(Financial Services) Consent Renewal December 19, 2006

PART A

Bachelor of Applied Business (Financial Services)

Consent Renewal December 19, 2006

REPORT ON THE DELIVERY OF THE CURRENT CONSENT PROGRAM

George Brown College— Consent Renewal—BAB (Finance) 1 Last Updated: December 19, 2006 Submission Checklist for Part A

Item Name and Binder Tab Status Submission Checklist for Part A [X] Attached **Appendix 1 College and Program Information [X] Attached

*Appendix 2 Abstract of Proposed Program [X] Attached **Appendix 3 Delivery of Current Consent Program Checklist [X] Attached Degree Level Standard Appendix 4.1 Degree Level Standard Summary [X Attached

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

George Brown College— Consent Renewal—BAB (Finance) 2 Last Updated: December 19, 2006 Item Name and Binder Tab Status Appendix 5.1.2 Admission Policies and Procedures for Mature Students [X] Not required [ ] Attached Appendix 5.2.1 Credit Transfer/Recognition Policies and Procedures [ ] Not required [X] Attached Appendix 5.2.2 Advanced Placement Policies [] Not required [X] Attached Appendix 5.2.3 Degree Completion Arrangements [ ] Not required [X] Attached Appendix 5.2.4 Gap Analysis [ ] Not required [X] Attached Appendix 5.2.5 Bridging Courses [ X ] Not required [ ] Attached **Attach as Appendix 5.2.6 Admissions Information [X] Attached

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

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

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

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

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

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

Appendix 8.4 Support Services [X] Not required [ ] Attached Appendix 8.5 Policies on Faculty [X] Not required [ ] Attached

George Brown College— Consent Renewal—BAB (Finance) 3 Last Updated: December 19, 2006

Appendix 8.6.2.A Exception Statements Approved by the President [X] Not required [ ] Attached **Appendix 8.6.2 B, Faculty Qualifications: Discipline Related Courses [X] Attached

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

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

Credential Recognition Appendix 10.1.1 Current Regulatory or Licensing Requirements [X] Not applicable [ ] Attached Appendix 10.1.2 Letters of Support From Regulatory/Licensing Bodies [X] Not applicable [ ] Attached *Appendix 9.1.a. Credential Recognition [ ] Not required [X] Attached *Appendix 9.1.b. Credit Transfer Recognition [ ] Not required [X] Attached *Appendix 9.1.c. Policy on Informing Students on Recognition [X] Not required [ ] Attached Program Evaluation Appendix 11.1 Periodic Review Policy and Schedule [X] Not required [ ] Attached *Appendix 11.2 Update on Program Evaluation Measures [X] Attached Appendix 12.1 to 12.n. Additional Information (Any additional information that [X] Not required the applicant wishes to add that is relevant to the delivery of the program.) [ ] Attached 1. List the topic. 2. Use a separate appendix for each topic. 3. Add a separate row to this checklist for each of these appendices.

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

George Brown College— Consent Renewal—BAB (Finance) 4 Last Updated: December 19, 2006 Appendix 1: College and Program Information

Prepare as Appendix 1, a submission title page with the following information.

Full Legal Name of Organization: George Brown College of Applied Arts and Technology

Operating Name of Organization: George Brown College

Common Acronym of Organization (if applicable): GBC

URL for Organization Homepage (if applicable): http://www.georgebrown.ca

Degree program for which consent renewal is being sought: Bachelor of Applied Business (Financial Services) Location (specific address) where program is delivered: Centre for Financial Services Education 290 Adelaide Street East Toronto, ON M5A 1N1

Date on which the program commenced: 2nd day September month 2003 year Date when the initial class of students will complete the program: 18 day April month 2007 year

Contact Information: Person Responsible for this Submission* Name/Title: Dr. Marjorie McColm, Acting Vice-president Academic Full Mailing Address: George Brown College P.O. Box 1015, Station B Toronto, ON M5T 2T9

Telephone: (416) 415-5000 Ext. 2123 Fax: (416) 415-4641 E-mail: [email protected]

Site Visit Coordinator (if site visit is required and if different from above):** Name/Title: Dr. Elizabeth Speers, Chair, Centre for Financial Services Full Mailing Address: George Brown College P.O. Box 1015, Station B Toronto, ON M5T 2T9

Telephone: (416) 415-5000 Ext. 2854 Fax: (416) 415-4292 E-mail: [email protected]

* 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. ** This person will be the college’s liaison for coordinating the site visit, if required.

George Brown College— Consent Renewal—BAB (Finance) 5 Last Updated: December 19, 2006 Appendix 2: Abstract of Proposed Program

The Centre for Financial Services Education at George Brown College offers the Bachelor of Applied Business (Financial Services) degree to serve the needs of students who are seeking careers as professional accountants, financial planners or financial services managers.

The curriculum was developed and is maintained in association with the major banks, financial planning firms, the Certified General Accountants Association of Ontario, the Financial Planners Standards Council and the Canadian Securities Institute. It is the only applied degree in Financial Services in Ontario that includes majors in Accounting, Personal Financial Planning, and Financial Services management and Administration:

Accounting Major: The Bachelor of Applied Business degree is designed to satisfy the highest standards of the professional accounting bodies in Canada. The Bachelor of Applied Business degree is recognized as meeting the degree requirements of the Institute of Chartered Accountants of Ontario and the Certified General Accountants Association of Ontario.

Personal Financial Planning Major: Students with this major enjoy working with people in a consultative role and are interested in investment, retirement, estate, tax and insurance planning enroll in the Personal Financial Planning major. The curriculum prepares graduates for the Certified Financial Planner (CFPTM) exam, leading to the CFP designation. The Financial Services degree is approved by the Financial Planners Standards Council so that students can write the CFP exam immediately after graduation. In addition, students in this major complete the Canadian Securities Course as part of their studies.

Financial Services Management and Administration Major: This major focuses on careers within a fully integrated financial institution. Canada’s chartered banks represent Toronto’s largest employment segment. As a group, they are ranked first worldwide in stability and fifth in terms of overall competitiveness. Students choosing this major will be highly employable in corporate, branch and electronic network positions.

George Brown College— Consent Renewal—BAB (Finance) 6 Last Updated: December 19, 2006 Appendix 3: Delivery of Current Consent Program Checklist

Complete and attach as Appendix 3 the following checklist. Please note that, although the numbering of the appendices in this checklist is parallel to the numbering of the relevant appendices in the current Submission Guidelines for Ontario Colleges, the Standards and Benchmarks listed here are those in place during consideration of Pilot Project applications. (Note: Round 2 changes have been underlined, and occur immediately after the Round 1 wording.).

In addition to making the determination of whether the program proposed by the applicant meets the Board’s standards and benchmarks, an additional critical element in the Board’s decision on whether or not to recommend to the Minister that an institution be granted a renewal of a consent is the Board’s assessment of whether the applying institution actually has the ability and can reasonably be expected to deliver the program in the manner and according to the plan proposed by the applicant. In the case of an application for the renewal of a consent, a key factor in making this “ability” assessment is for the Board to determine whether or not the applicant has been and continues to be able to deliver the current consent program according to the plan as proposed by the applicant and found to be acceptable by the Board. The purpose of Appendix 3 is to provide information to the Board that will assist it to make this assessment.

With regard to determining what is included in a consent, the following items should be noted by the college.

1. The September 10, 2004, memorandum to consent holders from Kevin French, Director of the Universities Branch, and Shamira Madhany, Director of the Colleges Branch, regarding changes to programs during the period of consent, specifies the types of changes that a consent holder can make under the consent and those that require an application to the Minister requesting a formal change in the consent.

2. For those colleges that have received one or more consents after the initial round of consents, questions might arise about the status of institutional – that is, non-program specific, policies, for example, a college’s Policy on Student Feedback or its Dispute Resolution Policy.

• If such a policy was part of the original consent for this program and the college changed the policy in a subsequent application that received consent, then that new institutional policy is considered to have replaced automatically the initial policy – that is, the institution was not required to formally request a change of that policy in any of its earlier consents.

• If such a policy was not a part of the original consent for this program but it was submitted with and approved for a subsequent consent, then that new institutional policy is also considered to apply automatically to any previous consents, with the institution not being required to formally request an addition of that policy to any of its earlier consents.

When such is the case, simply refer to this in the relevant appendix when you are reporting on that item.

George Brown College— Consent Renewal—BAB (Finance) 7 Last Updated: December 19, 2006 3. If you have made a formal change request to a particular element of this consent and received ministerial approval, again simply refer to this in the relevant appendix.

4. During the initial round of consents, the following clarifications were made to the Board’s standards. They were made a condition of consent for all pilot project consents, and each college confirmed that these had been implemented.

When responding to the sections in Appendix 3 on these items, it is a college’s adherence to the wording above that must be confirmed, and not the language of the original consent (if it was different).

Program Content: Benchmark 2.6: Admissions. Promotions and Graduation Requirements Admission requirements are appropriate to the learning outcome goals of the program and the Applied Degree Level Standard, including OSSD or equivalent, 6 University or University/College courses at the grade 12 level, a minimum average of 65%, and additional requirements as required by programs.

Promotion/graduation requirements are appropriate to the learning outcome goals of the program and the Applied Degree Level Standard, including a minimum average of C+ (or equivalent) in courses in the main field of study and an average of C (or equivalent) in all other courses.

Capacity to Deliver: Benchmarks 4.3 and 4.4(a): Faculty Qualifications Policy 4.3 The applicant submits curriculum vitae of its faculty members demonstrating that faculty possess (a) advanced academic credentials (normally the terminal academic credential in the field); (b) any required or desired professional credentials and/or related work experience of substantial depth and range.

4.4(a) The applicant submits its policy on the academic/professional credentials required for hiring full-time continuing faculty teaching in a degree program, including at a minimum a requirement for at least one degree higher than a baccalaureate in a field of study related to the subject to be taught, all exceptions to be (a) justified in writing, (b) based on the absence of a related program credential in a university or other extraordinary circumstances, and (c) approved by the President in the spirit of the Board's capacity to deliver standard.

George Brown College— Consent Renewal—BAB (Finance) 8 Last Updated: December 19, 2006 Appendix 3: Delivery of Current Consent Program Checklist

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

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

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

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

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

George Brown College— Consent Renewal—BAB (Finance) 9 Last Updated: December 19, 2006 Program Content, Admissions Policies: Appendices 5 and 6 Documents Program Content (a) The content of the program, in both subject matter and outcome standards, meets the Applied Degree Level Standard. (b) The program offers an education of sufficient breadth and rigour to be comparable to similar programs offered by institutions that meet recognized standards in Ontario and in other jurisdictions. (c) The curriculum is current, reflecting the state of knowledge in the field and the needs of the field of practice. (d) The program ensures an appropriate balance of theory and practice in the formal studies in the main field of concentration, in addition to a full-time, paid co-op work term (Round 2: educationally supervised, paid work placement) of no less than 14 consecutive weeks prior to graduation. (e) The instructional program ensures an appropriate balance of professional and liberal studies in accordance with the following guidelines: • at least 70% (Round 2: at least 70% and no more than 80%) of the time in courses in the professional or main field of study (all required elements in theory, practice, and corollary disciplines); and • at least 20% of the time in courses (Round 2: at least 20% and no more than 30% of the program hours1 in degree level courses) outside the professional or main field of study, of which some are free-electives, to ensure that students are aware (a) of the distinctive assumptions and modes of analysis of at least one discipline outside their main field of study, and (b) of the society and culture in which they live and work, (Round 2: specifically: - no less than 15% of the program hours in degree level courses in the humanities, social sciences and sciences unrelated to the main field of study; and - at the Applicant=s option, the remaining 5 to 15% of the program hours may be in complementary, degree level courses which may be linked to the main field of study (e.g., the history/ economics/ ethics of the main field of study). If the applicant does not choose this option, then the remaining 5 to 15% must be in the humanities, social sciences and sciences unrelated to the main field of study.

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

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

George Brown College— Consent Renewal—BAB (Finance) 10 Last Updated: December 19, 2006 3. The time allotments to components in the program are appropriate to the stated learning outcomes. 4. The design of the breadth requirement component of the instructional program is at least 20% and meets the standard for program content. (Round 2: 4. The breadth requirement component meets the standard in time and content.) 5. The type and frequency of assessments of student learning are commensurate with the stated learning outcomes and provide appropriate information to students about their achievement levels. 6. Admission requirements and levels of student achievement for promotion and graduation are appropriate to the learning outcome goals and Degree Level Standard. 7. Existence of an appropriately qualified and representative Program Advisory Committee (or Program Development Advisory Committee if more appropriate) to ensure that the curriculum is current, reflecting the state of knowledge in the field and the needs of the field of practice.

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

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

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

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

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

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

George Brown College— Consent Renewal—BAB (Finance) 11 Last Updated: December 19, 2006 The Program Hour/Credit Conversion has remained the same. [X] Yes [ ] No If “no”, attach as Appendix 6.3.3.1, the new Program/Hour Conversion, and an explanation of the changes and their reasons [ ] Attached The Academic Course Schedule has remained essentially the same. [X] Yes [ ] No

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

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

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

If “yes”, attach as Appendix 6.4.B., Explanation of Added “O” Courses, an explanation [X] Attached of why the course(s) was added or dropped, and a description of the process used to make the change, with particular reference to how the change(s) related to maintenance of program currency or to improvements as the result of formal program evaluation; and [X] Attached If there were additions, attach as Appendix 6.4.B.1, Added “O” Course Outlines, the [ ] NR outlines of the courses that were added.

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

If “yes”, attach Appendix 6.5.2 Support for Work Experience, an explanation of how [X] Attached many students were affected, and how you were able to meet the requirement.

Have there been any revisions, deletions, or additions to the work experience outcomes [ ] Yes and /or the method of evaluating students during their placements? [X] No

If “yes”, attach Appendix 6.5.3 Work Experience Outcomes and Evaluation, and a brief explanation of the change(s). [ ] Attached

Have there been changes to the program since the original consent? [X] Yes [ ] No

George Brown College— Consent Renewal—BAB (Finance) 12 Last Updated: December 19, 2006

Attach as Appendix 6.6, Summary of Program Changes, a brief summary of the [X] Attached changes in the program content from the time of the original consent to the present. Since specific details about any content changes that were made have been reported in various appendices under 6.3, 6.4 and 6.5.1, this summary should focus on the most salient of these and on the broader picture of how the program has changed to enhance its appropriateness, currency and quality. The direct entry admission requirements approved under the current consent have been [ ] Yes lowered. [X] No

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

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

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

If “no”, attach the changed policy as Appendix 5.2.2, Advanced Placement Policies, [ ] Attached Prior Learning Assessment, and an explanation of: (i) what the change was, including the introduction of policies where none were previously approved (ii) why there was a change, (iii) when the change occurred and (iv) why the change was made without seeking a change of consent from the Minister.

The advanced standing admissions policy for “Degree Completion Arrangements” on a [ ] Not app. “block” basis approved under the current consent has been followed without material [ ] Yes change. 2 [X] No

If “no”, attach the changed policy as Appendix 5.2.3 Degree Completion Arrangements, [X] Attached and an explanation of: (i) what the change was, including the introduction of policies

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

George Brown College— Consent Renewal—BAB (Finance) 13 Last Updated: December 19, 2006 where none were previously approved (ii) why there was a change, (iii) when the change occurred and (iv) why the change was made without seeking a change of consent from the Minister. The advanced standing admissions policy for “Bridging Courses” approved under the [ X ] Not app. current consent has been followed without material change. [ ] Yes [ ] No

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

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

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

Program Delivery: Appendix 7 Documents

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

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

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

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

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

If “yes”, attach Appendix 7.1.3, Student Feedback Instruments, and a brief explanation [ ] Attached of the change(s).

George Brown College— Consent Renewal—BAB (Finance) 14 Last Updated: December 19, 2006 1. Does your consent include the authority to offer parts of the program through [ ] Yes internet, asynchronous, distance or distributed delivery? [X] No

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

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

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

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

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

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

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

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

George Brown College— Consent Renewal—BAB (Finance) 15 Last Updated: December 19, 2006 Capacity to Deliver: Appendix 8 Documents

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

Benchmarks for assessing capacity to deliver 1. An Applicant record demonstrating capacity to deliver high-quality education as seen in Key Performance Indicators (KPI) and other appropriate measures. 2. Academic and other staff in sufficient numbers to develop and deliver the program and to meet the needs of the projected student enrolment. 3. The Applicant submits curriculum vitae of its faculty members demonstrating that faculty possess an appropriate mix of: a) advanced academic credentials (normally the terminal academic credential in the field); b) any required or desired professional credentials; and/or c) related work experience of substantial depth and range. 4. Evidence of satisfactory policies relating to faculty (Round 2: to faculty teaching in a degree program), including: a) a policy defining the academic/professional credentials required of faculty teaching all courses in the program; b) a policy requiring the college to have on file possession of evidence supplied direct to the college from the granting agency of the highest academic credential and any required professional credential claimed by faculty members; c) a policy requiring the regular review of faculty performance, including student evaluation of teaching; d) a policy identifying the means of ensuring the currency of faculty knowledge in the field; e) a policy promoting curricular and instructional innovation. 5. Evidence of reasonable student access to a comprehensive range of support services including but not limited to tutoring, academic advising, career and personal counselling, placement, and services for students with disabilities. 6. Evidence of reasonable student and faculty access to information (Round 2: access to learning) resources (such as library, databases, computing, classroom equipment and laboratory facilities) sufficient in scope, quality, currency, and kind to support students and faculty in the program. 7. Evidence of commitment to build necessary information (Round 2: information and learning) resources, to maintain their currency, and to supplement them as necessary. 8. Evidence that the program is appropriate to the college’s mission and goals, the college’s capacity to fulfill its mission, and that the program is offered in areas where the college has demonstrated uncommon strength.

Attach as Appendix 8.2.1 Library Resources (See Page 31) [X] Attached Attach as Appendix 8.2.2 Computer Access (See Page 32) [X] Attached Attach as Appendix 8.2.3 Improvements/Expansion of Classroom Space (See Page 32) [X] Attached

Attach as Appendix 8.2.4 Laboratories/Equipment (See Page 32) [X] Attached Attach as Appendix 8.3 Resource Renewal and Upgrading, a description of how the [X] Attached information in Appendices 8.2.1-4 relates to the Resource Renewal and Upgrading Plans that were submitted in your initial consent proposal.

George Brown College— Consent Renewal—BAB (Finance) 16 Last Updated: December 19, 2006 Have there been any revisions, deletions, or additions to the support services available [ ] Yes to students? [X] No

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

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

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

Attach as Appendix 8.6.2 C Faculty Qualifications: Breadth Courses (See Page 34) [X] Attached

Attach as Appendix 8.7 Enrolment Projections and Staffing Implications, a description [Need] of how the information in Appendices 5.2.6, 5.3.1, 8.6.2 B, and 8.6.2.C relates to the Attached Enrolment Projections and Staffing Implications that were submitted in your initial consent proposal.

3 See Section 7, 4 above for context.

George Brown College— Consent Renewal—BAB (Finance) 17 Last Updated: December 19, 2006 Credential Recognition and Credit Transfer: Appendices 9 and 10 Documents

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

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

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

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

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

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

George Brown College— Consent Renewal—BAB (Finance) 18 Last Updated: December 19, 2006 credential recognition or transfer in a timely manner?

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

Program Evaluation: Appendix 11 Documents

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

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

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

3. Procedure The procedure includes: (a) Self Study: a study undertaken by faculty members and administrators of the program based on evidence relating to program performance against the criteria stated above, including strengths and weaknesses, desired improvements, and future directions. (b) Program Evaluation Committee: a committee struck by the senior administration to evaluate the program based on (a) the Self-Study and (b) a Site Visit during which members of the committee normally meet with faculty members, students, graduates, employers, and administrators to gather information. A majority of the members should be peers from outside the organization and free of any

George Brown College— Consent Renewal—BAB (Finance) 19 Last Updated: December 19, 2006 conflict of interest. (c) Report of the Committee: the overarching purpose of the report is to assess program quality and recommend any changes needed to strengthen that quality. As external audits of such processes include actions taken as a result of reviews, the report should be addressed to the senior administration and shared with the governing board, together with any consequent plan of action. (d) Other Evaluations: program reviews required for licensing and regulatory bodies, or for accreditation by accrediting agencies recognized by the Board, may overlap to a greater or lesser degree with the standards of the program review process described above. Colleges may use such accreditation reviews to satisfy the program evaluation process to the extent that the accreditation reviews can be demonstrated to be consistent with the objective, structure and elements of the program review process outlined above. Where accreditation reviews are more focused than required by the program evaluation process, a college should supplement the accreditation review so that the broader requirements are met.

