead Research Accreditation Board for Engineering and Designations • • • Operations Industry Committee (NCOIC), a and Development Technology - Electrical and Computer newly formed industry group working on the Engineering program evaluator development of a Network Centric • College of Aeronautics, New York – Professor Environment and Chair • National Science Foundation – Small Business Innovation research proposals panelist • Advisory Board of Aviation Week Strategic • Federal Aviation Administration – Consultant Media and Conferences providing input on • IEEE Transactions on Control System current aviation trends, National Engineering • Columbia University – Consultant Technology; International Journal of Optimal Week Advisory Council Planning Control Applications and Methods; IEEE • New York University, School of Social Work – Transactions on Circuits and systems; • Advisory Board of Rockwell Scientific Committee Member International Journal of Information Sciences; Company providing direction on future IEEE Transactions on Fuzzy Systems – avionics, communication, and electronic • NBC, ABC, CBS and Fox News – Media Manuscript Reviewer technologies Spokesperson • Member of IEEE and WIE Nominee accepted 5 Yes 5 Yes 5 Yes organization’s No No No nomination

Arm’s length from 5 Yes 5 Yes 5 Yes organization for No No No past 7 years

Name and Full William J. Coyle Patricia A. Book Address 92 Forest Court 6357 Canterbury Drive Bolton, Ont L7E 3X3 Hudson, OH 44236

(905) 857-2594 Home - 330-653-5886; Cell - 234-380-3012 Tel : Work - 330-672-8540 Fax : (905) 857-4899 [email protected] E-mail Email - [email protected] Academic • Ph.D., University of Connecticut, Medical Anthropology AVRO Training Program Credentials • • M.A., University of Connecticut, Cultural Anthropology • B.A., Oakland University, Anthropology

Professional • American Association of Higher Education Royal Military College of Canada - Member, Designations • Board of Governors • American Association of Community Colleges • University Continuing Education Association (UCEA) • Canadian Forces School of Aerospace Technology and Engineering - Colonel (Hon) • Global Associates, UCEA, Chair 2003-4 • Consorcio red de educacion a distancia CREAD, (Inter American • Canada’s Aviation Hall of Fame - National Vice Distance Education Consortium, Board member) Chairman • International Council of Distance Education • Society of Manufacturing Engineers – Senior • Canadian Council of Distance Education Member • International Society for Comparative and International Education • Milit-Air Inc. (Bombardier NATO Flying Training • Visiting Scholar, University of Georgia and the Clearinghouse and Canada) – Member, Board of Directors National Review Board for the Scholarship of Engagement • Aerospace Industries Association of Canada – • Alumni Odyssey Award, Oakland University Past Chairman, Electronics Systems • Administrative Leadership Award, Penn State University Committee • National Institute of Mental Health Fellow • Minister’s Advisory Committee on Aerospace • National Defense Education Act Graduate Fellow (Province of Ontario) – Founding Member • B.A. Cum Laude with Departmental Honors, Oakland University

Nominee accepted 5 Yes 5 Yes organization’s No No nomination Arm’s length from 5 Yes 5 Yes organization for No No past 7 years APPENDIX 1.1 SUBMISSION TITLE PAGE

Prepare a submission title page with the following information.

Full Legal Name of Organization: Embry-Riddle Aeronautical University, Inc. Operating Name of Organization: Embry-Riddle Aeronautical University, Inc. Common Acronym of Organization, if applicable: ERAU URL for Organization Homepage (if applicable): www.embryriddle.edu Degree to be Awarded for program or part of Program: √ Baccalaureate: General __ Baccalaureate: Professional Area of Study

__Baccalaureate: Honours/Specialist __ Master’s Degree

__ Baccalaureate: Applied Area of Study __ Doctoral Degree Proposed Degree Title and Nomenclature: [e.g. Baccalaureate of Arts (History); B.A. (History)] Bachelor of Science in Technical Management Date of Submission: Location [specific address(es)] where program is to be delivered (each location requires a location- specific consent from the Minister): Georgian College of Applied Arts and Technology One Georgian Drive Barrie, ON L4M 3X9 Contact Information: The person who is the primary contact for the submission on matters pertaining to proposal content and communications from the Postsecondary Education Quality Assessment Board: Name/Title: Dr. Karen Shehi, Dean of Worldwide Center of Operations Full Mailing Address: 600 S. Clyde Morris Blvd, Extended Campus Daytona Beach, FL 32114 Telephone: (386) 226-6972 Fax: (386) 323-5078 E-mail: [email protected] If different from above, the person who will be the organization’s liaison for coordinating the site visit. Name/Title of Site Visit Coordinator: Full mailing Address: Telephone: Fax: E-mail:

APPENDIX 1.2 TABLE OF CONTENTS

(to be completed at end of process)

• Prepare a Table of Contents for the Quality Assessment Review submission.

• Use the Quality Assessment Review – Complete Submission Checklist provided at the end of this document for a list of all the appendices (contents) for inclusion.

• Ensure that all appendices requested in the “Quality Assessment Review – Complete Submission Checklist” are submitted, listed in the Table of Contents, and tabbed in the submission.

• If the information requested in an appendix is not applicable or not available, please state clearly that this is the case in the relevant appendix section (rather than leaving the section blank).

• Tab the appendices as indicated in the Quality Assessment Review – Complete Submission Checklist.

APPENDIX 2.1 EXECUTIVE SUMMARY

Proposed Program Title: Bachelor of Science in Technical Management Proposed Credential Nomenclature: B.S.T.M. Specify Discipline/Field of Study: Aviation Management Is a work experience/work placement term required for Degree completion? No Anticipated Program Start Date: Fall 2005

This application proposes to deliver the fourth year of Embry-Riddle’s Technical

Management degree program on-site at Georgian College for students who have obtained a three-year Aviation Management program diploma from Georgian. Students who successfully complete this fourth year would receive a Bachelor of Science degree in Technical Management.

Currently, there is no Bachelor of Science degree in Aviation Management available in Canada.

Georgian’s Aviation Management program has in place a long standing articulation agreement with Embry-Riddle Aeronautical University, which is recognized as a world leader in undergraduate and post-graduate degrees for the aviation industry. Embry-Riddle’s Technical

Management program complements Georgian’s Aviation Management program through an extended blending of business and aviation knowledge and skills. Through this articulation agreement, graduates from the Georgian program have the option to attend Embry-Riddle’s

Daytona Beach campus to complete their fourth year and receive a world recognized Bachelor of

Science degree in Technical Management.

However, the Canadian aviation industry has benefited from only a limited number of

Aviation graduates who have been able to attend the Daytona Beach campus to complete their degrees. Georgian graduates have been, in fact, prohibited from taking Embry-Riddle’s program due to the high costs associated with relocating themselves⎯and, in some cases, their families⎯to Florida.

The proposed delivery of Year Four of Embry-Riddle’s Technical Management degree program at Georgian College opens the door for many of Georgian’s Aviation Program students to complete their degrees; the ability to acquire a degree would come at a much more reasonable, realistic, and affordable way. The Canadian aviation industry would benefit from an increased number of more highly qualified employees which would contribute to the industry’s global reputation as an innovative and competitive force.

On December 17, 1925, exactly 22 years after the historic flight of the Wright Flyer, barnstormer John Paul Riddle and entrepreneur T. Higbee Embry founded the Embry-Riddle

Company at Lunken Airport in Cincinnati, Ohio. The following spring the company opened the

Embry-Riddle School of Aviation. Within three years the school had become a subsidiary of

AVCO, the parent of American Airlines.

Embry-Riddle opened several flight training centers in Florida and quickly became the world’s largest aviation school. Allied nations sent thousands of fledgling airmen to the Embry-

Riddle centers at Carlstrom, Dorr, and Chapman airfields to become pilots, mechanics, and aviation technicians. Some 25,000 men were trained by Embry-Riddle during the war years.

After the war, under the leadership of John and Isabel McKay, Embry-Riddle expanded its international outreach while strengthening its academic programs. In 1965, with Jack R. Hunt as president, Embry-Riddle consolidated its flight, ground school, and technical training programs into one location.

The relocation signalled the rebirth of Embry-Riddle and the start of its odyssey to world- class status in aviation higher education. In June 1970, Embry-Riddle changed its name from

“Institute” to “University,” and centers were established at U.S. military aviation centers to serve the educational needs of active-duty military personnel. Application for Southern Association of

Colleges and Schools accreditation through the Commission on Colleges was initiated in 1970 and received in 1972. The University has participated in the Self-Study process ever since. Also under President Hunt’s leadership, Embry-Riddle opened a western campus in Prescott, Arizona, on the 510-acre site of a former college.

Continuing the legacy left behind by Hunt was Lt. Gen. Kenneth L. Tallman. Tallman was president of Embry-Riddle for five years. He came to the University after a distinguished

35-year military career that included service as superintendent of the U.S. Air Force Academy.

Under Tallman’s leadership, a school of graduate studies and the electrical engineering degree program were introduced. He led the University into research with the addition of the engineering physics degree program. He also developed stronger ties between Embry-Riddle and the aviation/aerospace industry.

Dr. Steven M. Sliwa led the University from 1991 through 1998. Sliwa, the University’s third president, is best known for creating an entrepreneurial environment and for developing strategic partnerships with industry. These partnerships included a joint venture with

FlightSafety International; a partnership with Cessna Aircraft Company; a technology alliance with IBM; and an exclusive educational partnership with Aircraft Owners and Pilots Association.

He also spearheaded a $100+ million capital expansion program, which included an $11.5 million congressional line-item appropriation. In addition, new academic and research programs were created at his direction to respond to structural changes in the industry while increasing market share in the University’s core programs. In 1998, Dr. George H. Ebbs became the fourth president and was also selected as a member of the Commission on the Future of Aeronautics and Space in Florida, established by the Florida state legislature. Embry-Riddle is the only university represented on the commission.

Today, Embry-Riddle is a global institution that holds a prominent position in aviation/aerospace education. The University is the world’s largest independent aeronautical university and boasts a student body of 28,000 who come from all 50 states and more than 100 nations. The University offers more than 30 degree programs, with eight offered at the master level.

Over the past 38 years, Georgian College has developed a solid reputation for the quality of its programs, faculty, graduates, partnerships, and business services. With a catchment area of

30,000 square kilometres, Georgian provides a wide range of education and training services to

5,000 full time and 25,000 part time students. Georgian has campuses in Barrie, Collingwood,

Orillia, Owen Sound, Midland, Parry Sound, Muskoka, and Orangeville.

Georgian takes pride in the leadership role and partnerships it has developed in the local, provincial, national, and international arenas including:

• The Canadian Aviation Institute (CAvI), encompassing the high calibre Aviation

Management program.

• The Canadian Automotive Institute (CAI), a centre of excellence for the automotive

industry.

• The Institute of University Partnerships and Advanced Studies (IUPAS), a unique entity

that develops, negotiates, offers, supports and/or evaluates an expanding array of

domestic and international degree and post-diploma programs, including applied degrees,

university degrees at the baccalaureate and graduate levels, and post-diploma college

certificates and diplomas.

• Numerous education partnership including links to universities in Ontario, Alberta,

British Columbia, Quebec, North Dakota, Texas, Florida, New York, England, Germany,

and Costa Rica.

• An active international presence through consulting and teaching contracts in locations

such as the United Arab Emirates, Pakistan, China, and India.

In addition to post-secondary and community programming, Georgian has historically had strong links to business and industry through its many co-operative education and field placement programs, advisory committees, and linkages to professional associations. Over the past ten years, these links have grown to include an ever-expanding circle of partnerships, resources, and services to all sectors of the business community.

Georgian’s Aviation Management three-year diploma program is designed to provide students with knowledge and hands-on experience in Aviation and Management as well as cooperative work experience. The program blends aviation, which gives students a solid understanding of the aviation industry in Canada and around the world, with management, which gives students an introductory understanding of management practices and procedures in order to be prepared for future promotional opportunities.

Students enrolled in the Aviation Management Program learn to interact as team members and team leaders, acquire strong interpersonal, communications, and time management skills, analyze, problem solve, and use critical thinking skills to solve a variety of problems, and demonstrate integrity and initiative required to meet professional challenges. In addition, they become aware of the attitudes, values, and ethics of good citizenship in the community and the workplace. Program graduates demonstrate the general management skills required in the aviation industry, understand aviation fundamental, operations, and terminology, and are able to apply current computer technology and technical equipment specific to the aviation industry.

Embry-Riddle is committed to reaching out to all those who have a desire to learn about aviation regardless of where they reside, whether in Canada, the United States, or Europe. The

Georgian College Aviation Management program’s goal is to prepare individuals for careers in the aviation industry with a solid, equally blended base of knowledge both in aviation and business that is supported by related co-op work experience. In order to meet this goal and to further enhance students’ entrance portfolios for the industry, Embry-Riddle and Georgian

College developed the previously-mentioned articulation agreement. As cited earlier in this section, both Embry-Riddle and Georgian College’s mission is to reduce the barriers⎯both financial and logistic⎯that prevent many of Georgian’s Aviation program students from completing their degrees at the Daytona Beach campus.

Our mutual goal is to offer the program’s fourth year on-site at Georgian College. This proposed initiative would benefit future Ontario aviation students and, due to ERAU and

Georgian’s images within the aviation industry, would attract students from other areas across the country, thereby expanding the base of the two programs.

Embry-Riddle’s Bachelor of Science in Technical Management and Georgian College’s

Aviation Management program are composed of a significant synthesis of applied learning and theory. The Bachelor of Science in Technical Management requires students to successfully complete a total of 120 semester hours. The existing articulation agreement specifies that

Georgian College’s three-year Aviation Management program provides 90 semester hours, leaving 30 semester hours to be fulfilled in the fourth year of study. The course structure for the fourth year of study is:

• College Algebra, Managerial Accounting, and Business Information Systems.

• Students will take seven courses from the following basket: Aviation Insurance, Aviation

Labor Relations, Personal Financial Planning, Principles of Aerospace Business Valuation,

Strategic Management of Technical Operations, Airport Management, Airport Planning

and Design Standards, Airline Management, Airport Administration and Finance, Aviation

Maintenance Management, Management of Production and Operations, Small Business

Management, Project Management in Aviation Operations, Trends and Current Problems

in Air Transportation, International Aviation Management, Management of the

Multicultural Workforce, Strategic Management of Technical Operations, Airline/Airport

Marketing.

Embry-Riddle’s fourth year of the Bachelor of Science degree in Technical Management builds on the strengths of Georgian College’s Aviation Management program and allows aviation students to access a higher level of education that ultimately produces more intellectually well-rounded graduates who have the ability to think critically and to solve problems. Graduates would be positioned to access growth opportunities that are currently available solely to holders of a degree-level education as well as to entry-level positions because many industry employers will not consider candidates without degrees.

The learning outcomes are designed to directly support and align with the high standards of the professional aviation management community. Graduates of the BSTM degree program will be provided with immediate productivity within their chosen area of technical expertise, as well as future career growth through a broad-based educational curriculum with an emphasis on communication and analytical skills. The program promotes ethical and responsible behavior among Technical Management graduates in the local, national, and international business arena, and in the local community at large.

The BSTM program develops mature and responsible graduates with a technical management perspective who are capable of examining, evaluating, and appreciating the economic, political, cultural, moral, and technological aspects of humankind and society, and to foster a better understanding of the free enterprise system and its social and economic benefits.

The program provides graduates with the knowledge of how to utilize state-of-the-art technology, which is needed to be successful in today's corporate and organizational environment through the application of computer models and software. The program also provides graduates with the critical thinking skills necessary to identify and address their own learning needs in changing circumstances and contingencies, and to select an appropriate program for additional study.

Graduates can expect to be employed in airline/airport management and planning, flight dispatch and government aviation agencies; specific companies may include NAV Canada,

Lester B. Pearson Airport and the Ministry of Natural Resources. Graduates may pursue further study to become Air Traffic Controllers, Commercial/Airline Pilots, and Flight Service

Specialists or obtain a Masters degree.

Co-operative education is an integral component of Georgian College’s Aviation

Management program and is designed to combine aviation and management studies with hands- on experience. Co-op enables students to apply academic concepts to real life situations, while making a worthwhile contribution on the job. Co-op work terms are one semester (four months) in length and occur during each of the three years the students are enrolled in the diploma program. Positions that students usually apply for are in (but not limited to) the areas of: Airport

Operations, Security, Noise Abatement, Emergency Planning, Ramp Attendant, Clerical

Positions, Pilot driver / Office Assistant, Aircraft Refueller, Customs and Cargo Assistant, and

Flight Following.

The co-operative education component that students experienced as a part of their diploma studies is enhanced in the fourth year of the degree program through their higher level of understanding of technical management in the aviation industry.

The accredidation granted to ERAU by the Southern Association of Colleges and Schools

Commission on Colleges ensures that the rigour of the BSTM is comparable to that of other similar institutions. The program is designed to facilitate further degree study at an advanced level at other post-secondary institutions should the graduate elect to do so. The program meets the requirements of the industry and also provides the credential that is recognized by the industry. ERAU regularly consults with partners in the industry to identify trends and educational needs.

Graduates can expect to be employed in airline/airport management and planning, flight dispatch and government aviation agencies; specific companies may include NAV Canada,

Lester B. Pearson Airport and the Ministry of Natural Resources. Graduates may pursue further study to become Air Traffic Controllers, Commercial/Airline Pilots, and Flight Service

Specialists or obtain a Masters degree.

Both Embry-Riddle’s and Georgian College’s continued success is attributable to many factors, including the academic excellence of their programs, the qualifications and commitment of their faculty and staff, and the academic experiences the students acquire. Both institutions are focused on student-centred learning, academic integrity, and academic excellence, which is formalized through academic policies and procedures based on accountability for academic standards and integrity of course credits and program credentials. The expectations of students, faculty, and staff are also formalized. Instructors must provide students with a copy of the current official course outline, which includes information on course evaluation. Instructors use formative and summative evaluation methods that directly measure these stated course learning objectives.

We estimate an enrolment of twenty-five full-time and five part-time students in the first year of program offering. Within four years, we predict a full-time enrolment of forty-five students and a part-time enrolment of ten students. Enrolment is non-cumulative as this application reflects the fourth year of study only. Faculty will be assigned to deliver instruction at a full-time student to full-time faculty ratio of 25:1 in year one and 28:1 by year four.

APPENDIX 3.1 PROGRAM ABSTRACT

This application proposes the on-site delivery of Year Four of Embry-Riddle’s Bachelor of Science in Technical Management program at Georgian College in Barrie, Ontario for graduates of Georgian’s Aviation Management diploma program.

The program will provide graduates with immediate productivity within the technical management field as well as opportunities for future career growth through a broad-based educational curriculum with an emphasis on communication and analytical skills.

Graduates would be positioned to access both entry-level and growth opportunities in airline/airport management, flight dispatch, and government agencies that currently consider only candidates with degrees.

APPENDIX 4.1 DEGREE-LEVEL SUMMARY

The proposed delivery at Georgian College of Year Four of Embry-Riddle Aeronautical University’s Bachelor of Science degree in Technical Management would ultimately prepare graduates with the sound theoretical and practical knowledge that is necessary to be effective in Canada’s aviation industry.

This fourth year of study will present the principal theories, processes, schemes, and applications Deleted: provided associated with the field of aviation technical management and will

• Incorporate an increasingly complex, higher-level blending of theory and application that builds upon the lab and co-operative work experiences acquired through prior diploma studies. • Foster higher-level analytical practices for evaluation of new information, reinforcing the ability to apply⎯and rationalize the use of⎯ideas and new techniques to the field. • Combine technical aviation studies with management studies to enhance understanding of the environment in which students will function as professionals and educated citizens. This includes direct instruction in other disciplines such as labour relations, managing a multicultural and diverse workforce, marketing, and international airport management.

The proposed delivery of the fourth year meets the knowledge and skill level requirements of the degree-level standard for a general baccalaureate degree. It builds upon a solid foundation of industry-relevant practical studies acquired through Georgian College’s Aviation Management program by providing learners, through academic classroom instruction delivered by masters- or doctoral-level professors, with opportunities to apply complex levels of theory and critical analysis to the aviation management field. The proposed degree will expose students to complex levels of the current issues, trends, and technologies related to their field and will prepare them to Deleted: , adopt proactive approaches in identifying and responding to changes in aviation management. This higher level of critical and analytical expertise will allow graduates to be able to evaluate, synthesize, and apply what they have learned to their chosen careers. While learners will receive an aviation management-specific education that prepares them for employment in the profession, they will also be equipped to pursue management careers in other professions and disciplines as well as aviation careers not specific to the management discipline, and can engage in further study at the graduate degree level. Deleted: business

APPENDIX 4.2 SAMPLES OF STUDENT WORK

N/A (this is a submission for a new program, not for a renewal of consent)

APPENDIX 5.1.1 PROGRAM ADMISSION REQUIREMENTS

Program Admission Requirements* Academic Possess a Georgian College Diploma in Aviation Management.

Related Work/Volunteer Three co-op work terms, as per requirements for a Georgian College Experience Diploma in Aviation Management. Other (e.g. portfolio, As per the terms of the Articulation Agreement. specialized testing, interview, G.R.E. etc.)

Extended Campus

EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

Bachelor of Science in Technical Management

Georgian College

1 Georgian Drive Barrie, ON L4M 3X9

Aviation Management

2003/2004

ARTICULATION AGREEMENT

It is indeed a pleasure to introduce this 2003/2004 Articulation Agreement between Embry- Riddle Aeronautical University and Georgian College. This Articulation Agreement is a cooperative agreement that facilitates the transfer of students from Georgian College to Embry- Riddle Aeronautical University. Courses are carefully reviewed and evaluated to insure that their content and course objectives are equivalent and will transfer to ERAU.

We hope you will carefully review the Articulation Agreement and take advantage of the comprehensive information you find in its pages.

If you require additional assistance, please contact your local Embry-Riddle representative, Dick Ouellette, 1 Georgian Drive, Barrie, ON L4M 3X9; (705) 728-1968 ext. 1419; [email protected]; or the Extended Campus Student Services Articulations Evaluator, Lesli Betts, at 1-800-522-6787 or [email protected].

Sincerely, Sincerely,

Robert E. Myers, Ph D., William N. Gordon, Ph.D., Chancellor Associate Vice-President Embry-Riddle Aeronautical University Institute of University Partnerships & Advanced Studies Georgian College

INTRODUCTION Embry-Riddle Aeronautical University is an independent, non-sectarian, non-profit, coeducational university with a history dating back to the early days of aviation. The University serves culturally diverse students motivated towards careers in aviation and aerospace. Residential campuses in Daytona Beach, Florida, and Prescott, Arizona, provide education in a traditional setting, while an extensive network of Extended Campus centers throughout the United States and abroad serves civilian and military working adults.

Embry-Riddle is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (1866 Southern Lane, Decatur, Georgia 30033-4097, Telephone: 404-679- 4501) to award degrees at the associate, bachelor's, and master’s levels.

The Extended Campus seeks to be the provider of choice of peerless academic degree and certificate programs, corporate training, and professional development services to working professionals and their employers in the aerospace and aviation industries. As a student-centered campus, we accomplish our mission by effectively developing, delivering, and continually assessing high-quality, high-demand, and highly relevant degree and non-degree professional programs through both face-to-face traditional classroom instruction and through asynchronous, interactive online delivery. In so doing, we enable professional working adult learners to advance their personal and career goals in ways that meet their needs regardless of geographic location or the constraints of time. The Extended Campus is organized under the direction of the Chancellor.

The size and geographic dispersion of the University coupled with a faculty that places teaching as their foremost activity, insures small class sizes and the opportunity for ample interaction between faculty and students.

It is the purpose of Embry-Riddle Aeronautical University to provide a comprehensive education to prepare graduates for productive careers and responsible citizenship with special emphasis on the needs of aviation, aerospace, engineering and related fields.

This Articulation Agreement in Aviation Management between Embry-Riddle Aeronautical University and Georgian College is designed to facilitate the transfer of students. Students who are intending to make the transfer under these programs, and others who might be advising those students should use this Articulation Agreement.

To be considered for admission, students transferring to Embry-Riddle Aeronautical University must have earned at least a minimum cumulative grade point average (CGPA) of 2.0 for all institutions attended to be considered for admission.

Even though transfer credit is awarded for a specific ERAU course as part of the Agreement, no assumption may be made that credit is awarded for any prerequisite course(s) to the ERAU course unless it is (they are) specifically part of this Agreement. A grade of “C” or better is required to be accepted as transfer credit.

It is important that the transfer student provide official transcripts as soon as possible for the timely evaluation and transfer of credits before actual enrollment in the University degree program.

All programs and courses listed in the ERAU catalog are not available at every Extended Campus center or distance learning.

The following is an overview of requirements for the 2003-2004 Bachelor of Science in Professional Aeronautics at ERAU:

AVIATION CONCENTRATION Credit from Aeronautical Science, Aviation Maintenance, (Minimum 18, maximum 36) 18 Aviation History in America, Air Traffic Control, and Safety GENERAL EDUCATION 36 Courses may include but are not limited to the following: Composition, Speech, Professional/Technical Writing, Oral 9 Communication Theory and Skills Communications, Interpersonal Communications *Studies in Cultural Aesthetics, Philosophical and Spiritual 3 Humanities Dimensions of the Human conditions *Economics, Psychology, Sociology, History, Geography, 3 Social Sciences Political Science

3 *Upper Level Hum or SS Literature, Logic, Religion, Anthropology, Government

3 Macro Economics

3 Computer Literacy Hands-on software application, Programming

3 Mathematics College algebra or higher

3 Statistics

3 Physical Science Astronomy, Chemistry, Zoology, Geology, Oceanography

3 Physics Quantum, Acoustic, Particle, Thermodynamic PROGRAM SUPPORT 15 Courses available at ERAU:

3 Aviation Legislation ASCI 254

3 Aviation Law ASCI 405

3 Micro Economics ECON 210

3 Principles of Management MGMT 201

3 Financial Accounting MGMT 210 Upper division courses in Aeronautical Science, Air Traffic PROFESSIONAL DEVELOPMENT 21 Control, Economics, Management, and Safety Upper division courses except those that would duplicate the UPPER DIVISION OPEN ELECTIVES 12 discipline used as the Aviation Area of Concentration LOWER LEVEL OPEN ELECTIVES Any courses except those that would duplicate the discipline (minimum 0, maximum 18) 18 used as the Aviation Area of Concentration TOTAL 120 At least twenty-five percent of the semester credit hours needed for degree completion must be earned through Embry-Riddle instruction.

The following is an overview of requirements for the 2003-2004 Bachelor of Science in Technical Management at ERAU:

TECHNICAL SPECIALTY Courses include but are not limited to the following: Aviation Maintenance Technology, Aeronautical Science, Air Traffic Control, Computer Science, Physical Science, Safety, Applied 15 Meteorology, Aviation Business GENERAL EDUCATION 36 Courses may include but are not limited to the following: Composition, Speech, Professional/Technical Writing, Oral 9 Communication Theory and Skills Communication, Interpersonal Communication * Studies in Cultural Aesthetics, Philosophical and Spiritual 3 Humanities Dimensions of the Human conditions. * Economics, Psychology, Sociology, History, Geography, 3 Political Science 3 Upper Level Hum or SS Literature, Logic, Religion, Anthropology, Government 3 Macro Economics 3 Computer Literacy Hands-on software application, Programming 6 Mathematics College algebra or higher 6 Physical Science Astronomy, Chemistry, Zoology, Geology, Oceanography PROGRAM SUPPORT Courses available at ERAU: 3 Macro Economics ECON 211 3 Statistics MATH 211 OR MATH 222 BUSINESS CORE 33 Courses available at ERAU: 3 Principles of Mgmt MGMT 201 Principles of Management 3 Financial Accounting MGMT 210 Financial Accounting 3 Advanced Computer Based Systems MGMT 221 Adv Computer Based Systems 3 Marketing MGMT 311 Marketing 3 Managerial Accounting MGMT 312 Managerial Accounting 3 Human Resource Mgmt MGMT 314 Human Resource Management 3 Organizational Behavior MGMT 317 Organizational Behavior 3 Business Information Systems MGMT 320 Business Information Systems Social Responsibility and Ethics in 3 Management MGMT 325 Social Responsibly & Ethics Management 3 International Business MGMT 335 International Business 3 Business Law MGMT 390 Business Law TECHNICAL MANAGEMENT CORE 12 Upper division courses in Management OPEN ELECTIVES 9 Upper division courses OPEN LECTIVES 9 Courses from any discipline TOTAL 120 At least twenty-five percent of the semester credit hours needed for degree completion must be earned through Embry- Riddle instruction.

Transfer Table Articulation Agreement The successful completion of the following Georgian College Aviation Management courses will transfer to the ERAU Technical Management program if in accordance with the 2003/2004 articulation agreement.

Sem. Embry-Riddle Aeronautical University Bachelor of Science in Technical Sem. Georgian College Aviation Management Hrs. Management degree program requirements. Hrs.

COURSE NUMBER/TITLE COURSE NUMBER/TITLE BS

TECHNICAL SPECIALTY 15 ~TECHNICAL SPECIALTY

AVIA 2000 Aircraft Characteristics (3) 3 AVIA 1003 Airport Management (3) 3 TECHNICAL SPECIALTY: Courses include but are not limited to the following: Aviation Maintenance Technology, Aeronautical Science, Air AVIA 3001 Airport Planning (3) 3 Traffic Control, Computer Science, Physical Science, Safety, Applied AVIA 2002 Navigation & Navigation Aids (3) 3 Meteorology, Aviation Business, Logistics, Occupational Safety & Health and Professional Valuation. 3 AVIA 3002 Emergency Planning and Security (3)

GENERAL EDUCATION 36 GENERAL EDUCATION 3

COMMUNICATION THEORY & SKILLS ( 9 ) Choose 3: COMM 1000 College Communications OR 3 COMM 1001 Communications at Work (3) OR 3 Embry-Riddle courses in the general education categories Communication COMM 1005 Prof. Writing (3) OR COMM 1007 Oral Presentations (3) 3 Theory and Skills, Humanities and Social Sciences may be chosen from those listed below, assuming prerequisite requirements are met. MATHEMATICS (College Algebra or Higher) ( 6 )

MATH 1008 Intro to Bus/Tech Math (3) or MATH 1006 Math for Tech (3) 3 course to be taken with ERAU COMPUTER SCIENCE ( 3 ) Communication Theory & Skills 9 COMP 2022 Computer Applications (3) 3 Mathematics (College Algebra or Higher) 6 PHYSICAL AND LIFE SCIENCES ( 6 ) Computer Science 3 AVIA 2005 Intro to Aerodynamics (3) 3 Physical & Life Sciences 6

METE 2000 Meteorology w/Lab 3 Humanities - Lower Level Course 3 HUMANITIES - LOWER LEVEL ELECTIVE ( 3 ) Social Sciences - Lower Level Course 3 see list (# or selected courses from ## list) 3 ECON 210 Microeconomics 3 Humanities/Social Science Upper Level 3 SOCIAL SCIENCES - LOWER LEVEL ELECTIVE (One must be economics) ( 6 ) SOCL 1000 Intro to Sociology (3) 3 ECON 1000 Microeconomics (3) 3

HUMANITIES/SOCIAL SCIENCES - UPPER LEVEL ELECTIVE ( 3 )

## see list 3

PROGRAM SUPPORT 6 PROGRAM SUPPORT

ECON 2000 Macroeconomics (3) 3 ECON 211 MACROECONOMICS 3

MATH 211 STATISTICS W/ AVIATION APPLICATIONS STAT 2002 Applied Statistics (3) 3 3 -OR- MATH 222 BUSINESS STATISTICS

BUSINESS CORE: 33 BUSINESS CORE: 6

MGMT 3003 Mgt. & Planning Principles (3) 3 MGMT 201 PRINCIPLES OF MANAGEMENT 3 ACCT 1004 Intro to Accounting (3) 3 MGMT 210 FINANCIAL ACCOUNTING 3 COMP 1010 Computer Applications II (3) 3 MGMT 221 ADVANCED COMPUTER BASED SYSTEMS 3 MKTG 1000 Intro to Marketing (3) 3 MGMT 311 MARKETING 3 Course to be taken with ERAU MGMT 312 MANAGERIAL ACCOUNTING 3 BUSI 3001 Supervision (3) 3 MGMT 314 HUMAN RESOURCE MANAGEMENT 3

HURM 1000 Hum. Res. Mgmt. (3) or GNED 1005 Hum. Behavior/Workplace 3 MGMT 317 ORGANIZATIONAL BEHAVIOR 3

Course to be taken with ERAU MGMT 320 BUSINESS INFORMATION SYSTEMS 3 MGMT 325 SOCIAL RESPONSIBILITY & ETHICS IN GNED 2057 Contemporary Social Issues (3) 3 3 MANAGEMENT AVIA 3005 International Aviation & Mgt. (3) 3 MGMT 335 INTERNATIONAL BUSINESS 3 LAWS 3002 Aviation Law (3) 3 MGMT 390 BUSINESS LAW 3

TECHNICAL MANAGEMENT CORE: (300-400 Upper Level TECHNICAL MANAGEMENT CORE: (300- 12 Management courses) 400 Upper Level Management courses) 12

Must be completed with ERAU to meet the residency requirements to graduate. Choose from the attached list.

OPEN ELECTIVES (Upper Level) (300-400): 9 OPEN ELECTIVES (Upper Level) (300-400): 9

Must be completed with ERAU to meet the residency requirements to graduate. Choose from the attached list.

OPEN ELECTIVES (Lower Level): 9 OPEN ELECTIVES (Lower Level):

any non-duplicating college level course 9

TOTALS CREDITS NEEDED 30 TOTAL CREDITS TRANSFERRED 90 TOTAL CREDITS TRANSFERRED 90 TOTAL ERAU DEGREE REQUIREMENTS 120

## Upper Level Humanities/Social Science Technical Management Core Requirements : Requirements (to be taken at Georgian) (to be taken at ERAU)

Course Course Number Course Title Credit List of courses to choose from to satisfy the Technical Management Core (12) and Upper Level Open Elective (9 hrs.) requirements: # or ## GNED A History of Illustrative and Graphic Course Course 3 2041 Arts Number Course Title Credit # or ## GNED Analyzing Ethical Issues 3 2015 MGMT 322 Aviation Insurance 3 # or ## GNED At the Movies 3 2033 MGMT 324 Aviation Labor Relations 3 ## GNED 2011 Canada And World Affairs 3 MGMT 333 Personal Financial Planning 3 # or ## GNED Comparative Religion 3 2009 MGMT 340 Principles of Aerospace Business Valuation 3 ## GNED 2037 Consumer Psychology 3 MGMT 406 Strategic Management of Technical Operations 3 # or ## GNED Contemporary & Popular Fiction 3 2019 MGMT 408 Airport Management 3 # or ## GNED Creative Writing 3 2020 MGMT 412 Airport Planning and Design Standards 3 ## GNED 2012 Criminology 3 MGMT 415 Airline Management 3 ## GNED 2007 Cultural Anthropology 3 MGMT 418 Airport Administration and Finance 3 ## GNED 2021 Family Sociology 3 MGMT 419 Aviation Maintenance Management 3 ## GNED 2022 Globalization: A Brave New World 3 MGMT 420 Management of Production and Operations 3 ## GNED 2010 International Political Issues 3 MGMT 421 Small Business Management 3 # or ## GNED Introduction to Modern Art 3 2031 MGMT 424 Project Management in Aviation Operations 3 Trends and Current Problems in Air ## PSYL 1002 Introduction to Psychology 2 3 MGMT 425 Transportation 3 ## SOCL 1001 Introduction to Sociology 2 3 MGMT 426 International Aviation Management 3 # or ## GNED Introduction to Western Art History 3 2002 MGMT 427 Management of the Multicultural Workforce 3

# or ## GNED Media and Society 3 2034 MGMT 436 Strategic Management of Technical Operations 3 # or ## GNED Modern Art in North America Since 3 2042 1945 MGMT 450 Airline/Airport Marketing 3 # or ## GNED Native Literature in Canada 3 2018 ## GNED 2016 Social Psychology 3 # Lower Level Humanities Requirements (to be taken at Georgian) The Archeology and Culture of the ## GNED 2000 3 Ancient Egyptians The following courses may be used to satisfy the lower level humanities ## GNED 2058 Understanding American Politics 3 requirements # or ## GNED Women in Literature 3 2013 # GNED 1034 The Role of Music in Our Lives 3 # GNED 1017 Understanding Art 3 # may be used to satisfy the 3 hour lower level Humanities Requrement ## may be used to satisfy the 3 hour upper level Humanities/Social Science Requirements must be 2 different courses, one course will not satisfy both the upper lever Humanities/Social Science and Lower Level Humanities requirements

APPENDIX 5.1.2 MATURE STUDENTS POLICY

Entry requirements for all students, regardless of age, into the program proposed in this document are subject to the terms of the Articulation Agreement, which states.

It is important that the transfer student provides official transcripts as soon as possible for the timely evaluation and transfer of credits before actual enrollment in the University degree program.

APPENDIX 5.2.1 CREDIT TRANSFER/RECOGNITION POLICY

Entry requirements for all students into the program proposed in this document are subject to the terms of the Articulation Agreement, which states:

APPENDIX 5.2.2 ADVANCED PLACEMENT

Entry requirements for all students into the program proposed in this document are subject to the terms of the Articulation Agreement, which states:

APPENDIX 5.2.3 DEGREE COMPLETION

Students holding a Georgian College diploma will enter the fourth year of the degree program with 90 credits hours, as per the terms of the Articulation Agreement:

The following is an overview of requirements for the 2003-2004 Bachelor of Science in Technical Management at ERAU:

TECHNICAL MANAGEMENT CORE 12 Upper division courses in Management OPEN ELECTIVES 9 Upper division courses OPEN LECTIVES 9 Courses from any discipline TOTAL 120 At least twenty-five percent of the semester credit hours needed for degree completion must be earned through Embry- Riddle instruction.

Sem. Embry-Riddle Aeronautical University Bachelor of Science in Technical Sem. Georgian College Aviation Management Hrs. Management degree program requirements. Hrs.

COURSE NUMBER/TITLE COURSE NUMBER/TITLE BS

TECHNICAL SPECIALTY 15 ~TECHNICAL SPECIALTY

GENERAL EDUCATION 36 GENERAL EDUCATION 3

HUMANITIES/SOCIAL SCIENCES - UPPER LEVEL ELECTIVE ( 3 )

## see list 3

PROGRAM SUPPORT 6 PROGRAM SUPPORT

ECON 2000 Macroeconomics (3) 3 ECON 211 MACROECONOMICS 3

MATH 211 STATISTICS W/ AVIATION APPLICATIONS STAT 2002 Applied Statistics (3) 3 3 -OR- MATH 222 BUSINESS STATISTICS

BUSINESS CORE: 33 BUSINESS CORE: 6

HURM 1000 Hum. Res. Mgmt. (3) or GNED 1005 Hum. Behavior/Workplace 3 MGMT 317 ORGANIZATIONAL BEHAVIOR 3

TECHNICAL MANAGEMENT CORE: (300-400 Upper Level TECHNICAL MANAGEMENT CORE: (300- 12 Management courses) 400 Upper Level Management courses) 12

Must be completed with ERAU to meet the residency requirements to graduate. Choose from the attached list.

OPEN ELECTIVES (Upper Level) (300-400): 9 OPEN ELECTIVES (Upper Level) (300-400): 9

Must be completed with ERAU to meet the residency requirements to graduate. Choose from the attached list.

OPEN ELECTIVES (Lower Level): 9 OPEN ELECTIVES (Lower Level):

any non-duplicating college level course 9

TOTALS CREDITS NEEDED 30 TOTAL CREDITS TRANSFERRED 90 TOTAL CREDITS TRANSFERRED 90 TOTAL ERAU DEGREE REQUIREMENTS 120

## Upper Level Humanities/Social Science Technical Management Core Requirements : Requirements (to be taken at Georgian) (to be taken at ERAU)

APPENDIX 5.2.4 GAP ANALYSIS

The articulation agreement (a full copy of which is available in Appendix 5.1.1) was designed to ensure that no gaps in knowledge exist between the diploma program and the degree program.

APPENDIX 5.2.5 BRIDGING COURSES

Not applicable.

APPENDIX 5.3 PROMOTION AND GRADUATION REQUIREMENTS POLICY

Program Requirement Level of Achievement Promotion Credits Needed for Graduation General Education Pass/Fail 36 Credits Specialty Courses Pass/Fail 15 Credits Business Core Pass/Fail 33 Credits Electives Pass/Fail 12 Credits Open Electives Pass/Fail 18 Credits Program Support Pass/Fail 6 Credits Overall Achievement 120 Credits Total

TECHNICAL MANAGEMENT Bachelor of Science or Associate in Science In the Technical Management degree program, students learn how to apply specific management skills to their technical specialty. Also available is a specialization in Logistics, Occupational Safety and Health, and Professional Valuations. The BSTM allows a minimum of 15 semester hours earned in a technical area or through CLEP, DANTES, military or industrial education programs recognized by the American Council on Education.

DEGREE REQUIREMENTS B.S. Technical Specialty or Minor 15

GENERAL EDUCATION Embry-Riddle courses in the general education categories of Communication Theory and Skills, and Humanities and Social Sciences may be chosen from those listed below, assuming prerequisite requirements are met. Courses from other institutions are acceptable if they fall into these broad categories and are at the level specified.

Communication Theory & Skills (9) Mathematics (6) Computer Science (3) Physical and Life Sciences (6) Humanities - Lower-level course (3) Social Sciences - Lower-level courses (3) ECON 210 Microeconomics (3) Humanities/Social Sciences - Upper-level Course (3)

Total Credits 36

PROGRAM SUPPORT

Course Title (Credits) ECON 211 Macroeconomics (3) MATH 211 Statistics with Aviation Applications OR MATH 222 Business Statistics (3)

Total Credits 6

BUSINESS CORE

Course Title (Credits) MGMT 201 Principles of Management (3) MGMT 210 Financial Accounting (3) MGMT 221 Advanced Computer Based Systems (3) MGMT 311 Marketing (3) MGMT 312 Managerial Accounting (3) MGMT 314 Human Resource Management (3) MGMT 317 Organizational Behavior (3) MGMT 320 Business Information Systems (3) MGMT 325 Social Responsibility and Ethics in Management (3) MGMT 335 International Business (3) MGMT 390 Business Law (3)

Total Credits 33

MANAGEMENT ELECTIVES: (12) 300-400 upper-level Management courses.

OPEN ELECTIVES (Upper-Level): (9) 300-400 Level Courses

OPEN ELECTIVES (Lower-Level): (9)

TOTAL DEGREE REQUIREMENTS 120

APPENDIX 6.1.1 PROGRAM ADVISORY COMMITTEE MEMBERSHIP

Embry-Riddle

Not applicable.

Georgian College

NAME Chris Adams OCCUPATION/JOB TITLE Current Student, Aviation Management Program RELATED CREDENTIALS Aviation Management diploma, in progress PROFESSIONAL AFFILIATIONS Advisory Committee Member, Aviation Management Program, Georgian College NAME OF EMPLOYER N/A

NAME Chris Drumm OCCUPATION/JOB TITLE Assistant Airport Manager RELATED CREDENTIALS Aviation Management diploma – Georgian College Canadian Flyers International – pilot licence PROFESSIONAL AFFILIATIONS Advisory Committee Member, Aviation Management Program, Georgian College Member of Airport Management Conference of Ontario NAME OF EMPLOYER Lake Simcoe Regional Airport

NAME: Captain Brad J A Fowles OCCUPATION / JOB TITLE: Program Manager Safety Oversight, Civil Aviation Inspector, Aerodromes and Air Navigation Branch RELATED CREDENTIALS: Airline Transport pilot – Fixed Wing Commercial Pilot – Rotary Wing Canadian Armed Forces Commissioned Member Engineering and Production Test Pilot for Boeing/de Havilland Aircraft Aviation Safety and Security Certificate, Aviation Institute, George Washington University Safety Management Systems Course, Transport Canada Qualification on Airbus A-320, CAE Corporation High Altitude Aeromedical Training, Defense and Civil Institute of Environmental Medicine Airport Disaster and Emergency Planning training PROFESSIONAL AFFILIATIONS: Occupational Safety and Health Chairman Member, NASA Dryden Flight Test Safety Handbook Data Management Group Member, Society of Experimental Test Pilots, Flight Safety Committee Member, National Air Disaster Alliance/Foundation Member Canadian Aeronautics and Space Institute Member, Canadian Armed Forces CFB Toronto Flight Safety Committee Advisory Committee Member, Aviation Management Program, Georgian College NAME OF EMPLOYER: Transport Canada Civil Aviation

NAME Tim Grubb OCCUPATION/JOB TITLE Current Student, Aviation Management Program RELATED CREDENTIALS Aviation Management diploma, in progress

PROFESSIONAL AFFILIATIONS Advisory Committee Member, Aviation Management Program, Georgian College NAME OF EMPLOYER N/A

NAME Rodney Jones OCCUPATION/JOB TITLE Executive Director RELATED CREDENTIALS PROFESSIONAL AFFILIATIONS Advisory Committee Member, Aviation Management Program, Georgian College NAME OF EMPLOYER Ontario Aerospace Council

NAME Stephanie Jones OCCUPATION/JOB TITLE Current Student, Aviation Management Program RELATED CREDENTIALS Aviation Management diploma, in progress PROFESSIONAL AFFILIATIONS Advisory Committee Member, Aviation Management Program, Georgian College NAME OF EMPLOYER N/A

NAME Lt Col Harvey Kowal OCCUPATION/JOB TITLE Commandant RELATED CREDENTIALS B Eng (Mechanical) – Royal Military College, Kingston Masters Aerospace Engineering, University of Tennessee Space Institute (UTSI) Masters, Defence Studies – Royal Military College, Kingston PhD Aerospace Engineering, University of Tennessee Space Institute (UTSI) Qualified Flight Test Engineer Licensed Professional Engineer PROFESSIONAL AFFILIATIONS Member, Board of Directors, Canadian Aviation Maintenance Council (CAMC) Chair, Advisory Committee, Aviation Management Program, Georgian College NAME OF EMPLOYER Canadian Forces School of Aerospace Technology and Engineering (CFSATE)

NAME Sandi London OCCUPATION/JOB TITLE Director, Small Airports RELATED CREDENTIALS MA Transportation, Carleton University PROFESSIONAL AFFILIATIONS Member, IAAE Canada Advisory Committee Member, Aviation Management Program, Georgian College NAME OF EMPLOYER Canadian Airports Council

NAME Wil Macmillan OCCUPATION/JOB TITLE Manager, Apron Relations RELATED CREDENTIALS Air Carrier Management and Operations Diploma, Georgian College Military Helicopter Pilot PROFESSIONAL AFFILIATIONS GTAA Noise Management Committee Member Member, IAAE Advisory Committee Member, Aviation Management Program, Georgian College

NAME Ann McAfee OCCUPATION/JOB TITLE Secretary / Manager RELATED CREDENTIALS Not currently available; in process of collecting this information PROFESSIONAL AFFILIATIONS Advisory Committee Member, Aviation Management Program, Georgian College NAME OF EMPLOYER Airport Management Conference of Ontario

NAME Doug Mein OCCUPATION/JOB TITLE Associate Director – Air Navigation Services & Airspace RELATED CREDENTIALS Not currently available; in process of collecting this information PROFESSIONAL AFFILIATIONS Honorary Consultant, Aviation Study Group – Oxford University Past Chair, Canadian Aviation Institute – Georgian College Advisory Committee Member, Aviation Management Program, Georgian College NAME OF EMPLOYER Transport Canada Headquarters

NAME William R Newman OCCUPATION/JOB TITLE Director, Strategic Plans and Programs RELATED CREDENTIALS BA, Political Science & History – Carleton University Accredited Airport Executive (AAE) – International Association of Airport Executives PROFESSIONAL AFFILIATIONS Member, International Association of Airport Executives (IAAE) Advisory Committee Member, Aviation Management Program, Georgian College Toronto Pearson International Airport Crisis Support Team NAME OF EMPLOYER Greater Toronto Airports Authority

NAME Matthew Phillips OCCUPATION/JOB TITLE Current Student, Aviation Management Program RELATED CREDENTIALS Aviation Management diploma, in progress PROFESSIONAL AFFILIATIONS Advisory Committee Member, Aviation Management Program, Georgian College NAME OF EMPLOYER N/A

NAME Glenn Priestley OCCUPATION/JOB TITLE Vice President, Fixed-Wing Air Taxi and Flight Training RELATED CREDENTIALS Not currently available; in process of collecting this information PROFESSIONAL AFFILIATIONS Member, Canadian Aviation Regulation, Part 4 Technical Committee on Flight Training and Licensing Member, CARAC Tech Committee, Part 7 Air Carrier Operations Member, Ministers’ Advisory Council, International Student Immigration Member, Advisory for the National Transportation Skills Development Focum Member, Transport Canada ICAO Annex 164 Aviation English Language Proficiency Study Group Founding member, Dangerous Goods Public Awareness Committee • Advisory Committee Member, Aviation Management Program, Georgian College NAME OF EMPLOYER Air Transport Association of Canada

NAME Tony Russell OCCUPATION/JOB TITLE Senior Vice President RELATED CREDENTIALS BSc, Civil Engineering – Queen’s University, Belfast MSc, Transportation Engineering – University of Leeds, England PROFESSIONAL AFFILIATIONS Professional Engineer, Ontario Institution of Civil Engineers, UK Council of Engineering Institutions, UK Republic of Kenya, Registered Engineer Advisory Committee Member, Aviation Management Program, Georgian College NAME OF EMPLOYER Hatch Mott MacDonald

NAME Michael R Stephenson OCCUPATION/JOB TITLE Regional Director – Civil Aviation RELATED CREDENTIALS Airline Transport Pilot type rated on a number of aircraft including the Lear Jet 25 and 35 series, Falcon 20, Citation 550, Hawker Siddley 748, Hawker Siddley 125, Bombardier's Dash 8, and the Boeing 737 Civil Aviation Inspector, Transport Canada Flight Test Examiner, Transport Canada • Chief Flight Instructor PROFESSIONAL AFFILIATIONS Advisory Committee Member, Aviation Management Program, Georgian College Aviation Management Advisory Board, The University of Western Ontario Transport Canada Steering and Advisory Committees NAME OF EMPLOYER Transport Canada

NAME Todd Tripp OCCUPATION/JOB TITLE Not currently available; in process of collecting this information RELATED CREDENTIALS Not currently available; in process of collecting this information PROFESSIONAL AFFILIATIONS Advisory Committee Member, Aviation Management Program, Georgian College NAME OF EMPLOYER Air Canada

NAME Barry Wiszniowski OCCUPATION/JOB TITLE Chair, Technical and Safety – Toronto RELATED CREDENTIALS Aviation Technology Diploma, Selkirk College Person Responsible for Maintenance (PRM), Technical Dispatch Training, Georgian College Accident Investigation for Aircrew and Operations Executives, Cranfield University Company Check Pilot Course Transport Canada Company Aviation Safety Officer Course Canadian Forces School of Aerospace and Ordinance Engineering Airline Transport Pilot Aviation Safety Consultant Aircraft Accident Investigator PROFESSIONAL AFFILIATIONS Vice President Canadian Society of Air Safety Investigators Member, International Society of Air Safety Investigators (ISASI) Chair, Technical and Safety – Toronto Base, Air Canada Pilots’ Association Advisory Committee Member, Aviation Management Program, Georgian College

Member of the Canadian Aviation Regulation Advisory Committee (CARAC) Working Group on Meteorological Observation and Reporting Member of the Canadian Aviation Regulation Advisory Committee (CARAC) Working Group on Aircraft Survivability Participating committee member of the Greater Toronto Airport Authority (GTAA) noise abatement group. NAME OF EMPLOYER Air Canada Pilots Association

NAME Chris Wood OCCUPATION/JOB TITLE Manager, Corporate Strategic Planning RELATED CREDENTIALS Airport Management and Operations, Georgian College Private pilot PROFESSIONAL AFFILIATIONS International Association of Airport Executives (IAAE) Canada Member – candidate to become accredited member Advisory Committee Member, Aviation Management Program, Georgian College NAME OF EMPLOYER Greater Toronto Airport Authority

Mandate of the Committee (As per Guidelines for Members of Georgian College Advisory Committees)

Georgian College has the benefit of over 40 program and community advisory committees and special interest advisory committees. Program advisory committees provide advice on existing programs and the development of new, related programs. Community advisory committees bring together community leaders to identify learning needs and opportunities at each regional and main campus.

It is expected that the membership of each advisory committee is representative of all constituent groups related to the respective industry, community, and/or specific initiative being served by that committee. An “academic link” (e.g., high school or university repsentative) adds value as a member as does an alumnus from the respective program.

Georgian’s ongoing success is contingent on maintaining current relationships and forging new alliances with employers and community leaders to ensure the curriculum is relevant and responsive to emerging workplace trends. The existence of a progressive advisory committee enables the College to remain competitive and innovative in the development of new and existing programs and courses. The College must always be aware of emerging technologies and trends. The College must aggressively seek and develop new funding sources. The College must continue to play a leadership role in its contribution to the community and industry. The role of each advisory committee member, therefore, is to ensure this overall vision is maintained and nurtured.

Terms of Reference:

Membership. Although a minimum of at least five members is required to form an advisory committee, normally membership is in the order of 10 or more people. Nominations for membership can be made by the committee, its individual members, or by College employees. Nominated members for program advisory committees are approved for appointment by the Board of Governors. Nominated members for community advisory committees can be appointed by the College President or designee. The maximum

term or membership is three years, subject to renewal with the approval of the Vice President, Academic.

Voting members are expected to regularly attend the committee meetings. Absences by voting members for two consecutive meetings will be reviewed and addressed by the Advisory Committee Chair and the respective Dean or Campus Manager. Voting members are appointed from among the following:

representative employers social and government agencies professional associations graduates trade unions or employee associations students other educational institutions

They also possess the following characteristics:

recognized by peers and associates as significant contributors to both career and profession prepared to devote time and energy to a community service capable of independent action and advice separate from that of a particular interest group capable of advising in the overall interest of the College.

The Chair will be a current member of the program advisory committee, elected by the existing membership for a maximum of three years, subject to renewal with the approval of the Vice President, Academic. Chairs of campus advisory committees may be elected by the existing membership or appointed by the President or designee.

The President or Vice President, Academic, the appropriate Dean, Campus Manager, and all College Governors are non-voting members of all advisory committees. College personnel are encouraged to attend advisory committee meetings in a non-voting capacity (i.e., they do not vote, present mtions or amendments to motions). They are, however, prequently requested to makek presentations, act as a resource, and contribute to the effective operation of the committee.

Communications.

Members are encouraged to regularly access the Georgian College website for newsletters, publications, updates, etc. Program areas will set up electronic distribution lists of advisory committee members so members can communicate frequently or as needed electronically amongst each other. The Office of the Vice President, Academic will set up electronic distribution lists of all advisory committee Chairs to allow greater access of communicating with each other. The Vice President, Academic wil organize one meeting annually, inviting all advisory committee Chairs to discuss current issues and future trends related to learning and the learner.

Meetings/Format:

Advisory committee meetings will be held a minimum of two times per year, at the call of the Chair. A Chair will be elected for each advisory committee at the end or beginning of the academic year. A member of the College staff wil act as secretary to the committee. The Chair of the advisory committee, in conjunction with the Dean/Campus Manager, will be responsible for the preparation of meeting agendas. The meeting agenda must focus on the College receiving advice and direction from the committee membership. All College reports must therefore be submitted with the agenda prior to the meeting day, or be attached with the previous meeting minutes. Action from the meeting scan be pursued through the development of sub-committees and work teams, depending on the life expectancy of the topic or issue. For example, an Alumni sub- committee may be permanent, whil a focused work team may be organized to response to a specific promotional event, capital campaign, or other current issue. A simple majority comprises a quorum on advisory committees. Minutes of meetings will be distributed to each committee member prior to the next regularly scheduled meeting.

Relationship of Committee’s decisions and recommendations to the program decisions made by the organization (As per Guidelines for Members of Georgian College Advisory Committees)

In meeting the challenge presented by this definition of role, an advisory committee should regard itself as accountable for:

1. Advising the College faculty, students, and administration on matters related to program (e.g., design, content, resources, graduate profile, environmental scan), community (e.g., campus relations, course offerings, promotion, resources), and other initiatives. 2. Reporting annually to the Board of Governors on matters related to committee progress and ongoing activities. These annual Chairs’ reports will be compiled and a summary distributed to all Advisory Committee Chairs. 3. Advising the College on the suitability of facilitites and learning resources including equipment related to the learning process and assisting in obtaining those resources for the program. 4. Reporting on the availability and suitability of College service resources and industry support for all work experience components (e.g., Co-op, clinical, field placement, and apprenticeship). 5. Advising on human resources expertise related to current and future requirements. 6. Assisting in obtaining student awards, scholarships, and bursaries. 7. Maintaining an active public relations profile for the program and the College within industry and the community at large.

8. Ensuring that there is an ongoing public awareness of current and emerging career opportunities in the industry/sector. 9. Encouraging programs to reflect the changing roles of women and men in our society. 10. Supporting the development of a multicultural perspective across courses and programs within the College. 11. Encouraging all students and graduates to be accountable, corporate citizens within their respective communities.

APPENDIX 6.1.2 PROGRAM ADVISORY COMMITTEE MINUTES

Embry-Riddle

Not applicable.

Georgian College

The official motion:

Dated January 28, 2005

Moved by Lt. Col. Harry Kowal, seconded by Chris Drumm,

THAT the Members of the Canadian Aviation Institute - Georgian College, unanimously endorse a submission to the Post Secondary Education Quality Assessment Board to offer on site the fourth year of Embry-Riddle's Bachelor of Science – Technical Management Degree (Aviation) upon successful completion of Georgian College's Aviation Management Diploma.

CARRIED.

Previous minutes also contain records of the discussion leading up to the official motion being carried. The dates of these official minutes are as follows:

March 5, 2004 October 3, 2003 May 30, 2003 February 28, 2003

APPENDIX 6.2.1 CURRENT PROFESSIONAL/ACCREDITATION OR OTHER REQUIREMENTS

APPENDIX 6.2.2 LETTERS OF SUPPORT: PROFESSIONAL/ACCREDITATION OR OTHER REQUIREMENTS

Letters of support follow from:

• Canadian Forces School of Aerospace, Technology and Engineering • Ontario Aerospace Council • Adacel, Inc. • Acres International Limited • Anthony F. D. Russell, P. Eng. • Transport Canada Safety and Security, Civil Aviation • Lake Simcoe Regional Airport • Jeffrey W. Spong • Brian Tamblyn • The Boeing Company • Thomas Freeland, CAPT, USN (Ret.) • Christopher M. Merry • Donald N. Langenberg • Dick Chilcoat • W. Jay Lovelace • Jeffrey W. Clapper • Peggy J. Carlton

Office of the President

May 16, 2005

The Honourable Mary Anne Chambers Minister of Training, Colleges and Universities Mowat Block, Queen’s Park 900 Bay Street Toronto, ON M7A 1L2

Dear Minister:

I am delighted to support Embry-Riddle Aeronautical University in its application to offer the fourth year of its Bachelor of Science degree in Technical Management at Georgian College to graduates of our Aviation Management Program. This program follows the terms of an existing articulation agreement between our institutions but proposes to deliver the program at Georgian College rather than at Embry-Riddle’s Daytona Beach campus to which Georgian graduates have had to travel.

Georgian College takes considerable pride in the provincial, national, and international partnerships that we have developed over the past number of years, and our long-standing articulation agreement with Embry-Riddle Aeronautical University (arguably the world’s leading aeronautical university) is a stellar example of a successful strategic alliance in higher education. While this agreement has in the past provided our graduates with an opening to advanced-level studies in their field through degree completion at Embry-Riddle’s Daytona Beach campus, most students are not able to relocate to pursue this opportunity. Approval of the on-site degree program will ultimately result in larger numbers of aviation graduates entering the workforce with a higher level of education that will provide even greater opportunity and promise for Ontario’s continued economic growth in the vital aviation industry.

We are most appreciative of your provincial leadership, Minister, on the promotion of innovative partnerships in higher education and thank you for providing me the opportunity to express my enthusiasm and wholehearted support in this important endeavour.

Sincerely,

Brian G. Tamblyn President and CEO

TO: ERAU/OKC

FROM: Peggy J. Carlton

REF: Letters of Support for BSTM

I am writing this letter in regards to my Bachelor’s Degree I obtained from ERAU – OKC in 2004 (BSTM with a Minor in Aviation Safety). This degree has not only given me a new vote of confidence in myself, but it has also taken me to a new height and next level in my career. A couple of months ago I was promoted to a supervision level, and without this degree it would not have happened.

When I was looking at options before I had decided to go to ERAU everyone was turning me down and giving me no hope at all at transferring in my credits. ERAU worked with me and the BSTM was the one and only program that was able to fit in the majority of my previously obtained credits and allow me to continue on the schedule I was already working towards.

Thanks to this program at ERAU I am now steps ahead and a much better person and manager for it. I also have had the ability and confidence to move forward and am now working on my Master’s Degree, which I will complete in 2006.

I am proud to say that at 41 years of age, I am the very first person in my family as far back as I have been able to trace it that has ever attended and graduated from college!

Thank you ERAU for this opportunity and for this wonderful program.

Peggy J. Carlton 10 Mar 05

APPENDIX 6.3.1 PROGRAM LEVEL LEARNING OUTCOMES

Program Level Learning Outcomes Program requirement(s), or segments of requirements, that contribute to this outcome To provide graduates of the Bachelor of Science in The BSTM program is designed to prepare Technical Management degree program with students for professional careers. In the immediate productivity within their chosen area of technical management degree program, students technical expertise, as well as future career growth learn how to apply specific management skills through a broad-based educational curriculum with to their technical specialty. The program an emphasis on communication and analytical skills. provides general education curriculum, math, science, physical, and life sciences and social sciences, communication and decision making skills for future growth. Technical expertise is gained through the technical specialty or minor.

To promote ethical and responsible behavior among The program curriculum provides for specific Technical Management graduates in the local, courses in social responsibility and ethics, national, and international business arena, and in the principles of management, human resource local community at large. management, international business, organizational behavior, and business law. Social responsibility and ethics provides a comprehensive inquiry into the major components of social responsibility and a study of moral and ethical issues that relate to problems in business. Focus is on the economic, legal, political, ethical, and societal issues involving the interaction of business, government, and society.

To develop mature and responsible graduates with a The BSTM degree program is designed to technical management perspective who are capable prepare students for professional careers and of examining, evaluating, and appreciating the develops the student's ability to evaluate the economic, political, cultural, moral, and moral aspects of humankind and society. The technological aspects of humankind and society, and program is structured to require 120 credit hours to foster a better understanding of the free enterprise for completion. The BSTM degree program system and its social and economic benefits. includes curricula consisting of 36 credits of general education courses. The discipline credits include: 6 credit hours in Mathematics (one course for which college algebra is prerequisite); 9 credit hours in Communication Skills (composition, speech, professional writing); 3 credit hours in Computer Literacy (software applications and/or programming); 6 credit hours in Social Sciences and/or Economics; 3 credit hours in Humanities; 3 credit hours in Humanities/Social Sciences; and 6 credit hours in (upper level) Physical/Life Sciences (one course must include a laboratory) for a total of 36 credits. The program also requires 15 credit hours in the technical specialty or minor; 12 credit hours in program support areas in Macroeconomics and Statistics; a business core of 33 credit hours; 30 credit hours of management electives, open electives for a total of 120 credit hours.

To increase graduates’ comprehension of the The BSTM program provides Business Core complexity of managing human behavior in courses in Human Resource Management and organizations by an exploration of the basic theories Organizational Behavior. Human Resource and concepts of behavior in an organizational Management focuses on the functions to be setting, coupled with an understanding of managerial accomplished in effectively managing human problem solving techniques. resources with in-depth study of the interrelationship of managers, organizational staff and specialists. Organizational behavior provides an analysis of various behavioral concepts affecting human behavior in business organizations.

To provide graduates with the knowledge of how to The BSTM program requires students to utilize state-of-the-art technology which is needed to complete computer science and business be successful in today's corporate and organizational information systems courses in which students environment through the application of computer receive training in computers and PC models and software. applications, and computer literacy with emphasis on the computer process, the impact of computers on society, emerging technologies, and hardware and software purchasing decisions. Business Information Systems provides students with a management approach to information systems with major emphasis on understanding inputs, processing and outputs in a variety of business systems. To provide the graduates with the critical thinking The BSTM program meets the upper level skills necessary to identify and address their own credit requirements and makes provision for learning needs in changing circumstances and electives chosen from disciplines outside the contingencies, and to select an appropriate program student's area of specialization. Also, the for additional study. program contains sufficient electives to allow students to pursue a minor or technical specialty. Critical thing skills are developed throughout the BSTM program.

APPENDIX 6.3.2 COURSE DESCRIPTIONS

Year and Course Title Calendar Course Descriptions Semester This course provides a foundation in mathematics for students in engineering technology or Introduction to Business and 1st Year ~ engineering-related programs. Mathematical Technical Math MAT9104 – Semester 1 techniques are applied to a range of technical and MATH1008 financial problems.

This is an overview course with primary focus on marketing products and services to the ultimate consumer. Emphasis is placed on the basic marketing premise that customer needs must be satisfied in order to achieve company objectives. Students gain insight into the complex and Introduction to Marketing interdependent variables involved in developing MAR9101 - MKTG1000 successful marketing strategies. The strategic marketing planning process is introduced, along with the specific concepts and principles involved in the four key components of the marketing plan: product, price, distribution and promotion strategies. This course is eligible for Prior Learning Assessment.

This course is designed to allow the student hands-on microcomputer experience through the Computer Applications utilization of an integrated application combining Spreadsheets CSC4121 – electronic spreadsheets, graphics and database. COMP2022 This course is eligible for Prior Learning Assessment.

Effective communication skills are essential for success in college and career. This entry level course promotes development of college level skills related to information literacy and current College Communications communication technology. Students focus on COS9105 – COMM1000 researching, writing, and editing, with an

emphasis on essays. They analyze and evaluate information, incorporate writing conventions, edit and proofread material, and present it orally.

Students develop their communication skills for the workplace. Using available technology, they research, write and edit work-related 1st Year ~ correspondence and short reports, individually Semester 1 Communications at Work COS and collaboratively. With audio-visual support, or 2 9106 – COMM1001 they prepare and deliver professional presentations that have vocational emphasis. In addition, students complete other communication tasks specific to their vocational areas.

This course introduces students to the “4th 1st year ~ Computer Apps 2 Relational generation” programming capabilities using Semester 2 Database CSC4112 – database management and file processing COMP1010 techniques.

AVIA1003 operational and management services of both large and small airports and considers environment parameters. This course is eligible for Prior Learning Assessment.

This course builds on your knowledge of aircraft operating systems and economics of operation. You will learn aircraft recognition procedures and techniques. The course also covers aircraft performance degradation in adverse weather 2nd Year ~ Aircraft Characteristics conditions, the theory of rotary craft flight and Semester 3 AVI4202 – AVIA2000 control instrumentation, jet engine theory and performance. This course is eligible for Prior Learning Assessment. Prerequisite: AIS4122 Aviation Orientation

This course covers basic accounting techniques, financial statements used in a business, and Introduction to Accounting accounting for service and merchandising

ACC9101 – ACCT1004 operations. This course is eligible for Prior Learning Assessment.

Meteorology MET4203 – The atmosphere is studied with respect to energy

METE2000 exchanges of the Earth and the sun, the theory of normal and severe weather occurrences and

atmospheric instrumentation. Environmental problems which impact on the atmosphere equilibrium are discussed as well as their climatic implications. Sky observation and recording, aviation weather report interpretation and weather hazardous to flight comprise the aviation component. This course is not eligible for Prior Learning Assessment.

This advanced communications course is designed to further students’ proficiency in verbal communications in both individual and group presentations. Students develop their delivery Oral Presentations: Say it with and presentation skills while working on a range Success COS9203 – of oral communication activities that start with COMM1007 short, informal introductions and comments and work up to more researched, persuasive, multimedia presentations. This course if eligible for Prior Learning Assessment. Prerequisite: COS9106 Communications at Work. Professional writing skills are required in all service, technical, and business environments. In this advanced course, students develop researching, planning, designing, and writing skills used to prepare workplace materials. Individually and collaboratively, they learn and Professional Writing COS9202 – practice the process involved in producing such COMM1006 information as policies and procedures, written instructions, training materials, and online help. Experience with word processing is expected. This course is eligible for Prior Learning Assessment. Prerequisite: COS9106 Communication at Work This course is designed to give students an understanding of how the overall economy operates and what economic indicators tell us about its health. The course explores government options for stabilizing the economy, and the 2nd Year ~ Macroeconomics ECO9101 – impact of international trade. It is highly Semester 4 ECON2000 recommended that students take Microeconomics (ECO9102 or equivalent) prior to taking this course. This course is eligible for Prior Learning Assessment.

Introduction to Aerodynamics This course provides a study of the motion of air

PHY4121 – AVIA 2005 and the forces acting on bodies moving through

the air. In addition, a detailed examination of how and why airplanes fly and the devices used to monitor and control flight is conducted. Finally, the various design concepts that affect stability and performance are introduced.

This course provides an understanding of the modern Canadian human resources function. It covers the historical development of human resources management, the influence of government, staffing, employee relations, current trends and future issues. It provides a brief Human Resources HRM2109 – introduction to more specialized areas including HURM1000 compensation, training and development, employment law, industrial relations, occupational health and safety, and human resources planning. This course is eligible for Prior Learning Assessment.

This course focuses on both the descriptive and inferential components of an introductory statistics course. Descriptive data is presented Applied Statistics MAT4224 – using frequency distributions and graphing STAT2002 techniques. Problem solving is the focal point of the inferential component with emphasis on the implications of probability, the purpose of confidence intervals, the power of hypothesis testing and the application of correlation analysis This is an in-depth study of air navigation methods, equipment, procedures, and how they relate to air navigation systems. Students are given the opportunity to practice various navigation techniques in both a classroom and simulator setting. There is emphasis on advanced Navigation and Navigational visual techniques and the proper use of a wide

Aids NV4203 – AVIA2002 variety of electronic based aids to navigation. Students will be introduced to the criteria for the design of instrument procedures with emphasis on non-precision VOR, NDB and GPS approaches using TP308. This course is eligible for Prior Learning Assessment. Prerequisite AIS4122 Aviation Orientation. In this course, you study ways to manage others 3rd Year ~ Supervision BUS4301 - and yourself in a changing workforce, by Semester 5 BUSI3001 developing a thorough understanding of the basic

principles, concepts, and vocabulary of employee

supervision. The sessions are interactive and provide you with opportunities to discuss and participate in a variety of approaches to supervision. This course is eligible for Prior Learning Assessment.

This course explores the world's regional economies and cultural differences. It discusses the different strategies available to managers to International Aviation and be effective in today's dynamic global Management AIS4324 – economy. International aviation's role and its AVIA3005 managements' responses to economic globalization are covered through studies of recent events occurring in the industry.

This course provides an introduction to the principles and methods of economic analysis. The course examines how households and firms Microeconomics ECO9102 – make economic decisions. It also analyzes the ECON1000 efficiency of scarce resource allocation under a range of market structures. This course is eligible for Prior Learning Assessment. This course profiles the practice of management in Canada. Emphasis is on the management principles of planning, organizing, leading and Management and Planning controlling the organization. A systematic study Principles MAN4306 - of the management process is made to identify MGMT3003 and integrate the foundations of the system approach and its application to aviation in Canada. This course is eligible for Prior Learning Assessment. This course equips students with the knowledge necessary to plan for and deal with the various types of emergencies encountered in the aviation Emergency Planning and industry. This course provides an understanding Security AIS4325 –AVIA3002 of the security problems facing the industry and

the systems and procedures available to combat them. This course is eligible for Prior Learning Assessment. In this course, students learn the legal issues affecting today’s Canadian aviation industry. Aviation Law LAW4301 – There is an emphasis on typical contracts and LAWS3002 leases within aviation-related enterprises. Other topics include: fundamentals of Canadian civil law, including case and statue law; tort of negligence; Product liability; employment law;

occupational health and safety; human rights codes; insurance law. Attendance is mandatory at guest speaker workshops. This course is eligible for Prior Learning Assessment.

This is an introduction to the fundamentals of Airport Planning DRT4115 – airport planning and design. This course is AVIA3001 eligible for Prior Learning Assessment.

The focus of this course will be an examination of Airport Management MGMT the management of airports. Emphasis is on the 4th Year 408 facilities that comprise an airport system,

including airspace, airfield, terminal, and ground access operations. 3 Credits Students will perform a comprehensive examination of organizational maintenance policies, programs, and procedures. Emphasis is Aviation Maintenance on maintenance planning, forecasting and cost Management MGMT 419 control, reliability, safety, and flight schedule performance. 3 Credits

The student will perform an investigation of international aviation management and its three International Aviation elements: the nature of international aviation

Management MGMT 426 business; working in a foreign environment; and managing in an international environment. 3 Credits An intensive study of management of production and operations in all organizations, both service- oriented and product-oriented, will be conducted. Management of Production and Scheduling, inventory control procurement, Operations MGMT 420 quality control, and safety are investigated. Particular attention is given to applications of aviation-oriented activities. 3 Credits The nature of the personal financial planning process is examined. Areas of concentration include taxes, investments, purchase of Personal Financial Planning housing/auto, insurance needs and analysis, use

MGMT 333 of credit, and retirement and estate planning. Students will develop a personal financial plan and will invest in a $500,000 portfolio of securities. 3 Credits This course develops the elements of valuation as Principles of Aerospace Business they pertain to the determination of the market

Valuation MGMT 340 values of business and physical assets used in commerce, including case studies. Introduced is

the specialized area of aviation/aerospace valuation applications. 3 Credits

Students are provided with an opportunity to explore management of the multicultural anthropology and international business, communicating across cultures, contrasting Management of the Multicultural cultural values, and managing and maintaining Workforce MGMT 427 organizational culture are addressed in the context of international aviation management. 3 Credits

An advanced study of strategic management theory, technical management, and management of technology within a global aviation industry is presented. Detailed coverage of the aviation Strategic Management of technical management field is provided, as well, Technical Operations MGMT406 as that of the working aviation environment and system integration, where the effective management of research, design, production, technical sales, and services functions are employed. 3 Credits

The student will undertake an analysis of the theoretical and practical knowledge necessary to be successful in conceiving, initiating, Small Business Management organizing, and operating a small business. MGMT 421 Special focus will be placed on small businesses in the aviation field. 3 Credits

This course introduces the student to the concept of project management in aviation operations. It addresses the three-dimensional goals of every project: the accomplishment of work in accordance with budget, schedule, and performance requirements. The procedures for planning, managing, and developing projects in Project Management in Aviation an aeronautical environment are covered as well Operations MGMT424 as the aspects of controlling project configuration

from inception to completion. Automated tools used to determine cost, schedule, staffing, and resource allocation are covered, as well as the process of determining the effectiveness and technical validity of aviation-related projects. 3 Credits

An introduction to the administrative aspects of airline operation and management is provided in this course. Topics include the annual profit plan, Airline Management MGMT uniform system of accounts and reports, demand 415 analysis, scheduling, the theory of pricing, fleet planning, facilities planning, and airline financing. 3 Credits Students will conduct an investigation of the role of marketing in the aviation/airport industries. Issues covered include consumer segmentation, Airline/Airport Marketing database management, integrated marketing MGMT 450 communications, public relations, vendor relations, and retailing. 3 Credits

The students will be presented with an opportunity for advanced study of the organizational, political, and financial administration of public and private civil use airports. Areas of emphasis include public relations management, safety and security issues, Airport Administration and employee organizational structures, financial and Finance MGMT 418 accounting strategies, revenue and expense sources, economic impacts of airport operations, airport performance measurement standards, and current trends and issues of direct concern to airport administrators. 3 Credits

This course focuses on an investigation of labor- management relations in the aviation industry. Aviation Labor Relations Examined are the history of unionism, structure

MGMT 324 of unions, legal environment, and the Railway Labour Act, collective bargaining, public sector relationship. 3 Credits An introduction to the basic principles of insurance and risk with special applications to the aviation industry will be presented. The course Aviation Insurance MGMT 322 offers an in-depth review of the aviation insurance industry in the United States, including the market and types of aviation insurers. 3 Credits The principles of airport master planning and system planning are studied. Fundamental Airport Planning and Design principles of airport layout and design are

Standards MGMT412 covered, including geometric design, airport drainage, pavement design, passenger and cargo terminal layout, and capacity and delay effects.

3 Credits The course emphasizes management’s use of cost information in internal decision making. Decision-making processes include cost analysis, Managerial Accounting MGMT control, allocation, and planning. A variety of 312 accounting techniques applicable to

aviation/aerospace companies are presented. 3 Credits

This course focuses on fundamentals of exponents, radicals, linear, quadratic and absolute value equations, inequalities, and complex numbers. An introduction to functions, curve College Algebra MATH-140 sketching, elementary theory of equations, sequences and series, matrix algebra and systems of equations will be provided. 3 Credits

A management approach to understanding business information systems is introduced in this course. The general characteristics, potential and limitations of business systems are covered. Business Information Systems Major emphasis is on understanding the inputs, MGMT 320 processing and outputs of a variety of business systems; the ways in which business systems are interrelated; and the inherent management problems involved in the implementation and control of such systems. 3 Credits

An analysis of selected contemporary issues, problems, and trends facing management in various segments of the aviation industry, Trends and Current Problems in including general aviation and the airlines, will be Air Transportation MGMT425 covered. Students apply previously learned concepts to develop increased understanding of the subject. 3 Credits An advanced study of strategic management theory, technical management, and management of technology within a global aviation industry is presented in this course. Detailed coverage of the Strategic Management of aviation technical management field is provided, Technical Operations MGMT as well as that of the working aviation 406 environment and system integration, where the

effective management of research, design, production, technical sales, and services functions are employed. 3 Credits

This course examines the tradition of illustrative and graphic arts. Graphic design or visual communication begins in prehistoric times and can be traced through the beauty of Egyptian Electives – hieroglyphics to the evolution of the phonetic Years 1 A History of Illustrative and alphabet. Medieval manuscripts, Gutenberg's printing press, and the 20th century explosion of through 3 Graphic Arts GNED2041 imaging are all part of this tradition. The course allows students the opportunity of examining graphic design as an integral part of history. This course is eligible for Prior Learning Assessment.

The student discusses and writes about ethical issues such as mercy killing, pornography, abortion, Holocaust denial, censorship, gay rights, global warming, AIDS, capital punishment. A Analyzing Ethical Issues strategy of critical thinking which can be applied GNED2015 to any ethical issue will be practiced. The student is encouraged to reach his/her own conclusions, present them convincingly, and listen respectfully to views with which he/she does not agree. This course is eligible for Prior Learning Assessment.

This course is designed to analyze Canada's prospects in the new world order including globalization, Canada/US relations, and international organizations. We will address the principal themes of trade including adjusting to the regional growth areas of Asia-Pacific and Latin America, competitiveness and growth, human rights and democratic development, security and defence policy, and the role of the Canada and World Affairs Department of Foreign Affairs. This course has a GNED2011 special emphasis on International Trade and its importance for Canada's long-term welfare. Note: this course is in lecture format and to be successful, students should have excellent notetaking skills. An additional cost of $10.00 per student will be collected to cover Maclean's magazine subscription this course is eligible for Prior Learning Assessment.

This course enables students to explore one of the At the Movies GNED2033 main elements of contemporary society - THE

MOVIES. Through an examination of main stream motion pictures, students will gain an

understanding of the industry. Films will be selected by type and each module will address the issues of the genre. During some semesters, this course will be offered via the Internet instead of a traditional classroom setting. This course is eligible for Prior Learning Assessment.

GNED2009 trends and events with a view to promoting understanding. The course will also examine current religious trends in Canada as well as issues relating to religious ethics and beliefs. This course is eligible for Prior Learning Assessment.

World GNED2022 than part of the regulatory control of the state. How will we cope with the challenges that face us in the next millennium? This course will take a critical look at the process of globalization, and it will help you to understand the world we are all facing in the next century. This course is eligible for Prior Learning Assessment.

This course introduces students to the major theoretical approaches sociologists use to examine family life. Students will study mate selection, the structure of marriage, socialization, marriage dissolution, family violence, cultural Family Sociology GNED2021 variations, family law and the future of the family. This course is designed to provide the student with an understanding of how current social issues affect the family. This course is eligible for Prior Learning Assessment.

This course examines contemporary social issues in Canada and the United States using current social science approaches and theories. Topics including poverty, unemployment, health care, Contemporary Social Issues violence, abuse, family problems, drug abuse and GNED2057 other issues will be addressed. Students will investigate possible solutions for each topic area. This course is eligible for Prior Learning Assessment. This course examines the progress of art theories, styles and disciplines from 1850-1945. Consideration is given to the scientific, historical and political events that created the impetus for Introduction to Modern Art change. Beginning with the experiments of the

GNED2031 Impressionists, the course follows the development of "Modern" art through the revolution of form into Cubism and Abstraction. This course is eligible for Prior Learning Assessment. Note: format is video and lecture. Some students may find some video footage to be graphic in nature. In a video format, students will be exposed to current International Political Issues and events presently taking place in the world. Each video is accompanied by a short lecture and short reading assignments through Maclean's magazine or handouts providing the student with the necessary background and insight. Previous topics have included: Terrorism, Afghanistan, International Political Issues The Middle East, Iraq, Russia, China and the GNED2010 United Nations. Developmental issues such as globalization, population movements and human rights remain ongoing. This course will provide an understanding to these topical and contemporary international events and their effects on Canadian living in a global community. Working in groups, students will produce and present a video on an International Political Issue. This course is eligible for Prior Learning Assessment. This course provides an introduction to the concepts and theories of Psychology, and how these can be applied to actual situations. Topics Introduction to Psychology include sensation, perception, consciousness, stress and coping, learning, memory, motivation and emotions (includes history, major trends,

states of consciousness, learning principles, research methods, sensation and perception, stress and coping, memory and theories of motivation and emotion). This course is eligible for Prior Learning Assessment. Sociology is the study of people and how they interact with each other and various social groups. The course is designed to develop awareness of the relationship between individual beliefs, attitudes and behaviours, and the wider Introduction to Sociology SOCL society and culture. Students will develop the 1000 ability to apply sociological concepts to current issues that affect individuals, Canadian society and the international community. Topics include sociological theory, research, culture, socialization, interaction, class structure, organizations, deviance, and social stratification.

This course is designed to provide the student with a working knowledge of the sociological perspective, global stratification, race and ethnicity, sex and gender, politics and the Introduction to Sociology 2 economy, families and intimate relationships, SOCL1001 education and religion and population and urbanization. This course is eligible for Prior Learning Assessment.

This course introduces students to some of Canada's predominant women writers of this century. Personal and cultural identity is explored Women in Literature through short stories, poetry and novels. Students

GNED2013 analyze critically, research, and study issues raised in this course from historical, social, political and cultural perspectives. This course is eligible for Prior Learning Assessment. This course examines the foundations of the art of the western world from pre- history to the end of the Gothic period in Europe. It introduces artistic Introduction to Western Art styles, establishes a knowledge of the origins of History GNED2002 Western Art and demonstrates some of these influences on later art. This course is eligible for Prior Learning Assessment. This course is designed to provide students with Introduction to Psychology 2 the underlying psychological theories that provide PSYL1002 a foundation for understanding human behaviour

and mental processes. The course includes topics

as: understanding personality, the measurement of intelligence and creativity, examination of gender similarities and differences, the brain, its physiology and how it works, life long development (physically, emotionally, behaviourally), thinking and language development, psychological problems and disorders, and the study of social psychology. Combined with "Introduction to Psychology" this course provides students with the requisite content and outcomes to apply for a credit at other postsecondary institutions. This course is eligible for Prior Learning Assessment. This course is designed to view the consumer as an individual and how social scientists have studied the behaviour of consumers and applied their findings to today's consumer society. The course reflects relevant social science theory and applies it to the global marketplace. Topics include consumer segmentation techniques, sociocultural influences including subcultural and social class analyses and psychological influences Consumer Psychology including learning, perception, motivation and

GNED2037 attitude formation. The course is designed to provide the student with a better understanding of what makes the individual behave as she or he does when they are placed in a "consumption" setting. It is believed that not only will students gain a clearer understanding of how these factors affect others but they will gain a better understanding of what forces are at work in their own lives as consumers.

This course is designed to provide the student with an understanding of the sociological and psychological factors that help and hinder effective interactions in the workplace. Knowledge of human relations is essential for Human Behaviour in the career success in today's society. By introducing

Workplace GNED1005 the student to sociological and psychological concepts this course will help the student interpret, evaluate and improve person-to-person work relationships. This course is eligible for Prior Learning Assessment.

Contemporary and Popular This literature course explores issues represented

Fiction GNED2019 in contemporary and popular fiction as part of lifelong learning, a prime concern of general education. Short stories and a novel are read to examine the historical, social, cultural, political and personal issues represented in contemporary and popular fiction. This course is eligible for Prior Learning Assessment. This course introduces creative writing as part of lifelong exploration and fulfilment. Various genres are introduced and analyzed to help stimulate students' creative vision and Creative Writing GNED2020 writing abilities. Personal, current and historical events are examined for writing inspiration. Students are encouraged to write and rewrite on a daily basis in a variety of styles. This course is eligible for Prior Learning Assessment.

This course provides the student with an understanding of the basic characteristics that all cultures share. The emphasis is on non- Western Cultural Anthropology societies and cultures. Wherever possible, a

GNED2007 cross-cultural perspective, comparing cultural practices in different societies, often including the student's own, is presented. This course is eligible for Prior Learning Assessment. This course explores issues represented in Native literature as part of lifelong learning, a prime concern of general education. Short stories, Native Literature in Canada poetry and a novel are read to examine the GNED2018 historical, social, cultural, political and personal issues represented in Native literature.

This course will explore how society defines crime, criminal behaviour, and deviance. Different theories as to why people commit Criminology GNED2012 crimes will be discussed and applied to specific cases. How people and society respond to crime, and the criminal justice system will also be considered. This is an introductory course designed for those with little or no prior learning about art. All Understanding Art GNED1017 aspects of the course will concentrate on assisting the learner to develop basic knowledge about art. Role of Music in our Lives This course will allow students to explore the

GNED1034 importance of music in their own lives from a perspective that will allow them to make links between themselves and the world around them. The historical development of music and the socio-cultural influences that have led to the music of today will be studied leading to an increased understanding of current issues in the world of music. This course is eligible for Prior Learning Assessment. As the world enters the 21st century, the United States has emerged as the greatest empire the world has known. With the end of the cold war, the United States now occupies the world's leading position in economics, culture and Understanding American Politics military strength. Since September 11th, GNED2058 America's challenges are now the world's challenges. This course introduces the student to the distinctive character of the American political system, compared to Canada's, and its current issues. This course studies the 3000 year history and culture of Ancient Egypt, from its emergence as a riverine culture on the banks of the Nile River to its decline as a power. Using the evidence of archaeology, it recreates life along the Nile and the development of a refined culture under "god- kings". It studies the "Age of the Pyramids" and its collapse, the emergence of the concept of The Archeology and Culture of empire in response to issues of international trade the Ancient Egyptians and commerce, and the decline of that empire GNED2000 under pressure from new, external imperial concepts and technological advances. Finally, the course raises the issue of cultural impact on The West, as first evidenced in the Old Testament, to the impact on the classical imagination as evidenced in the histories of Greeks and Romans, to the stylistic impact of archaeological discovery on the arts and cultures of our Modern Age. This course is designed to provide students with a working knowledge of the central theories and everyday applications of social psychology. Students will explore the ways in which others Social Psychology GNED2016 affect our personal and professional lives by focusing on both classic and contemporary studies in perception, cognition, group dynamics, interpersonal attraction, race relations, and

aggression. As a result, social psychology will provide students with sound insights to help them understand and manage their interpersonal relationships in both work and social life. This course is eligible for Prior Learning Assessment. This course explores contemporary trends in art since World War II with a focus on Canadian developments as they relate to international experiments. The impact of political, cultural and social change as they affect painting, sculpture Modern Art in North America and architecture will be examined. Students will

Since 1945 GNED2042 consider the way in which traditional distinctions among these visual art forms have been challenged by contemporary multi-media presentations. A distinction between the modern and post-modern aesthetic will be made. This course is eligible for Prior Learning Assessment. This course explores the role of various media in North American Society. "Media and Society" is an analytical course which surveys mass communication from its inception to the present. Its range of discussion includes music formats, Media And Society GNED2034 ethics in advertising, morality in the cinema, and tabloid television. "Media and Society" explains both what we read, listen to and watch...and why. This course is eligible for prior Learning Assessment.

APPENDIX 6.3.3.1 PROGRAM HOUR/CREDIT CONVERSION JUSTIFICATION

1) Does the program include laboratory components? No

2) If “yes”, will the calculation of program breadth be based on a conversion of program hours into program credits?

3) If “yes”, complete Table 6.3.3.1. If “no”, proceed to Appendix 6.3.3.2.

APPENDIX 6.3.3.2 ACADEMIC COURSE SCHEDULE - BACCALAUREATE Page Page Refere nce to CV nces Master's degree in business administration Master's degree in Computer Science AND Master's degree with 18 or Business the in GSG Management Sciences Master's degree with 18 or Business the in GSG Management Sciences Master's degree with 18 or Business the in GSG Management Sciences Master's degree with 18 or Business the in GSG Management Sciences Master's degree with 18 or Business the in GSG Management Scie Master's degree with 18 or Business the in GSG Management Sciences Master's degree with 18 or Business the in GSG Management Sciences Master's degree with 18 or Business the in GSG Management Sciences Highest Qualification Qualification Highest earned and discipline of of required study (or and, hired) be to faculty applicable, only where in qualifications highest progress Master's degree in Mathematics or related field te the table accordingly. accordingly. table the te ed. If the calculation of program of program calculation ed. If the Proposed Instructor (or to faculty if indicate be recruited) To be recruited. To be recruited. To be recruited. To be recruited. To be recruited. To be recruited. To be recruited. To be recruited. To be recruited. To be recruited. To be recruited. Course Course Prerequisites and Co-requisities None None None None None None None None None None None Total DL Total Course Semser Hours ings referring to “Semester Hours” to “Credit Hours” and comple to “Semester ings referring A) and part-time studies (Appendix 6.3.3.2.B) if both are offer are if both 6.3.3.2.B) (Appendix studies and part-time A) Total DO Course Semester Hours 3 3 3 3 3 3 3 3 3 3 3 Total DW Total Course Semester Hours

t t

Course Title Title Course College Algebra Managerial Accounting Information Business Systems Insurance Aviation Airport Planning and and Planning Airport Standards Design Managemen Airline Aviation Labor Labor Aviation Relations Financial Personal Planning Principles of Aerospace Valuation Business Strategic Management Operations of Technical Managemen Airport Include separate tables for full-time studies (Appendix 6.3.3.2. (Appendix studies for full-time tables separate Include and Year Semester Year 4 Year 4 Year 4 Year 4 Year 4 Year 4 Year 4 Year 4 Year 4 Year 4 Year 4 breadth is based on program credits, then change the column head column the change then credits, on program is based breadth – Example Schedule Course

reate Page Refere nce to CV Must at be Must at be least Must be not g Si Master's degree in Economics or MSi Master's degree with 18 or Business the in GSG MSi Master's degree with 18 or Business the in GSG Management Sciences Master's degree with 18 or Business the in GSG MSi Master's degree with 18 or Business the in GSG MSi Master's degree with 18 or Business the in GSG Management Sciences Master's degree with 18 or Business the in GSG M Master's degree with 18 or Business the in GSG MSi Master's degree with 18 or Business the in GSG MSi Master's degree with 18 or Business the in GSG MSi Highest Qualification Qualification Highest earned and discipline of of required study (or and, hired) to be faculty applicable, only where in qualifications highest progress Proposed Instructor (or to faculty if indicate be recruited) To be recruited. To be recruited. To be recruited. To be recruited. To be recruited. To be recruited. To be recruited. To be recruited. To be recruited. To be recruited. Course Course Prerequisites and Co-requisities None None None None None None None None None None ÷ C)] + ÷ ÷

B 100 100 [B [C + A+B+C (B+C] X [(B+C) (B+C)] X (B+C)] (A Total DL Total Course Semser Hours Total DO Course Semester Hours 3 3 3 3 3 3 3 3 3 3 63 63 Total DW Total Course Semester Hours 0 0 0

t t t ortation ortation p erations erations p Total ProgramHours Course Title Title Course International Aviation Managemen Management of Management and Production O Management in Project Operations Aviation and Current Trends in Air Problems Trans of the Management Multicultural Workforce Strategic Management Operations of Technical Airline/Airport Marketing Airport Administration Administration Airport and Finance Aviation Maintenance Managemen Small Business Business Small Managemen Year and Semester 4 Year 4 Year 4 Year 4 Year 4 Year 4 Year 4 Year 4 Year 4 Year 4 Year of the program Calculate percentage the in DO DL and offered courses of the breadth Calculate percentage the in DO courses offered courses of the breadth Calculate percentage the DL courses in offered courses

APPENDIX 6.3.3.3 ACADEMIC COURSE SCHEDULE – GRADUATE

N/A

APPENDIX 6.4 COURSE OUTLINES

Georgian College – Years 1, 2, and 3

Course Title: Introduction to Business and Technical Math Year of Study: 1st Year Course or Subject Description: This course provides a foundation in mathematics for students requiring both applied business and technical mathematical skills. Mathematical techniques are applied to a range of business and technical problems thus providing students with the necessary skills for introductory finance and calculus courses. Delivery Method(s) and Percentage 100% lecture Content Outline by Topic Module 1: Business Applications • Trade discount • Cash discount • Mark-up • Mark-down • Price Setting Module 2: Mathematics of Finance • Simple interest • Applied problems: Loans • Equivalent values Module 3: Mathematics of Finance • Compound interest • Applied problems: Loans • Equivalent values • Effective and equivalent rates Module 4: Trigonometric Functions • Definitions • Primary trigonometric functions for any angle and their inverse functions. • Applications of right triangles • Radian measure and applications Module 5: Vectors Trigonometric Functions and Oblique Triangles • Definitions: Rectangular form and polar form of • vectors. • Vector addition and applied navigation problems • Graphs of Y=a sinx, y=a cosx, y=a sinbx, y=a cosbx • Solving oblique triangles: Laws of sines and cosines

Module 6: Exponents and Logarithms • Exponential and radical expressions • Solving and simplification • Logarithms to the base 10 and natural logarithms • Exponential and logarithmic equations

Length in Actual Contact Hours 42 hours Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams)

Module Tests (approximately 6) 80% Module Assignments (approximately 6) 20%

Resources to be Purchased/Provided by Students

Textbook Requirements: Introduction to Business and Technical Math Learning Outcomes

Upon successful completion of this course, the student will have reliably demonstrated the ability to: • Calculate commercial discount, markup and markdown for business purposes. • Solve practical problems involving simple and compound interest, including equivalent payment. • Solve problems involving loans and mortgages. • Solve a variety of technical mathematical problems Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

Glenn Mainprize

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or the statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

Glenn Mainprize

What Percentage of the Course Content will be Delivered On-Line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required to Teach/Supervise the Course Georgian College standard

Classroom Requirements 50 Students Equipment Requirements Multi-Media Classroom

Course Title: Introduction to Marketing Year of Study: 1st Year Course or Subject Description:

This is an overview course with primary focus on marketing products and services to the ultimate consumer. Emphasis is placed on the basic marketing premise that customer needs must be satisfied in order to achieve company objectives. Students gain insight into the complex and interdependent variables involved in developing successful marketing strategies. The strategic marketing planning process is introduced, along with the specific concepts and principles involved in the four key components of the marketing plan: product, price, distribution and promotion strategies. This course is eligible for Prior Learning Assessment. Delivery Method(s) and Percentage 100% lecture

Content Outline by Topic • Marketing Strategy Planning • Uncontrollable Environment • Customer Characteristics • Market Segmentation • Marketing Segmentation • Marketing Research • Managing the Marketing Process Length in Actual Contact Hours 42 hours

Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams)

Approximately 4 tests 70% Approximately 2 or 3 assignments and/or case studies 30%

Resources to be Purchased/Provided by Students

Textbook Requirements:

Marketing 5th edition M. Berkowits

Learning Outcomes

Upon successful completion of this course the student will have reliably demonstrated the ability to: • Explain the significance of the customer (Target Market) and the Marketing Mix in the development of a firm’s marketing plan. • Describe how the uncontrollable variables affect the customer (Target Market) and the firm’s marketing plan. • Analyze the customer’s buying process, and all of the factors that influence that process. • Apply a variety of market segmentation techniques and product positing techniques to predict target market opportunities. • Outline the marketing research process as a decision making tool in the development of the firm’s marketing plan. • Describe the marketing planning process, including the basic components that comprise a firm’s plan. • Identify key product, pricing, distribution, and promotional concepts necessary in order to develop a successful marketing plan, for domestic and international markets. Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

Dick Ouellette

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or the statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

Specialist Clifford Beattie (CV p. 781) Dick Ouellette (CV p. 794)

What Percentage of the Course Content will be Delivered On-Line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required to Teach/Supervise the Course Georgian College standard

Classroom Requirements 50 Students Equipment Requirements Multi-Media Classroom

Course Title: Computer Applications Spreadsheets Year of Study: 1st Year Course or Subject Description: This course is designed to allow the student hands-on microcomputer experience through the utilization of an integrated application combining electronic spreadsheets, graphics and database. This course is eligible for Prior Learning Assessment.

Delivery Method(s) and Percentage 67% lab 33% lecture

Content Outline by Topic • Creating a Worksheet • Enhancing a Worksheet • Using Worksheets • Managing a Large Worksheet • Creating a Database • Using a Database • Creating Graphs • Creating and Using Macros • Advanced Macros

Length in Actual Contact Hours 42 hours

Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams)

Tests 3 @ 20% 60% 5 – 6 assignments equally weighted, total 20% 1 Major assignment 20%

Resources to be Purchased/Provided by Students

Textbook Requirements:

MS Excel 2002 Complete M. Cashman Learning Outcomes

Upon successful completion of this course, the student will have demonstrated the ability to: • Generate spreadsheets in analyzing calculations and “what-if” scenarios. • Generate and print graphs to support spreadsheet analysis. • Utilize the database functions in analyzing databases.

• Utilize macros in automating spreadsheets. Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

Dick Ouellette

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or the statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

Dick Ouellette (CV p. 794) What Percentage of the Course Content will be Delivered On-Line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required to Teach/Supervise the Course Georgian College standard Classroom Requirements

50 Students Equipment Requirements

Multi-Media Classroom

Course Title: College Communications Year of Study 1st Year Course or Subject Description: Effective communication skills are essential for success in college and career. This entry level course promotes development of college level skills related to information literacy and current communication technology. Students focus on writing, researching, presenting, editing and proofreading. They incorporate writing conventions, analyze and evaluate information, and prepare and deliver ideas orally. In addition, they edit and proofread their own and others’ writing.

Delivery Method(s) and Percentage course to be delivered using each method 100% lecture Content Outline by Topic The four areas of focus include the following components: 1. Writing a) essay rationale, structure, and application b) rhetorical patterns of organization c) thesis statements d) development of personal and research essays 2. Researching a) use of primary and secondary, including electronic, sources b) critical reading and analysis c) source evaluation d) information incorporation including quoting, paraphrasing, summarizing e) APA documentation 3. Presenting a) preparation and delivery of one demonstration and one researched presentation b) use of audio-visual materials c) peer evaluation of orals 4. Editing and Proofreading a) ongoing practice with mechanics, spelling, and grammar b) self-conducted preparation for tests on language conventions

Length in Actual Contact Hours 42 hours Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams) 1) Writing (65%) a) Four to six process assignments including research (30%) b) Final submission of personal essay (15%) c) Final submission of research essay (20%)

2) Presentations (20%) a) Demonstration (10%) b) Presentation of the research essay (10%)

A portion of these grades may be given for peer evaluation.

3) Language Mechanics (15%) a) Three tests on grouped skills

The final mark is calculated solely on the basis of the semester's work. This course has no final exam and no supplemental privileges.

Resources to be Purchased/Provided by Students

Textbook Requirements:

Learning Outcomes Upon successful completion of this course, the student will have reliably demonstrated the ability to: • Compose a personal essay in a standard rhetorical pattern using College standard, word- processing software. • Write a research essay in APA format using appropriate technology. • Deliver oral presentations. • Use correct language conventions. • Apply critical skills to evaluate oral presentations and edit written work. Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or the statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate) Communications Faculty

What Percentage of the Course Content will be Delivered On-Line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required to Teach/Supervise the Course Georgian College standard Classroom Requirements

50 Students Equipment Requirements

Multi-Media Classroom

Course Title: Communications at Work Year of Study: 1st Year Course or Subject Description: Students develop their communication skills for the workplace. Using available technology, they research, write and edit work-related correspondence and short reports, individually and collaboratively. With audio-visual support, they prepare and deliver professional presentations that have vocational emphasis. In addition, students complete other communication tasks specific to their vocational areas. Delivery Method(s) and Percentage 100% lecture Content Outline by Topic • Workplace Writing and Editing o Memos/E-mail, letters and short reports o Job search documents o Resume o Cover letters and follow-up correspondence • Workplace Presentations o Individual presentations using audio visual support, and/or o Team presentations using audio-visual support o Meetings • Communication Tasks Related to Vocation Areas

Note: Some of the above assignments are collaborative efforts. Length in Actual Contact Hours 42 hours Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams) Researching, Writing and Editing (60%) Presentations (20%) Vocation-specific Communication Tasks (20%) Resources to be Purchased/Provided by Students

Textbook Requirements:

Learning Outcomes

Upon successful completion of this course, the student will have reliably demonstrated the ability to: • Research, write and edit short documents that record and summarize, investigate, analyze and evaluate. • Prepare a current professional resume and related correspondence. • Design and deliver presentations using audiovisual material. • Complete communication tasks on vocation-specific topics.

Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or the statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

Communication Faculty

What Percentage of the Course Content will be Delivered On-Line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required to Teach/Supervise the Course Georgian College standard Classroom Requirements

50 Students Equipment Requirements

Multi-Media Classroom

Course Title: Computer Apps 2 Relational Database Year of Study: 1st Year Course or Subject Description: This course introduces to the “4th generation” programming capabilities using database management and file processing techniques.

Delivery Method(s) and Percentage 67% lab 33% lecture Content Outline by Topic • Database concepts • Creating, querying and maintaining a database • Preparing standard reports and forms • Preparing expanded reports using OLE, hyperlinks and sub forms • Creating an automated application

Length in Actual Contact Hours 42 hours Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams)

3-4 tests equally weighted 60%

Assignments • Minor 5 to 7 equally weighted 20% • Major 1 20% Resources to be Purchased/Provided by Students

Textbook Requirements: MS Access Learning Outcomes

Upon successful completion of this course the student will have reliably demonstrated the ability to: • Apply basic fundamental skills of a relational database such as creating, appending, editing, sorting, displaying, indexing and summarizing data. • Establish linkage with other applications, embed graphs or photos and enhance reports. • Create a basic automated microcomputer database application using relational database management techniques. Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

Dick Ouellette

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or the statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

Dick Ouellette (CV p. 794)

What Percentage of the Course Content will be Delivered On-Line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required to Teach/Supervise the Course Georgian College standard

Classroom Requirements 50 Students Equipment Requirements Multi-Media Classroom

Course Title: Airport Management Year of Study 1st Year Course or Subject Description:

This course provides an understanding of the airport as an essential part of the air transport system. The course investigates the airport functional departments, examines the airport master planning process, and reviews the operational and management services of both large and small airports and considers environment parameters. This course is eligible for Prior Learning Assessment.

Delivery Method(s) and Percentage course to be delivered using each method

100% lecture Content outline by Topic

• Airport Classification • Airport Certification • Airport Operations • Airport Planning, Expansion, and Design Standards (TP312) • Land use on, and adjacent to Airports (TP1247) • Passenger Terminal Design • Noise and the Environment • Cargo and Other Facilities • Ground De-icing Operations and Other Winter Operations Length in Actual Contact Hours 42 hours Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams)

2 tests 45% 2 case studies 55% Resources to be purchased/provided by students (e.g. course kits, equipment, software)

Textbook Requirements

Airport Development, MGMT and Operations. M. Syme/Wells. Airport Development Management and Operations in Canada. Prentice Hall. Learning Outcomes

Upon successful completion of this course, the student will have demonstrated the ability to: • Describe the necessary elements involved in the planning and expansion of an airport. • Outline the network of operations required to maintain an effective airport system. • Identify the measures aviation personnel use to manage the environmental constraints on airports

and surrounding areas. • Work in a team to complete case studies. Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

Ted Syme

□ Course designed by other (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

Ted Syme (CV p. 803)

If the method of instruction includes on-line delivery (technology-based, computer-based and web- based), what percentage of the course content will be delivered on-line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty qualifications required to teach/supervise the course Georgian College standard

Classroom Requirements

50 students Equipment Requirements

Multi-Media Classroom

Course Title: Aircraft Characteristics Year of Study: 2nd Year Course or Subject Description:

This course builds on your knowledge of aircraft operating systems and economics of operation. You will learn aircraft recognition procedures and techniques. The course also covers aircraft performance degradation in adverse weather conditions, the theory of rotary craft flight and control instrumentation, jet engine theory and performance. This course is eligible for Prior Learning Assessment. Prerequisite: AIS4122 Aviation Orientation.

Delivery Method(s) and Percentage course to be delivered using each method

100% lecture Content outline by Topic

• Advanced theory of flight • Aircraft flight instruments, turboprop and jet engine instruments • Aircraft powerplants, piston, turbofan and turboshaft • Effects of the aircraft on the environment • Aircraft performance and operations • Aircraft recognition, civil and military • Aircraft fleet analysis, planning and economics • Helicopter technology and flight • Future airliner development • Dispatch and operations for heavy aircraft Length in Actual Contact Hours 42 hours Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams)

Mid term 30% Final 30% Term Paper 25% Quizzes 15% Resources to be purchased/provided by students (e.g. course kits, equipment, software)

Textbook Requirements

Jane’s World Aircraft Recognition Handbook - D. Wood Air Transportation, A Management Perspective - A.T. Wells A Field Guide to Airplanes M. Montgomery - B. Foster Aircraft AVI4202 Supplement - E. Syme Learning Outcomes

Upon the successful completion of this course students will demonstrate the ability to: • Recognize through silhouettes and other visual aids all major transport aircraft, most general aviation aircraft, some of the more common military aircraft types and helicopters. • Interpret the different concerns about environmental issues due to aircraft operations due to aircraft operations. • Describe the make up of the civil aircraft fleet and the changes currently being implemented by the industry. • Evaluate the future of the industry through a study of emerging aircraft technology and design; and identify the important factors involved in the fleet planning. Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

Ted Syme

□ Course designed by other (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

Ted Syme (CV p. 803)

What percentage of the course content will be delivered on-line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty qualifications required to teach/supervise the course

Georgian College standard

Classroom Requirements

50 students Equipment Requirements

Multi-Media Classroom

Course Title: Introduction to Accounting Year of Study: 2nd year Course or Subject Description: This course covers basic accounting techniques, financial statements used in a business, and accounting for service and merchandising operations. This course is eligible for Prior Learning Assessment. Delivery Method(s) and Percentage

Content Outline by Topic • Accounting in the Information Age – an overview • Introduction to Financial Statements and Accounting Transaction • Analyzing and Recording Transactions • Adjusting Accounts for Financial Statements • Preparing a Work Sheet and completing the Accounting Cycle • Accounting for Merchandising Activities – perpetual method • Accounting Information Systems Length in Actual Contact Hours 42 hours Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams)

3 midterm tests 30% each multiple choice and problem solving Assignments and/or quizzes 10%

Resources to be Purchased/Provided by Students

Textbook Requirements:

Learning Outcomes

Upon successful completion of this course, students will have reliably demonstrated the ability to: • Record business transactions by applying generally accepted accounting principles and practices • Prepare financial statements for service and merchandising enterprises. • Perform all necessary steps to complete the accounting cycle.

Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix

8.1.4)

Identify Faculty to Teach the Course (or the statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

Business Faculty What Percentage of the Course Content will be Delivered On-Line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required to Teach/Supervise the Course Georgian College standard

Classroom Requirements

50 Students Equipment Requirements

Multi-Media Classroom

Course Title: Macroeconomics Year of Study: 2nd year Course or Subject Description:

This course is designed to give students an understanding of how the overall economy operates and what economic indicators tell us about its health. The course explores government options for stabilizing the economy, and the impact of international trade. It is highly recommended that students take Microeconomics (ECO9102 or equivalent) prior to taking this course. This course is eligible for Prior Learning Assessment.

Delivery Method(s) and Percentage 100% lecture Content Outline by Topic

• Introduction to macroeconomics • Measuring domestic output, national income, and the price level • Macroeconomic instability: unemployment, inflation, and the business cycle • The aggregate demand-aggregate supply model of the economy and equilibrium output and price level determination • Money and banking in Canada • The Bank of Canada and monetary policy • Fiscal policy • Budget deficits and the public debt • Canada in the global economy, and international trade • Exchange rates and the balance of payments

If time permits: • Macroeconomics policy in an open economy

Length in Actual Contact Hours 42 hours Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams) 3 tests and one assignment all of equal weight

Resources to be Purchased/Provided by Students

Textbook Requirements:

Learning Outcomes

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

• Use graphs to depict and analyze economic concepts and relationships. • Define the key economic indicators, and explain their significance and how they are measured. • Describe the calculation of national income through both the expenditure and income approaches; and explain the limitations of GDP as a measure of economic activity, and as a measure of social welfare. • Explain the relationship between consumption, investment, government spending, exports and imports, and their major determinants. • Explain the relationships of aggregate quantity demand and aggregate quantity supplied to the price level, and use the AD-AS model to predict equilibrium output and price level. • Describe the functions of money and how the money is measured. • Describe the functions of the Bank of Canada, and how it uses the tools of monetary policy to affect interest rates and the level of economic activity. • Explain how fiscal policy can in theory be used to stabilize an economy. • Describe Canada’s position as a trading nation, and how the GATT, the FTA, and the NAFTA affect our trading relationships. Explain how the balance of payments accounts reflect international trade and capital movements. • Explain the benefits of international specialization based on comparative advantage, and the effects of trade barriers. Analyze the arguments for protectionism. • Explain how foreign exchange rates are set under flexible exchange rate systems.

Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or the statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

Wade Hoople (CV p. 791) Glenn Mainprize (CV p. 793)

What Percentage of the Course Content will be Delivered On-Line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required to Teach/Supervise the Course Georgian College standard Classroom Requirements

50 Students Equipment Requirements

Multi-Media Classroom

Course Title: Introduction to Aerodynamics Year of Study: 2nd year Course or Subject Description: This course provides a study of the motion of air and the forces acting on bodies moving through the air. In addition, a detailed examination of how and why airplanes fly and the devices used to monitor and control flight is conducted. Finally, the various design concepts that affect stability and performance are introduced.

Delivery Method(s) and Percentage 75 0% lecture 25 0% lab Content Outline by Topic • Introduction • Physics of flight • Airfoils • Drag • Thrust • Aircraft performance • Aircraft control Length in Actual Contact Hours 56 hours Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams)

3 term tests 750% laboratory and class assignments 250%

Resources to be Purchased/Provided by Students

Textbook Requirements: The Illustrated Guide to Aerodynamics 2nd edition

Learning Outcomes

Upon completion of this course, the student will be able to: • Describe accurately the parts of an aircraft that sustain and control flight. • Describe, using basic formulas, the scientific basis for balancing the four forces of action on an aircraft in flight. • Calculate aerodynamic loads (such as lift, induced drag, total drag, load factor) acting on an aircraft. • Analyze various airfoil designs in order to match the designs to appropriate flight tasks. • Explain in detail how improvements in aerodynamic design have led to improvements in aircraft

performance. • Analyze the different aerodynamic characteristics of a wise variety of aircraft from general aviation types to advanced passenger jet and military types. • Evaluate the performance potential of an aircraft by recognizing the inherent aerodynamic potential of the design. Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or the statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

Specialist – Jeff Spong (CV p. 798)

What Percentage of the Course Content will be Delivered On-Line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required to Teach/Supervise the Course Georgian College standard Classroom Requirements

50 Students Equipment Requirements

Multi-Media Classroom for lecture Aerodynamics wind terminal lab for lab portion

Course Title: Human Resources Year of Study: 2nd Year Course or Subject Description: This course provides an understanding of the modern Canadian human resources function. It covers the historical development of human resources management, the influence of government, staffing, employee relations, current trends and future issues. It provides a brief introduction to more specialized areas including compensation, training and development, employment law, industrial relations, occupational health and safety, and human resources planning. This course is eligible for Prior Learning Assessment.

Delivery Method(s) and Percentage 100% lecture Content Outline by Topic • The historical development of human resources management. • The influence of Government legislation on human resources management, including Occupational Health and Safety. • Meeting Human Resource requirements for Planning, Staffing, Performance Appraisal, Training and Development. • Compensation: Job evaluation, pay structure, and benefits. • Employee Relations: Discipline and employee assistance. • Labour Relations: Unions, collective bargaining, and contract administration. • Current trends and future issues.

Length in Actual Contact Hours 42 hours Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams)

Tests (50%) Assignments/Exercises/Quizzes (250%) Final exam (250%)

Resources to be Purchased/Provided by Students

Textbook Requirements:

Learning Outcomes

Upon successful completion of this course, the student will have reliably demonstrated the ability to: • Explain Canadian human resource management, and describe its key elements. • Analyze the relationship between the human resources function and the rest of the organization.

• Analyze how the current political, social and economic environment affects human resources within an organization. • Analyze and understand staffing patterns, employee relations, current trends and future issues in order to deal with them effectively as they arise in the organization. • Demonstrate a general understanding of such specialized areas including: compensation, training and development, industrial relations, occupational health and safety, human resources planning. • Utilize the appropriate approach and analytical skills to deal with human resource issues which will arise when the student is employed in the business world.

Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or the statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

Business Faculty

What Percentage of the Course Content will be Delivered On-Line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required to Teach/Supervise the Course Georgian College standard Classroom Requirements

50 Students Equipment Requirements

Multi-Media Classroom

Course Title: Applied Statistics Year of Study 2nd Year Course or Subject Description: This course focuses on both the descriptive and inferential components of an introductory statistics course. Descriptive data is presented using frequency distributions and graphing techniques. Problem solving is the focal point of the inferential component with emphasis on the implications of probability, the purpose of confidence intervals, the power of hypothesis testing and the application of correlation analysis.

Delivery Method(s) and Percentage course to be delivered using each method 100% lecture Content outline by Topic • Summarizing Data: Frequency Distributions and Graphic Presentations • Central tendency • Dispersion and Skewness • Introduction to Probability • Normal Probability Distribution • Binomial Probability Distribution • Sampling Methods and Sampling Distributions • Central Limit Theorem and Confidence Intervals • Large Sample Hypotheses Testing • Correlation Analysis Length in Actual Contact Hours 42 hours Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams) Presentation 150% Computer Labs and Assignments 150% 3 tests 70% Resources to be purchased/provided by students (e.g. course kits, equipment, software)

Textbook Requirements

Introduction to Statistics, M. Woodbury Learning Outcomes:

Upon completion of this course, the student will be able to: • Summarize raw statistical data into an appropriate number of classes. • Tabulate raw statistical data into a frequency distribution table. • Compute measures of central tendency and dispersion with respect to a data set. • Generate conclusions pertaining to aviation and sociological problems.

• Evaluate the correlation between independent and dependent variables. Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify faculty to teach the course (or statement “faculty to be hired)”

Glenn Mainprize (CV p. 793)

What percentage of the course content will be delivered on-line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty qualifications required to teach/supervise the course: Georgian College standard

Classroom requirements:

50 Students Equipment requirements:

Multi-Media Classroom

Course Title: Meteorology Year of Study: 2nd Year Course or Subject Description: The atmosphere is studied with respect to energy exchanges with the earth and sun, the theory of normal and severe weather occurrences and atmospheric instrumentation. Environmental problems which impact on atmospheric equilibrium are discussed as well as their climactic implications. Sky observation and recording, aviation weather report interpretation and weather hazardous to flight comprise the aviation component. This course is not eligible for Prior Learning Assessment. Delivery Method(s) and Percentage Course to be Delivered using Each Method: 750% lectures 250% labs Content Outline by Topic: • Current atmospheric conditions • Layers of atmosphere • Energy balance of the earth-atmosphere system • Atmospheric imbalances • Atmospheric instrumentation • Air masses, fronts, jet streams and frontal weather • Surface air circulation patterns • Surface and upper air weather charts • Major aviation weather reports and forecasts Length in Actual Contact Hours: 56 hours Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams): Tests (1-3) 70% Assignments and exercises (5-8) 30% Resources to be Purchased/Provided by Students (e.g. course kits, equipment, software): Textbook Requirements: Essentials of Meteorology by M. Ahrens/Donald Learning Outcomes: Upon completion of this course, the student will be able to: • Accurately record the components of a surface weather observation. • Estimate the height of the lowest cloud layer using the temperature-dew point spread technique. • Interpret all major aviation weather reports. • Forecast future weather. • Assess the impact of human activity on atmospheric equilibrium.

• Analyze weather at a specific job site. Information about Course Designer/Developer: Course designed by faculty eligible to teach this course: Glenn Mainprize Identify Faculty to be Hired to Teach the Course (or statement “faculty to be hired”): Glenn Mainprize (CV p. 793) What percentage of the course content will be delivered online? 0% (If greater than zero, attach a completed Appendix 6.63.) Faculty Qualifications Required: Georgian College standard Classroom Requirements: 50 Students Equipment Requirements: Multi-Media Classroom

Course Title: Oral Presentations: Say it with Success Year of Study: 2nd Year Course or Subject Description: This advanced communications course is designed to further students' proficiency in verbal communication in both individual and group presentations. Students develop their delivery and presentation skills while working on a range of oral communication activities that start with short, informal introductions and comments and work up to more researched, persuasive, multimedia presentations. This course is eligible for Prior Learning Assessment. Delivery Method(s) and Percentage Course to be Delivered using Each Method: 100% lecture Content Outline by Topic: 1) Confidence Building Strategies - Overview of stress management and developing a topic

2) One Way, Non-interactive Communication - Introduction and practice of effective one way, non-interactive communication. (Choice of at least one of the following: telephone usage, voicemail messages or public address announcements.)

3) Social Occasion Presentations - Delivery of short social occasion presentations. (Choice of at least one of the following: introduction of speaker, appreciative commenting or impromptus.) 4) Outlines, Introductions and Conclusions - Development of presentation outlines and effective introductions and conclusions. 5) Computer Software Packages and Aids - Use of computer software packages and other audiovisual aids. 6) Assessment Process - Review of the assessment process for self, peer and professional presenters. (Choice of at least two of the following: personal journals, peer feedback forms and critiques.) 7) Small Group Interactions - Organization and practice of small group interactions. (Choice of at least one of the following: a meeting, a news conference, training session or multi-conference, symposium or a plenary session.) Length in Actual Contact Hours: 42 hours Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams):

Resources to be Purchased/Provided by Students (e.g. course kits, equipment, software):

Textbook Requirements: Talking Business: Strategies

Learning Outcomes: Upon successful completion of this course, the student will have reliably demonstrated the ability to: 1. Analyze and evaluate the oral delivery process, techniques, and organizational skills. 2. Evaluate various presentations in a critical and constructive manner. 3. Design and deliver persuasive business presentations using multimedia software.

Information about Course Designer/Developer: □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate) □ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4) Identify Faculty to be Hired to Teach the Course (or statement “faculty to be hired”): (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate) GNED Faculty

What percentage of the course content will be delivered online? 0% (If greater than zero, attach a completed Appendix 6.63.) Faculty Qualifications Required: Georgian College standard Classroom Requirements: 50 Students Equipment Requirements: Multi-Media Classroom

Course Title: Professional Writing Year of Study: 2nd Year Course or Subject Description: Professional writing skills are required in all service, technical, and business environments. In this advanced course, students develop researching, planning, designing, and writing skills used to prepare workplace materials. Individually and collaboratively, they learn and practice the processes involved in producing such information as policies, written instructions, training materials, and online help. Experience with word processing is expected. This course is eligible for Prior Learning Assessment. Delivery Method(s) and Percentage Course to be Delivered using Each Method: 100% lecture Content Outline by Topic: 1) Research methods, including effective interviewing skills

2) Overview of the considerations and stages of developing information, including: - task analysis, audience needs, format for a given audience, content

3) Information plans that outline the process of development

4) Written assignments to practise the designing and writing process; course content could include: - page layout, text presentation, organization, visuals, descriptions, instructions, policies and procedures, training materials, or online help 5) Opportunities to assess and critique material. Length in Actual Contact Hours: 42 hours Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams): Researching (10%) Planning (10%) Designing and Writing (55%) Assessing/Critiquing (25%) Resources to be Purchased/Provided by Students (e.g. course kits, equipment, software):

Textbook Requirements:

Learning Outcomes: Upon completion of this course, the student will have reliably demonstrated the ability to:

• Collect, analyze, and organize varied research materials to incorporate in writing projects. • Identify the stages of developing information. • Develop plans for the information format selected. • Individually and collaboratively, write clear and effective information for various audiences. • Assess the accuracy and usability of written information. Information about Course Designer/Developer: □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate) □ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4) Identify Faculty to be Hired to Teach the Course (or statement “faculty to be hired”): (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate) GNED Faculty What percentage of the course content will be delivered online? 0% (If greater than zero, attach a completed Appendix 6.63.) Faculty Qualifications Required: Georgian College standard Classroom Requirements: 50 Students Equipment Requirements: Multi-Media Classroom

Course Title: Navigation and Navigational Aids Year of Study: 2nd Year Course or Subject Description:

This is an in-depth study of air navigation methods, equipment, procedures, and how they relate to air navigation systems. Students are given the opportunity to practice various navigation techniques in both a classroom and simulator setting. There is emphasis on advanced visual techniques and the proper use of a wide variety of electronic based aids to navigation. Students will be introduced to the criteria for the design of instrument procedures with emphasis on non-precision VOR, NDB and GPS approaches using TP308.

Delivery Method(s) and Percentage Course to be Delivered using Each Method: 50% lecture 50% lab Content Outline by Topic: • VFR cross country navigation • Ground based radio Navaids • IFR enroute navigation • Satellite Navigation including GPS, DGPS> LAAS and WAAS • Loran and other long range navigation procedures • Instrument Landing System • IFR nonprecision approaches including CAP • FIR plotting using GRID Nav with way points • IFR cross country flight simulation

Length in Actual Contact Hours: 42 hours Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams): 2 written assignments 20% Cross country simulation 10% ILS approach simulation 10% 1 midterm test 30% 1 final Exam 30% Resources to be Purchased/Provided by Students (e.g. course kits, equipment, software): VFR map AIR 5000 –current edition E6B Navigation Computer or electronic equivalent Nav Kit (protractor, ruler, compass and drawing instruments) Enroute charts as assigned by instructor Microsoft Flight Simulator

Textbook requirements: From the Ground Up 26th edition

Learning Outcomes: Upon completion of this course, the student will have demonstrated the ability to: • Describe correctly the basis for accurate air navigation. • Decide on appropriate use of various maps and charts for different flight profiles. • Demonstrate competence in various air navigation techniques. • Read and interpret instrument procedures correctly on the Canada Air Pilot publication approach. • Complete a PC based simulated cross-country navigation, and a precision instrument approach using radio navigation aids. • Demonstrate an understanding of VOR, NBD, DME, ILS and GPS systems for arrival, departure, and en-route flights. • Demonstrate the ability to operate desktop PC flight simulator software, or a small single engine propeller aircraft.

Information about Course Designer/Developer: □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

Warren Drumm

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to be Hired to Teach the Course (or statement “faculty to be hired”): (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

Specialist – Warren Drumm (CV p. 785)

What percentage of the course content will be delivered online? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty qualifications

Georgian College standard Classroom requirements: 50 students

Equipment requirements: Multi-Media Classroom

Course Title: Supervision Year of Study: 3rd Year Course or Subject Description:

In this course, you study ways to manage others and yourself in a changing workforce, by developing a thorough understanding of the basic principles, concepts, and vocabulary of employee supervision. The sessions are interactive and provide you with opportunities to discuss and participate in a variety of approaches to supervision. This course is eligible for Prior Learning Assessment.

Delivery Method(s) and Percentage 100% lecture Content Outline by Topic • Fundamental Principles of Supervision • Labour relations • Performance appraisals • Employment equity • Employee Assistance Programs • Managing difficult employees • Health and safety • Managing and working in teams • Learning organizations • Leadership • Communications • Multi-cultural workplaces Length in Actual Contact Hours 42 hours Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams) The course final grade will be computed as follows:

Tests (2) 50% Report 20% Presentation 10% In-class quizzes and assignments 20% Total: 100%

Resources to be Purchased/Provided by Students

Textbook Requirements: Supervisor’s Survival Kit 9th edition

Learning Outcomes

Upon successful completion of this course you will have demonstrated the ability to: • Propose ways to support on-going learning and professional development at work; • Use effective communication techniques for directing people, including strategies for active listening, giving instructions and overcoming barriers; • Assess employee performance; • Analyze relationships and responsibilities of the principle participants in aviation work environments: workers (and their unions), managers, and the government; • Propose ways of managing difficult or unproductive employees; and • Explain the traits of leaders, and the difference between management and leadership. Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or the statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

Wade Hoople (CV p. 791)

What Percentage of the Course Content will be Delivered On-Line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required to Teach/Supervise the Course

Georgian College standard

Classroom Requirements

50 Students Equipment Requirements

Multi-Media Classroom

Course Title: International Aviation and Management Year of Study: 3rd Year Course or Subject Description:

This course explores the world's regional economies and cultural differences. It discusses the different strategies available to managers to be effective in today's dynamic global economy. International aviation's role and its managements' responses to economic globalization are covered through studies of recent events occurring in the industry.

Delivery Method(s) and Percentage 100% lecture Content Outline by Topic • Major economic developments and issues in the world's regions. • The concepts of cultural values, perception and stereotyping and their relevancy in international business. • Managing political risk and negotiations. • The non-traditional organizational arrangements coming out of mergers, joint ventures and "keiretsu". • Practicing international labor relations and understanding international business ethics. • The future of international management.

Length in Actual Contact Hours 42 hours Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams)

Assignments (20%) Tests (2-3) (55%) Group Research paper and presentation (25%) Resources to be Purchased/Provided by Students

Textbook Requirements:

International Management M. Beamish/Morrsion Learning Outcomes

Upon completion of this course, students will have reliably demonstrated the ability to: • Describe the economic and political status of various regions of the world and use that knowledge in making aviation management decisions. • Explain the cultural impact on international aviation in order to develop strategies for effective management across cultures.

• Demonstrate organization and management of international operations, including use of strategic planning and coping with political risk. • Define multinational corporations and demonstrate how differing philosophical views and strategic approaches are used in managing international industrial relations. • Describe how the trend towards free trade zones will focus attention on international management techniques and strategies. Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or the statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

Wade Hoople (CV p. 791)

What Percentage of the Course Content will be Delivered On-Line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required to Teach/Supervise the Course Georgian College standard

Classroom Requirements

50 Students Equipment Requirements

Multi-Media Classroom

Course Title: Emergency Planning and Security Year of Study: 3rd Year Course or Subject Description: This course equips students with the knowledge necessary to plan for and deal with the various types of emergencies encountered in the aviation industry. This course provides an understanding of the security problems facing the industry and the systems and procedures available to combat them. This course is eligible for Prior Learning Assessment.

Delivery Method(s) and Percentage 100% lectures Content Outline by Topic

Emergency Planning Security

Length in Actual Contact Hours 42 hours Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams)

4 – 6 quizzes 30% 2 reports 20% 2 tests 50% Resources to be Purchased/Provided by Students

Learning Outcomes

Upon completion of this course the student will have demonstrated the ability to:

• Explain the roles of federal, provincial, municipal and airport personnel on the planning and operations phases of emergency handling. • Describe Transport Canada policy, standards and guidelines for development of airport emergency and disaster plans. • Conduct a hazard analysis, set planning priorities and produce an emergency plan. • Describe the role of the International Civil Aviation Organization (ICAO) in emergency planning and security issues; explain the Acts, regulations and directives that apply to Canadian aviation security issues. • Describe the Canadian Airport Pass System and other airport security systems and procedures. • Identify specific security risks to which aviation facilities, equipment and personnel are subject,

and methods of handling them and produce a security plan.

Textbook Requirements: Aviation Security in Canada: A Managerial Perspective

Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

Dick Ouellette

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or the statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

Wade Hoople (CV p. 791)

What Percentage of the Course Content will be Delivered On-Line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required to Teach/Supervise the Course Georgian College standard

Classroom Requirements

50 Students

Equipment Requirements

Multi-Media Classroom

Course Title: Aviation Law Year of Study 3rd Year Course or Subject Description: In this course, students learn the legal issues affecting today’s Canadian aviation industry. There is an emphasis on typical contracts and leases within aviation-related enterprises. Other topics include: fundamentals of Canadian civil law, including case and statue law; tort of negligence; Product liability; employment law; occupational health and safety; human rights codes; insurance law. Attendance is mandatory at guest speaker workshops. This course is eligible for Prior Learning Assessment.

Delivery Method(s) and Percentage course to be delivered using each method 100% lectures Content outline by Topic • Fundamentals of Canadian civil law; case law; statute law. • Key current legal issues within the Canadian aviation world, including issues covered in guest speaker workshops. • General and aviation-related cases arising from the tort of negligence. • Product liability, with special reference to aviation issues. • Typical contracts and leases in aviation-related enterprises. • Employment law, occupational health and safety legislation. • Insurance law; offer/acceptance; subrogation; utmost good faith.

Length in Actual Contact Hours 42 hours Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams) Written essay-type tests on the legal issues in the lectures, textbook, guest speaker workshops, and handouts: approximately six such tests 85%

Short assignments on typical contracts and leases within aviation-related enterprises: approximately three such items 50%

Attendance at all guest speakers 50%

Attendance will be taken at all guest talks for which marks can be lost. A student who misses one speaker loses 3 marks; absent for two speakers, a mark of zero.

Resources to be purchased/provided by students (e.g. course kits, equipment, software)

Textbook Requirements Business Law in Canada (current edition) Learning Outcomes

Upon successful completion of this course, the student will have reliably demonstrated the ability to: • Outline fundamentals of Canadian civil law, including case and statue law. • Analyze key current legal issues within the Canadian aviation world, including issues presented by guest speakers. • Explain the legal concepts of “torts” with emphases on the tort of negligence. • Discuss the legal issues involving “product liability”. • Draft clauses and/or assess strengths and weaknesses in clauses within typical aviation-related contracts and leases. • Explain basic employment law; key provisions of occupational health and safety legislation; human rights codes as they affect aviation-related enterprises. • Explain key elements of insurance law. Information about Course Designer/Developer: □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify faculty to teach the course (or statement “faculty to be hired)”: To be determined. If the method of instruction includes on-line delivery (technology-based, computer-based and web- based), what percentage of the course content will be delivered on-line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty qualifications required to teach/supervise the course Georgian College standard

Classroom Requirements

50 Students Equipment Requirements

Multi-Media Classroom

Course Title: Airport Planning Year of Study: 3rd Year Course or Subject Description:

An introduction to the fundamentals of airport planning and design. This course is eligible for Prior Learning Assessment. Delivery Method(s) and Percentage Course to be Delivered using each Method: 100% lecture Content Outline by Topic:

• Aerodrome design standards and recommended practices based on Transport Canada TP312 • Airport master planning • Airport requirements and Demand/Capacity Analysis • Factors affecting site selection • Airport layout and land use planning • Noise studies • Passenger and cargo terminals • Commercial and industrial development • Financial planning and management • Criteria for design of Instrument Procedures Length in Actual Contact Hours: 42 hours Method(s) and Frequency of Evaluation of Student Performance:

2 assignments: one at 30% and one at 70%.

Learning Outcomes:

Upon successful completion of the course, the student will have demonstrated the ability to: • Effectively interpret and appraise a working drawing of an airport. • Evaluate site selection of an airport with respect to various government regulations and recommendations. • Work as a team member to create a written plan for the physical development of an airport. Employ Transport Canada and other federal and provincial standards and recommendations. Resources to be Purchased/Provided by Students:

Textbook Requirements Airport Development, Management and Operations in Canada Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

Ted Syme

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Faculty to Teach the Course (or statement “faculty to be hired”): (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

Ted Syme (CV p. 803) To be Hired

Faculty Qualifications Required: Georgian College standard

Classroom Requirements

50 Students Equipment Requirements

Multi-Media Classroom

Course Title: Microeconomics Year of Study: 3rd Year Course or Subject Description: This course provides an introduction to the principles and methods of economic analysis. The course examines how households and firms make economic decisions. It also analyzes the efficiency of scarce resource allocation under a range of market structures. This course is eligible for Prior Learning Assessment. Delivery Method(s) and Percentage Course to be Delivered using Each Method: 100% lecture Content Outline by Topic: • Introduction • Scarcity, Efficiency and Specialization • The Market System • Demand, Supply and Equilibrium • Elasticity • Price Ceilings and Price Floors • Consumer Behaviour • Costs of Production • Pure Competition • Monopoly • Monopolistic Competition • Oligopoly Length in Actual Contact Hours: 42 hours Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams): The final mark will be based on four (4) in-class, full-period, written tests spaced approximately evenly throughout the semester. Each test will be of equal weight and in total these tests will be 100% of the final grade. These tests will be approximately half multiple choice questions, and half analytical questions requiring written answers. Resources to be Purchased/Provided by Students (e.g. course kits, equipment, software):

Textbook Requirements: Microeconomics Text/Study Guide Learning Outcomes:

Upon successful completion of this course, the student will have reliably demonstrated the ability to: • Use graphs to depict and analyze economic concepts and relationships. • Use a production possibility frontier to illustrate opportunity cost, changes in technology and economic growth. • Describe how competitive market-based systems solve the problems of what is to be produced (and how much), how it is to be produced, and for whom. • Use supply and demand to assess the impact of economic events on equilibrium price and quantity traded in competitive markets and regulated markets. • Explain the concepts of externalities and market failures. • Use the concept of elasticity to describe the responsiveness of quantities demanded and supplied to changes in price and income. • Use either marginal utility theory or indifference curve analysis to predict consumer response to changes in the price of a good, changes in the price of a related good, and changes in income. • Distinguish between economic profits and accounting profits, and use economic profits to predict resource allocation. • Derive and graph short-run total, average and marginal cost curves; derive and graph long-run average cost curves. • Predict short-run and long-run equilibrium outcomes (prices, quantities traded, and economic profits) under at least perfect competition and monopoly using graphs of costs and revenues (including marginal cost and marginal revenue). • Assess the efficiency of long-run equilibrium outcomes for pure competition, monopoly and at least one other market structure. Information about Course Designer/Developer: □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate) □ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4) Identify Faculty to be Hired to Teach the Course (or statement “faculty to be hired”): (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate) Wade Hoople (CV p. 791) What percentage of the course content will be delivered online? 0% (If greater than zero, attach a completed Appendix 6.63.) Faculty Qualifications Required: Georgian College standard

Classroom Requirements: 50 Students Equipment Requirements: Multi-Media Classroom

Course Title: Management and Planning Principles Year of Study: 3rd Year Course or Subject Description: This course profiles the practice of management in Canada. Emphasis is on the management principles of planning, organizing, leading and controlling the organization. A systematic study of the management process is made to identify and integrate the foundations of the system approach and its application to aviation in Canada. This course is eligible for Prior Learning Assessment. Delivery Method(s) and Percentage Course to be Delivered using Each Method: 100% lecture Content Outline by Topic: The Nature of Management Managing in the Canadian Environment The Planning Process Strategic Management Managerial Decision Making Organizational Structures Authority, Responsibility and Organizational Design Motivation The Controlling Process Control Techniques Length in Actual Contact Hours: 42 hours Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams): 3 written tests 75% Assignments 25% Resources to be Purchased/Provided by Students (e.g. course kits, equipment, software):

Textbook Requirements: Contemporary Management in Canada Experiencing Management in Canada Learning Outcomes: Upon completion of this course, the student will have demonstrated the ability to: • Describe what is involved in the management functions of planning, organizing, leading and controlling for use in business and other organizations.

• Identify major Canadian environmental factors that affect aviation organizations and their managers. • Describe the benefits and potential problems with management by objectives. • Explain the variables that determine the optimal structure for an organization. • Explain the dimensions of organizational structure necessary to goal attainment. • Identify the organizational principles that guide the behaviour of management. • Discuss the factors which influence the extent to which management should decentralize authority. • Explain the motivational theories that are productive in today’s economy. • Outline the basic types and stages of control available to managers. • Explain the complimentary financial and no-financial control technique managers use to maintain organization efficiency. Information about Course Designer/Developer: □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate) Dick Ouellette □ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4) Identify Faculty to be Hired to Teach the Course (or statement “faculty to be hired”): (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate) Wade Hoople (CV p. 791) What percentage of the course content will be delivered online? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required: Georgian College standard

Classroom Requirements: 50 Students Equipment Requirements: Multi-Media Classroom

Course Title: A History of Illustrative and Graphic Arts Year of Study: Elective

Course or Subject Description:

This course examines the tradition of illustrative and graphic arts. Graphic design or visual communication begins in prehistoric times and can be traced through the beauty of Egyptian hieroglyphics to the evolution of the phonetic alphabet. Medieval manuscripts, Gutenberg's printing press, and the 20th century explosion of imaging are all part of this tradition. The course allows students the opportunity of examining graphic design as an integral part of history. This course is eligible for Prior Learning Assessment.

Delivery Method(s) and Percentage course to be delivered using each method 100% lecture Content outline by Topic

• Early pictorial and written forms • Middle Ages • The invention of printing • The Victorian era and the birth of advertising • The invention of photography and its impact on the visual arts • Arts and Craft Movement and Art Nouveau style • Bauhaus and New Typography • The International Typographic Style • The New York School and the conceptual image

Length in Actual Contact Hours

42 hours Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams) Assignments (approx. 2) 25% Tests (approx. 3) 75%

Resources to be purchased/provided by students (e.g. course kits, equipment, software)

Textbook Requirements Title: A History of Graphic Design Author: Meggs, Philip Publisher: Toronto: John Wiley and Sons, Inc. ISBN: 0471291986

Learning Outcomes

Upon successful completion of this course, the student will have reliably demonstrated the ability to: • Outline the development of graphic arts from prehistoric times to the present. • Comprehend that the rich, visual imagery in contemporary graphic design evolves from a strong historical tradition which begins with the evolution of the written word, continues through the evolution of the book and various printing techniques, and culminates in the advertising phenomenon of the 20th century. • Define the technical terms and inventions which have impacted on the graphic design discipline. • Write assignments which examine cultural impact on design.

Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

George Mashinter (CV p. 819)

What percentage of the course content will be delivered on-line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty qualifications required to teach/supervise the course (includes academic credentials and professional experience)

Georgian College standard

Classroom Requirements

50 Students Equipment Requirements

Multi-Media Classroom

Course Title: Analyzing Ethical Issues Year of Study: Elective

Course or Subject Description:

The student discusses and writes about ethical issues such as mercy killing, pornography, abortion, Holocaust denial, censorship, gay rights, global warming, AIDS, capital punishment. A strategy of critical thinking which can be applied to any ethical issue will be practiced. The student is encouraged to reach his/her own conclusions, present them convincingly, and listen respectfully to views with which he/she does not agree. This course is eligible for Prior Learning Assessment.

Delivery Method(s) and Percentage course to be delivered using each method: 100% lecture Content outline by Topic

• The need for ethics. Why do we need ethics when we have law and religion? • Weaknesses in judging ethics: a. If the majority think it is right, does that make it right? b. If I feel it is right, does that make it right? c. If my conscience is not troubled, does that make it right? • Obligations: how can we reconcile conflicting obligations? • Ideals: how can we reconcile conflicts between ideals, or between an ideal and an obligation? • Consequences: how do we deal with ethical cases in which consequences are not neatly separable into c. If my conscience is not troubled, does that make it good and bad, but are mixed? • A strategy of critical thinking which can be applied to an ethical issue: o study the details of a particular case; o identify relevant criteria; o determine possible courses of action; o decide which action is most ethical. • Determining ethical responsibility: How do we determine whether a person is responsible for her/his unethical actions? Are there degrees of responsibility? • Writing about ethical issues: importance of clarity, coherence, proper emphasis, the development of ideas, and proper style of writing.

Length in Actual Contact Hours

42 hours Method(s) and frequency of evaluation of student performance:

Written essay-type tests (approx. 4) 55%

In-class presentations (approx. 2) 25% Short assignments 20%

Resources to be purchased/provided by students (e.g. course kits, equipment, software):

Textbook Requirements

Title: Moral Philosophy for Modern Life Author: Falikowski, Anthony Publisher: Scarborough: Prentice Hall Allyn and Bacon Canada ISBN: 0135980461 Learning Outcomes:

Upon successful completion of this course, the student will have reliably demonstrated the ability to: • Explain why we need ethics. • Identify weaknesses in judging ethical issues on the basis of what the majority think, what are my feelings about this, what does my conscience tell me, what is done in other cultures. • Consider basic ethical criteria: obligations, ideals, consequences. • Analyze ethical issues by studying the details of a specific case, identifying relevant criteria, determining possible courses of action, and deciding which action is most ethical. • Describe how we determine whether a person is responsible for her/his unethical actions, and whether there may be degrees of responsibility. • Apply fundamental principles of effective writing about ethical issues. Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify faculty to teach the course (or statement “faculty to be hired)”: (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate) To be determined. What percentage of the course content will be delivered on-line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required:

Georgian College standard Classroom Requirements

50 Students Equipment Requirements

Multi-Media Classroom

Course Title: Canada and World Affairs Year of Study: Elective

Course or Subject Description: This course is designed to analyze Canada's prospects in the new world order including globalization, Canada/US relations, and international organizations. We will address the principal themes of trade including adjusting to the regional growth areas of Asia-Pacific and Latin America, competitiveness and growth, human rights and democratic development, security and defence policy, and the role of the Department of Foreign Affairs. This course has a special emphasis on International Trade and its importance for Canada's long-term welfare. Note: this course is in lecture format and to be successful, students should have excellent notetaking skills. An additional cost of $10.00 per student will be collected to cover Maclean's magazine subscription This course is eligible for Prior Learning Assessment. Delivery Method(s) and Percentage course to be delivered using each method 100% lecture Content outline by Topic

• The External Setting • Canada and the New World Order • Power and Foreign Policy • Managing the US Relationship • The Political Economy of Globalization and Free Trade • New Regional Priorities: Adjusting to Asia-Pacific and Latin America • Transnational production, trade and investment, security perceptions/policies and political change of these regions • Human Rights and Democratic Development in Canadian Foreign Policy • International Security and Peacekeeping: Canadian Options • The Way Ahead: Making the Most of Global Opportunities Length in Actual Contact Hours

42 hours Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams)

Term test (open notebook) 30% Term paper 30% Presentation 10% Final examination (open notebook) 30%

Resources to be purchased/provided by students (e.g. course kits, equipment, software)

Textbook Requirements

No text required Learning Outcomes

Upon successful completion of this course, the student will have reliably demonstrated the ability to: • Develop an awareness of international issues and their effects, and the place of Canada as a multilateral player in an international community. • Evaluate Canada's position as a "middle power" and its relationship to the United States. • Identify regional trading blocks, their membership and geographic locations. • Acknowledge the interconnection among production, trade and investment. • Identify international conflicts of interest and assess their potential for security threats directly or indirectly to Canada. • Understand the structures and processes of Canadian foreign policy making. • Evaluate the effectiveness of Canada's Department of Foreign Affairs in terms of resource allocation. • Develop a point of view regarding Canada's defense needs in a changing world and the future of global security.

Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify faculty to teach the course (or statement “faculty to be hired”):

Michael Johns (CV p. 809) If the method of instruction includes on-line delivery (technology-based, computer-based and web- based), what percentage of the course content will be delivered on-line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty qualifications required to teach/supervise the course Georgian College standard

Classroom Requirements

50 Students Equipment Requirements

Multi-Media Classroom

Course Title: At the Movies Year of Study: Elective

Course or Subject Description:

This course enables students to explore one of the main elements of contemporary society - THE MOVIES. Through an examination of main stream motion pictures, students will gain an understanding of the industry. Films will be selected by type and each module will address the issues of the genre. During some semesters, this course will be offered via the Internet instead of a traditional classroom setting. This course is eligible for Prior Learning Assessment.

Delivery Method(s) and Percentage course to be delivered using each method: 100% lecture Content outline by Topic

• Introduction Getting hooked up How Action/Adventure films relate to history • Centres of Film Production American dominance of the industry and technical, cultural and social implications Hollywood North, eh? or we are just pretending to be American cities? Other countries' films? • Whose film is it? o The Director o The Producer o The Writer o The Star o The Patron • Favorites • Three significant movies from everyone (teacher and students): students and teacher defend their choices, based on such criteria as genre, technical excellence, film styles, culture, etc. • It's a Wrap

Length in Actual Contact Hours 42 hours Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams)

Assignments/Projects (3x25) 75% In class seminars 25%

Resources to be purchased/provided by students (e.g. course kits, equipment, software)

Textbook Requirements

No text required Learning Outcomes

Upon successful completion of this course, the student will have demonstrated the ability to: • Describe significant features of various cinema genre. • Trace the economic and technological development of the movie industry from its inception to contemporary times. • Compare film styles of various nations and cultures. • Analyze cinematic techniques to understand their contribution to the whole film. • Evaluate the roles of director, screenwriter, editor and performer.

Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

George Mashinter (CV p. 819)

Faculty qualifications required to teach/supervise the course (includes academic credentials and professional experience)

Georgian College standard Classroom Requirements

50 Students Equipment Requirements

Multi-media classroom

Course Title: Comparative Religion Year of Study: Elective

Course or Subject Description:

This course is designed to introduce students to the nature of the religious impulse and to the history, worldview, ethics, practices and beliefs of each of the world religions. Attention will be given to the impact of religious beliefs on current global, social and political trends and events with a view to promoting understanding. The course will also examine current religious trends in Canada as well as issues relating to religious ethics and beliefs. This course is eligible for Prior Learning Assessment.

Delivery Method(s) and Percentage 100% lecture Content Outline by Topic

There are four major course areas:

• What is Religion? Theories on the origin of religion, religion as a cultural universal, basic religious concepts, church, sect and cult, the major in Canada.

• World Religions of the West. An examination of the three major religions of Western civilization: Judaism, Christianity, and Islam, an overview of the major sects within these religions, impact of beliefs and practices on modern society and culture.

• World Religions of the East. An examination of the major religions of Eastern civilization: Hinduism, Buddhism, Sikhism, Shintoism, Taoism, and Confucianism, an overview of the major sects within these religions, impact of beliefs and practices on modern society and culture.

• The Future of Religion. Decline in church attendance, secularization, buffet overview of the major sects within these religions, impact religiosity, personal religion and spirituality. Additional material may be presented at the instructor's discretion.

Length in Actual Contact Hours 42 hours Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams)

Tests 70% Assignments/Presentations/ In-Class Activities 30%

Resources to be Purchased/Provided by Students

Textbook Requirements:

Title: The Illustrated World's Religions: A Guide to our Wisdom Traditions Author: Smith, Huston Publisher: Harper Collins ISBN: 0060674407 Learning Outcomes

Upon successful completion of this course, the student will have reliably demonstrated the ability to: • Describe what religion is and what meaning religion holds for individuals in their lives. • Identify the major world religions and describe their systems of belief, meaning and practice within a historical framework. • Analyze similarities and differences between Eastern and Western religions. • Explain how religions have contributed to Canadian culture. • Explain current issues relating to religious ethics and belief in Canada and the world, particularly the challenges of religious diversity within a pluralized society. • Demonstrate an understanding of the impact of religious belief on current world events.

Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or the statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

GNED Faculty

What Percentage of the Course Content will be Delivered On-Line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required to Teach/Supervise the Course Georgian College standard

Classroom Requirements

50 Students Equipment Requirements

Multi-Media Classroom

Course Title: Globalization: A Brave New World Year of Study: Elective

Course or Subject Description:

The turn of the century marks of time of profound uncertainty for people in both the developed and less developed worlds. The causes of this uncertainty may be found in our growing sense that we have lost control of some of the systems we depend on to satisfy our basic needs. The reason for the uncertainty is that these processes are not part of the process of globalization rather than part of the regulatory control of the state. How will we cope with the challenges that face us in the next millennium? This course will take a critical look at the process of globalization, and it will help you to understand the world we are all facing in the next century. This course is eligible for Prior Learning Assessment.

Delivery Method(s) and Percentage 100% lecture

Content Outline by Topic

• Introduction: Old Challenges and New Challenges - the issues that human society needs to address as it moves into the 21st century • The Demographic Explosion - the impact of population growth on human development • The Communications and Financial Revolution - the "global village": the rise of a world economy • World Agriculture and the Biotechnology Revolution - the link between agricultural production and expanding human populations • The New Industrial Revolution - automation and its impact on industrial production and employment • The Dangers to Our Natural Environment - the effect of expanding populations and increasing economic development on the biosphere • The Future of the Nation-State - the impact of economic globalization on national identities • Regional Impacts - the factors listed above will be discussed in relation to their impact on various regions of the world, including North America, Europe, The Far East, and The Third World

Length in Actual Contact Hours 42 hours Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams)

Tests (approx. 3) 50% Group Seminar and paper 30% Essay 20%

Resources to be Purchased/Provided by Students

Textbook Requirements:

Title: Social Problems: Globalization in the Twenty-First Century Author: Peterson, Winder, Mueller Publisher: Prentice-Hall ISBN: 0131468952

Learning Outcomes

Upon successful completion of this course, the student will have reliably demonstrated the ability to: • Describe the factors which gave rise to the Industrial Revolution and the dimensions of that revolution; • Describe the upsurge in worldwide ethnic nationalism and its consequences for the integrity of nation-states; • Analyze the challenges facing Canada in the global system and the impact of globalization on Canadian social, political, and economic institutions; • Evaluate the impact of globalization on developed and underdeveloped societies; • Compare the impact of the Industrial Revolution to that of the revolution we are currently undergoing.

Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or the statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

Michael Johns (CV p. 809) What Percentage of the Course Content will be Delivered On-Line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required to Teach/Supervise the Course Georgian College standard

Classroom Requirements

50 Students Equipment Requirements

Multi-Media Classroom

Course Title: Family Sociology Year of Study: Elective

Course or Subject Description:

This course introduces students to the major theoretical approaches sociologists use to examine family life. Students will study mate selection, the structure of marriage, socialization, marriage dissolution, family violence, cultural variations, family law and the future of the family. This course is designed to provide the student with an understanding of how current social issues affect the family. This course is eligible for Prior Learning Assessment.

Delivery Method(s) and Percentage 100% lecture Content Outline by Topic

• Dominant sociological theories about the family • Mate selection • Traditional marriage and alternatives • Changing views of child rearing and adolescence • The family and aging • Marriage dissolution • Domestic violence • Current issues affecting the family • The Family and the world of work

Length in Actual Contact Hours

42 hours Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams)

Tests (approx. 3) 60% Assignments/Presentations/ In-Class Activities/Quizzes (approx. 2) 40% Resources to be Purchased/Provided by Students

Textbook Requirements:

Title: Family Dynamic: A Canadian Perspective Author: Ward, Margaret Publisher: Toronto: Nelson Thomson Learning ISBN: 01762222111 (3rd edition)

Learning Outcomes

Upon successful completion of this course, the student will have reliably demonstrated the ability to: • Describe the dominant sociological theories and research methods used to study the family. • Identify how family patterns have evolved over time in response to political, economic and cultural changes. • Analyze the influence of cultural variations on family structures and dynamics. • Examine the family employing a life cycle approach. • Apply a sociological perspective to the study of current issues that affect family life. • Assess the impact and causes of domestic violence within the family and society. • Examine the economic and political interplay between the family and the world of work.

Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or the statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

GNED Faculty

What Percentage of the Course Content will be Delivered On-Line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required to Teach/Supervise the Course Georgian College standard

Classroom Requirements

50 Students Equipment Requirements

Multi-Media Classroom

Course Title: Contemporary Social Issues Year of Study Elective

Course or Subject Description:

Delivery Method(s) and Percentage

100% lecture Content Outline by Topic

• Identification of various social issues/problems. • Examination of various psychological and sociological explanations for the emergence and continuing existence of social issues/problems. • Examination of a variety of contemporary non-violent intervention options, strategies, techniques, and solutions in Canada and elsewhere. • Application of non-violent intervention strategies and techniques in conflict/dispute simulations in Canada and elsewhere. • Critical examination of various violent and non-violent intervention techniques and solutions in Canada and elsewhere.

Length in Actual Contact Hours

42 hours

Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams)

Assignment 20% Group Presentation 20% Tests (approximately 3) 60%

Resources to be Purchased/Provided by Students

Textbook Requirements:

Learning Outcomes

Upon successful completion of this course, the student will have reliably demonstrated the ability to: • Identify what constitutes a social issue/problem and trace its development. • Use various theoretical approaches to understand and explain social issues. • Recognize the effect of external influences such as legislation/social trends and special interest groups on social issues. • Use skills/tools to interpret social issues and their effect including the ability to collect, display and interpret data relevant to a social problem. • Critically examine and propose possible solutions to social problems. • Compare social problems and possible solutions in Canada to other societies such as the United States.

Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or the statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

GNED Faculty

What Percentage of the Course Content will be Delivered On-Line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required to Teach/Supervise the Course Georgian College standard

Classroom Requirements

50 Students Equipment Requirements

Multi-Media Classroom

Course Title: Introduction to Modern Art Year of Study Elective

Course or Subject Description

This course examines the progress of art theories, styles and disciplines from 1850-1945. Consideration is given to the scientific, historical and political events that created the impetus for change. Beginning with the experiments of the Impressionists, the course follows the development of "Modern" art through the revolution of form into Cubism and Abstraction. This course is eligible for Prior Learning Assessment. Delivery Method(s) and Percentage

Content Outline by Topic

PART 1: The Foundations of Modern Art

1. What is Modern? a) The social, political and artistic climate of Europe c1850. b) Manet and the 1863 Salon des Refuses.

2. The Revolution of Art Theory and Practice a) Impressionism i) Monet: The dissolution of form ii) Degas: The construction of a picture b) Post-Impressionism i) Cezanne and Seurat: Form, plane, colour ii) Gauguin and Van Gogh: symbolism and expressions iii) The Symbolists iv) Rodin

PART 2: The Search for "The New"

1. Expressionism a) Matisse and the Fauves b) Kirchner and Die Brucke c) Kandinsky and Blaue Reiter d) Canada's Group of Seven e) Brancusi

2. Cubism a) Picasso and Braque b) Influences of Cubism i) Malevich and the Russian avant-garde

ii) Mondrian and de Stijl

3. Surrealism a) Chagall and de Chirico: Dream pictures b) Duchamp and the Anti-Art of Dada c) Magritte, Dali and Miro: Surrealism

Length in Actual Contact Hours

42 hours Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams) Assignments 25% Tests (approximately 3) 75%

Resources to be Purchased/Provided by Students

Textbook Requirements:

Title: Modern Art Author: Hunter, Jacobus, Wheeler Publisher: Prentice-Hall ISBN: 013924705X

Learning Outcomes

Upon successful completion of this course, the student will have demonstrated the ability to: • Employ the vocabulary of the visual arts to analyze the aesthetic qualities of examples of painting, sculpture and architecture from 1850 to 1945. • Critically appreciate the art historical styles in this course using personal and formal judgment factors. • Describe the foundations of Modern Art in relation to the social, political and artistic climate of 1850. • Describe the revolutions in art theory and practice that occurred as the result of Impressionism, Post-Impressionism, Expressionism, Cubism and Surrealism. • Conduct research on art related topics by using the available technology to retrieve information from on-line data-base, CD-ROMs, etc. Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or the statement “faculty to be hired”)

(Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

Jane Suderman (CV p. 822) What Percentage of the Course Content will be Delivered On-Line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required to Teach/Supervise the Course Georgian College standard

Classroom Requirements

50 Students Equipment Requirements

Multi-Media Classroom

Course Title: International Political Issues Year of Study Elective

Course or Subject Description Note: format is video and lecture. Some students may find some video footage to be graphic in nature. In a video format, students will be exposed to current International Political Issues and events presently taking place in the world. Each video is accompanied by a short lecture and short reading assignments through Maclean's magazine or handouts providing the student with the necessary background and insight. Previous topics have included: Terrorism, Afghanistan, The Middle East, Iraq, Russia, China and the United Nations. Developmental issues such as globalization, population movements and human rights remain ongoing. This course will provide an understanding to these topical and contemporary international events and their effects on Canadian living in a global community. Working in groups, students will produce and present a video on an International Political Issue. This course is eligible for Prior Learning Assessment. Delivery Method(s) and Percentage 100% lecture Content Outline by Topic

• Regional conflicts - conflicts of interest - conflicts of ideas • Regional Order Building - multilateralism and realism - contemporary European security - the politics of East Asia - the politics of the Middle East • World Trade and Regional Trading Blocs - United Nations - Canada and Peacekeeping - Canada and the New World Order • Population Movements/Refugees - the Environment and Sustainable Development

Length in Actual Contact Hours

42 hours Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams)

Assignment/Presentation of views on a contemporary international political issue. 30% Essay 30% Current Issue Presentation 10% Final Exam (open notebook) 30%

Resources to be Purchased/Provided by Students

Textbook Requirements:

No text required Learning Outcomes

Upon successful completion of this course, the student will have reliably demonstrated the ability to: 1. Associate the components of international relations, its areas of study, its purpose and its connection to individual lives. 2. Recognize the interconnection among events, actors, geography, history, and power distribution in international relations. 3. Identify the geographical locations of regional conflict and the role of international alliances. 4. Indicate the significance of global level analysis when looking at the problems and challenges of the twenty-first century, such as environment management. 5. Apply a process of critical thinking about a point of view on the future of international relations by formulating a particular view/argument utilizing information obtained from a variety of sources. 6. Evaluate possible solutions to global problems in a team setting.

Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or the statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

Michael Johns (CV p. 809) What Percentage of the Course Content will be Delivered On-Line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required to Teach/Supervise the Course Georgian College standard

Classroom Requirements

50 Students Equipment Requirements

Multi-Media Classroom

Course Title: Introduction to Psychology Year of Study: Elective

Course or Subject Description:

This course provides an introduction to the concepts and theories of Psychology, and how these can be applied to actual situations. Topics include sensation, perception, consciousness, stress and coping, learning, memory, motivation and emotions (includes history, major trends, states of consciousness, learning principles, research methods, sensation and perception, stress and coping, memory and theories of motivation and emotion). This course is eligible for Prior Learning Assessment.

Delivery Method(s) and Percentage

100% lecture Content Outline by Topic • An introduction to the field of psychology, its history, and its research methods. • Sensation and Perception. • States of Consciousness and Altered States of Consciousness. • Stress and Stress Management, including the relationship between health and disease. • Various types of Learning and Conditioning. • Memory and Forgetting. • 7. Motivation and Emotion. Length in Actual Contact Hours 42 hours

Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams)

Tests (approx. 4) (80%) Oral presentation(s) or written assignment(s) (20%) Resources to be Purchased/Provided by Students

Textbook Requirements:

Title: Sociology: A Brief Introduction Author: Schaefer/Floyd/Haaland Publisher: Toronto: McGraw-Hill Ryerson ISBN: 0070918112 (with power web) Learning Outcomes

Upon successful completion of this course, the student will have reliably demonstrated the ability to: • Describe the major historical events in psychology.

• Apply research methods to everyday situations. • Describe and explain normal and altered states of consciousness. • Explain the sensation - perception process, including the effect of learning on perception. • Recognize and describe coping techniques to relieve stress in everyday life. • Explain and apply the principles of classical, operant and cognitive learning to everyday living. • Recognize and explain the major principles of memory, and relate these to situations found in everyday life. • Explain and evaluate the major theories of emotion and motivation.

Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or the statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

Nancy Noldy-MacLean (CV p. 812)

What Percentage of the Course Content will be Delivered On-Line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required to Teach/Supervise the Course Georgian College standard

Classroom Requirements

50 Students Equipment Requirements

Multi-Media Classroom

Course Title: Introduction to Sociology Year of Study: Elective

Course or Subject Description: Sociology is the study of people and how they interact with each other and various social groups. The course is designed to develop awareness of the relationship between individual beliefs, attitudes and behaviours, and the wider society and culture. Students will develop the ability to apply sociological concepts to current issues that affect individuals, Canadian society and the international community. Topics include sociological theory, research, culture, socialization, interaction, class structure, organizations, deviance, and social stratification.

Delivery Method(s) and Percentage 100% lecture Content Outline by Topic

• The sociological imagination and theoretical perspectives • Sociological research • Culture and diversity • Socialization • Social interaction and social structure • Groups and organizations • Deviance, Crime and Social Control • Social Stratification and Social Class in Canada

Length in Actual Contact Hours

42 hours Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams)

100% lecture Resources to be Purchased/Provided by Students

Textbook Requirements:

Learning Outcomes

Upon successful completion of this course, the student will have reliably demonstrated the ability to: • Identify, analyze and apply sociological perspectives to current social issues. • Utilize scientific research methodology to explore social questions. • Assess the impact of culture and socialization on individuals and groups.

• Describe how behaviours, attitudes and beliefs are shaped by individual and group experiences. • Evaluate and apply various sociological theories as they pertain to culture, socialization, social interaction, social structure, groups, organizations, deviant behaviour, and social stratification in Canada. • Integrate sociological concepts with individual and societal perspectives.

Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or the statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

Dave Duncan (CV p. 787)

What Percentage of the Course Content will be Delivered On-Line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required to Teach/Supervise the Course Georgian College standard

Classroom Requirements

50 Students Equipment Requirements

Multi-Media Classroom

Course Title: Introduction to Sociology 2 Year of Study: Elective

Course or Subject Description: This course is designed to provide the student with a working knowledge of the sociological perspective, global stratification, race and ethnicity, sex and gender, politics and the economy, families and intimate relationships, education and religion and population and urbanization. This course is eligible for Prior Learning Assessment. Delivery Method(s) and Percentage 100% lecture Content Outline by Topic

• The Sociological Perspective • Global Stratification • Race and Ethnicity • Sex and Gender • Politics and the Economy • Families and Intimate Relationships • Education and Religion • Population and Urbanization

Length in Actual Contact Hours

42 hours Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams)

Tests (70%) Assignments (30%)

Resources to be Purchased/Provided by Students:

Textbook Requirements:

Title: Sociology: A Brief Introduction Author: Schaefer/Floyd/Haaland Publisher: Toronto: McGraw-Hill Ryerson ISBN: 0070918112 (with power web)

Learning Outcomes:

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

• Identify, analyze and apply the major theories in sociology. • Describe theories of global stratification and apply them to issues of economic inequalities. • Describe and provide examples of the inequalities of race and ethnicity and sex and gender as they occur for individuals and groups in Canada. • Identify, analyze, and apply the perspective on power, political systems and the economy in Canada and the world. • Analyze and apply sociological theories as they relate to trends and current issues facing families in Canada and the world. • Analyze the historical and current role and impact of the social institutions of education and religion in Canada. • Describe historical and current demographic trends and analyze the impact on social interaction and urban growth. Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or the statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

GNED faculty

What Percentage of the Course Content will be Delivered On-Line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required to Teach/Supervise the Course Georgian College standard

Classroom Requirements

50 Students Equipment Requirements

Multi-Media Classroom

Course Title: Women in Literature Year of Study: Elective

Course or Subject Description:

This course introduces students to some of Canada's predominant women writers of this century. Personal and cultural identity is explored through short stories, poetry and novels. Students analyze critically, research, and study issues raised in this course from historical, social, political and cultural perspectives. This course is eligible for Prior Learning Assessment.

Delivery Method(s) and Percentage

Content Outline by Topic

• Changing characteristics of Canadian identity evident in short stories, novels, poetry, and articles as presented by Canadian women authors. • Issues of living such as gender roles, racial roles, age, class, ability, ethnicity, region, sexuality, and politics as represented in the texts and other media. • Research on historical, social and cultural issues represented by Canadian women writers. • Impact of authors' combinations of content, structure, and style. • Critical reactions to literature. • Essays, oral presentations, and informed perspectives supported by research. • Editing personal and peer writing for content, grammar, syntax, format, and style.

Length in Actual Contact Hours 42 hours

Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams)

Tests (approximately 2) Quizzes/Reactions (approximately 10) 40% Writing on themes and related issues: Research (approximately 1) 10% Compositions (approximately 2) 30% Oral Presentation 20%

Resources to be Purchased/Provided by Students

Textbook Requirements:

Title: Stone Diaries Author: Shields, Carol Publisher: Toronto: Random House

Learning Outcomes

Upon successful completion of this course, students will have reliably demonstrated the ability to: 1. Analyze historical perspectives of women, from childhood to old age, in relationships as daughters, sisters, friends, lovers, wives, and mothers, in various social and political contexts. 2. Relate, to society and their own lives, historical, social and cultural characteristics of women, as expressed in literature. 3. Recognize fictional devices and techniques such as point of view, plot, character, setting, theme, imagery. 4. Conduct research on literature and related issues by using the available technology to retrieve information from on-line data bases, CD ROMs, etc. 5. Edit writing for content, grammar, syntax, format and style using a variety of means, (e.g. dictionary, spell check, style manuals, grammar check, peer evaluations, etc.). Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or the statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

Jane Suderman (CV p. 822) What Percentage of the Course Content will be Delivered On-Line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required to Teach/Supervise the Course Georgian College standard

Classroom Requirements

50 Students Equipment Requirements

Multi-Media Classroom

Course Title: Introduction to Western Art History Year of Study: Elective

Course or Subject Description:

This course examines the foundations of the art of the western world from pre- history to the end of the Gothic period in Europe. It introduces artistic styles, establishes a knowledge of the origins of Western Art and demonstrates some of these influences on later art. This course is eligible for Prior Learning Assessment.

Delivery Method(s) and Percentage 100% lecture Content Outline by Topic

1. Introduction • Overview of the major Western Art styles and their significance. • Purpose in Western Art.

2. The Foundations of Western Art • Classicism i) Aegean Art ii) Ancient Greece: Art and Architecture iii) Ancient Rome: Art and architecture iv) Later Influence of Classicism • Northern European Realism and Expressionism i) Early Christian, Byzantine, Carolingian and Ottonian Art and Architecture ii) Romanesque and Gothic Art and Architecture iii) Later Influences of Middle Ages

Length in Actual Contact Hours

42 hours Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams)

Three Assignments 50% Three Tests 50%

Resources to be Purchased/Provided by Students

Textbook Requirements:

Title: Art: A History of Painting, Sculpture and Architecture Author: Hartt, Frederick Publisher: Prentice Hall, Abrams

Learning Outcomes

Upon successful completion of this course, students will have reliably demonstrated the ability to: • Employ the vocabulary of art to fluently discuss the visual arts in writing. • Analyze Greek, Roman and Medieval European art styles to show an understanding of the principles of these art styles and the role of the arts in society. • Outline the development of Western Art styles from Greek to late Gothic as background for appreciation and understanding of contemporary art styles. • Differentiate between art styles from different periods. • Produce reports using the relevant features of a word processing package to enhance their clarity. • Write a formal illustrated report on a chosen art-related topic with integrated research. • Acknowledge sources according to the rules of correct documentation.

Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or the statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

Jane Suderman (CV p. 822) What Percentage of the Course Content will be Delivered On-Line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required to Teach/Supervise the Course Georgian College standard

Classroom Requirements

50 Students Equipment Requirements

Multi-Media Classroom

Course Title: Introduction to Psychology 2 Year of Study: Elective

Course or Subject Description:

This course is designed to provide students with the underlying psychological theories that provide a foundation for understanding human behaviour and mental processes. The course includes topics as: understanding personality, the measurement of intelligence and creativity, examination of gender similarities and differences, the brain, its physiology and how it works, life long development (physically, emotionally, behaviourally), thinking and language development, psychological problems and disorders, and the study of social psychology. Combined with "Introduction to Psychology" this course provides students with the requisite content and outcomes to apply for a credit at other postsecondary institutions. This course is eligible for Prior Learning Assessment. Delivery Method(s) and Percentage

100% lecture Content Outline by Topic

• The study of the brain, biology and behaviour • Intelligence • Cognition and creativity • Life-span development • Child development • Personality • Abnormal psychology • Therapies • Social psychology Length in Actual Contact Hours 42 hours

Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams)

Tests (approx. 4) (80%) Assignments/presentations/quizzes (approx. 2) (20%)

Resources to be Purchased/Provided by Students

Textbook Requirements:

Title: Psychology: A Journey Author: Coon, Dennis

Publisher: Nelson Thomson Learning ISBN: 0176224009 (First Canadian edition)

Learning Outcomes

Upon successful completion of this course, the student will have reliably demonstrated the ability to: • Explain the structure and the interaction of the systems of the brain. • Evaluate the major theories of human development and the human life cycle. • Demonstrate the use of cognitive skills in creative problem solving. • Explain the major theories of personality formation. • Assess the procedures to measure intelligence. • Describe what constitutes abnormal behaviour and types of mental disorders. • Assess the research-based theories of how an individual is affected by the group. • Explain how attitudes are formed and changed.

Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or the statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

Nancy Noldy-MacLean (CV p. 812)

What Percentage of the Course Content will be Delivered On-Line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required to Teach/Supervise the Course Georgian College standard

Classroom Requirements

50 Students Equipment Requirements

Multi-Media Classroom

Course Title: Consumer Psychology Year of Study: Elective

Course or Subject Description: This course is designed to view the consumer as an individual and how social scientists have studied the behaviour of consumers and applied their findings to today's consumer society. The course reflects relevant social science theory and applies it to the global marketplace. Topics include consumer segmentation techniques, sociocultural influences including subcultural and social class analyses and psychological influences including learning, perception, motivation and attitude formation. The course is designed to provide the student with a better understanding of what makes the individual behave as she or he does when they are placed in a "consumption" setting. It is believed that not only will students gain a clearer understanding of how these factors affect others but they will gain a better understanding of what forces are at work in their own lives as consumers. Delivery Method(s) and Percentage 100% lecture

Content Outline by Topic

• Market Segmentation • The influence of society, culture and family on consumer behaviour • Needs and motives • Behaviourial/learning theories • Perception and Attitude

Length in Actual Contact Hours

42 hours

Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams)

Tests (approximately 3) 60% Assignment 20% Class quizzes/Cooperative Learning 20%

Resources to be Purchased/Provided by Students

Textbook Requirements:

Title: Understanding Consumer Behaviour Author: Olson/Founblath Publisher: Times Mirror

Learning Outcomes

Upon successful completion of this course, the student will have demonstrated the ability to: • Analyze the influence of society, culture, and family on how consumers function. • Distinguish between human motivation, needs, and goals and how these concepts affect human behaviour. • Compare the effects of various behaviourial and cognitive learning theories as they apply to consumers. • Recognize various perceptual and attitudinal influences on behaviour. Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or the statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

Nancy Noldy-MacLean (CV p. 812) What Percentage of the Course Content will be Delivered On-Line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required to Teach/Supervise the Course Georgian College standard

Classroom Requirements 50 Students Equipment Requirements Multi-Media Classroom

Course Title: Human Behaviour in the Workplace Year of Study: Elective

Course or Subject Description: This course is designed to provide the student with an understanding of the sociological and psychological factors that help and hinder effective interactions in the workplace. Knowledge of human relations is essential for career success in today's society. By introducing the student to sociological and psychological concepts this course will help the student interpret, evaluate and improve person-to-person work relationships. This course is eligible for Prior Learning Assessment.

Delivery Method(s) and Percentage 100% Lecture Content Outline by Topic • The Nature of Diversity in the Workplace - personality - learning styles - communication styles - perception and the self - gender and communication - culture and communication • Approaches to Problem Solving - individual responses to problems - barriers to problem solving - using logic to analyze issues • The Dynamics of Interpersonal and Group Conflict - psychological game playing - the nature of conflict - conflict management styles - conflict resolution strategies • The Nature of Leadership - defining leadership - leadership styles • Workplace Stress Factors and Stress Management Strategies - the nature of stress - ways to cope with stress - stress and lifestyle management

Length in Actual Contact Hours 42 hours Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams)

Tests (approx. 4) 60%

Assignments (approx. 2) 40%

Resources to be Purchased/Provided by Students

Textbook Requirements:

Learning Outcomes

Upon successful completion of this course, the student will have reliably demonstrated the ability to: • Explain how and why individuals differ and how this diversity affects human interaction. • Analyze how individuals approach and respond to problem-solving and decision making situations encountered in the workplace. • Explain how sociological and psychological factors influence small group dynamics. • Identify key elements that affect individual success and failure in leadership positions. • Analyze the causes and consequences of anger and frustration that can occur in the workplace and assess a variety of coping strategies for dealing with stressful situations.

Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or the statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

GNED Faculty

What Percentage of the Course Content will be Delivered On-Line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required to Teach/Supervise the Course Georgian College standard

Classroom Requirements

50 Students Equipment Requirements

Multi-Media Classroom

Course Title: Contemporary and Popular Fiction Year of Study: Elective Course or Subject Description: This literature course explores issues represented in contemporary and popular fiction as art of lifelong learning, a prime concern of general education. Short stories and a novel are read to examine the historical, social, cultural, political and personal issues represented in contemporary and popular fiction. This course is eligible for Prior Learning Assessment. Delivery Method(s) and Percentage Course to be Delivered using Each Method: 100% lecture Content Outline by Topic: A. Contemporary and Popular Fiction through Critical Analysis 1. Investigate basic principles of critical analysis. 2. Explore importance of literature as historical, social, cultural and personal compositions. 3. Discuss value of using issues which contemporary and popular authors represent in literature as a forum for critical thinking. 4. Practice research processes. B. Critical Response to Short Stories and a Novel 1. Determine the historical characteristics of fiction that are evident in contemporary and popular fiction. 2. Analyze contemporary issues of living such as a gender roles, racial roles, age, class, ability, ethnicity, region, sexuality and politics represented in the texts. 3. React to content of literature by researching historical, social, cultural and personal context of writers from various countries. 4. Study impact of authors' combinations of content, structure and style. 5. Write short initial reactions to literature, charting process of understanding personal reaction to content. 6. Develop short reactions into longer critical analysis by presenting, in essays and oral presentations, informed perspectives supported by research. 7. Edit personal and peer writing for content, grammar, syntax, format and style. Length in Actual Contact Hours: 42 hours

Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams): Readings: Reactions (approximately 15) 40%

Critical Analysis through: Research (approximately 1) 10% Composition (approximately 2) 30% Oral Presentations (approximately 2) 20% Resources to be Purchased/Provided by Students (e.g. course kits, equipment, software):

Textbook Requirements: Title: Elements of Fiction Author: Scholes, Robert and Rosemary Sullivan, eds. Publisher: Don Mills: Oxford University Press

Learning Outcomes: Upon successful completion of this course, the student will have reliably demonstrated the ability to: • Appreciate, critically, the arts through the study of contemporary and popular literature. • Relate to society and their own lives historical and cultural issues represented in contemporary and popular fiction. • Relate to society and their own lives social and individual issues represented in contemporary and popular fiction. • Read a variety of contemporary and popular fiction for meaning and appreciation. • Analyze, critically, assigned reading through composition, oral presentations and discussions. • Write compositions in a variety of styles. • Conduct research on contemporary and popular fiction and related issues by using the available technology to retrieve information from on-line data-bases, CD-ROMs, etc. • Edit all writing for content, grammar, syntax, format and style, using a variety of means (e.g. dictionary, spell check, style manuals, grammar check, peer evaluation, etc.) Information about Course Designer/Developer: □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate) □ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4) Identify Faculty to be Hired to Teach the Course (or statement “faculty to be hired”):

(Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate) Jane Suderman (CV p. 822) What percentage of the course content will be delivered online? 0% (If greater than zero, attach a completed Appendix 6.63.) Faculty Qualifications Required: Georgian College standard

Classroom Requirements: 50 Students Equipment Requirements: Multi-Media Classroom

Course Title: Creative Writing Year of Study: Elective Course or Subject Description: This course introduces creative writing as part of lifelong exploration and fulfilment. Various genres are introduced and analyzed to help stimulate students' creative vision and writing abilities. Personal, current and historical events are examined for writing inspiration. Students are encouraged to write and rewrite on a daily basis in a variety of styles. This course is eligible for Prior Learning Assessment. Delivery Method(s) and Percentage Course to be Delivered using Each Method: 100% lecture Content Outline by Topic: Writing Techniques 1. Components of a short story: theme, plot, setting, characters, and dialogue. 2. Writer's craft at work: point of view, irony, metaphor, allegory, imagery and simile in various genres including works of fiction, poetry, biographies, and essays.

Personal Writing Style 1. Personal opinions and experiences related to current and historical events. 2. Creativity, innovation and discipline for creative writers. 3. Personal and peer editing for content, grammar, syntax, and style.

Length in Actual Contact Hours: 42 hours Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams): Journals (approximately 10) 20% Writing Exercises (approximately 5-7) 50% Short Story 30% Resources to be Purchased/Provided by Students (e.g. course kits, equipment, software):

Textbook Requirements: Title: A Passion for Narrative: A Guide for Writing Fiction Author: Hodgins, Jack Publisher: McLelland & Stewart (Random House) ISBN: 0771041985 Learning Outcomes:

Upon successful completion of this course, the students will have demonstrated the ability to: • Write creative compositions in a variety of styles. • Examine writing forms through the study of various genres. • Develop their own ideas into various writing forms. • Apply experiences from their own lives in their writing. • Analyze current and historical events for writing inspiration. • Communicate weekly in a personal journal to develop regular writing habits and to learn the discipline required by successful writers. • Examine and respond critically, to their own and others' writing styles. • Edit writing for content, grammar, syntax, format and styles using a variety of means (e.g. dictionary, spell check, style manuals, peer evaluation, etc.) Information about Course Designer/Developer: □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate) □ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to be Hired to Teach the Course (or statement “faculty to be hired”): (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate) Jane Suderman (CV p. 822) What percentage of the course content will be delivered online? 0% (If greater than zero, attach a completed Appendix 6.63.) Faculty Qualifications Required: Georgian College standard

Classroom Requirements: 50 Students Equipment Requirements: Multi-Media Classroom

Course Title: Culture Anthropology Year of Study: Elective Course or Subject Description: This course provides the student with an understanding of the basic characteristics that all cultures share. The emphasis is on non-Western societies and cultures. Wherever possible, a cross- cultural perspective, comparing cultural practices in different societies, often including the student's own, is presented. This course is eligible for Prior Learning Assessment. Delivery Method(s) and Percentage Course to be Delivered using Each Method: 100% lecture Content Outline by Topic: 1. The Roots of Culture: a) Evolution through adaptation b) Characteristics of culture c) Culture and process 2. Language: a) The origins of language b) Language in its cultural setting c) Gestures 3. Patterns of Subsistence: a) Culture areas of the world 4. The Family a) Functions and forms of the family b) Marriage types c) Kinship and descent 5. Religion and Magic a) Religious practitioners b) Ritual and ceremonies c) Functions of witchcraft d) Religion and cultural change 6. The Cultural Future of Humanity a) Mechanisms of change b) Culture loss and acculturation c) Problems of the future Length in Actual Contact Hours: 42 hours Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams): Tests (approximately 4) 80%

Project 20% Resources to be Purchased/Provided by Students (e.g. course kits, equipment, software):

Textbook Requirements: Study Guide Learning Outcomes: Upon successful completion of this course, the student will have reliably demonstrated the ability to: • Describe and explain the early developments of human culture. • Identify and describe the characteristics of various cultural patterns. • Identify the characteristics of marriage and family patterns in different cultures. • Discuss the role of language in a given culture. • Explain the basic principles and concepts of religion and magic using a cultural perspective. • Demonstrate an understanding of the role of religion in cultural change. • Identify the cultural future of humanity. Information about Course Designer/Developer: □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate) □ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4) Identify Faculty to be Hired to Teach the Course (or statement “faculty to be hired”): (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate) GNED Faculty What percentage of the course content will be delivered online? 0% (If greater than zero, attach a completed Appendix 6.63.) Faculty Qualifications Required: Georgian College standard

Classroom Requirements: 50 Students Equipment Requirements: Multi-Media Classroom

Course Title: Native Literature in Canada Year of Study: Elective Course or Subject Description: This course explores issues represented in Native literature as part of lifelong learning, a prime concern of general education. Short stories, poetry and a novel are read to examine the historical, social, cultural, political and personal issues represented in Native literature. Delivery Method(s) and Percentage Course to be Delivered using Each Method: 100% lecture Content Outline by Topic: A. Native literature through Critical Analysis 1. Investigate basic principles of critical analysis 2. Explore importance of literature as historical, social, cultural and personal compositions 3. Discuss value of using issues which Native authors represent in literature as a forum for critical thinking 4. Practice research processes. B. Critical response to Native Essays, Short Stories, Poetry and a Novel 1. Determine the historical and contemporary issues represented in essays, short stories, poetry and a novel by Native writers in Canada 2. Analyze the impact of Manifest Destiny, Colonization, Residential Schools, Reserves and the desire for Self Government on Native communities as represented in the literature 3. React to content of Native literature by researching historical, social, cultural, and personal context of writers from various nations 4. Study impact of authors' combinations of content, structure and style 5. Write short initial reactions to literature, charting process of understanding personal reaction to content 6. Develop short reactions into longer critical analyses by presenting, in essays and oral presentations, informed perspectives supported by research 7. Edit personal and peer writing for content, grammar, syntax, format and style Length in Actual Contact Hours: 42 hours Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams):

Readings: Reaction 40% Critical Analysis through: Research Compositions 40% Oral Presentations 20% Resources to be Purchased/Provided by Students (e.g. course kits, equipment, software): Textbook Requirements: Title: All My Relations: An Anthology of Contemporary Canadian Native Fiction Author: King Thomas, eds Publisher: Toronto: McClelland & Stewart Inc. Learning Outcomes: Upon completion of this course, the student will have reliably demonstrated the ability to: • Appreciate, critically, the arts through the study of Native literature. • Relate to society and their own lives historical and cultural issues represented in Native literature. • Relate to society and their own lives social and individual issues represented in Native literature. • Read a variety of Native literature for meaning and appreciation. • Analyze, critically, assigned readings through composition, oral presentations and discussions. • Write compositions in a variety of styles. • Conduct research on Native literature and related issues by using the available technology to retrieve information from on-line data-bases, CD-ROMs, etc. • Edit all writing for content, grammar, syntax, format and style, using a variety of means (e.g. dictionary, spell check, style manuals, grammar check, peer evaluation, etc.). Information about Course Designer/Developer: □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate) □ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4) Identify Faculty to be Hired to Teach the Course (or statement “faculty to be hired”): (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate) GNED Faculty What percentage of the course content will be delivered online? 0% (If greater than zero, attach a completed Appendix 6.63.) Faculty Qualifications Required: Georgian College standard

Classroom Requirements: 50 Students Equipment Requirements: Multi-Media Classroom

Course Title: Criminology Year of Study: Elective Course or Subject Description: This course will explore how society defines crime, criminal behaviour, and deviance. Different theories as to why people commit crimes will be discussed and applied to specific cases. How people and society respond to crime, and the criminal justice system will also be considered. Delivery Method(s) and Percentage Course to be Delivered using Each Method: 100% lecture Content Outline by Topic: 1. Putting crime into a social and historical context.

2. Defining crime and deviance, an examination of the subjective/objective ways of defining the concepts of crime and deviance in contemporary society.

3. The Nature and Extent of Crime: - Uniform Crime Report - Crime Funnel - Reporting of Crime - Crime Surveys - Patterns of Crime

4. Crime Causation: - Psychological and Psychiatric foundations of criminal behaviour - Crime and the Social environment - The Meaning of Crime: Social process perspectives - Social Conflict and Crime

5. Crime and Social Policy: - Young Offenders and Youth Justice Act

6. Victims of Crime: - Victimless Crime > Drugs, Prostitution, Gambling - Victims Bill of Rights - Current Community Issues - Domestic Violence, Sex Offenders

7. Future directions in Criminology

8. An examination of crimes - Patterns of Crime and Classifications of Crime.

Length in Actual Contact Hours: 42 hours Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams): Tests (approximately 4) 70% Assignments (approximately 3) 30% Resources to be Purchased/Provided by Students (e.g. course kits, equipment, software):

Textbook Requirements: Title: Canadian Criminology Today (Theories and Applications) Author: Schmalleger, Frank and Volk, Rebecca Publisher: Toronto: Prentice Hall ISBN: 0131237918 Learning Outcomes: Upon successful completion of this course, the student will have demonstrated the ability to: • Discuss the way in which society defines criminal behaviour and the criminal. • Indicate the process by which some youths become involved in delinquency. • Differentiate between the three broad types of theories of crime: theories of under control; theories of culture, status, and the opportunity; and theories of over control. • Assess new directions in theorizing about deviance. • Examine the relationship between legislation and morality in Canada. Information about Course Designer/Developer: □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate) □ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4) Identify Faculty to be Hired to Teach the Course (or statement “faculty to be hired”): (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate) GNED Faculty

What percentage of the course content will be delivered online? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required: Georgian College standard Classroom Requirements: 50 Students Equipment Requirements: Multi-Media Classroom

Course Title: Understanding Art Year of Study: Elective Course or Subject Description: This is an introductory course designed for those with little or no prior learning about art. All aspects of the course will concentrate on assisting the learner to develop basic knowledge about art. There are now many hundreds of online art galleries and museums worldwide; many have richly annotated and thoughtfully organized exhibitions by leading academics. This course makes use of these on-line resources that are available for free. The course design focuses on assisting the learner to develop an understanding of the art making process and how artworks have meaning within society. Upon completion of this course students will be able to use correct terminology in order to describe art and how artists practice their art forms. Learners will be able to speculate about and discuss the meaning or intent of an art work. This course is offered online through Georgian's FirstClass conferencing system and its Website. The instructor will lead the class through six "tours" of selected online art exhibitions. S/he will provide commentary, and lecture notes relating to issues that the tour is devoted to. Students will be required to visit each site on the tour and log in to FirstClass weekly in order to participate in the course dialogue/activities. Students will learn to employ the correct terminology required to intelligently describe/analyze and discuss art-making practices. They will discuss each "tour" and its issues and will summarize their understanding of art through reports and a term paper. Delivery Method(s) and Percentage Course to be Delivered using Each Method: 100% lecture Content Outline by Topic: 1. Instructor led online tours of art exhibitions relating to the following themes: - Words for Art (this tour introduces the student to terms to describe art, art making processes, and art concepts) - Religion and Spiritually (this tour looks at how art originally served to help people understand their relationship to the spirit world and later how art served the purposes of formalized religions) - Propaganda (this tour looks at how art has been used by organizations and governments to influence the way people think about things) - Individuality (this tour looks at how art has served the needs of artists to express themselves) - Media (this tour looks at how artists makes use of just about anything to serve as a material to shape) - Value (this tour looks at how art is assigned worth in various societies). 2. Online discussion and debate relating to artworks seen and read about during visits to online exhibitions.

3. Learning and applying correct terminology when discussing artistic works, processes and objects. 4. Reporting and description/reflection about personal experiences of art - Practice using aesthetic terminology and qualified judgement in defining and appraising one's experience of art works - Discussing and debating instructor defined themes with peers Length in Actual Contact Hours: 42 hours Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams): Two Short reports (500 words) 30% Weekly participation in online course conferencing 45% One Term paper (1000-1500 words) 25% Resources to be Purchased/Provided by Students (e.g. course kits, equipment, software):

Textbook Requirements: No text required Learning Outcomes: Upon successful completion of this course, the student will have reliably demonstrated the ability to: • Use appropriate terminology when discussing art. • Correctly identify art forms by naming production method and materials. • Speculate about and discuss the intended audience and/or social intent of an artform. • Speculate about and suggest contextual relationships between art and social environments. • Use computer conferencing technology and the Internet to assist in art-related research and communications (Understanding Art is a completely online course. Students without home access to the Internet may use the Open Learning Centre to participate. There are no scheduled classes, but students must log in at least once a week to participate in the class activities. Experience in using Windows 95 or Mac computers and some experience in "surfing the net" is strongly recommended. Information about Course Designer/Developer: □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate) □ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4) Identify Faculty to be Hired to Teach the Course (or statement “faculty to be hired”):

Jane Suderman (CV p. 822) What percentage of the course content will be delivered online? 0% (If greater than zero, attach a completed Appendix 6.63.) Faculty Qualifications Required: Georgian College standard Classroom Requirements: 50 Students Equipment Requirements: Multi-Media Classroom

Course Title: Role of Music in our Lives Year of Study: Elective Course or Subject Description: This course will allow students to explore the importance of music in their own lives from a perspective that will allow them to make links between themselves and the world around them. The historical development of music and the socio-cultural influences that have led to the music of today will be studied leading to an increased understanding of current issues in the world of music. This course is eligible for Prior Learning Assessment. Delivery Method(s) and Percentage Course to be Delivered using Each Method: 100% lecture Content Outline by Topic: Three modules will be included in the course content: Music in our Culture - musical elements - importance in our lives - individual expression - critical listening skills

Historical Development of Music - origins of popular music from the 1900s (jazz, gospel, rhythm and blues, rock n roll) - social/cultural/political influences shaping this progression

Music Today - technology and music (impact of technology on music, legal issues) - music industry - film/media music - music videos - current issues (trends, controversial lyrics, censorship, (impact of technology on music, legal issues) - music gender, ethics Length in Actual Contact Hours: 42 hours Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams): Tests 30% Assignments 50% Project 20%

Resources to be Purchased/Provided by Students (e.g. course kits, equipment, software): Textbook Requirements: GC Press Publication 531 Learning Outcomes: Upon successful completion of this course, the student will have reliably demonstrated the ability to: • Identify and apply the basic elements of music. • Develop competency in problem solving, critical thinking, and decision making through experiences with music. • Research and analyze emerging technologies that find application in music. • Connect knowledge and expressive skills gained through experience in music with other aspects of their lives. • Interpret and support a respect for the ideas of others by sharing music as a reflection of our individuality. • Analyze how music has developed in context with the broader socio-political cultural context and how music functions as a reflection of fundamental human experience. Information about Course Designer/Developer: □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate) □ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4) Identify Faculty to be Hired to Teach the Course (or statement “faculty to be hired”): GNED faculty What percentage of the course content will be delivered online? 0% (If greater than zero, attach a completed Appendix 6.63.) Faculty Qualifications Required: Georgian College standard Classroom Requirements: 50 Students Equipment Requirements: Multi-Media Classroom

Course Title: Understanding American Politics Year of Study: Elective

Course or Subject Description: As the world enters the 21st century, the United States has emerged as the greatest empire the world has known. With the end of the cold war, the United States now occupies the world's leading position in economics, culture and military strength. Since September 11th, America's challenges are now the world's challenges. This course introduces the student to the distinctive character of the American political system, compared to Canada's, and its current issues.

Delivery Method(s) and Percentage Course to be Delivered using Each Method: 100% lecture

Content Outline by Topic:

American Democracy The Constitution The Presidency The Congress The Judiciary Provincial Context Political Parties Elections North American Media Money and Politics North American Interest Groups American Foreign Policy

Length in Actual Contact Hours: 42 hours Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams):

Written Assignments 50% Group Assignment 20% Test(s) 30%

Resources to be purchased/provided by students (e.g. course kits, equipment, software):

Textbook requirements:

Title: America at Odds, The Essentials Author: Henschen, Beth & Sidlow, Edward

Publisher: West/Wadsworth ISBN: 0534560164

Learning Outcomes:

Upon successful completion of this course, the student will have reliably demonstrated the ability to: • Compare and contrast the American and Canadian political system. • Describe the interconnection between Canada's economic well being and US economic activities. • Identify, describe and assess the structures and processes of American policy making. • Identify, describe and assess the role of the American media and the influence of money in American politics. • Assess the effectiveness of the three branches of American government in terms of checks and balances. • Apply research and analysis to a specific characteristic of American politics and policy. • Demonstrate the ability to work co-operatively with class colleagues on a group assignment.

Information about Course Designer/Developer: □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to be Hired to Teach the Course (or statement “faculty to be hired”): (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

Michael Johns (CV p. 809) percentage of the course content will be delivered on-line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty qualifications required to teach/supervise the course: (includes academic credentials and professional experience) Georgian College standard

Classroom requirements: 50 Students Equipment requirements: Multi-Media Classroom

Course Title: The Archeology and Culture of the Ancient Egyptians Year of Study: Elective Course or Subject Description: This course studies the 3000 year history and culture of Ancient Egypt, from its emergence as a riverine culture on the banks of the Nile River to its decline as a power. Using the evidence of archaeology, it recreates life along the Nile and the development of a refined culture under "god- kings". It studies the "Age of the Pyramids" and its collapse, the emergence of the concept of empire in response to issues of international trade and commerce, and the decline of that empire under pressure from new, external imperial concepts and technological advances. Finally, the course raises the issue of cultural impact on The West, as first evidenced in the Old Testament, to the impact on the classical imagination as evidenced in the histories of Greeks and Romans, to the stylistic impact of archaeological discovery on the arts and cultures of our Modern Age. Delivery Method(s) and Percentage Course to be Delivered using Each Method: 100% lecture Content Outline by Topic: In-class work will employ the use of illustrated lectures, video and review of contemporary archaeological literature. 1. The Archaeology of Ancient Egypt a) The Rediscovery of Ancient Egypt in the 19th Century b) Ancient Places of Importance in Understanding Ancient Egyptian Culture c) Interpretation of the Evidence: The Meaning of the Material Culture d) The Chronology of Ancient Egypt

2. The Rise of a Riverine Culture Along the Nile a) Resources in the Rise of Egyptian Civilization b) Systemic and Symbolic Developments in Ancient Egypt c) Predynastic and Archaic Egypt

3. The Age of the Pyramids a) Imhotep and Egyptian Culture b) Heliopolis and the Cult of Ra c) Decline and the Rise of Regional Government

4. The Development of Empire a) The Importance of the Middle Kingdom in Egyptian Culture b) Hyksos and Thebans c) The Rise of Empire: International Trade and Politics d) The Age of Akhenaten and Tutankhamen e) Empire Reformed and its Decline

5. Egypt in the First Millennium BCE a) Northern Princes vs Southern Theocrats b) The Rise of External Powers: From the Sea Peoples to the Assyrians c) Egypt and Israel: Old Testament References

6. Egypt in the Western Imagination a) Egypt in the Classical Imagination b) The Impact on the Culture of 19th Century Europe c) Egyptianization in the Decorative Arts and in Literature

Length in Actual Contact Hours: 42 hours Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams): In-Class Testing 50% (Two tests composed of multiple choice and short essay style questions.) Two Research Assignments 50% Resources to be Purchased/Provided by Students (e.g. course kits, equipment, software):

Textbook Requirements: Title: Egyptians Author: Cyril, Aldred Publisher: Thames and Hudson (Penguin) ISBN: 0500280363 Learning Outcomes: Upon successful completion of this course, students will have reliably demonstrated the ability to: • Summarize the political, social and creative history and development of Ancient Egypt during its 3000-year history. • Explain the significant concepts that developed in Ancient Egypt which continue to impact on Western beliefs and values. • Explain the underlying reasons for the emergence of a riverine culture and its formation of civilization expressed in monumental and imperial terms. • Identify basic archaeological principles that allow for accurate interpretation of material culture in the understanding of Ancient Egypt's story. • Evaluate the significance of Ancient Egypt in Western culture. • Conduct research on the history and culture of Ancient Egypt using the research facilities available in the College's Learning Resources Centre. • Write research assignments on subjects appropriate to the course content. Information about Course Designer/Developer:

□ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate) □ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to be Hired to Teach the Course (or statement “faculty to be hired”): (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate) GNED Faculty What percentage of the course content will be delivered online? 0% (If greater than zero, attach a completed Appendix 6.63.) Faculty Qualifications Required: Georgian College standard Classroom Requirements: 50 Students Equipment Requirements: Multi-Media Classroom

Course Title: Social Psychology Year of Study: Elective Course or Subject Description: This course is designed to provide students with a working knowledge of the central theories and everyday applications of social psychology. Students will explore the ways in which others affect our personal and professional lives by focussing on both classic and contemporary studies in perception, cognition, group dynamics, interpersonal attraction, race relations, and aggression. As a result, social psychology will provide students with sound insights to help them understand and manage their interpersonal relationships in both work and social life. This course is eligible for Prior Learning Assessment. Delivery Method(s) and Percentage Course to be Delivered using Each Method: 100% lecture Content Outline by Topic: Social Psychology Defined Social Cognition, Self Image Presenting the Self Persuasion and Attitude Change Social Influence Affiliation, Friendship, and Love Prosocial Behaviour/Aggression Groups and Group Process Evaluation of Theories Length in Actual Contact Hours: 42 hours Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams): Tests 80% Oral presentation(s)/written assignment(s) 20% Resources to be Purchased/Provided by Students (e.g. course kits, equipment, software):

Textbook Requirements: Title: Social Psychology Author: Kenrick, Douglas T., et al. Publisher: Toronto, Allyn and Bacon Learning Outcomes: Upon successful completion of this course, the student will have demonstrated the ability to:

• Define and describe the major theoretical perspectives of social psychology. • Describe social perception and cognition as they relate to the understanding of self and others. • Demonstrate an awareness of self and the presentation of self in interaction with others. • Define persuasion and the dynamics of persuasion, attitude change and social influence. • Analyze the nature of affiliation and friendship, as well as love and romantic relationships. • Describe and contrast types of prosocial behaviour and aggression. • Critically evaluate the psychological processes that lead to prejudice, discrimination, and stereotyping. • Articulate the nature of dynamics of groups, including group structure, identity, decision-making, and leadership. • Compare and evaluate the major theoretical perspectives of social psychology. Information about Course Designer/Developer: □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate) □ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4) Identify Faculty to be Hired to Teach the Course (or statement “faculty to be hired”): (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate) Nancy Noldy-MacLean (CV p. 812) What percentage of the course content will be delivered online? 0% (If greater than zero, attach a completed Appendix 6.63.) Faculty Qualifications Required: Georgian College standard Classroom Requirements: 50 Students Equipment Requirements: Multi-Media Classroom

Course Title: Modern Art in North America Since 1945 Year of Study: Elective Course or Subject Description: This course explores contemporary trends in art since World War II with a focus on Canadian developments as they relate to international experiments. The impact of political, cultural and social change as they affect painting, sculpture and architecture will be examined. Students will consider the way in which traditional distinctions among these visual art forms have been challenged by contemporary multi-media presentations. A distinction between the modern and post-modern aesthetic will be made. This course is eligible for Prior Learning Assessment. Delivery Method(s) and Percentage Course to be Delivered using Each Method: 100% lecture Content Outline by Topic: Modernist Formalism Abstract Expressionism, Post-Painterly Abstraction

Alternatives to Modernist Formalism Pop Art, Superrealism, Environmental Art

Architectural developments International Style, Postmodern Classicism

Sculptural developments Figurative, abstraction, minimalism, installation and conceptual

Performances art What is an art object?

Feminism: Its impact on art making

Pluralism: appropriation and deconstructivism Length in Actual Contact Hours: 42 hours Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams): Tests 50% Assignments 50% Resources to be Purchased/Provided by Students (e.g. course kits, equipment, software):

Textbook Requirements: Title: Art Since 1940: Strategies of Being Author: Fineberg, Jonathan Publisher: Englewood Cliffs, NJ: Prentice Hall ISBN: 0131839780 Learning Outcomes: Upon successful completion of this course, the student will have demonstrated the ability to: • Describe the importance of existential philosophy on attitudes towards art since 1945. • Understand the tenets of modernism and formalism after 1945. • Identify the ways in which traditional distinctions between painting, sculpture and architecture have been challenged by exploration and experimentation in these areas. • Comprehend postmodernism as a cultural phenomenon. • Show familiarity with feminism and its impact on art from 1970 to the present. • Discuss pluralism, appropriation and de-constructivism as the newest forms of exploration in art. Information about Course Designer/Developer: □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate) □ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4) Identify Faculty to be Hired to Teach the Course (or statement “faculty to be hired”): (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate) GNED Faculty What percentage of the course content will be delivered online? 0% (If greater than zero, attach a completed Appendix 6.63.) Faculty Qualifications Required: Georgian College standard Classroom Requirements: 50 Students Equipment Requirements: Multi-Media Classroom

Course Title: Media and Society Year of Study: Elective Course or Subject Description: This course explores the role of various media in North American Society. "Media and Society" is an analytical course which surveys mass communication from its inception to the present. Its range of discussion includes music formats, ethics in advertising, morality in the cinema, and tabloid television. "Media and Society" explains both what we read, listen to and watch...and why. This course is eligible for prior Learning Assessment. Delivery Method(s) and Percentage Course to be Delivered using Each Method: 100% lecture Content Outline by Topic: Historical Perspective Print Radio Television Cinema/Recording Industry Advertising/Public Relations The Internet and the World-Wide Web Length in Actual Contact Hours: 42 hours Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams): Tests (approximately 3 m/c, short answer) 30% In-class exercises (approximately 5) 20% Assignments (approximately 2) 30% Project (group or individual) 20% Resources to be Purchased/Provided by Students (e.g. course kits, equipment, software):

Textbook Requirements: Title: Media/Impace An Introductino to Mass Media Author: Biagi, McKie Publisher: Toronto: ITP Nelson Learning Outcomes: Upon successful completion of this course, the student will have reliably demonstrated the ability to: • Understand society's need for media. • Understand the varieties of media and their inherent and necessary differences.

• Comprehend the function of media in society. • Demonstrate an ability to analyze advertising/entertainment and gauge its impact upon society. • Determine the effectiveness of each medium in relation to the others. • Understand the ethical issues that govern media and offer considered opinions on their impact on society. Information about Course Designer/Developer: □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate) □ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4) Identify Faculty to be Hired to Teach the Course (or statement “faculty to be hired”): (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate) George Mashinter (CV p. 819) What percentage of the course content will be delivered online? 0% (If greater than zero, attach a completed Appendix 6.63.) Faculty Qualifications Required: Georgian College standard Classroom Requirements: 50 Students Equipment Requirements: Multi-Media Classroom

Embry-Riddle (Year 4) Course Title: Airport Management Year of Study 4th Year

Course or Subject Description: The focus of this course will be an examination of the management of airports. Emphasis is on the facilities that comprise an airport system, including airspace, airfield, terminal and ground access operations.

Delivery Method(s) and Percentage course to be delivered using each method 100% lecture.

Content outline by Topic • Historical and System Perspective of the U.S. Aviation System. The U.S. Aviation System and Activity Measures; U.S. Aviation History and Trends. • Planning and Funding Airports in the U.S.; Airport Types and Roles; Policy Considerations. • Airport Facility Planning, Design, Operation; Airport Master Planning: Method and Process; Traffic Demand Forecasts. • Site Evaluation and Selection; Environmental Impact Assessments; Aircraft Characteristics Related to Airport Planning and Design; Noise; Land Use Planning and Control; Runway and Airport Configuration. • Airspace, Navigational Aids and Miscellaneous Facilities; Passenger Terminals; Ground Handling of Passengers and Baggage; Ground Access Systems; Airport Capacity and Delay Measures. • Airport Management. • Public Acceptance; Public Relations; Media Tools; Airport Marketing Plan. • Economic Impacts of Airports; Budget Systems; Benefit-Cost Analysis; Demand Forecasts and Revenue/Cost sources. • Maintenance Categories; Energy Conservation and Environmental Concerns; Changing Seasonal and Meteorological Conditions; Pavement Designs and Repairs; Management Control Issues. • Discuss the various elements of an airport's legal responsibilities to include common law, tort liability, criminal case laws, liens and security. Length in Actual Contact Hours 40 hours

Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams)

Participation and interaction within the course 10%, Research Paper 20% Mid-term exam 30%; Comprehensive final examination 40%.

Resources to be purchased/provided by students (e.g. course kits, equipment, software)

Textbook Requirements Wells and Young, Airport Planning and Management, 5th ed., Irwin-McGraw Hill, 2004 Learning Outcomes

Upon course completion, students will be able to:

• Discuss the importance of each legislative act affecting Airport Management and the aviation industry. • Identify, compare and evaluate the various airport types, categories, operational systems, areas, functions and roles. • Explain the evolution of various organizational designs and managerial functions at airports; identify the major areas of managerial attributes, responsibility and expertise; discuss the issues of power and authority as they relate to federal, state and local airport issues. • Discuss the sources of funding for airports and airport funding policies in the United States; identify the major streams of airport revenue and expenses, budget types, leases, rates, and pricing strategies. • Recite the most significant Federal Aviation Regulations (FARs) and Transportation Security Regulations (TSRs) related to the various categories of security measures affecting public safety and the certification of airports and air carriers. • Identify the major sources of environmental issues faced by airports, especially the zones of noise and abatement procedures, and the applicable regulatory guidelines. • Recognize the various factors affecting the issue of public acceptance as it relates to airports and the aviation community; recite significant programs of public relations, marketing and political actions available to airports. • Describe the scope and significance of airport maintenance to include major categories, costs, design considerations, environmental concerns and techniques for dealing with repairs • Recognize and explain the economic importance and related impacts of airports on the community and transportation infrastructure; explain airport capacity potential and apply statistical measures to traffic demand forecasts. • Explain the airport master planning process to include its major elements, tasks, forecasting techniques, and development responsibilities. • Discuss the various elements of an airport’s legal responsibilities to include common law, tort liability, criminal case laws, liens and security. Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

To be determined. If the method of instruction includes on-line delivery (technology-based, computer-based and web-

based), what percentage of the course content will be delivered on-line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty qualifications required to teach/supervise the course (includes academic credentials and professional experience)

Classroom Requirements

30 Students Equipment Requirements

Multi-Media Classroom

Course Title: Aviation Maintenance Management Year of Study 4th Year Course or Subject Description An analysis of major Air Carrier and General Aviation aircraft maintenance that includes regulation, maintenance programs, organizational structure, management approaches, labor, scheduling and performance measurement. A major outcome will be the understanding of the role maintenance has in the overall aviation operation.

Delivery Method(s) and Percentage 100% lecture Content Outline by Topic

• Introduction to FAA approved aircraft maintenance programs • FAA and other governmental regulations applicable to aircraft maintenance organizations. • Maintenance Steering Group (MSG) development • The nature of failure and Reliability Centered Maintenance (RCM) • Maintenance Control by Reliability Methods • Aircraft maintenance organizational structure • Aircraft maintenance record keeping and documentation • Aging Aircraft • Human Factors in aircraft maintenance management

Length in Actual Contact Hours 40 hours

Method(s) and Frequency of Evaluation of Student Performance Grading: Midterm 20% Final 30%

Project: Written 30% Oral 20% Resources to be Purchased/Provided by Students

Textbook Requirements 1. Kinnison, H. A. (2004). Aviation Maintenance Management. New York: McGraw Hill.

2. Cobb, Terry. (2001). Aircraft Maintenance Management, Riddle Press. Instructor manual available from Riddle Press. See the current Master Textbook List. Contents include; Ch 2 - Maintenance Philosophy, Ch 3 - Aging Aircraft, Ch 4 - Maintenance Data Collection, Ch 5 - Human Factors in Maintenance and Inspection, Ch 6 - Aircraft Availability, FAR Part 43, FAR Part 145, Advisory Circular (AC) 120-17A, AC 121-22A, MSG –2, and MSG-3.

Learning Outcomes

Students will be able to: • Determine the components of an FAA approved aircraft maintenance program. • Recognize the effects of FAA, Environmental or other government regulations on maintenance operations carried out by manufacturers, carriers, General Aviation, repair facilities or corporate aviation operations. • Understand the various elements of the MSG program and how they relate to maintenance program development. • Comprehend the nature of failure and the concept of Reliability Centered Maintenance. • Identify Maintenance Control by Reliability Methods and determine how it applies to a particular aircraft maintenance organization. • Recognize the organizational structure of a aircraft maintenance organization and the method by which it is integrated into the overall corporation. • Determine maintenance record keeping and documentation requirements and understand the legal and ethical ramifications of FAA required maintenance documentation. • Understand aging aircraft philosophies and demonstrate how they relate to cost trade-offs as well as their effect on operational availability and capability. Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or statement “faculty to be hired)”

To be determined.

What percentage of the course content will be delivered on-line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications

Classroom Requirements

30 Students Equipment Requirements

Multi-Media Classroom

Course Title: International Aviation Management Year of Study: 4th Year Course or Subject Description: The student will perform an investigation of international aviation management and its three elements: the nature of international aviation business; working within a foreign environment; and managing within an international environment.

Delivery Method(s) and Percentage 100% lecture Content Outline by Topic • Analyze international aviation management and practices through the study of aviation international trade and foreign investment theory. • Analyze international aviation organization structures through an evaluation of monetary system and balance of payments. • Assess the effect of various socioeconomic forces on the conduct of aviation business and management within a foreign environment. • Assess the effect of export and import practices and procedures on aviation management and business. • Formulate strategic initiatives for the entry into a foreign country for aviation operations which are compatible with local environment forces. Length in Actual Contact Hours 40 hours Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams)

Examinations 40%; Research Project 40%; Presentation 10%; Attendance/Participation 10% Resources to be Purchased/Provided by Students

Textbook Requirements: Rhoades, D.L. (2003) Evolution of International Aviation: Phoenix Rising. Ashgate Publishing.

Learning Outcomes

Upon successful completion of this course, the student will have reliably demonstrated the ability to: • Analyze international aviation management and practices through the study of aviation international trade and foreign investment theory. • Analyze international aviation organization structures through an evaluation of monetary system and balance of payments. • Assess the effect of various socioeconomic forces on the conduct of aviation business and

management within a foreign environment. • Assess the effect of export and import practices and procedures on aviation management and business. • Formulate strategic initiatives for the entry into a foreign country for aviation operations which are compatible with local environment forces. Information about Course Designer/Developer: □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or statement “faculty to be hired)”:

Wade Hoople (CV p. 791)

Faculty qualifications required to teach/supervise the course: (includes academic credentials and professional experience)

Classroom requirements:

50 Students Equipment requirements:

Multi-Media Classroom

Course Title: Management of Production and Operations Year of Study: 4th Year Course or Subject Description:

An intensive study of management of production and operations in all organizations, both service- oriented and product-oriented, will be conducted. Scheduling, inventory control procurement, quality control and safety are investigated. Particular attention is given to applications of aviation oriented activities.

Delivery Method(s) and Percentage 100% lecture Content Outline by Topic

• The Operations Function • Forecasting Demand • Facility Locations • Facility Layout • Technology Management • Job Design, Methods Analysis, and Work Measurement • Production and Capacity Planning • Materials and Inventory Management • Scheduling and Controlling Operations • Project Management • Quality Management

Length in Actual Contact Hours 40 hours

Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams)

Tests 55%; Reports* 30%; Final Examination 15%. *Includes participation, attendance, homework, and verbal or written reports as assigned

Resources to be Purchased/Provided by Students

Textbook Requirements: Stevenson,W.J., Production Operations Management, 8th Edition, Mcgraw-Hill., 2005.

Learning Outcomes

Upon successful completion of this course, the student will have reliably demonstrated the ability to: • Discuss the role of production and production/operations management in organizations, the major contributors to the body of knowledge, and the productivity challenge facing U.S. businesses today. • Describe and demonstrate the various decision making techniques used by operations managers and solve relevant problems using computer software packages. • Appraise these factors and processes involved in production/operations system design: Product strategy, process and capacity strategy, forecasting, facility location, facility layout, job design, methods analysis, work measurement, and procurement. • Describe the nature and techniques of aggregate planning. • Explain operating and controlling the production/operations system through inventory management, materials requirement planning, scheduling, and project management and apply appropriate techniques for execution. • Discuss the importance of quality and quality assurance to organizations, and employ the methods and techniques for controlling quality. • Assess the operational factors concerned with the maintenance and reliability of organizational assets. • Analyze a topic or issue of significance to some aspect of aviation or aerospace industrial management (Production/Operations Management). The results and conclusions of the analysis will be reported in a 10 page typed paper, and delivered in a ten minute oral briefing to the class. Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or the statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

To be determined. What Percentage of the Course Content will be Delivered On-Line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required to Teach/Supervise the Course Georgian College standard

Classroom Requirements

30 Students Equipment Requirements

Multi-Media Classroom

Course Title: Personal Financial Planning MGMT 333 Year of Study 4th Year Course or Subject Description The nature of the Personal Financial Planning process is examined. Areas of concentration include taxes, investments, and purchase of housing/auto, insurance needs and analysis, use of credit, and retirement and estate planning. Students will develop a personal financial plan and will invest in a $500,000 portfolio of securities. Delivery Method(s) and Percentage 100% lecture Content Outline by Topic

• Foundations of Financial Planning • Managing Basic Assets • Managing Credit • Managing Insurance Needs • Managing Investments • Retirement and Estate Planning

Length in Actual Contact Hours 40 hours Method(s) and Frequency of Evaluation of Student Performance Tests 50% of grade; Student Individual Project 50% of grade. Test 1 20%; Test 2 25%; Test 3 25%; Final Examination 30%; Total 100%. Personal Income Tax 10%; Investment Portfolio Selection 10%; Housing/Transportation Analysis 15%; Life Insurance Analysis 15%; Personal Financial Plan 35%; Investment Portfolio Analysis 15%; Total 100%.

Resources to be Purchased/Provided by Students

Textbook requirements Personal Finance with Student CD ROM and Personal Financial Planner, Sixth Edition. Jack Kapoor, Les Dlabay, and Robert J. Hughs. McGraw Hill, 2001, ISBN 0-07-2952407

Learning Outcomes Upon course completion, students will be able to: • Demonstrate the capability of making rational decisions concerning personal spending, savings, and use of credit. • Complete an individual income tax report and demonstrate the capability of making rational financial planning decisions based upon the results of income tax report. • Research, collect, and analyze data and submit reports that reflect rational choices • about: Buying or renting housing, and buying or leasing an auto or other vehicle

• Demonstrate in a research report the capability of analyzing personal insurance needs and evaluating commercial products to fit those needs • Demonstrate the fundamentals of long-term investing by maintaining a portfolio of investments. • Develop a lifetime personal financial plan that includes retirement and estate planning.

Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or statement “faculty to be hired)” (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

Faculty to be hired

What percentage of the course content will be delivered on-line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty qualifications required to teach/supervise the course:

Classroom requirements 30 Students Equipment requirements Multi-Media Classroom

Course Title: Principles of Aerospace Business Valuation Year of Study 4th Year Course or Subject Description This course develops the elements of valuation as they pertain to the determination of the market values of businesses and physical assets used in commerce, including case studies. Introduced is the specialized area of aviation/aerospace valuation applications.

Delivery Method(s) and Percentage 100% lecture Content Outline by Topic

• Introduction to Class Logistics; The Business Appraisal Profession • Business Valuation Applications • Basis of Value • Government Rulings and Legislation • Defining the Valuation Assignment • Asset-Related Indications of Value • Income-based indications of Value • Developing the appraisal model • Preparation and Presentation of the Valuation

Length in Actual Contact Hours 40 hours Method(s) and Frequency of Evaluation of Student Performance Tests 50%; Final Exam 25%; Exercises and Homework 25%. Resources to be Purchased/Provided by Students

Textbook requirements

American Society of Appraisers, Principles of Valuation; Introduction to Business Valuation, Part I, BV201, 2002, Washington, DC

American Society of Appraisers, Principles of Valuation; Introduction to Business Valuation, Part 2, BV 202, 2002, Washington, DC

Learning Outcomes

Upon course completion, students will be able to: • Describe the basic career opportunities in the profession of business valuation. • Understand the theories underlying the field of valuation. • Know the approaches to value as applied to business valuation. • Apply the organizational and financial structures of business.

• Analyze the risk versus return attributes of businesses and the effects of leverage on valuation. • Apply the basis of value in different organizations. • Research the effects of government rulings on value. • Research the elements of valuation standards as they affect value • Apply the market and asset based approaches in business valuations. • Apply the income-based approach to determination of market values. • Develop and construct an appraisal model using discounting techniques. • Prepare and present a valuation appraisal to clients.

Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify faculty to teach the course (or statement “faculty to be hired)” (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

To be determined.

What percentage of the course content will be delivered on-line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty qualifications required to teach/supervise the course

Classroom Requirements 30 students Equipment Requirements Multi-Media Classroom

Course Title: Management of the Multicultural Workforce Year of Study: 4th Year Course or Subject Description:

Students are provided with an opportunity to explore management of the multicultural workforce. The elements of cultural anthropology and international business, communicating across cultures, contrasting cultural values, and managing and maintaining organizational culture are addressed within the context of international aviation management. Delivery Method(s) and Percentage 100% lecture Content Outline by Topic

• The Global Business Environment; a Worldwide Management Challenge • Crossing Borders - The Globalization of the Workforce • Geography and History - The Foundation of Cultural Understanding • What's Different about Cultures; The Development of Ideologies • Cultural Norms; Dealing with Ideological Elements in the Work Organization • Business Customs and Practices; Coping with Organizational Socialization • Rituals and Taboos; Reading the Symbols • Managing and Maintaining the Multicultural Workforce; Recognizing Occupational Subcultures • Leadership Practices that Embody and Integrate Cultures; Balancing Multicultural Innovation and Maintenance Concerns • Transcending Cultural Boundaries; Ways of Managing Cultural Change

Length in Actual Contact Hours 40 hours

Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams)

Examinations 40% Research Paper 20% Case Analysis 25% Attendance/Participation 15% Resources to be Purchased/Provided by Students

Textbook Requirements: Ferraro, Gary P. 4th Ed., The Cultural Dimension of International Business, Prentice Hall, Englewood Cliffs, N.J., 2002. ISBN 0-13-0903272

Learning Outcomes

Upon successful completion of this course, the student will have reliably demonstrated the ability to: • Recognize organizational cultural roles and the influence of cultural ideology on aviation workforce management. • Recognize cultural forms and the impact of the aviation organization on productivity initiatives. • Analyze the characteristics of organizational subcultures and describe the control forms necessary. • Describe the different methods of leadership practiced in aviation organization used in balancing concerns about cultural innovation and maintenance • Describe the cultural interchange between aviation organizations and environments, and propose methods for managing and maintaining cultural innovation

Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or the statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

To be determined.

What Percentage of the Course Content will be Delivered On-Line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required to Teach/Supervise the Course Georgian College standard

Classroom Requirements

30 Students Equipment Requirements

Multi-Media Students

Course Title: Strategic Management of Technical Operations MGMT406 Year of Study: 4th Year Course or Subject Description:

An advanced study of strategic management theory, technical management, and management of technology within a global aviation industry is presented. Detailed coverage of the aviation technical management field is provided, as well as that of the working aviation environment and system integration, where the effective management of research, design, production, technical sales, and services functions are employed.

Delivery Method(s) and Percentage 100% lecture Content Outline by Topic

• The Nature and Value of Strategic Management • Defining the Company’s Mission and Social Responsibility • The External Environment • The Global Environment: Strategic Considerations for Multinational Firms • Internal Analysis • Formulating Long-Term Objectives and Grand Strategies • Implementing Strategy through Restructuring and Reengineering the Company’s Structure, Leadership, and Culture • Strategic Control and Continuous Improvement Length in Actual Contact Hours 39.5 hours Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams) Tests – 25%; Written Report – 25%; Oral Presentation – 10%; Final Exam – 30%; Class Participation – 10%

Resources to be Purchased/Provided by Students

Textbook Requirements: John A. Pearce, II and Richard B. Robinson, Jr., Strategic Management Formulation, Implementation, and Control, 9th Edition, ISBN 0-07-2980079, McGraw-Hill Irwin Learning Outcomes

Upon course completion, students will be able to: • Understand the nature and value of strategic management and the strategic management process. • Comprehend the Agency Theory • Understand a company’s corporate social responsibility

• Know the various environments in which the company functions • Be familiar with global strategic planning and competitive strategies for firms in foreign markets • Identify the three resource-based views of the firm and know the elements of the SWOT analysis. • Describe and know limitations of long-term objectives, generic strategies, and grand strategies. • Identify short-term objectives, special functional tactics, and empowerment in implementing strategy. • Understand the structuring of an effective organization and the elements of organizational leadership and culture. • Understand establishing strategic goals and how to develop and use operational control systems. Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or the statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

To be Hired What Percentage of the Course Content will be Delivered On-Line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required to Teach/Supervise the Course Georgian College standard

Classroom Requirements

30 Students Equipment Requirements

Multi-Media Classroom

Course Title: Business Information Systems Year of Study: 4th Year

Course or Subject Description: The course is designed to acquaint the student with the fundamentals of business information systems and typical computer applications in the field of management. The course contributes to the overall objectives of the management degree programs by showing the student how to use computer-based systems as management tools.

Delivery Method(s) and Percentage course to be delivered using each method: 100% lecture Content Outline by Topic: • Introduction to general systems theory, information systems as a special case, and the use of the systems approach in problem solving. • Introduction to computer hardware • Introduction to computer software • Business problems and business problem solvers • Communications and connections to the Internet • Problem-Solving Systems Length in Actual Contact Hours:

42 hours Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams):

Tests 0-50% Term Project 10-20% Final Exam 10-20% Homework 10-30% Quizzes 0-10% Attendance/Participation 0-10% Resources to be Purchased/Provided by Students:

Textbook Requirements: Title: Management Information: Systems Managing the Digital Firm, 8th Edition Author: Laudon and Laudon Publisher: Prentice-Hall ISBN: 0-13-1014986

Learning Outcomes:

Upon successful completion of this course, students will be able to: • Describe the five components of the Computer-Based Information System (CBIS), and discuss how

information can be managed, and the difference between data and information. • Illustrate the General Systems Model of a firm, to include the database and data communication networks that may be required. • Discuss a data processing system, to include the database and data communication networks that may be required. • Discuss the concept, terminology, and objectives of Decision Support Systems, Office Automation, and Expert Systems. • Draw a diagram of an Executive Information system, a Marketing Information System, a Manufacturing Information System, and a Financial Information System. • List the steps to be followed in implementing a CBIS. • Analyze the components of a CBIS by discussing and illustrating each component, and how they interrelate with one another. The analysis will be submitted in a report.

Course Title: Managerial Accounting MGMT 312 Year of Study: 4th Year Course or Subject Description:

This course is a required course for the BS degree programs in Aviation Business Administration and Aviation Maintenance Management (AMT), a specified elective course for the BS and AS degree programs in Professional Aeronautics, an elective course for the Minor program in Aviation Business Administration, and an elective course in all degree programs permitting open electives.

Managerial accounting is designed to provide the student with an understanding of the use of internal financial reports prepared by businesses. These reports may range from current production reports to budget analysis. They will be able to utilize these reports in their management decision- making process.

Delivery Method(s) and Percentage course to be delivered using each method 100% lecture Content outline by topic:

• Introduction and Nature of Management Accounting • Cost Terms, Concepts, and Classifications • Cost Behaviour • Cost Volume Relationships • Contribution Approach • Cost Systems • Relevant Information and Decision Making • Budget/Profit Planning • Standards for Control and Flexible Budgets • Management Control Systems • Capital Budgeting Length in actual contact hours:

42 hours Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams): Test/Quizzes/Computer Problems: 80% Final Examination: 20% Resources to be Purchased/Provided by Students: Supplemental Reading: www.prenhall.com/horngren Textbook Requirements: Title: Managerial Accounting, Chpt 1-17, 13th Edition Author: Horngren, Sundem & Stratton Publisher: Prentice-Hall Inc., 2005 ISBN: 0-13-144073-X

Learning Outcomes:

Upon successful completion of this course, students will be able to: • Define the terms planning, controlling, management by exception, and relevant range. • Distinguish between variable and fixed costs, product and period costs, manufacturing costs and non-manufacturing costs, and job-order and process costing. • Analyze the relationship between cost, volume, and profit of an organization. • Relate manufacturing costs to the financial statements of a business and determine the net income of a manufacturing business using both the absorption approach to costing and the contribution approach to costing. • Describe the allocation of indirect overhead costs to products and departments using traditional costing methods versus activity-based costing. • Discriminate between relevant and irrelevant information in the analysis of data for making decisions concerning accepting or rejecting special sales orders, adding or deleting product lines, maximizing the use of production capacity, determining target sales prices, whether to make or buy certain parts or products, and keep or replace equipment. • Develop budget and performance reports distinguishing between static budgets and flexible budgets, measuring operating results against these budgets, and computing the flexible budget cost variances and applying them to a performance analysis. • Discuss responsibility accounting systems, devices and techniques for controlling costs, cost allocation methods, and ways to measure performance of the company. • 9. Produce capital budget reports using discounted cash flow methods including all income tax effects. Information about Course Designer/Developer: □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or the statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

School of Business Faculty

What Percentage of the Course Content will be Delivered On-Line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required to Teach/Supervise the Course Georgian College standard Undergraduate degree PLUS one of the following: Certified Management Accountant Certified General Accountant Chartered Accountant

Classroom Requirements:

50 Students Equipment Requirements:

Multi-Media Classroom

Course Title: College Algebra MATH-140 Year of Study: 4th Year Course or Subject Description: This course is designed to provide students with mathematical skills to support further work in calculus as required in Aviation Computer Science, Aerospace Engineering, Electrical Engineering, Engineering Physics, Aircraft Engineering Technology, and Avionics degree program.

Delivery Method(s) and Percentage course to be delivered using each method: 100% lecture Content Outline by Topic:

• Real Numbers and their Properties Functions and their Graphs • Exponents and Radicals Variation • Polynomial Arithmetic Inequalities • Factoring Polynomials Linear Systems • Algebraic Fractions Conics and their Graphs • Complex Numbers Sequences and Series (Optional) • Linear Equations Binomial Theorem (Optional) • Quadratic Equations Theory of Equations (Optional) • Radical Equations Literal Equations

Length in Actual Contact Hours:

42 hours Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams):

None listed Resources to be Purchased/Provided by Students: Scientific Calculator Schaum’s Outline Series, Algebra Textbook Requirements: Title: College Algebra, 5th Edition Author: Aufmann, R.N., Barker, V.C., & Nation, R.D., 2002 Publisher: Boston: Houghton Mifflin Company ISBN: 0-618-38670-X

Learning Outcomes:

Upon successful completion of this course, students will be able to: • Use basic properties of fractional and integer exponents and radicals to simplify algebraic expressions. • Expand and factor polynomial expressions.

• Simplify and perform arithmetic operations on algebraic fractions. • Solve linear, quadratic, and factored polynomial equations. • Use substitution and elimination methods to solve linear systems in two and three variables. • Solve linear and factorable algebraic inequalities. • Calculate slopes, determine the equation of any straight line, an graph the line determined by any linear function. • Determine the domain and range of elementary functions, including graphically- defined function. • Graph linear and quadratic functions. • Recognize and evaluate composite functions and calculate and verify inverses of functions. • Set up and solve elementary applied problems that lead to linear or quadratic equations. • Perform arithmetic operations with complex numbers. • Identify and graph conics. • Solve inverse and direct variation problems. Information about Course Designer/Developer: □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or the statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

Computer Studies Faculty

What Percentage of the Course Content will be Delivered On-Line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required to Teach/Supervise the Course:

Masters of Science Degree or Masters in Math (D. Phillips)

Classroom Requirements

50 Students Equipment Requirements:

Multi-Media Classroom

Course Title: Small Business Management Year of Study: 4th Year Course or Subject Description:

The student will undertake an analysis of the theoretical and practical knowledge necessary to be successful in conceiving, initiating, organizing and operating a small business. Special focus will be placed on small businesses in the aviation field. Delivery Method(s) and Percentage 100% lecture Content Outline by Topic

• Introduction to Managing a Small Business. • Starting a New Business. • Planning for a New Business. • Marketing. • Finance. • Human Resources. • Accounting, Credit and Collection and Purchasing. • Insurance Needs.

Length in actual hours 40 hours Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams)

Feasibility Study 50%; Mid-Term 25%; Final Exam 25%.

Resources to be Purchased/Provided by Students

Textbook Requirements: Small Business Management w/GoVenture CD-ROM, 2003 (Hatten/ Houghton-Mifflin) ISBN: 0-618- 25815-9

Learning Outcomes

Upon course completion, students will be able to: • Recognize the role and scope of small businesses in the United States, describe the advantages and disadvantages of small business ownership, and identify the personal characteristics of successful entrepreneurs. • Analyze the factors favoring success and failure of small businesses. • Define franchising, and identify its advantages and disadvantages.

• Discuss the steps in developing a business plan, differentiate between the legal forms of business ownership, and identify the major laws affecting small business. • Discuss the importance of marketing to a small business, and identify the elements of a business plan. • Evaluate the financial status of a small business, identify sources of funds, contrast debt and equity financing, and apply financial tests for examining a small business. • Identify human resource planning needs of small business and the human resource management activities, and recognize the considerations for human resource policies. • Discuss the purpose and use of accounting information for small business, contrast consumer credit and commercial credit, and describe collection procedures used by small businesses. • Evaluate the insurance needs of a small business, recognize the types of risk and the methods used to deal with risk, and describe the types of insurance coverage

Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or the statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

To be determined. What Percentage of the Course Content will be Delivered On-Line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required to Teach/Supervise the Course Georgian College standard

Classroom Requirements

30 Student Equipment Requirements

Multi-media Classroom

Course Title: Project Management in Aviation Operations Year of Study: 4th Year Course or Subject Description

This course introduces the student to the concept of project management within aviation operations. It addresses the three-dimensional goals of every project-the accomplishment of work in accordance with budget, schedule, and performance requirements. The procedures for planning, managing, and developing projects within an aeronautical environment are covered as well as the aspects of controlling project configuration from inception to completion. Automated tools used to determine cost, schedule, staffing and resource allocation are covered as well as the process of determining the effectiveness and technical validity of aviation related projects.

Delivery Method(s) and Percentage 100% lecture

Content Outline by Topic • Introduction and Overview: Chapter 1 (Gido and Clements) • Needs Identification: Chapter 2and3 (Gido and Clements) • Project Management: Chapter 4 (Gido and Clements) • Project Planning: Chapter 5 (Gido and Clements) • Scheduling: Program Evaluation and Review Technique (PERT), Critical Path Method (CPM), and Resource Constraints. Chapter 6 (Gido and Clements) • Schedule Control: Chapter 7 (GidoandClements) • Resource Considerations: Chapter 8 (Gido and Clements) • Cost Planning and Performance • The Project Manager • The Project Team • Project Communication and Documentation • Types of Project Organizations

Length in Actual Contact Hours 40 hours Method(s) and Frequency of Evaluation of Student Performance (e.g. assignments, presentations, term papers, exams) Midterm 20% Final Exam 30% Project 30% Participation and Contribution 20% Resources to be Purchased/Provided by Students

Textbook Requirements: • Gido, J. and Clements, J.P. Successful Project Management. 2nd Ed. Thomson South-Western.

Learning Outcomes

Upon course completion, students will be able to: • Define Resource Project Management and its functions of Planning, Organizing, Controlling and Directing. • Describe the Hierarchy of Systems Theory and the relate concepts of dynamic system model and boundary conditions. • Compare and contrast the project management organizational structures on relationship to control, integration, and external relations. • Explain conflict management and the use of conflict handling models of withdrawal, smoothing, compromising, forcing and confrontation in project management. • Describe the variables that lead to project success and failure • Calculate Pert networks, slack time, early start time, late start time – given the activity , predecessor(s) and duration of each activity with optimistic, pessimistic, and most likely completion times. • Through the use of project management software, manage single/multiple projects for assigning resources and costs to tasks, creating reports and graphs, and using the outputs for management control. Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or the statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

To be determined. What Percentage of the Course Content will be Delivered On-Line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required to Teach/Supervise the Course Georgian College standard

Classroom Requirements

30 Students Equipment Requirements

Multi-Media Classroom

Course Title Airline Management Year of Study 4th Year Course or Subject Description An introduction to the administrative aspects of airline operation and management is provided in this course. Topics include the annual profit plan, uniform system of accounts and reports, demand analysis, scheduling, the theory of pricing, fleet planning, facilities planning, and airline financing.

Delivery Method(s) and Percentage 100% lecture Content Outline by Topic • An overview of Aviation • Historical and Legislative Developments of the Air Transport Industry • The Regulations of Air Transportation and the Transport Associations • General Aviation Impacts on Airline Operations • Structure of the Airline Industry • Economic Characteristics of the Airlines • Airline Management and Organization • Forecasting Methods • Airline Passenger Marketing • Airline Pricing, Demand and Output Determination • Airline Scheduling Principles • Airline Advertising Principles • Aircraft Selection and Fleet Planning • Airline Labor Relations • Airline Financing • International Aviation

Length in Actual Contact Hours 40 hours Method(s) and Frequency of Evaluation of Student Performance Oral Presentation 10% Written Case 10% Simulation Game 15% Mid-Semester Exam 15% Research Report 25% Final Exam 25%

Resources to be Purchased/Provided by Students

Textbook Requirements 1. Wells, Alexander and Wensveen, John (2004) Air Transportation, A Management Perspective; 5th Edition. Thomson/Brooks-Cole, Belmont, CA. ISBN 0-534-39385-5.

2. Wensveen, John; Wheels Up: Airline Business Plan Development, Thomson/Brooks-Cole, Belmont, CA. ISBN 0-534-39354-3.

3. Smith and Golden. Airline: A Strategic Management Simulator, 4th edition, Prentice-Hall, 1994. ISBN 0-13-065488-4.

Learning Outcomes Upon course completion, students will be able to: • Recognize the characteristics, scope, and economic significance of the aerospace industry and its major segments--the government market and the commercial market. • Describe the historical development of the U.S. airlines and general aviation, and the federal legislation affecting the industry's growth and development. • Discuss the roles of the Department of Transportation, Federal Aviation Administration, the National Transportation Safety Board, and the aviation trade associations as they impact the aerospace industry. • Distinguish between the types of general aviation, recognize the size of general aviation, and define the functions of a fixed base operator. • Explain the structure of the U.S. airline industry, and describe the interaction between airlines, airports, passenger and freight traffic. • Evaluate the economic characteristics of the airlines and oligopolies, and explain the significance of airline passenger load factors in relationship to cost and services offered. • Recognize the principles and practices of airline management and organization, and describe the organization structure of a typical major air carrier, to include the purposes and function of various administrations and departments. • Discuss the purpose of forecasting by firms engaged in air transportation and describe the various forecasting methods. • Explain the activities involved in marketing air transportation and examine the various airline marketing strategies. • Recognize the determinants of airline passenger demand and the elasticity of demand, the types of airline passenger fares, airline operating costs, and describe the market for air freight, types of air freight rates, the services provided, and the factors affecting air freight rates. • Describe the factors affecting airline scheduling, and discuss the problems of traffic flow, schedule sensitivity, and financial leverage of load factors. • Recognize the role and characteristic of airline advertising, and discuss the media used by carriers. • Discuss aircraft selection from the standpoint of the manufacturer and the individual carrier, and develop an operating plan. • Explain labor-management relations in aviation, the Railway Labor Act, and describe the impact of minimum carriers on the incumbent union airline. • Examine the major sources of funding, cash management, and financial planning for the airlines. • Describe the principles of international airline operations, the role of international conferences and conventions, and discuss the impact of ICAO and IATA in international operations.

Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

To be determined.

What percentage of the course content will be delivered on-line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty qualifications required to teach/supervise the course

Classroom Requirements

30 Students Equipment Requirements

Multi-Media Classroom

Course Title: Airline/Airport Marketing Year of Study 4th Year Course or Subject Description:

Students will conduct an investigation of the role of marketing within the aviation/airport industries. Issues covered include: consumer segmentation, database management, integrated marketing communications, public relations, vendor relations, and retailing.

Delivery Method(s) and Percentage course to be delivered using each method 100% lecture Content outline by Topic • Introduction to Aviation Marketing • Database Marketing • Integrated Marketing Communications • Marketing The Airport • The Role of Professional Groups in Airport Marketing • Marketing In the Airport • Concession and Vendor Relations • Retailing and Facilities Management

Length in Actual Contact Hours 40 hours

Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams) Tests 60%; Reports/Project 20%; Final Examination 20% Interim Course Monitor: Vance Mitchell, Ph.D.

Resources to be purchased/provided by students (e.g. course kits, equipment, software)

Textbook Requirements Shaw, Airline Marketing and Management, Ashgate Publishing Company, 4th, 1999

Learning Outcomes Upon course completion, students will be able to: 1. Describe how airlines segment consumers and build promotional packages for the different consumer segments. 2. Compare and contrast frequent flyer plans, co-branded credit cards, and relate how these marketing activities build consumer loyalty and databases. 3. Demonstrate the concept of data mining to discover consumer segments and apply integrated marketing communications to reach these consumers.