Have there been any revisions, deletions, or additions to the policies and/or procedures [ ] Yes pertaining to program evaluation? [X] No

If “yes”, attach Appendix 11.1, Periodic Review Policy and Schedule, and a brief [ ] Attached explanation of the change(s). Attach as Appendix 11.2, Update on Program Evaluation Measures, a description of the [X] Attached measures that have already been taken to monitor the quality and appropriateness of the consent program.

The applicant hereby confirms and warrants that all information and representations provided by the applicant as part of Appendix 3 Checklist and the accompanying appendices are true.

______President’s Signature: Date Anne Sado, President George Brown College

George Brown College— Consent Renewal—BAB (Finance) 20 Last Updated: December 19, 2006 Appendix 4.1 – Degree Level Standard Summary

Provide a concise statement that explains how the institution is able to make this positive determination (e.g., use of internal progress assessments by the program advisory board or committee; external assessments; periodic faculty or program committee meetings examining student performance and progress; employer reports of the level of student preparedness for work placement terms; et cetera)

George Brown College has not offered the program for a full four-year cycle. However, the College is confident that it is on track to meeting the intended learning and performance outcomes of the full program. This positive determination is based on the following work that the College has undertaken with respect to the project design, delivery and evaluation activities:

1. Internal progress assessments have been conducted on an ongoing basis by Faculty and Chair and outcomes discussed at PAC meetings.

2. The program advisory committee receive an update twice yearly and provide feedback on current needs in the industry.

3. External assessments, such as the KPI and ongoing review with CGA and Financial Planners Standards Council against their competency models.

4. Monthly faculty meetings examining student performance and progress and course and program outcomes review as required.

5. Employer reports of the level of student preparedness for work placement terms. Feedback from employers of students on Coop work terms has been very positive and some students have earned part time employment with their Coop employer and others have potential full time employment when they graduate.

George Brown College— Consent Renewal—BAB (Finance) 21 Last Updated: December 19, 2006 Appendix 5.2.1 – Credit Transfer/Recognition Policies and Procedures

The following advanced standing admissions policy for “Credit Transfer/Recognition Policies and Procedures” has been established subsequent to our original application to PEQAB.

EQUIVALENT ADMISSION REQUIREMENTS

Advanced Standing in Degree Programs [Revised: November 2006]

Students who have completed two or more years at another accredited post-secondary institution or at George Brown College may be eligible for admission to a level higher than first year/semester (advanced standing) and/or for transfer credit. All such applications will be assessed in competition with other new applications and will be judged on academic and, where applicable non-academic criteria, as well as availability of space.

George Brown College reserves the right to assess transfer credits on an individual basis and to make such changes in rules, regulations, and policies as may be required.

All students must possess the required program subject prerequisite(s), or equivalent(s) and required grade(s) for these subjects/entrance averages. All admissions are subject to competition.

ELIGIBILITY Students must be in good academic standing (i.e., eligible for registration or re-admission) at the post-secondary institution in which they were previously enrolled.

Students who have completed studies at another accredited post-secondary institution or at George Brown College must have received: - C or better (where C equals 63 percent or higher) for university courses, or - B or better (where B equals 73 percent or higher) for accredited community college/institute of technology courses to be eligible for transfer credits.

These grades will not be recorded as graded courses, nor will they be used in the calculation of the grade point average (GPA).

DOCUMENTATION REQUIREMENTS Students must submit officially certified academic transcripts, including promotion/graduation status, of their secondary and all post-secondary studies directly to the Admissions. If students are currently attending a post-secondary institution, they must also submit a list of courses in progress and their interim or final results, when available. Students are required to submit course outlines and/or course descriptions of all post-secondary studies.

TRANSFER CREDITS No more than 75 percent of the program's requirements may consist of advanced standing or credits transfers from other degree programs from accredited institutions 4and no more than 50%

4 Credits recognized for advanced standing must be earned at a postsecondary institution which is (i) a Canadian public university, (ii) an organization authorized to offer the degree program on the basis of an Ontario Ministerial Consent; or

George Brown College— Consent Renewal—BAB (Finance) 22 Last Updated: December 19, 2006 of the credits can be obtained through the PLAR process. Transfer credits are not granted on the basis of a Statutory Declaration or Affidavit submitted in lieu of officially certified academic transcripts. Performance designations other than letter or percentage (number) grades are not acceptable for transfer credit except in the case of work experience, co-op or internship. When the course was taken may be a factor in determining the transferability of the course. As well, courses used for transfer credit may not be used for further transfer credit.

CONDITIONS FOR ADMISSION When advanced standing is granted, all or some of your previous post-secondary studies are used as a basis of admission. The following conditions apply to courses used as basis of admission: - courses are not recorded as individual transfer credits - the original grades are not recorded as graded courses on your George Brown College academic record - courses are not used in the calculation of the GPA.

OCAAT Credentials Applicants with the following credentials from an Ontario College of Applied Arts and Technology or colleges from other jurisdictions will be assessed according to the stated guidelines:

1) Graduates of a two and three year diploma program or two years of a three-year diploma program, with a B average, will be considered for admission, possible granting of credits and possible advanced standing.

2) Applicants who have successfully completed one year of a one-, two-, or three-year program of an academic nature with an a B standing will be considered for admission. A minimum grade of 63 percent (C) in a course is required for credit transfer.

3) Graduates of diploma programs that have an affinity to the degree program to which they are applying who have a B average will be granted advanced standing. For two year affinity diploma programs, graduates may be granted up to 40 percent of the degree, graduates of three year affinity diploma programs may be granted up to 65 percent of the degree program. The amount of credit is degree and diploma specific.

(iii) an organization that has the legal authority to grant degrees, is accredited by a recognized accrediting body where relevant.

George Brown College— Consent Renewal—BAB (Finance) 23 Last Updated: December 19, 2006 Appendix 5.2.3 – Degree Completion Arrangements

The advanced standing admissions policy for “Degree Completion Arrangements” on a “block” basis approved under the current consent has been followed without material change. 5

If “no”, attach the changed policy as Appendix 5.2.3 Degree Completion Arrangements, and an explanation of: (i) what the change was, including the introduction of policies where none were previously approved (ii) why there was a change, (iii) when the change occurred and (iv) why the change was made without seeking a change of consent from the Minister.

(i) What the change is: The introduction of diploma to degree completion arrangements as per the three articulation agreements included in this section.

(ii) Why there was a change: This opportunity for students was not included in the original proposal. It provides alternative opportunities for students to further their education and obtain a degree. The Degree completion applies to all students in colleges in the province and the information has been communicated to all Head of Business in Ontario and is posted on the George Brown Web site.

(iii) When the change occurred: The change occurred in September 2004.

(iv) Why the change was made without seeking a change of consent from the Minister: Given the submission timeline for this consent renewal application, George Brown College decided to combine our request for the following three articulation agreements as part of this consent renewal process.

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

George Brown College— Consent Renewal—BAB (Finance) 24 Last Updated: December 19, 2006

George Brown College Centre for Financial Services Education – Financial Planning

ARTICULATION AGREEMENT

Purpose

The purpose of this agreement is to provide an articulated pathway for students from the Financial Planning Business diploma program at George Brown College (GBC), and other accredited business colleges across Ontario, to the Bachelor of Applied Business (BAB) Financial Services program at George Brown College.

Specific Objectives

1. Enable graduates from the Financial Planning three-year business diploma program to complete a Bachelor of Applied Business (BAB) – Financial Services with approximately two calendar years of additional study (five academic semesters and one co-op placement)

Agreement Terms and Conditions

1. Graduates of a three-year Financial Planning business program at an accredited college in Ontario will be granted direct entry to year three of GBC’s four year BAB Financial Services program – in the specified stream of study, provided they have earned an average of 75% or 3.0 GPA.

2. Students must complete, prior to graduation from the degree program, a total of six liberal arts courses.

3. Students must complete one mandatory co-op work placement prior to graduation from the degree program.

4. Prior to entering Year 3, students are required to complete the following Bridging Courses: BFPL2002 – Applied Personal Financial Management Software BACC2010 – Applied Accounting Software The Canadian Securities Course (CSC) 1 & 2

5. Students who are interested in taking advantage of this articulation agreement should notify the program coordinator at GBC no later than April 1st of the year for which enrolment is requested in the degree program.

George Brown College— Consent Renewal—BAB (Finance) 25 Last Updated: December 19, 2006 Term of Agreement

This agreement will be in force from the date of signing and may be reviewed at the discretion of the Dean and/or Chair, School of Business & Centre for Financial Services Education or other college official.

Contacts

George Brown College Elizabeth Speers Chair, School of Business & Centre for Financial Services Education George Brown College 290 Adelaide St. E Toronto, Ontario M5A 2T2

Phone: (416) 415-5000 ext. 2854 Fax: (416)-415-4249 [email protected]

Signatures

Michael Cooke Maureen Loweth Vice President, Academic Dean , Business & Creative Arts

Date: Date:

George Brown College— Consent Renewal—BAB (Finance) 26 Last Updated: December 19, 2006

George Brown College Centre for Financial Services Education – Financial Services Management

ARTICULATION AGREEMENT

Purpose

The purpose of this agreement is to provide an articulated pathway for students from the Financial Services Management Business diploma program at George Brown College (GBC), and other accredited business colleges across Ontario, to the Bachelor of Applied Business (BAB) Financial Services program at George Brown College.

Specific Objectives

1. Enable graduates from the Business Financial Services Management three-year business diploma program to complete an Applied Bachelor’s degree in Business (BAB) – Financial Services with approximately two calendar years of additional study (five academic semesters and one co-op placement).

Agreement Terms and Conditions

1. Graduates of a Financial services Management Business three-year program at an accredited college in Ontario will be granted direct entry to year three of GBC’s four year BAB Financial Services program – in the specified stream of study, provided they have earned an average of 75% or 3.0 GPA.

2. Students must complete, prior to graduation from the degree program, a total of six liberal arts courses.

3. Students must complete one mandatory co-op work placement prior to graduation from the degree program.

George Brown College— Consent Renewal—BAB (Finance) 27 Last Updated: December 19, 2006 Term of Agreement

Contacts

George Brown College Elizabeth Speers Chair, School of Business & Centre for Financial Services Education George Brown College 200 King St. East Toronto, Ontario M5A 2T2

Phone: (416) 415-5000 ext. 2854 Fax: (416)-415-4249 [email protected]

Signatures

Michael Cooke Maureen Loweth Vice President, Academic Dean, Business & Creative Arts

Date: Date:

George Brown College— Consent Renewal—BAB (Finance) 28 Last Updated: December 19, 2006

George Brown College Centre for Financial Services Education - Accounting

ARTICULATION AGREEMENT

Purpose

The purpose of this agreement is to provide an articulated pathway for students from the Accounting Business diploma program at George Brown College (GBC), and other accredited business colleges across Ontario, to the Bachelor of Applied Business (BAB) Financial Services program at George Brown College.

Specific Objectives

1. Enable graduates from the Accounting three-year business diploma program to complete a Bachelor of Applied Business (BAB) degree –Financial Services with approximately two calendar years of additional study (five academic semesters and one co-op placement)

Agreement Terms and Conditions

1. Graduates of a three-year Accounting business program at an accredited college in Ontario will be granted direct entry to year three of GBC’s four year BAB Financial Services program – in the specified stream of study, provided they have earned an average of 75% or 3.0 GPA.

2. Students must complete, prior to graduation from the degree program, a total of six liberal arts courses.

3. Students must complete one mandatory co-op work placement prior to graduation from the degree program. One co-op placement is included in the degree program at the end of Year 3.

4. Prior to entering Year 3, students are required to complete the following Bridging Courses: BFPL2002 – Applied Personal Financial Management Software BACC2010 – Applied Accounting Software

Term of Agreement

This agreement will be in force from the date of signing and may be reviewed at the discretion of the Chair and/or Dean, School of Business and Centre for Financial Services Education or other college official.

George Brown College— Consent Renewal—BAB (Finance) 29 Last Updated: December 19, 2006 Contacts

George Brown College Elizabeth Speers Chair, School of Business & Centre for Financial Services Education George Brown College 290 Adelaide St. E Toronto, Ontario M5A 2T2

Phone: (416) 415-5000 ext. 2854 Fax: (416)-415-4249 [email protected]

Signatures

Michael Cooke Maureen Loweth Vice President, Academic Dean, Business and Creative Arts

Date: Date:

George Brown College— Consent Renewal—BAB (Finance) 30 Last Updated: December 19, 2006 Appendix 5.2.4 – Gap Analysis

George Brown College completed a thorough gap analysis which included the following activities:

1. The course learning outcomes of the Bachelor of Applied Business (Financial Services) Accounting Degree were compared with the course learning outcomes for the three-year Business Administration Accounting Diploma at George Brown. It is based on the “Diploma to Degree Equivalence Chart of September 2005” prepared by the George Brown College faculty.

• The degree course outcomes were compared to the MTCU- Business Administration Accounting Program Standard for the six-semester diploma program (MCU Code 60100) Ref: http://www.edu.gov.on.ca/eng/general/college/progstan/business/account6.html

• The College’s course learning outcomes for the diploma program were matched to the degree outcomes. Electives were not included in the comparison process.

2. The course learning outcomes of the Bachelor of Applied Business (Financial Services) Financial Services Management and Administration were compared with the course learning outcomes for the three-year Business Administration Financial Services Management at George Brown, The Toronto City College. It was based on the “Diploma to Degree Equivalence Chart of September 2005” prepared by the George Brown College faculty.

• The College’s course learning outcomes for the diploma program were matched to the degree outcomes. Electives were not included in the comparison process.

3. The course learning outcomes of the first two years of the Bachelor of Applied Business (Personal Financial Planning) Degree were compared with the course learning outcomes for the three-year Business Administration: Financial Planning Management Diploma at George Brown.

• The degree course outcomes were compared to the MTCU- Business Administration Program Standard for the six-semester diploma program (MCU Code 60200) Ref: http://www.edu.gov.on.ca/eng/general/college/progstan/business/BusAdmin.html

• The College’s course learning outcomes for the diploma program were matched to the degree outcomes. The courses listed in the College’s program curriculum planners (2005 – 2006) were used for the comparison. Electives were not included in the comparison process.

George Brown College— Consent Renewal—BAB (Finance) 31 Last Updated: December 19, 2006 The following recommended actions from this course-by-course gap analysis were agreed to by the Program Advisory Committee (PAC), Program Policy Review Committee (PPRC) and the College’s Board of Governors:

1. No bridging courses are required. Reach-back courses are identified for each stream.

2. A student must have a minimum of a B from each diploma course being recognized as a reach-back course.

3. Fifty percent (50%) of the degree courses must be completed at George Brown College.

George Brown College— Consent Renewal—BAB (Finance) 32 Last Updated: December 19, 2006 Appendix 5.2.6: Admissions Information

Number of students entering program by academic year (Please insert the relevant years in the columns headings)

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

Number of New New New New New New New New Students Intakes Intakes Intakes Intakes into Intakes Intakes Intakes Highest into into into Program in into into into Certification Program Program Program Winter Program Program Program in Fall in Winter in Fall 2005 in Fall in Winter in Fall 2003 2004 2004 2005 2006 2006 1. Secondary 98 23 33 8 37 7 28 School Graduates 2. College ------Graduates 3. University ------Graduates 4. Mature 6 6 12 4 7 3 11 Students 5. Total Students 104 29 45 12 44 10 39 Commencing Program 6. Average ------Secondary School G.P.A. of students listed in (1) above 7. Number of ------Total Students (5) granted Advanced Standing into the Program** 2 8. Number of 6 4 7 5 7 8 -- Total Students (5) who are International Students (i.e., on a Student Visa)

1 The original table was modified to reflect fall and winter intakes. New Intake refers to Semester 1 intake. 2 For advanced standing status, please see the table below.

George Brown College— Consent Renewal—BAB (Finance) 33 Last Updated: December 19, 2006 Detailed Information on #7 above Students entering the program with Advanced Standing status:

# Semester Information on (7) above: e.g., categories they came from (1, 2, 3, or 4); and how Term Students Awarded advanced standing was determined. 1. From another college; course matching & exemptions Fall 2004 3 3 2. From another college; course matching & exemptions 3. From a university; course matching & exemptions 4. From a university; course matching & exemptions 3 2 5. Left BAB then returned to BAB; courses previously completed Winter 2005 6. Left BAB then returned to BAB; courses previously completed 1 4 7. Left BAB then returned to BAB; courses previously completed 8. George Brown Program B143; course matching & exemptions 9. George Brown Program B157; Articulation Agreement 10. George Brown Program B145; course matching & exemptions 6 3 11. Left BAB then returned to BAB; courses previously completed Fall 2005 12. From another college; course matching & exemptions 13. From a university; course matching & exemptions 14. George Brown Program B107; Articulation Agreement 3 5 15. George Brown Program B145; Articulation Agreement 16. George Brown Program B107; Articulation Agreement 17. From another college; course matching & exemptions 3 2 18. George Brown Program B145; Articulation Agreement 1 3 19. George Brown Program B145; course matching & exemptions Winter 2006 1 4 20. George Brown Program B107; Articulation Agreement 21. George Brown Program B107; Articulation Agreement 2 6 22. Left BAB then returned to BAB; courses previously completed 23. George Brown Program B157; Articulation Agreement Summer 2006 2 2 24. George Brown Course B103; course matching & exemptions

George Brown College— Consent Renewal—BAB (Finance) 34 Last Updated: December 19, 2006 Appendix 5.3.1 Student Retention Information

Retention Rates by Academic Year

Row Academic Year1 Fall intake Winter intake Total Year Fulltime Part-time Fulltime Part-time 1 Total who commenced program in 100 4 25 4 133 initial year fall ‘03/Winter ‘04 2 Total from row 1 who re-enrolled 57 0 10 1 68 in next year Fall ‘04/Winter ‘05 3 Total from row 2 who re-enrolled 45 1 4 -- 50 in next year Fall ‘05/Winter ‘06 4 Total from row 3 who re-enrolled 41 ------41 in next year Fall ‘06/Winter ‘07 5 Total from row 4 who graduated 6 Total from row 4 who are still in program 7 Total who commenced program in 44 1 11 1 57 second year Fall ‘04/Winter ‘05 8 Total from row 7 who re-enrolled 29 1 5 -- 35 in next year Fall ‘05/Winter ‘06 9 Total from row 8 who re-enrolled 23 1 -- -- 24 in next year Fall ’06/Winter ‘07 10 Total from row 9 who graduated 11 Total from row 9 who are still in program 12 Total who commenced program in 43 1 8 2 54 third year Fall ‘05/Winter 06 13 Total from row 12 who re-enrolled 30 1 -- -- 31 in next year Fall 2006 14 Total from row 13 who graduated 15 Total from row 13 who are still in program 16 Total who commenced program in 39 -- 39 fourth year fall 2006 17 Total from row 16 who graduated 18 Total from row 16 who are still in program 1 The original table was modified to reflect fall and winter intakes. New Intake refers to Semester 1 intake. 2 For advanced standing status, please see the table in Appendix 5.2.6.

Comment on BAB Retention Pattern:

There was a clear and positive impact on retention rates after the College made changes in the area of Math skill requirements and curriculum. Please see Appendix 6.4.A for more information about the changes made to the program in this area.

George Brown College— Consent Renewal—BAB (Finance) 35 Last Updated: December 19, 2006 Notes: 1. The Board is looking for numbers that show the retention pattern. Please add any additional information that may be relevant to the nature of the program, such as the number of part- time students who re-enrolled as full-time students or vice versa, or the number of students who returned to the program after having dropped out for a year.