4. Relate the role of public relations, including media relations, in marketing the airport facility. 5. Recognize the role that aviation interest groups can play in aiding the airport manager in developing marketing strategies for the airport. 6. Discuss the role of retailing and customer service principles in serving the airport’s consumer traffic. Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

To be determined. What percentage of the course content will be delivered on-line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty qualifications required to teach/supervise the course (includes academic credentials and professional experience)

Classroom Requirements

30 Students Equipment Requirements

Multi-Media Classroom

Course Title Airport Administration and Finance Year of Study 4th Year

Course of Subject Description

The student will be presented with an opportunity for advanced study of the organizational, political, and financial administration of public and private civil use airports. Areas of emphasis include: public relations management, safety and security issues, employee organizational structures, financial and accounting strategies, revenue and expense sources, economic impacts of airport operations, airport performance measurement standards, and current trends and issues of direct concern to airport administrators.

Delivery Method (s) and Percentage to be delivered using each method 100% lecture Content outline by Topic • Review of Airport Management • Local, Regional, and Federal Regulations and Policies • How airport management works with airline management and other tenants • Airport Finance • Airport Privatization • Airport Performance Measurements • Economic and Environmental Impacts • Airport Marketing and Public Relations Issues Length in Actual Contact Hours 40 hours Method and Frequency of evaluation of student performance (e.g.) assignments, presentations, term papers, exams)

Mid-Semester Examination: 20-25% Final Examination: 20-25% Homework Assignments: 10-15%

Term Project: Oral Presentation 5-10% Written Report 5-10%

Resources to be purchased/provided by students (e.g. course kits’ equipment, software)

Learning Outcomes

Upon successful completion of this course, participants will be able to:

Understand the relevant policies and regulations specified by the Federal Aviation Administration as it relates to airport operations. • Explain the strategies employed by airport management when it comes to working with the commercial airline industry. • Explain the various financial strategies employed by airport management. • Explain the concept of airport privatization and its effects on airport management policies and administration. • Measure the performance of an airport using a variety of performance measurement methodologies. • Discuss environmental issues specific to airports and strategies used to address such issues. • Discuss various marketing methods used by airport management. • Understand the relationship between airport management and the community the airport serves.

Information about Course Designer/Developer □ Course designed by faculty eligible to teach this course (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to Teach the Course (or statement “faculty to be hired”) (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate)

To be determined. What percentage of the course content will be delivered on-line? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty qualifications required to teach/supervise the course (includes academic credentials and professional experience)

Classroom Requirements 30 Students

Equipment Requirements

Multi-Media Classroom

Course Title: Aviation Labor Relations Year of Study: 4th Year Course or Subject Description: This course focuses on an investigation of labor-management relations in the aviation industry. Examined are the history of unionism, structure of unions, legal environment and the Railway Labor Act, collective bargaining, public sector relationships, grievance procedures and conflict resolution. Delivery Method(s) and Percentage Course to be Delivered using Each Method: 100% lecture Content Outline by Topic: Introduction to Labor Relations System of Industrial Relations Labor History Legal Environment of Labor Relations Bargaining Structure Union Organization Campaigns and Certification Election Union and Management Structure Bargaining Power Collective Bargaining Disputes. Contractual Provisions Length in Actual Contact Hours: 40 hours lecture Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams): Examinations 75%; Report 10%; Class Activities/Participation 15% Resources to be Purchased/Provided by Students (e.g. course kits, equipment, software):

Textbook Requirements: Kaps, (1997) Air Transport Labor Relations, SIU Learning Outcomes: Upon successful completion of this course, the student will have reliably demonstrated the ability to: • Discuss the evolution of unions and the industrial relations environment. • Describe the structure of U.S. labor unions.

• Describe the structure of U.S. labor unions. • Analyze the provisions and implications of the Railway Labor Act. • Describe the environment and nature of labor-Management relations in aviation. Recognize the nature of labor-management relations in the non-union company and the public sector. • Explain the collective bargaining process. • Recognize the nature of labor-management conflict and describe the methods of impasse resolution. • Explain the process of administering the collective bargaining agreement and grievance procedures. • Discuss the future of labor-management relations.

Classroom Requirements: 30 Students Equipment Requirements: Multi-Media Classroom

Course Title: Aviation Insurance Year of Study: 4th Year Course or Subject Description: This course is a specified elective course for the BS and AS degree program in Aviation Business Administration, Management of Technical Operations, Aviation Management, and the BS and AS degree programs in Professional Aeronautics, and an elective course in the degree programs permitting open electives. This course is designed to provide a foundation of knowledge in the laws, legal principles, and insurance coverages applicable to general aviation aircraft owners, airport and fixed base management. Delivery Method(s) and Percentage Course to be Delivered using Each Method: 100% lecture Content Outline by Topic: Aviation Insurance in the United States: A Historical Perspective Insureds and Liability of the FAA Insurers. Risk and Insurance. Risk Management. The Legal Foundation for Insurance Insurance Contracts Aircraft Hull and Liability Insurance. Airport Premises Other Aviation Coverages. Underwriting and Pricing Aviation Risks Aviation Business Property Insurance and Transportation InsuranceWorker's Compensation, Automobile, Fidelity and Surety Bonds Employee Benefits and Business Use of Life Insurance Length in Actual Contact Hours: 40 hours Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams): Tests 75%; Report 0%; Final Examination 25%. Resources to be Purchased/Provided by Students (e.g. course kits, equipment, software):

Textbook Requirements: Wells, Alexander T. and Bruce D. Chadbourne, Introduction to Aviation Insurance and Risk Management. 2nd Ed., 2000, Malabar, Florida: Robert E. Krieger Publishing Company, Inc.

Learning Outcomes: Upon course completion, students will be able to: • Describe the evolution of aviation insurance from 1911 to the present. • Identify the major markets for aviation insurance and explain the primary aviation insurance coverages purchased by each of these markets. • Distinguish between stock and mutual insurers and explain the three types of channels of distribution used by insurance companies to market their products. • Describe the concept of risk from an insurance standpoint. • Define insurance and the law of large numbers and explain their relationship. • Name and explain the five steps in the risk management process. • Explain the legal principles of indemnity, insurable interest, and subrogation as they pertain to insurance contracts. • Describe the legal basis of liability and illustrate, by using examples, vicarious liability, strict liability, and liability without fault. • Describe the following components of an Aircraft Hull and Liability Policy: Coverage summary page, three insuring agreements and conditions governing cancellation, flying other aircraft, duties of insured after an accident, and deductibles. • Identify and explain the coverage areas included in a Commercial General Liability Policy designed for airports and FBOs. • State the three major objectives of underwriting and explain the underwriting functions, sources of information, and the importance of type of airplane, pilot, geographical location, and use of the airplane in the final decision of the underwriter. • Describe the coverages afforded by the Commercial Property policy. Describe the advantages of accepting the coinsurance clause warranty and illustrate the coinsurance formula. Compare coverage and need for the Cargo Liability Coverage endorsement and the Inland Transit policy. • Explain the need for workers’ compensation laws, policy coverages, and benefit levels. Describe and illustrate the four insuring agreements available in the Commercial Auto policy. Describe the perils covered by fidelity and surety bonds. • Explain the employee benefit options that are insurance based. Describe and illustrate three types of business concerns that are solved by the use of individual life insurance policies. Information about Course Designer/Developer: □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate) □ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4) Identify Faculty to be Hired to Teach the Course (or statement “faculty to be hired”):

(Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate) To Be Hired What percentage of the course content will be delivered online? 0% (If greater than zero, attach a completed Appendix 6.63.)

Faculty Qualifications Required:

Classroom Requirements: 30 Students Equipment Requirements: Multi-Media Classroom

Course Title: Airport Planning and Design Standards Year of Study: 4th Year Course or Subject Description: The principles of airport master planning and system planning are studied. Fundamental principles of airport layout design are covered, including geometric design, airport drainage, pavement design, passenger and cargo terminal layout, and capacity and delay effects. Delivery Method(s) and Percentage Course to be Delivered using Each Method: 100% lecture Content Outline by Topic:

Introduction: Organizational Structure of Air Transportation Systems Characteristics of Aircraft as they Affect Airports Airport Master Planning Air Traffic Control, Lighting, and Signing Airport Capacity and Configuration Geometric Design of the Airsite Passenger Terminal Design Air Cargo Facility Design Airport Drainage and Pavement Design Airport Access Length in Actual Contact Hours: 40 hours Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams): Tests 20-40%; Homework 10-20%; Final Examination 10-30%; Airport Design Project 0-30%; Attendance/Participation 10-20% Resources to be Purchased/Provided by Students (e.g. course kits, equipment, software):

Textbook Requirements: Horonjeff, & McKelvey, Planning and Design of Airports, McGraw Hill, Inc., 4th ed. 1994. ISBN: 0- 07-0453454 Learning Outcomes: Upon course completion, students will be able to: • Assess the performance parameters of aircraft and how they effect the size of the airport. • Evaluate the airport master planning process to include NASP authorization and environmental

impact analysis. • Recognize the safety and efficiency of the airport and aircraft interface. • Identify the analytical models to measure the performance and capacity of an airport. • Determine the number and orientation of runways, taxiways, gate positions, and ramp area, and runway and terminal placement. • Apply the design parameters in sizing a terminal for optimum passenger flow and aircraft compatibility. • Identify the effect cargo operations have on an airport, the extent of facilities needed, and the considerations of future growth. • Apply the aspects of runoff, soil strength and perkability, water table level, leeching, seepage, rainfall intensity and duration and ponding to the drainage and pavement areas. • Identify the factors of land side access and egress to achieve an orderly flow of traffic at the facility. Information about Course Designer/Developer: □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate) □ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to be Hired to Teach the Course (or statement “faculty to be hired”): (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate) To be determined. What percentage of the course content will be delivered online? 0% (If greater than zero, attach a completed Appendix 6.63.) Faculty Qualifications Required:

Classroom Requirements: 30 Students Equipment Requirements: Multi-Media Classroom

Course Title: Trends and Current Problems in Air Transportation Year of Study: 4th Year Course or Subject Description: An analysis of selected contemporary issues, problems and trends facing management in various segments of the aviation industry, including general aviation and the airlines, will be covered. Students apply previously learned concepts to practical problems to develop increased understanding and demonstrate knowledge of the subject. Delivery Method(s) and Percentage Course to be Delivered using Each Method: 100% lecture Content Outline by Topic: The Aviation Environment Technology and Human Resources The Financial Environment Strategic Planning Issues Environmental Issues Global Partnerships The Economic Challenge Issues for Resolution

Length in Actual Contact Hours: 40 hours Method(s) and frequency of evaluation of student performance (e.g. assignments, presentations, term papers, exams): Research Reports 10-30%; Case Studies 0-30%; Class Participation 10-20%; Tests 20-40%; Final Examination 10-20%. Resources to be Purchased/Provided by Students (e.g. course kits, equipment, software):

Textbook Requirements: Publications Required: FAA Aviation Forecasts, Latest Edition Learning Outcomes: Upon successful completion of this course, students will have reliably demonstrated the ability to: • Identify the role played by the regulators in the aviation environment.

• Recognize the problems faced by the airline operators. • Analyze environmental situations involving consumers' perceived performance of the aviation industry. • Evaluate the performance of airline personnel in dealing with consumers. • Examine the consequences of future mergers and consolidations of aviation firms. • Discuss the implications of the merging of international carriers into global carriers. • Evaluate, in a term paper, on commercial air carriers, regional and commuter carriers, or general aviation, these questions: o Is growth static, growing, or declining, and the reasons therefore. o Are the major air carriers operating morally and ethically? o What is causing air carriers to go out of business? o There is a growing feeling that deregulation leaves something to be desired. Does this mean a trend to re-regulate? Information about Course Designer/Developer: □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate) □ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to be Hired to Teach the Course (or statement “faculty to be hired”):(Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate) To be determined. What percentage of the course content will be delivered online? 0% (If greater than zero, attach a completed Appendix 6.63.) Faculty Qualifications Required: Classroom Requirements: 30 Students Equipment Requirements: Multi-Media Students

Course Title: Managerial Accounting Year of Study: 4th Year

Course or Subject Description: The course emphasizes management's use of cost information in internal decision making. Decision- making processes include cost analysis, control, allocation, and planning. A variety of accounting techniques applicable to aviation/aerospace companies are presented.

Delivery Method(s) and Percentage Course to be Delivered using Each Method: 100% lecture Content Outline by Topic: 1. Introduction and Nature of Management Accounting 2. Cost Terms, Concepts, and Classifications 3. Cost Behavior 4. Cost Volume Relationships 5. Contribution Approach 6. Cost Systems 7. Relevant Information and Decision Making. 8. Budget/Profit Planning 9. Standards for Control and Flexible Budgets 10. Management Control Systems 11. Capital Budgeting

Length in Actual Contact Hours 43 hours

Method(s) and frequency of evaluation of Student Performance Tests/Quizzes/Computer Problems 80%; Final Examination 20%.

Resources to be Purchased/Provided by Students

Textbook requirements:

Horngren, Sundem & Stratton, Managerial Accounting, Chapter 1-17, 13th Ed., Prentice Hall Inc., 2005 ISBN: 0-13-144073-X

Learning Outcomes: Upon course completion, students will be able to:

• Define the terms planning, controlling, management by exception, and relevant range. • Distinguish between variable and fixed costs, product and period costs, manufacturing costs and non-manufacturing costs, and job-order and process costing. • Analyze the relationship between cost, volume, and profit of an organization. • Relate manufacturing costs to the financial statements of a business and determine the net income of a manufacturing business using both the absorption approach to costing and the contribution approach to costing. • Describe the allocation of indirect overhead costs to products and departments using traditional costing methods versus activity-based costing. • Discriminate between relevant and irrelevant information in the analysis of data for making decisions concerning accepting or rejecting special sales orders, adding or deleting product lines, maximizing the use of productive capacity, determining target sales prices, whether to make or buy certain parts or products, and keep or replace equipment. • Develop budget and performance reports distinguishing between static budgets and flexible budgets, measuring operating results against these budgets, and computing the flexible budget cost variances and applying them to a performance analysis. • Discuss responsibility accounting systems, devices and techniques for controlling costs, cost allocation methods, and ways to measure performance of the company. • Produce capital budget reports using discounted cash flow methods including all income tax effects. Information about Course Designer/Developer: □ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.1.1 – 8.1.6. as appropriate)

□ Course designed by other: (Attach name, curriculum, vitae, and explanation of role in Appendix 8.1.4)

Identify Faculty to be Hired to Teach the Course (or statement “faculty to be hired”): (Attach faculty curriculum vitae in Appendix 8.1.1 - 8.1.6 as appropriate) To be hired

Faculty Qualifications Required: Classroom Requirements: 30 Students Equipment requirements: Multi-Media Classroom

APPENDIX 6.5.1 SUPPORT FOR WORK EXPERIENCE

Cooperative work experiences are required for Georgian College’s diploma program; the information provided in 6.5 is relevant to that requirements. The proposed fourth year offering of Embry-Riddle’s program does not include work experiences.

Graduates of Georgian’s Aviation Management Program are invited to join a Graduate Distribution e-mail list that was developed to ensure continuing communication about our program, faculty, and fellow alumnus and to provide support for job information sharing. This free service allows graduates to regularly communicate and share information.

Type of work/ internship Number of experience opportunities such Employer Name Type of Business potential as: on the job; research project; placements etc. Air Canada Airline 1 • Flight Attendants • Quality Assurance Analyst- VOLUNTEER Air Canada Jazz Airline 1 • STOC Co-ordinator Air Georgian Airline 12 • Pilot Driver/Office Assistant Airfield Access Security Company Several • Security Escort Brampton Flying Flight School 2 Club • Front Desk/Dispatcher Calgary Airport Airport Management 1 • Summer Student, Land Authority Company Development • Environmental Assistant • Airport Operations

• Airport Design Assistant • Summer Student, Land Development Canadian Flight Flight School 1 Academy • Ramp Attendant Canadian Owners & Pilot Association 1 • Aviation Association Office Pilots Association Assistant Carp Airport Airport 1 • Operations Assistant Consolidated Aviation Fuelling of Refuelling Company 7 • Aircraft Refueller Toronto Aircraft posted but did not Diamond Aircraft Manufacturer hire • Various Flight Safety Simulator Trainer 1 Canada • Customer Support Assistant Genco Distribution Distribution several Systems Company • Airport Runner • Clerical Assistant Ground Handling Globe Ground several Company • Baggage Handlers

Greater Toronto Airport Management 16 • Student Analyst, Noise Airports Authority Company Management • Emergency Planning Assistant • Various Summer Aviation Positions • Facility Activation Assistant - FOM • Activation Trials and Simulations Project • Groundside Operations Assistant • Assistant to Landside Construction Coordinator • Groundside Operations Assistant & Bussing Assistat • Pass/Permit Office Assistant • AVOP Clerk • Logistics Student • Operations ISO 9001 Project Assistant • Property Assistant Hammond Aviation Pilot Supply 1, not yearly, Limited Distributor spuradic • Salesman,Shipper & Receiver

• Shipper & Receiver Ground Handling Handlex 8 Company • Station Attendant • Bilingual Flight Attendants, Jetsgo Airline several Passenger Service, Reservation & Customer Service Morningstar Air posted, no one Air Cargo Company Express Inc. applied • Apprentice Dispatcher National Helicopters Helicopter Company several, spuradic • Ground Crew Operations Inc. Assistant Charter Operator of Niagara Air Tours 1, not every year Flight School • Aviation Co-op Student Orillia Aviation Airport Operator 1 • Airport Operations Parry Sound Area Airport 1 Municipal Airport • Airport Attendant Piedmont Fixed Base 2 Hawthorne Operator • Line Crew Tobermory Airport Airport volunteer • Airport Operations Transport Canada Government 4 • Assistant to the Airports Capital Assistance Program (ACAP) • Aviation Management Co-op Student

posted 1 position, UYJ Aviation Aircraft Operator did not hire • Technical Co-ordinator

Windsor Flying Club Flight School 1 • Ops Desk Manager Worldwide Flight Ground Handling 1 Service Company • Ground Handler Zoom Airlines Airline 2 • Co-op Student

APPENDIX 6.5.2 WORK EXPERIENCE OUTCOMES AND EVALUATION

The method of evaluating students during their co-op placements is per the Georgian College Evaluation Procedure Manual, a copy of which follows the table below.

Work Experience How work experiences put into practice the program outcomes • Design, modify, and update a database using Access, as • Interact as a team member- several positions allow the well as a sound knowledge of using all functions of student to develop strong skills and abilities as a team Excel spreadsheets. member as they are often required to work as part of a • Professionally compose business memos, letters, and team to either process passengers through a check-in minutes, while demonstrating acceptable business counter or work as part of a crew to load and unload an conduct. aircraft. If a student demonstrates leadership skills as a ramp attendant they will often be promoted to a lead- • Describe the theory of flight and aircraft performance, hand position flight planning, interpret basic meteorological data, and understand airport winter operations, including de-icing. • Students are sometimes required to work independently on projects and assignments as part of a co-op work • Identify pre-flight procedures, weight and balance term. Sometimes they are required to present their ideas calculations, and basic navigation techniques for or assignments to management during business aircraft. meetings. As well, students are responsible for arriving • Explain Canada’s present aviation structure and the to work on-time and communicating to their employer significance of operations and management, as well as any changes in work schedule or delays in projects or an understanding of the significance of the marketing assignments. They are evaluated at the end of their mix. work term by the employer and will either pass or fail • Describe all elements crucial to an airport expansion, the co-op work term based on their performance including principles of an Airport Master Plan. • As the student’s aviation knowledge accumulates • Recognition of all major aircraft, as well as interpret the through the use of academic theories and co-op work effects airport operations have on the environment. terms, their ability to analyze, problem solve and use • Forecast the future of the aviation industry through the critical thinking can progress to the point that during an study of the design and technology of future aircraft. upper level work term the student can be relied upon • Interpret all major aviation weather reports, forecast more so for input in to decision making future weather, and record the components of a surface • Students, during the mid-term review, are assessed in weather observation. part, on their integrity and initiative. These traits are • Compose financial statements, record business again evaluated by the employer at the end of a work transactions, and adjust accounts for financial term and by the student in their self-reflective statements. summative review of the work experience. A student can be fired by their employer which can ultimately lead • Understand the different forms of social interaction, to the failure of the co-op credit. As such, the student cultures and behaviors in the work force. will be required to pay for and make up the missed work • Completion of a VFR and IFR cross country flight, term while understanding VOR, NDB, DME, ILS, and GPS • Due to the nature of work some students find themselves systems. in, an employer will ensure the student completes Safety and Security awareness training, WHIMIS, Dangerous Goods training, passes a Transport Canada Security screening, produces a Criminal Background check or completes an in-house training program prior to beginning a job

• Ability to read various navigational maps and charts. • Students and employers are advised to contact their Co- Conduct a PC simulated cross-country navigation, using op Consultant at any time throughout the work term radio navigational aids. should questions regarding attitude, values and ethics on • Understand the concept of aerodynamic loads that act on the job or in the community arise. In some cases a an aircraft, and explain how aircraft design improves company will have a Policy and Procedures manual that aircraft performance. a student reviews on the first day of starting a job • Analyze the financial stability of a business and forecast • It is difficult for a student to be allowed to demonstrate its financial direction. Generate statistical conclusions “general management” skills in relation to the Aviation regarding aviation and sociological problems. industry while on a four-month co-op work term. However, as a result of the knowledge, skills, attitudes • Assess the impact of economic events using supply and and values a students develops as a result of academic demand, and describe how the competitive market and work experience, they tend to progress quickly up system works. the Management chain once they have graduated

• Without exception, every single co-op job in the aviation industry will enable a student to become exposed to the fundamentals, operations and terminology specific to the company and in aviation in general • Depending on the job, an aviation co-op student will either become experienced in the use of computer technology or use technical equipment that is specific to the Aviation industry • Successful completion of three, four-month co-op work terms is a requirement for graduation from the Aviation Management Co-op Program at Georgian College. A student will not receive their diploma if they have not met all the academic and co-op requirements for graduation

Georgian College, Barrie, Ontario

What is Co-op? Co-operative education is designed to combine aviation college studies with hands on experience. Co-op enables students to apply academic concepts to real life situations, while making a worthwhile contribution on the job.

How does co-operative education benefit As an aviation co-op employer, Aviation Employers? what are my responsibilities? • Excellent source of productive • Provide students with meaningful, workers paid employment and training, • Available year round during peak relevant to aviation business periods • Provide on the job supervision • Available for special projects, and an orientation at the beginning contracts, vacation relief, maternity and at the end of the work term leave • Complete an employer evaluation • Students bring technical knowledge prior to the end of the work term to the workplace • Lower recruiting and training costs

How do I hire a co-op Student? Aviation Co-op Jobs are… • Provide a detailed job description • Normally paid, full-time to the co-op consultant, so employment related to aviation arrangements for interviews • Volunteer or part time (24 hrs can be made a week) is also considered • If you are interested in a student • Mandatory in order to graduate, that has approached you, make students receive credits for an offer! their experience

Aviation students are available year round • Work Term 1 – Summer – May to August • Work Term 2 – Winter – January to April • Work Term 3 – Fall – September to December

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Aviation Management Student Work Term Capabilities

Students in the Aviation Management program are given an understanding of the Aviation industry in Canada and around the world. The program offers its students not only in depth knowledge of the aviation industry, but of business management principles as well. Students will complete courses such as: Aviation Operations, Airport Management, Marketing, Meteorology, Economics, Airport Planning, Business Finance, and many more. Students are also given the opportunity to achieve their Radio Operators Certificate, prior to starting their first work term.

Work Term 1 (May to August) First work term students are capable of reliably demonstrating the following learning outcomes:

• Design, modify, and update a database using Access, as well as a sound knowledge of using all functions of Excel spreadsheets. • Professionally compose business memos, letters, and minutes, while demonstrating acceptable business conduct. • Describe the theory of flight and aircraft performance, flight planning, interpret basic meteorological data, and understand airport winter operations, including de-icing. • Identify pre-flight procedures, weight and balance calculations, and basic navigation techniques for aircraft. • Explain Canada’s present aviation structure and the significance of operations and management, as well as an understanding of the significance of the marketing mix. • Describe all elements crucial to an airport expansion, including principles of an Airport Master Plan.

Work Term 2 (January to May) Second work term students are capable of reliably demonstrating the above learning outcomes with the addition of:

• Recognition of all major aircraft, as well as interpret the effects airport operations have on the environment. • Forecast the future of the aviation industry through the study of the design and technology of future aircraft. • Interpret all major aviation weather reports, forecast future weather, and record the components of a surface weather observation. • Compose financial statements, record business transactions, and adjust accounts for financial statements. • Understand the different forms of social interaction, cultures and behaviors in the work force.

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Work Term 3 (September to December) Third work term students are capable of reliably demonstrating the all of the above learning outcomes, with the addition of:

• Completion of a VFR and IFR cross country flight, while understanding VOR, NDB, DME, ILS, and GPS systems. • Ability to read various navigational maps and charts. Conduct a PC simulated cross-country navigation, using radio navigational aids. • Understand the concept of aerodynamic loads that act on an aircraft, and explain how aircraft design improves aircraft performance. • Analyze the financial stability of a business and forecast its financial direction. Generate statistical conclusions regarding aviation and sociological problems. • Assess the impact of economic events using supply and demand, and describe how the competitive market system works.

Where our Students Work Co-op provides an opportunity for aviation students to demonstrate their aviation knowledge and professionalism during their four-month work terms. Positions that students usually apply for (but are not limited to) are in the area of: Airport Operations, Security, Noise Abatement, Emergency Planning, Ramp Attendant, Clerical Positions, Pilot driver / Office Assistant, Aircraft Refueller, Customs and Cargo Assistant, and Flight Following.

Typical companies that have hired include:

Airport Authorities Typical jobs include, but are not limited to:

♦ Emergency Planning Assistant: Duties include, assisting with the monthly exercise program, and training program to the airport and emergency community. ♦ Groundside Operations: Duties include, conducting various investigations or studies related to parking arrangements managed by Groundside Operations. ♦ Student Analyst - Noise Management: Duties include, monitoring aircraft operations, accepting, processing, and investigating airport noise complaints. ♦ Gate Management Officer: Coordinating the requirements of inbound and outbound commercial and charter flights, and assigning aircraft to parking gates.

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Transport Canada Typical jobs include, but are not limited to:

♦ Operations System Co-ordinator: Duties include, maintaining the Nation system database, monitoring incidents, monitoring civil aviation operations performance, as well as much more. ♦ Aviation Enforcement Student: Duties include, working side by side with a Transport Canada Safety Inspector, enforcing the CARS, preparing reports, and much more. ♦ Assistant to the ACAP: Assist with the ACAP project database, conduct reviews of applicants for ACAP, and participate in ACAP project Leaders Meetings.

Airports & Airlines Small airports and Airlines are also popular for co-op employment. Some companies who have hired our students are:

♦ Air Georgian – Pilot Driver / Office Assistant ♦ Lake Simcoe Regional Airport- Airport Operations ♦ Parry Sound Municipal Airport- Airport Attendant ♦ Wasaya Airways- Flight Control, Cargo Control, & Aircraft Loader ♦ Toronto City Center Airport- Various Aviation positions ♦ Brampton Flying Club- Front desk/dispatcher ♦ Piedmont Hawthorne – High-end F.B.O. Service

PAGE 275 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

Georgian College

Aviation Management Co-operative Education Program

WORK EXPERIENCE LOG AND REPORT

Student Name: ______Student I.D.#: ______Co-op Work Term: ______Company Name: ______Dates of Work Term: ______Date of Report: ______

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CO-OP WORK EXPERIENCE LOG

COMPANY NAME: ______

STUDENT JOB TITLE:______

JOB DESCRIPTION: Describe in detail your co-op job duties. Include daily, weekly, monthly responsibilities.

KNOWLEDGE: Describe the knowledge you gained while on the job (include, where possible, how the knowledge gained from your courses was beneficial). Knowledge = application of ideas (what you know)

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SKILLS: Describe the skills you developed on the job and/or skills that were reinforced from yours course taken. Skills = ability to do something (he is skilled at….)

ATTITUDES/VALUES: Describe the work attitudes/values that you learned were important to be successful in the job. Attitudes = way of thinking and behaving (ie. stubborn, patient, etc.) Values = what you regard as the most important things in life (ie. honesty, trust, etc.)

LEARNING OUTCOMES: from the knowledge, skills, attitudes/values you have just described, identify the learning outcomes (refer to the following page) that you demonstrated during your Co-op work term.

1.______2.______3.______4.______5.______6.______

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Co-operative Education Learning Outcomes

The following Learning Outcomes have been developed specifically for Co-op Students in the Aviation Management Program. The Learning Outcomes were developed in conjunction with the Aviation Management Program Learning Outcomes. Students may use these Learning Outcomes as they exist or modify them to meet their own career goals.

In writing the Work Experience Report; a requirement for successful completion of each Co-op Work Term, students will include the Learning Outcomes achieved during the Work Term, and identify the knowledge, skills, attitudes and values gained from the work experience.

Administration: Upon successful completion of the co-op work experience, you will have reliably demonstrated the ability to: 1. Demonstrate human resource management principles and their application within an organization. 2. Complete accurate documentation of action, skills, research, reports and events while in a work environment. 3. Demonstrate time management skills while ensuring safe courteous customer service. 4. Apply the knowledge of principles of administration in the decision- making process. 5. Integrate team building skills and work ethics in planning and organizing a work related project. 6. Assess and adapt personal leadership style(s) in ways that contribute to the effective working relationships and achievement of goals for the team, project or situation.

Operations: Upon successful completion of the co-op work experience, you will have reliably demonstrated the ability to: 1. Differentiate the operational procedures used, in order to understand the various needs of management and customers. 2. Differentiate equipment characteristics to determine facility, company and customer needs. 3. Interpret the Operations/Strategic Plan to a manager or supervisor and provide examples of its implementation. 4. Demonstrate acceptable and current safety regulations around the workplace. 5. Demonstrate efficient, safe and accurate practices in the workplace. 6. Organize the movement of goods and products to meet deadlines. 7. Demonstrate time management skills while ensuring safe courteous customer services.

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8. Explain environmental issues and practice environmental protection strategies specific to the workplace.

Information Technology: Upon successful completion of the co-op work experience, you will have reliably demonstrated the ability to: 1. Relay accurate information in an effective, efficient manner using a variety of equipment (ie. efficient use of radio equipment). 2. Complete accurate documentation of actions, skills, research, reports and events while in a work environment. 3. Describe and apply several ways of organizing the functions of basic business information systems. 4. Apply several ways of linking operations, administration, marketing and customer service using technology.

Marketing and Customer Service: Upon successful completion of the co-op work experience, you will have reliably demonstrated the ability to: 1. Demonstrate quality customer service to a variety of customers and staff. 2. Participate in an aspect of marketing and/or promotion. 3. Demonstrate time management skills while ensuring safe courteous customer service. 4. Organize the movement of passengers and cargo to satisfy customer needs in a transportation environment.

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CO-OP WORK EXPERIENCE REPORT

Type a one/two page summary of your learning from this co-op work experience. Refer to your log and expand on the knowledge, skills, attitudes/values and the learning outcomes you have identified.

In your summary, reflect on what happened and your understanding of why, and what you learned. Actual examples may help with your description.

Include:

• Both positive and/or negative experiences • An explanation of how your co-op position fits in with your long- term goals • Additional documents (should be attached) to support your report (such as photographs, licences, letters of recommendation, certificates, awards, etc.

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APPENDIX 7.1.1 QUALITY ASSURANCE POLICIES

Embry-Riddle

Curriculum

Programs and courses offered at Embry-Riddle undergo a rigorous review process. New programs and courses may be proposed by any faculty member within his/her designated department. Proposals are reviewed by the appropriate curriculum committee, forwarded to the department chair, and then sent to the college dean. The Provost’s Office next coordinates the approval of the Faculty Senate Speakers and Chancellors on all three of the institution’s campuses, ending with the approval of the Provost and the Board of Trustees.

Course outlines serve as the basis for ensuring consistency of expected student learning outcomes. The goals and outcomes for each course are reviewed and approved annually. These comprehensive outlines ensure that students participate in consistent learning experiences with common expected outcomes, thus assuring high academic quality throughout the institution.

Instruction

Three functions jointly ensure academic quality in instruction at Embry-Riddle’s Extended Campus. First, potential instructors must meet rigorous credentialing guidelines and are required to possess the appropriate degrees and also experience in the content area. These standards are set by the faculty (department and program chairs). Second, Regional Associate Deans and Center Faculty Chairs review course syllabi, observe classroom instructors, and provide instructional oversight for instruction at the regional and teaching center levels. Third, new faculty are required to complete an online orientation that prepares them to teach before they can begin teaching.

Delivery options for instruction include the traditional classroom and online. Both venues use the same curricular and instructional approval processes to assure quality.

EMBRY-RIDDLE AERONAUTICAL UNIVERSITY A-04K ACADEMIC POLICIES AND PROCEDURES - GENERAL 3/16/04 ACADEMIC CHANGE PROCESS

A. General

The ‘academic change process’ is the means of coordinating curricular change proposals throughout the entire University. The content, quality, and effectiveness of the curriculum are responsibilities of the faculty. Prioritizing and providing educational resources to do so are the

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responsibility of administration and educational leadership. Ensuring appropriate and adequate support services are available is the responsibility of the staff functions. The high degree of interrelatedness between these responsibilities requires we have this process. The administrative guidelines needed to ensure an effective and efficient process are prescribed. These administrative guidelines, to be used in initiating, eliminating, or changing the curriculum, apply to all University campuses and colleges. This procedure supersedes all previous guidance on this subject. Because of differing academic organizational structures, each campus must develop its own procedure containing the specific steps to be taken to ensure the administrative guidelines listed are addressed. At the campus’s discretion, it may choose to develop procedures at the college level rather than at the campus level.

B. Process

1. Individual Courses

This section applies to proposals for establishing, eliminating, and/or changing individual courses. It applies to special topics and permanent courses. Any faculty member of the University may initiate a proposal to add, eliminate, or change an individual course within the purview of his/her department. Each campus will develop its own checklist of specific steps to be taken to ensure the guidelines listed are addressed. Attachments 1, 2, and 4 will be used.

(1) Any faculty member can initiate a proposal for a course within the purview of his/her assigned department. The proposal will be submitted, using the format found in attachment 4, to the department curriculum committee, or equivalent, where it will be reviewed for appropriateness of content and format.

(2) Acceptable proposals will be submitted to the respective department chair, or equivalent. The department chair will review the proposal and establish a level of priority and the educational resources needed, if any, before forwarding it to the dean of the college.

(3) The respective college dean will prioritize the proposal and agree to fund the educational resources needed, if any. Following approval by the college dean the endorsed [‘to endorse’ throughout this document is to mean ‘review and not take exception’] proposal will be submitted in electronic form to the Office of the Provost for tracking, for placing on BlackBoard, and for distribution throughout the University.

(4) Individual-course proposals endorsed by the dean of the college [he/she will date attachment 1 when initialing] will be forwarded, in turn, to the respective campus chancellor, who will have 30 days to review it, and the Provost and Chief Academic Officer for coordination and endorsement.

2. Minor Courses of Study

This section applies to proposals for establishing, eliminating, or changing minor courses of study. It applies to minors under the purview of single and/or multiple departments. Any faculty member may initiate a proposal to add, eliminate, or change a minor that is within the purview of his/her department, or multiple department if his or hers is one of them. Each campus must develop its own checklist of specific steps to be taken to ensure all of the administrative guidelines listed are considered. Attachments 1, 2, and 4 will be used.

(1) Any faculty member can initiate a proposal for a minor that includes a course, or some number of courses that are under the purview of his/her department. The proposal will be submitted, using the format found in attachment 4, to the department(s) curriculum

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committee(s), or equivalent, where it will be reviewed for the appropriateness of content and format.

(2) Acceptable proposals will be forwarded to the respective department chair(s). The department chair(s) will review the proposal and establish a level of priority and the educational resources needed, if any, before forwarding it to the dean(s) of the college(s).

(3) The respective dean of the college will prioritize the proposal and agree to fund the educational resources needed, if any. Following approval by the college dean the endorsed proposal will be submitted in electronic form to the Office of the Provost for tracking, for placing on BlackBoard, and for distribution throughout the University. In addition to the offices specified on Attachment 2, the dean will indicate any additional offices that he/she determines should review the proposal.

(4) Minor-course-of-study proposals endorsed by the dean of the college [he/she should date attachment 1 when initialing] will be forwarded, in turn, to the three chancellors, who will have thirty days to review it, and the Provost and Chief Academic Officer for coordination and endorsement.

3. Certificates of Completion This section applies to proposals for establishing, eliminating, or changing certificates of completion. Any faculty member can initiate a proposal to add, eliminate, or change a certificate of completion that is made up of courses that are within the purview of his/her department. Each campus must develop its own checklist of specific steps to be taken to ensure the administrative guidelines listed are considered. Attachments 1, 2, and 4 will be used.

(1) Any faculty member can initiate a proposal for a certificate of completion made up of courses that are under the purview of his/her department. The proposal will be submitted, using the format found in attachment 4, to the department curriculum committee, or equivalent, where it will be reviewed for the appropriateness of content and format.

(2) Acceptable proposals will be forwarded to the respective department chair. The department chair will review the proposal and establish a level of priority and the educational resources needed, if any, before forwarding it to the dean of the college.

(3) The respective college dean will prioritize the proposal and agree to fund the educational resources needed, if any. Following approval by the college dean the endorsed proposal will be submitted in electronic form to the Office of the Provost for tracking, for placing on BlackBoard, and for distribution throughout the University.

(4) Certificate-of-completion proposals endorsed by the dean of the college [he/she should date attachment 1 when initialing] will be forwarded, in turn, to the respective campus chancellor, who will have thirty days to review it, and the Provost and Chief Academic Officer for coordination and endorsement.

3. Degree Programs

This section applies to proposals for developing, eliminating, or changing degree programs. Any faculty member can initiate a proposal to develop, eliminate, or change a degree program that includes, or should include, at least one course that is within the purview of his/her department. Each campus must develop its own checklist of specific steps to be taken to ensure the administrative guidelines listed are considered. Attachments 1 and 2 will be used for each of the three actions. In addition, attachment 3 will be used for the development of a new degree program; attachment 4 will be used for changing an existing degree program; and attachment 5 will be used to eliminate a degree program.

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(1) The development of a new degree program:

a. Any faculty member can initiate a proposal for the development of a new degree program within the purview of his/her assigned department. The proposal should be submitted to his/her department curriculum committee, or equivalent, using the format found in attachment 3.

b. The curriculum committee will review the proposal for appropriateness of format and content. Acceptable proposals will be forwarded to the department chair who will review the proposal, establish a level of urgency for its development, and list the educational resources needed for the degree program. The department chair will forward the proposal to the college dean.

c. The initiating college dean will review the proposal in a timely manner and do the following so that parallel reviews may occur among all of the groups:

1. Endorse the proposal and Submit it in electronic form to the Office of the Provost for tracking, for placing on BlackBoard, and for distribution throughout the University. The Office of the Provost will distribute copies of the proposal with attachment 3 [be sure to date it] to each college dean on each campus who will individually and collectively review the proposal to determine its fit with the mission of the University and the educational resources needed for its implementation. Each dean will consult with their college curriculum committee or corresponding group before signing off on the proposal.

2. The Office of the Provost will distribute copies of the proposal with attachments 2 and 3 to each office/department on attachment 2, being sure to add any additional office or department that could possibly be affected by the new degree program.

3. The Office of the Provost will forward the proposal (attachments 2 and 3) to the speaker of each campus faculty senate for review. It is the responsibility of the initiating college dean to ensure timely responses (30 days after receipt) from each recipient of the proposal and to address each of their concerns before forwarding the proposal to the chancellor of each campus. This is not a vote. There is no veto.

d. The chancellor of each campus will have 30 days to review the proposal and comment on, at the very least, the fit of the proposed degree program with the mission of the University; the availability of the educational resources needed both to develop the degree and to add it to the curriculum before forwarding it to the Provost and Chief Academic Officer of the University. This is not a vote. There is no veto.

e. The Provost and Chief Academic Officer will review the proposal and the initiating college dean will address his/her concerns. After the Provost has approved the proposal, he/she will arrange for the initiating dean to present the proposal to the Board of Trustees. After any concerns of the Board of Trustees have been addressed by the initiating college dean and the Board has approved the new program, the Provost and Chief Academic Officer will facilitate its implementation.

f. Before the implementation of a new degree program and before the substantive change or elimination of an existing degree program, the Office of the Provost will notify the Executive Director of the Commission on Colleges of

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the Southern Association of Colleges and Schools of the proposed change, in accordance with the ‘Substantive Change Policy for Accredited Institutions.’ (2) The elimination of a degree program: Each administrative guideline provided for the development of a new degree program will be addressed, and in the same sequence, using attachments 1, 2, and 5 (instead of attachment 3), being sure to include the time and costs for phasing out the degree program. (3) Changes to an existing degree program: Each administrative guideline provided for the ‘Minor Courses of Study’ and ‘Certificates of Completion’ will be followed, and in the same sequence, using attachments 1, 2, and 4, being sure to include proposals for establishing, eliminating, and/or changing individual courses if that is part, or all, of the change to the degree program.

INTERPRETATION: Provost and Chief Academic Officer EFFECTIVE DATE: 3/16/04 John P. Johnson, Ph.D. Provost and Chief Academic Officer

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Attachment 2 to A-04K

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Feedback Form for Curriculum Proposals Compiled by Initiating College

Working Title of Proposal:

Contact Person for Proposal (Name & College):

Office/Department Providing Feedback: ::Admissions and Marketing :Library . :Records & Registration :SGA . :Other, specify ______:Other, specify ______. :Other, specify ______:Other, specify ______

Response:

Attachment 3 to A-04K

PLAN FOR THE DEVELOPMENT OF A NEW DEGREE PROGRAM

1. Description

Describe the program under consideration including its goals and objectives, level emphases (including specialization), and probable clientele.

2. Mission

.a. How do the goals and objectives of the proposed program relate to ERAU’s Vision 2010 plan? .b. What related program areas will need strengthening or new areas added to ensure that the curriculum of the proposed program is soundly based?

3. Need

Describe the process used to determine the need for the program, provide supporting data, and include any documentation available to establish need. The descriptions must include: .a. Data on competing programs at other universities (number, enrollment statistics, etc.) .b. National, state, or international statistics to support market need. .c. Marketing needs analysis with external data.

4. Assessment of Impact on Other Programs

.a. Describe the impact of the proposed program on other programs ERAU currently offers (at any campus unit). Provide comments from all campus units on proposed program impact; include the specific respondents’ names and titles. .b. Describe facilities, equipment, or faculty resources needed and the effect on existing programs. .c. Describe how enrollments in other programs will be affected.

5. Curriculum

.a. Provide a detailed description of the proposed curriculum including catalog course descriptions for all new courses to be developed. .b. Provide comments from all campus units on curriculum proposed.

6. Plan

Develop a business plan for the program based on annual estimates for the first five calendar years of implementation for each of the following (include methodology used in developing projections): .a. Enrollments .b. Costs (including faculty, staff, library resources, equipment, physical facilities, marketing, etc.) .c. Revenues .d. Other

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Attachment 4 to A-04K PLAN FOR CHANGES TO DEGREE PROGRAMS AND COURSES

1. Proposal

Describe the specific changes recommended.

2. Rationale

Describe the need and rationale for the modification(s) requested.

3. Modification of Existing Program/Course

.a. Specify which degree programs will be affected. .b. Specify how each program will be affected. .c. Provide a catalog description and topical outline for each new course or modification requested. .d. For new minors/areas of concentration provide all information consistent with minors policy (A- AU-11).

4. Cost

Provide a detailed cost estimate for the modification(s) proposed. Include at least the following: .a. Number of new faculty required .b. New areas of faculty expertise needed .c. Estimate of start-up and steady-state costs .d. Specify type and estimated cost of facilities (including equipment) required (start-up and steady- state). .e. Specify additional materials (including library resources) required (start-up and steady-state). .f. Estimate revenues generated

5. Impact

Describe the impact of this proposal on all campus units of the University. Include at least the following: .a. Effect on students .b. Effect on existing facilities and equipment .c. Redundancy with existing programs .d. Detailed comments from all campus units; include specific respondents’ names and titles

1. 6. Accreditation 2. 7. Other

Describe the effect of modification on accreditation.

Provide any other information deemed relevant.

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Attachment 5 to A-04K

FORMAT FOR PROPOSALS TO ELIMINATE EXISTING DEGREE PROGRAMS

1. Description

Describe the program under consideration including its goals and objectives, level of emphasis (including specialization), and current clientele.

2. Need for Elimination

Describe the process used to determine the need to eliminate the program, provide supporting data and include any documentation available to establish need.

3. Assessment of Impact on Other Programs

.a. Describe the impact of the proposed program elimination on other programs ERAU currently offers (at any campus unit). Provide comments from all campus units on impact of proposed elimination. .b. Describe disposition of facilities, equipment, or faculty resources anticipated. .c. Describe how enrollments in other programs will be affected. Provide comment from all campus units affected; include specific respondents’ names and titles.

4. Plan

Describe plan for the teach-out of the program based on annual estimate for each of the following (include methodology used in developing projections): .a. Enrollments .b. Costs (including faculty, staff, library resources, equipment, physical facilities, marketing, etc.) .c. Revenues .d. Other

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EMBRY-RIDDLE AERONAUTICAL UNIVERSITY A-34A ACADEMIC POLICIES AND PROCEDURES - GENERAL 4/1/01 ACADEMIC PROGRAM REVIEW

I. General

This procedure outlines the process to be followed in reviewing the University’s curriculum and degree programs. The faculty of the University must continually review the inventory of degree programs so as to provide the best, latest and most relevant study topics.

II. Review

To ensure an effective, thorough review of existing degree programs, the following sequence should be followed:

A. Academic Program Review Group (APRG)

1. Will be composed of the three Academic Deans from the three campuses, the Speakers of the Faculty Senates and the Chief Academic Officer.

2. Scheduled meetings will be held at least once each calendar quarter. At each meeting candidate degree programs will be selected for review and then be presented and conducted by the Program Director for the APRG.

3. The focus of the committee will be on the economic and academic relevancy of undergraduate and graduate degree programs offered by the University at its three campuses.

4. The committee will recommend to the President and Board of Trustees whether degree programs should be continued in the University catalog and whether changes should be made to keep programs current, to include the application of physical and financial resources. Changes in degree programs must follow the requirements of A-04I – Academic Change Process.

B. Process

1. Introduction Academic program review consists of regular, periodic review of all the University’s academic units and programs. The purpose of academic program review is to assess program quality and effectiveness in order to foster academic planning at all levels and to provide guidance for administrative decisions. It is intended to provide a mechanism to ensure the improvement of academic programs on a continuous basis. The process is envisioned to assist an academic unit in understanding its current status so that it can establish priorities and identify strategies for achieving the University goals of academic excellence and eminence. Program review should not be viewed as an unrestrained opportunity to request additional resources. Instead, primary emphasis will be on how an academic unit and its programs can be improved through the use and reallocation of its existing resources. While the primary emphasis is on program improvement, the program review process should also lead to identification of those academic programs that are not central to the strategic direction of the university and for which sufficient improvement appears to be impossible. Program review is a process for monitoring the status, effectiveness, and progress of academic programs, recognizing and responding to program strengths and weaknesses; identifying important directions in

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the disciplines or professions that need to be addressed; assessing the relationship among and contributions to other academic programs and the overall mission of the university; selecting among the opportunities and options available to the programs; and recognizing the implications of the choices made. Thus, program review is a process by which the future directions, needs and priorities of academic programs can be identified. As such, program review is inextricably linked to strategic planning, resource allocation, and other decision making at the program, department, college, and university levels.

2. Description of Reviews

a. The overall criteria are:

• Quality of faculty, students, and the instruction, research, and outreach programs of the unit • Demand for the programs and graduates • Centrality to the university mission • Comparative advantages/uniqueness • Financial considerations and adequacy of resources

b. Program reviews at Embry-Riddle Aeronautical University have the following characteristics: • They are faculty-driven, with self-study involving faculty from the unit being reviewed and with review being provided by peers from other units on campus. • They incorporate expert assessment provided by reviewers from other institutions. • They occur on a six-year cycle (unless accreditation reviews influence the cycle). • They are evaluated, not just descriptive. To best carry out their purpose, they must be more than just data collection and a means of seeing that minimum criteria are met; program reviews require academic judgments about the quality of the program, students, curriculum, resources and the future direction. • They are forward looking. While assessment of current status is important, continual improvement is of greatest concern. • They provide a concise, honest appraisal of an academic unit’s strengths and weaknesses. • They are independent of any other type of review (although they may be scheduled to accommodate an accreditation review). • They result in an action plan with an overarching strategic agenda designed to enable the program’s existing resources. • The action plan will be implemented with ongoing evaluation of the results.

c. First and foremost among these criteria is program quality.

d. The outcome of program review should be a well-designed and agreed upon action plan for phased improvement of the university’s academic programs. The plans that emerge should be explicit, realistic, and viable, and should reflect the aspirations of each unit. The program review process should focus on improvements that can be made using resources that currently are available to the program. Consideration can also be given, however, to proposed program improvements and expansions that would require

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additional resources; in such cases, the need and priority for additional resources must be clearly specified.

e. Program review is accomplished by thoroughly and candidly evaluating: • The mission and goals of the program and their relation to the mission and strategic plan of the university • The reputation of the program among peers in the discipline, including the extent to which the program is regarded as a leader in the field and as innovative • The curriculum through which program mission and goals are pursued • The quality and diversity of faculty and staff and their contribution to the program mission and goals • Faculty research productivity and impact • Faculty teaching performance • Learning support, such as the availability of libraries, computing facilities, rented space and capital plan • Program size and resources relative to success in its mission • The likelihood that the program can become pre-eminent in the field

C. Suggested Outline and Content for The Self-Study Report

Below is a suggested outline for the self-study report that indicates what should be included or addressed in the self-study of units undergoing program review. The outline is intended to fit a typical academic program area that includes instructional (undergraduate and graduate), research, and outreach activities. Appropriate modifications should be made for units that vary from the usual range of activities of academic units. Some of the information to be included in the self-study will be available from units outside the area being reviewed. The Office of Institutional Research already compiles or can compile (at the program level) some of the required data; to ensure consistency, this data should be used when available. Collection of any remaining data is the responsibility of the unit conducting the self study.

1. Introduction a. Identify units being reviewed b. Brief description of the self-study process c. Organization of the unit d. Brief history of the unit; development and progress during the past 5-10 years (or since the last program review)

2. Mission a. Mission of the unit; philosophy and focus of the instructional, research, and outreach programs of the unit b. Relationship to college and university mission

3. Description of the unit, its programs, and relevant policies

Include the descriptive information identified below for each of the areas listed. Also describe and document recent trends and changes. Where appropriate, discuss relevant policies (e.g. hiring, assignments and responsibilities, annual evaluation, promotion, and tenure policies for faculty; admissions policies for students). The categories and types of information listed below were developed to apply to most units that offer major degree

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programs; appropriate modification should be made for the review of units that offer minors only.

a. Program definition (identify each of the unit’s instruction, research, and extension/outreach programs to be evaluated by the self-study; also describe participation in, and contributions to inter-unit programs, as appropriate)

b. Faculty classification (FTE by rank; headcount, in total and by gender, ethnicity, age, rank, tenure, status, graduate faculty membership, and highest degree). This information should be provided separately for tenure-track faculty; adjunct and temporary faculty; and collaborators and affiliate faculty.

c. Graduate assistant classification (FTE by funding source; headcount, in total and by gender, ethnicity, and assistantship categories of teaching assistants, research assistant, and administrative assistant)

d. Staff classification (FTE by category of position and funding source; headcount, in total and by gender, ethnicity, and categories of positions)

e. Students’ majors and advising and other student support services (number of majors, in total and by classification, gender, ethnicity, age, state and nation of residency, enrollment in on and off-campus credit and non-credit programs, full- or-part time status; number of applicants, number admitted, and number enrolled; number of degrees awarded annually; description of advising and other student support services provided; for graduate programs, entering graduate student, undergraduate quartile rank and summary listing of undergraduate institutions attended, student admission status, and performance on relevant graduate admission tests, e.g., GRE, GMAT)

f. Instruction provided to non-majors (student credit hour production per year for non-majors, in total and by college and major served; and listing of courses taken by significant numbers of non-majors)

g. Facilities and equipment instrumentation (available campus- or college-wide, as well as those dedicated to the program)

h. Information resources and services (relevant library collections and special facilities, staffing, and local online bibliographic access that support the program; computation facilities and services available for the program)

i. Financial resources and indicators (budget by funding source; expenditures by expenditure classification and funding source; sponsored funding received; tuition generated by majors and by total SCH prediction; student scholarships and fellowship; and number an percentage of faculty with external funding)

j. Distribution of grades given by the unit

D. Self-evaluation of programs

For each program identified, the self-evaluation should address the relevant criteria for program review listed below. The emphasis of the evaluation should be on the assessment of quality, provided in narrative form. Included should be a discussion of the status of the program relative to similar programs at appropriate peer institutions. Suggested, but not required, indicators for criteria and sources of evaluative information are provided below (designated by and presented in

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Italics); to the extent possible, comparative data for programs at peer institutions should be included.

1. Quality

a. Faculty quality and productivity • Educational qualifications and relevant experience • Teaching, research, and outreach awards given by national professional associations • Refereed publications, citations, and patents • Juried exhibitions, invited lectures, shows, and recitals • Publications of textbooks and adoptions by other institutions of teaching innovations developed by faculty • Selection of faculty for prestigious invited membership (e.g. the National Academy of Science) • Prestigious positions held in major national organizations, as member of review panels, and as editors of journals • Productivity indicators, such as SCH/FTE, publications/FTE

b. Student quality

• ACT scores and high school rank of undergraduate majors • Scores of entering graduate students on relevant admissions tests e.g., GRE,GMAT • Number of national awards, fellowships, and scholarships (e.g., National Merit Scholars, NSF Fellowships)

c. The quality of the curriculum, instruction, and support services; assess both on-campus and off-campus credit and non-credit programs and their comparability

• National ratings by academic peers • Relevant accreditation status • National student awards and honors • Performance of students on state and national tests (e.g. GRE subject tests, MCAT, certification tests) • Placements of graduates (jobs, graduate schools and professional programs, postdoctoral appointments) • SCH production by tenure-track faculty, by non tenure-track faculty, and by teaching assistants • Student retention, average time to complete degree, and graduation rates • Grade-point average of students at time of graduation • Results of student evaluations of instruction and advising • Results of student exit interviews, alumni surveys, and employer surveys d. Research quality and focus of the unit e. Extension/outreach quality and focus of the unit • Results of clientele surveys

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• Evaluations by program participation

2. Demand (recent trends, current levels, and projections)

a. Instructional demand, overall and by majors and non-majors

b. Employment demand for program graduates • Placement of recent graduates • Projections of labor market demand in areas relevant to the program

c. Demand for extension/outreach programs • Results of surveys of citizens’ needs for outreach programs relevant to the unit d. Significance of outreach programs (i.e. significance to society of the research, scholarships, or artistic contributions of the program)

3. Centrality to the University mission

a. Relationship of the program to ERAU’s mission

b. Interrelationships of the instructional program with other programs at ERAU • SCH to non-majors, by college and majors served • Courses taken by non-majors, by college and major served

c. Contributions to providing a general education for ERAU students, including the development of literacy in science and technology; environmental awareness; communication and analytical skills; humane and ethical values; knowledge of the intellectual historic, and artistic foundations of our culture; and international multi-cultural awareness and sensitivity

d. Interrelationships of research programs with other programs at ERAU

e. Interrelationships of extension/outreach programs with other programs at ERAU

4. Comparative Advantage/Uniqueness a. Areas of overlap or duplication with other programs offered at ERAU

b. Areas of focus and program uniqueness/differentiation from programs offered at other universities; peer comparison universities; and other universities in the region and nation

c. Program distinctiveness in terms of students served (geographic area, gender and minority status, nontraditional students, etc.)

d. Program distinctiveness attributable to interrelationships with other ERAU programs

5. Financial Considerations and Adequacy of Resources

a. Financial considerations and efficiency

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• Direct departmental expenditures per SCH produced • Direct departmental expenditures per student major and per graduate; where appropriate and possible, comparable indicators of expenditure efficiency may be provided for service activities • Average section size • Student-to-faculty ratios • Faculty salary comparisons • Average teaching load of faculty and teaching assistants

b. Adequacy of resources

• Faculty • Support staff • Facilities • Equipment/instrumentation • Supplies and services • Information resources and services (Library, Computing Center)

E. Unit planning (next 5-10 years)

The planning process within the unit should be described. Particular attention should be given to ways in which instructional, research and outreach programs will be changed or improved within currently available university resources. Request for increased university funding must include detailed documentation of the need for additional funds and specify the unit’s priorities for additional funds.

1. Planning process 2. Goals and strategies 3. Timetable and implementation plan 4. Relationship to, and consistency with, college and university plan

F. Other issues or information deemed appropriate

Include a summary of the results of any recent accreditation reviews or other external program reviews.

G. Appendices

1. Tables, charts, and graphs that are referred to in the body of the self-study, but are not included therein

2. Roster of current faculty and staff

3. One-page summary curriculum vitae for each faculty member

4. Relevant catalog materials

5. Copies of other reviews, reports, policy documents, student recruiting/brochures, and other items appropriate to the self-study

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Interpretation: Chief Academic Officer Effective date: April 1, 2001 Paul Bankit Vice President of Academics

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EMBRY-RIDDLE AERONAUTICAL UNIVERSITY ADMINISTRATIVE POLICIES AND PROCEDURES MANUAL PLANNING AND ASSESSMENT POLICY

Effective Date: April 16, 2001 Policy 4.3

Purpose and Scope of Policy

The purpose of this policy is to establish a university-wide coordinated planning and assessment process. A chart illustrating the process is included.

Policy

1. The University is committed to effective planning in support of its mission. All units of the university, including departments, campuses, and other functional areas, participate in the annual planning process. Unit plans must reflect the University Strategic Plan and the Vision 2010. 2. All units of the university also participate in the annual assessment process, which measures student outcomes and the effectiveness of administrative and support services that support the university mission. Assessment results are used for continuous improvement of university programs and services. Results that generate new initiatives are inputs into the planning process. 3. A review of each academic program is also conducted once every six years, enabling an inventory of degree programs so as to provide the best, latest and most relevant study topics. Results from program reviews serve as inputs into the planning process. 4. Through the budgeting process, funding is allocated to support priorities identified through planning. 5. The Strategic Planning and Analysis Group, Office of the President, directs the planning process and, in consultation with the Chief Academic Officer, schedules academic program reviews. Guidance for the conduct of program review is outlined in the Academic Program Review policy (University Academic Policies and Procedures, A Series). The University Assessment Committee (comprised of faculty and staff representatives from each campus), in consultation with the Office of Institutional Research, provides guidance for the assessment planning process.

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Planning and Assessment at Embry-Riddle

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ACADEMIC ADMINISTRATION ACADEMIC OVERSIGHT OF CURRICULUM

A. General

Each graduate and undergraduate course offered by the Extended Campus will be subjected to an academic-review process as outlined in this procedure.

B. Academic Oversight Committee

An academic oversight committee will accomplish the actual course review. The committee will be made up of the department chair from each of the Extended Campus’ academic departments, the Chair of the Department of Distance Learning, the Director of Academic Support, and the Associate Dean for Curriculum. The Associate Dean for Curriculum will chair the committee. The Academic Oversight Committee will meet no less than once a month. The meeting will usually be held telephonically. A written record will be maintained of all business conducted by the committee. There is an expectation that the committee’s decisions will be reached by consensus.

C. Course Monitors and Course Outlines

When a new course is added to the list of courses offered through the Extended Campus, a course monitor will be appointed. The academic department responsible for the particular course should suggest a nominee to the Director of Academic Support. After consulting with the Associate Dean for Accreditation and Credentials and the Chair, Department of Distance Learning, the Director of Academic Support will verify the appropriateness of the faculty member to the respective academic department chair. When the academic department chair approves the faculty member, the person will be contracted to be the course monitor by the Director of Academic Support. The approval by the department chair will be made a matter of record in the minutes of the Academic Oversight Committee meeting immediately subsequent to the approval.

As per the contract signed, the course monitor will be responsible for the development of a course outline as prescribed in the faculty academic orientation manual and the current EC-A-29, Course Outlines. The Director of Academic Support will submit each course outline to the Academic Oversight Committee (AOC) for approval. The course monitor will also be responsible for the annual review and update (when deemed necessary) of the outline.

The prescriptive portion of the course outline must be signed and dated by the academic department chair and the dean of academics.

The course outline will be reviewed on an annual basis. Payment on the contract will be made after the review process is completed, all the required signatures have been obtained, and the AOC has made its approval a matter of record.

D. Distance Learning Authors, Syllabi, and Course Materials

The Chair of the Department of Distance Learning will select distance-learning authors in consultation

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with the appropriate academic department chair.

Using the approved course outline, the author will prepare the distance-learning syllabus in accordance with the format provided by the Department of Distance Learning. Upon completion of the distance- learning syllabus, the Chair, Department of Distance Learning will submit the syllabus to the Academic Oversight Committee for review and approval. The decision of the Academic Oversight Committee will be recorded in the minutes of the committee. One half of the author’s royalty advance will be paid to the author by DDL upon approval of the on-line syllabus by the Academic Oversight Committee. Strictly adhering to the approved syllabus, the author will prepare all of the on-line course materials needed for the course, which might include, but is not limited to, textbooks, video slides, videotapes, applications software, supplemental readings, and at least two versions of all exams used for grades. When the course materials are completed they will be given to the Chair, Department of Distance Learning, who will submit them to the Academic Oversight Committee for review and approval. The decision of the Committee regarding the course materials will be recorded in the minutes of the immediately subsequent AOC meeting. The second half of the author’s royalty advance will be paid by the department of distance learning upon approval of all the on-line course materials by the AOC.

E. Classroom Syllabi

The Center Faculty Chair will review the syllabi for all courses offered in his or her center prior to the syllabi being published and distributed to students each term to ensure they meet all of the requirements outlined in the Faculty Academic Orientation Manual, and A-31A, Course Syllabus, and that they are consistent with the approved course outline.

Office of Primary Responsibility: Dean, College of Career Education

______Dr. Robert E. Myers DATE Chancellor, Extended Campus

EMBRY-RIDDLE AERONAUTICAL UNIVERSITY *A-07F ACADEMIC POLICIES AND PROCEDURES – GENERAL 2/15/00 COURSE OUTLINES

Course outlines are the basis for obtaining consistency of expected student outcomes throughout the University system. This procedure is established to insure that a comprehensive course outline is prepared for each course (other than special topics courses), that course outlines are kept current through a review and revision process as required, and that they are distributed in a timely manner to agencies maintaining reference files.

1. Department Chairs at the Prescott and Daytona Beach campuses and designated individuals in the College of Career Education are responsible for the preparation, currency, and utilization of course outlines for each course in their assigned curriculum areas (see A-03). They, in turn, may designate their faculty members as course monitors for particular courses. The College of Career Education may use these course outlines as the basis for instructor support materials which are developed for faculty. For

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those courses which are unique to the College of Career Education, course monitors will be designated by the Dean of Academics, College of Career Education. Preparation of a course outline can be initiated at any campus, but implementation cannot begin until horizontal communication between/among affected campuses has been completed.

2. Format: The attached format will be followed for all academic courses. The complexity of the outline may vary considerably depending on the course. The important factor is that the outline describe, in adequate detail, the significant topics and performance objectives necessary in order for a faculty member preparing to teach the course for the first time to be able to provide his or her students with the knowledge and learning experiences to prepare them for subsequent courses or career requirements.

3. Review and Revision: Responsible chairs and course monitors will review their course outlines at least annually and revise them as necessary. Faculty members at all locations who are teaching a course should be encouraged to provide the designated course monitor with recommendations for improvement of the course outline. In order to implement any revisions to the course description, course goals, and/or performance objectives, the appropriate academic department chair must forward an electronic copy to the Associate Provost for Undergraduate Programs or Associate Provost for Graduate Programs, as appropriate, for approval.

4. Distribution: Copies of current course outlines in use at the Prescott and Daytona Beach campuses will be maintained in the offices of the Department Chairs and in the office of the Campus Deans of Academics. Daytona Beach graduate course outlines will be maintained in the Office of Graduate Programs and Research. Instructor support materials/course outlines for the College of Career Education will be maintained in the office of the Dean of Academics, CCE. Each time a course outline is issued or revised, a copy will be maintained in a master file of course outlines for use throughout the University.

INTERPRETATION: Associate Provost for Undergraduate Programs EFFECTIVE DATE: 2/15/00 Ira D. Jacobson Provost/Vice President of Academics

Attachment

SAMPLE COURSE OUTLINE FORMAT (For University distribution)

EMBRY – RIDDLE AERONAUTICAL UNIVERSITY (Department Name) COURSE OUTLINE FOR

Course No:______Title:______Cr. Hrs :___

Lecture Hour:__ Laboratory:___

COURSE DESCRIPTION:

(Brief course description taken from the current Catalog. Include the number of lecture and laboratory hours weekly and list Prerequisites/Corequisites as appropriate.)

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GOALS:

Broad general statements to quickly inform students about the nature of the course and course requirements describe the broad intent of the instruction. (This is a required course in the following degree programs...It is designed to provide assist the student for preparation in...) Note: Course goals should be identical for the same course regardless of location at which each course is offered.

LEARNING OUTCOMES:

Statements describe what students should be able to do when they complete a given set of educational experiences, indicating observable behavior on the part of the student. (This includes such typical action verbs as writing, listing, analyzing, solving, producing, recognizing, discussing explaining, and experimenting.) Note: Learning outcomes should be identical for the same course regardless of location offered.

1. 2. 3. 4. 5. 6. 7. 8. 9.

Reviewed and Approved by:

Daytona Beach Campus

Chair Date Dean of Academics Date

Prescott Campus

Chair Date Dean of Academics Date

Extended Campus Date Dean of Academics Chair Date

(For Departmental use)

DEPARTMENT OF ______COURSE OUTLINE FOR ______

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TEXTBOOK:

(Author, Title, Edition, Publisher)

REQUIRED SUPPLEMENTAL MATERIAL:

a. Reference publications/supplemental reading:

b. Audio/visual materials:

c. Special equipment:

PREREQUISTE KNOWLEDGE BY TOPIC:

1. 2. 3. 4. 5.

CLASS TOPIC HOURS COURSE OBJECTIVE

1. (Primary course objectives . student outcomes for each.)

3. 4. 5. 6. 7. 8. 9. 10.

OPTIONAL TOPICS Include estimated and expected class hours 11. ____ 12. ____

LABORATORY:

(Laboratory projects, etc., where appropriate)

COMPUTER:

(List hardware, software, location, and availability.

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GRADING SYSTEM: (Tests %; Reports %; Final Exam %

ESTIMATED CONTENT:

Skills: % Content: %

Signatures:

Prepared by

Coordinated by:

EMBRY-RIDDLE AERONAUTICAL UNIVERSITY A-31A ACADEMIC POLICIES AND PROCEDURES - GENERAL 2/15/00 COURSE SYLLABUS

This procedure is established to insure that a course syllabus is prepared for each course offered, that course syllabi are current, and that they are distributed to students at the beginning of each semester/term. The course syllabus clearly specifies the course goals, learning outcomes (expected course outcomes), nature of course content and course requirements. It tells the students what they can expect from the course and the instructor. The course outcomes should be specific, demonstrable and observable.

1. Faculty members are responsible for the preparation, currency, and utilization of a course syllabus for each course assigned to them.

2. Format

The attached format satisfies the requirements of the University and accrediting bodies. An important factor to remember in preparing a course syllabus is that it must satisfy the requirements specified in the course outline. The course description, goals and learning outcomes should be identical with those delineated in the course outline for the particular course. The specific ways in which the goals and learning outcomes are accomplished, and the degree of detail in the course schedule, statement of grading and class policies, are left up to the individual instructor. The course syllabus should reflect the individual strength of the instructor both in content and in instructional techniques.

3. Review and Revision:

Faculty members must use the course outline in preparing and revising the course syllabus. The course syllabus must be revised every time the course is offered.

4. Distribution Course syllabi will be distributed to students at the beginning of each semester/term. Copies of each course syllabus will be maintained in the offices of the Department Chairs. Instructional

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support materials/course syllabi for the College of Career Education will be maintained at the CCE centers.

INTERPRETATION: Associate Provost for Undergraduate Programs Ira D. Jacobson Provost/Vice President of Academics

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EMBRY-RIDDLE AERONAUTICAL UNIVERSITY *A-01E ACADEMIC POLICIES AND PROCEDURES - GENERAL 2/15/00 ACADEMIC QUALITY CONTROL SYSTEM

The Provost/Vice President, Academics is responsible for assuring faculty and staff compliance with such academic and curriculum policies and procedures at the University level as are necessary to maintain the integrity, quality, and appropriate level of standardization for all University academic programs, registration processes, and student academic record keeping.

1. Academic Policies and Procedures Academic policies and procedures are published over the signature of the Provost/Vice President of Academics and apply to all campuses, colleges, and academic activities of the University. They are of the following types:

a. General Policies and Procedures (A-...) describe areas of academic responsibilities which apply to both undergraduate and graduate programs or describe administrative systems or actions which are not of a qualitative nature.

b. Undergraduate Policies and Procedures (A-AU-...) apply solely to undergraduate programs.

c. Graduate Policies and Procedures (A-AG-...) apply solely to graduate programs.

2. University Curriculum Manual: The University Curriculum Manual is published by the Director of Records and Registration for the use of academic evaluators and persons engaged in admission activities. It describes the various degree program requirements and lists the criteria for the award of credit earned through transfer, examination or experience.

3. University Registrar Procedures: Administrative practices which apply to the University's Academic Student Records system are documented in University Registrar Procedures (A-R-...). These procedures, published over the signature of the Provost/Vice President, Academics, apply to Records and Registration Offices throughout the University.

4. Course Outlines: Academic Department Chairs are responsible for the preparation and currency of course outlines for all courses in their designated areas of academic/curriculum responsibility (See A-07). The Chair with designated responsibility for a given course will insure (1) the quality, integrity, and adherence to standard format of the course outlines, and (2) that current copies of all course outlines are on file in the Office of Records and Registration and other appropriate agencies.

5. University Catalogs: The Campus Deans of Academics are responsible for insuring that University Catalogs accurately reflect the academic policies, regulations, etc., of the University. The authors/publishers of all other University bulletins, advertising, promotional materials, etc. are responsible for insuring the compatibility of their publications with the University Catalogs.

6. Exceptions to Academic Policies and Procedures: Enforcement of adherence to University policies and procedures is the responsibility of the Campus Deans of Academics. Any exception to, or waiver of, academic procedures, policies or requirements must be documented in writing.

INTERPRETATION: Associate Provost for Undergraduate Programs EFFECTIVE DATE: 2/15/00 Ira D. Jacobson Provost/Vice President of Academics

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Georgian College

Georgian College’s Academic Plan states the College’s formal practices pertaining to quality assurance of program delivery methods in 5.3 Curriculum Review and 5.4 Curriculum Delivery.

5.3 Curriculum Review

In order to ensure our students are receiving the most current, relevant, and effective instruction, curriculum should periodically undergo three types of assessment:

1. ongoing informal review; monitors quality and relevance of content and delivery based on faculty assessment and student feedback; may result in minor changes to course syllabi; 2. annual program viability review; involves analysis of data including program costing information, faculty assessment, student feedback, advisory committee input, enrolment trends, market research, etc.; may result in recommendations to modify course and/or program outlines; may result in recommendation to suspend program pending further analysis; 3. periodic formal in-depth assessment; every 5-7 years or as a result of recommendations stemming from annual program viability review; involves formal surveys of graduates, employers, faculty and students; involves analysis of trends in program costings, student feedback, advisory committee input, enrolment trends, market research, etc.; may result in significant program changes to curriculum and/or delivery.

5.4 Curriculum Delivery

With the implementation of the first Academic Plan in 1996, expanding the range of curriculum delivery models was made a priority at Georgian College. The underlying goal was to support student learning styles and to increase access for students to courses and to course material. As a result, over the last 6 years, some courses have been delivered in a compressed timeframe, some totally on-line, and some as a blend of traditional classroom and on-line delivery. In addition, faculty now use Blackboard technology to supplement more traditional in-class delivery methods; at a minimum, course outlines and syllabi are accessible to students via Blackboard for most courses.

At this stage, only anecdotal information about each of these delivery methods is available. In general, we know that students and teachers appreciate the flexibility of delivery options, but more complete research from both perspectives would be useful for planning purposes.

Georgian is not aiming to become an Athabasca University or a University of Phoenix. That is, our priority is not to focus on supporting learners at any distance via total web- based program delivery and learner support. Rather the aim is to "enhance learning" through the use of appropriate technology that supports or supplements the classroom

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experience, as well as to continue to offer more flexible access options such as block or compressed delivery when appropriate. We will limit programs offered totally on-line to those that can demonstrate the College has the capacity and the competitive advantage to be successful, as measured by student demand, industry support, student retention, graduate placement, and financial viability.

With continued rapid advancements in technology, we can expect new and different delivery options to emerge in the coming years. As well, we may also see new methodologies introduced that enhance traditional classroom delivery, as we did with the introduction of co-operative learning techniques back in the '90's. We will remain open to examining these options for their "fit" with Georgian's strategic and academic plans, and to pursuing those options that improve student access and increase student success rates.

The experiences of other post-secondary institutions suggest that "blended courses" (those that blend traditional classroom and on-line delivery) will increase in popularity over the next three to five years. Blended courses allow a degree of flexibility for both students and faculty while also providing basic structure and personal support for the students.

Also, according to research, high school graduates coming to college will expect that course syllabi, handout materials, and tests are on-line and available "24/7" These students will also expect College staff to be able to use the technology effectively. Therefore, expanding the role of the Centre for Teaching and Learning in providing training and support for faculty is timely.

Course outlines must be written to permit flexibility in delivery. Macro curriculum committees and academic administrators should understand the range of delivery options and their appropriateness for certain groups of students and certain programs. In approving non-traditional delivery proposals, they must ensure that the required supports and training are in place for both students and faculty.

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APPENDIX 7.1.2 POLICY ON STUDENT FEEDBACK

Embry-Riddle

Both classroom delivery and online delivery of instruction solicit regular feedback from students. In both venues, a common survey is administered to all students at the end of every course. Data are compiled and analyzed, which provides student feedback to instructors and academic administrators regarding the quality and effectiveness of the course. These findings are used to improve instruction. The Office of Institutional Research also distributes a survey to both classroom and online students to determine their satisfaction with the delivery of instruction. These findings are also used to improve instruction.

END-OF-COURSE STUDENT CRITIQUES

Purpose

This procedure provides policy for the administration of end-of-course student feedback critiques or student survey forms. Student critiques provide valuable feedback to instructors and all members of the University’s management team on the quality of our academic product in the eyes of the University’s most important stakeholders, our students. Therefore, a formal process that provides accurate measurement of students’ assessments of instruction quality and timely dissemination of the result of the measurement are essential to a quality academic process. The key to the student critique program is the Student Survey form (Attachment 1) administered towards the end of each course.

Procedure

A. Administration of the Survey Form

The CFC (or designee) will distribute the blank survey forms to all students in the course towards the end of each term and as all students to complete and return the form. Since the instructor’s performance in the course is a central theme of the survey form, the instructor must not be involved in any way in administering the survey or collecting the results. If the form is completed during part of a class session, the instructor should excuse himself or herself from the room during this time. The survey responses are anonymous, so student should not put their names on the form. The CFC must ensure that all the required header information (course number, term, section and center code) is correctly entered on all forms.

B. Distribution of the Completed Forms

The CFC (or designee) will make two copies of each completed survey form and distribute the original and two copies as follows:

1. A package with one copy of each completed form is given to the faculty member immediately after the instructor turns in the course grade roster. This will provide the instructor immediate feedback on the student’s’ assessment of this or her instruction and will be used by the instructor to improve the quality of

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future instruction.

2. A package with the other copy of each completed form is retained the Center Faculty Chair (CFC) immediately following the end of the term. This will be used to help monitor the quality of instruction at the center and to guide the CFC in providing help to those instructors who may need it to improve instructional quality. The student feedback is also used as part of the basis for the CFC’s formal evaluation of the instructors’ performance. 3. After the copies discussed above are made, a package with all the original feedback forms will be sent to the Extended Campus Computer Support Office at:

Embry-Riddle Aeronautical University CCE Student Survey Forms Extended Campus Room #137 600 S. Clyde Morris Blvd. Daytona Beach, FL 32114-3900

C. Analysis of Survey Results

The information technology staff assigned to the Extended Campus will scan the responses to each question into a center database for later tabulation and will input the students’ written comments in the same database.

D. Report Generation The Center for Teaching & Learning Effectiveness staff assigned to the Extended Campus will produce and distribute the following reports quarterly (in January, April, July, and October). This report will cover all surveys received since the previous report. Each report will provide a tabulation of the responses to each question and the full text of student comments.

1. Quarterly Instructional Quality Report. Reponses will be sorted for this report by center, course number, section or instructor. Copies of the appropriate portions of the report will be sent to: Dean, College of Career Education CCE Academic Support Office Regional Associate Dean Center Faculty Chairs

2. Quarterly Course Quality Report. Reponses will be sorted for this report by course number then section for all of the College of Career Education and will be forwarded to: Dean, College of Career Education CCE Academic Support Office Applicable Extended Campus Academic Department Chairs Applicable Course Monitor

Office of Primary Responsibility: Dean, CCE

______Robert E. Myers, Ph.D. DATE Chancellor, Extended Campus

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Georgian

Continuous improvement of our course delivery, materials, and the learning environment is a hallmark of our quality service to our students. We constantly incorporate feedback from our students for the improvement of our teaching and learning processes and the achievement of course outcomes.

The student feedback procedure at Georgian College is formalized in Human Resources Procedure #4-135 “Performance Management Procedure for Faculty, Administrative Staff, and Support Staff” and is available on the College’s web site:

STUDENT RATINGS

Each academic year Student Services, the academic area and/or Human Resource Services, will provide information to students on the rationale and method for administering student ratings. Professionalism and confidentiality will be stressed.

At least once an academic year, an Academic Director (or designate) will select and visit one or more of a teacher's classes, labs, or placement settings (after discussing and confirming the visit date with the teacher), and distribute a student rating form as part of the Performance Review process. Student ratings for full-time probationary teachers are required each teaching semester.

Student rating forms which can be computer scored may be obtained from Human Resource Services. The teacher and the Academic Director may use other forms as mutually agreed upon.

Guidelines for student ratings that must be followed to maximize the validity of the Performance Review process are:

1. The ratings will generally take place after the mid-point of the semester, avoiding any concentration of ratings towards the end of the semester. 2. The teacher will not be present in the classroom or lab during the rating process. 3. After reading A Student Rating Procedures (included in the Student Ratings package available through Human Resource Services) to the class, the Academic Director (or designate) will distribute, collect and place the rating forms in a sealed envelope.

4. The collected ratings will be forwarded directly to the Academic Director who will arrange to have a designated confidential support staff member transcribe the comments and have the ratings computer-scored (not necessarily applicable to part- time teachers in non-post-secondary courses). Inappropriate comments that are threatening, harassing, or discriminatory will not be transcribed; will invalidate all of Deleted: the student's comments (ie. They will not be transcribed), and may be the subject of a formal investigation and action by the College. The Academic Director will review this combined data, with a copy forwarded to the teacher and a copy placed in the departmental file. The teacher will only have access to the transcribed comments (ie. the originals will remain confidential). The Academic Director will retain the ratings forms completed by the students in order to resolve any concerns over the results.

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Placement of computer-scored ratings and transcribed comments in personnel files is non-applicable to post-probationary teachers, except at the request of the teacher or the Academic Director. In any event, the Academic Director will retain a copy of all such student ratings in departmental files, until a given Performance Management cycle is complete.

Student ratings, which are to be entered into personnel files, are to be forwarded to the Human Resource Services Department.

Students are made aware via the Full-time Post-Secondary Calendar that College procedures are available on the College’s web site

One commonly used rating form at Georgian College, titled “Student Rating of Teacher and Course”, is available in Appendix 7.2.2.

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APPENDIX 7.1.3 STUDENT FEEDBACK INSTRUMENTS

Embry-Riddle

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Georgian College

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APPENDIX 7.2.1 ON-LINE DELIVERY

Not applicable: all courses will be delivered in a traditional classroom environment where learning is supported the the use of BlackBoard, an online platform.

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APPENDIX 7.2.2 ACADEMIC COMMUNITY POLICIES

Not applicable: all courses will be delivered in a traditional classroom environment where learning is supported the the use of BlackBoard, an online platform.

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APPENDIX 8.1.1 LIBRARY RESOURCES Embry-Riddle Number of Holdings (print) Number of Holdings (electronic) Relevant to the Field of Study (include program-specific databases) On-site Library Resources 53 of 130 onsite Riddle Over 8,000 full-text, online periodicals titles are Relevant to Degree Program Aviation Collection (RAC) titles available through ERAU’s Online Databases and Area (for students/faculty) directly support ERAU Periodical indexes. Technical Management programs. Thousands of documents, technical reports and proceedings are also available in full text to members of the ERAU community through the Hunt Library’s digitized collections.

Program Specific online databases could include the following…

• Aerospace and High Technology Database

• Applied Science & Technology

• EBSCOhost Electronic Journals Service

• EI Compendex

• Mergent Online

• National Technical Information Service (NTIS)

• OmniFile Full Text, Mega Edition

• ProQuest

Other Library Access (e.g., Any member of the ERAU Hunt Library (Daytona Beach) access is web-based, inter-library community may access and available to members of the ERAU community on arrangements) check out materials from the a 24/7 basis. Hunt Library. The Hunt Library has been designed to be The Hunt Library maintains numerous the primary information reciprocal agreements with peer institutions and provider for students, staff and information providers on many levels from simple faculty of ERAU. resource sharing agreements to complex consortial arrangements. The Hunt Library’s holdings include over 20,000 titles in direct support of the Technical Management programs offered through Embry-Riddle’s Extended Campus Worldwide Centers.

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Provide a summary of the currency of the holdings at each location specified. Include a list of the program-specific databases. Apart from titles with relevant historical value, Embry-Riddle’s onsite Reference/Aviation/Aerospace Collections reflect titles published within the last five years. Of the approximately 130 titles in the onsite collections more than 50 are in direct support of the technical management programs offered through Embry-Riddle Aeronautical University.

Note: Students enrolled in Embry-Riddle’s fourth year program at Georgian College will have electronic access to the Hunt Library's online resources through the Internet. Students, staff, and faculty have access to the library's online catalog (Voyager - http://voyager.db.erau.edu/), numerous electronic indexes and databases, and other full-text online research materials twenty- four hours a day, seven days a week.

The J.R. Hunt Library located in Daytona Beach, Florida is designed to be the primary information service provider for all students enrolled at Embry-Riddle Aeronautical University regardless of their physical location, and while students are encouraged to make use of all locally available resources they should contact the Hunt Library first with regards to their coursework and research.

The Hunt Library has 18 full time professional staff members and 19 paraprofessional staff members; about 60 student assistants are also employed during any given academic term.

The Hunt Library’s collection currently consists of approximately 125,000 volumes, 9,000 (print) technical documents, 1,300 periodical titles, and approximately 300,000 more documents available on microforms.

The following library and other support services are provided to all Embry-Riddle students, staff and faculty members at Department of Distance Learning - Extended Campus Centers:

Library Access

Electronic access to the Hunt Library's online resources is available through the Internet to both Extended Campus and on-campus students, staff and faculty. Students, staff, and faculty have access to the library's online catalog (Voyager - http://voyager.db.erau.edu/), numerous electronic indexes and databases, and other full-text online research materials twenty-four hours a day, seven days a week.

Retrieval and/or circulation of library materials are provided through order forms available on the Hunt Library's web pages (amelia.db.erau.edu). The Hunt Library also provides Interlibrary Loan (ILL) service to Extended Campus students and faculty for materials not available from the Hunt Library’s on-campus collection. Order forms for this service are also available through the library's web pages.

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Extended Campus Centers provide Internet access on specially designated academic computers, which are accessible to all students and faculty. However, any student or faculty member with access to the Internet may use the Hunt Library's online services from either the Hunt Library or Extended Campus web pages with the appropriate login information. Students, staff and faculty members will also need to know how to access the University’s intranet/education portal, (erau.blackboard.com) to access any proprietary material.

Riddle Aviation Collection (RAC)

The RAC is a collection of print materials consisting primarily of aviation/aerospace-oriented books, readings, and reports that are to be used for research and/or required student readings and projects. Books for the RAC are predominantly reference works, which supplement student research materials available from other sources. A RAC is maintained by all Extended Campus Centers. All centers within the College of Career Education network have a RAC designed to best serve those degrees offered at each location. RAC books are readily accessible to students and faculty. The RAC is best accessed through a subject and title index prepared by the Hunt Library's Extended Campus Services Department, which is also available through the Hunt Library’s-Daytona Beach, or the Extended Campus web pages (amelia.db.erau.edu).

Video/DVD Materials

The Hunt Library's Extended Campus Services Department provides an extensive circulating collection of relevant and timely videos and DVD’s. Subject access to the video collection is provided through the library’s online catalog, Voyager. The catalog classifies all available videos/DVD’s by title and keyword, making it easier to combine available video/DVD materials to specific courses and research topics.

Reference & Computer Search Services

A staff of 10 reference librarians is available from the Hunt Library to assist Extended Campus, and Department of Distance Learning faculty and students with basic reference assistance, including database searches, research, and/or course development.

Contact with the Reference staff is conducted either through email, telephone, fax, or by mail (if required). Reference librarians can assist patrons with individualized instruction on the various resources available through the Hunt Library. Reference Librarians may also help search the collections on the campus of ERAU at Daytona Beach, the OCLC Online Union Catalog, online indexes and databases at the Hunt Library, and databases available through DIALOG and FirstSearch.

Results of research/reference transactions usually consist of a significant amount of full text material and digitized document/journal articles. Most of the citations generated by students will generally be to English-language materials, which may include references to journal articles,

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conference proceedings, and technical reports. Search results are forwarded to the center or student via e-mail, fax or first class mail; full text documents may be posted to the web for researchers to pick up at their convenience.

A list of the electronic databases and indexes available to the ERAU community is included below.

Aerospace and High Technology Database Aircraft Cost Evaluator Aircraft Technical Publisher's Navigator Air Transport Intelligence Air University Library Index to Military Periodicals American Society of Civil Engineer's Index to Journals Applied Science and Technology Abstracts AWG Newsletters Books in Print Business Newsbank DODISS EI Compendex Emerald Fulltext International Station Meteorological Climate Survey Masterplots Mergent Online Modern Language Association (MLA) Bibliography NASA Aviation Safety Reporting System NASA Research Documents Newsbank NTIS (National Technical Information Service) Origin and Destination ProQuest PsycINFO Transport TRANweb Xreferplus

Aviation Tradescan Article Service

Aviation Tradescan is an index to aviation periodicals. It is published monthly and cumulated annually. Subscriptions to Aviation Tradescan are provided to all ERAU centers. The Hunt Library's Extended Campus Services Department budgets for, orders, and coordinates subscriptions to the Tradescan index for all locations. Centers ensure that issues of the index are kept together in a location that is known and accessible to all students and faculty. Students and faculty review issues of Tradescan in search of periodical and journal articles relevant to courses and topics of interest. A student or faculty member can electronically transmit, to the Extended

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Campus Services Department via the Library’s web pages (amelia.db.erau.edu), citations for articles selected. The Hunt Library’s Extended Campus Services, which maintains a collection of all the journals listed in Tradescan, will provide copies of the requested articles through electronic desktop delivery, or by first class mail. Utilizing this service provides students and faculty members with a vast, current collection of articles on aviation-related topics that may not be available in local area libraries.

Subscriptions

The Hunt Library provides numerous periodicals and other subscription material to each center in the Embry-Riddle community. The Extended Campus Services Librarian selects specific journals after consultation with center faculty and staff. Periodical subscriptions are selected based upon specific course and program requirements of the center. Centers ensure that periodicals are kept together in a location that is known and accessible to all students and faculty members. Extended Campus students also have access to all of the Hunt Library’s locally held periodical collection through the Extended Campus Library Services Document Delivery Service, through order forms located on the Library’s web pages, and by using electronic indexes, EC students may select and retrieve from any of the Hunt Library’s 800 current periodicals, or any of the 1300 titles available in the periodical back files.

Embry-Riddle's Guide to Library Resources

This publication, prepared especially for Embry-Riddle's students at each individual Extended Campus Center, provides a description of the library services available locally, as well as those available directly from the Hunt Library at Embry-Riddle's Daytona Beach campus. The guide describes the resources and services that are available through Embry-Riddle's Extended Campus Centers and through the Hunt Library in support of courses and programs offered at the Center. Copies of the Guide to Library Resources are available at each Center office, and a copy is issued to each new student. The guide is also available through the Internet on the Hunt Library’s web page. Letters of agreement, and relevant published laws and regulation for local area libraries may support the guide’s information on service

Use of Library Technologies

The Guide to Library Resources discusses and recommends research strategies and guidelines for finding information in the fields of aviation and aerospace. Use of library technologies, including online catalogs, indexes, and full-text databases, is explained and encouraged. Online library services are available through the Internet to all ERAU students and faculty members, and assistance with the use of library technologies is available through the Hunt Library's Extended Campus Library Services and Reference Services Departments.

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Georgian College

Number of holdings Number of Holdings [print] [electronic] includes relevant to the field of study program-specific databases

On-site library resources 403 9 relevant to Degree Program area (includes books, videos and hard copy journals)

Other library access [e.g., Inter-library loan memberships: web-based, inter-library arrangements] • OCUL [Ontario Council of University Libraries] • National Library of Canada

Number of Overall Library Holdings

92,544 Volumes 68, 081 Book Titles 24,854 Document Titles (paper) 1,773 Periodical/Serial/Continuations/Titles On-site library resources 8 Newspapers 851 Current Subscriptions 294,288 Microfiche publications including Aircraft Technical Publishers (ATP) Library; College Catalogs; Newsbank; Selected Resources in

Microfiche (SCRIM) and other documents. 8,295 Microfilm reels (35mm) of back issues of periodicals and newspaper 285 Microfilm Titles 4,306 Media Programs

Currency of print holdings:

Age analysis: Technology - motor vehicles, aeronautics and astronautics Average age of holdings: 1988

General databases available on-site:

• Academic Search Premier • Master File Elite • Business Source Premier • Canadian Reference Centre

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• Wilson Applied Science & Technology Abstracts • Proquest Science Journals • Wilson Social Sciences • Lexis Nexis • Netlibrary

Program-specific databases available

• Aerospace and High Technology Database • AIAA Meeting Papers • AIAA Journals • Air Transport Intelligence (ATI) • Air University Library Index to Military Periodicals • Airline Monitor • American Meteorological Society Legacy Journals • American Society of Civil Engineers Journals • Applied Science & Technology Abstracts • Aviation and Safety Regulations • Aviation Week Intelligence Network • Books in Print • College Source Online • Digital National Security Archive • EBSCOhost Electronic Journals Service • EI Copendex • IAC/IAF Papers • MagillOnLiterature Plus • Mergent Online • Modern Language Association (MLA) Bibliography • NASA Research • National Technical Information Service (NTIS) • Newsbank • OmniFile Full Text, Mega Edition • ProQuest • PsycINFO • Readers’ Guide Rettrospective, 1890-1982 • Transport • Ulrich’s Periodical Directory • Xreferplus

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Virtual

392 Aerospace publications 1759 Aviation publications

Currency:

All databases updated regularly by vendors. The Library has a comprehensive collection of book, periodicals, documents, newspapers, and media programs. The size of the collection is as follows:

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APPENDIX 8.1.2 COMPUTER ACCESS

Year Number of Number of Number of Computers (with Location of Computers Students Computers Available Internet Access) Available to (Cumulative) to Students in Students in Proposed On Site (a) Other (specify) Proposed Program Program 9 2005/6 30 300+ 300+ (Library Commons) 9 2006/7 40 300+ 300+ (Library Commons) 9 2007/8 50 300+ 300+ (Library Commons) 9 2008/9 60 300+ 300+ (Library Commons)

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APPENDIX 8.1.3 CLASSROOM SPACE

Year Number of Students Number of Classrooms Location of Computers (Cumulative) On Site (a) Other (specify) 1 classroom is available on site with a capacity of 55 2005/6 30 9 students and full multimedia equipment 1 classroom is available on site with a capacity of 55 2006/7 40 9 students and full multimedia equipment 1 classroom is available on site with a capacity of 55 2007/8 50 9 students and full multimedia equipment 1 classroom is available on site with a capacity of 55 2008/9 60 9 students and full multimedia equipment

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APPENDIX 8.1.4 LABORATORIES/EQUIPMENT

Not applicable.

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APPENDIX 8.2 RESOURCE RENEWAL AND UPGRADING

Library Resources: The Library at Georgian College is a member of the Bibliocentre, a consortium of all of Ontario’s community college libraries. The Bibliocentre plays a key role in ensuring the efficient and cost effective use of electronic products. The Centre coordinates trials with vendors of various electronic products. Recently, it has taken a lead role in making available electronic books to the Colleges. Georgian plans to make e-books accessible to students, faculty, and other Library users in the near future. The Library is currently in the process of revising its Collection Development Plan and is working towards a five-year plan of action for collection renewal.

Computers and Computer Access: Georgian College has an Educational Technology Committee that annually allocates the educational technology funds. These funds are comprised of annual operating dollars and the revenue from a student educational technology fee. The funds are divided among six categories: Open Student Computing, Faculty Computing, Computer Labs, Classroom Technology, Software, and Program Specific Instructional Equipment. The Committee has a plan in place such that student and faculty computing are renewed on a three-year cycle. Specifically, this means that computer labs are refreshed every three years with new technology. Full time faculty have their desktop or laptop refreshed every three years with new technology. Working closely with the Information Technology department, the Committee supports improvements to the technological infrastructure as required. The Committee recognizes that a human infrastructure and learning infrastructure are a vital part of their plan in order to fully realize “technological fluency through ubiquitous computing”. Therefore, the Committee and the College has supported staffing needs in the Open Learning Centre, Information Technology, Media Services, and the Centre for Teaching and Learning. The Committee has been instrumental in the review and recommendation of course management software.

Classrooms: Georgian College submitted and subsequently received funding approval for a SuperBuild proposal. This proposal addresses the increased capacity needs related to the double cohort, demographic growth, and planned college enrolment growth. The proposal also will allow Georgian to extend postsecondary education throughout Georgian’s large catchment area. The new Centre for Technology Enhanced Learning, which opened in Fall 2003, enables Georgian to address issues of capacity and scheduling efficiencies for the next 10 to 15 years. Laboratories / Equipment: The College has many technical laboratories with a variety of equipment. Academic programs work closely with their advisory committees to shape their curriculum and ensure that students have appropriate learning opportunities through both theory and practice. Through these industry contacts, our students benefit from the equipment the College has been able to acquire. Through regular operating funds, some instructional resources are renewed. Additionally, our academic programs actively solicit industry donations. The College continually cultivates and develops industry partnerships.

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APPENDIX 8.3 SUPPORT SERVICES

Embry-Riddle

Academic Advising Academic advisors help students choose and schedule academic programs that meet their educational goals. At Extended Campus worldwide centers, the Center Faculty Chair along with the center director are responsible for academic advisement. The Distance Learning Enrollment Office assigns advisors for students pursuing their degree online. Service members Opportunity Colleges (SOC) students no longer located at a center should contact the Office of Student Services at 1-800-522-6787. Career Counseling The Career Services Office provides career development assistance to all students and alumni of Embry-Riddle Aeronautical University. The Career Services web site offers students and alumni a virtual library of job search aids, including interview tips, alumni network, sample resumes and cover letters, company profiles and employment hotlines, cooperative education opportunities, current job listings and a web-based resume referral service. Career Expos are held in the fall at the Daytona Beach, Florida, campus and in the spring on the Prescott, Arizona, campus. Dozens of companies visit these campuses to recruit students from both full-time and cooperative education, and to provide information on industry. On-campus interviews are also scheduled year-round. The Career Services Office employs a staff of Program Managers to provide one-on-one career guidance, counseling, mock interviews, and resume critique service. The Career Services Office encourages students to contact them early in their education to explore career options and develop a successful job search strategy. For more information contact: Career Services Embry-Riddle Aeronautical University 600 S. Clyde Morris Blvd. Daytona Beach, FL 32114-3900 Telephone: (386) 226-6054 Or visit our web site at www.erau.edu/career/. Personal Counseling Placement

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Services for Students with The University is committed to ensuring access and providing Disabilities reasonable accommodation for students with documented disabilities who request assistance. The Director of Health Services is the coordinator of Disability Support Services at the Daytona Beach Campus and Extended Campus. Students’ needs are addressed on an individual basis with regard to their specific disabilities, academic and career goals, learning styles, and objectives for personal development. Campus-specific services might include academic advisement or assistance with planning academic schedules, registration assistance and advance registration, academic intervention programs, time management training, study skills assistance, arrangements for peer tutoring, testing modifications, advocacy, and facilitation of physical access. The University does not provide diagnostic testing but will make referrals for evaluation by area specialists. Costs associated with testing referrals are the responsibility of the individual student. Prospective students considering a program of study are encouraged to contact the Disability Support Services Coordinator for information regarding eligibility concerns or campus-specific services. Tutoring

Other(s), please specify EMBRY-RIDDLE LANGUAGE INSTITUTE (ERLI) One program within the University, the Embry-Riddle Language Institute (ERLI), was established to help non- English speaking aviation professionals and prospective students become more proficient in listening, speaking, reading, and writing skills. This program is offered to those who have a TOEFL level of less than 500 (paper based)/173 (computer based) for undergraduate and 550 (paper based)/213 (computer based) for graduate, or other demonstrated English- language deficiencies. The purpose of the program is to prepare students for whom English is not the first language to move into aviation-related programs, employment, or academic institutions. Specific aviation tracks have been developed for aircraft maintenance, avionics, aviation management, air traffic control, and flight. More information is available by contacting the ERLI Office at either (386) 226-6192 or (928) 777-3928.

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Georgian College

Support Service Brief Description of Service (Attach additional information as necessary)

Academic Advising • Offers comprehensive guidance to current and prospective students regarding program requirements and related employment opportunities. • Provides academic planning for student's educational path, including graduation eligibility, course equivalencies, opportunities available at other post secondary institutions, etc. Formatted: Bullets and Numbering Career Counseling • Employability skills and career assessment and planning. • Workplace monitoring, job coaching and employer support. • Job development.

Personal Counseling • Individual and group counselling related to career, Formatted: Bullets and Numbering academic or personal issues. • Self-advocacy training - individual and group training. • Instruction in learning strategies. • Consultation on site with psychiatrist where appropriate.

Placement • Administration of College Assessment for Placement Formatted: Bullets and Numbering testing • Individualized admission process where appropriate.

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Services for Students with The Centre for Access and Disability Services (C4A) is a Disabilities component of the Student Services Department that provides programs and services for students with specific learning and other disabilities. Specialized administration of entrance testing for students with specific learning disabilities. Comprehensive psycho educational assessments. Supervision of tests and exams that are taken outside the regular classroom. Develop individual academic plans and provision of case management. Determination of need for assessments and accommodations. Liaison with students and faculty. Coaching in the Learning and Assessment Profile related to employment. Specialized courses for students with disabilities related to “Success at College” and “Career Success”.

Tutoring • Subject specific tutoring services for students in all Formatted: Bullets and Numbering programs – students helping students. This includes individual tutoring, group work and drop in times for assistance. • Learning strategy instruction, coaching and support. • Seminars related to learning strategies, study skills, test taking and computer applications. • Liaison with teachers as required.

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Other(s), please specify • Specialized adaptive technology computer lab with up to date adaptive hardware and software. • Training and coaching in the use of adaptive technology to students and staff. • Ongoing support to students and staff who have integrated adaptive technology into their learning and study practices. • WRITE ON! A lab for help with written assignments. Staffed by both teachers and tutors and open on a drop-in basis at scheduled times. • MATH LAB. A lab for help with math assignments. Staffed by both teachers and tutors and open on a drop-in basis at scheduled times. • CLICK ON! A lab for help with computer skills and assignments. Staffed by both teachers and tutors and open on a drop-in basis at scheduled times. • Mini workshops on a variety of topics related to student success.

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APPENDIX 8.4 POLICIES ON FACULTY

Embry-Riddle

FACULTY APPOINTMENT AND PROMOTION Purpose: This procedure defines the minimum criteria and the process for appointing and promoting Extended Campus (EC) part-time faculty.

Procedure:

A. General Guidance

1. The minimum criteria for undergraduate faculty recruitment and selection as approved by the EC Faculty Senate are described in Attachment 1. 2. The minimum criteria for graduate faculty recruitment and selection as approved by the EC Faculty Senate are described in Attachment 2. 3. Undergraduate and graduate faculty appointment and promotion criteria for faculty rank may be found in the ERAU Faculty Handbook. 4. Individual tutorials and special topic/project courses are not considered as classes taught for the purposes of promotion. 5. Length of service is computed from the date the faculty member began teaching for ERAU. 6. Faculty will hold only one rank. Embry-Riddle undergraduate and graduate teaching experience carry the same value for the purposes of promotion. 7. Faculty candidates who currently hold full-time faculty appointments at other regionally accredited colleges or universities may be appointed to an Embry-Riddle rank equivalent to the one held at the other institution providing the applicant presents adequate documentation from his/her University. Validated photocopies of pages from a current catalog would be sufficient.

B. Appointment of New Faculty

1. The Chancellor, Extended Campus approves the initial faculty course certification and assigns academic rank. 2. Submit the credentials package as described in EC-F-01, Section E (2), Application Checklist/New Faculty.

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C. Promotion and Reappointment

1. When a faculty member has achieved the minimum criteria for promotion as stated in the ERAU Faculty Handbook, the Chair of the Local Faculty (LFC) submits a recommendation for promotion through the Regional Associate Dean as described EC-F-01, Section E (6), Application Checklist/Faculty Promotion. Promotion is not automatic upon achievement of the minimum criteria. The faculty member must have compiled an acceptable performance record. 2. The Associate Dean, Faculty Credentials and the Dean, CCE, will review the recommendation, provide an endorsement, and forward it to the Chancellor, EC. 3. A notification letter of the promotion will be sent to the faculty member and the center. 4. When faculty members acquire credentials that make them eligible for appointment to a higher rank, the Chair of the Local Faculty submits a recommendation for promotion as described EC-F- 01, Section E (6), Application Checklist/Faculty Promotion.

D. Faculty Rank Designations Part-Time Faculty Adjunct Professor Adjunct Associate Professor Adjunct Assistant Professor Adjunct Instructor

Office of Primary Responsibility: Dean, CCE ______Robert E. Myers, Ph.D. DATE Chancellor, Extended Campus

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Guidelines for Recruitment and Selection of Faculty for Undergraduate Courses

The College of Career Education seeks to identify and select the most qualified candidates for appointment to the faculty. The objective of faculty recruitment is to develop a pool of Full-Time and Part- Time faculty approved to teach all required courses and sufficient popular elective courses to meet degree requirements. With more than one faculty member approved to teach each course, an unexpected announcement of instructor unavailability should not result in a major problem.

Academic Preparation is the most important initial factor in faculty recruitment and selection. Work experience, currency in the field, and professional training/schools (in addition to teaching experience) are also important factors in faculty selection and course certification, especially for courses that have significant aviation content. Presentation of third party documentation/proof is a mandatory requirement when experience and/or training are to be considered in the certification decision process.

Most ERAU courses require a minimum of two years of professional experience related to the content of the course. Also, the experience must be reasonably current if that experience is to be considered as a portion of the qualifications profile of the faculty applicant. The faculty must be able to relate the course to current issues, regulations and operations.

Center Directors must be mindful of the guidance concerning faculty qualifications formulated and published by the Southern Association of Colleges and Schools (SACS):

"It is the responsibility of the institution to keep on file for all full-time and part-time faculty members documentation of academic preparation, such as official transcripts, and, if appropriate for demonstration of competency, official documentation of professional and work experience, technical and performance competency, records of publications, and certifications and other qualifications."

Excerpts from ERAU Procedure EC-F-01 clarify some undergraduate faculty guidelines.

1) To be classified as a faculty member who is in compliance with SACS guidelines, based on academic credentials, faculty teaching in the disciplines of mathematics, physics, chemistry, humanities, social sciences, computer science, business and engineering must have a minimum of a Master's degree in an appropriate area and 18 graduate semester hours (gsh) in the discipline in which they teach.

2) In technical areas listed below, the minimum criteria involve academic degrees, certificates or licenses, AND either industrial experience or teaching experience:

Aeronautical Science & Safety: Faculty must have a minimum of a master's degree and 18 gsh in a discipline related to what they teach and have experience in the field.

Aviation Maintenance Technology: Faculty members must hold a minimum of a bachelor's degree, an FAA A&P license (“A” or “P” in some cases), and have either industry or teaching experience.

The attached table provides general guidance on a course-by-course basis for faculty recruitment and selection at the undergraduate level. This table will assist the center director in determining whether to submit an applicant when the applicant does not possess the preferred credentials of an earned doctorate

PAGE 340 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

degree and appropriate experience. If in doubt, call the Daytona Beach offices before submitting a questionable application.

Column 1 Courses are grouped by related content under general topic listings. Column 2 General list of preferred graduate academic credentials in bold type, AND specific required experience. Course titles are below. Column 3 Listing of acceptable minimal academic preparation in conjunction with professional training and work experience when the faculty applicant does not possess an "earned doctorate" or the preferred degree when a doctorate is not available.

AVIATION MAINTENANCE TECHNOLOGY

General Master's and FAA "A&P", "A", or "P" Bachelor's degree AND FAA "A&P", "A", or "P" License AND currency in the field. License AND currency in the AMT field.

General Aeronautics and Applications AMT 240 Master's and FAA "A&P", or "A" License Bachelor's degree AND FAA "A&P" or "A" Air frame AND Currency in the field. License AND currency in the AMT field. AND AMT 270 Airframe Structures and Applications Specific experience in airframe structures to include sheet metal, welding theory and fabrication methods.

AMT 271 Airframe Systems and Applications Specific experience in airframe systems to include primary systems i.e., landing gear, environmental, fuel, and auxiliary systems.

Powerplant Master's and FAA "A&P", or "P" License Bachelor's degree AND FAA "A&P" or "P" AND currency in the field. License AND currency in the AMT field, AND AMT 280 Powerplant Theory and Applications Specific experience in maintenance procedures and theory of aircraft reciprocating engines, exhaust systems, fuel metering, and engine installation.

AMT 281 Aircraft Propulsion Sys & Applications Specific experience in maintenance procedures and theory of turbine (jet) aircraft engines and associated systems which include controls and systems for propellers. Electrical Master's and FAA "A&P", "A", or "P" Bachelor's degree AND FAA "A&P", "A", or License AND currency in the aircraft "P" License AND currency in the AMT electrical field. electrical field

AMT 260 Aircraft Electrical Systems Theory Bachelor's degree in Avionics or other Aviation Electrical/Electronics field AND AMT 265 Aeronautical Electronics for Aviation current experience directly related to course content. AMT 272 Maintenance Technicians

Fundamentals of Aircraft Avionics

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AERONAUTICAL SCIENCE

Meteorology Master of Science in Atmospheric Master's degree (preferably in a physical science Sciences/ Meterology area) with graduate course work in Atmospheric Sciences AND WX 201 Meteorology I Professional training as a meteorologist/weather forecaster. WX 352 Meteorology II AND Experience as a meteorologist, weather forecaster, or in a position closely related to professional meteorology. Regulation Law (LLM), (JD) AND Relevant experience in the aviation *Only attorneys are being certified for these legal environment. courses.

AS 254 Aviation Legislation

AS 405 Aviation Law Aeronautics Masters in Aeronautical Engineering, Master's degree with mathematical orientation. Aeronautics OR Aeronautical Science AND (if appropriate course work in content Professional training and experience in the course area is evident) content area. Examples include: FAA Certified Flight Instructor, Military pilot, FAA ATP license, Military or Civilian Test Pilot (engineering design rather than maintenance AS 309 Basic Aerodynamics testing), Aircraft Designer, or other field where aeronautical mathematics (airframe design and AS 310 Aircraft Performance flight performance) is utilized and clearly documented. Flight Flight Surgeon (MD), Master of Master's degree (preferably in a related science). Physiology Science in Aerospace Physiology AND Must be a Certified Flight Physiologist (Civilian) Or Possess significant professional training and AS 357 Flight Physiology experience (beyond pilot or navigator training). Experience in the flight physiology field must be well documented. Examples include: Military Designated Aerospace Physiologist (altitude chamber operator does not qualify if training is limited to chambers), Aerospace Human Factors Engineer where flight physiology knowledge is utilized, Medical positions with demonstrated training requirements directly related to flight physiology.

Safety Master's in the Safety Field Master's degree in aviation or management related OR MAS w/Safety Specialization OR area Master's degree and USC Flight AND MUST HAVE Safety School or Naval Postgraduate Professional schools that relate to the course Flight Safety School (Transcripts content required)

AS 409 Aviation Safety AND Experience in non-flying safety positions

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(military "ground safety", industrial safety, OSHA, etc.) General Ops MAS, MAM, or other Master's degree in Economics or Management Aviation-specific degree with Science management, supervision or AND operations concentrations Specific professional training and experience AND Specific Professional related to the course content as listed below: Experience in content area

AS 320 Commuter Aviation Direct experience in the commuter airline industry (operations, executive management, aircraft selection and acquisition, etc.).

AS 401 Airport Dev and Ops Direct managerial experience with: Civilian FBOs or military equivalent (other than flight schools), small civilian airport management, local government airport authority responsibilities, military airfield commander or base commander when management of a flightline is included, or military liaison with civil aviation authorities where the airfield is shared by military and civilian authorities.

AS 412 Corporate & Bus Aviation Direct management or operations experience in: The aviation/flight department of a company that is not principally an aviation corporation; Within a military organization that functions as a corporate flight department (primarily VIP flight department); Businesses which serve the corporate aviation industry (aircraft manufacturing and sales, aviation supplies and services for corporate flight departments, corporate flight department education companies).

MANAGEMENT

Management Doctorate degree with 18 GSH in Master's degree with 18 GSG in the Business and General Administration/Business OR or Management Sciences Business Management or a Master's degree in AND SIGNIFICANT: Business Administration OR Management

BA 201 Principles of Management Professional or academic experience related BA 317 Organizational Behavior to managing organizations. BA 325 Social Resp. & Ethics BA 406 Strategic Mgmt. Tech. Ops.

BA 419 Av. Maintenance Mgt. Experience must include management in an aviation maintenance organization.

BA 420 The Management of Production and Experience must include aspects of

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Operations customary industrial management, i.e., scheduling, safety, quality control, etc.

BA 421 Small Business Management Experience must include the practical operation of a small business entity, i.e., FBO, Flight School, etc.

BA 426 International Aviation Mgmt. Professional experience related to content of BA 427 Mgmt. Multicultural Workforce the course BA 436 Strategic Management Computer & Doctorate degree with 18 GSH in Master's degree in Computer Science, or a M.I.S. Business Info. Systems OR a related computer information field preferably Management Master's degree in Business with management science courses Information Systems or M.I.S. AND BA 120 Intro to Computer Based Systems Professional training and management BA 221 Advanced Computer Systems experience related to the content of the course. BA 320 Business Information Systems BA 321 Systems Analysis Methods BA 424 Proj. Mgt. & Aviation Operations

Accounting & Doctorate degree with 18 GSH in Master's degree in business administration, Finance Accounting, Finance or related management, or other management science course work OR a Master's degree field which includes accounting or finance in Accounting/Finance course work AND

BA 210 Financial Accounting Professional training and experience in the BA 212 Advanced Financial Acct. Accounting field is required. The C.P.A. BA 312 Managerial Accounting license is desired. Positions should include Accountant titles rather than a manager with some accounting exposure. Business taxation experience, as appropriate.

BA 332 Corporate Finance I Professional training and experience in the Finance field is required. The C.F.P. or Auditor License is desired. Examples include military or company comptroller, internal auditor, corporate finance director.

Doctorate with Marketing Master's degree in Business or 18 GSH of Management Sciences which includes Marketing-relat Marketing course work ed content OR AND Master's degree in Professional experience directly related to Marketing marketing.

Aviation industry marketing experience is Marketing BA 311 preferred. Examples include FBO, aircraft sales, flight school promotion, airline marketing, etc. General BA 405 Aviation Management or executive experience

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Marketing related to sales, promotion, or sales strategy decision making. Strategic BA 449 Marketing Mgt. Legal Issues in Doctorate in Management management/business/ Master's degree in business or administration field OR: management sciences with coursework in (for BA 314) Human Resources or HRM or personnel management science. Personnel Mgt. (for BA 322, 333, AND 390) LLM OR JD in law. Professional experience and training in the BA 314 HRM/personnel management field. Human Resource Mgt. Master's degree in management science AND Professional training and experience which includes the legal issues involved in the course content. BA 322 Aviation Insurance BA 324 Aviation Labor Relations BA 333 Personal Financial Planning BA 390 Business Law Transportation Doctorate in Business or Master's degree in business or management Management Management Sciences OR Master's sciences degree in Logistics Management or AND Transportation AND Experience in the air transportation field

BA 331 Transportation Principles Professional training and experience in the air BA 335 International Business transportation field and international business BA 410 Management of Air Cargo or air cargo, as appropriate.

BA 425 Trends and Current Problems in Air Professional training and current experience Transportation which includes facets of air transportation. Currency in the field is a critical issue to certification of this course.

Management Doctorate with 18 gsh of Master's degree in business or the business or management management sciences with an emphasis in science with course work in mathematics models or information systems information sciences OR (MIS) is preferred; along with related Master's degree in professional experience. Management Information AND Systems (as opposed to computer science), Logistics Management or Systems Management Professional training and experience related to the content of the course. BA 411 Logistics Management for Examples include: Aircraft, Missile, or other Aviation/Aerospace Maintenance management or Logistics fields BA 422 Life Cycle Anal. for Systems and that utilize strategies and tools taught in Prog. in Av/Aerosp these courses. Airport Doctorate in Public Administration, Master's in business or management science Management Business Administration, AND Management or 18 gsh of course work in management sciences OR

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a Master's Degree in Aviation Management

BA 408 Airport Management Professional training and experience in airport management, airport operations, or other associated profession which directly relates to the content of the course.

BA 412 Airport Planning & Design Professional experience and training in the field Standards of airport design to include civil engineering, master planning, and other associated occupations if the experience can be clearly related to the content of the course.

Airline Doctorate in a Business or Master's degree in Business or Management Management Management Science or a cognate Science in Management Science OR AND Master's degree in Aviation Management AND specific experience related to airline management issues.

BA 415 Airline Management Professional training and experience which directly relate to the course description. Examples include management positions with airlines, military transportation positions (pilot alone does not qualify) which function as liaison with air carriers, management positions (other than pilot) with commuter and regional air carriers.

COMPUTER SCIENCE

Computer Doctorate in Computer Science Master's degree in areas such as Mathematics, Science or a related discipline OR a Systems Management, Engineering, Instruction Master's degree in Computer Technology AND MUST SUBMIT Science, CIS or MIS

CS 109 Introduction to Computers and Documented training and experience in Applications computer applications to include: word processing, spreadsheets, database, and use of the Internet/WWW.

ECONOMICS

Economics Doctorate degree in Economics or Master's degree in a Management Science area a related discipline OR Master's with at least 6 GSH of Economics degree in Economics AND

Microeconomics EC 210 Macroeconomics Professional experience which indicates utilization EC 211 Managerial Economics of economic principles for the appropriate

PAGE 346 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

EC 315 courses.

AND (for EC 420) EC 420 Econ of Air Transportation Training and experience in Air Transportation is desirable.

HUMANITIES

Comp& Lit Doctorate degree with appropriate Master's degree in Education with emphasis on English or Literature course work English / Literature, Communication, Journalism, OR Master's degree in English or or other degrees which clearly contain 18 GSH of Literature courses appropriate to the teaching discipline. AND

COM 122 Comp and Lit I Professional experience as an English/Grammar COM 221 Tech Report Writing teacher or significant work experience in the COM 222 Business Communication content area or state certification at the course HU 143 Studies in Rhetorical Theory level for teaching English, writing. (For COM 221, HU 355 Creative Writing Engineering or similar technical field, with appropriate experience with technical writing would be appropriate.) etc.

HU 142 Studies in Literature Professional training and experience as a HU 300 World Literature literature teacher or documented recognition as a HU 310 American Literature literature expert.

Humanities Doctorate degree with course Humanities related degree which contains 18 work in Humanities OR a Master's GSH of related coursework degree in the Humanities AND

HU 140 Western Humanities I Professional experience, usually academic, in content area.

Speech Doctorate degree with course English related degree with at least 18 GSH in work in English or Speech OR a closely related course work Master's degree in Speech (not AND medically related)

COM 219 Speech Professional experience (usually academic) in areas related to effective speaking, persuasive and rhetorical communication forms. Philosophy Doctorate degree with course Humanities related degree work in Philosophy or Divinity OR AND a Master's degree in Philosophy or Divinity

HU 330 Values and Ethics Professional experience, usually academic, in the content area.

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MATHEMATICS

Statistics Doctorate degree with course Engineering, Systems Management or other work in Statistics OR a Master's graduate degree where 18 GSH of Statistics degree in Statistics OR related coursework is clearly in evidence Mathematics with Statistics AND Emphasis

MA 211 Statistics With Av Apps Professional or academic experience which MA 222 Business Statistics emphasizes statistical applications.

General Math Doctorate degree with at least 18 Engineering or other graduate degree where GSH in Mathematics OR a specific or closely related Mathematics Master's degree in Mathematics coursework is clearly in evidence (18 GSH or Mathematics Education required as a minimum) AND

MA 106 Basic Algebra and Trig MA 111 Coll Math I (Av Pre Calc) Professional or academic work experience MA 112 Coll Math II (Av Basic Calc) which documents utilization of the specific MA 120 Quant Methods I (Pre Calc) mathematics of the course(s). MA 140 College Algebra MA 142 Trigonometry MA 220 Quant Methods II (Calculus) MA 320 Decision Mathematics

PHYSICAL SCIENCE

Chemistry Doctorate degree with at least 18 Science-oriented Master's degree with GSH related to Chemistry OR a Chemistry coursework Master's degree in Chemistry AND

PS 142 Intro to Environmental Science Professional or academic experience which PS 304 Environmental Science utilizes environmental chemistry applications. Physics Doctorate degree with at least 18 Engineering or science Master's degree with GSH related to Physics OR a Physics coursework Master's degree in Physics AND

PS 102 Explorations in Physics Professional or academic experience which utilizes physics applications. Biology Doctorate degree with at least 18 Science oriented Master's degree with Biology GSH related to Biology OR a coursework Master's degree in Biology AND

PS 107 Biological Science Professional or academic experience with Biology applications. Astronomy Doctorate degree with at least 18 Science oriented Master's degree with GSH related to Astronomy OR a significant Astronomy coursework Master's degree in Astronomy AND

PS 301 Astronomy Professional or academic experience with Astronomy applications.

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SAFETY

Safety Doctorate degree with Engineering, Aviation/Aeronautical Science, Safety-related course work OR Management, other administration graduate MAS w/Safety Specialization OR degree Master's degree in Safety or Safety AND Management

SF 210 Intro to Aerospace Safety must have professional safety schools AND SF 320 Human Factors in Av Safety work experience specifically related to content of SF 445 System Safety in Aviation the safety courses requested.

SF 435 Acft Crash Survival Analysis & Must have professional schools AND work Design experience specifically related to aircraft mishap SF 330 Aircraft Accident Investigation investigation, causes, prevention, and SF 335 Mechanical and Structural Factors emergency response planning and in Aviation Safety implementation. Examples include: Experience SF 345 Safety Program Mgmnt as a member of air crash investigation boards, SF 350 Air Crash Emergency Mgt experience in reporting to or being a part of NTSB Safety Boards, Military responsible for air crash analysis reporting.

SOCIAL SCIENCE

History Doctorate degree with 18 GSH Social Science or related Master's degree with related to History, Political History coursework Science, International Relations AND OR a Master's degree in History

SS 110 World History Professional or military historian or academic teaching or research experience in the field. Military Doctorate degree with 18 GSH in Social Science or related Master's degree with Aviation Aviation/Military History OR a History coursework, or a Master's degree History Master's degree specifically related AND to Aviation/Military History

SS 130 History of Avia in America Professional, research, or academic experience in the specific area of aviation/military history. Psychology Doctorate degree with 18 GSH in Social Science or related Master's degree with 18 Psychology or Counseling OR a GSH in Psychology - related coursework Master's degree in Psychology or AND Counseling

PSY 220 Introduction to Psychology Professional or academic experience in the field. SS 310 Personality Development PSY 320 Aviation Psychology PSY 350 Social Psychology

Government Doctorate degree with 18 GSH in Social Science, Public Administration or related Political Science, Government, or Master's degree with Pol Sci/Government International Relations OR a coursework Master's degree in Political AND Science, Government, or International Relations SS 331 Current Issues in America Professional or academic experience in the field.

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PAGE 350 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

GRADUATE FACULTY APPOINTMENT CRITERIA GUIDELINES AVIATION MANAGEMENT

MGMT 503 Business Foundations

Discipline: Business Emphasis: Management/Marketing; Economics/Quantitative Methods; Accounting/Finance

Academic Preparation.

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate in a closely related discipline plus experience in course content. (Terminal)

3. Related doctorate and masters in discipline with extensive experience. (Terminal).

Examples of Professional Experience appropriate for graduate-level faculty:

1. Executive-level managers at airline, manufacturing, and other corporations or major components. 2. Professor or equivalent with experience in teaching in the business department. 3. Several years of senior military experience at the executive-level. 4. Local and state government agencies. 5. Large national or regional consulting company in economic development analysis and planning. 6. Professional organizations through local colleges and universities.

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MGMT 511 Operations Research

Discipline: Management Emphasis: Operations Research in Aviation

Academic Preparation.

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate in a closely related discipline plus experience in course content. (Terminal)

3. Related doctorate and masters in discipline with extensive experience. (Terminal).

Examples of Professional Experience appropriate for graduate-level faculty:

1. Directors of research corporations or major components conducting operations research. 2. City, county and state government planning agencies, regional airport authorities engaged in operations research. 3. Professor or equivalent with experience in teaching mathematics or research methods. 4. Large national or regional consulting company in operations research.

MGMT 514 Strategic Marketing Management in Aviation

Discipline: Management Emphasis: Aviation Marketing

Academic Preparation.

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate in a closely related discipline plus experience in course content. (Terminal)

3. Related doctorate and masters in discipline with extensive experience. (Terminal).

Examples of Professional Experience appropriate for graduate-level faculty:

1. CEO, COO, or executive-level manager of an airline, airline manufacturer, and other corporations who normally participate in the strategic marketing of the company. 2. Directors of a local airport authority or airport marketing divisions. 3. Professor or equivalent with experience in teaching strategic marketing. 4. Large national or regional consulting company offering services in strategic marketing. 5. Professional organizations through local colleges and universities.

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MGMT 517 Accounting for Decision Making

Discipline: Business Emphasis: Accounting

Academic Preparation.

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate in a closely related discipline plus experience in course content. (Terminal)

3. Related doctorate and masters in discipline with extensive experience. (Terminal).

Examples of Professional Experience appropriate for graduate-level faculty:

1. CEO or executive-level manager of an airline, airline manufacturer, and other corporations or major components with large accounting functions. 2. Professor or equivalent with experience in teaching accounting. 3. Large national or regional consulting company offering services in accounting. 4. Professional organizations through local colleges and universities.

MGMT 518 Managerial Finance

Discipline: Business Emphasis: Finance

Academic Preparation.

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate in a closely related discipline plus experience in course content. (Terminal)

3. Related doctorate and masters in discipline with extensive experience. (Terminal).

Examples of Professional Experience appropriate for graduate-level faculty:

1. CEO or executive financial manager of an airline, aircraft manufacturer or other corporations or major components with large finance operations. 2. University/College/Business School professor or equivalent with experience in teaching finance. 3. Directors of city, county, state agencies with large financial divisions. 4. Professional organizations through local colleges and universities.

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MGMT 520 Organization, Behavior, Theory, and Applications in Aviation

Discipline: Management Emphasis: Management and/or Organizational Behavior in Aviation

Academic Preparation.

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate in a closely related discipline plus experience in course content. (Terminal)

3. Related doctorate and masters in discipline with extensive experience. (Terminal).

Examples of Professional Experience appropriate for graduate-level faculty:

1. CEO, COO or executive-level management personnel of an airline manufacturer or other corporations with large numbers of employees. 2. Professor or equivalent with experience in teaching organizational behavior. 3. City, county, state agencies involved in training employees, particularly with aviation organizations. 4. Consulting experience offering training in leadership, management, or organizational development. 5. Professional organizations through local colleges and universities.

MGMT 521 Global Information and Technology Management

Discipline: Management Emphasis: MIS or Computer Technology Management in Aviation

Academic Preparation.

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate in a closely related discipline plus experience in course content. (Terminal)

3. Related doctorate and masters in discipline with extensive experience. (Terminal).

Examples of Professional Experience appropriate for graduate-level faculty:

1. City, corporate, or other government agency Director of Information Services, Information Systems, Information Technology or MIS. 2. Military Director, Deputy Director, or Director of Operations for Data Processing, Information Systems, Information Technology or MIS. 3. Business/Technical School or College level instructor in Information Technology, Information Systems, or MIS. 4. National computer or software manufacturer. Trainers in large networked (national, international, or regional) computer communications systems (AT&T, MCI, SPRINT, EDS, MICROSOFT, IBM, etc.). 5. Professional organizations through local colleges and universities.

PAGE 354 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

MGMT 522 Business Research Methods

Discipline: Business Emphasis: Research Methods

Academic Preparation.

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate in a closely related discipline plus experience in course content. (Terminal)

3. Related doctorate and masters in discipline with extensive experience. (Terminal).

Examples of Professional Experience appropriate for graduate-level faculty:

1. Executive-level directors of airline, manufacturing, and other corporations that conduct business research. 2. Senior military managers with experience in research methods. 3. Professor or equivalent with experience in teaching research methods. 4. Large national or regional consulting company offering research services. 5. Professional organizations through local colleges and universities.

MGMT 523 Advanced Aviation Economics

Discipline: Management Emphasis: Economics with Aviation Applications

Academic Preparation.

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate in a closely related discipline plus experience in course content. (Terminal)

3. Related doctorate and masters in discipline with extensive experience. (Terminal).

Examples of Professional Experience appropriate for graduate-level faculty:

1. University level professor of transportation economics, policy, planning, administration, or engineering. 2. National or regional industry in air carriers, airframe manufacturers, powerplant manufacturers, or any other major suppliers to the airline industry. 3. Professionals at the local commercial airport or airport authority; city, county, state, and federal PLANNING agencies (most have professional transportation planners working for them); metropolitan planning organizations ("MPOs") (again, most have professional transportation planners working for them; ALL urban areas in the United States are REQUIRED by federal law to have MPOs if they want to receive federal monies). 4. Professional consultants who do transportation work at the local, state, regional levels. 5. Professional organizations through local colleges and universities.

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MGMT 590 Graduate Seminar

Discipline: Management Emphasis: Seminar Subject

Academic Preparation.

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate in a closely related discipline plus experience in course content. (Terminal)

3. Related doctorate and masters in discipline with extensive experience. (Terminal).

Examples of Professional Experience appropriate for graduate-level faculty:

Current experience as a graduate faculty member in Management/Business at ERAU or another accredited university.

MGMT 603 Aerospace Production and Operations Management

Discipline: Management Emphasis: Aviation Production/Operations Management

Academic Preparation.

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate in a closely related discipline plus experience in course content. (Terminal)

3. Related doctorate and masters in discipline with extensive experience. (Terminal).

Examples of Professional Experience appropriate for graduate-level faculty:

1. Senior managers of airline, manufacturing, and other corporations or major components who would normally participate in the operations management functions of the company. 2. Senior military production and operations officers. 3. Professor or equivalent with experience in teaching operations management. 4. Large national or regional consulting company offering services in operations management of an aviation/aerospace industry. 5. Professional organizations through local colleges and universities.

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MGMT 604 International Management and Aviation Policy

Discipline: Management Emphasis: International Management in Aviation

Academic Preparation.

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate in a closely related discipline plus experience in course content. (Terminal)

3. Related doctorate and masters in discipline with extensive experience. (Terminal).

Examples of Professional Experience appropriate for graduate-level faculty:

1. University level professor of international management, economics, policy, planning, or administration. 2. Senior managers of national or regional air carriers, airframe manufacturers, powerplant manufacturers, or any other major suppliers to the airline industry with international connections. 3. Professional consultants in international management. 4. Professional organizations through local colleges and universities.

MGMT 607 Human Resource Development

Discipline: Management Emphasis: Human Resource Development

Academic Preparation.

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate in a closely related discipline plus professional training and experience in course content. (Terminal)

3. Related doctorate and masters in discipline with extensive professional training and experience. (Terminal).

Examples of Professional Experience appropriate for graduate-level faculty:

1. CEO, COO or executive-level management personnel of an airline manufacturer or other corporations with large numbers of employees. 2. University or college faculty experience in teaching human resource development or organizational behavior. 3. City, county, state agencies involved in training employees, particularly with aviation organizations. 4. Consulting experience offering training in leadership, management, or organizational development.

PAGE 357 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

MGMT 609 Airline Operations and Management

Discipline: Management Emphasis: Operations Management

Academic Preparation.

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate in a closely related discipline plus experience in course content. (Terminal)

3. Related doctorate and masters in discipline with extensive experience. (Terminal).

Examples of Professional Experience appropriate for graduate-level faculty:

1. Director of operations at major or regional airline hubs, local airports with significant traffic, or senior military directors of scheduling of large numbers of military aircraft with experience in airline operations. (Reservists)

MGMT 625 Airline Marketing

Discipline: Management Emphasis: Airline Marketing

Academic Preparation.

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate in a closely related discipline plus experience in course content. (Terminal)

3. Related doctorate and masters in discipline with extensive experience. (Terminal).

Examples of Professional Experience appropriate for graduate-level faculty:

1. University level professor of marketing with significant aviation experience. 2. Directors of Marketing for national or regional industry air carriers, airframe manufacturers, powerplant manufacturers, or any other major suppliers to the airline industry. 3. Marketing managers at local commercial airports or airport authorities; city, county, state, and federal marketing agencies. 4. Professional consultants in marketing firms dealing with national or regional companies. 5. Professional marketing organizations through local colleges and universities.

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MGMT 632 Seminar in Aviation Labor Relations

Discipline: Management Emphasis: Aviation Labor Relations/Management

Academic Preparation.

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate in a closely related discipline plus experience in course content. (Terminal)

3. Related doctorate and masters in discipline with extensive experience. (Terminal).

Examples of Professional Experience appropriate for graduate-level faculty:

1. Partner in a labor relations department of a large law firm specializing in aviation law. 2. Human resources managers involved in labor relations of national or regional air carriers, airframe manufacturers, or any other major aviation-related industry. 3. Professors of labor relations with extensive aviation background. 4. Professional consultants involved in labor relations consulting. 5. Federal Mediation and Conciliation Service (located in every major city). 6. Professional organizations through local colleges and universities. 7. Attorney or judge advocate general (JAG) specifically experienced in course content.

MGMT 635 Business Policy and Decision Making

Discipline: Business Emphasis: Policy

Academic Preparation.

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate in a closely related discipline plus experience in course content. (Terminal)

Examples of Professional Experience appropriate for graduate-level faculty:

1. CEO or COO for airline, manufacturing, and other corporations or major components who normally participate in the national or regional strategic planning and implementation. 2. Professor or equivalent with experience in teaching government or business policy, strategic planning. 3. Several years of senior military experience at the executive-level, e.g. Numbered Air Force or higher, Joint Commands, Office of Secretary of Defense, USAF, USN, USA, etc. 4. Large national or regional consulting company in policy analysis and strategic planning, e.g. top 6 or 8 accounting firms etc. performing strategic management audits. 5. Professional organizations through local colleges and universities.

PAGE 359 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

MGMT 645 Airport Operations and Management

Discipline: Management Emphasis: Operations/Management

Academic Preparation.

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate in a closely related discipline plus experience in course content. (Terminal)

3. Related doctorate and masters in discipline with extensive experience. (Terminal).

4. Masters in discipline with extensive professional experience in course emphasis. (Non- Terminal/Authorized to Teach By Exception)

Examples of Professional Experience appropriate for graduate-level faculty:

1. Airport manager or director of operations of a local airport. 2. Professional organizations. American Association of Airport Managers, etc.

MGMT 655 Aviation Law and Insurance

Discipline: Law Emphasis: Aviation Law/Insurance

Academic Preparation.

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate in a closely related discipline plus experience in course content. (Terminal)

Examples of Professional Experience appropriate for graduate-level faculty:

1. Senior partner in a law firm with an extensive aviation department or lawyer with aviation law/insurance practice. 2. Military legal office.

PAGE 360 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

MGMT 690 Graduate Research Project

Discipline: Any Doctorate (Dissertation Qualified) Emphasis: Dissertation Qualified

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate in a closely related discipline plus experience in course content. (Terminal)

3. Related doctorate and masters in discipline with extensive experience. (Terminal).

NOTE: Appropriate doctorates must have included a research statistics-based dissertation, Major Applied Research Paper, or other similar exit product. Do not submit Professional doctorates which do not qualify. (M.D. and J.D. are examples of doctorates which do not qualify)

MGMT 690 committee members are selected from current ERAU graduate faculty members based on their expertise in the projects' topic. They, therefore are not required to be certified for MGMT 690, only the chair must be certified.

ASCI 509 Advanced Aerodynamics

Discipline: Aeronautical Science Emphasis: Aeronautical Science, Aerodynamics/Engineering Mathematics

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal)

4. As an exception, a masters in related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

1. Military/Civilian pilot with significant flight experience in aircraft with advanced aircraft design features. 2. Local universities with aviation/aerospace engineering departments with course work in advanced aerodynamics. 3. Professional organizations in engineering, i.e., National Academy of Engineering, National Society of Professional Engineers.

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ASCI 510 Advanced Aircraft Performance

Discipline: Aeronautical Science Emphasis: Aeronautical Science, Aerodynamics/Engineering Mathematics

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal).

4. As an exception, a masters in a related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

1. Commercial/Military aircraft test facility. 2. Civilian/Military pilots/co-pilots/first officers of modern aircraft (MD-10, B-747-400, B-767, 757, F- 15, 16, 18 etc.). 3. Engineering colleges or universities with aviation/aerospace programs in advanced aircraft design. 4. Professional organizations in engineering, i.e., National Academy of Engineering, National Society of Professional Engineers.

AVIATION BUSINESS ADMINISTRATION

ASCI 511 Earth Observation and Remote Sensing

Discipline: Aeronautics Emphasis: Astronomy, Optics, Satellite Design, Meteorology, Geology)

Academic Preparation:

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal)

4. As an exception, a masters in a related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

1. Executive-level managers at satellite and spacecraft manufacturing and other corporations or major components. 2. Professor or equivalent with experience in teaching in a space sciences department. 3. Several years of senior military experience in Space Command setting or related facilities. 4. Professor or Equivalent with experience in Teaching Optics or remote sensing.

PAGE 362 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

AVIATION BUSINESS ADMINISTRATION

ASCI 512 Space Mission and Launch Operations

Discipline: Aerospace Engineering, Aeronautics or Space Systems Design

Emphasis: Spacecraft/Satellite Design, Space Vehicle Operations, Launch Platform Design & Operations, Safety, Reliability

Academic Preparation:

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal)

4. As an exception, a masters in a related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

1. Executive-level launch operation managers. 2. Professor or equivalent with experience in teaching in a space sciences department. 3. Several years of senior military experience in Space Command setting or related facilities. 4. Several years of NASA or Commercial Experience in Satellite Design, Launch Platform Design or Operations.

AVIATION BUSINESS ADMINISTRATION

ASCI 513 Space Habitation and Life Support Systems

Discipline: Mechanical or Aerospace Engineering Emphasis: Mechanical, HVAC, Fluids, Thermodynamics, heat transfer, human factors.

Academic Preparation:

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal)

4. As an exception, a masters in a related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

1. Management level position in manned space flight programs. 2. Professor or equivalent with experience in teaching in a space sciences department. 3. Several years of senior military experience in Space Command setting or related facilities. 4. Several years of NASA or Commercial experience designing spacecraft or aircraft environmental control and life support systems.

PAGE 363 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

5. Several years of design experience in developing, testing or operating life support systems for manned spacecraft.

ASCI 514 Computer-Based Instruction

Discipline: Aeronautical Science Education Emphasis: Computer-Based Instruction/Instructional Design/Engineering CBI Coursework

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal)

4. As an exception, a masters in a related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

1. Military command education offices, military PME schools, base education offices, colleges other than ERAU, wing instructional system development and squadron training personnel with extensive experience in CBI. 2. Local corporations large enough to have training departments, local businesses involved with computers, curriculum development, and training utilizing CBI. 3. Local universities with a College of Education, local college/community college - Administrative personnel/instructors with EdDs or PhDs in Education, local High Schools - particularly administrative personnel such as a principal/or other staff member. 4. Educational testing services - ETS, SAT, ACT, etc. 5. Research firms conducting educational research consultants involved with training and education.

ASCI 515 Aviation/Aerospace Simulation Systems

Discipline: Aeronautical Science Emphasis: Simulation Training, Organizational Development with Simulator training content

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal)

4. As an exception, a masters in a related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

1. Director or assistant director of flight simulation facilities at an airline flight operations center or military installation flight simulation division. 2. Director of local flight academies with flight simulation facilities. 3. Professional organizations in engineering, i.e., National Academy of Engineering, National Society of Professional Engineers.

PAGE 364 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

ASCI 516 Applications in Cockpit Resource Management

Discipline: Aeronautical Science Emphasis: CRM, Human Factors, Aerospace Engineering

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal)

4. As an exception, a masters in a related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

1. Directors of cockpit resource management divisions within the airline industry. 2. Military supervisors of flight crew scheduling and training, human factors engineers. 3. University professors of human factors engineering. 4. Professional organizations. Human Factors Society, etc.

ASCI 517 Advanced Meteorology

Discipline: Aeronautical Science Emphasis: Meteorology, Atmospheric Science

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal)

4. As an exception, a masters in a related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

1. National, state, local meteorology centers. 2. University professors of meteorology or atmospheric sciences. 3. Local television and radio stations with extensive weather departments. 4. Professional organizations. AMA, etc.

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ASCI 550 Aviation Education Foundations

Discipline: Aeronautical Science Emphasis: Aviation Education

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal)

4. As an exception, a masters in a related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

1. Military command education offices, military PME schools, base education offices, colleges other than ERAU, wing instructional system development and squadron training personnel. 2. Local corporations large enough to have training departments, local businesses involved with computers, curriculum development, and training. 3. Local universities with a College of Education, local college/community college - Administrative personnel/instructors with EdDs or PhDs in Education, local High Schools - particularly administrative personnel such as a principal/or other staff member. 4. Educational testing services - ETS, SAT, ACT, etc. 5. Research firms conducting educational research, consultants involved with training and education.

ASCI 560 Rotocraft Operations

Discipline: Aeronautical Science Emphasis: Rotorcraft Operations, Engineering

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal)

4. As an exception, a masters in a related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

1. Director of flight operations of an organization utilizing helicopters. (Local law enforcement, medical evacuation companies, flying services, etc.) 2. Flight instructors, qualified in rotorcraft aircraft, with extensive experience within that flight department to include government regulations, flight facilities, maintenance operations, and the different services provided by helicopters. 3. Professional organizations through local airports, airport authority etc..

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ASCI 570 Advanced Avionics

Discipline: Aeronautical Science Emphasis: Avionics, Electronics

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal)

4. As an exception, a masters in a related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

1. Airline manufacturer or supplier of avionics equipment. 2. Flight maintenance schools with an avionics department. 3. Military maintenance facilities with avionics departments. 4. Electronic engineering firms. 5. Professional organizations in engineering, i.e., National Academy of Engineering, National Society of Professional Engineers.

ASCI 590 Graduate Seminar

Discipline: Terminal degree related to the seminar subject Emphasis: Aviation-Related Subject

1. Doctorate degree in a related discipline supported by evidence of appropriate industry experience. (Terminal)

2. Non-related doctorate with masters degree in a related discipline and extensive experience related to the seminar subject.

PAGE 367 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

AVIATION BUSINESS ADMINISTRATION

ASCI 601 Applications in Space: Commerce, Defense, and Exploration

Discipline: Aeronautics, Space Science Emphasis: Astronomy, Spacecraft Design, Computer Science, Communications Systems, Navigation Systems, Commercialization of Space, Orbital Mechanics)

Academic Preparation:

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal)

4. As an exception, a masters in a related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

1. Executive-level managers at satellite and spacecraft operations and manufacturing. 2. Professor or equivalent with experience in teaching in a space sciences department. 3. Several years of senior military experience in Space Command setting or related facilities. 4. Several years of NASA or Commercial experience developing commercial satellites, SDI, manned spacecraft, or military satellites.

ASCI 602 The Air Transportation System

Discipline: Aeronautical Science Emphasis: Transportation, Logistics, Transportation Economics/Analysis

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal)

4. As an exception, a masters in a related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

1. University level professor of Transportation economics, policy, planning, administration, or engineering. 2. National or regional industry in air carriers, airframe manufacturers, powerplant manufacturers, or any other major suppliers to the airline industry. 3. Professionals at the local commercial airport or airport authority; city, county, state, and federal PLANNING agencies (most have professional transportation planners working for them); metropolitan planning organizations ("MPOs") (again, most have professional transportation planners working for them; ALL urban areas in the United States are REQUIRED by federal law to have MPOs if they want to receive federal monies). Military transportation officers, air terminal operations officers, traffic management officers. UPS, FedEx, airport freight offices. 4. Professional consultants who do transportation work at the local, state, regional levels.

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5. Professional organizations through local colleges and universities.

ASCI 603 Aircraft and Spacecraft Development

Discipline: Aeronautical Science Emphasis: A/C Research and Development, A/C Design, Engineering

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal)

4. As an exception, a masters in a related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

1. Aviation and aerospace manufacturing companies with large research and development divisions. 2. Military procurement officers involved in development of aircraft systems for DOD. 3. University professors in aviation/aerospace engineering. 4. Professional organizations in engineering, i.e., National Academy of Engineering, National Society of Professional Engineers.

ASCI 604 Human Factors in Aviation/Aerospace Industry

Discipline: Aeronautical Science Emphasis: Aviation Human Factors, Psychology

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal)

4. As an exception, a masters in a related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

1. University level professor of Psychology, Sociology, Psychiatry, Clinical Psychology, Industrial Psychology, or Experimental Psychology. 2. Aviation/Aerospace Industrial or Human Factors or Aviation Safety Psychologist, working in the Department of Defense, Department of Transportation, NASA, FAA, NTSB, ARPA, the armed services, and other governmental and private agencies. 3. Counselor, Psychologist, Clinical Psychologist, Psychiatrist working in private practice or as a mental health consultant. 4. Professional Psychologist working in the aviation/aerospace industry in airline Human Factors, CRM and Aviation Safety departments, and in airline industry-affiliated corporations.

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ASCI 605 Research Methods and Statistics

Discipline: Management/Business/Research Emphasis: Research Methods

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate degree in a related discipline plus experience in course content. (Terminal)

3. Related doctorate and masters in discipline with extensive experience. (Terminal)

ASCI 606 Aviation/Aerospace Communications/Control Systems

Discipline: Aeronautical Science Emphasis: Air Traffic Control, Engineering

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal)

4. As an exception, a masters in a related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

1. Any FAA approved Air Traffic Control Tower, En Route Center, Flight Service Station. 2. Military Air Traffic Control centers, local airports having ATC facilities. 3. Local universities teaching Air Traffic Control. 4. Professional organizations through local airports, airport authorities, etc.

ASCI 607 Advanced Aircraft/Spacecraft Systems

Discipline: Aeronautical Science Emphasis: A/C Systems, A/C Design, Engineering

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal)

4. As an exception, a masters in a related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

1. Aviation and aerospace manufacturing companies. 2. Senior design managers of advanced aircraft/spacecraft systems.

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3. Design engineers teaching at local universities/colleges. 4. Professional organizations in engineering, i.e., National Academy of Engineering, National Society of Professional Engineers.

ASCI 608 Aviation/Aerospace Accident Investigation and Safety Systems

Discipline: Aeronautical Science Emphasis: A/C Accident Investigation, Safety, Safety Management, Engineering

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal)

4. As an exception, a masters in a related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

1. Locally or regionally assigned NTSB investigators. 2. Military crash site investigators/flight safety officers. 3. Human factors engineers with safety experience. 4. University/college professors teaching aviation accident investigation. 5. Professional organizations specifically related to course content.

ASCI 609 Aircraft Maintenance Management

Discipline: Aeronautical Science Emphasis: Maintenance Management, Industrial Management

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal)

4. As an exception, a masters in a related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

1. Director of Maintenance of military organizations. 2. Aircraft manufacturers maintenance departments. 3. Regional airport facilities having maintenance departments. 4. Local airport authority. 5. Professional organizations through local maintenance facilities.

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ASCI 611 Aviation/Aerospace System Safety

Discipline: Aeronautical Science Emphasis: Operational Safety, Safety, Engineering

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal)

4. As an exception, a masters in a related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

1. Senior members of system safety working groups located within every major organization. 2. Human factors engineers. 3. Procurement organizations dealing with DOD contracts. 4. Organizational risk managers. 5. Universities with human factors engineering programs. 6. Professional organizations in systems safety.

ASCI 612 Aviation/Aerospace Industrial Safety Management

Discipline: Aeronautical Science Emphasis: Industrial Safety, Management

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal)

4. As an exception, a masters in a related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

1. Senior members of system safety working groups located within every major organization, military ground safety officers and senior NCOs. 2. Human factors engineers. 3. Procurement organizations dealing with DOD contracts. 4. Organizational risk managers and industrial safety offices. 5. Universities with human factors engineering programs. 6. Professional organizations in industrial safety.

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ASCI 613 Airport Operations Management

Discipline: Aeronautical Science Emphasis: Airport Operations, Aviation Management

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal)

4. As an exception, a masters in a related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

1. Airport manager or director of operations of a local airport. 2. Military airfield managers WITH civilian airport experience. 3. Professional organizations. American Association of Airport Managers.

ASCI 620 Air Carrier Operations

Discipline: Aeronautical Science Emphasis: Air Carrier Operations, Aviation Management

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal)

4. As an exception, a masters in a related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

1. Operations managers of major, regional, or commuter airlines. 2. Aircraft dispatcher at a major airport. 3. Military flight crew scheduler for services having fleets of aircraft. 4. Military flight personnel having backgrounds in flight planning, aircraft performance, and loading considerations.

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ASCI 622 Corporate Aviation Operations

Discipline: Aeronautical Science Emphasis: Corporate Business Operations, Management

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal)

4. As an exception, a masters in a related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

1. Flight operations director of a corporate flight department. 2. Corporate flight department flight crew members, maintenance supervisors, fleet planners. 3. Military flight scheduler of locally assigned aircraft used for transportation of senior military personnel, coupled with extensive background in corporate flight services.

ASCI 634 Aviation/Aerospace Psychology

Discipline: Aeronautical Science Emphasis: Aviation Psychology

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal)

4. As an exception, a masters in a related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

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ASCI 636 Advanced Aviation/Aerospace Planning Systems

Discipline: Aeronautical Science Emphasis: Planning Systems and Analysis, Management

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal)

4. As an exception, a masters in a related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

ASCI 641 Production and Procurement Management in the Aviation/Aerospace Industry

Discipline: Aeronautical Science Emphasis: Production/Procurement Management

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal)

4. As an exception, a masters in a related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

1. Office of the Director of Logistics (different title for different services). 2. Aircraft manufacturing or other corporations with large production operations and procurement divisions. 3. University with engineering and business department teaching production operations. 4. Professional organizations. American Production and Inventory Control Society, Association for Quality and Participation.

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ASCI 643 Management of Research and Development for the Aviation/Aerospace Industry

Discipline: Aeronautical Science Emphasis: R&D Management

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal)

4. As an exception, a masters in a related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

1. Principle Investigators/Audit Managers in companies with IRD. 2. Government laboratories with R&D managers. 3. Managers/auditors of engineers working with advanced technologies. 4. University faculty managing grants in basic research. 5. Managers/auditors in corporate R&D laboratories.

ASCI 644 Integrated Logistics Support in Aviation/Aerospace

Discipline: Aeronautical Science Emphasis: Logistics, Supply, Transportation

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal)

4. As an exception, a masters in a related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

1. Senior manager in a logistics field, air freight operations or Air Terminal Operations Center. 2. Senior manager in the Transportation field who has worked in logistics specialty in the DOD Acquisitions corps. 3. Logistics manager or officer for a company, manager of a distribution center for a retail operation or cargo operation for a trucking service or airline.

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ASCI 652 Continuing Education's Role in Aviation

Discipline: Aeronautical Science Emphasis: Aviation Education

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal)

4. As an exception, a masters in a related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

1. Military command education offices, military PME schools, base education offices, colleges other than ERAU, wing instructional system development and squadron training personnel. 2. Local corporations large enough to have training departments, local businesses involved with computers, curriculum development, and training. 3. Local universities with a College of Education, local college/community college - Administrative personnel/instructors with EdDs or PhDs in Education, local High Schools - particularly administrative personnel such as a principal/or other staff member. 4. Educational testing services - ETS, SAT, ACT, etc. 5. Research firms conducting educational research, consultants involved with training and education.

ASCI 654 Adult Teaching and Learning Techniques

Discipline: Aeronautical Science Emphasis: Aviation Education

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal)

4. As an exception, a masters in a related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

1. Military command education offices, military PME schools, base education offices, colleges other than ERAU, wing instructional system development and squadron training personnel. 2. Local corporations large enough to have training departments, local businesses involved with computers, curriculum development, and training. 3. Local universities with a College of Education, local college/community college - Administrative personnel/instructors with EdDs or PhDs in Education, local High Schools - particularly administrative personnel such as a principal/or other staff member. 4. Educational testing services - ETS, SAT, ACT, etc. 5. Research firms conducting educational research, consultants involved with training and education.

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ASCI 660 Sensation and Perception

Discipline: Aeronautical Science Emphasis: Aviation Psychology/Human Factors

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal)

4. As an exception, a masters in a related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

1. University level professor of Psychology, Sociology, Psychiatry, Clinical Psychology, Industrial Psychology, or Experimental Psychology. 2. Aviation/Aerospace Industrial or Human Factors or Aviation Safety Psychologist, working in the Department of Defense, Department of Transportation, NASA, FAA, NTSB, ARPA, the armed services, or other governmental and private agencies. 3. Counselor, Psychologist, Clinical Psychologist, Psychiatrist working in private practice or as a mental health consultant. 4. Professional Psychologist working in the aviation/aerospace industry in airline Human Factors, CRM and Aviation Safety departments, or in airline industry-affiliated corporations.

ASCI 661 Human-Computer Interaction

Discipline: Aeronautical Science Emphasis: Psychology/Computer Engineering/Instructional Design (CBI)

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal)

4. As an exception, a masters in a related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

1. University level professor of Computer Engineering, Psychology, Sociology, Clinical Psychology, Industrial Psychology, or Experimental Psychology with empahsis on computer interaction. 2. Aviation/Aerospace Industrial or Human Factors or Aviation Safety Psychologist, working in the Department of Defense, Department of Transportation, NASA, FAA, NTSB, ARPA, the armed services, or other governmental and private agencies. 3. Research Psychologist, Clinical Psychologist working in private practice. 4. Professional Psychologist working in the aviation/aerospace industry in airline Human Factors, CBI and Aviation Safety departments, or in airline industry-affiliated corporations.

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ASCI 663 Memory and Cognition

Discipline: Aeronautical Science Emphasis: Aviation Psychology/Human Factors

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal)

4. As an exception, a masters in a related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

1. University level professor of Psychology, Sociology, Psychiatry, Clinical Psychology, Industrial Psychology, or Experimental Psychology. 2. Aviation/Aerospace Industrial or Human Factors or Aviation Safety Psychologist, working in the Department of Defense, Department of Transportation, NASA, FAA, NTSB, ARPA, the armed services, or other governmental and private agencies. 3. Counselor, Psychologist, Clinical Psychologist, Psychiatrist working in private practice or as a mental health consultant. 4. Professional Psychologist working in the aviation/aerospace industry in airline Human Factors, CRM and Aviation Safety departments, or in airline industry-affiliated corporations.

ASCI 665 Applied Experimental Design

Discipline: Aeronautical Science Emphasis: Aviation Psychology/Human Factors

1. Doctorate degree in a related discipline plus experience in course content. (Terminal)

2. Master of Aeronautical Science plus experience in course content. (Terminal)

3. Non-related doctorate and masters in related discipline with extensive experience. (Terminal)

4. As an exception, a masters in a related discipline with demonstrated exceptional scholarly activity or professional experience.

Examples of Professional Experience appropriate for graduate-level faculty:

1. University level professor of Psychology, Sociology, Psychiatry, Clinical Psychology, Industrial Psychology, or Experimental Psychology. 2. Aviation/Aerospace Industrial or Human Factors or Aviation Safety Psychologist, working in the Department of Defense, Department of Transportation, NASA, FAA, NTSB, ARPA, the armed services, or other governmental and private agencies. 3. Counselor, Psychologist, Clinical Psychologist, Psychiatrist working in private practice or as a mental health consultant. 4. Professional Psychologist working in the aviation/aerospace industry in airline Human Factors, CRM and Aviation Safety departments, or in airline industry-affiliated corporations.

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ASCI 690 Graduate Research Project (Committee Chair)

Discipline: Any Doctorate (Dissertation Qualified) Emphasis: Dissertation Qualified

1. Terminal degree, an earned doctorate which includes a dissertation or an equivalent exit paper. (Terminal)

NOTE:

1. Appropriate doctorates must have included a research statistics-based dissertation, Major Applied Research Paper, or other similar exit product. Do not submit Professional doctorates which do not qualify. (M.D. and J.D. are examples of doctorates which do not qualify)

2. ASCI 690 committee members are selected from current ERAU graduate faculty members based on their expertise in the project's topic. They, therefore are not required to be certified for ASCI 690. Only the chair must be certified.

TM 501 Computer Skills for the Technical Environment

Discipline: Management Emphasis: MIS or Computer Technology Management

Academic Preparation.

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate in a closely related discipline plus experience in course content. (Terminal)

3. Related doctorate and masters in discipline with extensive experience. (Terminal)

Examples of Professional Experience appropriate for graduate-level faculty:

1. Demonstrated competence in the technical computer arena.

2. Graduate faculty experience in content area.

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TM 502 Communication Skills in a Technical Environment

Discipline: Management Emphasis: English, Communications, Management Communications

Academic Preparation.

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate in a closely related discipline plus experience in course content. (Terminal)

3. Related doctorate and masters in discipline with extensive experience. (Terminal)

NOTE: Do not submit Masters as the highest degree.

Examples of Professional Experience appropriate for graduate-level faculty:

1. Graduate faculty experience related to course content.

TM 503 Quantitative Methods and Statistics

Discipline: Management Emphasis: Management analysis, Quantitative Methods, Statistics, Business

Academic Preparation.

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate in a closely related discipline plus experience in course content. (Terminal)

3. Related doctorate and masters in discipline with extensive experience. (Terminal)

NOTE: Do not submit Masters as the highest degree.

Examples of Professional Experience appropriate for graduate-level faculty:

1. Graduate faculty experienced in content area.

2. Professional experience directly related to course content.

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TM 510 Project Development Techniques with Statistical Application

Discipline: Management Emphasis: Research

Academic Preparation.

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate in a closely related discipline plus experience in course content. (Terminal)

NOTE:

Appropriate doctorates must have included a research statistics-based dissertation, Major Applied Research Paper, or other similar exit product. Do not submit Professional doctorates which do not qualify. (M.D. and J.D. are examples of doctorates which do not qualify)

TM 605 Organization Theory in a Technical Environment

Discipline: Management Emphasis: Management and/or Organizational Behavior in a Technical Environment

Academic Preparation.

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate in a closely related discipline plus experience in course content. (Terminal)

3. Related doctorate and masters in discipline with extensive experience. (Terminal)

Examples of Professional Experience appropriate for graduate-level faculty:

1. CEO, COO or executive-level management personnel of an airline manufacturer or other corporations with large numbers of employees (including large military units). 2. Professor or equivalent with experience in teaching organizational behavior. 3. City, county, state agencies involved in training employees, particularly with aviation organizations. 4. Consulting experience offering training in leadership, management, or organizational design/development. 5. Professional organizations through local colleges and universities.

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TM 610 Managing Effective Technical Work Teams

Discipline: Management Emphasis: Management, Organizational Behavior, Administration

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate degree in a related discipline plus experience in course content. (Terminal)

3. Related doctorate and masters in discipline with extensive experience. (Terminal)

5. Unrelated doctorate but with extensive experience. (Non-Terminal - Authorized to teach by exception.)

Examples of Professional Experience appropriate for graduate-level faculty:

1. Principle Investigators/Audit Managers in companies with IRD. Human Resources/Relations Manager. 2. Government laboratories with R&D managers. 3. Managers/auditors of engineers working with advanced technologies. 4. University faculty managing grants in basic research. 5. Managers/auditors in corporate R&D laboratories.

TM 616 Production Operations Management

Discipline: Aeronautical Science/Management/Engineering Emphasis: Production/Procurement/Operations Planning Management

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate degree in a related discipline plus experience in course content. (Terminal)

3. Related doctorate and masters in discipline with extensive experience. (Terminal)

5. Unrelated doctorate but with extensive experience. (Non-Terminal - Authorized to teach by exception.)

Examples of Professional Experience appropriate for graduate-level faculty:

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TM 621 Regulations, Ethics, and the Legal System

Discipline: Law or Government Emphasis: Aviation Law and Regulations

Academic Preparation.