2. Full- and part- time numbers should be based on the student course load at the relevant audit.

3. “Commenced program in year” refers to all new enrolment into the program during that academic year – fall, winter and spring semesters.

George Brown College— Consent Renewal—BAB (Finance) 36 Last Updated: December 19, 2006 Appendix 6.2.2 Letters of Support: Professional/ Accreditation or Other Requirements

The program has adhered to the requirements set by professional or accrediting bodies.

Attach Letters of Support: Professional/ Accreditation or Other Requirements, documentation to the effect that the program has received such accreditation, and, in the case where it has not, a description of its status in the accreditation process.

Correspondence with Institute of Chartered Accountants of Ontario (ICAO):

From: Brian Leader [mailto:[email protected]] Sent: Wednesday, November 09, 2005 11:24 AM To: Rand Rowlands Cc: Jim Brown; Kathryn Ingram; Tom Warner; Wendy McClymont; Bonnie Howe; Edwina McGroddy Subject: ICAO RECOGNITION OF APPLIED DEGREE

Hi Rand:

I am pleased to report that the Institute is starting to receive enquiries from George Brown graduates about pursuing the CA designation. Congratulations on getting the applied degree program up and running, and producing graduates. My e-mail is in respect of a specific enquiry from a George Brown student named Wensi Peng. She has asked about ICAO recognition of specific courses in the George Brown Bachelor of Applied Business Degree - Financial Services and has provided information, including an e-mail from you to her. I wanted to ensure that you and others at George Brown who need to know are aware of the ICAO's process for recognizing specific courses.

First, it is the ICAO's policy to recognize applied degrees granted by Ontario community colleges as fulfilling the degree requirement to become a CA. Therefore, any student that graduates from George Brown's applied degree program wishing to pursue the CA designation will have fulfilled that requirement.

However, Institute recognition of specific courses toward the 51 credit-hour requirement has its own process. In order for a course to be recognized for ICAO credit, George Brown must submit a request for recognition and provide the necessary detailed course outline. If it meets the Institute's requirements for that particular course, it is recognized. If not, the areas of deficiency are identified for consideration, and if adopted, the course can be submitted for re-assessment. To initiate the process, George Brown must request the Institute to review one or more of its courses for recognition. Once recognized, the information is provided on the ICAO's Web site and there is an annual review process that is required for continued recognition. Otherwise, the recognition of individual courses is assessed on a case-by-case basis.

George Brown College— Consent Renewal—BAB (Finance) 37 Last Updated: December 19, 2006

In regards to your reference to the ICAO's competency-based program assessment, that process is for programs that are significant suppliers of graduates to the CA profession. For example, the ICAO has accredited the University of Toronto's BComm programs at St. George and UTM, as well as its Masters of Management and Professional Accounting Program. Brock's Bachelor of Accounting program and Laurier's BBA and BA Econ programs have also been accredited by ICAO. These programs provide between 50 and 100 first-time UFE writers annually. Attached to program accreditation is the requirement for the university to establish a joint CA/University Centre that is then funded annually on the basis of $1,000 per first-time UFE writer up to a maximum of $100,000.

If George Brown would like to have any of its degree-credit courses recognized by the Institute, it should submit a request along with the detailed course outline(s) to Kathryn Ingram, CA, Associate Director of Education (416-969-4246). Please feel free to call Kathryn to discuss this process further. If you have any other questions, please let me know.

Regards,

Brian

George Brown College— Consent Renewal—BAB (Finance) 38 Last Updated: December 19, 2006 Correspondence with the Financial Planners Standards Council:

From: Carolyn Fallis [mailto:[email protected]] Sent: October 27, 2004 9:22 AM To: Elizabeth Speers Cc: Helene Vukovich Subject: RE: Degree proposal update

Hi Elizabeth:

I regret that I may not have made it clear that the BAB was approved in concept (overall) in the summer when I was requesting the course outlines. The reason that I needed the course outlines was that the curriculum of the BAB clearly exceeds the curriculum requirements of FPSC in many areas. For example, the curriculum of the courses on options and derivatives (although they could only help a student approaching the CFP Examination) , do clearly go beyond the minimum requirements for the CFP Syllabus. Therefore, it would not be reasonable to include it as a “required course” for eligibility of the CFP Examination. Right now, any of the courses which include curriculum related to CFP Examination are listed as required. In preparing the application, I included them all to show how strong the program was and to indicate that the FPSC requirements would be met for sure….however, it may be to the disadvantage of the BAB students to say they need 11 or 14 required courses when they can really qualify after taking, say, eight courses. This can pose as an advantage to your students as they can write the CFP Examination when the curriculum is most current and can also choose to write prior to graduation as long as they have the appropriate courses.

Therefore, the exercise which I am going through now is to determine which of your courses, within the BAB, are actually “required” to meet the minimum FPSC requirements. This is a new approach at FPSC intended to benefit the students who choose to pursue the educational requirements of FPSC through a four year program. We are waiving the requirement that they must have graduated and also, this can provide them some additional flexibility when choosing their courses.

Due to some tight deadlines on other projects, I have been unable to start this concentrated review of the course outlines, but, I do realize that it is not prudent to hold back the formal approval letter (and posting on website) of your program for this reason. As long as you are satisfied that the determination of exact courses within the BAB, Financial Planning Stream required to write the CFP Examination will follow shortly, I will proceed with the formal approval letter/process of your program.

I hope that this makes sense and is satisfactory to you.

Best regards,

Carolyn

From: Elizabeth Speers [mailto:[email protected]] Sent: Tuesday, October 26, 2004 5:23 PM To: Carolyn Fallis Cc: Helene Vukovich; Elizabeth Speers Subject: Degree proposal update

Hi Carolyn

George Brown College— Consent Renewal—BAB (Finance) 39 Last Updated: December 19, 2006 Hope all is going well. Just thought that I would follow up on the status of the degree application with respect to the CFP. Let me know if you need anything else.

Regards,

Elizabeth

Elizabeth Speers Chair, School of Business and Centre for Financial Services Education George Brown College [email protected] 416 415 5000 x 2854

George Brown College— Consent Renewal—BAB (Finance) 40 Last Updated: December 19, 2006 Correspondence with the Certified General Accountants of Ontario:

George Brown College— Consent Renewal—BAB (Finance) 41 Last Updated: December 19, 2006 Appendix 6.3.1 Program Level Learning Outcomes (Met)

The intended learning outcomes of the individual courses in the program have been met (up to the current point of delivery).

If ‘yes’, attach as Appendix 6.3.1, Program Level Learning Outcomes (Met), a concise statement that explains how the institution is able to make this positive determination (e.g., use of internal progress assessments by the program advisory board or committee; external assessments of particular courses; periodic faculty or program committee meetings examining student performance in specific courses, student performance on examinations; et cetera).

The program is continually being reviewed against CGA, CA and CFP competency requirements and the courses are updated on an ongoing basis to meet the changing credentialing requirements of the Professional bodies. A program map linking to the professional competency requirements was also completed and any gaps identified were discussed and integrated into the appropriate courses. The changing requirements of industry are discussed with Program Advisory Committee and incorporated as required.

George Brown College— Consent Renewal—BAB (Finance) 42 Last Updated: December 19, 2006 Appendix 6.4.A, Explanation of Added or Dropped “P” Courses

Have any “P” (“professional field of study”) courses been added or dropped from the program? Yes

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

1. Both the CGA and CA professional associations include organizational behaviour in their competency mapping. This competency inclusion is also consistent with every business degree at the university level that George Brown College has reviewed.

To ensure that our program is well aligned with the CGA and CA professional associations, as well as comparable university programs, George Brown combined two, 2-hour Business and Professional courses into one 3-hour course offered in Semester 1. An Organizational Behaviour course was also added to the program and is offered in Semester 2.

2. The Mathematics course offered to first year students in 2003-2004 had a 67% failure rate. It was determined that we needed to cover the material in two courses as our students were unable to do it in one. As a result, one 4-hour Math of Finance course has been split into one 4-hour Math course in Semester 1 and one 3-hour Math course in Semester 2.

3. Working with spreadsheets is covered in many courses and rather than offer a separate course focused on spreadsheets, the College determined that the outcomes could be achieved by integrating the spreadsheet-related outcomes into other professional courses. Spreadsheets course outcomes are now achieved as part of courses in accounting and math.

George Brown College— Consent Renewal—BAB (Finance) 43 Last Updated: December 19, 2006 Appendix 6.4.A.1, Explanation of Added or Dropped “P” Courses

If there were additions, attach as Appendix 6.4.A.1, Added “P” Course Outlines, the outlines of all courses that were added.

As a result of the analysis documented in Appendix 6.4.A., three courses have been incorporated to the applied degree program:

1. Course Name: Financial Mathematics II Professor: Mariana Ionescu Effective Date: January 2006 Course Code: BMTH 1101 Credit Hours: 42 Prerequisites: BMTH 1001

2. Course Name: Organizational Behaviour Professor: Stoney Kudel Effective Date: January, 2006 Course Code: BBUS 1106 Credit Hours: 42 Prerequisites: None

3. Course Name: Business And Professional Skills Professor: Lou Pike Effective Date: January, 2006 Course Code: BBUS 1104 Credit Hours: 42 Prerequisites: None

George Brown College— Consent Renewal—BAB (Finance) 44 Last Updated: December 19, 2006 COURSE NAME: Financial Mathematics II PROFESSOR: Mariana Ionescu PHONE: 416.415.5000 x 3963 EMAIL: [email protected]

EFFECTIVE DATE: January 2006 COURSE CODE: BMTH 1101 CREDIT HOURS: 42 PREREQUISITES: BMTH 1001 COREQUISITES: None PLAR ELIGIBLE: YES X NO PASS GRADE: C

`NOTE TO STUDENTS Academic Departments at George Brown College will NOT retain historical copies of Course Outlines. We urge you to retain this Course Outline for your future reference.

FOR OFFICE USE ONLY

ORIGINATOR: ______Mariana Ionescu______June 2005______SIGNATURE DATE

December 2005 CHAIR:

EQUITY STATEMENT George Brown College values the talents and contributions of its students, staff and community partners and seeks to create a welcoming environment where equity, diversity and safety of all groups are fundamental. Language or activities which are inconsistent with this philosophy violate the College policy on the Prevention of Discrimination and Harassment and will not be tolerated. The commitment and cooperation of all students and staff are required to maintain this environment. Information and assistance are available through your Chair, Student Affairs, the Student Association or the Human Rights Advisor.

STUDENT RESPONSIBILITIES Students should obtain a copy of the Student Handbook and refer to it for additional information regarding the grading system, withdrawals, exemptions, class assignments, missed tests and exams, supplemental privileges, and academic dishonesty. Students are required to apply themselves diligently to the course of study, and to prepare class and homework assignments as given. Regular attendance, though not a requirement, is strongly advised. Past student performance shows a strong relationship between regular attendance and success.

George Brown College— Consent Renewal—BAB (Finance) 45 Last Updated: December 19, 2006

COURSE DESCRIPTION

Mathematics of Finance II provides a comprehensive basis for those who wish to extend their understanding of mathematics of finance and business mathematics. It also provides a supportive base for mathematical topics in finance, economics, accounting and marketing. Theoretical and practical applications involving the principles of financial mathematics will be used in business decisions and capital budgeting and depreciation, contingent payments, life annuities and life insurances. Students will apply counting techniques, probability, and derivatives in modeling and solving financial problems. Financial calculators and spreadsheets will be used to facilitate calculations.

CORE ABILITIES AND INDICATORS

A. Communicate effectively: reading, writing, speaking, and listening. B. Demonstrate sound teamwork and collaborative skills. C. Apply creative thinking to find innovative solutions to business problems. D. Use problem solving, critical thinking, and analytical skills to find solutions to business problems. E. Exercise personal responsibility and decision‐making skills. F. Apply technical competency to areas inside and outside the specific course of study. G. Demonstrate knowledge and critical understanding of the established principles of the chosen area of study. H. Organize activities to accomplish a goal. I. Use computer hardware and software and other technological tools appropriate and necessary to performance of tasks. J. Identify appropriate sources of data and evaluate the relevance and accuracy of that data. K. Evaluate the validity of arguments to accept or challenge the findings of others. L. Reframe information, ideas and concepts to enhance understanding.

COURSE OUTCOMES & OBJECTIVES 1. Apply mathematical calculations to problems involving Business Decisions, Capital Budgeting and Depreciation. Calculate Net Present Value . Determine the Internal Rate of Return for an Investment. • Calculate the money‐weighted rate of return

George Brown College— Consent Renewal—BAB (Finance) 46 Last Updated: December 19, 2006 Calculate the time‐ weighted rate of return Select the lowest cost alternative using the concept of capitalized cost. • Calculate the rate of depreciation Construct a depreciation schedule using : Straight‐line Method Declining Balance Method Sum‐of Digits Method Sinking –Fund Method 2. Contingent Payments -Probability. Develop probability concept. Interpret probability statements, including statements about odds Apply basic rules of probability Solve applications using contingency tables Solve applications using tree diagrams Solve counting problems involving the additive and multiplicative counting principles Calculate mathematical expectations and interpret them within applications Evaluate using basic compound interest theory at rate j1 a series of probabilistic payments 3. Life Insurance and Life Annuities. Calculate the probability of surviving from age “x to age x+1” ‐Mortality tables. Calculate the net single premium for an n‐year pure endowment contract. Analyze annual payment schemes for life annuities( ordinary annuities, annuities due, deferred life annuities). Calculate the net single premium for a $1, n‐term insurance policy. Calculate the net single premium for a $1 whole life insurance policy. Calculate the net single premium for a $1 n‐year endowment insurance policy. Analyze annual premium policies. 4. Derivatives of Single and Multivariate Functions Define the first –principle of derivative Determine the derivatives of combinations of the basic polynomial, rational, exponential, and logarithmic functions, using the rules for sums, differences, products, quotients, and compositions of functions. Justify the constant, power, sum‐and‐ difference, product, quotient, and chain rules for determining derivatives Solve problems of rates of change drawn from a variety of applications involving polynomial, rational, exponential, or logarithmic functions. Solve optimization problems involving polynomial and rational functions. Minimizing cost and average cost, maximizing revenue and profit, inventory problems. Solve related‐rates problems involving polynomial and rational functions

DELIVERY METHODS

Lectures, inquiry oriented presentations, online learning, in‐class calculations. Students use financial calculators and spreadsheets to facilitate calculations. TEXTBOOKS AND OTHER TEACHING AIDS

Zima, Peter and Brown, Robert. Mathematics of Finance, 5th ed. McGraw Hill Ryerson. Texas instruments BA II+ financial calculator. Microsoft Excel

MISSED TERM WORK OR EXAMINATIONS

George Brown College— Consent Renewal—BAB (Finance) 47 Last Updated: December 19, 2006 Exemption or deferral of a term exam or final examination is not permitted except for a medical or personal emergency. The professor must be notified by e‐mail prior to the test. Appropriate documentation, as determined by the professor, must be submitted. Any student who either misses the midterm exam or does not hand in a paper and who provides acceptable documentation of illness or other serious problem will have the missed percentage of the course mark added to the weighting of the final exam. There will be no make‐up exams or assignments.

Absence from final exam: •Professor must be notified by e‐mail before the examination •Documentation must be presented to the professor within three working days. •If the majority of the course work has been completed with a passing performance, and the documentation is acceptable, an ʺIncompleteʺ grade (INC) will be entered by the instructor. An INC grade will not be granted if term work was missed or failed. •The final examination must be written within 60 days of the submission of the incomplete grade. Failure to do this will result in an F grade. . TESTING POLICY

Calculators and one 8 ½ x 11 inch formula sheet, both sides will be allowed. No worked examples or definitions of variables are allowed on formula sheets.

ASSIGNMENT POLICY

Assignments/case studies are expected to be handed in on time. Late assignments will be penalized at 10% per day or part thereof, including weekends. Assignments will not be accepted after 5 days have elapsed since the due date.

EVALUATION SYSTEM

Two tests a 20% each 40% Assignments/case studies 20% Final comprehensive examination 40% Total 100%

George Brown College— Consent Renewal—BAB (Finance) 48 Last Updated: December 19, 2006 GRADING SYSTEM A+ 90-100 B+ 77-79 C+ 67-69 F 0-62 A 86-89 B 73-76 C 63-66 A- 80-85 B- 70-72

Important: In order to graduate, students must achieve a minimum grade point average of 2.3 (grade of C+). In order to progress between semesters, students must achieve a minimum grade point average of 2.0 (C).

Excerpt from the College Policy on Academic Dishonesty The minimal consequence for submitting a plagiarized, purchased, contracted, or in any manner inappropriately negotiated or falsified assignment, test, essay, project, or any evaluated material will be a grade of zero on that material.

COURSE SCHEDULE

Week Topic Chapter/Reference Assignment/Test Week 1 Discounted Cash Flow Chapter 7 sections 7.1 Applications Net Present Value Cash Flows‐Spreadsheet

Week 2 Internal Rate of Return Chapter 7 sections 7.2 Assignment 1 Linear Interpolation Handouts Week 3 Portfolio Return Handouts Measurement Money‐Weighted Rate of Return Time‐Weighted Rate of Return Week 4 Capitalized Costs Chapter 7 sections 7.3‐7.5 Case Study 1 Depreciation “To Lease or Not to The Straight‐Line Method Lease?” The Constant‐Percentage Method The Sum‐of‐Digits Method Sinking‐Fund Method Week 5 Contingent Payments Chapter 8 , Section 8.2 Test one Probability Concepts Handouts Rules of Probability Contingency Tables Week 6 Tree Diagrams Handouts Assignment 2 Principles of Counting Permutations and Combinations Week 7 Mathematical Expectation Chapter 8 Section 8.3 Handouts Intersession Week

George Brown College— Consent Renewal—BAB (Finance) 49 Last Updated: December 19, 2006 Week Topic Chapter/Reference Assignment/Test Week 9 Contingent Payments with Chapter 8, Section , 8.4 Time Value Handouts Week 10 Life Annuities and Life Chapter 9, Sections 9.2, 9.3 Case study II Insurance Mortality Tables Pure Endowments Week 11 Life Annuities , Chapter 9, sections 9.4, 9.5 Life Insurance

Week 12 Derivatives of single and Handouts Test two multivariate functions Rates of Change Marginal functions in Economics Week 13 Elasticity of Demand Handouts Implicit Differentiation and Related Rates Week 14 Optimization Handouts. Assignment 3 Minimizing Average Cost Maximization problems Week 15 Final comprehensive examination.

Note: Schedule and test dates are approximate and may vary as circumstances dictate.

George Brown College— Consent Renewal—BAB (Finance) 50 Last Updated: December 19, 2006 COURSE NAME: Organizational Behaviour PROFESSOR: Stoney Kudel PHONE: 416.415.5000x3570 EMAIL: [email protected]

EFFECTIVE DATE: January, 2006 COURSE CODE: BBUS 1106 CREDIT HOURS: 42 PREREQUISITES: None COREQUISITES: None PLAR ELIGIBLE: YES X NO PASS GRADE: C

`NOTE TO STUDENTS Academic Departments at George Brown College will NOT retain historical copies of Course Outlines. We urge you to retain this Course Outline for your future reference.

FOR OFFICE USE ONLY

ORIGINATOR: ______Stoney Kudel______Jan 2004______SIGNATURE DATE

November 2005 CHAIR:

George Brown College— Consent Renewal—BAB (Finance) 51 Last Updated: December 19, 2006

COURSE DESCRIPTION This second semester course is designed to introduce students to the theoretical and applied aspects of the interrelationship between individuals, groups and the organization, and the impact of those interrelationships on organizational effectiveness, efficiency and productivity.

Organizational behaviour will be examined from a number of perspectives, including: globalization, perception and motivation, groups and teamwork, organizational strategy, structure and culture, leadership, decision-making and managing change.

This three hour course will include methods of instruction such as: lectures, in-class assignments working individually and in small and large groups, case studies, simulations and role-plays, student presentations, and online learning and discussions (WebCT).

CORE ABILITIES AND INDICATORS

A. Communicate effectively: reading, writing, speaking, and listening. B. Demonstrate sound teamwork and collaborative skills. C. Apply creative thinking to find innovative solutions to business problems. D. Use problem solving, critical thinking, and analytical skills to find solutions to business problems. E. Exercise personal responsibility and decision‐making skills. F. Apply technical competency to areas inside and outside the specific course of study. G. Demonstrate knowledge and critical understanding of the established principles of the chosen area of study. H. Organize activities to accomplish a goal. I. Identify appropriate sources of data and evaluate the relevance and accuracy of that data. J. Evaluate the validity of arguments to accept or challenge the findings of others. K. Reframe information, ideas and concepts to enhance understanding.

George Brown College— Consent Renewal—BAB (Finance) 52 Last Updated: December 19, 2006 ESSENTIAL EMPLOYABILITY SKILLS:

As mandated by the Ministry of Training, Colleges and Universities essential employability skills (EES) will be addressed throughout all programs of study. Students will have the opportunity to learn (L) specific skills, to practice (P) these skills, and/or be evaluated (E) on the EES outcomes in a variety of courses. The EES include communication, numeracy, critical thinking & problem solving, information management, interpersonal and personal skills. The faculty for this course has indicated which of the EES are either Learned (L), Practiced (P) or Evaluated (E) in this course:

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

COURSE OUTCOMES & OBJECTIVES 1. Apply organizational behaviour theories to identify, analyze and solve organizational issues and problems Define organizational behaviour Identify reasons for studying organizational behavior Analyze ways organizations acquire and share knowledge Explain the importance of knowledge management and intellectual capital Define corporate social responsibility Define learning Evaluate the impact of social learning theory

George Brown College— Consent Renewal—BAB (Finance) 53 Last Updated: December 19, 2006 Compare and contrast various needs and motivational theories Evaluate how various needs, motivational theories and job design affect motivation Define empowerment Define stress and explain its impact Explain the importance of communication from an organizational perspective Analyze organizational communication strategies Compare and contrast various leadership theories Compare and contrast transactional and transformational leadership

Linked Core Abilities Communicate clearly and concisely, in both written and spoken form. Demonstrate sound communication, teamwork, problem solving, and analytical thinking skills. Demonstrate knowledge and critical understanding of the established principles of the chosen area of study and the way in which those principles were developed. Organize activities to accomplish a goal Use problem solving, critical thinking, and analytical skills to find solutions to business problems Apply creative thinking to find innovative solutions to business problems Identify appropriate sources of data and evaluate the relevance and accuracy of that data

2. Synthesize information to make decisions and solve problems using organizational behaviour concepts, theories and principles Apply the ABC model of behaviour modification Apply Kolb’s experiential learning model Analyze the effects of job dissatisfaction using the exit‐voice‐loyalty‐neglect model Analyze how money and other financial rewards affects our needs, attitudes and identity Describe the team effectiveness model and various components that impact team effectiveness Explain how people evaluate and choose alternatives Explain how emotions and intuition influence decision‐making and selection of alternatives

3. Analyze the impact of individuals and team behaviour on organizational productivity Explain and be able to apply the MARS model Match competencies to job requirements Identify ethical principles Explain personality, perceptual and attribution processes and dimensions Define and explain the impact of values

George Brown College— Consent Renewal—BAB (Finance) 54 Last Updated: December 19, 2006 Explain the link between personality and vocation choice Define emotions, attitudes and behaviours Describe strategies to increase organizational commitment Identify organizational and team environmental elements that affect team effectiveness Analyze the link between power and organizational effectiveness Identify sources of organizational conflict Analyze the impact of conflict on organizational effectiveness

4. Evaluate the impact of organizational structure, design, culture and change • Explain how organizational strategy relates to organizational structure • Contrast functional with divisional structures • Describe three types of coordination in organizational structure • Discuss the elements of organizational culture • Explain the conditions under which cultural strength can improve corporate performance • Identify strategies to strengthen an organization’s culture • Explain reasons people resist organizational change • Identify strategies to minimize resistance to change • Analyze ethical issues associated with organizational change

DELIVERY METHODS

The delivery methods used in this course will be lecture, group work and course materials on WebCT. The weekly lecture will focuses on the development of the key

George Brown College— Consent Renewal—BAB (Finance) 55 Last Updated: December 19, 2006 skills and knowledge required to understand project management principles and to create an effective project plan. Current events, case studies, and visual aids will be used to highlight key skill and knowledge requirements. Students will also have the opportunity to work in large and small teams in order to practice what they have learned. We will use a highly interactive, problem‐based learning approach in this course.

TEXTBOOKS AND OTHER TEACHING AIDS

Textbooks:

McShane, Steven. Canadian Organizational Behaviour, Fifth Edition. McGraw‐Hill Ryerson. ISBN 0‐07‐ 091232‐7

Teaching Aids:

Supplementary materials will be provided. All lecture notes and additional materials will be posted on WebCT.

MISSED TERM WORK OR EXAMINATIONS

Exemption or deferral of a term exam or final examination is not permitted except for a medical or personal emergency. The professor must be notified by e‐mail prior to the test. Appropriate documentation, as determined by the professor, must be submitted.

Any student who either misses the midterm exam or does not hand in a paper and who provides acceptable documentation of illness or other serious problem will have the missed percentage of the course mark added to the weighting of the final exam. There will be no make‐up exams or assignments.

No aids may be used unless otherwise specified by the professor.

ASSIGNMENT POLICY

Students unable to submit an assignment on the due date should discuss the matter in advance with the professor. At the professor’s discretion, late assignments may not be accepted. Where late assignments are accepted, the professor will apply a late penalty.

George Brown College— Consent Renewal—BAB (Finance) 56 Last Updated: December 19, 2006 EVALUATION SYSTEM

Mid‐term exam 20% In‐class case workshops 50% Final exam 30%

Total 100%

GRADING SYSTEM

PERCENTAGE GRADE GPA VALUE COMMENTS

90 – 100 A+ 4.0 "A" Range = GPA 4.0 -Consistently exceeds (course) requirements; shows evidence of being 85 - 89 A 4..0 well-organized; shows original and creative thinking and a superior grasp of subject matter. 80 – 84 A 3.7

77 – 79 B+ 3.3 "B" Range = GPA 3.0 -Shows consistent performance and evidence of being well- 73 – 76 B 3.0 organized, shows elements of original and creative thinking; has a strong grasp of subject 70 – 72 B 2.7 matter.

67 – 69 C+ 2.3 "C" Range = GPA 2.0 -Applies the subject matter appropriately; comprehends the subject 63 – 66 C 2.0 matter.

60 – 62 C 1.7

61 – 00 F 0.0 "F" Range = GPA 0.0 The student fails to apply and communicate an understanding the subject matter.

George Brown College— Consent Renewal—BAB (Finance) 57 Last Updated: December 19, 2006 COURSE SCHEDULE

Week Topic Chapter/Reference Assignment/Test Week 1 Introduction to Organizational Chapter 1 What do you know about Behaviour organizational behaviour? Case – An untimely incident at Ancol Corp Week 2 Individual behaviour, values Chapter 2 Case – Pushing paper can and personality be fun Week 3 Perception and learning in Chapter 3 Case – Gull Products organizations Week 4 Workplace emotions and Chapter 4 Case – Rough Seas on the attitudes Link 650 Week 5 • Motivation in the workplace Chapter 5 Case – Keeping Suzanne Chalmers Week 6 • Applied performance practices Chapter 6 Case – The Regency Grand Hotel Week 7 Mid‐term exam

Week 8 – Intercession Week Week 9 Foundations of team Chapter 8 Case – Treetop Forest dynamics Chapter 11 – Pages 314 to 316 Products Communicating in teams and Pages 319 to 322 organizations Week 10 Decision making and Chapter 10 Case – Coast Guard creativity Cutter Week 11 Power and influence in the Chapter 12 Case – Foreign Exchange workplace Confrontation Week 12 Conflict and negotiation in Chapter 13 Case – Conflict in Close the workplace Quarters Week 13 • Leadership in organizational Chapter 14 Case – Jeremiah settings Bigatallio’s Leadership Challenge Week 14 • Organizational processes Chapter 15 – Pages 431 to 449 Case – Transact Insurance Chapter 16 – Pages 461 to 464 Corp Pages 468 to 471 ‐ Chapter 17 Week 15 Final exam

Note: Schedule is approximate and may vary as circumstances dictate.

George Brown College— Consent Renewal—BAB (Finance) 58 Last Updated: December 19, 2006 COURSE NAME: BBUS 1104 - Business and Professional Skills PROFESSOR: Lou Pike PHONE: 416-415-5000 ext: EMAIL: [email protected]

EFFECTIVE DATE: January, 2006 COURSE CODE: BBUS 1104 CREDIT HOURS: 42 PREREQUISITES: None COREQUISITES: None PLAR ELIGIBLE: YES X NO PASS GRADE: C

`NOTE TO STUDENTS Academic Departments at George Brown College will NOT retain historical copies of Course Outlines. We urge you to retain this Course Outline for your future reference.

FOR OFFICE USE ONLY

ORIGINATOR: ______Stoney Kudel______Dec 2005______SIGNATURE DATE

December 2005 CHAIR:

George Brown College— Consent Renewal—BAB (Finance) 59 Last Updated: December 19, 2006

COURSE DESCRIPTION

This first semester course is designed to introduce students to the nature and techniques of critical thought, moral reasoning, and ethics as they relate to their professional and personal lives. The value of critical thinking will be examined within the context of everyday challenges such as evaluating the validity of arguments, problem solving, making informed decisions, and working in teams. Special attention will be given to the development of practical applications of what is learned in the course into knowledge and strategies that students can use in professional and personal situations.

ESSENTIAL EMPLOYABILITY SKILLS:

As mandated by the Ministry of Training, Colleges and Universities essential employability skills (EES) will be addressed throughout all programs of study. Students will have the opportunity to learn (L) specific skills, to practice (P) these skills, and/or be evaluated (E) on the EES outcomes in a variety of courses. The EES include communication, numeracy, critical thinking & problem solving, information management, interpersonal and personal skills. The faculty for this course has indicated which of the EES is either Learned (L), Practiced (P) or Evaluated (E) in this course:

L P E L P E Skill Skill Communicate clearly, X X X Locate, select, organize X X X concisely and correctly in the and document written, spoken and visual information using form that fulfills the purpose appropriate technology and meets the needs of the and information sources audience Respond to written, spoken X X X Show respect for the X X X or visual messages in a diverse opinions, values, manner that ensures effective belief systems, and communication contributions of others Execute mathematical NA NA NA Interact with others in X X X operations accurately groups or teams in ways that contribute to effective working relationships and the achievement of goals Apply a systematic approach X X X Manage the use of time X X X to solve problems and other resources to complete projects

George Brown College— Consent Renewal—BAB (Finance) 60 Last Updated: December 19, 2006 Use a variety of thinking X X X Take responsibility for X X X skills to anticipate and solve my actions, decisions and problems. consequences Analyze, evaluate, and apply X X X relevant information from a variety of sources

BACHELOR OF APPLIED BUSINESS CORE ABILITIES AND INDICATORS

COURSE OUTCOMES & OBJECTIVES 1. Analyze information, claims and arguments to determine which have value and which do not Define critical thinking. Discuss the value and importance of critical thinking. Explain critical thinking and argument analysis concepts, principles and techniques. Understand the importance of questions Explain the three categories of questions Apply critical thinking, questioning and argument analysis concepts, principles and techniques to business and professional examples

Linked Core Abilities • Communicate effectively: reading, writing, speaking, and listening. • Demonstrate sound teamwork and collaborative skills.

George Brown College— Consent Renewal—BAB (Finance) 61 Last Updated: December 19, 2006 • Use problem solving, critical thinking, and analytical skills to find solutions to business problems. • Exercise personal responsibility and decision‐making skills. • Demonstrate knowledge and critical understanding of the established principles of the chosen area of study. • Organize activities to accomplish a goal. • Identify appropriate sources of data and evaluate the relevance and accuracy of that data. • Evaluate the validity of arguments to accept or challenge the findings of others. • Reframe information, ideas and concepts to enhance understanding.

2. Make decisions and solve problems – either individually or in groups – using critical thinking concepts, principles and techniques Define decision making and problem solving. Discuss the value and importance of problem solving and decision making. Explain the logic of decision making and the dimensions of problem solving. Apply decision making and problem solving concepts, principles and techniques to business and professional examples.

Linked Core Abilities • Communicate effectively: reading, writing, speaking, and listening. • Apply creative thinking to find innovative solutions to business problems. • Demonstrate sound teamwork and collaborative skills. • Use problem solving, critical thinking, and analytical skills to find solutions to business problems. • Exercise personal responsibility and decision‐making skills. • Demonstrate knowledge and critical understanding of the established principles of the chosen area of study. • Organize activities to accomplish a goal. • Identify appropriate sources of data and evaluate the relevance and accuracy of that data. • Evaluate the validity of arguments to accept or challenge the findings of others. • Reframe information, ideas and concepts to enhance understanding.

3. Evaluate the ethical consequences of business and personal decisions Define ethics. Discuss the value and importance of ethics. Explain ethical concepts, principles and techniques. Apply ethical concepts, principles and techniques to business and personal examples.

George Brown College— Consent Renewal—BAB (Finance) 62 Last Updated: December 19, 2006 • Exercise personal responsibility and decision‐making skills. • Demonstrate knowledge and critical understanding of the established principles of the chosen area of study. • Identify appropriate sources of data and evaluate the relevance and accuracy of that data. • Organize activities to accomplish a goal. • Evaluate the validity of arguments to accept or challenge the findings of others. • Reframe information, ideas and concepts to enhance understanding.

DELIVERY METHODS This course will include methods of instruction such as: lectures, in-class assignments working individually and in small and large groups, case studies, simulations and role-plays, student presentations, and online learning and discussions (WebCT).

TEXTBOOKS AND OTHER TEACHING AIDS

1. Ruggiero, Vincent Ryan. Beyond Feelings; A Guide to Critical Thinking. McGraw Hill. ISBN: 007282896X. Required. 2. Supplementary materials will also be provided as required

MISSED TERM WORK OR EXAMINATIONS

George Brown College— Consent Renewal—BAB (Finance) 63 Last Updated: December 19, 2006 TESTING POLICY

No aids may be used unless otherwise specified by the professor or as may be required by special needs students.

ASSIGNMENT POLICY

EVALUATION SYSTEM

Mid‐term exam 25% Critical thinking and ethics assignments (Three assignments ‐5 marks each) 15% Case presentations 15% On‐line discussions 15% Final exam 30%

Total 100%

GRADING SYSTEM

PERCENTAGE GRADE GPA VALUE COMMENTS

90 – 100 A+ 4.0 "A" Range = GPA 4.0 -Consistently exceeds (course) requirements; shows evidence of being well- 85 - 89 A 4.0 organized; shows original and creative thinking and a superior grasp of subject matter. 80 – 84 A 3.7

77 – 79 B+ 3.3 "B" Range = GPA 3.0 -Shows consistent performance and evidence of being well-organized, shows 73 – 76 B 3.0 elements of original and creative thinking; has a strong grasp of subject matter. 70 – 72 B 2.7

67 – 69 C+ 2.3 "C" Range = GPA 2.0 -Applies the subject matter appropriately; comprehends the subject matter. 63 – 66 C 2.0

60 – 62 C 1.7

61 – 00 F 0.0 "F" Range = GPA 0.0 The student fails to apply and communicate an understanding the subject matter.

George Brown College— Consent Renewal—BAB (Finance) 64 Last Updated: December 19, 2006 Appendix 6.4.B Explanation of Added “O” Courses

Have any “O” (outside field of study”) courses been added to the program that are not a part of the current program consent or that are not courses that were approved in consents for other programs? Yes.

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

Outlines for the following “O” courses were submitted and approved as part of Construction Science & Management Bachelor of Applied Technology:

Also approved by Ryerson University for degrees Course collaboratively offered with Number Course Name George Brown College GHUM 1201 The Evolution of Filmmaking Yes GHUM 1202 Monotheistic Religions: Judaism, Christianity and Islam Yes GSCI 1201 Evolution: Fear & Misconceptions Yes GSSC 1203 Introduction to Canadian Politics Yes GSSC 1201 Deviance and Society Yes

The following university level “DO” or breadth courses are also available to students in the program. Given the submission timeline for this consent renewal application, George Brown College decided to combine our request for the following courses as part of this consent renewal process:

Also approved by Ryerson University for degrees Course collaboratively offered with Number Course Name George Brown College GHUM 1028 The Representation of Power in Western Art History Yes GHUM 1203 The Pleasure of Inquiry: Introduction to Philosophy Yes GHUM 1204 Spanish I The Culture Business: An Introduction to Cultural Industries in Yes GHUM 1206 Canada GHUM 1207* Imagining Canada: An Introduction to Early Canadian Fiction Yes GHUM 1208 The Eastern Religions Yes GHUM 1209 The History of Eugenics Yes GHUM 1210* The Search for Meaning (Existentialism) GHUM 1214 Spanish II GSCI 1204* The Environment Yes GSSC 1202 Working In The 21st Century Yes

* These courses have not yet been offered, but are planned for the fall term of 2007

George Brown College— Consent Renewal—BAB (Finance) 65 Last Updated: December 19, 2006 Appendix 6.4.B.1 Added “O” Course Outlines

If there were additions, attach as Appendix 6.4.B.1.

Also approved by Ryerson University for degrees Course collaboratively offered with Number Course Name George Brown College GHUM 1028 The Representation of Power in Western Art History Yes GHUM 1203 The Pleasure of Inquiry: Introduction to Philosophy Yes GHUM 1204 Spanish I The Culture Business: An Introduction to Cultural Industries in Yes GHUM 1206 Canada GHUM 1207 Imagining Canada: An Introduction to Early Canadian Fiction Yes GHUM 1208 The Eastern Religions Yes GHUM 1209 The History of Eugenics Yes GHUM 1210 The Search for Meaning (Existentialism) GHUM 1214 Spanish II GSCI 1204 The Environment Yes GSSC 1202 Working In The 21st Century Yes

George Brown College— Consent Renewal—BAB (Finance) 66 Last Updated: December 19, 2006

COURSE NAME: The Representation of Power in Western Art History PROFESSOR: Akber Remu

PHONE: 416 ‐415 ‐ 5000 ext 3976 EMAIL: [email protected]

EFFECTIVE DATE: September, 2004 COURSE CODE: GHUM 1028 CREDIT HOURS: XXXXXXXXXXXXXXXX PREREQUISITES: None COREQUISITES: None PLAR ELIGIBLE: YES NO PASS GRADE: TBA

NOTE TO STUDENTS Academic Departments at George Brown College will NOT retain historical copies of Course Outlines. We urge you to retain this Course Outline for your future reference.

FOR OFFICE USE ONLY

ORIGINATOR: ______SIGNATURE DATE

CHAIR: ______SIGNATURE DATE

COURSE DESCRIPTION

In this thematic approach to art history, students will explore the history of Western Art through a contextual examination of the political, social, economic, religious, and spiritual representation of power in the arts. Through museum assignments, in‐class assignments, and a research paper, students will have the opportunity to explore and evaluate Western expressions of power. Emphasis will be placed on iconographical, social/political, post‐structuralist, post‐colonialist approaches to understanding artistic expressions.