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate in a closely related discipline plus experience in course content. (Terminal)

Examples of Professional Experience appropriate for graduate-level faculty:

1. Senior partner in a law firm with an extensive aviation department or lawyer with aviation law/insurance practice. 2. University professor teaching political science, government, or public administration. 3. Military legal office.

TM 625 Marketing in the Technical Environment

Discipline: Management/Business Emphasis: Marketing

Academic Preparation.

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate in a closely related discipline plus experience in course content. (Terminal)

3. Related doctorate and masters in discipline with extensive experience. (Terminal).

Examples of Professional Experience appropriate for graduate-level faculty:

1. CEO, COO, or executive-level manager of an airline, airline manufacturer, or other corporations who normally participate in the strategic marketing of the company. 2. Directors of a local airport authority or airport marketing divisions. 3. Professor or equivalent with experience in teaching strategic marketing. 4. Large national or regional consulting company offering services in strategic marketing. 5. Professional organizations through local colleges and universities.

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TM 630 Technical Management Research Project

Discipline: Management Emphasis: MIS or Computer Technology Management

Academic Preparation.

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate in a closely related discipline plus experience in course content. (Terminal)

3. Related doctorate and masters in discipline with extensive experience. (Terminal)

Examples of Professional Experience appropriate for graduate-level faculty:

1. City, corporate, or other government agency Director of Information Services, Information Systems, Information Technology or MIS 2. Military Director, Deputy Director, or Director of Operations for Data Processing, Information Systems, Information Technology or MIS. 3. Business/Technical School or College level instructor in Information Technology, Information Systems, or MIS. 4. National computer or software manufacturer. Trainers in large networked (national, international, or regional) computer communications systems (AT&T, MCI, SPRINT, EDS, MICROSOFT, IBM, etc.) 5. Professional organizations through local colleges and universities.

TM 635 Financial and Managerial Accounting and Control for Technical Managers

Discipline: Business Emphasis: Accounting

Academic Preparation.

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate in a closely related discipline plus experience in course content. (Terminal)

3. Related doctorate and masters in discipline with extensive experience. (Terminal)

Examples of Professional Experience appropriate for graduate-level faculty.

1. CEO or executive-level manager of an airline, airline manufacturer, or other corporations or major components with large accounting functions. 2. Professor or equivalent with experience in teaching accounting. 3. Large national or regional consulting company offering services in accounting. 4. Professional organizations through local colleges and universities.

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TM 640 Project Planning for Procurement and Contracting

Discipline: Aeronautical Science/Management Emphasis: Planning/Procurement/Contracting

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate degree in a related discipline plus experience in course content. (Terminal)

3. Related doctorate and masters in discipline with extensive experience. (Terminal)

4. Unrelated doctorate but with extensive experience. (Non-Terminal - Authorized to teach by exception.)

Examples of Professional Experience appropriate for graduate-level faculty:

1. CEO or COO for airline, manufacturing, and other corporations or major components who normally participate in the national or regional strategic planning and implementation. 2. Professor or equivalent with experience in teaching engineering, government or business policy, strategic planning, contracting. 4. Large national or regional consulting company in policy analysis and strategic planning, performing strategic management audits, proving contracting services. 5. Professional organizations through local colleges and universities.

TM 641 Project Management in a Technical Environment

Discipline: Technical Management Emphasis: Project Management: Prospective faculty must meet one of the five (5) combinations of criteria set forth below:

Criteria:

1. Doctorate in a related discipline, a masters degree in Project Management or a related field, and professional certification in the field of Project Management (a certification must include an experiential component). (Terminal)

2. Doctorate in a related discipline and Professional Project Management Certification (professional certification must include an experiential component).

3. Doctorate in a related discipline with extensive experience managing major projects. (Terminal)

4. Doctorate in a related discipline and a masters degree in Project Management with experience in managing projects. (Terminal)

5. Doctorate in a related discipline, masters-degree in a related field, and some experience in managing major projects. (Non-terminal – Authorized to teach by exception.)

Examples of Professional Certification.

1. Certified Project Management Professional (PMP) granted by Project Management Institute (PMI)

2. Successful Completion of the GWU/ESI Project Management Curriculum and documented experience.

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Examples of Extensive Project Managerial Experience:

1. Manager of Project or subproject with a least 10 subordinates, $1+ million budget, and 6 months project duration, utilizing project management techniques such as PERT/CPM/GERT, and employing Project Management tools such as PREMAVERA, MS PROJECT, WorkBench, etc.

Doctorates in the Field:

There is no doctorate in Project Management at this time. Project management is an integrative discipline, in that it encompasses elements of numerous traditional disciplines to accomplish its purposes. A review of the doctorates of authors of the principle texts in Project Management will reveal that there are many disciplines among them. Since many people prominent in the profession of project management come from diverse academic backgrounds, set 2., above allows for terminal certification for those fitting this category, who have demonstrated their expertise by obtaining professional certification. Professional certification in Project Management requires passing an extensive knowledge based examination covering the body of knowledge, and documented, applicable experience.

Examples of related doctorates: (not all inclusive)(see note 1)

Engineering (all fields) Management, (when course work of the degree is related to workforce and work organization issues) Industrial Psychology (same comments as above) Organizational Theory (same comment as above) Education, Professional or Technical (same comments as above – for instance, a PhD or EdD in education in K-12 or in administration of Education would not meet the requirements) Industrial Management Business (same comments as above)

*note 1: The above degrees, for purpose of certification, are considered related degrees and are not, in and of themselves, sufficient for certification to teach. Holding the degree must be accompanied by extensive, credible experience, as noted in criteria #1 and #2 above, to allow certification.

Masters degrees in related fields to accompany doctorate: *note 2: For the purpose of this qualification to teach TM 641, unless the masters degree is in Project Management, the combination of a doctorate in a related field and a masters degree will not suffice unless accompanied by extensive experience. A masters degree in any technical field or any of the disciplines listed as related doctorates above is considered a related masters degree.

TM 646 Advanced Operations Research and Management Science

Discipline: Management Emphasis: Operations Research

Academic Preparation.

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate in a closely related discipline plus experience in course content. (Terminal)

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3. Related doctorate and masters in discipline with extensive experience. (Terminal)

Examples of Professional Experience appropriate for graduate-level faculty:

TM 651 Quality Management and Quality Control

Discipline: Management Emphasis: Production/Systems Management

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate degree in a related discipline plus experience in course content. (Terminal)

3. Related doctorate and masters in discipline with extensive experience. (Terminal)

5. Unrelated doctorate but with extensive experience. (Non-Terminal - Authorized to teach by exception.)

Examples of Professional Experience appropriate for graduate-level faculty:

1. Director of Quality Control for a large company. 2. Aircraft manufacturing or other corporations with large production operations and systems divisions. 3. University with engineering and business department teaching TQM.

TM 660 Project Development Techniques

Discipline: Management Emphasis: Research

Academic Preparation.

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate in a closely related discipline plus experience in course content. (Terminal)

3. Related doctorate and masters in discipline with extensive experience. (Terminal)

NOTE:

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TM 660L Technical Management Research Project

Discipline: Management Emphasis: Research

Academic Preparation.

1. Terminal degree, usually the earned doctorate in the discipline. (Terminal)

2. Doctorate in a closely related discipline plus experience in course content. (Terminal)

3. Related doctorate and masters in discipline with extensive experience. (Terminal)

NOTE:

(The following procedure, EC-F-22, is to replace EC-F-08 (previous) next year, pending approval.) Guidelines for Selection of Faculty Introduction

The planning process for faculty appointments begins with the University strategic plan and flows through the academic change process. This includes comprehensive analyses to ensure that sufficient numbers of faculty are available to staff current and projected degree programs at the Extended Campus.

The Extended Campus Faculty Senate approves and recommends new and revised academic programs. Academic department chairs and program chairs are responsible for initial course development and determination of faculty appointment criteria.

To ensure that both full and part-time faculty selected to teach courses at both the baccalaureate and graduate level meet the requirements set forth in the Extended Campus faculty appointment criteria, the faculty primarily considers the highest earned degree and also demonstrated competence, effectiveness, and capacity. Among the various qualifiers include, but are not limited to, related work experience in the field, professional licensure and certifications, governmental taxonomy, industry requirements and subject matter experts. In addition all candidates must show currency of their academic qualifications as later discussed in the Faculty selection process below.

The federal and state governments have recognized the need for professional certification and licensure to assure practitioners are qualified to effectively perform in specific fields. These certifications and licenses are based on in-depth knowledge coupled with comprehensive experience. They assure that the individuals are current and competent.

In a number of cases these recognitions are in professional fields where academic programs do not exist. Additionally, government agencies may also require individuals to possess specific requirements to hold particular positions within an organization. These positions, when properly supported by documentation, will also be considered for course related qualifications.

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FAA A & P -- Airframe and Powerplant Certification

The Airframe and Powerplant (A&P) certification is given by the Federal Aviation Administration (FAA). This certification is required to perform maintenance on any US registered aircraft. The trust of the American flying public is placed in the FAA to ensure each A&P mechanic is competent and trained. The A&P is broken down into three sections: General, Airframe, and Powerplant. Each section has 15 areas of study that are tested written, orally, and with practical projects to the satisfaction of the FAA. Before a person can get an “authorization to test” he must be engaged in aircraft maintenance for 18-30 months before the authorization to test is given. After the mechanic earns his A&P certificate, he still must perform all tasks with a current A&P before exercising the certificate on his own. http://www.faa.gov/licenses/ index.cfm.

Within a number of industries and professions there are organizations that represent the current body of knowledge and practice. These organizations often will certificate or give professional standings to their members in recognition of their expertise and professionalism.

AAAE – American Association of Airport Executives

AAAE is the largest professional organization for airport executives in the world, representing thousands of airport management personnel at public use airports nationwide. Since 1954, AAAE has sponsored a professional accreditation program for airport executives, who are affiliate members of AAAE, http://www.aaae.org. The professional membership requirements consist of an original management paper on some phase of airport management, a comprehensive written test and an oral examination on a level comparable to other professional certifications. Upon successful completion of these requirements, the Accredited Airport Executive is admitted to the membership as an executive member and may use the initials A.A.E. after his/her name. Since its inception in 1928, AAAE has continued to move forward and grow, not only in size but in expertise. As the premier association of airport executives in the world, AAAE has a voice that is heard in the industry and in government.

Work experience requirements established by program chairs and department chairs can also be an important qualifier in assessing the competence, effectiveness and capacity of an instructor. This experience must be recent, current and showing a broad range of activity at a high level organization or corporations applicable to the subjects being taught. As an example for the English 221, Technical Report Writing course: “Significant levels of experience and responsibility, or a university/college professor with experience in teaching the course content, or scholarship directly related to course content that contributes to the competence, effectiveness and capacity of the instructor, such as: publishing, presentations, meetings, and other forms of professional development.”

Beginning in 1980 the United States Department of Education developed and has maintained an approved taxonomy of academic disciplines to determine those academic degrees and career fields that are unequivocally linked to or are primary to each academic discipline. The taxonomy forms the basis for the establishment of discipline linkages for each course.

Applications of Taxonomy

The National Center for Educational Statistics (NCES), an agency of the U.S. Department of Education is the primary federal entity for collecting and analyzing data that are related to education in the United States and other nations and provides a taxonomical ranking of academic subject matter related to careers1. National Center for Educational Statistics taxonomy provides information on instructional programs to prepare individuals to apply the principles learned in these courses to the solution of practical problems. Technical degrees along with subjects taught at the Embry-Riddle Aeronautical University

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Extended Campus must embody an extensive list of disciplines since the typical career path for a student is to accumulate proficiency in a variety of technical and social skills.

As stated by the NCES: “Multi/interdisciplinary studies, instructional programs that derive from two or more distinct programs to provide a cross-cutting focus on a subject concentration that is not subsumed under a single discipline or occupational field,” (CIP 2000, Field 30, Multi/interdisciplinary Studies)

Furthermore the NCES taxonomy makes the distinction regarding technology education and industrial arts, “Instructional programs that provide individuals with knowledge, learning experiences, and competencies pertaining to aspects of industry and technology. The programs are also designed to assist individuals in making informed occupational choices and proved preparation for entry into occupational training or education programs.” (Classification of Instructional Programs (CIP) 2000 Field 21, Technology Education/Industrial Arts)

An instructional program focuses on the technological concepts, processes and systems, such as; the evolution, utilization and significance of technology as related to industry; and its organization, personnel, systems, techniques, resources and products. This includes instruction in technological literacy, basic applied science, specific technologies and their applications, and related methods of research and experimentation. CIP 2000 Field 21.0101 Technology Education/Industrial Arts)

Classification of Instruction Programs Edition 2000

The purpose of the Classification of Instructional Programs (CIP) is to provide a taxonomic scheme that will support the accurate tracking, assessment, and reporting of fields of study and program completions activity. CIP was originally developed by the U.S. Department of Education's National Center for Education Statistics (NCES) in 1980, with revisions occurring in 1985 and 1990. The 2000 edition of the CIP (CIP-2000) is the third revision of the taxonomy and presents an updated taxonomy of instructional program classifications and descriptions.

Faculty Selection Process for the Extended Campus

After the analysis of programmatic needs, the faculty of the Extended Campus initiates the recruitment process for new part-time faculty. Recruitment includes a variety of advertising strategies for faculty possessing the necessary academic preparation and experiential requirements.

The Extended Campus has an orderly process for recruiting and appointing faculty as is contained in this document. The process involves developing a pool of qualified candidates and interviewing those who appear to be best qualified. Embry-Riddle Aeronautical University recruits and selects faculty whose highest degree is earned from a broad representation of institutions. Recruitment and appointment procedures are also described in the faculty handbook and other published documents.

Prospective part-time faculty candidates are initially screened and interviewed by the Center Faculty Chairs (CFC). Those candidates who appear qualified are required to provide documentation of academic preparation, currency, and experience. These documents include official transcripts, faculty data sheet, appropriate third party documentation, vita, and Faculty Course Clearance Application (FCCA) form completed in accordance with this directive. If the supplied documents appropriately link the candidate to a specific course (academic review), the candidate completes the forms necessary to start the employment (hiring) process.

The Center Faculty Chair (CFC) reviews the appropriate documentation and signifies his or her concurrence with the hiring process by endorsing the FCCA and forwarding the package to Regional Associate Dean (RAD). The RAD reviews all supplied documentation from the CFC against the pre- established, published requirements and signifies their concurrence by signing the document and forwarding it to the CCE Associate Dean for Faculty Credentialing. The College of Career Education (CCE) Associate Dean reviews documentation received from the RAD and recommends approval or disapproval to the CCE Dean of Academics.

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If at any time in the process, the CFC, RAD, or CCE Associate Dean is unsure if the individual meets the prescribed faculty guidelines they will consult the appropriate program/department chair as noted on the FCCA. The Director of the Department of Distance Learning performs the same functions as the CFC and RAD for those faculty recruited directly by the Department of Distance Learning.

The CCE Dean of Academics reviews and comments on the application and forwards the approved applications to the Chancellor of the Extended Campus for concurrence and assignment of Academic Rank. The Office of the Dean of CCE is the official repository for all official documents. Subsequent course approvals will be processed as described above by the Dean of CCE.

A specific Faculty Course Clearance Application and associated instruction sheet has been developed for every Extended Campus course. Each FCCA must be prepared as a stand-alone document, and include all applicable measures of Competence, Effectiveness, and Capacity applicable to each requested course. All FCCAs must include indications of currency, which are defined as:

Extensive professional experience, training and/or teaching related to the course content and occurring within the last 7 years.

Georgian College

Academic/professional credentials required of present and future faculty teaching courses in the program.

Attached is Human Resource Services Procedure #4-125 effective 79/05/10 revised 94/05/11 Recruitment and Selection Procedure. Supporting documentation includes Resume Shortlisting Model, the Manager’s Guide to Recruitment & Selection and two Position Vacancy postings for Georgian College Professor positions. >>NEED THIS

Academic/professional credentials required of faculty acting as research/clinical/exhibition supervisors and or members of thesis/dissertation or exhibition examining committees in the program.

N/A

Requirement to have on file evidence supplied direct to the organization from the granting agency of the highest academic credential and any required professional credential claimed by faculty members.

Refer to Human Resource Services Procedure #4-125 effective 79/05/10 revised 94/05/11 Recruitment and Selection Procedure and supporting documentation the Manager’s Guide to Recruitment & Selection. It is Georgian College practice to specifically request, in an Appointment Letter (attached), the appointed faculty member to submit copies of all applicable academic credentials to support his or her highest relevant formal qualification.

The regular review of faculty performance, including student evaluation of teaching and supervision.

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Refer to Human Resource Services Procedure #4-135 effective 98/09/25 Performance Management Procedure for Faculty, Administrative Staff, and Support Staff.

The means for ensuring the currency of faculty knowledge in the field.

Refer to Human Resource Services Procedure #4-103 effective 91/03/20 Human Resources Development Funding and Human Resource Services Procedure #4-122 effective 79/12/13 revised 02/04/24 Professional Development Leave.

Faculty teaching and supervision loads.

Refer to Academic Employees Collective Agreement between College Compensation and Appointments for the Colleges of Applied Arts and Technology and the Ontario Public Service Employees Union (for Academic Employees), Article 11 Workload (11.01 through 11.08).

Faculty availability to students.

No policy exists.

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GEORGIAN COLLEGE OF APPLIED ARTS AND TECHNOLOGY

Effective Date: 79/05/10 Human Resource Services Procedure #4-125 Revision Date: 87/06/10 Revision Date: 89/05/04 Revision Date: 94/05/11

RECRUITMENT AND SELECTION PROCEDURE

PURPOSE: To provide consistent guidelines for the recruitment and selection process at Deleted: 1. Georgian College which will:

a) Recognize the worth and dignity of all candidates by providing equality of access, and opportunity for employment;

b) Encourage fair and open competition while ensuring all contractual and legislative requirements are met;

c) Determine the selection of the best qualified available candidate and support and encourage employees to realize their career goals and reach their maximum potential.

SCOPE: All positions at Georgian College (excluding the President).

RATIONALE: Georgian College recognizes the challenges and value of achieving a diverse work force which can effectively serve the changing needs of students and the communities it serves. This procedure supports the values and standards outlined in the College's Strategic Plan and the targets and goals of the College's Employment Equity Plan.

The "Manager's Guide to Recruitment and Selection", and the "Search Committee Guide for Members and Chairs", outline the specific steps and responsibilities of Chairs and Members of a Search Committee under this procedure.

PRINCIPLES: 1. Hiring managers are accountable for the implementation of this procedure. They are required to recommend the hiring of candidates whose previous work experience, competencies and/or education qualifies them to fulfil a given job's requirements. Recommendations for full-time hire will be made to the appropriate Vice President. Managers may approve the hiring of candidates for positions which are less-than-full-time.

2. All formal recruitment initiatives will be co-ordinated through the Human Resource Services Department. Special recruitment strategies may be undertaken if the position is targeted in the College's Employment Equity Plan.

3. Selection criteria for all positions must be based on reasonable and bona fide qualifications, and used as directed in the "Manager's Guide to Recruitment and Selection". The Human Resource Services Department will offer training and be available for consultation if requested in setting bona fide qualifications, criteria, weighting, questions, reference checking, etc.

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4. The Chair of the Search Committee (usually the hiring manager) is responsible for ensuring that Human Rights legislation is followed at all times during the selection process. Questions relating to an applicant's race, ancestry, place of origin, colour, ethnic origin, citizenship, religion, sex, sexual orientation, age, record of offences, marital status, family status or disability are strictly prohibited.

5. Reference checks of the preferred candidate must be made for all new hirings using the Data Validation Consent Form (see Form 1) which authorizes permission to contact previous employers under the Freedom of Information and Protection of Privacy Act. Reference checks for all permanent full-time positions will be made by the Human Resource Services Department. Managers are required to complete the reference checks for less than full-time positions and send them to the Human Resource Services Department with the Personnel Payroll Form (P.P.F.). Program Supervisors in the Continuous Learning Department must keep copies of resumes and references on file for each new instructor hired for their department. These references need not be forwarded to Human Resource Services but should be readily available to other hiring managers when requested.

6. In situations where more than one preferred candidate is believed to be capable of performing the job requirements equally well and the position is targeted in Georgian's Employment Equity Plan, the department will recommend that the candidate who is a member of the under-represented group be hired.

7. In all cases, the College will hire those persons deemed to be most qualified to fulfil the requirements of the position. However, the College will ensure that immediate family members (i.e. spouse, parent, brother, sister or child) are not put into a department or circumstance where the immediate relative has a supervisory responsibility involving disciplinary and/or evaluative functions.

8. From time to time the College offers opportunities for international secondments and short-term projects. The conditions and specifics for each may differ but the principles of fair and equitable selection as outlined in this Procedure still apply.

9. Managers are encouraged to offer an opportunity for work experience to our cooperative education students whenever feasible and appropriate. These opportunities would be restricted to work terms of one semester in length at any one time, be offered through the Career and Transition Services Department and are not intended to take the place of full-time support staff duties.

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PROCEDURE:

Section 1.0 - Responsibilities and Accountabilities

1.1 The Manager will be accountable for the implementation of this Procedure as outlined in the "Manager's Guide to Recruitment and Selection" as well as the "Search Committee Guide for Members and Chairs".

1.2 The Human Resource Services Department will be responsible for training on the Procedure, and completing references on full-time hires, as well as being available for advice or consultation if requested. In addition, the Human Resource Services Department will maintain the competition files, central recruitment files and reference check files.

1.3 Human Resource Services is responsible for ensuring the consistency of the application of this procedure and may, at any time in the process, offer advice, assist in developing the Search Committee package, be a member of the Search Committee, or take any other action at their discretion to achieve compliance with the Recruitment and Selection Procedure.

Section 2.0 - Initiating the Process

2.1 When a hiring manager determines that a full-time vacancy exists, a Personnel Request Form approved by a Vice President, a Position Vacancy Form, a current copy of the Position Description, and any necessary supporting documents must be completed and forwarded to Human Resource Services for submission to the College Planning Committee.

2.2 The College Planning Committee may require the supporting documents mentioned above for other long-term, less-than-full-time positions which have been approved by a Vice President.

Section 3.0 - Postings

3.1 All full-time positions must be posted for at least five (5) working days. Postings may not be required if a present full-time employee's status changes as a result of a transfer or reorganization.

3.2 All sessional teaching or contract support or administrative positions that are one semester or longer in length must be posted for at least five (5) working days (semester lengths may vary by program). Postings may not be required if a present or previous incumbent in the position (or in one with similar duties and responsibilities) is recommended for another term provided they have satisfactory written performance reviews or student evaluations on file. All new hires after January, 1995 must be hired through the full or modified Search Committee process (see 4.1 and 4.2). Deleted: ¶ 3.3 All part-time and partial-load teaching, support or administrative position vacancies that are ¶ ongoing (ie. more than one semester in length) must be posted for a least five (5) working ¶ ¶ days. Postings may not be required if a present or previous incumbent is recommended for ¶ a second term in the same or similar position (in a related discipline in the case of teaching), ¶ and have satisfactory written performance reviews or student evaluations on file. All new hires after January, 1995 must be hired through the full or modified Search Committee process (see 4.1 and 4.2).

3.4 Postings may not be required if emergency situations arise which make the posting process unfeasible, such as the sudden unavailability of employees due to sickness, resignation or

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government initiatives requiring quick program starts. Such an emergency situation would be limited to one semester only.

3.5 Any exception to the above requires the approval of the President.

3.6 Postings are not required for casual (seasonal or on-call) or student hirings.

Section 4.0 - Search Committee

4.1 Full Search Committee procedures must be used for all full-time Position Vacancies and are encouraged for other vacancies. Full Search Committee procedures include:

a) a review of applications from the centralized recruitment files maintained by the Human Resource Services Department

b) a committee membership consisting of three to six women and men (and may include a student), and designated group members for those positions targeted in the Employment Equity Plan

c) short listing of candidates by the Chair of the Search Committee and at least one other member of the committee

d) questions and criteria weighting discussed and agreed upon by all Search Committee members

e) Human Resource Services completing references (full-time positions only), obtaining the approval of the appropriate Vice President and making the offer of employment to the successful candidate.

4.2 Modified Search Committee procedures may be used for less-than-full-time Position Vacancies. For this Procedure:

a) a hiring manager and at least one other employee will participate in the hiring process

b) the applications from the centralized recruitment files maintained by the Human Resource Services Department should be considered and posting completed if required as per Section 3

c) selection criteria, a resume copy and at least two supervisory reference checks performed by the manager must be sent to the Human Resource Services Department in support of the rationale for hiring the chosen candidate. Such references must include checks with previous supervisors within Georgian College if the candidate has previously been employed within this institution.

4.3 The Continuous Learning Department must collect a resume, data validation form and two supervisory reference check forms on ALL NEW HIRES after January, 1995. These references will be kept on file by the hiring Program Supervisor to be available to other College hiring managers when requested.

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Section 5.0 - Confidentiality

5.1 All records related to competitions or applications for employment are the personal information of the applicants and must, therefore, be kept strictly confidential as per the Freedom of Information and Protection of Privacy Act.

5.2 For more information on confidentiality and handling of documents, please refer to the Manager's Guide to Recruitment and Selection and the Search Committee Guide for Members and Chairs or contact the Coordinator, Freedom of Information.

GEORGIAN COLLEGE OF APPLIED ARTS AND TECHNOLOGY

Effective Date: 79/05/10 Human Resource Services Procedure #4-125 Revision Date: 87/06/10 Revision Date: 89/05/04 Revision Date: 94/05/11

RECRUITMENT AND SELECTION PROCEDURE

Prepared by: Cathy Brown, Maureen Hreljac, Wendy Ruemper, Brian Tamblyn

Recommended by: College Planning Committee May 11, 1994 Date

APPROVED BY:

Bruce Hill Date

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Georgian College of Applied Arts and Technology

Recruitment and Selection Procedure

Manager's Guide To Recruitment & Selection

Human Resource Services September, 1994

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FOREWORD

The recruitment and selection of staff is the most important decision in which a manager will participate. This guide is intended to assist managers in the planning and implementation of the recruitment and selection process.

The hiring process could take anywhere from six to eight weeks to complete, depending on the existence of a current approved job description, the availability of qualified applicants, whether outside advertising or special recruitment initiatives are required, the schedule of meetings of the approval committee, and many other related factors. There must be recognition of the importance of this process and the time it will take to plan and schedule the recruitment and selection activities in order to ensure the timely and successful hiring of staff.

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PLANNING FOR FILLING A POSITION

1.1 The first step in the selection and recruitment process is establishing that a vacancy exists. The immediate supervisor will examine the Department's operational requirements and determine if a position is required.

1.2 The immediate supervisor will review the job requirements and position description for the position to be filled. This could involve rewriting or creating a new position description. An accurate up-to-date position description is critical to the recruitment and selection process. There must be an up-to-date position description in order for the recruitment process to proceed. This will require an examination of the position description currently on file (if any). Technological changes or reorganization may have occurred since the last review of the position description, and it may be necessary to completely rewrite the description or simply update it. This is vital since the job duties to be performed will dictate the qualifications required.

1.3 The position description must be evaluated by the appropriate committee before recruitment procedures can begin. Support Staff positions are evaluated by the Support Staff Classification Committee, Administrative positions by the Local Job Evaluation Committee and Faculty positions are as outlined in the Academic Collective Agreement. The evaluation of job descriptions dictate the proper salary range for the positions, and therefore, provide essential information to the recruitment and selection process.

1.4 Once evaluated, a Personnel Request Form (PRF), a copy of the position description and a completed Position Vacancy Form (PVF) must be forwarded to the Human Resource Services Department for processing and approval.

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DETERMINING JOB QUALIFICATIONS

2.1 The Chair of the Search Committee will know the requirements of a job from reviewing and revising the position description. The Chair must ensure that all requirements are written in the qualifications section of the Position Vacancy Form. It must not be assumed that what is written in the Position Description section will automatically be considered as a qualification. Applicants read the Position Description section of the Position Vacancy Form to find out if they would like the job; they read the Qualifications section to find out if they have the qualifications to apply for the job.

2.2 Bona fide or genuine qualifications are the job-related requirements of a position which are mandatory for adequate performance on the first day of work. They should not reflect the qualifications or competencies of the person who has left the position. Qualifications should not be limited to licences, degrees, or diplomas. They should be written in statements which express the behavioral outcomes required to perform each job. Such behaviourial outcomes would include the education, experience, skills and abilities (competencies) which a candidate must possess in order to competently perform the duties of a job.

The following will help to clarify the various types of qualifications which may be considered:

a) Education:

For some positions, formal education will be a bona fide qualification. For instance, a degree in Psychology would be a bona fide requirement for a faculty position teaching psychology in the Nursing program. Other positions may have educational requirements which are required by law. These could include a Professional Engineering designation, an electrician's Certificate, or a truck driver's License.

For some positions, there may not be a single bona fide educational requirement. There may be alternate ways to gain knowledge besides formal education. In these cases, it is best to list formal education, or, the equivalent combination of training and experience. The Search Committee Chair must be prepared to define exactly what is considered to be equivalent (e.g.: high school diploma plus a minimum of several years related experience).

b) Experience:

The experience required to perform the job should not be defined in terms of numbers of years. This may screen out someone who can actually do the job or you may find that the length of experience you have required is not defendable. Instead, require several years experience, progressive experience, or specific types of experience. Length of service is not necessarily an indication of better or even good performance.

Do not discount job-related volunteer experience; non-paid volunteer work may be directly applicable to specific job duties (e.g.: organizational skills used to coordinate a canvassing blitz).

c) Skills and Abilities (Competencies): Deleted: Page Break

These should reflect the application or use of knowledge or skills to successfully perform the job duties. This could include: keyboarding; knowledge of computer packages; eye- hand coordination to assemble equipment; mixing of chemical or cleaning fluids to specification; written or oral communications skills; etc. As much as possible, each skill

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or ability should be defined in terms of the job behaviour required. For instance, if excellent interpersonal skills are required to succeed in the job, the qualification should be written in a behaviourial form (e.g. "must be able to calm dissatisfied angry clients and work closely with others in a team setting"). By expressing the skill or ability in this form you avoid exaggerating or overstating the requirement. For example, filing clerks require the ability to understand oral instructions; therefore, don't list the qualification as "excellent communications skills".

d) For any of the above qualifications, the Search Committee Chair must determine what level of skill or knowledge is required depending on resources available in the Department. For example, WordPerfect 5.2 may be required for adequate performance the first day of work, or a large Department may require only Word Processing knowledge if on-the-job training is available. Be accurate.

The Search Committee Chair should also identify whether the position is a targeted one under the College's Employment Equity Plan which could require special recruitment efforts.

e) Final Word:

Determining qualifications is the most important step in the recruitment process. Whatever qualifications are listed on the Position Vacancy Form determines search criteria - nothing new can be added once the qualifications are posted. Be sure the qualifications are complete.

Qualifications = skills + abilities + behaviours required on the first day of work

Deleted: ¶

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OBTAINING APPROVAL FOR HIRING

3.1 A Personnel Request Form (PRF), the Position Vacancy Form and the copy of the job description provide the information required by the College Planning Committee to initiate the recruitment process and should be forwarded to the Human Resource Services Department.

3.2 Human Resource Services will review the Personnel Request Form and will forward requests to budget and College Planning Committee for approval if necessary.

3.3 If posting is required, Human Resource Services will post the Position Vacancy Form for a minimum of five business days at all posting locations and any applicable contractual requirements regarding postings will be adhered to. If posting does not result in sufficient numbers of qualified applicants, the Chair should consult with Human Resource Services to discuss other means of generating applications. This could include advertising in trade papers, newspapers, magazines or other print media, or in other institutions or agencies. Human Resource Services will coordinate any external advertising or posting.

3.4 Full Search Committee procedures must be used for all full-time position vacancies and Modified Search Committee procedures used for all other position vacancies (as outlined in the Recruitment and Selection Procedure - 4.1 and 4.2).

CREATING THE SEARCH COMMITTEE PACKAGE

Selection Criteria:

4.1 The Search Committee Chair is to involve at least one other member of the Search Committee to assist in the development of selection criteria, weightings for the criteria and interview questions. It is preferable that this be done in advance of receiving any applications for the posted position in order to avoid any possible perception of bias in screening applicants. Selection criteria must be taken directly from the Qualifications stated on the Position Vacancy Form (which have been condensed from the current job description). These qualifications are the job-related requirements of the position which are mandatory for adequate performance on the first day of work. The qualifications listed on the Position Vacancy Form will be used by the Search Committee as the selection criteria to recommend the preferred candidate.

4.2 Some of the selection criteria may be used to short list candidates for interview. As not all criteria can be judged from a resume, only a partial list of the selection criteria may be used to short list candidates. For example, communications skills cannot be judged from the resume. The resume does not give an indication of oral communication skills, and is not a reliable means of judging written communications skills as many candidates use resume writing services. The cover letter may be used as a preliminary screen if

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required; however, because this may also be written by someone else, it could be used as an example of what the candidate thinks is a good example of such a document.

Short Listing: Deleted: Page Break

4.3 Once the selection criteria have been established, the Chair and at least one other member of the Search Committee will determine which criteria may be used for short listing. Short listing may be done by this sub-committee membership independently or as a group. The criteria sheet used in short listing must be included in the official Search Committee Package. This record will be used to provide information to candidates not interviewed if requested. It is recommended that the related selection criteria numerical weighting be assigned to each short listing criterion, and that each resume be evaluated accordingly. This structure will determine which candidates should be interviewed. (NOTE: In the case of full-time support staff vacancies only those applicants who are full-time support staff will be considered for interview). In all other cases (or when no full-time support staff apply in the case of a full-time support staff posting), the Chair should review the centralized files of general or unsolicited applications maintained in the Human Resource Services Department in order to include any additional qualified applicants who may not have applied directly to the competition but wish to work for the College. This step will ensure access for candidates who were not aware of the vacancy. (See sample of resume shortlisting, Appendix A and B)

Weighting:

4.4 The Chair will recommend appropriate weightings for the selection criteria for discussion by the Search Committee. There must be a clear rationale for the weighting assigned to each criterion. Criteria should be weighted appropriately in terms of importance in the job duties. This means that qualifications which are most important in performing the job should have the greatest weighting.

For example, if word processing is only 10% of the job, the weight assigned to word processing knowledge or ability should not be heavy, and testing may not be required. After drafting weightings for selection criteria, the Chair should doublecheck by comparing the relative values of certain qualifications (i.e.: if education is worth 10, does it seem logical that related experience is worth 5 or should it be worth 20?).

Interview Questions:

4.5 Interview questions must be related to the selection criteria, and as such they must be job-related and legal. Human Resource Services can assist you in developing appropriate questions. It is recommended that each question relate to only one criterion as questions which deal with multiple criteria can be very confusing in scoring for the members of the Search Committee. Questions should be open-ended, inviting a free, descriptive reply. The purpose of an interview question is to obtain information from a candidate in relation to a specific criterion. Therefore, some criteria may only require one question to fully explore the candidate's qualification. Other criteria may require more than one question and testing to ensure that the Committee has a clear idea of the

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candidate's knowledge or experience. The Chair should ensure that enough questions are developed to allow the Search Committee to validly judge the candidates' qualifications. Questions relating to an applicant's race, ancestry, place of origin, colour, ethnic origin, citizenship, religion, sex, sexual orientation, age, record of offences, marital status, family status or disability are strictly prohibited (sample generic questions are available from Human Resource Services).

Testing:

4.6 The Search Committee Chair should also consider additional selection tools which may be included as part of the selection process. For example, candidates should be asked to demonstrate their skills by teaching a lesson, composing a memo, typing a report, wiring an electrical outlet or being tested in computer languages or packages. Such tests must be specifically job-related and typical of their day-to-day duties (i.e. not an unusual task which may only come up once each year). These job simulation tools must be assessed using previously defined and weighted criteria (e.g. a written exercise should be evaluated on style, grammar, spelling and set-up, not necessarily content).

PREPARING FOR THE SEARCH COMMITTEE

5.1 The Chair will determine a suitable date, time and place for the actual interview and determine Search Committee membership. Search Committees will ideally consist of 3 - 6 individuals. It is recommended that the committee be broad-based and should consist of employees from different staff levels, employee groups and departments and may include community persons from related fields (e.g. Board or Advisory Committee Members). There must be both women and men on all Search Committees; Committees should have a minimum of three members. Members of a designated group should be included on Search Committees for positions targeted for that group in the Colleges' Employment Equity Plan. A Human Resource Services representative may attend any or all Search Committee interviews and can offer advice on membership.

Search Committee members must be contacted by the Chair well in advance of the possible interview date(s) to assess their availability.

Search Committee Package:

5.2 The Search Committee Package should be prepared in advance of the receipt of applications for the position to help ensure complete objectivity. (It is recommended that at least one other member of the Search Committee help the Chair develop this package).

The Chair will prepare the draft Search Committee Package as per Section 5.5 (excluding interview times and places, and applicants' resumes). The Chair may wish to consult with the Human Resource Services Department regarding the Package prior to the interview date. The Human Resource Services Department could answer questions or offer advice or guidance relating to possible interview questions, consistency with competitions for similar positions, Human Rights, Freedom of Information, the

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Employment Equity Plan or other topics related to the Search Committee process. The Chair should also request that Human Resource Services provide them with any relevant information from the Personnel Files of in-house candidates (e.g. performance appraisals, student evaluations, etc.) for review prior to the interview day.

Room Bookings:

5.3 Room arrangements should take into consideration things like an entry and exit door to ensure candidate confidentiality, who will be available to greet the candidate and direct them to the interview room, and accessibility for all candidates.

In order to meet the needs of the candidate(s) and Search Committee members, care should be given to the physical set-up of the interview room. For example, candidates should not meet entering or leaving the interview room. Candidate Contacts:

5.4 It is recommended that short listed candidates be contacted at least three days in advance in order to allow them sufficient time to make appropriate arrangements for time away from their employment and/or personal responsibilities. When the candidates are contacted, the following information should be provided:

a) the position title, status and salary range (if available); b) the interview date, time and place (campus, building, floor, room number); c) the interview will be by Search Committee (not just one person); d) the approximate length of the interview; e) tests or presentations which will be part of the interview (including equipment available); f) travel costs will not be paid by the College; g) the name and telephone number of a contact at the College who can be notified the day of the interview if the applicant is unable to attend the interview as planned.

As it is difficult to identify candidates with disabilities from a resume, it is advisable to try to locate an interview room that is accessible. It is also helpful to ask those candidates who are to be interviewed if reaching the interview location is a problem for them; and if so some accommodation could be made.

It is the responsibility of the Search Committee Chair to respond to inquiries from candidates regarding whether or not they have been short-listed to be interviewed and the reasons behind this decision.

5.5 When the interview times for the candidates have been determined, the final Search Committee Package must be sent to all Search Committee members and a copy to the Human Resource Services Department for the official competition file. This package should be placed in a sealed, confidential envelope and delivered to the committee member at least two full working days before the interviews. These arrangements will ensure that members will have a full understanding of the job, and time to review the resumes.

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The final search package should include:

a) information regarding the time and place of the interviews; b) a copy of the job description; c) a copy of the Position Vacancy Form/advertisement; d) a schedule for interview times; e) the resumes of the candidates; f) the search criteria scoring sheet and; g) sample interview questions.

5.6 The next step for the Manager will be to Chair the Search Committee. Complete information on this process and the aftermath is found in the "Search Committee Guide for Members and Chairs". Deleted: Page Break

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SAMPLE ONLY APPENDIX A

RESUME SHORTLISTING MODEL

POSITION: PROFESSOR

CRITERIA POINT MAXIMUM # CANDIDATE # ALLOCATION

EDUCATION:

Relevant Degree/Diploma 0 to 25 25 C.M.A. or C.G.A. 0 to 5 5

EXPERIENCE:

Relevant Work experience 25 25 (define what kind of accounting/business experience)

Teaching 0 to 10 10 - post secondary 0 to 5 5 - other 0 to 3 3

SKILLS/KNOWLEDGE:

Course Development 0 to 5 5 WordPerfect 2 2

--- 80

NOTE: This is a sample only. Shortlisting criteria must be based on the qualifications asked for on the Position Vacancy and can vary depending on the position. Refer to 4.3 and 4.4 in the Manager's Guide for further information.

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GEORGIAN COLLEGE OF APPLIED ARTS AND TECHNOLOGY

Effective Date: 79.12.13 Human Resources Various Revision Dates Procedure #4-122 New Revision Date: 02.04.24

PROFESSIONAL DEVELOPMENT LEAVE

PURPOSE: Georgian's Strategic Plan states:

"We are dedicated to the success of our students. We are committed to understanding and meeting their learning needs and supporting their career goals. We recognize that our staff, individually and collectively, are responsible and accountable for Georgian College's uniqueness and success.

Accordingly we pledge to:

• Focus staff efforts on meeting or exceeding the quality, relevance and value expected by our students, employers and the community. • Reinforce staff efforts to create and maintain a friendly, professional, and safe atmosphere. • Support staff who demonstrate individual responsibility to remaining current in their chosen fields by actively participating in ongoing professional development and personal learning • Encourage staff who demonstrate flexibility, creativity and adaptability to our changing environment, who demonstrate responsibility for innovation and continuous improvement, and who work with optimum energy and dedication • The purpose of this procedure is to ensure that College faculty have an opportunity to obtain a professional development leave based on the merits of the application, the College Strategic Plan, Academic Plan and the college's contractual obligation as outlined in the Faculty Collective Agreement.

SCOPE: All faculty with at least six years full-time employment in the faculty bargaining unit at Georgian. An employee's prior non full-time service at the College will be taken into consideration when applications for leave are reviewed. The goal of this procedure is to treat employee applications and replacement arrangements equitably. (Refer to the Collective Agreement for Academic Staff).

RATIONALE: Professional development leaves encourage and sustain the continuous learning of Georgian's employees. Projects and activities, which support both the personal and professional development of employees and the College's Strategic Plan, will be considered. Opportunities for this type of renewal in the College will enhance the quality of education and training offered to Georgian's students and clients.

The College provides opportunities for employees to take professional development leaves from one month to one year in duration. The maturing of our staff, rapid changes in technology, and the emphasis on leaves of this type in the collective agreement are some of the reasons to have this type of opportunity available.

PROCEDURE: An information session will be held for those faculty interested in applying for a professional development leave in January annually. This session will include information about payroll, benefits, vacation, process and address commonly asked questions.

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The College will make every effort to encourage employees to take advantage of such leaves. Also to be encouraged are leaves involving paid work placement or a combination of paid work experience, professional development leave and secondments. These provide a valid means of remaining competent and upgrading skills.

Interested faculty will complete the application form (see Appendix A), providing a thorough proposal that considers the College's Strategic Plan, Academic Plan, program goals, their personal renewal and growth and methods for sharing their learning with the college community. They are also required to meet with Human Resource Services staff to discuss their payroll and benefits while on a leave. Completed applications are to be forwarded to Staff Training and Development by October 1st annually.

Staff Training and Development Centre staff will prepare a list of professional development leave applicants according to their seniority date.

Staff Training and Development Centre staff will notify all applicants of their position on the seniority list in relation to the College's contractual obligation.

Under the direction of the Vice President Academic, a College-wide Professional Development Leave Review Team will review the applications (see Appendix B.) This team will recommend which applications will be sent to the College Planning Committee and the College President for final approval. The team will consider the employee's professional development plan and the proposed coverage during the employee's leave. The team will consider how the objectives of the leave will benefit the College upon the applicant's return. It is essential that the educational and experiential goals outlined in the leave application be tied to College goals; benefit students, colleagues in the program/department and/or the community; and most importantly, ensure that faculty are maintaining competency and remaining current in their respective fields (see Appendix B).

A letter of support from the College-wide Professional Development Review Team, along with the professional development leave application will be forwarded to Staff Training and Development by October 31st annually. A copy of the team's letter of support will be sent to the applicant.

A letter outlining the rationale of the College-wide Review Team decisions and signed by the Vice President Academic will be sent to all applicants.

The Manager, Staff Training and Development will prepare a report for the College Planning Committee, identifying the applicants, their professional development leave goals, and their seniority. The recommendations from the College-wide Professional Development Review Team will be consistent with the terms set forth in the current Faculty Collective Agreement. This report will be submitted to the College Planning Committee at the November meeting.

Final approval of the professional development leave applications will be granted by the College President.

The Manager, Staff Training and Development will verbally notify the Deans of the outcome of the process. The College President will send letters to the applicants with copies to their Dean/Manager, HR file and Staff Training and Development Centre.

Notification of approved professional development leaves will be shared with the college community in January by the Staff Training and Development Centre.

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Approved applicants are required to meet with their Human Resource Services officer to confirm the implications of a professional development leave on their payroll, benefits, vacation, etc. before the commencement of their leave.

Within sixty days after his/her return from leave, the applicant is required to submit a report to his/her immediate supervisor, with a copy to the Staff Training and Development Centre, detailing activities undertaken and goals and accomplishments achieved while on the leave. The supervisor will review with the employee how the information obtained during the leave can be shared with others. The employee and the supervisor will be responsible for ensuring that the maximum possible follow-up benefit from the professional development leave is realized in the employee's program or work area.

If there is any remuneration or compensation made to the employee from outside sources during the professional development leave period, a full accounting may be requested by the Human Resource Services upon completion of the leave. It is understood that employees on a professional development leave will not earn more than 100% of their Georgian salary. Employers, who are willing to pay more than the amount to compensate the faculty to 100% of their salary, will pay these funds directly to Georgian College. Discussions are to be held with the Director, Human Resource Services prior to the commencement of the leave (refer to the appropriate articles in the Faculty Collective Agreement).

All rights and copyrights on work produced during the leave shall be the property of the College if they were produced during paid employment time, unless otherwise set out in a written agreement between the College and the employee prior to the commencement of the leave. Prior to the commencement of the leave, the employee is asked to meet with the Director, Human Resource Services to arrange and agree on these details.

Should the faculty member on a professional development leave be unable or unwilling to fulfill the proposed activities outlined in their application, the faculty member is required to notify his/her immediate supervisor and the Director, Human Resource Services to discuss alternative courses of action.

GEORGIAN COLLEGE OF APPLIED ARTS AND TECHNOLOGY

Effective Date: 79.12.13 Human Resources Various Revision Dates Procedure #4-122 New Revision Date: 02.04.24 PROFESSIONAL DEVELOPMENT LEAVE Previous revision done by the Director, Human Resources Development Revision Prepared by: Bill Gordon Rob Wong Heather Hill Cathy Brown Murry Tapp Susan Dalton Recommended by: College Planning Committee April 24, 2002 Approved by: Brian Tamblyn, President

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APPENDIX 8.5.1 CV RELEASE

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

Embry-Riddle

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Georgian College

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APPENDIX 8.5.2A CURRICULUM VITAE EXCEPTION STATEMENTS

Not applicable.

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APPENDIX 8.5.2B CURRICULUM VITAE FOR FACULTY RESPONSIBLE FOR TEACHING AND CURRICULUM DEVELOPMENT OF DW COURSES (COURSES WITHIN THE DISCIPLINE)

Embry-Riddle

NAME: Dr. R. Wayne Harsha

DEGREES: Ed.D. In Adult and Higher Education, Administration minor, Montana State 1979 University

M.Ed. in Counselling and Guidance, Psychology minor, Southwest Texas 1974 State University

B.A. in Social Welfare, University of Montana 1967

EMPLOYMENT Thirty-eight years of result-oriented success in a variety of teaching and HISTORY: management positions of increasing scope and responsibility with worldwide experience. Proven record of accomplishment as an administrator and program manager in training and organization and as a classroom instructor. Extensive experience in problem solving, decision-making, and conflict resolution, which enhanced student confidence, commitment, and esprit de corps.

Teaching Experience 1988-present

Embry-Riddle Aeronautical University Taught at 28 different corporate and military facilities in 10 states. Graduate: communication skills, computer applications, quantitative decision making, project development, statistical applications, operations research, research methods, air carrier operations, corporate air operations, air transportation system, logistics management, global information systems, organizational behavior, strategic planning, and teaching methods.

Undergraduate: technical report writing, foundations of aviation, aerodynamics, aircraft performance, air carrier operations, air cargo management, history and regulation of aviation, business statistics, decision math, and FAA ground school.

University of Madrid 1995-1998 Graduate: Global information systems in Madrid Spain.

University of Palma Mallorca (Spain) 1997 Graduate: Global information systems in Mallorca.

California College of Podiatric Medicine 1990-1991 Graduate: teaching methods, curriculum development and educational finance.

Chapman University 1989-1991 Undergraduate: theories of learning, history and systems of psychology, introduction to statistics, and research methods in psychology.

Golden Gate University 1990-1991 Graduate: research methods in public administration.

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Montana State University 1974-1977 Undergraduate: principles of management, international relations, Air Force history, and FAA ground school.

United State Air Force – 5000 flying hours in T-37, CT-39, C-130E, and C-23 aircraft. 2500 hours as a flight instructor pilot in T-37 and CT-39 aircraft. Chief of Training for CT-39 school. Taught MS-DOS, WordStar, SuperCalc, dBASE, WordPerfect, and Enable computer classes and effective writing skills courses to Air Force and civilian personnel. Average class size for all classes was 15.

SCHOLARLY AND Professional Affiliation: Western Academy of Management, Phi Delta PROFESSIONAL Kappa, American Management Association, National Defense Transportation ACTIVITIES: Association, Air Force Association.

COURSES TAUGHT TMGT 501 - Computer Skills for the Technical Environment (25 times) (PAST 5 YEARS): OR TMGT 502 - Communication Skills in a Technical Environment (19 times) (N/A) TMGT 503 - Quantitative Methods and Statistics (1 time) TMGT 605 - Organization Theory in a Technical Environment (1 time) TMGT 646 - Operations Research and Management Science (12 times) TMGT 660 - Project Development Techniques (6 times) MGMT 410 – Management of Air Cargo (1 time) MGMT 521 - Global Information and Technology Management (1 time) ASCI 602 - The Air Transportation System (1 time) ASCI 620 - Air Carrier Operations (1 time) ASCI 622 - Corporate Aviation Operations (2 times) ASCI 605 - Research Methods and Statistics (1 time) NUMBER OF GRADUATE SUPERVISIONS (OR 479 N/A)

NAME OF STUDENTS SUPERVISED WITHIN THE PAST SEVEN YEARS, TITLE OF THESE OR PROJECT See attached list. YEAR OF FIRST REGISTRATION AND YEAR OF COMPLETION (OR N/A)

RESEARCH FUNDING (OR N/A) N/A

PUBLICATIONS: (OR Evaluating Program Performance, 2004. College of Career Education N/A) Twelfth Annual Symposium on Teaching Effectiveness.

Bruce A. Rothwell, Wayne Harsha, & Theodore Clever. Military Versus Civilian Air Cargo Training For Hazardous Material. The Journal of Aviation/Aerospace Education and Research, Fall 2002, pp. 29-43.

The Professional Preparation of Community College Faculty in the Northwest, 1978. (Unpublished dissertation).

Preparation of Teachers for the Two-Year College, College Student Journal, 12: pp. 180-187, Summer 1978.

Communication: A New Way of Life, Education Journal, Vol. 19, No 3, Spring 1977, pp. 14-16.

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Committee Member or Committee Chair on 700 master’s graduate research projects.

Dr. R. Wayne Harsha Students Supervised

First Last Name Title Name Jenny Andrews T-3A Firefly Effectiveness and Supportability as an Air Force Flight Screener for SUPT Mitch Ashmore Effect of Pilot Experience on the Performance Level of T-37 PIT Students Jeff Bailey An Analysis of the Lateral Hatch Clearance of the B-52 Pilot's Upward Ejection Seat Jeffery Baldwin Where do Superior Maintenance Officers Come From? Mark Baroni Pilot Fatigue: Are Instructor Pilots at UPT Flying Fatigued to the Point of Affecting Student Performance Michael Bateman How Stress and Fatigue Effects Army Aviation Maintenance Personnel Barry Beavers Has Centrifuge Training Reduced the Number of GLOCs Jeff Bender Computer Simulation of T-1 Maintenance Robert Benko Dedicated Aviation Support for the AFOSI Jay Bickley JSUPT Ramp Up Effects on Historical Attrition Tom Brewer Security at General Aviation Airports: Inexpensive but Reliable Todd Brooks Perceptions of B-1B Weapon Systems Officers on the Pilot Bonus Harold Brown RESTRUCTURING OF THE AF AVIATOR COMPENSATION SYSTEM Ronald Calvert Study of Effectiveness of Pilot Retention in USAF Dennis Camarillo A Study of Human Factors Affecting Aviation Maintenance and Inspection Reliability Jeff Cleghorn Predicted Commercial Aviation Traffic in Future IMC Weather conditions at SFO Ted Clever Civilian versus Military Air Transportation of Hazardous Materials Training Jon Crerie Pilot Perceptions of the Usefulness of a Brain Hemisphere Dominance Test as an Aide for Pilot Instruction Ben Crunk The Use of the GPS within the AFOSI Jeff Davis Pilot Perception of Traffic Alert and Collision-Avoidance System's Effect on Visual Clearing Robert Deka Personality Type and Undergraduate Navigator Performance Dave Dietrich Can Total Quality Management be Successful in the USAF? Kathy Doby AFROTC Graduates Perceptions of Orientation Flights Received During Field Training Bob Downey A Study to Identify the Correlation Post-Specialized UPT Formal Training Unit (FTU) Attrition and SUPT Phase 2 (T-37) Class Ranking Diana Drake Internet Utilization Within Program Management for Force Projection Enabling Systems Eric Faber Analysis of American Air Traffic controller Desires Regarding Future Equipment Designs and Features Michael Faidley Military vs Civilian Compensation for Pilots Ted Firnberg Air Force Pilot Retention Crises Dean Fischer T-43 Pilot Initial Training Qualification Training Study Emily Fisher Perceptions on Mandating the Use of Child Restraint Systems in Aircraft Mike Force A Comparative Study of Proton Exchange and Solid Oxide Fuel Cells

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First Last Name Title Name Jeff Frane The Economic Impact of a Military Flying Career Versus A Major US Air Carrier On Lifetime Career Earning Potential Brian Fratus Crew Resource Management Training: Making The Skies Safer Kevin Frey Aircraft Maintenance Personnel Perception of Safety Training in AF Aircraft Maintenance Related to Flightline Accidents Jeff Fuhrman Analysis of Student Performance Comparing 3-Week Cycle vs 6-Week Cycle Rafael Garcia Flight Safety Risk Management Policy for USAF Engines Mark Glynn Extended Train Performance Among T-37 Trainees in PIT Marc Gonzalez A Measure of Network Security at Randolph AFB Michael Gregory Will Aviators Contribute to Information Operations in the 21st Century Lucien Grise A Study on Improving Training in the B-1B Weapon System Trainer John Gunn Will The Closure of Kelly AFB Effect The Supportability of the Pratt & Whitney F100 Engine Program Randy Gupton Increased Use of Flight Simulators in USAF C-17A Pilot Training Keith Hammond Analysis of the Effect of Aircrew and Wind Shear/Microburst Detection Equipment of Aviation Safety Jim Hamrick Determining Peacetime Schedules for the Lajes Force Reception Program David Harbs A Measure of the FAA Efforts to Eliminate Vehicle and Pedestrian Runway Incursions Brian Hazel The Relationship of Back Injuries to Pilots of High G Aircraft Bruce Henderickson Show Me the Money Marc Himelhock The Airfare System Tom Holler The Effects of Having a Private Pilot License on SUPT Performance Randy Holt Timing of HUD System Training in SUPT Chad Holt Training Aircraft Maintenance Officers Without a Career Field Education and Training Plan Chris Ireland Aircrew Perception of C-130 Operations Under the "Hard-Crew" Concept of Crew Management Buster Keeling Reducing the Probability of a Catastrophic Bird Strike Honore Kwame Air Traffic Controllers and Stress - What are Its Causes and Effects Richard LeBlanc IFF Student Performance Ricky Lee Study of Bomb Scoring Effectiveness for B-1B Danny Lee, A Study to Assess the Effects of Instructor Pilot Influence on Follow-n Aircraft Selections Made by Students During SUPT Rodd Lingsch Feasibility Analysis for the Manufacture of a Privately Owned Autonomous Civilian Aircraft John Lipps Time for a Large Supersonic Transport? Gerry Little Comparison of Instructor-Based versus Computer-Based Instructional Methods for Training in Emergency Procedures for the Boeing T-43A Aircraft Matt Lloyd JSUPT Student Checkrides: Monday vs. The Rest of the Week Wylie Lovelady Research Failures in T-38 SUPT Randy Lucke Benefits and Detriments of the USAF C-17 Head-up Display Robert Marasco Contracting Air force Services Activities With NAF Personnel Ryan Marshall Residual Effects of Alcohol on Aircrew Performance Pete Mastroianni Effectiveness of Flight and Simulator Training in JUNT

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First Last Name Title Name Lee McAnges Risk Management and Decision Making Rich McCool Fighter Pilot Checkride Performance Jason McCurry A Study of Aircraft Maintenance Officer Training Effectiveness Keeling McLin Reducing the Probability of a Catastrophic Bird Strike Larry Menkhoff Vertiports: The Connected Reliever Airports of Tomorrow Richard Miller Study of the Performance Characteristics of the Maule Comet Stephen Mollick Air Force Retention Matt Morley Identifying Complacency Robert Moses The Affects of Losing the Safety Privilege on the USAF Mishap Prevention Program Adam Perry Night Vision Goggles and Spatial Disorientation Mike Phaneuf The Effects of Poor Contract Specifications on Civilian Simulator Instructor Contract Payments Neal Phillips Fighter Pilot Training Attrition Kevin Plescha Comparison of the Grades Given by Simulator Instructors Dana Powell The Affects of Fatigue on Long Duration bomber Missions Tim Press T-37 and T-38 Accident Rates Steve Price The Correlation of AETC Mission Capable Rates and Depot Funding Levels Mark Pugnale How the Automatic Flight control System Affects B-1B Flight Operations Adam Reedy Birdstrikes Moses Robert The Usefulness of SUPT in the Development of a Better Fighter Pilot John Robinson Regional Aircraft Reference: A Study in Turboprops vs. Regional Jets Ryan Rocha Accommodating the Airbus 380 May be Difficult for Existing Airport Infrastructures and Airline Operations Chris Ryan Determine if Removal of FlI Motion from T-50 Flight Simulator will have a negative impact on JSUPT Student Performance Rafael Salazar Simulator Training an Alternative Low-Cost Program to Earn a Private Pilot License Vanessa Savas AF Pilot's Knowledge of In-Flight Weather Hazards Charles Schaan Effect of the Pilot Bonus on Retention Thomas Schadegg An Examination of USAF Pilot Attrition Eric Scheulin A Comparison of Student Performance Between the Navy's T-45 Advanced Strike Flight Training and the T-45 TS Strike Flight Mark Schlichte Formed Crew Training in the B-1: Preparing for Combat Clarence Schulter Determining the Effectiveness of the Current G Awareness Training Program Used by USAF Student Pilots Kurt Schuster Student Flight Experience and Its Effect on the USAF C-130 Formal Training Unit Christine Scolaro Avionics Training and the Armed Services Vocational Aptitude Battery George Sebren Aircraft Maintenance Field Training and Its Affect of Aircraft Reliability Ed Sererak T38 Weight and Balance Problems Clint Sigg The Effects of Previous Military Flying Experience on Success in JSUPT Gary Smith VHF Radios in Trainer Aircraft, Should they be Required? Andy Smith The Non-Volunteer Assignment System and the Effects on JSUPT Davey Smith Training Detachments or Maintenance Training Flights: Is there a Difference in the Quality of Training?

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First Last Name Title Name Ed Stack Comparison of Military and Airline Lifetime Earnings Brian Stewart The Feasibility of Starting and Operating a Civilian Aero Club at Del Rio International Airport Lon Stonebraker Determine if the Flight Screening Program Provides a Cost Effective Means to Screen Pilot Candidates Patrick Sullivan USAF Navigator Aviation Career Continuation Pay Kevin Taliaferro Air Force Officer Qualifying Test Performance Versus Joint Undergraduate Navigator Training Performance James Taylor Pilot Perceptions Relating to GPS Approaches Jason Taylor A Study to Determine if Engineering Order Packages Release Time is Affected by ISO (001 Standards, TQM Practices, and Prior Improvement Practices at USBI Keith Teister Specialized Pilot Training … Is It The Answer? Rosemary Thorne JP-8+100: Reduction in Coking of Military Jet Engines Dave Tuck An Examination of USAF Tanker Aircrew Deployment Rates and Utilization Robert Ungerman A Measure of the FAA's Efforts to Eliminate Vehicle and Pedestrian Runway Incursions George Uribe Fighter Pilot Production Rates of the USAF, A Descriptive Study Paul Walker A Measure of Network Security at Randolph AFB Doug Wall Male Instructor Pilot Acceptance of Female Air Force JSUPT Students in the T-38 and T- 1 Tracks Scott Wallace A Comparison of Failure Rates Between left and right J69-T-25 Engines Used in USAF T-37B Primary Training Aircraft Barbara Watkins The Effect of Tail Strengthening Modification on the Number of In-Flight Breakups of the Beechcraft Model 35 V-Tail Bonanza Woody Watkins The Fighter Pilot Shortfall Revisited: A New Look at Old Problems and Possible Courses of Action Ken Watson USAF Pilot Acceptance of Unmanned Aerial Vehicles as an Offensive Weapon Robert Whetzel Aircraft Maintenance Safety Training: Effectiveness of Safety Training for Maintainers Matt Yoder Pilot Retention as it Relates to the Pilot Bonus

First Last Name Title Name Adam Alaweith Safety and Reliability of Military Vehicles Suzanne Albert Comparison by Customer of Baseline Lockheed Martin C130-J Hercules II System-Level MTBF John Alexander A Study to Determine the Effectiveness of the Rewards and Recognitions Program at Boeing - Mesa Philip Alldridge The Effect of Wind on the Demonstrated Hover Performance on a Single-Rotor Helicopter Victor Alvarez Orbiter Window Replacement Due to Damage by Orbital Debris and Meteoroids Manuel Alvarez The Effectiveness of Teaming at Boeing-Mesa Isaac Andu Space Shuttle Pressure Control and Conservation of Gaseous Nitrogen and Oxygen during Extra Vehicular Activity Flights John Ariano A Study to Determine the Relationship Between Proposal Requirements Definition and the Actual Costs of Design and Manufacturing

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First Last Name Title Name Linda Askew Analysis of the Effectiveness of Computer Assisted Passenger Screening Systems Laurie Austin Communication Between Core and Off-site Team Members in the Program Managers Office for Light Armored Vehicles David Bacon Use of Multivariate Analysis to Develop a Site Selection Model for Embyr-Riddle Aeronautical University's Extended Campus Garth Bailey Software Costing Methods for the Proposal Basis of Estimate of Algorithm Intensive Programs Doug Baker Statistical Analysis of Fatal Accidents Involving General Aviation Aircraft Susan Balakier The Effectiveness of the Army Civilian Workforce Performance Appraisal System Michele Baltrusaitis Analysis of Customer Service Implementation Standards for TACOM Jeffrey Banks A Study to Determine if it is Economically Feasible to Compensate Student Athletes Financially Based on Revenues Generated by Universities and Major Advertisers and if Fans Who Ultimately Pay the Price Would Accept Such a Proposal Jeff Barch Teaming With the Customer in the Workplace James Bartlett A Study to Determine the Perceived Level of Career Progression Assistance Provided by a MSTM Degree Tom Baxter The Effects of Maintenance Program Changes on the Unscheduled Removal Rates of Components at Delta Airlines Kent Beckert Computer Asset Life Cycle: Desktop, Laptops and Notebooks Doug Beesley A Detailed Competitive Analysis of the JSTARS E-8C Re-engining Alternative and the Boeing 767-400ER Propulsion Systems Joe Behrman The Impact of Privatization of F-117 Aircraft Inspection and Maintenance Functions on the 49th FW Aircraft Availability Kalif Bell The Effect of An Aging Workforce at Lockheed Martin Aeronautics Company Adam Bell Budgetary Constraints and the Need for Innovative Acquisition Strategies Olga Belozerova Analysis of the International Space Station Integrated Multilateral Advanced Increment Training Plan (ISS MA/ITP) and Associated Flight Operations Curriculum Administration System (FOCAS) On-line Support Tools Eufracio Benavides Job Recruiting in the New Millennium Richard Benonalid Study on the Feasibility of Implementing Digital Mockups in the Engine Manufacturing Company Chris Benson An Analysis of the Effectiveness of Streamlined Process for the Space Station Mockup Training Facility Vlad Besmer Space Launch Vehicle Success/Failure Rate Myrella Beyer Flexible and Common Systems for the ISS Resupply of External Components Thomas Bigley Software Safety Development Process Gregory Birdsall Development of a Prototype User Interface for Executing Standard Tasks and Accessing Program Information Terry Bjorke Purchased Stores On-Line Printing Process Within Puget Sound Boeing Airplane Programs Daniel Bock The Accuracies of Temperature forecasts for the Dallas/Ft Worth Area Matthew Bogues Improving the Anomaly Reporting Process in the Shuttle Mission Simulator at the Johnson Space Center Sean Bohart Student Satisfaction with the MSTM Degree Troye Bolden Family and Medical Leave Act: The Effects of Absenteeism on Service Performance at

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First Last Name Title Name Delta's North American Reservation Call Center Jim Bolton Optimum Number of SRB Liaison Engineers Required to support the Current Space Shuttle Launch Rate Mike Borgia What Constraints Limit a Corporation's Ability to Implement Lean Manufacturing Techniques Within the Aircraft Maintenance and Modification Industry? Mark Boudah Long Term Effects of Vibration and Acoustics on US Navy Flight Deck Personnel Mark Bowman The Effects of Variations in Speed and Subject Resistant Force on International Space Station Treadmill Power Consumption Chris Bowman Trends in New Hire Relocation in the Aerospace Industry Jan Bridgham A Study to Determine if There is a Significant Difference in the Perceptions of the Students and the Instructor on Any Given Course Russell Brinton Attrition Rates for the Engineering and Technical Workforce of the Boeing Company Before and After the 40-day Strike in 2000 Howard Brott The Acceptance and Implementation of Lean Thinking Todd Brown A Study to Determine if A Standardized Proposal Process will Reduce Labor Hours Required During Proposal Development Jerry Bugg Most Effective Manufacturing Method and Organizational Style Norma Butler Customer Satisfaction with ERAU Support Center Bryan Caldwell Logistics Engineering Degree Program For Recruiting Future System Support Engineers at Harris Corporation Christine Cameron A Study to Determine the Interest in participation in a Mentoring Program in Avionics Engineering at Boeing-Mesa David Carlile Development of a Prototype User Interface for Executing Standard Tasks and Accessing Program Information Joshua Carnegie Flight Test Instrumentation: Who Should Handle the Task? Cherice Carter Logistical Implications of Acquisition Reform in the TACOM Integrated Material Management Center Bruce Carter Career Development Objectives for Manufacturing Engineering Positions Daryl Chapman Effects of the MDR Process on JSF Hardware at P&W Lisa Chavelot Will Pull Signal Reduce the C-17 Program's Inventory-carrying Cost? Richard Christ A Business Plan for the Continued Manufacture of MD900 Main rotor Blades Anna Clements Monitoring Of Potable Water On The International Space Station Pat Cody Marketing the MSTM Program to Education Administrators and Faculty David Coe A Study to Determine if A Standardized Proposal Process will Reduce Labor Hours Required During Proposal Development Randell Cohen Development and Implementation of the ISS Fleet Resource Management Function Russell Cole The Benefits of an ISO 9000 Quality System in a Business/Manufacturing Environment Debra Cole Viability of Personal Computers for Critical Process Control Klint Combs Determining the Correlation between Diameter, Hardness, and Stiffness, of Silicon Rubber Seals for Space Shuttle Orbiter Pressure Hatches Craig Cornell Propulsion Systems for Exploration of the Solar System Jose Cruz Implementing the Capability Maturity Model Integration (CMMI) Roger Culp The MSTM Program as offered by ERAU is a unique Opportunity to Obtain an Advanced Degree for Working Adults

PAGE 427 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

First Last Name Title Name Tim Curry Organizational Commitment of New-Hires at Lockheed-Martin Skunk Works Tobias Daniels Nonconformance Documentation Methods in the Aerospace Industry Robert Daub Reducing Overstress Failures in Small Diameter Fasteners Used in Gas Turbine Engines Gwendolyn Davis The Measured Effects of Reducing the Estimate at Complete (EAC) Process Cycle Time Mark Dirusso Elimination of Military Specifications and Standards Robert Dixon Improving Development of Jet Engine Efficiency Carliane Downs Elimination of Purchaser Testing of BMS510-20 Fuel Tank Coating Richard Duckrow Standards for the Electronic Transmittal of Aircraft Propulsion System Performance Data Blake Dunne Time for the Annual Inspection or Too Much Time for the Annual Inspection Bob Duzan International Space Station Vehicle Failure Assessment Process Evaluation Alfred Edmonston The Cost Benefits of Reducing Cycle Time by Implementation of Work Cells Bill Edwards Process for Solving Same/Similar Abnormalities that Exist on Multiple Models/Types of Aircraft at the Boeing Commercial Aircraft Company David Eisele Employee Vitality: Data For Strategic Planning Ken Emerick The Statistical Cost of Quality Program Determination for the Launch Operations and Support Contract Robert Emerson Determining the Optimal Inspection Interval for the Space Shuttle Orbiter Radiator Panels Carlos Enriquez The Verification Methods Used to Ensure Mechanical Fit During Assembly of The International Space Station Hector Escobar High Speed Serial Bus Network Simulation Rick Eurich Aerospace Impact on Professional Organization Membership in the Southeast US Patrick Fallon Residential Fires in Indian Harbor Beach Florida as Related to Type, Time, Day and Probable Cause Luis Famatiga Improving the System of Communications of an Aerospace Organization Through the Application of New Technology John Felton Evaluating the Use of AutoCAD to Automate Wirelists From Engineering Drawings in the Shuttle Mission Simulator Alex Fernandez A Study of Upward Evaluated Supervisors Perceived as "Poor Performers" Liz Ferrante A Comparative Study to Determine Perceived Differences Between Company-Sponsored and Non-Sponsored MSTM Students at Patrick AFB, FL Mark Ferrell A Study to Determine if Using e-Commerce for Buyer and Supplier Collaboration of Planning, Forecasting, and Replenishing on the Internet will Improve Supplier On-time Delivery, Reduce Paco Figuero Space Shuttle Main Engine Material Processing at Pratt and Whitney Carlos Figueroa An Aide in the Form of a Graphical Tool used During Exhaust Nozzle Conceptual Design Studies for Selecting and Sizing Geared Rotary Actuators Marjorie Filler Implementation of the New Cable Running List Tool Robert Fisher Space Shuttle Program Reinvent II Judy Fleming Software Development Methodology: A Comparison of Feature Driven Development to Traditional Waterfall Model Denny Ford A Study to Determine Customer Desired Elements of Customer Service of a Customer Service Center at Honeywell-Hardware Product Group Michael Forminski Federal Government Employees At The Tank, Automotive, And Armaments Command (TACOM): Will They Lead TACOM Or Will Their Jobs Continue Getting Contracted

PAGE 428 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

First Last Name Title Name Out? Kevin Fraleigh Community Emergency Response Team Force Readiness in Bevard County Florida Dayle Frazier Government Privation Feasibility Assessment Study Eric Freeman Testing The Air Force Environment for Interactive Electronic Technical Manuals Camille Freeman Optimum Life of Valve Regulated Acid Batteries on UPS Units Dan Froelich What Gains in the Form of Manufacturability, Performance, Quality, and Cycle Time can be Made Though Advanced Technology, and Other Process Improvement Methods to Optimize the Boeing C-17 Main Landing Gear Boring Chuck Fulcher Incorporating Satellite Global Positioning Technology Into the Next Generation Safer (Simplified Aid For EVA Rescue) to Enhance Performance and Rescue Capability Germaine Fuller Marketing in the Government: The Dual-Use Visual Perception Lab Marketing Plan Kristina Gaboury Relationships Between Software Accuracy, Available Resources, Time Constraints and Irregularity Reports on the Portable Computer System (PCS) Project Monty Gaither A Study of the Feasibility of Boeing Mesa’s Information Systems (IS) Setting up all the IS Employees With Telecommuting Hardware and Software Mike Garber Transmission of Macro Viruses in Email Attachments Elia Garcia Is Empowering Appropriate for Use at TACOM Mark Gardner A Study to Determine Whether Integrated Supply Chain Scorecards Effectively Improve Key Business Goals Roger Ghoussoub The Effects of Offsets on Boeing Commercial Airplane Group Robin Giebner A Study to Determine if Using e-Commerce for Buyer and Supplier Collaboration of Planning, Forecasting, and Replenishing on the Internet will Improve Supplier On-time Delivery, Reduce John Gillis How to Keep the M1A1 Tank Competitive Until 2015-2020 Chris Giudice B777 Software Load Delivery Defect Root Cause Analysis Ruben Gonzales Are There Successful Strategies For Implementation of Training Techniques For Direct Labor Mechanics? Mike Goodall Assessment of On-Orbit Inventory Management for the International Space Station Alan Goodworth Use of Concurrent Engineering & Integrated Computer Tools to Reduce Development Time & Cost of Build-to-Packages for Aircraft Structures Danette Gracia Analysis of the Effectiveness of a Document and Image Management Solution Randy Grant An Evaluation of Shuttle Engineering Critical Skills Tim Green A Paradigm Shift of US Military Defense Contracts and International Partners Michael Greenberg Aviation Security: Will Americans Participate to Make the Skies Safer? Brent Griffith Total Cost Optimization for Procurement and Calibration of Torque Wrenches at the Boeing Mesa Facility Dan Gurley Emergency Egress Capacity of the JSTARS E-8C Aircraft Billy Guttaduaro Employee Evaluations Scott Halder Increasing Employee Participation/Membership at Pratt & Whitney On-Site Fitness Center Wesley Hall Hall Series Motorcycles Business Plan Michael Hall An Embeddable Micro-Sensor System to Monitor, Analyze, and Adaptively Control Composite Cure Cycles in Real Time Stan Harris Data Warehousing at Lockheed Martin Launch Operations

PAGE 429 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

First Last Name Title Name Pat Harris Future Demand for the Unmanned Combat Aerial Vehicle Shannon Hawkins A Comparative Analysis of E-Mail based and fax-based Customer Support Between The Boeing Company and its Suppliers Charles Hayden Developing Full Authority Digital Engine control (FADEC) Electro-Magnetic Compatibility Test Methods on the Sikorsky S-76 Helicopter Jeffrey Heitzman Achieving An Integrated Propulsion Module System in a Highly Constrained Development Cycle Moutaz Helwani The Statistical Cost Saving Benefits Due to Implementing the SUMS into the Apache Longbow AH64D Helicopter John Henning Development of Accelerated Mission Testing to Improve Field Reliability of Military Fighter Aircraft Engines KC Henry Researching the Validity of Affirmative Action Programs at Embry-Riddle Aeronautical University Cliff Henry Analysis of Operating Costs of Electric and Hybrid-Electric Powered Vehicles Ron Henson Population Study of the Common Snook in Florida Waters Bruce Herba Are More Spares Required for USAF Aging Aircraft Dwight Herkness What are the Three Most Important Factors That Influence Employee Satisfaction as Perceived by the Employees of the Boeing C-17 Program Robert Herman How a High Performance Organization Compares to a Traditional Engineering Organization Jean Hermanson Causes of Turnover Among Associates Michael Hessian Reducing Cycle Time for the C-17 Major Article Inspection Process Philip Hickman Similar Part Pricing Analysis Reid Hickmon Drilling Operations of Lithium Aluminum on the F-16 Production Line Jose Hizon Expectations and Emotions Toward Retirement Richard Hobby A Comparative Analysis of Time Management Techniques at Different Management Levels LaChelle Holland NASA Integrated Services Network INISN Bandwidth Utilization Study Steve Holland Analysis of Development Jet Engine Testing Delays Joe Horvath US Army Unit Sustainment Training And Its Impact On Vehicle Readiness Mark Howard Comparative Evaluation of Numerical Control Programming Tools Alan Howerton Reengineering the Organizational Structure of the 419th FLTS Dean Hughes Consolidating Microsoft Exchange Rick Hunter Anodized Aluminum Module Cores Used For Electrical Isolation in Liquid Cooled Equipment Racks Bob Hydrick A Study of the Knowledge held by the employees of the Range Standardization and Automation Program (Phase I) Concerning the Social Responsibility of their Respective Employers Robert Ibanez Assessing the Relationships Between United Space Alliance Flight Operations Training Academy Student Final Test Performance and Relevance of Program Specific Content. Chuck Iorio Funding of the Comprehensive Everglades Restoration Program at the South Florida Water Management District Jeff Jacobsen Final Assembly Variance and its Affect on Longbow Apache Manufacturing Cycle Times Ethel Jarden- Improving the Integrated Training Facility Scheduling Harrell

PAGE 430 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

First Last Name Title Name James Jarvis A Research Study to Determine if Equipment Productivity can be Improved with the Aid of Computerized Fault Analysis Paul Jensen A Study to Analyze the Cost of Quality Within Honeywell's Assembly and Test Center of Excellence David Johnson A Study to Estimate the Effectiveness of the Performance Management Process (PMP) at Northrop Grumman and to Identify Significant Measures for Improvement Tyrone Johnson Differential CATIA and Pro/Engineer (A Tale of two Computer-aided Design Systems) Gari Johnson Cost Benefit Analysis of Telecommuting Nettie Jones Improving the Process for Approving and Implementing Upgrades to Software Products Pete Jones The Knowledge Level of Computer Sciences Raytheon Employees that Work on the Eastern Range Relative to ISO 9001 Certification Lisa Jordan The Effectiveness of the Process Surveillance Program in the USA Process for the Shuttle Mission simulator at the Johnson Space Center Ryan Kagey The Effect if Mentoring Programs on Job Performance Mike Kaplan Supply Chain Logistics Effect on F-117 TSPR Contract Costs Alan Keener USA Employee Knowledge Level of KFC Lightening Policies Christina Kelley A Study of the Chaku-Chaku Production Line Incorporation of Conventional Machinery to Increase Cost Savings of Light Structures Fabrication & Assembly Tim Kent A Review of the Structured Surveillance Process Used by USA at Kennedy Space Center Edward Kitchen Lean Logistics - Combining Tasks to Save Money Louise Kleba Determine the Need for a Life-Long Learning Program that Utilizes Simulation Technologies to Teach Marketable Skills Beth Kline An Assessment of the Cost Effectiveness to Rebuild, Redesign, or Purchase Off-the-Shelf Hatch Seal Leak Check Units Bill Knaffl Software License Management Jeff Knapp Millennial strategies and Techniques for an Aerospace Manager in Southern California to Professionally and Personally Succeed Daniel Kramek Is it Cost Effective to Operate Harris's Geospatial Information Processing Center Computer System at Greater Than 80 Percent Capacity? Kevin Kuhn Are There Advantages to Using a Condensed Workweek? Richard Kulesha Use of Concurrent Engineering & Integrated Computer Tools to Reduce Development Time & Cost of Build-to-Packages for Aircraft Structures Gina Lakestream Technical and Office Services' Computer Platform Utilization at LME, Pratt & Whitney Dan Lambright Personal Computer System Total Cost of Ownership for Pratt & Whitney Florida Operations Dianna Lampert Determing the Relative Cost of Processing KSC Payloads in Commercial or Government Mike Lansing Documentation of Processors and Technicians Necessary to Deploy Electronic Business Capabilities into Conventional Business Environment James Lascassagne The Impact Of Personal Computers On The Use Of The Amateur Radio Bands Luis Lebron The Effect of Airline Route Fragmentation on Aircraft Sale and Development Sophia LeCour An Analysis of the Manifest Requests Submitted Within Launch Minus Three Months for Space Shuttle Flights 8A to 11A David LeDosquet Business Case Evaluation of Electronic Factory Work Instructions in Commercial Airplane Production Marie Lee The Usefulness of an ERAU MBA or MS Degree