George Brown College— Consent Renewal—BAB (Finance) 67 Last Updated: December 19, 2006 COURSE OUTCOMES & OBJECTIVES 1. Explain the function of formal elements in art and architecture Articulate a working definition of art Document seven types of messages communicated in art Explore the function of basic structural systems and fundamental elements of architecture Explore the symbolic, iconographic, and metaphorical aspects of art and architecture

2. Illustrate the use of art and architecture to communicate sacred/divine power Review the socio‐political backdrop of: Ancient Mesopotamia, Egypt, and Medieval Europe Define Power List 5 types of power List three artistic devices used to portray the sacred/divine in all three periods Compare the use of idealized images to portray the divine Document the use of symbols to convey authority/divine blessing Illustrate the use of compositional devices to reinforce social control

3. Compare artistic and architectural techniques employed by rulers to legitimize control Describe the socio‐political backdrop of the Renaissance, ancient Rome, the seventeenth century centuries Contrast how rulers use idealized body images to convey absolute power Compare the use of compositional devices to confirm authority Explain the use of architectural monuments as tools of propaganda Reconcile the continuity of artistic convention

4. Explain how art and architecture are employed to reinforce (colonial) ideology Describe the contextual backdrop of the 18th century Examine the expression of colonialism in the late 18th and early 19th centuries Discuss how ideological differences are expressed through conventional images Characterize the employment of classical compositional devices Examine monumental art and architecture as symbols of cultural and imperial domination

5. Evaluate the employment of art to transfer power to the individual Describe the contextual backdrop of Humanism in ancient Greece Document the role of artists during the 16th and early 20th centuries Characterize the employment of convention Document the abandonment of established conventions Evaluate the impact of iconoclasm

DELIVERY METHODS

Lectures will be supplemented with videos, slide presentations, as well as a combination of methodologies in teaching such as lecture demonstration, student‐group discussion, hands‐on project activities, field trips, assignments, and critiquing.

TEXTBOOKS, VIDEOS, AND WEB SITES

Adams, Laurie Schneider. Art Across Time. 2nd Edition. Toronto: McGraw Hill Higher Education, 2002. (Required)

George Brown College— Consent Renewal—BAB (Finance) 68 Last Updated: December 19, 2006 Noble et al. Western Civilization: the continuing experiment. 3rd Edition. New York: Houghton Mifflin , 2004 (Reference) WEB LINK : http://college.hmco.com/history/west/noble/western_civilization/3e/students/weblinks.html#medieval Lazzari, Margaret. Exploring Art: A global, thematic approach. Toronto: Wadsworth, 2002. (Reference) Janson, H.W. History of Art. New York: Harry N. Abrams, 1995. (Reference)

Michelle Facos, ed. Art, Culture, and National Identity in Fin‐de‐Siecle Europe. Cambridge: Cambridge University Press, 2003. Dijkstra, Bram. American Expressionism: art and social change 1920‐1950. New York: Harry N. Abrams, 2003. Duncan, Carol. The Aesthetics of Power: Essays in Critical Art History. Cambridge: Cambridge University Press, 1993. Adam, Peter. Art of the Third Reich. New York: H.N. Abrams, 1992. Derrida, Jacques. The Truth in Painting. Trans. Geoff Bennington and Ian McLeod. Chicago: University of Chicago Press, 1987. (Optional) Castriota, David, ed. Artistic Strategy and the Rhetoric of Power: Political Uses of Art from antiquity to the present. Carbondale: Southern Illinois University Press, 1986. (Optional) Fiero, Gloria. The Humanistic Tradition, Book 5. Madison, WI: Brown and Benchmark, 1995. (Optional) Gombrich, Ernst. Art and Illusion. New York: Pantheon, 1972. (Optional) ‐ Meditations on a Hobby Horse. London: Phaidon, 1963. (Optional) Platt, Susan. Art and Politics in the 1930s: Modernism, Marxism, and Americanism. New York : Midmarch Arts Press, 1992. (Optional) Von Blum, Paul. The Art of Social Conscience. New York: Universe Books, 1976. (Optional) Zarnecki, George. Art of the Medieval World. New York: Harry N. Abrams, Inc., 1975. (Optional) Olsen, Marvin E. Power in Societies. New York: The MacMillan Company, 1970. (Optional)

VIDEOS: Art of the Western World Series. Video, 4 tapes, 9 parts, 9 hours. A & F Video (www.aandfvideo.com) Art of Ancient Greece. Video, 60 minutes, ( www.teachersvideo.com) Cathedrals: Mystery. Video, 55 minutes.(www.teachersvideo.com) Roman City. Video, 60 minutes. (www.teachersvideo.com) Walls for Change and Resistance Art (Both part of my personal collection)

History of Western Civilization: http://www.open.org/~dallashs/western.htm

http://library.thinkquest.org/C0118063/critique/howto.htm

http://library.thinkquest.org/20868/ang/ang.htm

http://www.thinkquest.org/library/site_sum.html?lib_id=3299&team_id=J002045

http://library.thinkquest.org/C005707F/

http://www.bc.edu/bc_org/avp/cas/fnart/Artweb.html

http://www.artresources.com/

http://www.unites.uqam.ca/AHWA/Signets/index.html

http://www.art-design.umich.edu/mother/

http://witcombe.sbc.edu/ARTHLinks.html

Non Western art sites: Abzu: a Guide to Internet Resources on the Near East http://www-oi.uchicago.edu/OI/DEPT/RA/ABZU/ABZU.HTML

George Brown College— Consent Renewal—BAB (Finance) 69 Last Updated: December 19, 2006 Virtual Library of African Studies: http://www.w3.org/pub/DataSources/bySubject/AfricanStudies/africanWWW.html H-Net Asia Pacific Network: http://h-net2.msu.edu/~asia/ Asian History the Harvard Yenching Library: http://www-hcl.harvard.edu/hyl/hylhome.html The Reischauer Institute: http://www-hcl.harvard.edu/hyl/hylhome.html IN-CLASS SLIDES/NOTES: All in-class slides and PowerPoint presentations will be available on the instructor’s website at the beginning of the term. Students are encouraged to review the website before each class in order to facilitate informed discussions.

TESTING POLICY

See the college policies and procedures regarding withdrawals, exemptions, attendance, class assignments, missed tests, late assignments, and academic dishonesty.

ASSIGNMENT POLICY

Assignments must be submitted by the assigned deadline. If you miss the deadline, the most you will receive on that assignment is a C, the minimum passing grade. Assignments submitted more than a week late will receive a zero.

Plagiarism (use of another’s work) will be heavily penalized and may result in expulsion from the College.

EVALUATION SYSTEM

Assignment Value Two short‐answer slide recognition quizzes 15% ‘Mini‐Museum’ project (museum visit and 15% monument critique) Poster and Teacher’s Guide (Create a poster 15% tracing the influences of antiquity on your museum monument. You will have to explain it to your peers. Oral Presentation 15% 1200‐1500 word Position Paper 30% In‐class Assignments 10% TOTAL 100%

GRADING SYSTEM A+/A 85-100 B+ 77-79 C+ 67-69 D+ 57-59 F 0-49 A- 80-84 B 73-76 C 63-66 D 53-56 B- 70-72 C- 60-62 D- 50-52

George Brown College— Consent Renewal—BAB (Finance) 70 Last Updated: December 19, 2006 Important: In order to progress, students must be in good academic standing. A minimum cumulative grade point average of 2.0 (grade of C) is required.

COURSE SCHEDULE

Week Introduction to Art Discussion: Collaborative definition of art 1 Why Study Art? What is Art? What is art? Evaluating Art Websites:

Q. Does art have a function or is it merely http://www.library.cornell.edu/olinuris/ref/research/webeval.html aesthetic? How does art reflect humankind’s response to its reality? Relate the impact of time, space, and geography on art

Week The Vocabulary of Art Text Chapter See handouts/websites: 2 Elements of Design and Principles of One(17 – 22) Design http://rwc.hunter.cuny.edu/writing/on-line/writeart.htm.

Q. If art visual communication, what is the http://www.vkrp.org/studies/historical/dhat- grammar of this language? ras/info/architectural-terminology.asp Is visual language universal? How does the audience understand the http://orac.sund.ac.uk/~os0tmc/myth.htm message? How do artists and architects use the visual http://www.newcastle.edu.au/discipline/fine- elements of line, shape, colour, texture, pattern, art/theory/analysis/an-ideol.htm value, light, mass, and volume? http://www.kn.pacbell.com/wired/art2/artspeak/ visualterms.html

Discuss: Week The Concept of Power Christopher Wren, See websites: 3 Elements of Power in the 17th century stated that http://www.geocities.com/Athens/Forum/1650/h Q. What is power? Architecture has a tmlpower.html political use: “it List the types of power? establishes a How is power reflected in society? Nation, draws http://academic.regis.edu/jroth/SO%20472%20p Is there a relationship between art and power? People and ower.htm How is legitimacy conveyed? Commerce; makes the People love How is power reflected today? What are the their native http://www.udel.edu/communication/COMM35 symbols of power? Country…” Does it 6/pavitt/chap5.htm do more? Are they universal? http://www.intractableconflict.org/m/Power.jsp

George Brown College— Consent Renewal—BAB (Finance) 71 Last Updated: December 19, 2006 http://www.co- intelligence.org/CIPol_democSocPwrAnal.html

Week Sacred/Divine Power Text Chapter Mini‐Museum: Poster and Teacher’s guide 4 Conveying Power ‐ Ancient Mesopotamia Two (49 ‐78) http://eawc.evansville.edu/index.htm

Q. How was art employed to establish ruler, http://www.louvre.fr/anglais/collec/ao/sb0004/a regime, and ideology? o_f.htm How was art employed to intimidate others?

How do idealized images empower rulers? http://oi.uchicago.edu/OI/MUS/HIGH/OI_Muse Which compositional devices centralized the um_Mesopotamia.html ruler? Which objects denote divine/sacred status? http://witcombe.sbc.edu/ARTHneareast.html#A How did monuments reinforce social ncNearEast stratification? Illustrate how the stele of Hammurabi, a tool http://lib.haifa.ac.il/www/art/list_ziggurat.html of propaganda, legitimizes his rule and his code of laws

Sacred/Divine Power Week Conveying Power ‐ Ancient Egypt Text Chapter Mini‐Museum: Poster and Teacher’s guide 5 Three (79 – 114) Q. What role do monuments play in honoring http://www.egyptarchive.co.uk/html/great_pyra the ruler? mid_index.html How did the Pharaohs blur the distinction between god and ruler? http://www.terraflex.co.il/ad/egypt/narmer/inde Which ancient symbols of power were adopted? x.html How did the palette of Narmer legitimize his dominion over Egypt? http://www.mfa.org/egypt/amarna/akh_worship _a/akh_worship_a.html

Contrast the depiction of the powerful with the powerless in Ancient Egypt.

Sacred/Divine Power Text Chapter 10 Present Museum Object Critique Week Re‐defining Authority‐ Medieval Europe (378 ‐ 406) 6 Text Chapter 11 QUIZ One Q. How is the divine represented in the Middle (407‐ 447) Ages? http://arthist.cla.umn.edu/aict/html/index.ht How did Christianity grapple with the ancient ml symbols of power? How did borrowing ancient styles legitimize http://www.artlex.com/ArtLex/m/middleages. power? html How was symbolism used to maintain social control and stability? http://www.metmuseum.org/toah/hd/just/hd_ Do artists believe in the propaganda they just.htm espouse? Compare the depiction of the universe in Egypt http://www.metmuseum.org/toah/hd/rmsq/hd

George Brown College— Consent Renewal—BAB (Finance) 72 Last Updated: December 19, 2006 and Medieval Europe _rmsq.htm

http://www.bc.edu/bc_org/avp/cas/fnart/arch /gothic_arch.html

Reconcile the building of cathedrals with their propaganda portals and stained glass as a social commentary on the social reality of the Romanesque and Gothic periods.

Week Power of the state ‐ Interpreting World Views Text Chapter 13 In-class “Imagine…”assignment 7 Consolidating Power ‐ The Renaissance (498 – 562) Text Chapter 14 ( Imagine you were the Mughal Emperor Q. How is the relationship between 565 – 597) Akbar. Which symbols of power would you art/architecture and power reflected during the borrow from antiquity in order to establish time of the Papal ascendancy? your legitimacy? How is the continuing power of classicism employed to legitimize divergent ideological ends? http://www.artlex.com/ArtLex/r/renaissance. What was the relationship between patron and html artist? How does space help maintain political http://www.metmuseum.org/toah/hd/leon/hd control? _leon.htm

http://www.artlex.com/ArtLex/r/renaissance.l ater.html

Explain how the depiction of the Last Judgment in Giotto’s Arena Chapel, 1305, with that of the Last Judgment on the tympanum of the west portal, Saintte-Foy, Conques c. 1130, and Michelangelo’s Sistine Chapel kept the masses in their places.

Power of the ruler‐ Establishing Legitimacy Text Chapter 7 In-Class discussion: Week The Reach of Power ‐ Ancient Rome (214 – 253) 8 How did Rome establish its imperial Q. How does the Arch of Titus glorify the suzerainty? emperor? Could it have maintained its power without How did the Romans synthesize Greek Orders? this synthesis? How is the Egyptian Obelisk similar to the Roman Arch? http://harpy.uccs.edu/roman/html/roman.ht Compare the Egyptian, Mesopotamian, and ml Roman use of funerary architecture to convey power http://harpy.uccs.edu/roman/html/repub.htm

http://www.bluffton.edu/~sullivanm/titus/titu s.html

George Brown College— Consent Renewal—BAB (Finance) 73 Last Updated: December 19, 2006 Characterize the employment of the Roman Triumphal arch in Judaism, Christianity, and Islam.

INTERSESSION WEEK

Week Power of the ruler‐ Establishing Legitimacy Text Chapter In-class critique of artwork 9 Power of Style ‐ Baroque Style in France 17 (660 -664) http://www.geocities.com/Paris/Rue/1663/index Q. Do politics influence the design of art and .html architecture? Which classical symbols of authority make http://www.artcyclopedia.com/history/baroque.h Versailles the archetypal vision of power? tml How is Louis a metaphor for absolute monarchy? http://www.cupola.com/html/bldgstru/baroque/b Evaluate the role that art and architecture aroq01.htm played in enhancing the power and prestige? Discuss: Jean Auguste Dominique Ingres’ Grande Odalisque is a weapon of cultural and imperial domination of the Orient by the Occident.

Week Power of the state‐ Representing Ideology Text Chapter In-class critique of artworks 10 Re‐inventing the Past ‐ Neoclassicism 19 (734 – 752) http://www.artcyclopedia.com/history/neoclassi cism.html Q. Is art/architecture essential for rulers and states to achieve glory and power to accomplish http://www.mountvernon.org/ their political agendas? http://www.bc.edu/bc_org/avp/cas/fnart/arch/pla Why did dictators employ ancient symbols of yfair.html power to legitimize their authority? http://www.bc.edu/bc_org/avp/cas/fnart/art/ingr How did Hitler plan to transform Berlin into a es.html city that could rival Babylon and Rome? http://www.activehistory.co.uk/head2head/hitler Is Riefenstahl’s “Triumph of the Will” any /frameset.htm more an exploitation of an art form than Hammurabi’s inscription of his code? http://www.historylearningsite.co.uk/leni_riefen

stahl.htm Why did Thomas Jefferson turn to Rome for his

inspiration? http://ddickerson.igc.org/holocaust.html

http://www.wsu.edu/~dee/MESO/CODE.HTM Power of the individual‐ Representing Week Ideology Text Chapter 5 Final Position Paper 11 The Beginnings ‐ Ancient Greece (136 - 192) http://www.perseus.tufts.edu/art&arch.html

Q. How is the idealized image of the Explain the humanistic statement: “Man is the measure of things,” in terms of Greek Art. human form equated with Humanism? How does art in a democratic state differ Compare the use of idealized body images to convey from art in authoritarian state? power in Ancient Egypt, Ancient Greece, and

George Brown College— Consent Renewal—BAB (Finance) 74 Last Updated: December 19, 2006 How do we represent power today? Contemporary advertising.

Week Power of the individual ‐ Breaking Text Chapter 16 In-class critique of Modern Art 12 Convention (638 – 641) http://www.geocities.com/eleonoreweil/durerus/ The Role of the Artist ‐ Albrecht Durer Text Chapter 26 http://www.lib.uiowa.edu/dada/dadaists.html Q. How does Marcel Duchamp reflect a shift in ( 914 – 922) paradigms? What kinds of strategies have artists used to effect What is the role of the artist henceforth? political and social change? How did Albert Durer affirm authority of the artist? Compare the political and social impact of Goya’s “The How has art documented both, war and peace? Executions of May 3, 1808;” Picasso’s “Guernica;” Delacroix’s “Liberty;” and political cartoons. Contrast Michelangelo’s depiction of himself as the artist in the Sistine Chapel vis a vis the self Defend the Guerrilla Girls as a protest of racial and portraits of the following artists: Raphael, Van gender discrimination vis a vis the Grande Odalisque Gogh, Frida Kahlo, and Albert Durer. and Olympia, where nude women were on display for an implied male viewer.

Week Conclusions Review Final QUIZ 13 Art Across Time, 2nd Ed. Laurie Schneider Adams

Table of Contents

Introduction Why Do We Study the History of Art?

Part I

Chapter 1 The Art of Prehistory Chapter 2 The Ancient Near East Window on the Word: Rock Paintings Chapter 3 Ancient Egypt Chapter 4 The Aegean

Part II

Chapter 5 The Art of Ancient Greece Chapter 6 The Art of the Etruscans Window on the World: China: Neolithic to First Empire Chapter 7 Ancient Rome Window on the World: Developments in South Asia Chapter 8 Early Christian and Byzantine Art Window on the World: Developments in Buddhist Art

Part III

Chapter 9 The Early Middle Ages

George Brown College— Consent Renewal—BAB (Finance) 75 Last Updated: December 19, 2006 Window on the World: Mesoamerica (1500 B.C. -A.D. 1500) Chapter 10 Romanesque Art Chapter 11 Gothic Art Window on the World: Buddhist and Hindu Developments in East Asia (6th- 13th Century) Chapter 12 Precursors of the Renaissance

Part IV

Chapter 13 The Early Renaissance Window on the World: Perspective in Asian Painting Chapter 14 The High Renaissance in Italy Chapter 15 Mannerism and the Later Sixteenth Century in Italy Chapter 16 Sixteenth-Century Painting in Northern Europe

Part V

Chapter 17 The Baroque Style in Western Europe Window on the World: Mughal Art and the Baroque Chapter 18 Rococo and the Eighteenth Century

Part VI

Chapter 19 Neoclassicism: The Late Eighteenth and Early Nineteenth Centuries Chapter 20 Romanticism: The Late Eighteenth and Early Nineteenth Centuries Chapter 21 Nineteenth-Century Realism Window on the World: Japanese Woodblock Prints Chapter 22 Nineteenth-Century Impressionism Chapter 23 Post-Impressionism and the Late Nineteenth Century Window on the World: Gauguin and Oceania

Part VII

Window on the World: African Art and the European Avant-Garde Chapter 24 Turn of the Century: Early Picasso, Fauvism, Expressionism, and Matisse Chapter 25 Cubism, Futurism, and Related Twentieth-Century Styles Chapter 26 Dada, Surrealism, Fantasy, and the United States Between the Wars Window on the World: Hopi Kachinas Chapter 27 Abstract Expressionism Chapter 28 Pop Art, Op Art, Minimalism, and Conceptualism Chapter 29 Innovation and Continuity

George Brown College— Consent Renewal—BAB (Finance) 76 Last Updated: December 19, 2006

COURSE NAME: The Pleasure of Inquiry: Introduction to Philosophy COURSE CODE: PHL 180 /GHUM 1203 CREDIT HOURS: 42 hours (3 hours X 14 weeks) PREREQUISITES: COREQUISITES: EFFECTIVE DATE: September, 2006 PROFESSOR: PHONE: EMAIL: PLAR ELIGIBLE: YES ( ) NO ( X )

NOTE TO STUDENTS: Academic Departments at George Brown College will NOT retain historical copies of Course Outlines. We urge you to retain this Course Outline for your future reference.

FOR OFFICE USE ONLY

ORIGINATOR:______

______SIGNATURE DATE

CHAIR:

EQUITY STATEMENT: George Brown College values the talents and contributions of its students, staff and community partners and seeks to create a welcoming environment where equity, diversity and safety of all groups are fundamental. Language or activities which are inconsistent with this philosophy violate the College policy on the Prevention of Discrimination and Harassment and will not be tolerated. The commitment and cooperation of all students and staff are required to maintain this environment. Information and assistance are available through your Chair, Student Affairs, the Student Association or the Human Rights Advisor.