PAGE 431 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

First Last Name Title Name Lina Lelchuk Russian Blueprint Reading Guide Tom Leonard Implementation of a Configuration Management System at Lockheed Martin Fleet Ballistic Missiles Eastern Range Ed London The Cost of Maintenance in Military Aircraft Caused by the Insertion of COTS Equipment Penny Long Business Plan: Technical Management and Consulting Mike Loschiavo Monetary Reward is Not the Only Employment Motivation Paul Lucas The Feasibility of Common Training Rotational Hand-Controllers for Space Flight Training Facilities Manny Magdaleno Lockheed Martin Aero-Palmdale Hazardous Materials Control Janice Malik The Effects of A Direct Mail Campaign to Sell Cellular Telephone Accessories Kirby Maples Identification of Factors Prolonging the Outside Repair Process Dave Marindino Diversity in the Workplace: A New "Politically Correct" Form of Discrimination Bob & Sue Martinez The Cost and Space Savings with Implementing Telecommuting at Boeing - Mesa Brad Mau Flight Controller Training Model for Ascent/Descent Flight Design Joe Mayes A Study to Determine the Benefits of Outsourcing the Distribution of Perishable Supplies at The Boeing Mesa Facility David McCormick Examination of Space Shuttle Stacking Tolerances Tom McCullough Training Requirements of Front Line Managers with Regard to Championing Organizational Initiatives Chris McElroy Work Study Analysis of the Avionics Training Division Matt McKaig How Organizations Are Dealing with Y2K Nathan Merritt Why are the Leaving: A Study of Lockheed Martin Turnover at Edwards Air force Base Pamela Metz A Study of Customer Expectations of the Ethics Training Pilot Program for the Franciscan Missionaries of Our Lady Health System Mark Michael Outsourcing Maintenance Labor vs. In Source Labor Larry Michals A Study to Assess Student Perceptions of Taking MSTM Courses Online Tim Millard A Study of Root Cause Failure Analysis that Enables and Expedites Component Corrective Action and Replacement Mike Missale Utilization of the Company-Sponsored Computer-Based Training (CBT) Program at Northrop Grumman's Melbourne Site and Ways to Increase the Utilization Rate Brad Missimer A Study to Reduce Corporate Workers' Compensation Costs Greg Mitchell Developing An Aircraft Repair Organization Mark Monoghan Analysis of the Performance of Facility Maintenance Using Internal Indicators of System Operation at KSC Jeff Moore Pre-Use Validation of the Space Shuttle Radiator Deployment System Diana Moore A Study to Determine Employee's Perceptions of Management's Safety Attitudes and its Impact on the USA Safety Program at the NASA Shuttle Logistics Depot, Located at Cape Canaveral, Florida Belinda Moses TACOM Databases on the Web CJ Mosley Understanding a Business Plan for Creatively Investing in Real Estate Sandra Munsey The Effectiveness of Motivational Stimulation of Contract Performance Employees of the Boeing-Mesa Ordnance Range Rodney Nabizadeh Optimum Pressurized & Unpressurized Carrier Flight Rates for the Space Shuttle Orbiter

PAGE 432 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

First Last Name Title Name to Support the International Space Station in the Post Assembly Timeframe Paula Narducci The Effect of Outdated/Obsolete Equipment on Productivity Within the Test Engineering and Operations Department at the Space Shuttle’s Solid Rocket Booster Element at the Kennedy Space Center Scott Newland Rapid Prototyping-How does it Affect the Bottom Line James Nolan A Study to Determine a Cost Effective Means of Providing Quality Employee Training to Semi-Skilled Employees of the Boeing Electrical Product Center Gerald O'Connor Analysis of Army Efforts to Contain Corrosion on Tactical Vehicles Alex Odekerken The Impact of Defense Budget Cuts in the 1990s on Military Readiness Steve Odem Re-Configurable Wire harness Form Boards June Ogawa Employee Satisfaction Index in the Boeing Company Maurice Okagua Analysis of Interference Disposition in the Boeing 737 Transparent Digital Pre-Assembly Environment John Olesky A Study to Identify the Changes in Attitude of Company Personnel that may have Occurred While Achieving ISO 9001 Certification Larry Orwig Software Costing Methods for the Proposal Basis of Estimate of Algorithm Intensive Programs Regina Owens A Critical Analysis of Managerial Styles: The Motorola White Oaks Semiconductor Plant vs The International Space Station Program Mark Palusis A Study to Determine the most Economically Feasible Documentation Management System for the Inlet and Exhaust Nozzle Technology Group Raphael Pardo Determinant Assembly Applied To The Spar Automated Machines To Support Continuous Process Flow In The Spar Shop At The Boeing Company Don Parry Market Feasibility of Aerogel Windows Manufactured in Space Gregory Pasienski Increasing Recognition of a Trapped Fuel Condition Doug Pasquan Business Case Analysis of Weather Effects on Outdoor Radar Cross Section Measurements Testing Joel Pastrana Evaluating Schedule Reliability of Boeing 747-200 Aircraft after Modification to a Freighter Configuration by Third-Party Maintenance, Repair and Overhaul Facilities Chris Paul Chemical Processing Tankline Data Management Proposal for Boeing, Mesa Perry Paulhamus The Relationship Between Employee Satisfaction and Self-declared Productivity in an Aviation Maintenance Facility Keith Payne The Effects of Commuting on Job Satisfaction of Employees of Lockheed Martin Palmdale Keith Pedersen The Impact of Privatization of F-117 Aircraft Inspection and Maintenance Functions on the 49th FW Aircraft Availability Michael Perez A Study on How to Improve the Interactive Electronic Technical Manuals Comments from the Customer Dan Perron The Change in Boeing Employee Perception of Lean Manufacturing from a 1998 Study to 2000 Ray Pestik The Impact of ISO 9001 Implementation on Non-Conformance Problems Matthew Pinkos Feasibility of Widening North Banana River Drive in Merritt Island Florida John Pujazon Strengths and Blockages, an Approach to Understanding the Effective Work Team Monique Purdon An Evaluation of the Perceived Effectiveness of the Engineering Leadership Development Program

PAGE 433 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

First Last Name Title Name Kevin Purdon An Evaluation of Two Aircraft Usage and Structural Damage Tracking Methods Mary Quinn The Us Army Tank-Automotive And Armament Command’s Integrated Materiel Management Center Transition To A Multi-Functional Workforce Heidi Racek Feasibility of Increasing Data Recording Capability for Mission Control Center (MCC) Joe Rakocy The Closing of Stratford Army Engine Plant Ryan Ray Product Data Management and the Paperless Factory Wayne Reinhardt Common Threads for the Successful Implementation of a Product Data Management Tool Paul Relyea Evaluation of the Emergency Oxygen System Used by the Astronauts when Wearing the Advanced Crew Escape Suit Joe Ricci Total Quality Management Applied to Various Nondestructive Inspection Techniques of Polymer Matrix Composite Materials Aida Richards A Study to Determine the Impact of Raw Materials and Flow Barriers on Deliveries of Detail Parts Bill Riehl A Customer Satisfaction Study to Determine if a New On-line Technical Database System is Satisfying the Customer at Northrop Grumman Patricia Rike Recycle Time for the C-17 Aircraft Joining Sam Ritchie The Relationship Between Level of Detail in Software Requirements and Software Quality Raul Rivera Within A Lean Thinking Environment, Is A Material Services Department More Effective in a Regional or Centralized Structure Rudy Rivera Development of a Prototype User Interface for Proposal Status Efficiency Roxie Rodriguez The Best Method of Discrete Charging of Services for the Portion of a Mainframe Attributed to a Web-Enabled Environment Doug Rogers A Study to Determine the Effectiveness of T800 Flight Test Engine Performance Analysis Chris Rohe Lockheed Martin Aeronautics - Fort Worth: Biometric Workstation Authentication

Dave Rohnkohl A Comparison Study of Safety Attitudes Between The Three Business elements of USA Florida Operations Angel Rosado Production Support Request for Engineering Action System Annex Robert Rowan Workforce 2000: The Contract Employee Edward Rubio A Comparative Analysis Of The Cessna 172 And The Piper Pa-28 Aircraft Robert Ruhge Total Cost of Ownership Analysis of Unclassified Network Printers Alex Russo Solving Resource-Constrained Project Scheduling Using Genetic Algorithms Fred Salehi Comparison of Ethnic Group to Family Value Danny Salome A Study to Determine the Potential Market Share Growth of T-53 and T-55 Engines for Honeywell by Successfully Providing the Army a Logistical Support Package Zoe Salome A Study to Determine the Potential Market Share Growth of T-53 and T-55 Engines for Honeywell by Successfully Providing the Army a Logistical Support Package Kevin Salone Best Tools and Processes for Developing Schematics Dan Sawicki Optimizing Configuration Management for the JEDI Product John Schibler Is There a More Cost Effective Alternative to Boeing Corporation Engineering Standards Greg Schindler The Knowledge of USBI Employees Of ISO 9000 Requirements at The Kennedy Space Center

PAGE 434 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

First Last Name Title Name Joe Schlueter Can Knowledge Management Improve Service Engineering Efficiency Answering Customer Problems Brandon Schneberger The Evaluation of the V-22 Osprey in a Combat Environment Compared to Current Military Assualt Helicopters Jennifer Schneider Perceived Stress of Today's Working Father Tim Schreiner The Impact of Privatization of F-117 Aircraft Inspection and Maintenance Functions on the 49th FW Aircraft Availability Dan Sconyers The Validity of New Manatee Waterway Restriction in Brevard County, Florida Robert Scordino Monte Carlo Simulation Applied To Directed Acyclic Networks Steve Sebesta Why do Engineers Leave United Space Alliance Rosa Maria Segovia Utilization of the Product Quality Deficiency Reporting System and Awareness of the TARDEC’s Quality Policy Dana Shinn A Study to Determine the Relationship Between Data Reporting, Gun Violence, and Public Endangerment Beverly Siirila Telecommuting Aaron Sims Feasibility of Unmanned Combat Air Vehicles Gary Smith The Implementation of an Effective Peer Review Process Decreases the Frequency of Latent Software Effects James Smith The JSF Culture: Challenging the Status Quo Bob Smith Cost Analysis of the Construction of WINGSHIP Demonstration Vehicle Dave Sorrels Measuring a Workplace Safety Program Todd Spangler Realizing Virtuality Dan Specksgoor Outsourcing Engineering Support: The Manager's Dilemma Jerry Spruill The Innovations in Information Technology and Their Effects on Management/Employee Communications Gary Spry Expanding the MSTM Program into SE Michigan Automotive Market Ron Stadelman Comparing Work Performance Levels to Engineer GPA Karla Star Comparison of Cost Between Lightweight Tray Repair and Lightweight Tray Replacement Matt Stork Infrared Thermometer Applications at UPS Orlando Dave Stover A Study of Transport Category Rotorcraft Fuel System Design Jeff Straehla Knowledge Management: Past Systems vs. New Kurt Strominger Retention of Information Technology Personnel at Pratt & Whitney Michael Strong Comparison of Company X's Evaluation System with Other Evaluation Systems David Studtmann A Study to Analyze the Cost of Quality Within Honeywell's Assembly and Test Center of Excellence Sandra Synder Comparative Analysis of the Non-powered and Powered Floor Proximity Emergency Escape Pack Marking (EREEPM) System Connie Tapia Similar Part Pricing Analysis Micchael Teachout The Atlanta Line Maintenance Semiautomated Aircraft Status System David Telles The Effectiveness of Teaming at Boeing Mesa Maelouise Tennant Laminated Glass Fabric, Polytetrafluorethylene (PTFE) Tubular Bearing Cage Material Tensile Strength Investigation Dane Terrill The Potential For Implementation Of Enterprise Resource Planning Systems At Lockheed

PAGE 435 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

First Last Name Title Name Martin Information Systems Company Elizabeth Thompson Lean Thinking: Facilitating the Union/Management Relationship at the Aeronautics Company James Thompson A Study to Determine the Relationship Between Proposal Requirements Definition and the Actual Costs of Design and Manufacturing Terry Thurman Feasibility of Producing and Implementing Paperless Engineering Instruction Documents Using PC and LAN Technologies Carol Till Stress in the Workplace Marta Tomkiw TACOM's Research, Development and Engineering Center's Move into the 21st Century Robert Tonti Space Tourism Logistics Basics Lieu Tran How to Drain the Swamp in Flight Software Integration? Robert Trenor Investigation of CM Tools Available to the Aerospace Industry Lia Tusannotte A Problem Solving Case on Organizational Change: The Capability Maturity Model Integration and the Resistance to its Implementation Bob Tuthill Aging Aircraft as Primary Cost Driver in 707 O&M Steve Urquhart The Impact of Privatization of F-117 Aircraft Inspection and Maintenance Functions on the 49th FW Aircraft Availability Anna Valkenaar Implementation of the Defect Roll-up Tool and Upper Management's Satisfaction of the Tool Ed Varley An Analysis of the US Military Production Deficiency Reporting System to Eliminate Barriers Robert Vaughan Formula for Practice on the PGA Rebecca Vause A Study to Determine if Implementing an On-Site Childcare Center Can Increase Employee Productivity Ted Vician Halon Replacement for The Bradley Fighting Vehicle System, Phase III Randall Vogtman Analysis of International Space Station Configuration Management Data to Predict Future Workload Val Vonheeder Participation of Employee Students in Northrop Grumman Corporation Technology Development Activities to Satisfy Graduate Research Project Requirements for a Graduate Degree Brian Waldron RL10 Chamber Tubes Flow Elimination Study William Wallace An Investigation of the Effects of Implementing a Data Manufacturing System to Assist Operations Analysts in Producing Timely Products Randy Ward Internet Security Bill Ward Projected Cost of Retiree Inflation Protection Walter Wardzinski Stock Price Prediction Models; A Comparison of Model Accuracy Focusing on the Stock of the Boeing Company Felycia Washington The US Army Tank-Automotive And Armaments Command EDI Capable Clyde Watson The Effectiveness of Safety Evidence Assurance Levels as Compared to DO-17813 As a Software Process Craig Watson A Study of the Relationship of Traction, Horsepower, and Speed in Drag-Racing Gerald Welcome An Analysis of the Distribution and Workload of Ground Station Operators Exploiting Air To Ground Sensor Data Robert Wetherley Converting the Mission Lake Villas Subdivision from Well Water to Reclaimed Water for Irrigation

PAGE 436 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

First Last Name Title Name Jeff White A Study to Determine Customer Desired Elements of Customer Service of a Customer Service Center at Honeywell-Hardware Product Group Jeff White Logistics Implications of Converting Military Specifications and Standards to Performance-Based Specifications and Commercial Standards Scott Wieberg Consolidation of Drawing Release Systems Donna Williams Improving The Boeing C-17 Avionics Software Estimating Process Daniel Williams WLAN for Electronic Technical Documentation Around Ordinance Doug Williford The Economical Feasibility of Utilizing Ceramic Matrix Composite Acoustic Tiles in A Supersonic Nozzle Application Using A Metallic Tile As A Baseline Jeffrey Willits Valuation of Attributes for Assessing Competencies and the Environments of Communities of Practice Lisa Wilson Drilling Operations of Lithium Aluminum on the F-16 Production Line Leslie Wilson Using Direct Vendor Opposed to Normal Routine to Procure Secondary Parts at the Wholesale Level Randal Windler A Study to Improve Repair Quality by Increasing the Correlation Between Sample Inspection and Customer Returns Steve Wolfe Significance of the Age of USAF Fleet on Availability Rate Christine Wong Wireless Voice Communications at Boeing HSF&E in Palmdale, CA Kevin Woodruff Would a Company Increase Employee Performance by Establishing Flexible Working Guidelines Wayne Woolheiser Perception Survey of the Engineers’ Community after the Strike with The Boeing Company Harper Wren Team Assessment Evaluation Bruce Wright Research to Provide Career Development Objectives for Manufacturing Engineering Positions Gerry Wysocki The Effect of Aging Avionics in Today's Large Aircraft Fleet of the USAF Kum Yung Future Demand for the Unmanned Combat Aerial Vehicle John Zylis Analysis of Change in Management Structure From Traditional To Team at BFGoodrich Fort Lauderdale

PAGE 437 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

NAME: Ronald F. Reimer

DEGREES: DBA - Transportation & Logistics Management, Management, Quantitative 1975 Methods, Indiana University

MBA Operations Management, Northeastern University 1971

BS Industrial Technology, Northeastern University 1969

EMPLOYMENT Embry-Riddle Aeronautical University 1992 – present HISTORY: Growth Planning Associates 1990 – 2004 Indiana University 1986 – 1992 North American Torque Products 1986 - 1988 Sunset Energy of Texas 1984 - 1986 University of Illinois at Springfield 1982 – 1984 Standard Bearing Accessories 1975 - 1982 University of Texas 1974 – 1975 AVCO Aerospace 1967 – 1971 Atlantic Research Corporation 1962 -1967

SCHOLARLY AND Aerospace/Civilian consulting 1972 – present PROFESSIONAL The Institute for Management Science (TIMS) 1987 – 1992 ACTIVITIES: Midwest Society for Case Research (MSCR) 1986 – 1992 Midwest Business Administration Association (MWBAA) 1986 – 1992 Publications in Proceedings of TIMS, MSCR, MWBAA, Operations Research 1986 – 1992 Society of America, and Experimental Aircraft Association Experimenter 1986 - 2003

COURSES Have taught over 25 classes in the last five years, including BA635-Business TAUGHT (PAST 5 Policy and Decision Making, BA590-Entrepreneurship, BA523-Advanced YEARS): OR (N/A) Aviation Economics, MGMT421 –Small Business Management, MGMT331- Transportation Principles, MAS602-the Air Transportation System, MGMT411- Logistics for Aviation and Aerospace, MGMT, MGMT420-Management of Production and Operations, MGMT421- Small Business Management, and MGMT518 – Managerial Accounting NUMBER OF GRADUATE SUPERVISIONS Three (OR N/A)

NAME OF STUDENTS SUPERVISED WITHIN THE PAST SEVEN YEARS, TITLE OF THESE Effects of Cosmic Radiation on Civilian Aircrews, Malik Aziz, 2000 to present OR PROJECT YEAR OF FIRST REGISTRATION AND YEAR OF COMPLETION (OR N/A)

RESEARCH FUNDING (OR N/A) N/A

PUBLICATIONS: Publications in Proceedings of TIMS, MSCR, MWBAA, Operations Research 1986 - 2003 (OR N/A) Society of America, and Experimental Aircraft Association Experimenter

PAGE 438 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

NAME: DR. GUY M. SMITH

DEGREES: Ed.D. Adult and Higher Education, Bozeman, MT. Dissertation: Evaluating Self-Analysis as a Strategy for Learning Crew Resource Management (CRM) in Undergraduate Flight Training.

MA Human Development and Management (With Honors), Salve Regina University, Newport, RI.

BS Electrical Engineering (With Honors), Purdue University, West Lafayette, IN.

EMPLOYMENT Managing Director, Ypsilon Associates, Airline Training Consultants 1998-present HISTORY: Assistant Professor, Embry-Riddle Aeronautical University, Extended Campus 1998-present

Manager, Applied Human Factors, Northwest Airlines 1995-1998

Associate Professor of Aviation, Western Michigan University Kalamazoo, 1994-1995 MI.

Assistant Professor of Aviation, Rocky Mountain College, Billings, MT. 1990-1994

Adjunct Professor of Aviation, Metropolitan State College, Denver, CO. 1989

Aircraft Handling Officer, USS Carl Vinson (CVN 70). 1987-1988

Department Head, Air Anti-Submarine Squadron 32, (CV 66 and CVN 71). 1985-1987

Assistant Director, Anti-Submarine Warfare Operations Center, Bermuda. 1982-1984

Department Head, US Naval Officer Candidate School, Newport, RI. 1979-1982

Lead Engineer (Flight Controls), McDonnell-Douglas Corp., St. Louis, MO. 1977-1979

Naval Flight Officer, Anti-Submarine Squadron 29, USS Enterprise (CVN 1972-1977 65).

Electronics Technician, US Naval Radio Station, Lualualei, HI 1966-1970

SCHOLARLY AND Certificates: PROFESSIONAL ACTIVITIES: Commercial Pilot, SEL and MEL. Logged flight hours: 4050 civilian and 1734 military.

Certified Flight Instructor (CFI) and Certified Instrument Flight Instructor (CFII)

FAR Part 141 Flight Instructor. Western Michigan University, Kalamazoo, MI

PAGE 439 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

Member:

Aircraft Owners and Pilots Association (AOPA). Aviation Space Education Association (AEA). Big Brothers and Project Pals. Council on Aviation Accreditation (CAA). League of American Wheelmen (LAW). Smithsonian Institution. University Aviation Association (UAA).

Consulting:

Former Member Board of Trustees. University Aviation Association (UAA). Council on Aviation Accreditation (CAA) Committee Member: Standards, Technology-Based Education, Safety Visiting Team Member: Louisiana Tech University; Parks College of St. Louis University; Middle Tennessee State University; Dowling College Visiting Team Chairman: Embry-Riddle Aeronautical University; Louisiana Tech University Director of Advanced Programs, Roger Aviation, Eden Prairie, MN Vice President/Chief Safety Officer. Airlake Aero Inc., Lakeville, MN. Member, Aviation Advisory Board. Rocky Mountain College: Billings, MT. National Business Aviation Association (NBAA) Curriculum Review Committee of Professional Development Program (PDP); Certified Aviation Manager Governing Board (CAMGB); Chair, CAMGB Test Item Development Committee Reviewer, “Journal of Air Transportation World Wide” Reviewer, “Journal of Aviation/Aerospace Education and Research” Facilitator Workshops: Qantas Airways, Sydney and Melbourne, Australia; Flight Safety International, Houston, TX; Royal Aeronautical Society, West Sussex, UK.

COURSES TAUGHT MAS 602: The Air Transportation System (PAST 5 YEARS): OR MAS 604: Human Factors in the Aviation/Aerospace Industry (N/A) MAS 605: Research Methods and Statistics BA 521: Global Information and Technology Management (Course Monitor) BA 607: Human Resource Development TM 500: Communications & Computer Skills with Quantitative Methods TMGT 501: Computer Skills for a Technical Environment TMGT 502: Communications Skills in a Technical Environment TM 505: Computer Applications in Systems Management TMGT 610: Managing Effective Technical Work Teams TMGT 630: Technical Management Information Systems (Course Monitor) TMGT 660: Project Development Techniques TMGT 660L: Technical Management Research Project NUMBER OF GRADUATE SUPERVISIONS (OR 46 N/A)

NAME OF STUDENTS See attached list SUPERVISED WITHIN THE PAST SEVEN

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YEARS, TITLE OF THESE OR PROJECT YEAR OF FIRST REGISTRATION AND YEAR OF COMPLETION (OR N/A) 1992-93 Graduate Research Award (GRAD VII) for research on public-sector RESEARCH FUNDING aviation issues sponsored by the Federal Aviation Administration and (OR N/A) administered by the Transportation Research Board.

PUBLICATIONS: (OR Smith, G. M. & McDonnell, L. K. (2003). Desktop scenarios and facilitation N/A) skills: Combining practice facilitation with evaluation of technical and interpersonal outcomes. Proceedings of the Sixth International Australian Aviation Psychology Symposium.

Kanki, B. G., & Smith, G. M. (2001). Training aviation communication skills. In E. Salas, C. A. Bowers & E. Edens (Eds.), Improving teamwork in organizations (pp. 95-127). Mahwah, NJ: Lawrence Erlbaum Associates.

Dismukes, R. K., & Smith, G. M. (Eds.). (2000). Facilitation and debriefing in aviation training and operations. Aldershot, England: Ashgate Publishing Ltd.

Smith, G. M. (1997). Facteurs Humains. Air France Bulletin D’Information sur la Securite Des Vols, Numero 38-Septembre 1997, pp. 14-15.

Smith, G. M. & Hanebuth, C. E. (1996). Differences in CRM evaluation between LOFT facilitators and line check captains. In B. Hayward & A. R. Lowe (Eds.), Applied Aviation Psychology: Achievement, Change, Challenge. Aldershot, England: Avebury.

Smith, G. M. & Rantz W. G. (1996). Quantitative communications analysis as evidence that a crew is performing CRM Skills. In R. S. Jensen (Ed.), Proceedings of the Eighth International Symposium on Aviation Psychology. Columbus, OH: OSU Press.

Smith, G. M. (1995). Active learning strategies in undergraduate Crew Resource Management flight training. In N. Johnston, R. Fuller, & N. McDonald (Eds.). Proceedings of the Twenty-first Conference of the European Association for Aviation Psychology. VOL. II.(pp. 17-22). Aldershot, England: Ashgate Publishing Ltd.

Smith, G. M. (1994). Evaluating self-analysis as a strategy for learning Crew Resource Management (CRM) in undergraduate flight training. Transportation Research Board Record. #1428. (pp. 17-25). Washington, DC: National Academy Press.

Smith, G. M. (1993). Self-analysis of LOFT as a strategy for learning CRM in undergraduate flight training. In R. S. Jensen (Ed.), Proceedings of the Seventh International Symposium on Aviation Psychology. (pp. 533-537). Columbus, OH: OSU Press.

PAGE 441 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

DR. GUY M. SMITH Students Supervised

TITLE Author Scalability Analysis Of The Expert Choice Software Product for the Boeing 2002 Olga Grigoryevna Bekker MR&D Portfolio The Effect of Manager Seniority on the Assignment of Retention Ratings to Robert Len Rohwer Employees in Boeing Puget Sound Manufacturing Engineering An Analysis of Maintenance Visit Data Quality in the Hangar Environment at Delta Matthew Kyle Fay Air Lines A Comparison of the Uncontained Engine Hazards Analysis, Oil Cooling and In-flight Ahmed Abdelaal Shutdown Rates Between 777 Jet Engines Government Privatization: Feasibility Assessment Study on Privatized Management of Dayle D. Frazier the City of Houston Drawing Archival and Reproduction Service Benefit Comparison Between Boeing 737 Program Moving Line and Standard Anna B. Berenshtein "Multiple-Slant" Line Production Methods Identifying and Evaluating Situation Awareness Behaviors in Simulation Training Eric B. Villeda Scenarios Suitability of Earned Value Management in the Test Environment of the Boeing Catherine Ann Wolfgram A2330 Developmental & Manufacturing Products Organization Auditing Software Tools: A Study of Technology Acceptance by Auditors in the Bobbie Ann Tarrance Army Materiel Command An Analysis of Space Shuttle Mission TDRS Acquisition Times Based on the Dwayne Lamar Pittman Location of the Ku-Band Communication Antenna The Effects of Parts Obsolescence on the Lockheed Martin Marietta Avionics Repair David Earl Winn Center in Support of P-3 and S-3 Aircraft A Comparison between Pre- and Post-Single Stock Fund (SSF) Army Installation Alice F. Powell Stockage Levels for Spare Parts Managed by TACOM-Warren A Comparison of Supply Availability of Electronic Components versus Non- Todd Lee Rice Electronic Components in the Abrams Tank A Study to Determine the Cause of Missing Parts on a Job that is Released to the Darwin D. Patterson Assembly Process A Study to Determine Consistent Estimating Techniques and Scheduling Processes for Glenn A. Edwards the Execution of Tool Orders for Boeing Mesa Tooling Measuring the Results of Safety Improvement Activities in the 737, 757, and Field David G. Sorrels Operations Manufacturing Business Units A Study to Determine the Feasibility of Resuming Production of the Varga Kachina Douglas J. Brown Aircraft for the General Aviation Trainer Market A comparison of the U.S. Army/Other Operators Mean Time Between Unscheduled Paul Elliott Removal of the T53 engine Characteristics of High Performance Teams Within the Tank- Automotive and Debra Oranetta Davis Armaments Command Deputy for Systems Acquisition (DSA) Improving the Process for Approving and Implementing Upgrades to Software Nettie Jones Products A Study to Determine the Effectiveness of Training Auditors at Honeywell Emelia Beckley Technology Solutions Quality Services A Comparison of the Quality Level of the Atlas Production Forklift and the Atlas Steve Robert Binkowski Prototype Forklift During Testing by the U.S. Army TACOM The Influence of Component Reliability on the Readiness of the Heavy Expanded Anthony Michael Cuneo Mobility Tactical Truck An Evaluation of United States Military Academy Officer Retention as it Relates to Clark Christian Barrett Army Leadership Opportunities

PAGE 442 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

TITLE Author An Investigation of Employee Location as it Relates to Response Time for Problem Tom Danner Analysis and Disposition at Lockheed Martin Aeronautics Company An Analysis of Perceptions about Airport Security after September 11, 2001 Derek Craig Wright An Investigation of Virtual Reality Planning Models: A Method to Improve Raymond C Eng Communication at Boeing IDS Engineering Changes in Major Domestic Airline Performance from Implementation of the Javier E. Morales Transportation Security Administration Analysis of Two Logistical Company Implementations of Enterprise Resource Kathleen Dawn Limbocker Planning Within The Boeing Company An Analysis of Injuries Occurring at Cruise Altitude on Boeing Airplanes from 1992 James Everett Goss to 2001 A Comparison Between Pro/Mechanica, Software and Published Empirical Stephane Nicolas Jean-Pierre Calculations to Determine the Validity of the CAD Results Joubert The Impact of Job Role, Group Assignment, and Training on CATIA Skills Within the Korry Jon Vomdran Boeing Commercial Airplane Group - Interiors Division Comparisons of Cautions & Warnings Annunciated by Mission Control Center - Vergel San Juan Romero Moscow and by Payload Operations Integration Center - Huntsville, AL A Usability Comparison Between the Web-based Application Interface, E!Vista, and Scott Alan Christner the Object-Oriented Interface, Classic Client. The Effects of Mentoring Programs on Job Performance Ryan David Kagey An Analysis of Design Tolerances and Manufacturing Variations in the Boeing 777 Dan R. Vukcevich Airplane An Analysis of Major US Airline and Aircraft Manufacturer Stock Price Sensitivity to Cory D. Wolfe Fatal Airplane Accidents Evaluating Relationships Between Emotional Intelligence and Workplace Performance Ramesh Ambalal Patel of Aerospace Manufacturing Engineers A Confirmatory Factor Analysis of the Minnesota Safety Perception Survey of Boeing Brian Burnikel Commercial Airplane Mechanics at the Renton Washington Plant An Analysis of Flight Schedule Reliability Relating to Boeing Aircraft Models 737 John F. Adams and 757 Graphic Software Functionality Tools: A Comparison Between CATIA And Haytham A. Alaidy Pro/Engineer As A Computer-Aided Design System Evaluating the Design of a Work Station Interface for Flight Control Computers Thiep V. Chung Testing in the Boeing Airplane Systems Laboratory Alternative Methods of Dimensional Inspection: An Experiment to Quantify Accuracy John Dean of Measurements for Large Composite Machined Structures A Comparison of Career Stage Development Times for Manufacturing Engineers; Mark William Jenkins Specialists Versus Integrators Risk and Opportunity Management: An Analysis of the Use of Risk Management as Stephen M. Markgraf an Opportunity for Business Efficiency The Differences Among Boeing’s 737 Foreign and Domestic Airlines Related to the Diana Spence Number Of Airplane Configuration Changes

PAGE 443 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

NAME: Dr. James T. Schultz

DEGREES: Dr. Jim Schultz holds a Bachelor's degree from Michigan State University in Television & Radio Management/Operations (1968), a Master's degree from The University of Oklahoma in Human Relations (1977), a Master’s degree in Aeronautical Science from Embry-Riddle Aeronautical Science (2004), and a Doctorate from the University of Southern California in Educational Administration/Higher Education (1983).

EMPLOYMENT HISTORY: Dr. Schultz retired from the U.S. Air Force in 1992. His previous military assignments have included staff tours at Headquarters, Strategic Air Command, where he was the Chief of Marketing & Deputy Chief of the Financial Management Division, and at Headquarters Air Force Military Personnel Center (HQ AFMPC), where he served as the Chief of Training Systems, and Chief of Marketing and Analysis. His other assignments included serving as the Installation Commander, Bellows AFS, Hawaii, and Vice Commander of the U.S. Army's Kilauea Military Camp, also located in Hawaii. Dr. Schultz is also a graduate of the U.S. Air Force Squadron Officers’ School and Air Command and Staff College. He is also a graduate of the National Defense University’s Security Management Course.

SCHOLARLY AND Dr. Schultz has had over 75 articles either presented or published at the PROFESSIONAL regional, national and international levels. He was granted Executive ACTIVITIES: Membership in the American Marketing Association in 1988. He is a tenured Professor of Management, and Chair of the Department of Arts & Letters. Dr. Schultz is a National Faculty Member and instructs in the ERAU Master of Science in Technical Management program at various locations in the United States.

COURSES TAUGHT (PAST Human Resource Management-MGMT 314 5 YEARS): OR (N/A) Organizational Behavior-MGMT 317 Anatomy of Work Organizations-MGMT 534 Seminar in Aviation Labor Relations-MGMT 632 Labor Issues in an Industrial Environment- MGMT 653 Graduate Capstone Project-MGMT 690 Org Theory in a Technical Environ-TMGT 605 Managing Effective Work Teams-TMGT 610 Marketing in the Technical Environ-TMGT 625 Quality Management & Quality Con-TMGT 651 Project Development Techniques-TMGT 660 Technical Mgmt Capstone Project-TMGT 660L Human Factors in Aviation/Aero Industry-ASCI 604 Methods & Procedures for the Grad Cap Project-ASCI 605 Graduate Capstone Project-ASCI 690

NUMBER OF GRADUATE SUPERVISIONS (OR N/A) BA/MGMT/ASCI/MAS 690 - 340 MGMT 660L/TMGT - 35 NAME OF STUDENTS Cody Mitchell 2004- SUPERVISED WITHIN THE PAST SEVEN YEARS, Lonnie Dong 2004- TITLE OF THESE OR PROJECT YEAR OF FIRST William Hill 2003-2004 REGISTRATION AND YEAR Lynn Smith 2002- OF COMPLETION (OR N/A) Suzanne Albert 2004-

PAGE 444 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

Jacob Mathai 2003-2003 David Piotrowski 2002-2003 Aaron Oliver 2004- Scott Porter 2003-2004 Steve Binkowski 2002-2003 David Jakel 2002-2003 Kenneth Kent 2003-2004 Steven Belt 2003-2004 Nancy Phipps 2004- David Wellman 2004- Scott Forn 2004- Brook Babbidge 2003-2004 Michael Eovine 2003- Cindy Middleton 2000-2002 Arnold Michels 2004- Michael Curry 2003-2004 Melvin Baskerville 2004- James Vogel 2002-2003 Mile Silva 2000-2002 Santiago Vaga 2000-2003 George Gibbs 2003- Pamala Metz 2002-2004 Joseph Turner 2003- Anna Clements 2003-2004 Jarmaine Ollivierre 2003-2003 Robert Ibanez 2002-2003 Charles Benson 2002-2003 Miguel Villanneva 2003- Anna Herriott 1999-2000 Jade Lipke 2003-2004 Herman Schrig 2003-2004 David Smith 2003-2004 Douglas Warlock 2002-2004 Daniel Pense 2002- Chad Nixon 2001-2003 Jon Councell 2001-2004 Les Bradfield 2001-2003 Max Weems 2003-2004 Spencer Cleaveland 2003-2004 Dean Williamson 2003-2004 Albert Morales 2003-2004 Pat Cody 1999-2000 Ezra Foster 2004- Tim Farley 2000-2001 Mark Moss 2000-2001 Tracy Hargrove 2000-2002 Rudy Roque 2000- Josh Lewis 2000-2002 Sherree Ento 2002-2003

PAGE 445 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

Phong Dang 2004- Yvon Goudreau 2003 Ty Elliott 2001-2002 Amos Walker 2002- Shepherd Montique 2003- Lance Murray 2002-2003 Ray Cirasa 2002-2003 William Lee 2002-2003 Douglas Beesley 2000-2004 Klint Combs 2002-2004 Michael Strong 2002-2003 Bill Knaffl 2002-2003 Tobias Daniels 2003- Bruce Herba 2002-2003 Randall Wade 2002-2003 Gerry Wysocki 2002-2004 Eric Henry 2000-2001 Mike Missale 1999-2000 Ernest Houston 2004- Ron Dewitt 2002-2003 Michael Hoepfner 2000-2002

Research Grant: Embry-Riddle Aeronautical University Research Grant for $4,400, 2002

Title: The Use of Microencapsulated Cholestic Material as a Biofeedback

Mechanism to Measure the Relationship Between Stress Levels and

Performance.

RESEARCH FUNDING (OR N/A) Research Grant: Embry-Riddle Aeronautical University Research Grant

for $3,000, 2004

Title: Assessing Whether There is an Individual Style of Learning Which

is Better Suited for the Traditional Classroom Environment, as Opposed to

the Distance Learning Delivery Methodology.

Refereed Journal Article: “Mongolian Barbecue” published in The Journal of Club Management, Vol. 57, No. 9, pp. 34-35, September 1978. U.S. Air Force Pamphlet: “AFP 215-43”, Operations Officer’s Guide, June 1985.

Proceedings: “Leadership: The Power Element” (Co-author: Marian Schultz) presented at the National Conference of The Association of Human Resources Management and Organizational Behavior, Boston, PUBLICATIONS: (OR N/A) Massachusetts, November 17-20, 1985. Published in Proceedings, Vol. 1, pp. 398-402, 1985.

Paper: “Ergonomics: Human Factor Engineering and the Video Display Terminal” (Co-author: Marian Schultz) presented at the Annual Conference of The Economic and Business Historical Society, Atlanta, Georgia, April 24-26,1986.

Proceedings: “An Examination of the Relationship between Job Satisfaction and Job Pressure, Skill Utilization, and Fairness of Treatment” (Co-author: Marian Schultz) presented at the Eastern Region conference

PAGE 446 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

of The Association of Human Resources Management and Organizational Behavior, Clearwater, Florida, May 4-7, 1986. Published in Proceedings, pp. 143-147, 1986.

Abstract: “The Impact of Financial Competition on Market Discipline” (Co-author: Marian Schultz) presented at the International Atlantic Economic Conference, Boston, Massachusetts, August 29-31, 1986. Abstract published in the Atlantic Economic Journal, Vol. XV, No. 1, March 1987.

Proceedings: “Strategic Behavior in Crisis Management” (Co-author: Marian Schultz) presented at the Annual Meeting of the Council of Employee Responsibilities and Rights, Virginia Beach, Virginia, October 17-19, 1986. Published in Proceedings, pp. 287-291, 1986.

Proceedings: “Stress Levels Experienced by Business Students Prior to Oral Presentations and Written Evaluations” (Co-authors: Marian Schultz and Charlie Williams) presented at the National Conference of The Association of Human Resource Management and Organizational Behavior, New Orleans, Louisiana, November 16-19, 1986. Published in Proceedings, Vol. II, pp. 252-256, 1986.

Proceedings: “Comparable Worth: The Economic Question” (Co-authors: Marian Schultz and John Mateker) presented at the National Conference of The Association of Human Resource Management and Organizational Behavior, New Orleans, Louisiana, November 16-19, 1986. Published in Proceedings, Vol. II, pp. 142-146, 1986.

Proceedings: “Training as an Aspect of Career Progression in a Military Organization” (Co-authors: Marian Schultz and JoAnn Rigdon) presented at the Annual Meeting of the Southwestern Society of Economists, Houston, Texas, March 11-14, 1987. Published in Proceedings, Vol. XIV, No. 1, pp. 322-326, 1987.

Abstract: “Stress Levels Experienced by Business Students Prior to Receiving Test Results/Scores” (Co-authors: Marian Schultz and Judy Becker) presented at the International Atlantic Economic Conference, Munich, Germany, April 20-27, 1987. Abstract published in Atlantic Economic Journal, Vol. XV, No. 3, September 1987.

Abstract: “Maternity Leave: The Question Remains” (Co-author: Marian Schultz) presented at the International Atlantic Economic Conference, New York, New York, September 3-6, 1987. Abstract published in the Atlantic Economic Journal, Vol. XVI, March 1988.

Proceedings: “Unions: Eagle or Albatross” (Co-author: Marian Schultz) presented at the Annual National Conference of The Council on Employee Responsibilities and Rights, Virginia Beach, Virginia, October 15-17, 1987. Published in Proceedings, pp. 301-305, 1987.

Proceedings: “Ergonomics and Stress - Human Factors Engineering in the Microcomputer Environment” (Co-author: Marian Schultz) presented at the 1987 National Conference of The Association of Human Resources Management and Organizational Behavior, Philadelphia, Pennsylvania, November 1-4, 1987. Published in Proceedings, Vol. II, pp. 256-259,

PAGE 447 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

1987.

Proceedings: “Job Sharing: Its Time Has Come” (Co-author: Marian Schultz) presented at the National Conference of The Association of Human Resources Management and Organizational Behavior, Philadelphia, Pennsylvania, November 1-4, 1987. Published in Proceedings, Vol. I, pp. 154-158, 1987. Paper: “Ergonomics: The Video Display Terminal and the Human Eye” (Co-authors: Marian Schultz and Kevin Petesch) presented at the Annual Meeting of the Southwestern Society of Economists, San Antonio, Texas, March 2-5, 1988.

Abstract: “Utilizing Biodots to Measure Stress Levels Created by Various Types of Examinations” (co-authors: Marian Schultz and Jeff Leptrone) presented at the International Atlantic Economic Conference, London, England, April 16-22, 1988. Abstract published in the Atlantic Economic Journal, Vol. XVI, No. 3, September 1988.

Paper: “Leadership and the Power Circle” (Co-author: Marian Schultz) presented at the Western Economic Association International Annual Conference, Los Angeles, California, July 1-3, 1988.

Paper: “Utilizing Biodots to Measure Stress Levels Created by Various Types of Examinations” presented at the International Atlantic Economic Conference, London, England, April 16-22, 1988. Abstract published in Atlantic Economic Journal, Vol. XVI, No 3, September 1988.

Abstract: “A Paradigm for Assessing Optimal Individual Performance Under Varying Degrees of Stress” (Co-authors: Marian Schultz and Karl Doll) presented at the International Atlantic Economic Conference, Philadelphia, Pennsylvania, October 6-9, 1988. Abstract published in the

Atlantic Economic Journal, Vol. XVII, March 1989.

Abstract: “Stress and its Effects on Performance: A Hypothetical Model” (Co-authors: Marian Schultz and Bradley Smith) presented at the International Atlantic Economic Conference, Philadelphia, Pennsylvania, October 6-9, 1988. Abstract published in the Atlantic Economic Journal, Vol. XVII, March 1989.

Paper: “Employer Supported Child Care: Its Time has Arrived” (Co- authors: Marian Schultz and Annette Cline) presented at the National Conference of The Council for Employee Responsibilities and Rights, Virginia Beach, Virginia, October 12-14, 1988.

Proceedings: “Merger Mania: The Trend Continues” (Co-author: Marian Schultz) presented at the National Conference of The Association of Human Resources Management and Organizational Behavior Conference, Long Beach, California, October 27-30, 1988. Published in Proceedings, Vol. 1, No. 1, pp. 264-267, 1988.

Refereed Journal Article: “The Assessment Center: A New Approach” (Co-author: Marian Schultz) presented at the Annual Meeting of the Southwest Society of Economists, New Orleans, Louisiana, March 8-11, 1989. Published in the Journal of the Southwest Society of Economists, Vol. XVI, No. 1, pp. 81-85, February 1990.

PAGE 448 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

Refereed Journal Article: “Corporate Strategy in Crisis Management” (Co-author: Marian Schultz) presented at the Annual Meeting of the Economic and Business Historical Society, Charleston, South Carolina, April 27-29, 1989. Published in Essays in Economic and Business History, Vol. VII, pp. 1640171, 1990.

Paper: “Comparable Worth: Equality vs Legality” (Co-authors: Marian Schultz and Judy Becker) presented at the National Conference of The Association of Human Resources Management and Organizational Behavior, Boston, Massachusetts, November 1-4, 1989.

Paper: “The Name is the Name of the Game” (Co-author: Marian Schultz) presented at the National Conference of The Association of Human Resources Management and Organizational Behavior, Boston, Massachusetts, November 1-4, 1989.

Abstract: “Telecommuting: Is There No Place Like Home?” (Co- author: Marian Schultz) presented at the International Atlantic Economic Conference, Montreal, Canada, October 5-8, 1989. Abstract published in the Atlantic Economic Journal, Vol. XVIII, No. 1, March 1990.

Proceedings: “Effects on Performance Resulting from Variations in Stress Levels Occurring during Evaluations” (Co-authors: Marian Schultz and Tim Reilly) presented at the Annual Meeting of the Southwestern Society of Economists, Dallas, Texas, March 2-5, 1990. Published in the Proceedings Section of the Journal of the Southwestern Society of Economists, Vol. XVII, No. 1, pp. 73-77, 1990.

Proceedings: “Workers Compensation and Behavioral Characteristics: An Environmental Impact Model to Assess Motivational Strategies” (Co-author: Marian Schultz) presented at the National Conference of The Association of Management, Orlando, Florida, August 3-12, 1990. Published in Proceedings, Vol. II, pp. 17-21, 1990.

Proceedings: “an Environmental Impact Model to Assess Motivational Strategies” (co-author: Marian Schultz) presented at the Annual conference of The Association of Management, Orlando, Florida, August 3-12, 1990. Published in Proceedings, Vol. II, pp. 266-270, 1990.

Proceedings: “A Study of Stress and Its Relationship to Health Disorders among Military Personnel” (Co-author: Marian Schultz) presented at the Annual conference of the Association of Management, Atlantic City, New Jersey, August 7-10, 1991. Published in Proceedings, Vol. Pp. OB132- OB136, 1991.

Proceedings: “Total Quality Management: A Model of a New Communication Strategy” (Co-author: Marian Schultz) presented at the Annual Conference of The Association of Management, Atlantic City, New Jersey, August 7-10, 1991. Published in Proceedings, Vol. I, pp. OB137-OB141, 1991.

Abstract: “Leader Control versus Member Compliance. The Use of Power within the Organization” presented at the International Atlantic Economic

PAGE 449 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

Conference, April 4-10, 1992, Nice, France. Abstract published in Atlantic Economic Journal, Vol. XX, September 1992.

Abstract: “Gender Stress” (co-author: Marian Schultz) presented at the Annual Meeting of the Southwest society of Economists, New Orleans, March 3-6, 1993. Abstract published in Abstracts of Papers Presented at the Southwestern Society of Economist’s Meeting, March 3-5, 1993.

Refereed Journal Article: “Eastern Airlines: The Rise and Fall of the Wings of Man” (Co-authors: Marian Schultz and Benjamin Troemel) presented at the Annual Meeting of The Economic and Business Historical Society, Nashville, Tennessee, April 22-24, 1993. Published in Essays in Economic and Business History, Vol. XII, pp. 235-244, 1994.

Proceedings: “Why Didn’t Anyone Tell Me…?” (Co-author: Stephen O’Brien) presented at the Embry-Riddle Aeronautical University College of Continuing Education Faculty Symposium on College Teaching, Daytona Beach, Florida, April 28, 1993. Published in Proceedings, April 28, 1993.

Proceedings: “Work Force Diversity: The Snow White Syndrome” (Co-author: Marian Schultz) presented at The International Congress of the North American Economic and Finance Association, Montego Bay, Jamaica, August 6-8, 1993. Published in Conference Volume, pp. 323-328, 1993.

Proceedings: “Affects on Performance Resulting from Variations in Stress Levels Occurring During Evaluations” (Co-authors: Marian Schultz and Terry Jensen) presented at the International Congress of The North American Economic and Finance Association, Montego Bay, Jamaica, August 6-8, 1993. Published in Conference Volume, pp. 119- 126, 1993.

Proceedings: “A Pilot Study to Assess the Effects of Humor in Relationship to Teaching Effectiveness” (Co-authors: Stephen O’Brien and Marian Schultz) presented at the Embry-Riddle Aeronautical University College of Continuing Education Faculty Symposium on Teaching Effectiveness, Daytona Beach, Florida, April 27, 1994. Published in the Proceedings, pp. 113-128, 1994.

Refereed Proceedings: “Humor 101: The Training Ground” (Co-author: Marian Schultz) presented at the Southwest Regional Conference of The

Association for Business Communications, Dallas, Texas, March 1-5, 1994. Published in the 1994 Refereed Proceedings of The Association for Business Communication, Southwest Region, pp. 1-4, 1994.

Refereed Proceeding: “The Economics of Humor in the Workplace” (Co-author: Marian Schultz) presented at the Annual Meeting of the Southwestern Society of Economists, Dallas, Texas, March 2-5, 1994. Published in the Southwestern Economic Proceedings, Selected Papers, Vol. 21, No. 2, pp. 167-170, 1994.

Proceedings: “A Study to Assess the Acceptance Level of Air Force Pilots on the Department of Defense Decision to Remove Restrictions Prohibiting Females from being Assigned to Combat Aircraft” (Co-author:

PAGE 450 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

Marian Schultz) presented at the Annual Meeting of The American Society of Business and Behavioral Sciences, Las Vegas, Nevada, January 2-5, 1995. Published in The American Society of Business and Behavioral Sciences Perspectives Journal, Vol. 1, No. 3, pp. 28-40, 1995.

Refereed Proceedings: “Female Power and the Power Circle” (Co-author: Marian Schultz presented at the Southwest Regional Conference of The Association for Business Communications, Houston, Texas, February 28- March 4, 1995. Published in the 1995 Refereed Proceedings of The Association for Business Communications, Southwest Region, pp. 63-66, 1995.

Paper: “Air Force Special Operations Command: The Price of Ubiquity” (Co-authors: Jerry Barkley and Marian Schultz) presented at the Annual Meeting of the Economic and Business Historical Society, Boulder, Colorado, April 27-29, 1995.

Proceedings: “Perceptions on the Differences Between the Socratic and Experiential Teaching Methodologies” (Co-authors: Marian Schultz and Stephen O’Brien) presented at the Embry-Riddle Aeronautical University College of Continuing Education Symposium on Teaching Effectiveness, Daytona Beach, Florida, November 8, 1995. Published in the Proceedings, pp. 67-92, November 1995.

Proceedings: “A Study to Assess the Preferences of Women in Relation to Gender Based Mentoring” (Co-author: Marian Schultz) presented at the Annual Meeting of The American Society of Business and Behavioral Sciences, Las Vegas, Nevada, January 28-February 1, 1996. Published in The American Society of Business and Behavioral Sciences Proceedings of The Third Annual Meeting, Vol. 1, pp. 5-11.

Paper: “A Study of Contemporary Military Attitudes Toward Unionization” (Co-authors: Jerry Barkley and Marian Schultz) presented at the Annual Meeting of the Southwestern Society of Economists, San Antonio, Texas, March 6-9, 1996.

Paper: “Gender Dynamics: Communication in a Diverse Workforce” (Co- authors: Marian Schultz and Jerry Barkley) presented at the Southwest Regional Conference of The Association for Business Communication, San Antonio, Texas, March 6-9, 1996.

Symposium: Panel member “Diversity in Teaching Strategies” (Co-panel members: Marian Schultz, Stephen O’Brien, and Chris Smith) included in the program of The Southern Management Association Meeting, New Orleans, Louisiana, November 7-10, 1996.

Proceedings: “Acceptance of Distance Learning Programs at the Graduate Level: A Pilot Study” (Co-authors: Marian Schultz and Stephen O’Brien) presented at the Embry-Riddle Aeronautical University Symposium on Teaching Effectiveness, Dayton Beach, Florida, November 16, 1996. Published in Proceedings, pp. 91-105A, November 1996.

Proceedings: “Video Teleconferencing Distance Learning Programs Verses Traditional Delivery Methodologies” (Co-author: Marian Schultz)

PAGE 451 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

presented at the Annual Meeting of the American Society of Business and Behavioral Sciences, Las Vegas, Nevada, February 2-6, 1997. Published in The American Society of Business and Behavioral Sciences Proceedings of the Fourth Annual Meeting, Vol. 1, pp. 286-293, February 1997.

Guide: “Embry-Riddle Aeronautical University Extended Campus guide to the Graduate Research Project” (Co-editors: Alan Bender and Edward Landgren), Third edition, June 1996.

Paper: “A Comparative Analysis of the Railway Labor Act, Norris- LaGuardia Act, Wagner Act, Taft-Hartley Act, and Landrum-Griffin Act” (Co-author: Marian Schultz) presented at the Association of Management/International Association of Management International Conference, Montreal, Canada, August 6-11, 1997.

Paper: “A Historical Perspective of Labor Relations at United Airlines” (Co-author: Marian Schultz) presented at the 1998 Economic Business and Historical Society Meeting, Milwaukee, Wisconsin, April 23-25, 1998.

Paper: “The Historical Evolution of Labor Law in the Private Sector” (Co- author: Marian Schultz) presented at the Annual Meeting of the Southwestern Society of Economists, Dallas, Texas, March 5-7, 1998.

Guide: “Embry-Riddle Aeronautical University Extended Campus Guide to the Master’s Thesis” (Co-editors: Alan Bender and Edward Landgren, Graduate Research and Communications Committee Extended Campus), Fourth Edition, July 1998.

Paper: “The Price of Productivity: Loyalty in the 1990s” (Co-author: Marian Schultz) presented at the 1999 Southwestern Society of Economists Conference, March 9-13, 1999, in Houston, Texas.

Refereed Journal Article: “Northwest Airlines Strike and Labor Negotiations” presented at the Annual Meeting of the American Society of Business and Behavioral Sciences (AABSS), Las Vegas, Nevada, February 2-4, 1999. Published in the AABSS Perspectives Journal, Volume 2, Fall 1999.

Proceedings: “Effects of E-mail on Intraorganizational Effectiveness” (Co-author: Marian Schultz) presented at the Association for Business Communication - Southwest Region, Houston, Texas, March 10-13, 1999. Published in the ABC Southwestern United States 1999 Refereed Proceedings, pp. 27-30.

Paper: “Pilot Retention in the U.S. Air Force: The Bonus Factor” (Co- author: Marian Schultz) presented at the Third Annual Meeting of the American Association of Behavioral and Social Sciences (AABSS), Las Vegas, Nevada on January 25-27, 2000.

Proceedings: “The Contracting-Out of the U.S. Military” (Co-author: Marian Schultz) presented at the Applied Business Research Conference, Puerto Vallarta, Mexico on March 13-17, 2000. Published in Online Proceedings.

Paper: “Labor Conflict at American Airlines” (Co-authors: Marian

PAGE 452 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

Schultz & Daniel Johnson) presented at the Economic and Business Historical Society Conference, San Diego, California on April 26-29, 2000.

Refereed Journal Article: “Voice Recognition in Fighter Aircraft” (Co- authors: Gary Bell & Marian Schultz) published in the Journal of Aviation/Aerospace Education and Research (JAAER), Vol. 10, No.1, pp. 17-25.

Proceedings: “Humor – It’s Not a Laughing Matter Between the Genders” (Co-author: Marian Schultz) presented and published in the Proceedings of the Forth Annual Meeting of the American Association of Behavioral and Social Sciences (AABSS), Las Vegas, Nevada, January 31-February 2, 2001.

Proceedings: “Reducing Stress Through the Use of Humor” (Co-author: Marian Schultz) presented and published in the Proceedings of the 2001 International Business Research Conference, Cancun, Mexico, March 14- 21, 2001.

Presentation: Trans World Airlines – Still Searching for a Place in the Crowded Skies” (Co-authors: Marian Schultz & Daniel Johnson) presented at the 2001 Economic and Business Historical Society Conference, Albany, New York, April 26-28, 2001.

Proceedings: The Biofeedback Stress Test (Co-author: Marian Schultz) presented and published in the Proceedings of the Association for Business Simulation and Experiential Learning (ABSEL), Pensacola, Florida, March 20-22, 2002.

Proceedings: The Use of Microencapsulated Cholesteric Material as a Biofeedback Mechanism to Measure the Relationship Between stress Levels and Performance (Co-author: Marian Schultz) presented and published in the Proceedings of the 2002 Hawaii International Conference on Business, Honolulu, Hawaii, June 18-22, 2002.

Paper Presentation: The Effects of Age on Stress Levels and Its Affect on Overall Performance” (Co-author: Marian Schultz) presented at the American Association of Behavioral and Social Sciences (AABSS) Conference, Las Vegas, Nevada, February 10-12, 2003.

Refereed Journal Article: Gender and Stress: Does One’s Gender Affect Stress Levels During an Evaluation? (Co-author: Marian Schultz) presented at the International Applied Business Research Conference, May 17-21, 2003, Acapulco Mexico. The paper was selected for the “Best Paper” award and was published in the International Business and & Economics Research Journal, Vol. 2, No. 5. pp. 45-51.

Refereed Journal Article: Are Four Year Colleges Better at Preparing Students to Pass the FAA Mechanic Written Examinations than Two Year Technical Schools? (Co-authors: Marian Schultz & Jeffery Summey) was published in the Journal of Air Transportation Vol. 9, No. 1 - 2004. It was also selected as the recipient of the Sorenson Best Paper Award.

Refereed Journal Article: Libelle, Self-Contained Anti-G Ensemble;

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Overcoming Negative Transfer (Co-author: Marian Schultz & Michael Hoepfner) published in the Journal of Aviation/Aerospace Education and Research (JAAER), Vol. 13 , No. 2, pp.21-34.

Refereed Journal Article: Human Factors of Helmet Mounted Display (Co- authors: James Vogel & Marian Schultz) was publication in The Air and Space Power Journal, (AFRP 10-1) Vol. 18, No. 1, pp. 7-14.

Refereed Journal Article: Interpreting the Learning Styles of Traditional and Distance Learning Students (Co-author: Marian Schultz) was presented at the College Teaching & Learning Conference, Orlando, Florida, January 5-9, 2004. The paper was selected for the “Best Paper” award and was published in the Journal of College Teaching & Learning, Vol. 1, No. 5, pp. 19-28.

Refereed Journal Article: Throwing Down the Gauntlet – The PATCO Class of 1981 Broken Dreams and Ruined Careers (Co-authors: Paul Butterworth & Marian Schultz) was presented at the Annual Meeting of the Economic Business and Historical Society, Anaheim California, April 22-24, 2004. It was also selected for Publication in Essays in Economic and Business History.

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NAME: Dr. Eugene L. Round

DEGREES: Ph.D. Mathematics Education, The Ohio State University

M.S. Mathematics, Colorado State University

B.A. Mathematics Education, The University of Wyoming

EMPLOYMENT HISTORY: United States Air Force 1966 – 1992

Gaduate Assistant, Mathematics Education, The Ohio State University 1992 – 1995

Mathematics Teacher, Alamogordo High School, Alamogordo, New Mexico 1995 – 1997

Mathematics Instructor, El Paso Community College, El Paso, Texas 1998 – 2000

Assistant Professor, Embry-Riddle Aeronautical University, Extended 2000 – Present Campus

SCHOLARLY AND Assistant Master of Science in Technical Management (MSTM) Program PROFESSIONAL ACTIVITIES: Chair

Member, National Council of Teachers of Mathematics

Member, Mathematical Association of America

Member, American Mathematical Society

Served on several faculty committees at Embry-Riddle Aeronautical University

COURSES TAUGHT (PAST 5 TMGT 503, Quantitative Methods and Statistics YEARS): OR (N/A) TMGT 646, Operations Research and Management Science MAS 605 (Now ASCI 605), Research Methods and Statistics MATH 222, Business Statistics MATH 140, College Algebra MATH 106, Basic Algebra and Trigonometry NUMBER OF GRADUATE SUPERVISIONS (OR N/A) 8 Charles Hainline, 2001, GRP Title: A Casual-Comparative Study of the Relationship Between Mechanical/Maintenance Related Accidents and Builder/First Owner Versus Second/Subsequent Owners of Homebuilt Aircraft.

Beattie, Clyde, 2001, GRP Title: A Comparative Study of the Relationship Between Prior Flight Experience and RQ-1 Predator

NAME OF STUDENTS Pilot Performance. SUPERVISED WITHIN THE PAST SEVEN YEARS, TITLE OF THESE OR PROJECT YEAR OF FIRST Flesch, Todd, 2001, GRP Title: Relationships Between Drag Chute REGISTRATION AND YEAR OF COMPLETION (OR N/A) Landings and the Occurrences of Hot Brakes/Brake Fires in the F- 117A.

Reese, Marc, 2002, GRP Title: Inpact of Flying Experience on Student Performance in the F-117A Transition/Requalification Training Course.

Emmond, Todd, 2002, GRP Title: Establishing a Baseline F-117

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Pilot Personality Profile.

Donahue, Jimmy, 2002, GRP Title: The Effect of Operational Risk Management on F-117A Pilot’s Decision To Fly.

Phillips, Ian, 2002, GRP Title: The Effects of LAND and HOLD Short Operations on Runway Incursion Rates at United States Airports.

McCollough, Devon, 2004, GRP Title: A Comparative Analysis of Single VS Multi-Engine Fighter Aircraft Safety.

RESEARCH FUNDING (OR N/A) N/A

PUBLICATIONS: (OR N/A) N/A

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Georgian College

Please note that the following criteria is NOT APPLICABLE for the faculty whose curriculum vitae appear in this section: • Number of graduate supervisions • Name of students supervised within the past seven years, title of these or project year of first registration and year of completion • Research funding

NAME: Clifford R. Beattie

DEGREES: Professional Logistics Designation (PLog) 2000

Pass Command and Staff College (PCSC) 1999-2000 Canadian Forces Command and Staff College

Certified General Accountant Designation (CGA) 1996

Bachelor of Business Administration Degree (BBA) 1981 St. Francis Xavier University, Nova Scotia plus one additional academic semester (pre-enrolment in the Canadian Forces)

EMPLOYMENT Department of National Defense 1987-Present HISTORY: Canadian Forces Base Borden (CFB), Borden, ON

Formation Comptroller, Canadian forces Support Training Group 2002-Present Deliver all components of modern comptrollership for the Support Training Group and its 20 independent units/branches/schools (650,000 training days). Branch services include: • Financial management responsibilities for a budget of $120M • Audit services • Risk management • Performance measurement • Consulting/project management • Arrangement negotiations

• Review and evaluation services in support of training management, training

delivery and training support

• Established the capability to review the impact of current human resource,

functional and organizational/structural factors on the efficient and effective

delivery of training within existing establishments.

2001-2002 Senior Staff Officer Resource Management (Comptroller)

Canadian Forces Recruiting

Provide formation level comptrollership services to CFRETS HQ, the Royal Military

College (RMC), Canadian Forces College (CFC), Canadian Forces Recruiting Group

(CFRG) and Canadian Forces Support Training Group (CFSTG).

Provide financial oversight to a budget of $182M.

Deliver the following services:

• Audit services

• Risk management • Performance measurement

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• Consulting/project management • Negotiation in support of training, education and recruiting • Manage CFRETS’ Business Development Office to market spare education/training/infrastructure capacity domestically and internationally. • Direct the development and administration of all Memorandum of Understanding and Service Level Arrangements.

Base Administrative Officer 2000-2001 Commanded 820 military and civilian personnel in the delivery of administrative and operational support services at CFB Bordon. Branch services include: • Base hospital • Policing services

• Food services/accommodation

• Fitness

• Sports

• Community and recreation activities • HR/personnel administration • Conflict resolution • Co-coordinator official languages/translation services • Chaplain services • Responsible for the implementation and maintenance of unit health, safety and environmental programs/management systems.

Resource Management Services Officer 1996-1999 Canadian Forces Recruiting, Education and Training System Provide financial management/budgetary services to CFRETS HQ and its four subordinate formations. Administered CFRETS budget in excess of $192M. Established a new and very successful Business development Office to market spare training/infrastructure capacity, domestically and internationally. Established a cell to develop and administer all Memorandums of Understanding and Service Level Arrangements. Developed and implemented an Activity Based Costing (ABC) Project within CFRETS. Led a process/activity review of environmental research and development projects at the Royal Military College. Led a formal evaluation of the new Military Personnel Support Program established at CFB Bordon (assessed operational, administrative, organizational, processes and human factors during the review). Conducted optimal structure/site location reviews for the Cadet Movement in Central Region.

International Arrangements Officer 1992-1996 Co-coordinated financial/logistics support to all NATO/UN operations conducted around the world. Led multiple on-site visits to Croatia, Haiti, and Rwanda. Represented Canada at NATO Training Group – Financial Sub-Group meetings in Turkey, Greece, England, etc.. Provided financial support services to all Canadian Foreign Attaches assigned to Canadian Embassies. Negotiated cost and cost recovery arrangements for all NATO/UN deployments. Participated in the development of all international arrangement, NATO and Cda/US bilateral financial/logistical arrangements.

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Selected by Canada and voted by all UN Member Nations to the position of “Rapporteur” (Secretary) to UN Working Group established to reform Logistics Support to UN operations. The 70-Nation UN Working Group undertook and approved the most significant reform of UN operations in 40 years – my report was formally tabled and approved by the UN General Assembly and now serves as the standard for all Logistics arrangement in support of UN operations.

Staff Officer Financial Management/Non-Public Funds Accounting Officer, Air 1989-1992 Command Headquarters Administered 20 separate budgets totaling over $500 Million. Responsible for providing guidance and direction to Air Command units on all matters relating to audits/inspections. Assisted with the set-up and administration of all “Air Incidents” investigated under the Air Command Flight Safety Program. Participated in the Air Force planning for the Persian Gulf War. Was a member of the Operations Centre staff.

Base Management Services Officer/Non-Public Funds Accounting Officer (Winnipeg) 1987-1989 Administered base budget totaling $35 Million. Provided a full range of accounting services to eight separate retail entities using an automated accounting system Services provided included: • Accounts payable • Accounts receivable • Payroll • Preparation of financial statements • Chaired several high profile special investigations into the loss of funds and fraudulent activities.

SCHOLARLY AND Courses/Symposiums PROFESSIONAL ACTIVITIES: Basic Project Management Course, York University 1999

Activity Based Costing Symposiums, Atlanta, Georgia and Phoenix, Arizona 1996-1997 Financial Management Level 1/Level 2 – Public Service Commission Courses Business Planning Symposiums – numerous Performance Measurement Symposiums – numerous

Laubach Literacy Council of Canada Instructors Course 1982

Military Education/Courses Command and Staff Course (PCSC) 2000 Advanced Logistics Officer Course 1998 Instructional Techniques – Introductory Course Financial Management Course – CF Air Force Indoctrination Course Continuous French Language Training Course Finance Officer Course Basic Logistics Officer Course Basic Officer Training Numerous ADP courses

PAGE 459 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

Instructional/Counseling Experience

Conducted and developed successful seminars, presentation and lesson plans in the 1996 areas of logistic support to deployed operation, UN/NATO arrangement/sales, financial management, business planning, performance measurement, and budgetary controls (1992-2000). As the initial Project Officer for the Activity Based Costing (ABC) project within CFRETS, I was directly responsible for developing and delivering a series of briefings, seminars and presentations to key executive staff on ABC theory and concepts, the project implementation plan and successive project updates.

As a primary Instructor, trained professional military officers on the inaugural four- 1991 week Logistics Officers Air Environmental Course. Designed, developed and instructed 22 lesson plans on a wide range of topics such as aviation history, flight safety, command post duties; financial management and the characteristics, traditions and structure of the Canadian Air Force.

As a primary Instructor, trained young professional military officers on their nine- 1987 week Basic Logistics Officers Course. Wrote, updated and instructed numerous lesson plans on leadership, financial management and oral communications including public speaking, interviewing and counseling skills.

COURSES TAUGHT Introduction to Marketing (PAST 5 YEARS): OR Planning the Marketing Strategy (N/A)

PUBLICATIONS: (OR N/A N/A)

PAGE 460 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

NAME: Warren J. Drumm

DEGREES: Masters of Education (Curriculum) 1985 Brock University, St. Catharines, ON

Bachelor of Arts (Psychology) 1978 Wilfrid Laurier University, Waterloo, ON

EMPLOYMENT Principal 1994-2000 HISTORY: Marchmount Public School, Orillia, ON

Principal 1987-1994 Mount Slaven Public School, Orillia, ON

Principal 1984-1987 Cookstown Central Public School, Cookstown, ON

Vice-Principal 1982-1984 Oakley Park Public School, Barrie, ON

Vice-Principal 1979-1982 Codrington Public School, Barrie, ON

Teacher 1975-1979 Assikinack Public School, Barrie, ON

Teacher 1972-1975 Hillcrest Public School, Barrie, ON

Teacher/English Department Co-coordinator 1968-1972 Peel County Board of Education

Aviation Work Experience: Flight Instructor/Assistant Chief Flying Instructor/Chief Ground School 2002-Present Instructor/Authorized Person (Transport Canada) Canadian Flyers International Inc.

Professor 2001-Present Georgian College of Applied Arts and Technology, Barrie, ON

Flight Instructor 2001 Advance Flight Training, Oro Station, ON

SCHOLARLY AND Advance Flight Training Centre Inc. 2000 PROFESSIONAL • Instructor Rating Class IV ACTIVITIES:

Barrie Regional Flight Centre 1999 • Commercial Pilot License

Barrie Flight Centre • Bush Course 1999 • Float Endorsement 1994 1990

PAGE 461 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

• Private Pilot License

Related Training: Behavioral Interviewing 1995 Part 1 Special Education 1980 Parts 1 and 2 Principal Qualifications 1979-1980

Ontario Teaching Certificate 1968 Lakeshore Teachers College

Safety Officer Lake St. John Airport

Security Personnel Snowbirds Airshow, Lake Simcoe Regional Airport

Additional Skills and Achievements:

The designing and co-ordination of a forty-hour training program (Human Relations) for 150 elementary and secondary teachers in Simcoe County.

Staffing Chairperson for East Simcoe District for eight years. Responsibilities included the interviewing, screening and hiring of teachers for seventeen schools, the transfers of staff to other sites, the balancing of staff, staff qualifications to match the various school populations.

Member of County Steering Committee for Family Violence Programs (provided in-service).

Teacher in good standing (Ontario College of Teachers) 32 years including 16 years in the position of Principal.

COURSES TAUGHT Navigation and Navigation Aids (PAST 5 YEARS): OR (N/A)

PUBLICATIONS: (OR N/A N/A)

PAGE 462 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

NAME: (John) David Duncan

DEGREES: Bachelor of Arts, Social Psychology 1967-1970 University of Waterloo, Waterloo, ON

EMPLOYMENT Professor 1994-Present HISTORY: Georgian College of Applied Arts and Technology, Barrie, ON

Teacher 1987-1994 Futures Pre-Employment Program All areas including: • Life Skills • Career Skills • Secondary School Correspondence programs • Counseling students in the following areas: • Academic Planning • Vocational Planning • Budgeting

• Housing

• Personal Development

• Referring students to appropriate community services 1984-1987 Teacher “Training the Handicapped Adult in Transition” Program Additional responsibilities included: • Community Outreach • Intake job placement • Monitoring of placements

SCHOLARLY AND Post Graduate Studies in Business and Marketing 1996 PROFESSIONAL York University, Toronto, ON ACTIVITIES:

Post Graduate Studies in Business and Marketing 1993 Wilfrid Laurier University, Waterloo, ON

Curriculum Development/Program Renewal Ongoing Social Science Curriculum Committee Academic College Union Committee Aviation Management Program Curriculum Renewal Law and Security Administration Program Curriculum Renewal Community Services Restructuring Task Force

Industry Liaison: Co-chair of the Simcoe County Training Board Aviation Industry Airshows

Faculty Mentoring and Support: In-service Teacher Training Program: College Coordinator for Faculty Co-chair of the College Employment Stability Committee Personal Mentor to Full-time and Part-Time Faculty

Marketing/Promotions/Student Recruitment:

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Aviation Management Program: Telemarketing and Information booths at airshows Futures and Training the Handicapped Adult in Transition Programs: Liaison with community referral agencies and three levels of government. Student recruitment.

Student Success: Academic Advising Centre for Access and Learning Disabilities steering Committee Orientation of Aviation Management Student: Study Skills Life Skills Coach and counselor for the Futures Program and various Adult Education Programs Community Social Worker

Recent Professional Development Activities: Media Training Conflict Resolution “The role of Labour Representative in Bi-Partie, Multi-Partie and other Joint Boards and Committees” “Meeting Robbers-Why Good People Have Bad Meetings”

COURSES TAUGHT Sociology (PAST 5 YEARS): OR Psychology (N/A) Marketing Career and Lifestyle Management Organizational Behaviour Flight Lab

PUBLICATIONS: (OR N/A N/A)

PAGE 464 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

NAME: Mario Fortuna

DEGREES: Master of Science, Process Control Engineering, Department of Chemical 1991 Engineering University of Alberta, Edmonton, Alberta Thesis Topic: Cooperative venture with Esso Chemical Canada in the application of Adaptive Predictive Control in Industry

Bachelor of Applied Science, Electrical Engineering, Computer Engineering University of Waterloo, Waterloo, Ontario 1987

EMPLOYMENT Pilot, Air Canada May 2002 – HISTORY: Pearson International Airport, Toronto, ON Present Cruise Relief Pilot on the Boeing 767 aircraft based in Toronto

Instructor, Aviation Management Program May 2003 – Georgian College of Applied Arts & Technology, Barrie, ON Present Part-time staff member responsible for teaching Introduction to Aerodynamics Course requires knowledge of basic flight theory, airfoil design and analysis, aircraft performance, aircraft stability and control, transonic and supersonic flight theory and aircraft design considerations Theoretical lectures are accompanied by laboratory sessions utilizing a conventional wind tunnel Position requires excellent verbal and written communication skills as well as time and schedule management abilities

Qualified Flying Instructor, 404 Maritime Patrol & Training Squadron, 14 2000-2002 Wing, Greenwood, Nova Scotia Responsible for both air and ground training on the CP-140 Aurora aircraft Air instruction involved both initial aircraft handling for student pilots and advanced low-level tactical instruction for maritime patrol crews Ground instructor for the CO-140 Aurora electrical system, conventional and automatic flight control system, and Normal/Emergency operations Duties also included providing Aurora simulator operation, scenario development and instruction for both training and operation squadrons

Maritime Patrol Crew Commander, 1994-2000 405 Maritime Patrol & Training Squadron, 14 Wing, Greenwood, Nova Scotia Responsible for supervising, training and administering a crew of 11 on the CP- 140 Aurora, including flight engineers and junior first officers Represented 105 squadron as a member of the O’Brien ASW competition crew on three occasions. In 1998 represented Canada at the International Fincastle competition in Australia, and in 1999 was again selected as the Crew Commander for the Fincastle competition in New Zealand. As Unit Flight Safety Officer revitalized and managed the Squadron Flight Safety Program since 1997. This required flight safety investigations involving personnel cause factors, hot and cold weather briefings, weekly incident reporting, and a solid understanding of risk management in air operations. Position also required the management and supervision of an aircrew team consisting of four individuals focused on squadron flight safety. As Deputy Operations Officer managed the daily flying schedule, coordinated crew mission/aircraft requirements, handled dangerous cargo/diplomatic clearance requests and provided comprehensive deployment packages for overseas crews.

PAGE 465 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

Canadian Forces Training System 1992-1994 Completed multi-engine IFR training on the BE-90 King Air and received the Base Commander’s Trophy for Officer Development. Successfully completed the Advanced Syllabus of Primary Flight Training and Selection on the Beechcraft Musketeer and received the Achievement Certificate for Top Performance on the course. Employed at CFPARU-Toronto while awaiting training. Using Principal Component Analysis authored several reports that analyzed demographic data for the CF. At DCIEM worked in the Robotics Division and designed, developed and tested an analog controller for their ERYX shoulder mounted missile simulator.

Process Control/Instrumentation/Electrical Engineer 1987-1990 Esso Chemical Canada, A Division of Imperial Oil Ltd., Sarnia, ON Responsible for the maintenance, design and development of process control strategies for two separate chemical units. Employment involved supervising and interacting with various technical and contractor trades to improve and optimize plant operations. Involved with a multi-disciplinary team to develop a Quality Manual in accordance with the ISO-9000/2299 CAN standard. Was an active member of the Total Quality Management program at Esso Chemical responsible for providing continuous monitoring and feedback on several Statistical Process Control initiatives. The results were reduced product variability and energy costs. Other duties included process simulation, designing and managing instrumentation/electrical installations and developing ergonomic user- interfaces. Several process upgrades were scoped, designed, developed and implemented to improve overall plant operations. Project management involved contracts valued in the range of $10,000-$100,000. Employment required excellent verbal and written communication skills, as interaction was with various professional, contractor and trades persons.

SCHOLARLY AND Air Canada Crew Resource Management Course 2002 PROFESSIONAL CP-140 Aurora Flight Instructor Training 2000 ACTIVITIES: Basic Instructional Techniques 2000 Crew Resource Management Refresher 2000 Air Command Unit Flight Safety Course 1997 French Language Training assessed as Functional 1991

COURSES TAUGHT International Aviation and Management (PAST 5 YEARS): OR (N/A)

PUBLICATIONS: (OR N/A N/A)

PAGE 466 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

NAME: Wade M. Hoople

DEGREES: Master of Education 2004 York University, Toronto, ON One course and a thesis required to complete degree. Major – Adult Education/Training

University of Alberta, Edmonton Alberta Full time student September 1983 – August 1989 Part-time student 1989 – 1994 22 graduate level courses complete including 10 MBA courses Unable to complete the M.Ed. or MBA due to a transfer to Los Angeles

Masters of Business Administration (MBA) Ongoing Ten of twenty courses complete University of Alberta

Masters of Education (Thesis incomplete) Ongoing University of Alberta Major: Adult, Career & Technology Education

Bachelor of Education 1987 University of Alberta Major: Adult, Career & Technology Education

Bachelor of Arts 1985 University of Alberta Major: Economics - Minor: Canadian History

Associates diploma – Business 1979 The Northern Alberta Institute of Technology

EMPLOYMENT Professor, Aviation Management 1998-Present HISTORY: Canadian Aviation Institute, Georgian College Developed 6 blended aviation courses (online and in class via the use of Internet based Blackboard course development software.)