STUDENT RESPONSIBILITIES: Students should obtain a copy of the Student Handbook and refer to it for additional information regarding the grading system, withdrawals, exemptions, class assignments, missed tests and exams, supplemental privileges, and academic dishonesty. Students are required to apply themselves diligently to the course of study, and to prepare class and homework assignments as given. Past student performance shows a strong relationship between regular attendance and success.

George Brown College— Consent Renewal—BAB (Finance) 77 Last Updated: December 19, 2006 COURSE DESCRIPTION:

The aim of this course is to develop your inquiry skills by introducing you to the practice of philosophy and basic approaches to key philosophic questions in a lively, accessible manner. The course uses current, everyday examples such as the Karate Kid, detergents, the Toronto Blessing, Matrix, Woody Allen, and other current, everyday examples to raise and discuss philosophic problems concerning knowledge, religion, morality, reality and the human condition. Note: Success in this course requires regular attendance.

ESSENTIAL EMPLOYABILITY SKILLS: As mandated by the Ministry of Training, Colleges and Universities essential employability skills (EES) will be addressed throughout all programs of study. Students will have the opportunity to learn (L) specific skills, to practice (P) these skills, and/or be evaluated (E) on the EES outcomes in a variety of courses. The EES include communication, numeracy, critical thinking & problem solving, information management, interpersonal and personal skills. The faculty for this course has indicated which of the EES are either Learned (L), Practiced (P) or Evaluated (E) in this course:

LPE LP E Skill Skill to communicate clearly, concisely and XXX to locate, select, organize and X correctly in the written, spoken and document information using visual form that fulfills the purpose appropriate technology and and meets the needs of the audience information sources to respond to written, spoken or visual X to show respect for the diverse X X messages in a manner that ensures opinions, values, belief systems, effective communication and contributions of others to execute mathematical operations to interact with others in groups X accurately or teams in ways that contribute to effective working relationships and the achievement of goals to apply a systematic approach to XXX to manage the use of time and X solve problems other resources to complete projects to use a variety of thinking skills to XXX to take responsibility for my X anticipate and solve problems. actions, decisions and consequences to analyze, evaluate, and apply XXX relevant information from a variety of sources

COURSE OUTCOMES:

Upon completion of this course, the successful student will be able to:

George Brown College— Consent Renewal—BAB (Finance) 78 Last Updated: December 19, 2006

1. Describe the nature of inquiry and its relation to the practice of philosophy. 2. Discuss sound inductive and deductive argumentation and recognize formal and informal fallacies. 3. Demonstrate problem-posing and problem-solving skills by using everyday phenomena as occasions to raise and inquire into philosophic questions. 4. Compare and contrast sophistry and philosophy with regard to inquiry and argumentation. 5. Discuss basic philosophic questions and problems regarding epistemology, ontology, the philosophy of religion and moral philosophy. 6. Define and summarize key concepts and arguments of major Western philosophers regarding these basic problems. 7. Summarize and comment analytically on a philosophic text in terms of its themes, issues and main ideas. 8. Apply the arguments of at least one of the philosophers studied in the course to construct a philosophic dialogue on one of the themes taken up in the course at an introductory level of proficiency.

DELIVERY METHODS:

This course works with a variety of delivery methods including lecture, class discussion, small group activities, handouts, and audio-visual resources.

LIST OF TEXTBOOKS AND OTHER TEACHING AIDS:

TEXTBOOK:

Kolak, Damiel, Lovers of Wisdom, 2nd ed., Thomson Wadsworth, 2001.

Print Resources

Barthes, Roland, Mythologies, New York: Noonday/Farrar, Strauss and Giroux, 1991.

Burr, John and Milton Goldinger, Philosophy and Contemporary Issues, 8th edition, Upper Saddle River, NJ: Prentice Hall, 2000. *

Conway,D. and R. Munson, The Elements of Reasoning, 3rd edition, Belmont, CA: Wadsworth/ITP, 2000. *

Falikowski, Anthony, Moral Philosophy for Modern Life, Scarborough, Ontario: Prentice Hall Allyn and Bacon, 1998 *

Heaton, John and Judy Groves, Introducing Wittgenstein, Icon/Totem Books, 2005. *

Hurka, Thomas, Principles: Short Essays on Ethics, 2nd edition, Toronto: Harcourt Brace, 1999*

George Brown College— Consent Renewal—BAB (Finance) 79 Last Updated: December 19, 2006

Melchert, Norman, The Great Conversation, 2nd edition, Mountain View, CA: Mayfield, 1995 * *

Papineau, David and Howard Selina, Introducing Consciousness, Icon/Totm, 2000. *

Robinson and J. Groves, Introducing Plato, Cambridge, UK: Icon, 2000 *

Robinson, Dave and Oscar Zarate, Introducing Kierkegaard, Icon/Totem Books, 2003. *

Rosen, Stanley (editor), The Examined Life: Readings in Western Philosophy from Plato to Kant, New York: Random House, 1991. *

Rosenberg, Jay F., The Practice of Philosophy: A Handbook for Beginners, 2nd edition, Englewood Cliffs, NJ: Prentice Hall, 1984. *

Soccio, D.J., The Archetypes of Wisdom: An Introduction to Philosophy, 2nd edition, Belmont, CA: Wadsworth/ITP, 1995. * *

Sober, Elliott, Core Questions in Philosophy, 4th edition, Pearson, 2005. * *

Solomon, R., Introducing Philosophy: A Text with Integrated Readings, 5th ed, Toronto: Harcourt Brace, 1993. *

Strumpff, S. E., From Socrates to Sartre, New York: McGraw Hill, 1975. *

Teays, Wanda, Second Thoughts: Critical Thinking from a Multicultural Perspective, Mayfield, 1996. *

Urmson, J. O. and J. Ree, The Concise Encyclopedia of Western Philosophy and Philosophers, London: Unwin Hyman, 1991. *

Wolff, Robert Paul, About Philosophy, 8th edition, Upper Saddle, NJ: Prentice Hall, 2000. *

Woodfin, R. and J. Groves, Introducing Aristotle, Cambridge, UK: Icon, 2001 *

* in the stacks at the St. James Learning Resource Centre ** on reserve at the St. James LRC

Audio-Visual Resources

Aristotle: The Great Philosophers Series (BBC, 50 min) Citizen Locke (Films for the Humanities, 1995, 52 min) Consciousness (2001, 30 min) The Greeks: The Minds of Men (Films for the Humanities, 1988, 52 min) Indiana Jones: The Last Crusade [excerpt] The Karate Kid [excerpt] Matrix [excerpt] Socrates: Witness to Yesterday (TVO, 26 min) Toronto Blessing (CBC/Prentice Hall, 20 min) Waking Life ([excerpts] World Wrestling Entertainment [excerpt]

George Brown College— Consent Renewal—BAB (Finance) 80 Last Updated: December 19, 2006

Internet Resources:

Critical Thinking: www.criticalthinking.org Cross-Cultural Approaches to Philosophies of Life: www.lifestudies.org/cross-cultural.html Epistemology: http://pantheon.yale.edu/~47/e-page.htm Ethics: http://www.ethics.ubc.ca/resources/dec-mkg/ Metaphysics: http://www.uno.edu/~phil/metalinks.htm Philosophy Journals: www.nlx.com/posp Practical Applications of Philosophy: www.appa.edu Tutorial in Critical Reasoning: http://commhum.mccneb.edu/argument/summary.htm

Relevant Local Access Databases Available Through the GBC LRC:

Academic Search Premier (EBSCO)

TESTING AND ASSIGNMENT POLICY:

Tests and assignment dates and the evaluation criteria are announced in class by the professor. It is the responsibility of the student to ensure that he or she understands the evaluation system and various important dates. Students who miss writing a test must notify the professor immediately and should have appropriate documentation accounting for why they were unable to write the test at the assigned time. Late assignments are penalized on a per day basis.

“The minimal consequence for submitting a plagiarized, purchased, contracted, or in any manner inappropriately negotiated or falsified assignment, test, essay, project, or any evaluated material will be a grade of zero on that material.” (excerpt from the George Brown College Policy on Academic Dishonesty)

EVALUATION SYSTEM:

Test 1 25% Test 2 25% Written Exercises 10% Thought Experiments 15% Philosophical Dialogue 25% 100%

NOTE: All written assignments will include grading for clarity of organization, logical argumentation, syntax, the appropriate use of rhetoric, grammar and proper documentation.

George Brown College— Consent Renewal—BAB (Finance) 81 Last Updated: December 19, 2006

GEORGE BROWN COLLEGE GRADING SYSTEM

A+ 90-100 4.0 B+ 77-79 3.3 C+ 67-69 2.3 D+ 57-59 1.3 Below 50 F 0.0 A 86-89 4.0 B 73-76 3.0 C 63-66 2.0 D 50-56 1.0 A- 80-85 3.7 B- 70-72 2.7 C- 60-62 1.7

Excerpt from the College Policy on Academic Dishonesty: The minimal consequence for submitting a plagiarized, purchased, contracted, or in any manner inappropriately negotiated or falsified assignment, test, essay, project, or any evaluated material will be a grade of zero on that material. To view George Brown College policies please go to www.gbrownc.on.ca/policies

George Brown College— Consent Renewal—BAB (Finance) 82 Last Updated: December 19, 2006 TOPICAL OUTLINE:

Week Topic Outcome Content Reference

3 I. Inquiry, 1, 2, 3, 4, 5, - The nature of inquiry Ch. 0: 1-5 weeks Philosophy and 6, 7, 8 - Intelligence and intellect 1: 8-9; 14- the Ontological - What is philosophy? 21; 31-37; Turn 46-52; 63-74 - Origins of Western philosophy: the axial period and “the ontological turn” - Cosmology, ontology and the preSocratics

- The Sophists and Socrates: relativism, persuasion and inquiry

1 II. The Practice 1, 2, 3, 4, 8 - Arguments versus disputes “Practice of week of Inquiry: - Deductive and inductive arguments Philosophy” Wonder and - Rhetoric (handout) Logic - Informal fallacies

3 III. Rationalism 1, 3, 4, 5, 6, - What is a just/good life? Plato’s Republic 2: 75-97 weeks and The 7, 8 - Plato’s theory of knowledge and the “two Epistemological worlds” Turn - “Sunlight” and “Tide”: images and knowledge - Plato’s theory of Forms - Euthyphro and knowing what piety is 3: 98-110 - Meno’s paradox: virtue 5: 129-131 6: 155-157 - Modern rationalism: from ancient Greece to the 9: 196-206; Renaissance 213 - The Islamic influence: Averroes ibn Rushd - Aquinas and Aristotle’s theory of substance and 10: 224-231; cause 237-250

- Descartes' rationalism and “the epistemological turn”

TEST ONE

2 IV. Modern 1, 3, 4, 5, 6, - “Facts and illusions”: perception as a basis of 7: 173-177 weeks Empiricism and 7, 8 knowing 13: 284-289 Contemporary - The problematic relation between the knowing 14: 294-302; Epistemology subject and a world of things 306-310 15: 311-326 - Locke's empiricism 16: 342-357 - Berkeley's subjective idealism

George Brown College— Consent Renewal—BAB (Finance) 83 Last Updated: December 19, 2006 - Hume’s radical skepticism

- reconciling empiricism and rationalism: Kant

2 V. .Modern 3, 4, 5, 6, 7, - “Matrix”: what is real? weeks Ontology and the 8 21: 479-482 Linguistic Turn - Modern dualism: Descartes’ mind-body problem 23: 520-531 - Modern materialism - The problem of consciousness

- “The linguistic turn”: language philosophy and the social construction of reality - Wittgenstein: family resemblances, language games and forms of life

2 VI. The 3, 4, 5, 6, 7, - The 20th century and the “metaphysical swirl” 5: 129-131; weeks Metaphysical 8 - the problem of nihilism 150-153 Swirl and the 7: 167-170 Question of God - Conceptions of God: theism, atheism and 18: 396-399 mysticism - The problem of proving God exists: Anselm, Aquinas and the argument from design

- "Toronto Blessing”: the experience of God - The question of faith: Kierkegaard and religious existentialism

1 VII. Nihilism - WWE: good versus evil in a deregulated world week and the Question - social and moral philosophy in the 20th century of the Good - relativism, power and modern sophistry

TEST TWO

George Brown College— Consent Renewal—BAB (Finance) 84 Last Updated: December 19, 2006 COURSE NAME: Spanish 1 COURSE CODE: GHUM 1204 CREDIT HOURS: 42 PREREQUISITES: None COREQUISITES: None EFFECTIVE DATE: September 2006 PROFESSOR: John McTavish PHONE: 416-415-5000x6508 EMAIL: [email protected] PLAR ELIGIBLE: YES ( ) NO (X)

NOTE TO STUDENTS: Academic Departments at George Brown College will NOT retain historical copies of Course Outlines. We urge you to retain this Course Outline for your future reference.

FOR OFFICE USE ONLY

ORIGINATOR:______

______SIGNATURE DATE

CHAIR:

George Brown College— Consent Renewal—BAB (Finance) 85 Last Updated: December 19, 2006 COURSE DESCRIPTION: This course is designed to present essential vocabulary and points of Spanish grammar that are indispensable to communicate basic thoughts and opinions. It promotes the development of all language skills and offers the opportunity to learn another language through enjoyable and practical exercises.

LPE L P E Skill Skill to communicate clearly, concisely x x to locate, select, organize and x and correctly in the written, document information using spoken and visual form that appropriate technology and fulfills the purpose and meets the information sources needs of the audience to respond to written, spoken or x x to show respect for the x visual messages in a manner that diverse opinions, values, ensures effective communication belief systems, and contributions of others to execute mathematical to interact with others in x operations accurately groups or teams in ways that contribute to effective working relationships and the achievement of goals to apply a systematic approach to to manage the use of time solve problems and other resources to complete projects to use a variety of thinking skills x to take responsibility for my to anticipate and solve problems. actions, decisions and consequences to analyze, evaluate, and apply relevant information from a variety of sources

CORE ABILITIES AND INDICATORS

A. Pronounce the sounds of Spanish with a correctness to be understood by a native speaker; B. Express ideas using the vocabulary and structures studied.

George Brown College— Consent Renewal—BAB (Finance) 86 Last Updated: December 19, 2006 C. Perceive the Spanish sounds and distinguish them. D. Understand spoken Spanish within the context of structures and vocabulary studied. E. Understand general meanings of written materials. F. Guess at meanings based on predictable patterns. G. Answer correctly questions based on written materials. H. Write simple sentences without dictionary. I. Organize and prepare short written reports or letters using study aids appropriately. J. Copy down the vocabulary studied.

COURSE OUTCOMES:

1. Verbs • Be familiar with the 16 most frequently used verbs • “Sor” and ~Estar” • Recognize the three conjugations of the verbs in Spanish‐ar, ‐er, ‐ir and their endings in the present indicative • Become familiar with the present indicative of the basic verbs • “Tener” • “Ir”

2. Grammar • Recognize and use personal pronouns properly • Recognize the parts of a Spanish sentence • Use adjectives properly • Become familiar with the gerund form of verbs • Form adverbs correctly

3. Vocabulary • Memorize groups of general vocabulary • Use the words in Spanish for days of the week and months of the year • Wants and likes • Ask for and tell time • Identify family members in Spanish • Identify numbers and prices

4. Language usage • Be able to greet others and exchange personal information and respond appropriately to common classroom instructions • Improve Spanish pronunciation

George Brown College— Consent Renewal—BAB (Finance) 87 Last Updated: December 19, 2006 • Participate in short dialogues in Spanish • Answer questions about the family

DELIVERY METHODS:

This course will combine lecture, cooperative learning, role-playing and oral presentations.

LIST OF TEXTBOOKS AND OTHER TEACHING AIDS:

Required text:

Zayas-Baza, E., Arriba, Pearson Canada, (ISBN; 0-13-1175289)

SUPPORT MATERIAL, REFERENCE BOOKS

Spanish/ English dictionary Material prepared by the instructor

TESTING POLICY:

Quizzes will be written in-class on the assigned dates.

Missing a test or a deadline: If you have a documented, legitimate reason for missing a test or deadline, please follow this procedure; 1. Notify your instructor by voice-mail as soon as you know you will not be able to make the test or hand in the assignment by the deadline. 2. Provide appropriate documentation (e.g. A doctor’s note) along with a written request for extension. The request for extension should explain why the deadline or test was written missed and should suggest an alternate date. Make sure you confirm the new date with your instructor. 3. Do the test or submit the assignment on the new, confirmed date.

NOTEBOOK USAGE POLICY:

Notebook usage is not applicable in this course.

ASSIGNMENT POLICY: Assignments must be word-processed and submitted by assigned deadline. Any assignment submitted after the deadline will receive a maximum grade of 65%. Late assignment will not be accepted after 5 teaching days.

George Brown College— Consent Renewal—BAB (Finance) 88 Last Updated: December 19, 2006 EVALUATION SYSTEM:

Oral Presentations 20%

Written test 10%

Quizzes 10%

Final Written Exam 15%

Final Oral Exam 15%

Participation 30%

Total 100%

GRADING SYSTEM

The passing grade for this course is: C

A+ 90-100 B+ 77-79 C+ 67-69 F 0-62 A 86-89 B 73-76 C 63-66 A- 80-85 B- 70-72

Important: In order to progress, students must be in good academic standing. A minimum cumulative grade point average of 2.0 (grade of C) is required.

George Brown College— Consent Renewal—BAB (Finance) 89 Last Updated: December 19, 2006 TOPICAL OUTLINE: Note: for semesters 3 to 8 course identify how the notebook will be used in this course on the Topical outline. For example, do the students use it for exam?

Week Topic Outcome Assignment/ Chapter/ Reference Reference Week 1 The Alphabet and Basic Chapter 1 Greetings Week 2 Basic Dialogue Chapter 1 The verb “ser” Week 3 Introductions Chapter 2 Week 4 Professions and Jobs Chapter 3 Week 5 The family Oral Presentation Chapter 4 Week 6 The verb “tener” Chapter 5 Week 7 Numbers and dates Written test Chapter 6 Week 8 Irregular verbs Chapter 7 Week 9 Time Week 10 Prices and shopping Quiz Chapter 8 Week 11 The Future Oral Presentation Chapter 9 Week 12 Descriptions Quiz Week 13 Review Week 14 Final exams Written and Oral Final Exams

George Brown College— Consent Renewal—BAB (Finance) 90 Last Updated: December 19, 2006 COURSE NAME: The Culture Business: An Introduction to Cultural Industries in Canada PROFESSOR: Richard Almonte

PHONE: 416 415‐5000 x 6440 EMAIL:

[email protected]

EFFECTIVE DATE: September 2005 COURSE CODE: GHUM 1206 CREDIT HOURS: 42 PREREQUISITES: None COREQUISITES: None PLAR ELIGIBLE: No PASS GRADE: 50%

NOTE TO STUDENTS Academic Departments at George Brown College will NOT retain historical copies of Course Outlines. We urge you to retain this Course Outline for your future reference.

COURSE DESCRIPTION

Cultural Studies is the academic discipline that uses strategies from economics, history, geography, and literary criticism, among others, to examine the power relations of a given culture. In Canada, these power relations have always been close to the surface: American hegemony vs. Canadian nationalism and state funding vs. private investment to name just two. Our examination begins with a grounding in the conceptual cultural studies vocabulary necessary for analysis (e.g. hegemony, commodification, consumption). We then consider the recent shift from an “arts”‐based view of culture to a “cultural industries” view. Finally, we delve in detail into three of the five major cultural industries (film, publishing, broadcasting, music, and destinations) and their products, using a global, national, and local approach. By the end of the course, students will see that the cultural products they consume and which surround them daily are more complex than might seem obvious at first.