Coordinator of the Aviation Management Program 2001-2003 Georgian College

Part-time Instructor – Micro and Macro economics 1990-1995 University of Alberta

Northwest Airlines, Los Angeles CA 1980-1998 Manager, Customer Service Developed and instituted luggage procedures reducing claim costs by 30% Initiated 10 minute training flashes, increased employee morale and efficiency Managed a variety of contracts covering over 500 unionized employees Manager & Liaison of ground handling contracts for 15 contract carriers, eg., Air New Zealand, ATA, Virgin Atlantic, Vasp, Asiana, Hawaiian

Manager, Customer Service Northwest Airlines, Edmonton Alberta Interim manager – Vancouver in addition to Edmonton 1995-1996

PAGE 467 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

Ground handler strike in Vancouver – with 6 Northwest volunteers operated 3 – 727 turns per day for 5 months until permanent employees were hired Vastly improved Vancouver station performance Northwest opened 5 new stations simultaneously in Canada in 1995 (Due to a new Canada/USA open skies agreement.) Assisted with all new Canadian station openings plus personally opened and operated the Saskatoon station until a new manager was hired Trained and mentored the new station manager for Saskatoon

SCHOLARLY AND Listed above PROFESSIONAL ACTIVITIES:

COURSES TAUGHT Microeconomics (PAST 5 YEARS): OR Macroeconomics (N/A) International Aviation and Management Principles of Management Government and Aviation Supervision Operations Management Developing Leadership Emergency Planning and Security Globalization

PUBLICATIONS: (OR N/A N/A)

PAGE 468 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

NAME: Glenn Mainprize

DEGREES: Bachelor of Science, University of Toronto

Bachelor of Education, University of Toronto

EMPLOYMENT Professor, Canadian Aviation Institute, Georgian College of Applied Arts and 1984-Present HISTORY: Technology, Barrie, ON

Weather Observer, Environment Canada, Calgary International Airport, 1980-82 Calgary

Officer in Charge, Environment Canada, Banff Weather Office, Banff, Alberta 1980-82

Iceberg Observer/Weather Reporter, Marine Environmental Services (Drill 1978 Ship Pelican), St. John’s, Newfoundland

Engineering Assistant, Schlumberger of Canada, Alberta Oil Patch 1979

Research Technologist, Nova Scotia Research Foundation Corp., Nova Scotia 1975-1978

Teacher, Chemistry and Biology, Toronto Board of Education 1968-1975

SCHOLARLY AND Operational Meteorological Training PROFESSIONAL Environment Canada Headquarters, Toronto, ON ACTIVITIES:

Certificate in Meteorology 1982 University of Alberta

Masters of Education 1972 Ontario Institute for Studies in Education 5 Courses completed

Masters of Science 1967 8 Post-Graduate chemistry courses completed

Numerous Air Shows, Preview Session to promote the Aviation Management Program at Georgian College of Applied Arts and Technology.

COURSES TAUGHT Introduction to Business and Technical Mathematics (PAST 5 YEARS): OR Mathematics - Calculus (N/A) Statistics I Applied Statistics Meteorology Introduction to Meteorology

PUBLICATIONS: (OR Co-Authored a research paper entitled “On Line Hydrogen Sulfide Analysis 1978 N/A) At Sub PPM Levels” that was presented at the Chemical Institute of Canada Conference in Vancouver, British Columbia.

PAGE 469 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

NAME: R.H. Ouellette

DEGREES: Bachelor of Mechanical Engineering, Royal Military College, Kingston, ON 1965

MBA, Chadwich University, Birmingham, Alabama, USA 1991

EMPLOYMENT Professor/Coordinator, Aviation Management Program 1985-Present HISTORY: Georgian College of Applied Arts & Technology. Barrie, ON • Designed new Program – Business Information System for the Computer Programmer Analyst program responding to industry needs • Led Aviation Team in developing and maintaining updated Aviation Management Program • designed, developed and/or taught a variety of full-time and seminar style business, HR, computer and aviation courses/seminars in French and in English on-line as well as in the classroom • Updated/converted and delivered aviation courses in Emergency Planning and Security and Aviation Safety and Accident Prevention to an on-line delivery format • Developed Articulation Agreements that led to University Degree possibilities for students graduation from the Aviation Management program. • Presently developing an introduction to SMS course for on-line and in- class delivery in both English and French

• Presently leading the aviation management team in developing curriculum for a 4-year Bachelor of Applied Science degree in SMS and Quality Management.

• Developed/taught a number of seminar style Professional Development

courses for faculty and staff.

• Elected to College Council and nominated as Chairperson reporting to

the President.

• Served on College Planning Committee.

Marketing Manager, Dorr-Oliver Canada Limited, Orillia, ON 1980-1985 • Development of the company’s National Strategic Growth plan • Development and monitoring of marketing and sales attainments and budgets • Liaison with federal and provincial agencies • Control of the MIS system • Monitoring and forecasting of the environments • Control of the company’s image • Proposal contract administration

TECC Services, Principal, Washago, ON 1977-Present • Energy coordination audits and studies • Custom designed spreadsheet and database micro applications for business needs • Served on committees investigating software solutions to business problems • Designed original executable pc software applications

Keele Lumber (Bovis Corporation), General Manager, Weston, ON 1974-1977 • Responsible for the division’s profit and loss encompassing

PAGE 470 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

• Bulk lumber purchasing • Lumber sales to the construction industry • Truss design and manufacturing • Led an increase in volume from 1.8 MM in 1974 to a forecast 3.5 MM in

1976 with the first quarter attainment ahead of goal in a down market situation. 1972-1974 Federal Equipment (Bovis Corporation), Vice-President Planning, Montreal • Overall responsibility for Marketing

KIZ, Vice President and General Manager, Kinshasa, Republic of Congo 1970-1972 • Responsible for an American construction company dealing with housing and low rise buildings for the business and government sectors

Canadian Reynolds Metals, Senior Mechanical Engineer, Baie Comeau, PQ 1968-1970 • Responsible for all designs handles internally and manufactured either internally or by outside contract. • Originally involved as a field engineer during the Potline III 58 MM expansion as construction-production liaison with responsibilities including integration of new facilities into existing operations.

Canadian Armed Forces (Navy), Captain, Shearwater, NS 1965-168 • Pilot flying CS2F Tracker Anti-Submarie aircraft • Flight safety officer involved with the squadron Technical Officer re: aircraft safety designs • Design of tracker airborne fuel dump and purge system • PB20 auto-pilot design

SCHOLARLY AND Safety Officer Course, University Southern California 1967 PROFESSIONAL ACTIVITIES: Marketing Management Course, University of Western Ontario 1974

Financial Management Seminars, University of Toronto

Financial Management Seminars, McGill University

Member of: Association of Professional Engineers of Ontario Association of Professional Managers of Canada Canadian Institute of Management Canadian Information Processing Society Canadian Association of Logistics Management

COURSES TAUGHT Computer Applications 2 – Relational Database (PAST 5 YEARS): OR Computer Applications – Spreadsheets (N/A) Introduction to Marketing Emergency Planning and Security Aviation Safety and Accident Prevention Planning the Marketing Strategy

PUBLICATIONS: (OR N/A N/A)

PAGE 471 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

NAME: Daniel B. Phillips

DEGREES: Masters of Arts in Mathematics 1975-1978 York University, Toronto, ON Including Complex Analysis, Functional Analysis and Modern Algebra

Bachelor of Mathematics (Honours) Pure Mathematics 1969-1973 University of Waterloo, Waterloo, ON Minor in Computer Science

EMPLOYMENT Professor 1974-Present HISTORY: Georgian College of Applied Arts and Technology Barrie, ON

Developed and delivered several courses as listed below.

SCHOLARLY AND Coordinated Computer Fundamentals for Georgian College with college wide 1998-2000 PROFESSIONAL responsibilities. ACTIVITIES:

International Experience: Recently returned from a 3 month term, living and teaching in Chandigarh, India, Worked with a team of Canadian and Indian Professors to start up a Canadian Computer College (www.cicst.com)

Course Developer and Writer for a province wide College level Statistics course: developed and co-wrote a self-paced college level Statistics course for a province wide college consortium (Contact South)

Represented Georgian College on a Provincial Program Standards 1998 Committee: (set new provincial standards for the CP/A program for 1999 and forward) at the Ministry of Education for the Computer Programmer and Analyst Program

Consultant / Instructor/ Marker, Certified General Accountants of Canada 1980-Present (CGA) in Quantitative Methods - delivered and have consulted about their Statistics course (Quantitative Methods) since 1980. Marked and now an electronically marked their students assignments.

Developer and Writer for a course on AutoSketch 7.0: Developed and wrote a manual for Police Departments of Ontario on “How to use AutoSketch7.0” a CAD program for drawing accident scenes

Writer, High School Mathematics Text: Recently was asked to write an appendix on “Using AutoCAD” for a soon-to-be released ministry-level High School Mathematics textbook.

Built and maintain the Web site: Computer Fundamentals and Business Statistics

Extracurricular Activities OCMA – Ontario Colleges Mathematics Association (Member) Corel Corporation – Beta tested a 3D technical drafting program

International Programs

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Started a new campus for Georgian College and teaching in India 2000 Lead a follow up project with the President of Georgian College to Costa 1991 Rica, Central America Helped coordinate, lead and translate for a ‘first contact’ group from three 1990 Ontario Community Colleges to the Community Colleges In Costa Rica, Central America Team-taught AutoCAD (computer aided design software) to Professors of a 1989 Technical University in Costa Rica, Central America

COURSES TAUGHT Statistics I (PAST 5 YEARS): OR Statistics II (N/A) Quantitative Analysis Management Science Operations Management Operations Research Business Mathematics Technical Mathematics Mathematics for Life Sciences and Remedial Mathematics Computer Programming Computer Applications Desktop Publishing Computer Illustrations Computer Presentations Media Management (Computer on-line Course) Mac Computer Operations Research Analysts Database Management Table Managements Mathematician Reads the News Internet and Society

PUBLICATIONS: (OR N/A N/A)

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NAME: Jeffrey W. Spong

DEGREES: Bachelor of Science, Honours, Geology 1981-1985 University of Waterloo, Waterloo, ON Dean’s Honour Roll 1984 Chevron Canada Resources Ltd. Scholarship 1983 J.P. Bickell foundation Scholarship

EMPLOYMENT Professor 1995 – HISTORY: Georgian College of Applied Arts and Technology, Barrie, ON Present Part-Time in Civil Aviation Program Taught Air Traffic Service, Aircraft Courses, Aerodynamics Coordinated flight training

Pilot 2002 – Air Canada, Toronto, ON Present B767 Domestic and International scheduled operations Furloughed, awaiting recall

Captain 1996-2002 Canadian Regional Airlines/Air Canada Jazz, Calgary, AB FK-28 Regional Jet Simulator Instructor Health and Safety Representative

Air Traffic Controller 1994-1996 Transport Canada, Toronto, ON Toronto-Buttonville Control tower Toronto Area Control Centre

Flight Instructor 1995 Barrie Flight Centre, Barrie, ON

First Officer 1989-1993 Ontario Express Limited, Toronto, ON EMB-1230, BA-31, BE-1900 Scheduled passenger, charter

First Officer/Captain/Instructor Skycraft Air Transport 1988-1989 Ottawa, ON EMB-110 Scheduled passenger, charter PA-23, B-76 Charter cargo, passenger In-flight Private, Commercial, Multi-engine and IFR instruction Taught ground school and Durham College aviation course

SCHOLARLY AND Air Traffic Control Course 1993-1994 PROFESSIONAL Transport Canada Training Institute, Cornwall, ON ACTIVITIES:

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Aviation and Flight Technology Diploma, High Honours 1985-1988 Seneca College of Applied Arts and Technology Flight Instructor’s Course (preparing, presenting, assessing, lesson planning, air and ground) Class Valedictorian Class President Governor General’s Award for Academic Excellence W.J. Lewis Award for excellence in the Aviation Program 1987 Seneca College Bursary

Interests and Associations Volunteer Firefighter with Town of Innisfil Realtor’s License Qualified CPR and St. John’s Ambulance First Aid Cadet Counselor, teaching boys ages 5-13

Previous Memberships Air Canada Pilots Association Air Line Pilots Association Canadian Owners and Pilots Association Experimental Aircraft Association

COURSES TAUGHT Introduction to Aerodynamics (PAST 5 YEARS): OR Air Traffic Services (N/A) Aircraft courses

PUBLICATIONS: (OR N/A N/A)

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NAME: Hardial S. Sufi

DEGREES: MBA May, 1970 University of San Francisco, California, USA

BBA June, 1964 Golden Gate University, California, USA

Punjab University College 1958-1960 Punjab, India

EMPLOYMENT Owner/Self-Employed 1998-Present HISTORY: Sufi Properties Ltd., Mississauga, ON Responsibilities include complete accounting services, tax preparation, payroll services, budget preparation, business plan preparation and on site training for small businesses.

Professor/Coordinator, Business Programs 1970-1998 Pembroke Campus, Algonquin College, Ottawa, ON Managed all business faculty and staff at Pembroke Campus from 1970-1977. Responsibilities included: • Development of short and long-range goals • Analysis of labour market • Researched trends in workforce • Developed funding proposals for Canada manpower departments, business organizations and other funding agencies. • Developed and delivered needed training, courses and consulting services • Formed advisory committees to arrange for and facilitate participation of business community in college learning process.

• Maintained relationship and on-going participation in community,

industry, businesses and other concerned organizations.

• Prepared financial reports and budgets based on revenues and expenses

to accomplish the required goals.

Professor 1968-1970 Confederation College, Thunder Bay, ON

Taught business math, economics, and finance. Performed duties on the

student’s admission committee and as a student advisor.

1966-1968 Mill Accountant

Kimberly Clark of Canada Limited, Saint John, NB

Responsible for all financial and accounting functions at the Saint John mills.

Responsible for the proper cost control accounting of the tissue mill

manufacturing, converting and warehouse operation.

Conducted meetings to explain cost variances at mill management meetings

and recommended changes to achieve the desired objectives.

Junior Accountant 1964-1966 Matson Navigation Company, San Francisco, California, USA

Duties included mixture of cost accounting and financial functions.

Accounting Clerk 1962-1964 Schwabscher and Company, San Francisco, California, USA

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Helped establishment of accounting procedures.

Management Trainee Goodyear India, Balabgarh (Delhi), India 1960-1962

SCHOLARLY AND Algonquin College Professional Development Department 1970-1998 PROFESSIONAL Emphasis on: ACTIVITIES: Microsoft Word, Excel, and Power Point Health and Safety in the Workplace Labour and the Law Workplace Inspection Management committees

The Canadian Institute of Financial Planning 1993-1998 Emphasis on: Strategic Investment Planning Personal Financial Planning Canadian Investment course

Ontario Real Estate Board 1989-1994 Licensing Courses I, II and III Real Property Law Principles of Appraisal Mortgage Financing

Carleton University, Ottawa, ON 1986 Business Information System

Michigan State University, Michigan, USA 1971 Workshop Distribution Education

University of Maine 1968 Market Research and Analysis

University of Buffalo 1967 Business Decision

University of San Franciso 1964-1966 Electronic Data Processing Programming for Digital Computers Managerial Statistics Managerial Economics Business Research Financial Management – 2 courses History of Business Enterprise Distribution Management Social and Ethical Problems in Administration Production Management Thesis proposal Seminar/Counsel Thesis: Study of Aluminum Industry of India and its Impact on Balance of 1969 Payments

Golden Gate University 1964 Took over 20 courses in BBA program Accounting

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Economics Finance Management Business Mathematics Human Relations

Business Endeavors 1980-Present Sufi Properties Ltd. Own and operate multi-unit apartment complex and a health club

Sufico Development Ltd. 1976-2000 Development of land into subdivision and constructed houses and other small buildings. Suficorp Hotels Inc. 1976-2000 Owned and operated hotel, motel and High Hope Resort (Jamaica) Pembroke Roller Disco 1980-1985 SAV-AL Discount Foods 1980-1986 Import and Export Enterprise 1968-1970

Committees/Service Clubs Served Director/Treasurer, Pembroke Public Library Director/Treasurer, Renfrew Lanark Algonquin Labour Training Board Member, Pembroke City Planning Board Eastern Ontario Tourism Advisory Committee Pembroke and Area Chamber of Commerce Rotary Club

COURSES TAUGHT Management and Planning Practices (PAST 5 YEARS): OR (N/A)

PUBLICATIONS: (OR N/A N/A)

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NAME: Edward R. Syme

DEGREES: Master of Science (MSc.), Loughborough University of Technology, Dept. of 1995 Transport Studies, in Airport Planning and Management in the United Kingdom. Thesis; Canada's First Tier Charter Carriers, Towards the Year 2000.

Bachelor of Applied Science (BASc.), University of Toronto, School of 1974 Applied Science and Engineering, in Metallurgy and Materials Science.

Completed PANS–OPS (ICAO) Design of Instrument Procedures, four week June 1999 course.

Private Pilot – SEL w/night endorsement – Transport Canada (since 1980) and 1980 - Present FAA United States license. Current Cat III medical (pending Cat I due to recent vision requirement changes), Canadian Commercial and IFR ground schools completed. TT 350 hours

EMPLOYMENT Georgian College - Canadian Aviation Institute, Barrie, Ontario. 1985 – Present HISTORY: Full time Senior Professor (and former Academic Co-ordinator) in the Aviation Department, teaching various aviation, management and technical courses on a full time basis. The co-ordinator position terminated in April 1994, as to attend full time graduate school on a sabbatical in England. Returned to the Aviation Department in August 1995 for full time duties.

Fahramet Ltd. (Div. of Falconbridge) , Orillia, Ontario 1981 to 1985 Project Engineer in a stainless steel foundry. Moved into sales engineering and eventually Sales Manager opening up new markets for petrochemical, nuclear and aerospace in the Southern USA and Caribbean countries in addition to servicing existing markets in Ontario and Western Canada.

Hayes-Dana Corp., Barrie, Ontario 1979 to 1981 Plant Metallurgist for a new plant involved in the manufacture of heavy truck axle housings. Implemented and ran the Quality Control program (GM based) and hired and supervised training of metallurgical technicians.

Burndy Canada Ltd., Toronto, Ontario 1974 to 1979 Project Engineer for a firm that manufactured electronic and electrical connector components. Progressed through industrial engineer, sales service, production scheduling, to Sales Manager for power components for Canada.

SCHOLARLY AND Provided leadership and directed the pre-training program and entrance screening PROFESSIONAL for Air Traffic Control candidates for Transport Canada. ACTIVITIES:

Generated articulation and linkage programs with universities in England (Loughborough University) and the United States (Embry-Riddle Aeronautical University) for aviation students to receive degrees in eight to twelve months upon graduation form Georgian College.

Developed and administered the highly successful annual flying program, FLIGHTLAB, for first year students in the Aviation Management program at Georgian College.

Co-developed the IAAE-Canada (International Association of Airport Executives)

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program formerly administered by Georgian College, and recently completed an 18 month contract to act as the Executive Secretary of this program.

Participates in ongoing aviation curriculum development for the program and college level courses in Airport Management, Air Carrier Management, and Air Traffic Services

Maintains flying status to keep current on light aircraft. Previous co-owner Piper Arrow II aircraft.

Literate in PC based computer systems using Microsoft Office, AutoCAD 2000, FAA Noise Modelling, and various software packages for flight planning, and GPS flight tracking software for approach design calibration purposes.

Member in good standing with the Professional Engineers of Ontario (PEO), and the Canadian Owners and Pilot Association.

Currently sitting on two Transport Canada committees, Standing Committee on Operations under Icing Conditions, and the CARAC Aerodromes and Airports (A&A) Technical Committee.

Currently operates a separate consulting business, instructing and contracting airport operations and management training in Canada and the United States. Training courses are 2-5 day workshop type seminars for entry & mid-level airport operational, administration, and management personnel.

Consulting History

Numerous 2 to 5 day training sessions in the United States under contract to 1998-Present American Association of Airport Executives (based Alexandria, Va.), delivering custom on-site FAR Part 139 Airport Safety and Operations Schools. Workshop material includes Winter Operations, Environmental Control, Security, and Aircraft accidents. Airports include Phoenix, Atlanta, Miami, Port Authority of New York and New Jersey, Lexington, Philadelphia, and state of Ohio Department of Aviation at Columbus.

Canadian Airport Safety and Operations workshops (as above but based on 2000-2001 TP312) delivered to Transport Canada and other airport personnel in Ottawa, Calgary and Toronto 1999-2003.

Completed management contract as Executive Secretary in Canada for the 1998-1999 International Association of Airport Executives (IAAE)-Canada organization.

Major contract with Transport Canada Aerodrome Safety for a study of 1998-2001 Transport Canada fees and cost recovery.

Completion of contracts involving design and flight testing of non-precision 1996-1997 GPS instrument approaches (TP308) for corporate customers using small airports in Ontario.

Completed projects with the British Council in Ottawa for academic linkage agreements with Loughborough University Graduate School in the Transportation Technology Department in England.

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Also completed the management and delivery of three specialized aviation 1985-1993 courses to individuals from the Nepal Department of Civil Aviation .

Consultant in training and system implementation for AutoCAD computer aided design software. Also developed and taught courses for the Canadian Armed Forces at CFB Borden in metallurgy, armour and light weapons technology at the Canadian Forces School of Electrical and Mechanical Engineering (CFSEME) under contract. Other projects included computer and aviation management training for Royal Nepal Airlines, and liaison with the Costa Rican Civil Aviation Authority.

COURSES TAUGHT Lectures and maintains course content in current aviation subjects including (PAST 5 YEARS): OR Airport Operations & Management, , Airline Operations, Aviation Orientation, (N/A) Aircraft Characteristics at a junior post-secondary (college) level; Airport Planning , and Air Cargo at the senior level.

PUBLICATIONS: (OR 1. Yorkshire Bomber Bases of WW II, Syme E.R., manuscript currently being Late 2004 N/A) written, expected completion late 2004.

2. Airport Development, Management, and Operations in Canada, Syme E.R. and January, 2000 Wells, A.T. Prentice-Hall Canada, Toronto, January 2000. 281 pages, ISBN 0-13- 081821-6. Currently working on 2nd Edition, expected publishing date mid-2005.

3. Airline Operations Course Supplement ,Georgian College Press, Publication # 52, Syme, E.R., First printing August 1997 , updated annually. August, 1997

4. Current Developments in Winter Airport Operations, De-icing and Anti-icing Apr/May, Technologies, Syme E.R. Paper delivered at Loughborough University, and 1996 IAAE-Canada, Barrie, seminars in April and May 1996.

5. Retention and Attrition of Students in Select Programs at Georgian College - June, 1994 School of Engineering Technology, Syme E.R, June. 1994. (unpublished)

6. Student Training Record - FLIGHTLAB Operations, Georgian College Press, August 1990 Syme E.R., August 1990. Revised 1992 , 1993, 2001 & 2004. Revised 1992, 1993, 2001, 2004

7. AVI 4202 Aircraft Course Supplement, Georgian College Press, Publication August, 1992 #9, Syme E.R., First printing August 1992, updated annually.

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NAME: W.C. Wark

DEGREES: Masters of Science in Airport Planning and Management 1998-1999 Loughborough University, Loughborough, UK Subject areas include: Regulation and Legislation, Airport Design, Strategic and Master Planning, Airport Operations, The Environment

Graduated with distinction

Diploma (3-year) Airport Operations and Management Canadian Aviation Institute Georgian College of Applied Arts and Technology, Barrie, ON Graduated with distinction 1994-1997 Student representative on marketing and curriculum focus groups.

Bachelor in Economics and BFA in Music (3 yrs completed) York University, Toronto, ON President of Hall of Residence Seat on College Council 1989-1994

EMPLOYMENT Manager, Strategic Plans and Programs 2004-Present HISTORY: Greater Toronto Airport Authority , Toronto, ON Engaged in strategic and corporate planning including development of Strategic Plan and carrying out various corporate initiatives. This work includes developing a strategic planning process, carrying out research and analysis on strategic issues, engaging airport stakeholders and making recommendations on the long term strategic direction of the GTAA. This work also includes researching, benchmarking and developing recommendations for improvements in corporate processes.

Independent Aviation Consultant, Terminal Activation Team 2003-2004 Greater Toronto Airport Authority, Toronto, ON Engaged in project management for the functional readiness of the first phase Lester B. Pearson International Airport’s new CDN$ 4.1 billion terminal. This work included participation in the Trials programme and the institutionalizing and managing of various processes to ensure the functional readiness of the new facility.

Senior Airport Planner and Project Manager 2002-2003 Scott Wilson Kirkpatrick & Co. Ltd., Dubai, UAE Engaged in airport design, strategic/master planning and airport systems planning in their Dubai office. Project locations include the UAE, Morocco, Thailand and the UK.

Senior Aviation Analyst 1999-2000 Scott Wilson Kirkpatrick & Co. Ltd., Basingstoke, UK Engaged in airport design, strategic/master planning and airport systems planning in their UK Head office. Project locations include the UK and Belgium.

Airport Researcher 1999 Modeling Airfield Capacity: Analysis of Brussels International Airport

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Brussels International Airport Company, Brussels, Belgium Authored a study into the analysis of airfield capacity at Brussels International Airport. The study included the critical analysis of previous airfield capacity analysis and recommendations on their appropriateness for management decision-making.

Airport Operations Specialist 1996-1998 Greater Toronto Airport Authority, Airport Operations Control Centre, Toronto, ON Collection and dissemination of operational information including: HVAC systems, Fire systems, Power plant and facilities (i.e., trades dispatch), Emergency (Aircraft, Evacuation, Personal), and Security CCTV monitoring. Maintenance of computerized operations data event system (CODES). Co-ordination of activities such as facility closures, daily construction activities, and emergency response. Training of new staff. Presentation of AOCC functions to various airport departments.

Assistant Aviation Security Analyst 1995 Transport Canada, Airport Security Headquarters, Ottawa, ON Correspond with and collect data from airport sites and regional offices across Canada. Assemble data and automate office operations using computer databases. Evaluate Airport Security Pass systems.

Project Experience as follows:

Second Bangkok International Airport, Thailand Project Coordinator for study into the extension of runways at Bangkok’s new Suvarnabhumi Airport. This project includes the review of the existing master plan, discussions with various airport stakeholders, the analysis of various extension options and ensuring these options are compliant with ICAO standards and the recommendation of a preferred runway extension option.

Marrakech-Men ara Airport, Morocco Study coordinator for the relocation and Master Planning of Morocco’s premier tourist airport, presently serving over 1 million passengers per year. This project includes the development of passenger and aircraft forecasts to establish the future facility requirements for Marrakech Airport, as well as choose a suitable site for its relocation.

Dubai Airport, United Arab Emirates Project Manager for several peer review commissions related to Dubai airport’s Phase II development. These reviews included the design and evaluations of runway 12R/30L, as well as various taxiway and apron surfaces.

UK Government, United Kingdom Senior Aviation Analyst modeling passenger allocations across the broader UK aviation system. Using a Scott Wilson developed model called SPASM, I am contributing to the development of the UK Government’s future aviation policy through testing the impact of various policy options relating to the development of airport capacity in the UK.

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Dublin Airport, Ireland Senior Aviation Analyst for provision of alternative, off-airport sites for an additional runway development. This desk-top study used GIS as a tool to classify and rank areas of possible development around the existing sites based upon their comparative merits to the on-site options.

Brussels International Airport, Belgium Study coordinator for Brussels International Airport Company’s (BIAC’s) Strategic Plan on Airport Development Study. This study includes the analysis of opportunities in the aviation markets, development of a Strategic Vision, the optioneering of infrastructure and analysis of the economic viability of the various options. Responsibilities include technical advice to BIAC’s Business Development team, reporting to BIAC Senior Management and government agencies including presentation to BIAC’s Executive Committee and the Belgian Deputy Prime Minister as well as general study coordination.

UK Government, United Kingdom Airport Planner for the Preliminary site Search for New Airport Capacity to Serve the South East of England (SERAS). This project, combined with the SPASM work outlined above, will be the basis of air transport policy in the UK. The project included the development of a GIS-based methodology to model site selection criteria for locating new airport facilities. Responsibilities included technical advice, reporting to the DETR working group, and general study coordination.

London Manston Airport, United Kingdom Airport Planner on the development of a Master Plan for London Manston Airport. The project includes the compilation of traffic forecasts, strategic option development, and phasing recommendations. Responsibilities include technical advice on the development of design parameters and liaison with the client.

Various Airports Airport Planner for various airside capacity project including runway, taxiway, and apron capacity assessments. Locations include: Brussels Airport, Belgium Birmingham Airport, UK Belfast International Airport, UK Marrakech, Morocco New Castle Airport, UK Malpensa, Italy

SCHOLARLY AND Chartered member of the UK’s Institute of Logistics and Transport (MCIT). PROFESSIONAL Successfully completed training course on the Airport and Airspace ACTIVITIES: Simulation Model (SIMMOD) with Trans Solutions in Fort Worth, TX. Delegate for IIR conference on Maximizing Airport Capacity.

COURSES TAUGHT N/A (PAST 5 YEARS): OR (N/A)

PUBLICATIONS: (OR N/A N/A)

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APPENDIX 8.5.2C CURRICULUM VITAE FOR FACULTY RESPONSIBLE FOR TEACHING AND CURRICULUM DEVELOPMENT OF DO AND DL COURSES (COURSES OUTSIDE AND LINKED TO THE DISCIPLINE)

NAME: Michael K. Johns

DEGREES: PhD Government and Politics, University Maryland 2004

MA Government and Politics, University of Maryland 2002

MSc Comparative Politics, London School of Economics and Political 1998 Science 1997 BA (Hons) Political Science and Business Administration, Wilfrid Laurier University

EMPLOYMENT Assistant Professor; Lecturer 2003-Present HISTORY: Laurentian University at Georgian College, Barrie, ON

Researcher-in-Residence, Organization for Security and Cooperation in 2003 Europe’s Office of the High Commissioner on National Minorities, The Hague, Netherlands

Project Coordinator, Minorities at Risk Project, University Maryland 2002-2003

Research Assistant, Center for International Development and Conflict 2001-2002 Management, University of Maryland

Political and Economic Relations, Canadian Consulate Genera, Buffalo, NY 1999-2000

SCHOLARLY AND PROFESSIONAL International Studies Association ACTIVITIES: Canadian Political Science Associtation European Union Studies Association

COURSES TAUGHT • UPO1006 Introduction to Political Science I (PAST 5 YEARS): OR (N/A) • UPO1007 Introduction to Political Science II • UPO2206 Comparative Government and Politics • UPO2306 Introduction to International Relations • UPO3206 Selected Problems in Comparative Politics I Nationalism and Ethnic Conflict • UPO3316 Regional Governance: The European Union • UPO3207 Selected Problems in Comparative Politics II The State and War • UPO3317 Global Governance: The United Nations System

PUBLICATIONS: (OR N/A) Publications

“Do As I Say, Not As I Do: The European Union and Minority Rights” East European Politics and Societies Vol.17 No.4 Fall 2003

"Appendix: Serious and Potential Ethnopolitical Conflicts in 2002" in Barbara Harff and Ted Robert Gurr, Ethnic Conflict in World Politics, 2nd Edition (Boulder CO: Westview Press, 2003)

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“Tracking Minorities at Risk: NGO Support for Conflict Prevention” OSCE Newsletter Vol. 10 No.4 2003

"Assessing Risk Assessment: A Baltic Test" Nationalism and Ethnic Politics Vol. 8 No.1 2002

Campaign Canada- Computer Electoral Simulation with Kim Johns (Toronto: Oxford University Press Canada, 1995)

Book Reviews

Review of John Coakley (ed.) The Territorial Management of Ethnic Conflict, 2nd Edition forthcoming in Millennium

Review of Joseph Ruane, Jennifer Todd and Anne Mandeville (eds.) Europe’s Old States in the New World Order: the politics of transformation in Britain, France and Spain forthcoming in Political Studies Review

Review of Michael Keating Plurinational Democracy in Nationalism and Ethnic Politics Vol.9 No.2 2004

“Fear and Loathing: The Impact of Group-wide Emotions” Review of Roger Petersen Understanding Ethnic Violence in International Studies Review Vol.5 No.3 2003

Review of Walter C. Clemens The Baltic Transformed in East European Politics and Societies Vol.7 No.2 2003

Papers Presented at Conferences and Annual Meetings

Predicting Conflict, Predicting Peace: Understanding Minority Group Decision-Making in Europe presented at the Canadian Political Science Association annual meeting, Winnipeg, MB, June 2004

Europe’s Black Sheep: Explaining Ethnic Conflict in Corsica and the Basque Country presented at the International Studies Association annual international convention, Montreal, PQ, March 2004

The Baltic Paradox: The Costs of European Union Membership presented at the Canadian Political Science Association annual meeting, Halifax, NS, May 2003

A Fair Price of Admission? Minority Policies In and Out of the EU presented at the European Union Studies Association bi-annual convention, Nashville, TN, March 2003

Do As I Say, Not As I Do: The EU, Eastern Europe and Minority Rights presented at the International Studies Association annual international convention, Portland, OR, February 2002

Assessing Risk Assessment-The Potential for Ethnic Conflict in Estonia and Latvia presented at the Midwest Political Science Association annual meeting, Chicago, IL, April 2002

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Coercion and Identity: The Impact of Negative Sanctions on a Group’s Sense of Self presented at the International Studies Association annual international convention, New Orleans, LA, March 2002

Managing or Resolving Conflict: A Comparison of Canada and Switzerland presented at the International Studies Association-Northeast Region/Northeastern Political Science Association annual meeting, Philadelphia, PA, November 2001

Lectures and Presentations

Guest Speaker “The worldwide impact of landmines” for the Night of a 1000 Dinners charity auction, Barrie, ON, November 4 2004

Minorities at Risk Workshop Organizer and Presenter at the Organization for Security and Co-operation in Europe Secretariat, Vienna Austria, July 28 2003

Minorities at Risk Workshop Organizer and Presenter at the Canadian Political Science Association annual meeting, Halifax NS, May 28 2003

Guest Lecturer “Theories of Nationalism and Options for Ethnic Conflict Regulation” for Seminar on the Causes and Consequences of War and Introduction to International Relations, Reed College, Portland OR 2003

Guest Speaker UMD- Department of Government and Politics Women’s Caucus “How to Publish” Workshop, College Park MD. 2003

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NAME: Nancy Noldy-MacLean

DEGREES: Clinical Neuropsychology, College of Psychologists of Ontario 1999

PhD Psychology, University of Ottawa 1987

BA (Hons) Psychology, University of Ottawa 1980

BA Psychology, McMaster University 1979

EMPLOYMENT Laurentian University at Georgian College, Institute of University Programs 2003-Present HISTORY: and Advanced Studies Professor; Head, Psychology

Psychologist, Clinical private practice in Barrie, Ontario 1999-Present

Researcher, Bloorview Epilepsy Research Program, Bloorview MacMillan 1993-2002 Centre, Neurodevelopmental and Research Programs

Researcher, Playfair Neuroscience Institute, University of Toronto/The 1993-1999 Toronto Western Hospital

Staff Scientist, Division of Neurology, Department of Medicine, The Toronto 1993-1998 Hospital

Research Scientist, Women’s Health Program, The Toronto Hospital 1995-1997

Research Scientist, Clinical Research and Treatment Institute, Addiction 1990-1993 Research Foundation

Postdoctoral Fellow, Neurology Program, Addiction Research Foundation 1987-1990

Research Assistant, School of Psychology, University of Ottawa 1984-1986

Research Collaboration, Elisabeth Bruyere Hospital, Ottawa 1984

Research Assistant, Child Study Centre, University of Ottawa 1980-1984

SCHOLARLY AND PROFESSIONAL Canadian Pediatric Epilepsy Network ACTIVITIES:

Affiliated Unit Representative, Centre for Health Promotion, University of Toronto

Women’s Health and Neurosciences Committee, The Toronto Hospital

University of Toronto Epilepsy Program

Member, Local Organizing Committee, International Symposium on Brain Electromagnetic Topography, Toronto

Member, International Society for Brain Electromagnetic Topography

Member, Society for Psychophysiological Research

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COURSES TAUGHT • Developmental Psychology I: prenatal to 2 years (PAST 5 YEARS): OR (N/A) • Developmental Psychology II: childhood to adult • Receptor Processes and Perception I • Receptor Processes and Perception II

PUBLICATIONS: (OR Publications N/A) NOLDY, N.E. (1998) Hormones and Seizures. In Sharing, Newsletter of Epilepsy Ontario. NOLDY, N.E. (1998) Acute and chronic effects of social drinking as measured by event-related potentials and quantified EEG. In J. Snel & M.M. Lorist (eds.) Caffeine, Nicotine and Social Drinking. Switzerland: Harwood Academic Publishers. Lewkowitz, S., Whitton, J.L., M. Burnham and NOLDY, N.E. EEG coherence analysis of the nonverbal learning disability in children (in revision for Int. J. Neuropsychology) NOLDY, N.E. Event-related potential changes in cocaine withdrawal. (1997) Neuropsychobiology, 36, 53-56 NOLDY, N.E. (1995) Epilepsy, Memory and Cognition. EA Update (A quarterly publication by the Epilepsy Association, Metro Toronto) 6(2), pp 1- 4. NOLDY, N.E. (Summer, 1995) Epilepsy, Memory and Cognition (reprinted) Epilepsy Hamilton & District Newsletter NOLDY, N.E., Santos, C.V., Politzer, N., Blair, R.D.G. and Carlen, P.L. (1994) Quantitative EEG changes in cocaine withdrawal: Evidence for long- term CNS effects. Neuropsychobiology, 30, 189-196. Karlinsky, H., Vaula, G., St. George-Hyslop, P.H., Haines, J.L., Ridgley, J., Bergeron, C., Mortilla, M., Tupler, R.G., Percy, M.E. Robitaille, Y., NOLDY, N.E., Yip, T.C.K., Tanzi, R.E., Gusella, J.F., Becker, R., Berg, J.M & Crapper McLachlan, D.R. (1992) Molecular and prospective phenotypic characterization of a pedigree with familial Alzheimer;s disease and a missense mutation in codon 717 of the B-amyloid precursor protein gene, Neurology, 42, 1445-1453. NOLDY, N.E. & Carlen, P.L. (1991) Acute, withdrawal and chronic alcohol effects in man: Event-related potential and quantified EEG techniques. Annals of Medicine, 22, 333-339. Neiman, J., NOLDY, N.E., El-Nesr, B., McDonough, M. and Carlen, P.L. (1991) Late auditory evoked potentials in alcoholics during withdrawal: identifying those with a history of epileptic seizures. Annals of the New York Academy of Science, 620, 73-81. NOLDY, N.E., Carlen, P.L., Santos, C.V. & R.D.G. Blair (1990) Quantitative EEG and P300 in cocaine withdrawal. Brain Topography, 3, 262-263. NOLDY, N.E., Carlen, P.L., El-Nesr, B. & R.D.G. Blair (1990) Quantitative EEG characteristics in alcoholics with and without hepatic encephalopathy. Brain Topography, 3, 261-262. NOLDY, N.E., Neiman, J., El-Nesr, B., and Carlen, P.L. (1990) An auditory evoked potential monitor of drug effects on the CNS. Neuropsychobiology, 23, 48-52.

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NOLDY, N.E., Stelmack, R.M. & Campbell, K.B. (1990) Event-related potentials and recognition memory for pictures and words: the effects of intentional and incidental learning. Psychophysiology, 27(4), 417-428. Kaplan, H.L. & NOLDY, N.E. (1989) A framework for defining evoked potential paradigms. Behavior, Research Methods, Instruments and Computers, 21 (2), 285-293. Stelmack, R.M., Saxe, B.J., NOLDY, N.E., Campbell, K.B. & Armitage, R. (1988) Recognition memory for words and event-related potentials: A comparison of normal and disabled readers. Journal of Clinical and Experimental Neuropsychology, 10 (2), 185-200. Bell, I., Campbell, K., Deacon-Elliott, D. & NOLDY, N. (1988) A computerized peak-detection program for event-related potentials. International Journal of Psychophysiology, 6, 151-160. NOLDY-CULLUM, N.E., McGarry, P.A. and Campbell, K.B. (1988) Late auditory evoked potentials as indicators of sleep onset. In W. Koella (Ed.), Sleep, 1986, Gustav Fischer Verlag: Stuttgart, 277-288. Campbell, K.B., Karam, A.M. and NOLDY-CULLUM, N.E. (1987) Event-related potentials in a lexical and object decision task. EEG and Clinical Neurophysiology, (suppl 40), pp. 264-270. NOLDY, N.E. (1987) The Picture Superiority effect: an event-related potential analysis of dual versus unitary code theories. Ph.D. thesis. University of Ottawa. Committee: R. Stelmack (supervisor); A. Desrochers; T.Picton; D.Stuss. NOLDY-CULLUM, N.E. and Stelmack, R.M. (1987) Recognition memory for pictures and words: The effect of incidental and intentional learning on N400. EEG and Clinical Neurophysiology, (suppl 40), pp. 350-354. Campbell, K.B. and NOLDY-CULLUM, N.E. (1985) Mental Chronometry II-Individual Differences. In B. Kirkcaldy (Ed.), Individual Differences in Movement. MTP Press: Lancaster, 147-168.

Abstracts NOLDY-MacLean, N., Hansen, J & Curtis, R. Proceeding of the American Epilepsy Society, 2002. Neurodevelopmental changes in children on the ketogenic diet. NOLDY, N.E. and Stieben, J. (1997) Passive Auditory Oddball Paradigm in Childhood Epilepsy. Psychophysiology. NOLDY, N.E. (1995) Breakfast/lunch intake affects P3 amplitude differently for older and younger adults. Psychophysiology , 32, Suppl 1: S56. NOLDY, N.E., Politzer, N. & Carlen, P.L. (1994) Alcohol and the aging brain: Age-related differences in electrophysiology and behaviour associated with alcohol intoxication. Psychophysiology, 31, Suppl 1: S73. NOLDY, N.E. (1994) Neurocognitive functioning in inactive lupus: An electrophysiological and behavioural approach. International Journal of Psychophysiology. NOLDY, N.E., McAndrews, M.P. & Carlen, P.L. (1991) P300 in Korsakoff's and other alcoholics with cognitive impairments. Psychophysiology,

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28(suppl.), S41. NOLDY, N.E., Cleland, P.A., El-Nesr, B., Blair, R.D.G. and Carlen, P. (1989) P3 latency reflects cognitive state in early hepatic encephalopathy. Society for Neuroscience, 15(2), 1240. NOLDY, N.E., Carlen, P.L., Neiman, J. and Cleland, P.A. (1989) Quantified EEG in alcoholics with and without hepatic encephalopathy. Psychophysiology (suppl.), S47. Neiman, J., Carlen, P.L. och NOLDY, N.E. (1989) N1-P2 komplex av auditory evoked potentials hos alkoholister med alkoholepilepsi. Hygiea, 223. Carlen, P.L. and NOLDY, N.E. (1989) Cerebral hyperexcitability in alcohol withdrawal. Can. Med. Soc. on Alcohol and Other Drugs. Saxe, B., Stelmack, R.M. and NOLDY-CULLUM, N.E. (1987) Event-related potentials and recognition memory: A comparison of young normal and disabled readers. Psychophysiology, 23, 458. NOLDY-CULLUM, N.E., Campbell, K.B. and Stelmack, R.M. (1985) Recognition memory for pictures and words: A signal detection analysis of visual evoked potentials. Psychophysiology, 22, 606.

Invited Lectures 2002 “Women & Epilepsy” Epilepsy Brampton, Brampton, Ontario. 1999 “Medical Issues: Hormones & Epilepsy”, Conference on Women & Epilepsy, Epilepsy Kingston, Kingston, Ontario 1998 “Ketogenic Diet”, Neurology Rounds, Hospital for Sick Children, Toronto (with Dr. R. Curtis and C. Basualdo Hammond) 1998 “Hormones and Epilepsy: Clinical Studies”, Bloorview Epilepsy Research Program: Fellows Meeting, Toronto 1998 “Hormones and Epilepsy: Clinical Studies”, Annual General Meeting of Epilepsy Ontario, Toronto 1997 “Catamenial Epilepsy”, Women and Epilepsy Symposium, Epilepsy Ontario 1996 “Event-related Potentials in Children with Epilepsy” Bloorview Epilepsy Research Program: Fellows Meeting, Toronto 1996 “Epilepsy and Cognition” Bloorview Parents’ Group, Bloorview Children’s Hospital, Toronto. 1996 “Sex differences in Brain Functioning” Women’s Health Research Symposium, The Toronto Hospital 1995 “A New Approach to Understanding Memory and Learning in Epilepsy” Annual Epilepsy Day Conference, Epilepsy Association of Metro Toronto 1995 “Epilepsy, Cognitive Development & Event-Related Potentials”, Bloorview Lecture Series, Toronto 1994 Annual Neurology Research Day, University of Toronto, Toronto ”Alcohol, Aging and Event-Related Potentials” 1994 Ontario Regional Epilepsy Experts Conference, Alton, Ont.

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Participant 1994 Playfair Neuroscience Unit Open House, Toronto, Ontario. ”Drinking and aging don’t mix” 1994 Epilepsy Association, Metro Toronto, Epilepsy and Seizures in Adulthood: An Introductory Course, 1994, Toronto Ontario. ”Epilepsy and Cognition” 1994 Bloorview Epilepsy Discussion Group for Parents: Preschoolers with Epilepsy Bloorview Children’s Hospital, Toronto ”Measurement of Cognitive Functioning in West Syndrome: Event-related Potential Approach” 1993 Psychology colloquium Trent University, Peterborough ”Event-related potentials and memory: Effects of aging and alcohol” 1993 Research Retreat: Playfair Neuroscience Unit and The Toronto Hospital Neurological Centre ”Drinking and Aging Don’t Mix: Cognitive Electrophysiological effects of Alcohol Intoxication on the Older Human Brain” 1993 QEEG Course Sponsored by Quantified Signal Imaging-Medical Inc., Mississauga, Ontario “Evoked Potentials” and “P300 and cognitive event-related potentials” 1992 Intercity Evoked Potential Rounds, Toronto ”Great Expectations: What the dickens is a CNV?” 1992 Grand Medical Rounds (with Dr. R.D.G. Blair) The Toronto Hospital, Toronto Western Division ”Quantitative EEG and Evoked Potential Techniques” 1991 Intercity Evoked Potential Rounds Toronto ”Clinical Applications of Event-Related Potential Techniques.” 1991 Grand Medical Rounds (with Dr. R.D.G. Blair) The Toronto Hospital, Toronto Western Division ”Quantified EEG and Cognitive Event-Related Potentials in the Early Detection of Hepatic Encephalopathy” 1991 Canadian Medical Society on Alcohol and Other Drugs, Toronto ”Neurocognitive Disturbances in alcohol-dependent patients” (with P.L. Carlen & M.P. McAndrews) 1991 Intercity Evoked Potential Rounds Toronto ”Clinical Applications of Event-Related Potential Techniques.” 1990 Neuroelectrophysiological Technologists of Ontario (NETO) Annual Meeting and Teaching Seminar Oshawa ”Clinical applications of cognitive event-related potentials.” 1990 Alcohol and Brain (Finnish Medical Society for Treatment of Alcohol and Drug Dependency) Helsinki, Finland ”Acute, withdrawal and chronic alcohol effects as studied by human evoked potentials and brain mapping techniques.” 1990 Intercity Evoked Potential Rounds Toronto ”Are you listening?: The story of N1 and attention” 1990 Association of Community Neurologists of Toronto Toronto “Computerized EEG and Evoked Potentials for the Study of

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Neurological Disorders associated with Drug Abuse” 1989 Intercity Evoked Potential Rounds Toronto ”A Potential for Cognition: The Story of P300” 1989 Evoked potential Technology Course Mississauga "Cognitive Event-related Potentials"

Conference Procedings Papers or posters have been presented at the following conferences:

2002 Americal Epilepsy Society, Philadelphia, USA 2001 Canadian Epilepsy Research Initiative, Toronto, Ontario 1999 Ontario Association of Developmental Disabilities, Kingston, Ontario 1998 Traumatic Stress Network Conference, Toronto, Ontario 1997 Society for Psychophysiological Research, Cape Cod, USA 1996 Neuroscience Nursing Research Day, Toronto, Ontario 1995 Society for Psychophysiological Research, Toronto, Ontario. 1994 European Congress of Psychophysiology, Barcelona, Spain. 1994 Playfair Neuroscience Unit Open House, Toronto, Ontario. 1994 Society for Psychophysiological Research, Atlanta, USA. 1991 Society for Psychophysiological Research, Chicago, USA. 1991 Canadian Medical Society on Alcohol and Other Drugs, Toronto. 1990 Alcohol and Brain, Helsinki, Finland. 1990 The First International Congress on Brain Electromagnetic Topography, Osaka, Japan. 1989 Society for Psychophysiological Research, New Orleans, USA. 1989 Society for Neuroscience, Phoenix, USA. 1989 Canadian Medical Society on Alcohol and Other Drugs, Calgary. 1988 Society for Computers in Psychology, Chicago, USA. 1987 Society for Psychophysiological Research, Montreal. 1986 Slow Event-Related Potentials of the Brain (EPIC) VIII, Stanford University, USA. 1986 European Sleep Congress, Szeged, Hungary. 1986 Society for Psychophysiological Research, Houston, USA.

EXHIBITS: 1996 U of T Day, Toronto, Ontario 1996 Annual Donor Appreciation Day, The Toronto Hospital, Toronto, Ontario 1996 Spark of Life Neuroscience Research Campaign, Christopher Reeve visit, The Toronto Hospital, Toronto, Ontario 1994 U of T Day, Toronto, Ontario

ADDITIONAL CONFERENCES ATTENDED: 2004 Early Cognitive Vision Workshop, Isle of Skye, Scotland 1996 Health Promotion Conference 1996 Health Promotion WHO Conference 1995 International Epilepsy Conference, Toronto, Ontario 1994 Ontario Regional Epilepsy Experts Conference, Alton, Ontario

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1992 Sixth Congress of the International Society for Biomedical Research on Alcoholism Bristol, U.K.

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NAME: George Mashinter

DEGREES: MA Master of Arts in Education, Central Michigan University 1997

Certificate in Adult Education, Seneca College 1993

BA Film and Photography Studies, Ryerson University 1986

EMPLOYMENT Professor and Educational Services Manager, Georgian College 1992-present HISTORY: Owner, Cove Studios, Toronto 1987-1992

SCHOLARLY AND • Represented Georgian College at various CAAT discussions regarding the PROFESSIONAL ACTIVITIES: use of alternate delivery strategies • Represented part-time studies and post-graduate studies on the College Curriculum Advisory Board • Researched and recommended computer hardware and software purchases as a member of Georgian College’s Educational Technology Committee • Member of Open Learning Centre workteam that planned the creation of the Open Learning Centre and the Innovation Centre at Georgian College

COURSES TAUGHT • Media and Culture (PAST 5 YEARS): OR (N/A) • Cyberspace Security • Web Design and Production • Teaching in the Virtual Classroom • Canadian Flight Dispatcher Training project • Variety of corporate training courses

PUBLICATIONS: (OR N/A) N/A

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NAME: P. Robert (Bob) MacMillan DEGREES: Master of Arts in Education for Community College 1997 Central Michigan University Mount Pleasant, Michigan

Bachelors of Education 1979 Saint Mary’s University Halifax, NS

Bachelors of Arts (Mathematics) 1978 Saint Mary’s University Halifax, NS

EMPLOYMENT HISTORY: Professor 1986 – Present Coordinator, Developmental Programs Coordinator, Computer Studies Programmer/Analyst Georgian College of Applied Arts & Technology Barrie, Ontario

Income Tax Preparation Course Instructor 1981 – 1986 Income Tax Preparer/Office Manager H & R Block Midland, ON; Barrie, ON; Halifax, NS

Manager, Product Service Administration 1983-1985 Programmer/Analyst Consultant, Product Warranty Black & Decker (Canada) Inc. Brockville, ON; Barrie, ON

Computer Programmer/Analyst 1981-1985 Information Systems Management Program trainee Canadian General Electric Barrie, ON

SCHOLARLY AND PROFESSIONAL Teaching and Training Adults 1997 ACTIVITIES: Georgian College of Applied Arts & Technology Barrie, ON

Computer Programming Certificate 1986 Georgian College of Applied Arts & Technology

Advanced Income Tax Preparation 1986 H & R Block Halifax, NS

Financial Management Program (FMP) 1983 Information Systems Management Program (ISMP) Canadian General Electric Barrie, ON

Intermediate Income Tax Preparation 1980 H & R Block

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Halifax, NS

Basic Income Tax Preparation 1979 H & R Block Halifax, NS

Winner of scholarships to Saint Mary’s University Dean’s List, Faculty of Education, Saint Mary’s University Honour Role, Georgian College Read and write Grade 1 Braille

COURSES TAUGHT (PAST 5 YEARS): OR Marketing Foundations (N/A) Advertising Global Marketing Introduction to Accounting Issues in Information Technology Systems Project 2 Statistics 1 Business Math for the Office Professional Math for Computer Industry PUBLICATIONS: (OR N/A) n/a

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NAME: Jane Suderman

DEGREES: M.A. in French Language and Literature, University of Toronto 1981 (fellowship award)

B.Ed. in French and English as a Second Language, University of Toronto 1977

B.A. Honours in French, University of Western Ontario, London 1974 (entrance scholarship)

D.U.E.L. in Applied Linguistics, Université de Besançon, France 1973 (scholarship funded)

EMPLOYMENT HISTORY: Professor, General Arts and Science Program, Liberal Arts, Georgian College of 1986-present Applied Arts and Technology, Barrie, Ontario 1983-1986 Co-ordinator of Second Language Programs, General and Applied Arts Division, Georgian College of Applied Arts and Technology, Barrie, Ontario 1989-1993

Consultant, Language Training Division, National Institute of Tourism (INTUR), Havana, Cuba

SCHOLARLY Freelance Writer (ongoing) - features published in The Globe and Mail and other AND major newspapers (portfolio available) • Coordinator, social and cultural events, PROFESSIONAL ACTIVITIES: Spanish Centre, Toronto • Study Tour Assistant - accompanied Ontario MPPs to Cuba • Project Supervisor - co-headed pilot project in Ecuador to increase number of women in technical education and to develop Advisory Committees under auspices of Association of Canadian Community Colleges • Translator and Editor - business proposals and correspondence; edited textbook series for use in Quebec • Teaching Assistant, University of Toronto, Graduate Department of French: chosen for summer residency at campus in Nice • ESL Instructor, COSTI Immigrant Services, Toronto and CFLS Language School, Base Borden • CUSO Volunteer, French Teacher, Tarkwa Secondary School, Ghana, West Africa • Trilingual (English, French, Spanish) • Member, Professional Associations CALACS, FOCAL

COURSES • Cross-Cultural Communications TAUGHT (PAST 5 YEARS): OR • Latin America Today (N/A) • Contemporary Canada • World Cultures and Customs • Communications • History of Modern Art

PUBLICATIONS: (OR N/A) N/A

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APPENDIX 8.5.2D CURRICULUM VITAE FOR PROGRAM DEVELOPMENT CONSULTANTS

Not applicable.

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APPENDIX 8.5.2E CURRICULUM VITAE FOR ON-LINE LEARNING PROFESSIONAL AND TECHNICAL STAFF

Not applicable.

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APPENDIX 8.6 ENROLMENT PROJECTIONS AND STAFFING IMPLICATIONS

Staffing Requirements – Projected Add columns to Cumulative Cumulative Ratio of Cumulative account for Enrolment* Full-time Full-time Part-time Faculty technical support, Faculty Students/Full time Equivalents teaching Equivalents Faculty Full- Part- (F.T.E.) assistants, (F.T.E.) Time Time and so on Year 1 25 5 1 0.1 0.5 25

Year 2 35 6 1.2 0.1 0.5 29.2

Year 3 40 8 1.4 0.2 0.5 28.5

Year 4 45 10 1.6 0.3 1.0 28.1 *Show the Enrolment is NON-CUMULATIVE as application reflects fourth year of study method used to calculate only. cumulative enrolment:

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APPENDIX 9.1 PROGRAM DESIGN AND CREDENTIAL RECOGNITION

The accredidation granted to ERAU by the Southern Association of Colleges and Schools Commission on Colleges ensures that the rigour of the BSTM is comparable to that of other similar institutions. The program is designed to facilitate further degree study at an advanced level at other post-secondary institutions should the graduate elect to do so.

Below is a list of institutions and degree programs in which BSTM graduates of 2002 enrolled to furthur their studies. In the case of multiple, identical responses, the school name and degree program are provided only once, with the number of people who gave the response in parentheses.

BS Technical Management California State-Dominguez Hills Master's Degree Quality Assurance Capella University Master's Degree Business Administration ERAU Master's Degree Aeronautical Science (7) ERAU Master's Degree MBA/A (4) Florida Tech Master's Degree Management Information Sys Glendale Community College Vocational Certificate Computer Drafting LeTourneau University Master's Degree Business Administration Miami Master's Degree MAS New Mexico Tech University Master's Degree Engineering Mechanics Northwestern Technical College Vocational Certificate Networking Technology Oklahoma State University Master's Degree MBA Pima County Community College Post-baccalaureate Degree Teaching Certification Troy State University Master's Degree Mgmt/Human Resources Tyndall AFB extended campus Master's Degree Master Aeronautical Science University of Phoenix Master's Degree Organizational Management University of Phoenix Master's Degree Operations Management Webster University Master's Degree Human Resource Development Webster University Master's Degree MBA

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APPENDIX 9.2 CONSULTATION

Below are two letters from BSTM students stating that the program curriculum has contributed to their professional advancement. The program meets the requirements of the industry and also provides the credential that is recognized by the industry. ERAU regularly consults with partners in the industry to identify trends and educational needs. ERAU also meets with its Board of Visitors twice a year, and that serves as a method of consultation with the industry.

TO: ERAU/OKC

FROM: Peggy J. Carlton

REF: Letters of Support for BSTM

I am writing this letter in regards to my Bachelor’s Degree I obtained from ERAU – OKC in 2004 (BSTM with a Minor in Aviation Safety). This degree has not only given me a new vote of confidence in myself, but it has also taken me to a new height and next level in my career. A couple of months ago I was promoted to a supervision level and without this degree it would not have happened.

I am proud to say that at 41 years of age, I am the very first person in my family as far back as I have been able to trace it that has ever attended and graduated from college!

Thank you ERAU for this opportunity and for this wonderful program.

Peggy J. Carlton 10 Mar 05

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Below is a list of employers of graduates of the BSTM program. Within one year of graduation, 100% of graduates were employed or continuing their education, as per the latest Alumni Survey results, which can be found at http://irweb.erau.edu. In addition, the average salary was $47,282, the median salary was $50,000, and the highest was $80,000 (n=35).

Bachelor of Science in Technical Management Employers/Positions of Graduates

Employer Position 412 Logistics Group Special Implementation Technician Aerothrust Corporation VP Quality Assurance AIG ICS Investigator Airborne Express Avionics Technician, A/P Technician Airborne Express Field Service Supervisor American Asphalt & Grading Project Manager Analysts International Deputy Team Header Auteam Engine Repair Corporation Manager – Training Barfield, Inc. Leadman/Senior Technician Basic American Foods Maintenance Manager Boeing Company Facilities Engineer Lead Boeing Company Principal Analyst Boeing Company Supplier Quality Assurance Rep Continental Airlines Customer Service Representative Corporate Airlines First Officer Defense Finance Account Service Financial System Analyst Dell Computer Corporation Senior Manager - Human Resources Delta Airlines Aircraft Maintenance Technician Department of Veterans Affairs Veteran Service Representative DynCorp Aircraft Technician ENMR - Plateau Telecommunications Installation/Repair Technician Enterprise Rent-A-Car Management Trainee Flight Express Line Pilot General Atomics Aeronautical Systems Lead Field Engineer I General Dynamics Network Monitor GRD, Inc. Project Analyst Gulfstream Aerospace Aircraft Mechanic, Technician HN Federal Services Intake Representative Honeywell Material Handler Intel Corporation Technical Lead, Manufacturing Jacobs Sverdrup Area Mechanic Ordinance Johnson's Daily Brew Espresso President/Owner Lear Sigler Services Flight Instructor Lockheed Martin Plant Engineering Specialist Lockheed Martin Human Resources Generalist Lockheed Martin Project Manager Lockheed Martin Specialist Senior Lockheed Martin Staff Engineer Naval Air Systems Command Assistant Program Manager, Logistics NAWCAD Operations Research Analyst

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Noland Decoto Flying Service Flight Instructor Northrop Grumman Technical Writer Northrop Grumman Material Quality Specialist Northrop Grumman Engineer IV Palm Beach County Noise Abatement Specialist Prince George's County Police Department Officer in Charge Qwest Communications Channel Integration Coach SecretAir Pilot Southern Air Systems Pilot, Captain Southwest Airlines Maintenance Planner St. Mary’s Regional Medical Center Employee Relations/Compensation Mgr Structures Exhibits and Graphics Service Manager Sunshine Airlines Pilot The Sprinkler Doctors Office Manager Trans States Airlines Mechanic TRW/Northrop Grumman Systems Engineer US Government/Department of Defense Contract Specialist USA Company Manager - Facilities Operation and Planning Wagner Airways Flight Instructor

California State-Dominguez Hills Master's Degree Quality Assurance Capella University Master's Degree Business Administration ERAU Master's Degree Aeronautical Science (7) ERAU Master's Degree MBA/A (4) Florida Tech Master's Degree Management Information Sys Glendale Community College Vocational Certificate Computer Drafting LeTourneau University Master's Degree Business Administration Miami Master's Degree MAS New Mexico Tech University Master's Degree Engineering Mechanics Northwestern Technical College Vocational Certificate Networking Technology Oklahoma State University Master's Degree MBA Pima County Community College Post-baccalaureate Degree Teaching Certification Troy State University Master's Degree Mgmt/Human Resources Tyndall AFB extended campus Master's Degree Master Aeronautical Science University of Phoenix Master's Degree Organizational Management University of Phoenix Master's Degree Operations Management Webster University Master's Degree Human Resource Development Webster University Master's Degree MBA

Data from our Alumni Survey reports for the BSTM program:

Class of 2002 = 50% pursued a higher degree Class of 2001 = 26% pursued a higher degree Class of 2000 = 42% pursued a higher degree

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APPENDIX 10.1.1 CURRENT REGULATORY OR LICENSING REQUIREMENTS

Currently, there are no regulatory or licensing bodies with jurisdiction over this program.

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APPENDIX 10.1.2 LETTERS OF SUPPORT FROM REGULATORY OR LICENSING BODIES

N/A

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APPENDIX 11.1 PERIODIC REVIEW POLICY AND SCHEDULE

EMBRY-RIDDLE AERONAUTICAL UNIVERSITY *A-AU-27F ACADEMIC POLICIES AND PROCEDURES - UNDERGRADUATE 2/15/00 DEGREE PROGRAM GUIDELINES

The degree programs of the University are designed to prepare students for professional careers in aviation and to develop the students' ability to evaluate the economic, political and moral aspects of humankind and society. This policy prescribes general guidelines to be followed in the development of all future baccalaureate and associate level degree programs.

1. Baccalaureate Degree Programs

a. Baccalaureate degree programs shall be structured to require 120 - 150 credit hours for completion.

b. All baccalaureate degree programs shall include curricula consisting of a minimum of 36 credits of general education courses.

Discipline (Credits)

Mathematics (one course for which college algebra is prerequisite) (6) Communication Skills (composition, speech, professional writing) (9) Computer Literacy (software applications and/or programming) (3) Social Sciences and/or Economics (6) Humanities (3) Humanities/Social Sciences (upper level) (3) Physical/Life Sciences (one course must include a laboratory) (6)

c. Baccalaureate programs shall meet the upper level credit requirements prescribed by A-AU-22, and make provision for electives chosen from disciplines outside the student's area of specialization. In general, programs should contain sufficient electives to allow students to pursue a minor, if desired.

2. Minor Fields of Study

a. A minor shall consist of 15-21 semester hours of courses which provide a coherent sequence of study, including both upper and lower division courses.

b. A minor should not require prerequisites in addition to the courses specified, other than courses already required by the University or the student's major program.

c. A minor must be in a discipline outside the student's major field.

d. A minor may not be applied toward credit for more than one baccalaureate degree.

3. Areas of Concentration

a. An area of concentration shall consist of 15-21 semester hours of upper division courses which provide a coherent sequence of study relating to a well-defined sub-discipline of a major field.

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b. An area of concentration is only available to students enrolled in certain specific degree programs.

4. Associate in Science Degree Programs a. Associate in Science degree programs shall be structured to require 60 – 66 credit hours.

b. All associate in science degree programs shall include a core curriculum including a minimum of 21 credits of general education courses.

c. Associate in science degree programs must make provision for at least one elective chosen from outside the student's area of specialization.

Interpretation: Associate Provost for Undergraduate Programs

EMBRY-RIDDLE AERONAUTICAL UNIVERSITY A-AG-13A ACADEMIC POLICIES AND PROCEDURES - GRADUATE 1/31/99 GRADUATE PROGRAM REVIEW Policy:

In accordance with the requirements of the Commission on Colleges of the Southern Association of Colleges and Schools, and specialized accrediting groups which are applicable, a review of each graduate program will be held on a periodic basis to assess the quality of the programs, to analyze their direction and content and to recommend possible changes to make them more responsive to needs of the aviation/aerospace field needs for professional employees. The requirement for a program review applies to all academic departments with graduate programs, or their equivalent, within the University.

Interpretation: Dean of Graduate Programs and Research Effective date: 1 March, 1999 Ira D. Jacobson Executive Vice President of Academics

GUIDELINES FOR THE IMPLEMENTATION OF A-AG-13A Graduate Program Review

1. FACTORS TO BE REVIEWED 1.1 Program Rationale 1.2 Program Goals and Objectives 1.3 Current Status of the Program 1.4 Student Experiences 1.5 Program Content and Direction 1.6 Teaching/Learning Environment 1.7 Faculty Quality 1.8 Program Outcomes 1.9 Institutional Effectiveness.

2. REVIEW CYCLE 2.1 Each graduate program will be reviewed at least once every four years. 2.2 Separate reviews may be conducted for the Daytona Beach and the Extended Campus.

3. REVIEW PROCESS

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3.1 Dates and procedures for individual program reviews are developed and proposed by the respective department chairs and submitted to the Dean of the Dean of Graduate Programs and Research for review and approval.

3.2 The review will be conducted by a review team, which may be made up of internal and/or external members.

3.3 The review team should assess and make recommendations concerning each of the review criteria.

3.4 When a program review is completed, a summary document containing findings, recommendations, and proposed actions will be developed by the reviewers and submitted to the Dean of Graduate Programs and Research.

4. FOLLOWUP 4.1 The department chair, in cooperation with the Dean of Graduate Programs and Research, will develop a plan that is responsive to the summary document. This plan will be submitted to the Executive Vice President for Academics for implementation of agreed upon actions.

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APPENDIX 12.1 OTHER INFORMATION RELEVANT TO THE PROPOSED PROGRAM

The Articulation Agreement signed between Georgian College and Embry-Riddle Aeronautical University is attached.

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Extended Campus

EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

Bachelor of Science in Technical Management

Georgian College

1 Georgian Drive Barrie, ON L4M 3X9

Aviation Management

2003/2004

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ARTICULATION AGREEMENT

We hope you will carefully review the Articulation Agreement and take advantage of the comprehensive information you find in its pages.

Sincerely, Sincerely,

Robert E. Myers, Ph D., William N. Gordon, Ph.D., Chancellor Associate Vice-President Embry-Riddle Aeronautical University Institute of University Partnerships & Advanced Studies Georgian College

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It is important that the transfer student provide official transcripts as soon as possible for the timely evaluation and transfer of credits before actual enrollment in the University degree program.

All programs and courses listed in the ERAU catalog are not available at every Extended Campus center or distance learning.

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The following is an overview of requirements for the 2003-2004 Bachelor of Science in Professional Aeronautics at ERAU:

3 *Upper Level Hum or SS Literature, Logic, Religion, Anthropology, Government

3 Macro Economics

3 Computer Literacy Hands-on software application, Programming

3 Mathematics College algebra or higher

3 Statistics

3 Physical Science Astronomy, Chemistry, Zoology, Geology, Oceanography

3 Physics Quantum, Acoustic, Particle, Thermodynamic PROGRAM SUPPORT 15 Courses available at ERAU:

3 Aviation Legislation ASCI 254

3 Aviation Law ASCI 405

3 Micro Economics ECON 210

3 Principles of Management MGMT 201

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The following is an overview of requirements for the 2003-2004 Bachelor of Science in Technical Management at ERAU:

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Sem. Embry-Riddle Aeronautical University Bachelor of Science in Technical Sem. Georgian College Aviation Management Hrs. Management degree program requirements. Hrs.

COURSE NUMBER/TITLE COURSE NUMBER/TITLE BS

TECHNICAL SPECIALTY 15 ~TECHNICAL SPECIALTY

GENERAL EDUCATION 36 GENERAL EDUCATION 3

HUMANITIES/SOCIAL SCIENCES - UPPER LEVEL ELECTIVE ( 3 )

## see list 3

PROGRAM SUPPORT 6 PROGRAM SUPPORT

ECON 2000 Macroeconomics (3) 3 ECON 211 MACROECONOMICS 3

MATH 211 STATISTICS W/ AVIATION APPLICATIONS STAT 2002 Applied Statistics (3) 3 3 -OR- MATH 222 BUSINESS STATISTICS

BUSINESS CORE: 33 BUSINESS CORE: 6

HURM 1000 Hum. Res. Mgmt. (3) or GNED 1005 Hum. Behavior/Workplace 3 MGMT 317 ORGANIZATIONAL BEHAVIOR 3

TECHNICAL MANAGEMENT CORE: (300-400 Upper Level TECHNICAL MANAGEMENT CORE: (300- 12 Management courses) 400 Upper Level Management courses) 12

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Must be completed with ERAU to meet the residency requirements to graduate. Choose from the attached list.

OPEN ELECTIVES (Upper Level) (300-400): 9 OPEN ELECTIVES (Upper Level) (300-400): 9

Must be completed with ERAU to meet the residency requirements to graduate. Choose from the attached list.

OPEN ELECTIVES (Lower Level): 9 OPEN ELECTIVES (Lower Level):

any non-duplicating college level course 9

TOTALS CREDITS NEEDED 30 TOTAL CREDITS TRANSFERRED 90 TOTAL CREDITS TRANSFERRED 90 TOTAL ERAU DEGREE REQUIREMENTS 120

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## Upper Level Humanities/Social Science Technical Management Core Requirements : Requirements (to be taken at Georgian) (to be taken at ERAU)

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File 1: Quality Assessment Review – Complete Submission Checklist

Prepare an electronic file in PDF format that includes all of the following information. Ensure that the file is saved as “organization name/acronym – program name – executive summary”. If more than one proposal is being submitted on one disk, ensure that the file names clearly differentiate between them.

Section of Submission Binder Tab (√)Content to Be Included Quality Assessment Panel Nominees 1. Title Page Appendix 1.1 Submission Title Page 1.1 Appendix 1.2 Table of Contents 1.2 2. Executive Summary Appendix 2.1 Executive Summary 2.1 3. Program Abstract Appendix 3.1 Program Abstract 3.1 4. Program Degree-Level Standard Appendix 4.1 Degree Level Summary 4.1 Appendix 4.2 Samples of Student Work 4.2 5. Admissions, Promotion, Graduation Standard Appendix 5.1.1 Admissions Requirements Direct Entry 5.1.1 Appendix 5.1.2 Admissions Policies and Procedures for Mature Students 5.1.2 Appendix 5.2.1 Credit Transfer/Recognition Policies and Procedures 5.2.1 Appendix 5.2.2 Advanced Placement Policies 5.2.2 Appendix 5.2.3 Degree Completion Arrangements 5.2.3 Appendix 5.2.4 Gap Analysis 5.2.4 Appendix 5.2.4 Bridging Courses 5.2.5 Appendix 5.3 Promotion and Graduation Requirements 5.3 6. Program Content Standard Appendix 6.1.1 Program Advisory Committee Membership 6.1.1 Appendix 6.1.2 Program Advisory Committee Minutes 6.1.2 Appendix 6.2.1 Professional/Accreditation or Other Requirements 6.2.1 Appendix 6.2.2 Letters of Support: Professional/Accreditation or Other 6.2.2 Requirements Appendix 6.3.1 Program Level Learning Outcomes 6.3.1 Appendix 6.3.2 Course Descriptions 6.3.2 Appendix 6.3.3.1 Program Hour/Credit Conversion Justification 6.3.3.1

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Appendix 6.3.3.2 (A and/or B) Undergraduate Academic Course Schedule 6.3.3.2 (s) Appendix 6.3.3.3 (A and/or B) Graduate Academic Course Schedule (s) 6.3.3.3 Appendix 6.4. Course Outlines 6.4.2 Appendix 6.5.1 Support for Work Experience 6.5.1 Appendix 6.5.2 Work Experience Outcomes and Evaluation 6.5.2 7. Program Delivery Standard Appendix 7.1.1 Quality Assurance Policies 7.1.1 Appendix 7.1.2 Policy on Student Feedback 7.1.1 Appendix 7.1.3 Student Feedback Instruments 7.1.3 Appendix 7.2.1 On-Line Learning Policies and Practices 7.2.1 Appendix 7.2.2 Academic Community Policies 7.2.2 8. Capacity to Deliver Standard Appendix 8.1.1 Library Resources 8.1.1 Appendix 8.1.2 Computer Access 8.1.2 Appendix 8.1.3 Classroom Space 8.1.3 Appendix 8.1.4 Laboratories/Equipment (where applicable) 8.1.4 Appendix 8.2 Resource Renewal and Upgrading 8.2 Appendix 8.3 Support Services 8.3 Appendix 8.4 Policies on Faculty 8.4 Appendix 8.5.1 CV Release 8.5.1 Appendix 8.5.2 A Curriculum Vitae Exceptions 8.5.2 A Appendix 8.5.2 B Curriculum Vitae for Faculty Responsible for Teaching 8.5.2 B and Curriculum of DW Courses Appendix 8.5.2 C Curriculum Vitae for Faculty Responsible for Teaching 8.5.2 C and Curriculum Development of DO and DL Courses Appendix 8.5.2 D Curriculum Vitae for Program Development Consultants 8.5.2 D

Appendix 8.5.2 E Curriculum Vitae for On-line Learning Professional and 8.5.2 E Technical Staff Appendix 8.6 Enrolment Projections and Staffing Implications 8.6 9. Credential Recognition Standard Appendix 9.1 Program Design and Credential Recognition 9.1 10. Regulation and Accreditation Standard Appendix 10.1.1 Current Regulatory or Licensing Requirements 10.1.1 Appendix 10.1.2 Letters of Support From Regulatory/Licensing Bodies 10.1.2 11. Program Evaluation Standard Appendix 11.1 Periodic Review Policy and Schedule 11.1 12. Optional Material

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Appendices 12.1 – 12.n Other Relevant Information 12.1 – 12.n

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File 2: Quality Assessment Review – Web Submission Checklist

Prepare an electronic file in PDF format that includes all of the following information. Ensure that the file is saved as “organization name/acronym – program name – web”.

Section of Submission Binder Tab (√)Content to Be Included Quality Assessment Panel Nominees 1. Title Page Appendix 1.1 Submission Title Page 1.1 Appendix 1.2 Table of Contents 1.2 2. Executive Summary Appendix 2.1 Executive Summary 2.1 3. Program Abstract Appendix 3.1 Program Abstract 3.1 4. Program Degree-Level Standard Appendix 4.1 Degree Level Summary 4.1 Appendix 4.2 Samples of Student Work 4.2 5. Admissions, Promotion, Graduation Standard Appendix 5.1.1 Admissions Requirements Direct Entry 5.1.1 Appendix 5.1.2 Admissions Policies and Procedures for Mature Students 5.1.2 Appendix 5.2.1 Credit Transfer/Recognition Policies and Procedures 5.2.1 Appendix 5.2.2 Advanced Placement Policies 5.2.2 Appendix 5.2.3 Degree Completion Arrangements 5.2.3 Appendix 5.2.4 Gap Analysis 5.2.4 Appendix 5.2.4 Bridging Courses 5.2.5 Appendix 5.3 Promotion and Graduation Requirements 5.3 6. Program Content Standard Appendix 6.2.1 Professional/Accreditation or Other Requirements 6.2.1 Appendix 6.2.2 Letters of Support: Professional/Accreditation or Other 6.2.2 Requirements Appendix 6.3.1 Program Level Learning Outcomes 6.3.1 Appendix 6.3.2 Course Descriptions 6.3.2 Appendix 6.3.3.1 Program Hour/Credit Conversion Justification 6.3.3.1 Appendix 6.3.3.2 (A and/or B) Undergraduate Academic Course Schedule 6.3.3.2 (s) Appendix 6.3.3.3 (A and/or B) Graduate Academic Course Schedule (s) 6.3.3.3 Appendix 6.5.1 Support for Work Experience 6.5.1 Appendix 6.5.2 Work Experience Outcomes and Evaluation 6.5.2

PAGE 528 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

7. Program Delivery Standard Appendix 7.1.1 Quality Assurance Policies 7.1.1 Appendix 7.1.2 Policy on Student Feedback 7.1.1 Appendix 7.1.3 Student Feedback Instruments 7.1.3 Appendix 7.2.1 On-Line Learning Policies and Practices 7.2.1 Appendix 7.2.2 Academic Community Policies 7.2.2 8. Capacity to Deliver Standard Appendix 8.1.1 Library Resources 8.1.1 Appendix 8.1.2 Computer Access 8.1.2 Appendix 8.1.3 Classroom Space 8.1.3 Appendix 8.1.4 Laboratories/Equipment (where applicable) 8.1.4 Appendix 8.2 Resource Renewal and Upgrading 8.2 Appendix 8.3 Support Services 8.3 Appendix 8.4 Policies on Faculty 8.4 Appendix 8.6 Enrolment Projections and Staffing Implications 8.6 9. Credential Recognition Standard Appendix 9.1 Program Design and Credential Recognition 9.1 10. Regulation and Accreditation Standard Appendix 10.1.1 Current Regulatory or Licensing Requirements 10.1.1 Appendix 10.1.2 Letters of Support From Regulatory/Licensing Bodies 10.1.2 11. Program Evaluation Standard Appendix 11.1 Periodic Review Policy and Schedule 11.1 12. Academic Freedom and Integrity Standard Appendix 12.1.1 Academic Freedom Policy 12.1.1 Appendix 12.1.2 Academic Honesty Policy 12.1.2 Appendix 12.1.3 Academic Honesty Procedure 12.1.3 Appendix 12.2 Policy on Intellectual Products 12.2 Appendix 12.3 Policy on Ethical Research Practices 12.3 13. Student Protection Standard Appendix 13.1 Academic Calendar Information 13.1 Appendix 13.2.1 Dispute Resolution 13.2.1 Appendix 13.2.2 Fees and Charges 13.2.2 Appendix 13.2.3 Student Dismissal 13.2.3 Appendix 13.2.4 Withdrawals and Refunds 13.2.4 Appendix 13.3 Student Protection Information 13.3 14. Optional Material Appendices 14.1 – 14.n Other Relevant Information 14.1 – 14.n

PAGE 529 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

File 3: Quality Assessment Review – Executive Summary Web Checklist

Section of Submission Binder Tab (√)Content to Be Included 1. Title Page Appendix 1.1 Submission Title Page 1.1 2. Executive Summary Appendix 2.1 Executive Summary 2.1 3. Program Abstract Appendix 3.1 Program Abstract 3.1

PAGE 530 EMBRY-RIDDLE AERONAUTICAL UNIVERSITY