CORE ABILITIES A. Communicate effectively through reading, writing, speaking, and listening. B. Demonstrate critical understanding of the established principles and subject matter. C. Apply problem solving, critical and creative thinking, and analytical skills to find solutions

George Brown College— Consent Renewal—BAB (Finance) 91 Last Updated: December 19, 2006 to problems. D. Evaluate the validity of arguments to accept or challenge the findings of others. E. Identify appropriate sources of information and evaluate their relevance and accuracy. F. Reframe concepts and arguments to enhance understanding. G. Demonstrate effective teamwork and collaborative skills. H. Exercise personal responsibility and decision‐making skills. I. Organize activities to accomplish a goal. J. Demonstrate technical competency with computer hardware and software necessary for performance of tasks like writing and research. K. Apply core abilities to areas inside and outside the specific course of study.

COURSE OUTCOMES & OBJECTIVES 1. Identify and critique major examples of Canadian cultural production. Identify major Canadian cultural industries and their significance. Differentiate between high culture, popular culture, mass culture, counterculture and subculture. Use standard reference sources to research biographical and critical contexts for each industry. Evaluate in writing and through oral presentation merits of examples of work/practice from each industry.

Linked Core Abilities A. Communicate effectively through reading, writing, speaking, and listening. B. Demonstrate critical understanding of the established principles and subject matter. D. Evaluate the validity of arguments to accept or challenge the findings of others. E. Identify appropriate sources of information and evaluate their relevance and accuracy. G. Demonstrate effective teamwork and collaborative skills.

2. Define and use important cultural studies concepts, methods and theories. Define basic cultural studies concepts related to the study of industries (e.g. consumption, hegemony). Define well‐known critical methods (e.g. Barthesian structuralist reading). Explain major cultural studies theories (e.g. Arnold, Leavis, Adorno, Barthes). Use concepts, critical methods and theories in discussion of industries and products.

Linked Core Abilities A. Communicate effectively through reading, writing, speaking, and listening. B. Demonstrate critical understanding of the established principles and subject matter. C. Apply problem solving, critical and creative thinking, and analytical skills to find solutions to problems. D. Evaluate the validity of arguments to accept or challenge the findings of others. E. Identify appropriate sources of information and evaluate their relevance and accuracy. F. Reframe concepts and arguments to enhance understanding.

3. Draw conclusions about the relationship between culture and society. Posit ideas and theories about importance of culture in contemporary Canadian society. Posit ideas and theories about importance of cultural industries in contemporary Canadian society. Posit ideas and theories about importance of culture to society.

Linked Core Abilities C. Apply problem solving, critical and creative thinking, and analytical skills to find solutions to cultural studies problems. F. Reframe cultural studies concepts and arguments to enhance understanding. K. Apply core abilities to areas inside and outside the specific course of study.

George Brown College— Consent Renewal—BAB (Finance) 92 Last Updated: December 19, 2006

DELIVERY METHODS

The course is delivered through a mix of in‐class discussion, field trips, films, guest visits, lectures, presentations, and Web CT.

TEXTBOOKS AND OTHER TEACHING AIDS

The following required texts are available at the College bookstore:

1. O’Brien, Suzie and Imre Szeman. Popular Culture: A User’s Guide. Toronto: Thomson‐Nelson, 2005 2. The Culture Business Coursepack, with selected readings from:

R. Florida, The Rise of the Creative Class, Basic Books, 2002 C. Gittings, Canadian National Cinema, Routledge, 2001 K. Monk, Weird Sex & Snowshoes: And Other Canadian Film Phenomena, Raincoast Books, 2001 R. MacSkimming, The Perilous Trade: Publishing Canada’s Writers, McClelland & Stewart, 2003 B. Jenkins, “Toronto’s Cultural Renaissance,” Canadian Journal of Communication, 30 (2) 2005 B. Kirshenblatt‐Gimblett, Destination Culture: Tourism, Museums, and Heritage, University of California Press, 2003 J. Lynes, “Consumable Avonlea: The Commodification of the Green Gables Mythology,” Canadian Children’s Literature, 91/92 (4) 1998 R. Gillam, Hall of Mirrors: Museums and the Canadian Public, Banff Centre Press, 2001 R. Shields, “Social Spatialization and the Built Environment: The West Edmonton Mall,” Cultural Subjects: A Popular Culture Reader, Allan J. Gedalof et al, eds, Thomson‐Nelson, 2004

The following supplementary aids are available in the Toronto Public Library system or via the Internet:

Books

Brooker, P., Cultural Theory A Glossary, OUP, 1999 Curran, J. et al eds., Cultural Studies and Communications, E. Arnold, 1996 During, Simon, ed., The Cultural Studies Reader, Routledge, 1993 Grossberg, L. et al eds., Cultural Studies, Routledge, 1992 G. Pevere, Mondo Canuck: An Encyclopaedia of Canadian Pop Culture, (Pearson, 1996) Munns, Jessica et al eds., Cultural Studies Reader, Longman, 1996 Sardar, Ziaudinn, Cultural Studies for Beginners, Icon Books, 1997 Storey, John, Cultural Studies and the Study of Popular Culture, U. of Georgia Press, 1996

Journals

Canadian Art Canadian Journal of Film Studies Canadian Theatre Review Chart Cultural Studies FUSE International Journal of Cultural Policy Journal of Cultural Geography MUSE Quill & Quire

George Brown College— Consent Renewal—BAB (Finance) 93 Last Updated: December 19, 2006 Wholenote

Audiovisual material

Against Reason: A Portrait of Jack McClelland (video) Popcorn and Maple Syrup (video) Resurrection Coach House Books Year One (interactive multimedia cd‐rom) The Clinton Special (M. Ondaatje, video) The Making of Miss Saigon and the Princess of Wales Theatre (video) The Wayne & Shuster Years (video) The Passionate Canadians: Tom Thomson and the Group of Seven (video)

Electronic resources

http://archives.cbc.ca/IDD-1-68-1406/arts-entertainment/film_industry.html CBC’s site on Canadian film history http://www.archives.gov.on.ca/english/exhibits/theatres/index.html Archives of Ontario’s exhibition, “Stories from Ontario’s Movie Theatres 1903-2003” http://www.ccsp.sfu.ca/home.html Virtual home of the Canadian Centre for Studies in Publishing at Simon Fraser University http://www.collectionscanada.ca/2/17/index-e.html National Library of Canada’s exhibition, “New Wave Canada: Coach House Press and the Small Press Movement in English Canada in the 1960s” http://www.publishers.ca/ Virtual home of the Association of Canadian Publishers http://www.canadiantelevisionfund.ca/ Virtual home of the Canadian Television Fund http://www.cbc.ca/ Virtual home of the Canadian Broadcasting Corporation http://www.cbc.ca/museum/tv.html Virtual home of the CBC’s museum http://www.crtc.gc.ca/ Virtual home of the Canadian Radio-television and Telecommunications Commission http://www.canadianfilm.com/ Virtual home of Canadianfilm.com, a site dedicated to celebrating Canada's film history http://www.culturescope.ca/ Clearinghouse for Canadian cultural research, policy, etc. http://www.hillstrategies.com/ Virtual home of leading Canadian research consultancy on the Arts. http://home.ica.net/%7Epaulc/canux/ Virtual home of Canuxploitation.com, a humorous site dedicated to cataloguing alternative strains in Canadian film

MISSED ASSIGNMENTS OR TESTS

Exemption from or deferral of assignments or tests is not permitted except in the case of a medical or personal emergency. To qualify for an exemption or deferral, the professor must be notified by e‐mail in advance of the test or due date. Appropriate documentation, as determined by the professor, must be submitted.

TEST AND EXAM POLICY

Use of electronic or other dictionaries is prohibited. Cheating of any kind will result in a zero grade.

ASSIGNMENT POLICY

Late assignments are subject to a penalty of 10% per day from the due date to a maximum of three days, after which the assignment will be given a zero grade.

EVALUATION SYSTEM

Review (500 words) 15% Midterm Test 15% Team Presentation 10% Comparative Essay (1,500 words) 25%

George Brown College— Consent Renewal—BAB (Finance) 94 Last Updated: December 19, 2006 Exam 25% Participation 10% Total 100%

Review = A three‐page critical review of a Canadian cultural product/event/happening/destination. Team Presentation = Teams of three give a 15‐minute presentation examining a cultural agency, program, industry, issue or figure not discussed during course. Participation = Participation in guest workshops, field trips, in‐class debates, volunteer draft editing, and other activities.

GRADING SYSTEM A+/A 85-100 B+ 77-79 C+ 67-69 D+ 57-59 A- 80-84 B 73-76 C 63-66 D 50-56 B- 70-72 C- 60-62 F 0-49

ACADEMIC DISHONESTY

The minimal consequence for submitting a plagiarized, purchased, contracted, inappropriately negotiated or falsified assignment, test, essay, or any other assignment will be a grade of zero on that material. For more details, read the College policy at: www.gbrownc.on.ca/Admin/VPAcad/policies/gbacademicpolicies9.pdf

COURSE SCHEDULE Week Topic Chapter/Reference Assignment/Test 1 • Introduction to course Course outline • What is cultural studies? O’Brien and Szeman, Ch. 10 • A cultural geography of the GBC neighbourhood

2 • Structuralism & Myth O’Brien and Szeman, Ch. 3 • High Culture & Pop Culture O’Brien and Szeman, Ch. 1 • Subculture & Counterculture O’Brien and Szeman, Ch. 8

3 • Commodification, O’Brien and Szeman, Ch. 5 Consumption, & Consumerism • Globalization & Hegemony O’Brien and Szeman, Ch. 9 • Nationalism & Postnationalism O’Brien and Szeman, Ch. 7

4 • Canadian Cultural Policy • The Cultural Industries Model O’Brien and Szeman, Ch. 4 • Richard Florida’s Thesis Florida

5 • Industry Profile I: Film Gittings Review Due • Star Directors: Arcand, Monk Cronenberg, Egoyan, Mehta • Case study: Film festival highs vs. box office lows

6 • Screening: Sam & Me (Mehta) • Mehta cont’d / Screening:

George Brown College— Consent Renewal—BAB (Finance) 95 Last Updated: December 19, 2006 Week Topic Chapter/Reference Assignment/Test • Double Happiness (Shum)

7 • Midterm Test Midterm Test • “ • Essay assignment discussed

Intersession Week

8 • Industry Profile II: Publishing MacSkimming • Multinationals and small presses; Chains and independents • Case study: Harlequin and Drawn & Quarterly

9 • Guest visit and workshop: In‐class handout How to Sell a Book or Magazine in Canada

10 • Field trip: Jenkins Investigating Toronto’s “Cultural Renaissance”

11 • Industry Profile III: Kirshenblatt‐Gimblett Comparative Essay Due Destinations • Case study: Green Gables Lynes

12 • Case study: Canadian Museum Gillam of Civilization • Case study: West Edmonton Shields Mall

13 • Team Presentations

14 Exam

George Brown College— Consent Renewal—BAB (Finance) 96 Last Updated: December 19, 2006 COURSE NAME: Imagining Canada: An Introduction to Early Canadian Fiction PROFESSOR: Richard Almonte

PHONE: 416 415‐5000 x 6440 EMAIL:

[email protected]

EFFECTIVE DATE: January 2006 COURSE CODE: GHUM 1207 CREDIT HOURS: 42 PREREQUISITES: None COREQUISITES: None PLAR ELIGIBLE: No PASS GRADE: 50%

NOTE TO STUDENTS Academic Departments at George Brown College will NOT retain historical copies of Course Outlines. We urge you to retain this Course Outline for your future reference.

COURSE DESCRIPTION

Guided by the belief that one of the best ways to examine a culture is through the literature it produces, this course uses classics of early Canadian fiction to investigate the past and draw parallels with the present. Through fictional representations, we explore the Canadian character, especially how Canadians have defined themselves against Americans, Aboriginals, and immigrants of various races and ethnicities. We enrich our literary reading by casting a “New Historical” gaze at current events, famous figures, politics, art and architecture of the 19th century. Furthermore, we focus on important historic dualities like immigrant/native, conservative/reform, nation/colony, and country/city as we make links between the past and similar dualities that exist today. Along the way, we use the tools and methods of literary evaluation, and attempt to answer questions like “Why do literature and the past matter?”

CORE ABILITIES B. Communicate effectively through reading, writing, speaking, and listening. B. Demonstrate critical understanding of the established principles and subject matter. C. Apply problem solving, critical and creative thinking, and analytical skills to find solutions to problems. D. Evaluate the validity of arguments to accept or challenge the findings of others. E. Identify appropriate sources of information and evaluate their relevance and accuracy. F. Reframe concepts and arguments to enhance understanding. G. Demonstrate effective teamwork and collaborative skills.

George Brown College— Consent Renewal—BAB (Finance) 97 Last Updated: December 19, 2006 H. Exercise personal responsibility and decision‐making skills. I. Organize activities to accomplish a goal. J. Demonstrate technical competency with computer hardware and software necessary for performance of tasks like writing and research. K. Apply core abilities to areas inside and outside the specific course of study.

COURSE OUTCOMES & OBJECTIVES 1. Identify and critique major examples of early Canadian fiction. Identify major 19th C. Canadian writers and their significance. Differentiate between major and minor authors. Use standard literary sources to research biographical and critical contexts for works/authors. Evaluate in writing and through oral presentation literary merits of works/authors.

Linked Core Abilities A. Communicate effectively through reading, writing, speaking, and listening. B. Demonstrate critical understanding of the established principles and subject matter. F. Evaluate the validity of arguments to accept or challenge the findings of others. G. Identify appropriate sources of information and evaluate their relevance and accuracy. G. Demonstrate effective teamwork and collaborative skills.

2. Define and use important literary terms, critical methods, and theories. Define basic literary terms related to the study of fiction (e.g. plot, character, setting, etc.). Define well‐known critical methods (e.g. close reading, textual analysis, comparative essay, etc.). Explain major literary theories (e.g. garrison mentality, formalism, postmodernism, new historicism, etc.). Use literary terms, critical methods and theories in discussion of works/authors.

Linked Core Abilities A. Communicate effectively through reading, writing, speaking, and listening. B. Demonstrate critical understanding of the established principles and subject matter. C. Apply problem solving, critical and creative thinking, and analytical skills to find solutions to problems. D. Evaluate the validity of arguments to accept or challenge the findings of others. E. Identify appropriate sources of information and evaluate their relevance and accuracy. F. Reframe concepts and arguments to enhance understanding.

3. Draw conclusions about relationships between literature and society and past and present.

Posit ideas and theories about importance of literature in 19th C. Canadian society. Posit ideas and theories about importance of 19th C. literature and history to contemporary Canadian society. Posit ideas and theories about importance of literature to society.

Linked Core Abilities C. Apply problem solving, critical and creative thinking, and analytical skills to find solutions to problems. F. Reframe concepts and arguments to enhance understanding. K. Apply core abilities to areas inside and outside the specific course of study.

George Brown College— Consent Renewal—BAB (Finance) 98 Last Updated: December 19, 2006 DELIVERY METHODS

The course is delivered through a mix of discussions, field trips, films, guest speakers, lectures, presentations, and Web CT.

TEXTBOOKS AND OTHER TEACHING AIDS

The following required texts are available at the College bookstore:

1. John Richardson, Wacousta (1832, M&S/NCL) 2. Thomas Chandler Haliburton, The Clockmaker (1836, M&S/NCL) 3. Susanna Moodie, Roughing It in the Bush (1852, M&S/NCL) 4. Sara Jeannette Duncan, The Imperialist (1904, M&S/NCL) 5. Stephen Leacock, Arcadian Adventures with the Idle Rich (1914, M&S/NCL)

The following supplementary aids are available in the Toronto Public Library system:

Books

Ballsdadt, Carl, Major John Richardson, Lawrence M. Lande Foundation, 1972 Beasley, David, The Canadian Don Quixote, Porcupine’s Quill, 1977 Riddell, William, John Richardson, Ryerson Press, 1923

Davies, Richard, On Thomas Chandler Haliburton, Tecumseh Press, 1979 McMullin, Stanley, Thomas Chandler Haliburton and His Works, ECW Press, 1989 Percy, H.R., Thomas Chandler Haliburton, Fitzhenry & Whiteside, 1980

Atwood, Margaret, The Journals of Susanna Moodie, Oxford U. Press, 1970 Davies, Robertson, At My Heart’s Core, Simon & Pierre, 1950 Peterman, Michael, Susanna Moodie, ECW Press, 1999 Shields, Carol, Susanna Moodie Voice and Vision, Borealis, 1977 Thurston, John, The Work of Words, McGill‐Queen’s U. Press, 1996

Dean, Misao, A Different Point of View, McGill‐Queen’s U. Press, 1991 Fowler, Marian, Redney A Life of Sara Jeannette Duncan, House of Anansi, 1983 McKenna, Isobel, Sara Jeannette Duncan the New Woman, National Library of Canada, 1982 Tausky, Thomas, Sara Jeannette Duncan and Her Works, ECW Press, 1988

Curry, Ralph, Stephen Leacock and His Works, ECW Press, 1988 Lynch, Gerald, Stephen Leacock Humor and Humanity, McGill‐Queen’s U. Press, 1988 Moritz, A.F., Stephen Leacock His Remarkable Life, Fitzhenry & Whiteside, 2002

Dean, Misao, ed., Early Canadian Short Stories, Borealis, 1999

Driedger, Leo, Immigrant Canada: Demographic, Economic and Social Challenges, U. of Toronto Press, 1999 Iacovetta, Franca, The Writing of English Canadian Immigrant History, Canadian Historical Association, 1997 Aster, Howard, Searching for the New Liberalism: Perspectives, Policies, Prospects, Mosaic Press, 2003 Brooke, Jeffrey, Hard Turn Right: The New Face of Neo‐Conservatism in Canada, Harper Collins, 1999 Smith, Allan, Canada: An American Nation?: Essays on Continentalism, Identity and the Canadian Frame of Mind, McGill‐Queenʹs U. Press, 1994 Granatstein, Jack, Yankee Go Home?: Canadians and Anti‐Americanism, Harper Collins, 1996 Bourne, Larry, New Urban and Regional Geographies in Canada, 1986‐1991 and Beyond, U. of Toronto Press, 1995 Bunting, Trudi, Cities in Transition: The Twenty‐First Century, Oxford U. Press, 2000 Hill, Lawrence, Black Berry Sweet Juice: On Being Black and White in Canada, Harper Flamingo, 2001 Henry, Frances, The Caribbean Diaspora: Learning to Live with Racism, U. of Toronto Press, 1994 Adams, Howard, Tortured People: The Politics of Colonization, Theytus Books, 1999

George Brown College— Consent Renewal—BAB (Finance) 99 Last Updated: December 19, 2006 Taylor, Drew Hayden, Funny You Donʹt Look Like One: Observations of a Blue‐eyed Ojibway, Theytus, 1998

Journals

Canadian Literature Essays on Canadian Writing Studies in Canadian Literature

Audiovisual

Stephen Leacock Sunshine and Sadness, CBC, 1999 The Enduring Enigma of Susanna Moodie, Upper Canada Moving Picture Company, 1997

Electronic

http://www.collectionscanada.ca/moodie‐traill/ The National Library of Canada’s site about Susanna Moodie and her sister Catherine Parr Traill http://www.uwo.ca/english/canadianpoetry/ The University of Western Ontario’s site on early Canadian poetry and writing http://www.lib.unb.ca/Texts/Poetry/WmWriters/overview.html The University of New Brunswick’s site on early Canadian women writers http://www.collectionscanada.ca/leacock/index‐e.html The National Library of Canada’s site about Stephen Leacock http://www.library.dal.ca/spcol/vessels/halibur1.htm Dalhousie University’s site about its Thomas Chandler Haliburton collection

MISSED ASSIGNMENTS OR TESTS

TEST AND EXAM POLICY

Use of electronic or other dictionaries is prohibited. Cheating of any kind will result in a zero grade.

ASSIGNMENT POLICY

Late assignments are subject to a penalty of 10% per day from the due date to a maximum of three days, after which the assignment will be given a zero grade.

EVALUATION SYSTEM

Book Review (500 words) 15%

George Brown College— Consent Renewal—BAB (Finance) 100 Last Updated: December 19, 2006 Literary Terms Test 15% Team Presentation 10% Comparative Essay (1,500 words) 25% Exam 25% Participation 10% Total 100%

New Historical Reading = Discussion of a passage in terms of its real‐world implications/histories/intertexts, etc. Team Presentation = A 15‐minute discussion of one writer not represented on the reading list Participation = Participation in classroom discussion/debate, field trip, and volunteer draft editing.

GRADING SYSTEM A+/A 85-100 B+ 77-79 C+ 67-69 D+ 57-59 A- 80-84 B 73-76 C 63-66 D 50-56 B- 70-72 C- 60-62 F 0-49

ACADEMIC DISHONESTY

COURSE SCHEDULE Week Topic Chapter/Reference Assignment/Test 1 • Introduction to Course • The 19th Century Literary Landscape • What is a New Historical approach?

2 • Richardson Wacousta, first half • Nation vs. Colony • Literary Terms: Genre

3 • Richardson Wacousta, second half • What is Historical Fiction? • Literary Terms: Romance

4 • Richardson Richardson and the critics • Aboriginals in Canadian Literature • Literary Terms: Canon

5 • Haliburton Clockmaker • Blacks in Canadian Literature

George Brown College— Consent Renewal—BAB (Finance) 101 Last Updated: December 19, 2006 Week Topic Chapter/Reference Assignment/Test • Literary Terms: Representation

6 • Haliburton Haliburton and the critics Book Review Due • Humour in Canadian Literature • Literary Terms: Stock character

7 • Moodie Roughing It, first half Literary Terms Test • What is Settler Fiction? • Guest Speaker

Intersession Week

8 • Moodie Roughing It, second half • What is Postcolonial Criticism? • Field Trip

9 • Moodie Moodie and the critics • What is Feminist Analysis? • Presentations

10 • Duncan Imperialist (a) What is New Woman Fiction? (b) Presentations

11 • Duncan Duncan and the critics • Conservative vs. Reform Traditions in Canada (a) Presentations

12 • Leacock Arcadian Adventures Comparative Essay Due • Country vs. City in Canadian Culture • Presentations

13 • Leacock Leacock and the Critics • When, Why and How Does Early Canadian Literature Become Modern? • Exam preparation

14 Exam

George Brown College— Consent Renewal—BAB (Finance) 102 Last Updated: December 19, 2006 COURSE NAME: THE EASTERN RELIGIONS COURSE CODE: GHUM 1208 (Lower Level Elective) CREDIT HOURS: 42 HOURS PREREQUISITES: None COREQUISITES: None EFFECTIVE DATE: January 2007 PROFESSOR: Kathryn Kearney PHONE: (416)415-5000, ext. 3502 EMAIL: [email protected] PLAR ELIGIBLE: YES ( ) NO ( X )

NOTE TO STUDENTS: Academic Departments at George Brown College will NOT retain historical copies of Course Outlines. We urge you to retain this Course Outline for your future reference.

FOR OFFICE USE ONLY

ORIGINATOR:______

______SIGNATURE DATE

CHAIR:

George Brown College— Consent Renewal—BAB (Finance) 103 Last Updated: December 19, 2006 COURSE DESCRIPTION: This course examines five eastern faiths: Hinduism, Buddhism, Sikhism, Taoism, and Confucianism. The course explores each of these religions according to the following criteria: its theology, philosophy, moral codes, practices, and traditions. In addition, these religions will be examined within their historical context As well, the course examines contemporary issues which are significant for each religion. This course is a lower level liberal studies offering.

COURSE OUTCOMES: Upon completion of the course, the successful student will be able to: 1. Evaluate the reasons for the existence of religion and the various ways in which human beings express their religious faith. 2. Examine the major orientations to the study of religion: materialistic, functional, and faith perspectives 3. Analyze the various polytheistic, monistic, and monotheistic conceptions and modes of knowing the “Ultimate Reality”. 4. Critically examine the elements and features of organized eastern religion. 5. Thoughtfully explore the origin and development of each of the major eastern religions and explain the main world views, beliefs, ethics, and practices of these religions within a historical framework. 6. Analyze beliefs and practices of the eastern religions that have a bearing on community life and the public arena. 7. Critically assess current issues relating to eastern religious ethics, beliefs, and practices in Canada and the larger world. 8. Appraise important contemporary trends in 21st century religion and spirituality.

DELIVERY METHODS: Delivery methods utilized in the course include lecture, film/video, class discussion, group work and guest speakers when feasible.

LIST OF TEXTBOOKS AND OTHER TEACHING AIDS: Fisher, Mary Pat. Living Religions: Eastern Traditions, Prentice-Hall, 2003, ISBN -0-13- 18286-6.

Supplementary Texts: Fisher, Mary Pat and L.W. Bailey.eds. An Anthology of Living Religions, Prentice Hall,2000. Lamb, Ramdas. ed. Annual Editions: World Religions 03/04, 1st ed. McGraw- Hill/Dushkin, 2003. Van Voorst, Robert E., ed. Anthology of World Scriptures, 4th ed. Wadsworth, 2003. These three supplementary texts will be placed on reserve for students in the GBC library.

George Brown College— Consent Renewal—BAB (Finance) 104 Last Updated: December 19, 2006

Supplementary Material

Books Auer Falk, Nancy and Rita M. Gross. Unspoken Worlds: Women’s Religious Lives,.Wadsworth, 2001.

Carmody, Denise and T.L.Brink. Ways To The Centre, 5th ed. Wadsworth, 2202. Ellwood, Robert and Barbara McGraw. Many Peoples, Many Faiths: Women and Men in The World Religions,. 7th ed.Prentice Hall, 2002. Esposito, John et. al. World Religions Today. Oxford University Press, 2002. Fernando, Anthony with L. Swidler. Buddhism Made Plain, Orbis, 1985. Gandhi, Mahatma. All Men are Brothers. Unesco, 1969. Griffiths, Bede. A New Vision of Reality. Templegate, 1990. Hesse, Herman. Siddhartha, Bantam Books, 1971. Hick, John and P. Knitter. The Myth of Christian Uniqueness. Orbis, 1987. Judd, Daniel. Taking Sides: Clashing Views on Controversial Issues in Religion,.McGraw- Hill/Dushkin, 2003. Kramer, Kenneth. World Scriptures: An Introduction to Comparative Religions, Orbis, 1986. Merton, Thomas. The Way of Chuang Tzu, Orbis, 1959. Molloy, Michael. Experiencing the World’s Religions: Tradition, Challenge, and Change 2nd ed. Mayfield, 2002. Monk, Robert et.al. Exploring Religious Meaning. 6th ed. Prentice Hall, 2003. Neusner, Jacob. ed. Comparing Religious Traditions:The Life of Virtue. Wadsworth, 2001. Noss, David. A History of the World’s Religions. 11th ed. Prentice Hall, 2001. Oxtoby, W.G. The Major Religions: An Introduction with Texts. Oxford, 1996. Smith, Huston. The World’s Religions. Viking, 1972. Swidler, Leonard. Toward a Universal Theology of Religion. Orbis, 1988.

Journals

World Religions, Interfaith, General Journals History of Religions Journal of Contemporary Religion Journal of Religion Journal of Women and Religion Religion and American Culture Religion and the Arts Worldviews: Environment, Culture, Religion

Journals of Asian and Chinese Religions

George Brown College— Consent Renewal—BAB (Finance) 105 Last Updated: December 19, 2006 Asia Journal of Theology Bulletin: Society for the Study of Chinese Religions (USA) East Asia Journal of Theology Japanese Religion Journal of Ancient Near Eastern Religions Journal of Chinese Religions Studies in Central and East Asian Religion

Hinduism Journals Hinduism Hinduism Today

Buddhism Journals Buddhist-Christian Studies Contemporary Buddhism Journal of Global Buddhism Studies on Buddhism in Japan The Middle Way: Journal of the Buddhist Society

Sikhism Journals Sikh Review Studies in Sikhism and Comparative Religion

Selected World Wide Web Sites

World Religions, Interfaith Web Sites

General Websites AllFaiths Press http://allfaithspress.com World Religions: Comparative Analysis http://www.comparativereligion.com

Academic Websites Religious Studies Web Guide http://www.acs.ucalgary.ca/~lipton/images.html. World Religion Gateway http://www.academicinfo.net/religindex.html

Hinduism Websites

General Website Hinduism Today online http://hinduismtoday.com

George Brown College— Consent Renewal—BAB (Finance) 106 Last Updated: December 19, 2006 Academic Website Hinduism Online http://www.himalayanacademy.com

Buddhism Websites

Academic Websites Pure Land Buddhism WWW Virtual Library: Jodo-Shinshu http://www.pitaka.ch/shinshu.htm Zen Buddhism WWW Virtual Library http://www.ciole.com/WWWVL-Zen.html

Taoism Websites

General Website The Abode of the Eternal Tao http://www.abodetao.com/

Chinese Religions Website

Academic Website Chinese Philosophy http://www.hku.hk/philodep/ch/

Sikhism Website

Academic Website The Sikhism Home Page http://www.sikhs.org/

Films/Videos Acupuncture Buddhism God’s Dominion The Great Religions: Hinduism, Buddhism Hinduism: An Ancient Path in the Modern World No Longer Silent Spiritual Assessment Spirituality

TESTING AND ASSIGMENT POLICY:

See the college policies and procedures regarding withdrawals, exemptions, attendance, class assignments, missed tests, late assignments, and academic dishonesty.

EVALUATION SYSTEM:

George Brown College— Consent Renewal—BAB (Finance) 107 Last Updated: December 19, 2006 Tests (3) - 65% 1. Test # 1 will be a take-home test in essay format. Students will answer two questions on the following material: introduction and the early development of Hinduism. Answers must be analytical in nature. Each answer will be approximately 350 to 400 words/one and one half double-spaced typed pages. The take-home test will be handed out in week # 4 and will be due back in week # 5. Each question will be worth 12.5 marks, and the test will account for 25% of the final grade.

2. Test # 2 – 20% This test will be in multiple choice format and will cover material from the introduction, the entirety of Hinduism, and the bulk of Buddhism. The test will contain approximately 50 questions, will be approximately one hour in duration, and will be administered in week # 7.

3. Test # 3 – 20% This test will be in multiple choice format and will cover the remainder of Buddhism, Taoism, Confucianism, Sikhism, and the conclusion. The test will consist of approximately 50 questions, will be approximately one hour in duration, and will be administered in the last class, week # 15.

Written Assignment – A research essay, 6 typed, double spaced pages, approx. 1500 words - 35%

The research paper must be properly and fully documented using MLA or APA format. In addition, essays will be graded based on the quality and depth of analysis, clarity of organization, effectiveness of writing style, and correct observation of all grammatical, punctuation, and spelling conventions.

GEORGE BROWN COLLEGE GRADING SYSTEM

A+ 90-100 4.0 B+ 77-79 3.3 C+ 67-69 2.3 D+ 57-59 1.3 Below 50 F 0.0 A 86-89 4.0 B 73-76 3.0 C 63-66 2.0 D 50-56 1.0 A- 80-85 3.7 B- 70-72 2.7 C- 60-62 1.7

George Brown College— Consent Renewal—BAB (Finance) 108 Last Updated: December 19, 2006 TOPICAL OUTLINE:

Week Topic Outcome Content Chapter/Ref erence 1 Intro- 1, 2, 3, 7 What is religion? Required week duction What is its essence? Readings What are its origins? What is the source of its compelling strength? Living Why study the world’s major religions? Religions, Ch. 1, pp. 12-39.

A. The nature of religion: Supplementary -definition of religion Readings -creed, code, cult, community Anthology B. Why does religion exist and persevere? Paden,. pp. 2- -the quest for transcendence, 5. -a uniquely human phenomenon Miller, -spiritual hunger pp.12-14 Jung, pp. C. The nature of religious knowledge: theology, 20-22.

philosophy, ethics -understanding the ultimate reality: animism, polytheism, monism, monotheism

D. Women and the feminine in religions -goddess worship, patriarchal religion, religious feminism

E. The dark side of organized religion -the ambiguity and ambivalence of religion

F. Contemporary issues in religion -religion in the post modern world

George Brown College— Consent Renewal—BAB (Finance) 109 Last Updated: December 19, 2006 Week Topic Outcome Content Chapter/Ref erence 4 Hinduism 4,5,6,.7 A. The Nature of Hinduism Required weeks -defining features of Hinduism: distinctly eastern Readings

religion, circular, infinite sense of time Living -Hinduism’s implicit Creed: tolerance and Religions, Ch. 2 acceptance of diverse beliefs pp. 41-89. -Code: law of karma, Code of Manu -Cult: the rich and dynamic tapestry of World Scriptures celebration, worship, and ritual in Hinduism pp. 35-36 -Community: the believer’s deep connection to pp. 37-38 wider community of faith, caste membership pp. 39-40 pp. 40-41 B. Why does Hinduism exist and persevere? pp. 46-47 pp. 49-51 -origins of Hinduism pp. 53-54 -development from Harappan to Vedic religion -Hindu survival and its tendency to adapt to and Supplementary absorb other faith perspectives Readings

Annual Editions C. The nature of religious knowledge in Ni-Khilananda, Hinduism: theology, philosophy, ethics pp. 53-55 -sacred texts, the nature of the ultimate reality/Brahman; afterlife and salvation: samsara, Anthology karma, nirvana Gandhi, pp. 83- 85. Savarkar, pp. D. Women and the feminine in Hinduism 85-86. -the divine feminine, goddess worship Swami -marriage and dowry, widowhood: sati Agnirash, pp. -woman as both goddess and slave 86-88.

E. The dark side of Hinduism -caste system: divinely sanctioned inequality

F. Contemporary Hinduism -ahimsa: non violence in the modern Hindu context

3 Buddhism 4, 5, 6, 7 A. The nature of Buddhism Required weeks -Buddhism as a new religion or a reformed Readings version of Hinduism? -Creed; the 4 Noble Truths Living -Code: the Noble Eightfold Path Religions, Ch. 4, pp. 103- -Cult: Buddha’s rejection of ritual, worship, 149. ceremony -Community: the Sangha: the monastic World community as the ideal Scriptures,

George Brown College— Consent Renewal—BAB (Finance) 110 Last Updated: December 19, 2006 Week Topic Outcome Content Chapter/Ref erence pp. 77-82 B. Why does Buddhism exist and persevere? pp. 82-84 -origins of Buddhism: the life of the Buddha pp. 86-87 -the Buddha’s rejection of many elements of pp. 87-89 Hinduism, Buddhism’s remaining connections to pp. 91-92 pp. 97-98 Hinduism

-establishment and development of the religion, Supplementary missionary tradition Readings

C. The nature of religious knowledge in Annual Buddhism: theology, philosophy, ethics Editions -sacred texts; the problem of suffering: its cause Macbeth, pp. and cure; non theism; silence about God, 58-62. enlightenment and compassion Suzuki, pp. 63- - human equality in Buddhism: rejection of Hindu 64. caste system afterlife and salvation - samsara, karma, nirvana, Anthology Griffin, pp. similarities and differences with Hinduism 133-136. Hanh, pp. 136- D. Women and the feminine in Buddhism 138. -the Buddha’s inclusion of women in the religious community -emancipation, equality for women – as contrasted to the status of Hindu women -full equality of the sexes: an often unrealized ideal

E. The dark side of Buddhism -the celibate monastic ideal and the resulting devaluation of the laity -conflicts between the monastic ideal and the demands of family life

F. Contemporary Buddhism -Buddhism and the west -compassion as the highest moral value: the Dalai Lama

2 Taoism 4, 5, 6, 7 A. The nature of Taoism and Confucianism Required weeks and -Taoism and Confucianism as embodying Readings Confucian essential elements of traditional Chinese culture - -Creed: harmony and balance above all else Living ism -Code: the necessity of inculcating and embracing Religions, Ch. 6, pp. virtue, creative inaction 171-185. -Cult: religious pantheon, meditation

George Brown College— Consent Renewal—BAB (Finance) 111 Last Updated: December 19, 2006 Week Topic Outcome Content Chapter/Ref erence -Community: the family as the smallest and most vital communal unit World Scriptures B. Why do Taoism and Confucianism exist and pp. 165-167. persevere? p.167 p. 168 -origins: Lao Tzu, Confucius pp. 171 -establishment of state religions – a long history pp. 173-174 of ruling and popular support -harmony and intertwining of Taoism, Confucian- Supplementary ism, and Buddhism: a religious triad Readings

C. The nature of religious knowledge in Taoism Annual and Confucianism: theology, philosophy, ethics Editions -sacred literature Eskildsen, pp. -patterns in nature: yin and yang, Chi, Tao 88-95. -afterlife and salvation: philosophical Taoism and Anthology pp. 177-179. the quest for immortality Al Chung, pp. -the sanctity of the family: ancestor worship, 179-181. family honour -societal hierarchy: similarities to the Hindu caste system Required Readings D. Women and the feminine in Taoism and Confucianism Living -patriarchal family structures Religions, Ch. -subordination of the female to the male 6 pp. 186-199. -gender specific nature of hierarchical religious World duties Scriptures -similarities with Hinduism pp. 143-145. pp. 145-146, E. The dark side of Taoism and Confucianism pp. 147-149. -duty of filial piety as potentially oppressive pp. 149-150. -ancient traditions as regressive? pp. 151-153. -the rift between Confucian values and modernity Supplementary F. Contemporary Taoism and Confucianism Readings -Taoism and Confucianism under communism and beyond Annual Editions

Spence, pp. 78-82.

Anthology pp. 158-161

George Brown College— Consent Renewal—BAB (Finance) 112 Last Updated: December 19, 2006 Week Topic Outcome Content Chapter/Ref erence 3 Sikhism 4, 5, 6, 7 A. The nature of Sikhism Required weeks -Sikhism as a synthesis of elements of Hinduism Readings and Islam -Creed: the recitation of God’s name: Nam Living -Code: honouring of religious duty, communal Religions, Ch. 5, pp. sharing 150-170. -Cult: prayer, hymns, a rejection of Hindu ritualism World -Community: the Khalsa- heroic defense of the Scriptures religion p.128 pp. 128-129 B. Why does Sikhism exist and persevere? pp. 132-133. -origins: Guru Nanak pp. 133-134. -succession of 10 gurus, establishment of the pp. 134-135. Khalsa -Guru Granth Sahib as a unifying force Supplementary Readings

C. The nature of religious knowledge in Sikhism: Anthology theology, philosophy, ethics -sacred scripture as ultimate guru Sing, pp. 307- -monotheism and the centrality of God – a sharp 311. contrast with Hinduism, Buddhism, Taoism, and Singh, pp. 346- Confucianism 348 -conflicting moral principles: from non violence to self defensiveness -human equality: a rejection of the Hindu caste system -afterlife and salvation: karma, samsara, nirvana – similarities and differences with Hinduism and Buddhism

D. Women and the feminine in Sikhism -equal participation of the genders from the beginning -similarities to Buddhism and differences from Hinduism -women as members of the Khalsa -emancipation of women: a consistently practised ideal?

E. The dark side of Sikhism -righteous war as religious duty -idealizing the sword

F. Contemporary Sikhism

George Brown College— Consent Renewal—BAB (Finance) 113 Last Updated: December 19, 2006 Week Topic Outcome Content Chapter/Ref erence -Sikh independence -Sikh-Hindu-Muslim tensions and strife

.5 Conclusio 8 A. The religious search in the 21st century Required week n Readings B. Religious renewal, re-vitalization & growth Living C.Religious pluralism, religious tensions Religions, Ch.8, pp. 215-

222. D. Interfaith dialogue Supplementary Readings

Annual Editions, Miles pp. 196- 201.

Anthology Marx, pp. 9- 10. Nietzsche, pp. 10-11.

George Brown College— Consent Renewal—BAB (Finance) 114 Last Updated: December 19, 2006

COURSE NAME: The History of Eugenics COURSE CODE: GHUM 1209 (Lower Level Elective Course) CREDIT HOURS: 42 PREREQUISITES: none COREQUISITES: none EFFECTIVE DATE: January 2007 PROFESSOR: Thomas Malcomson PHONE: 416-415-5000 x2640 EMAIL: [email protected]

PLAR ELIGIBLE: YES ( ) NO (x)

NOTE TO STUDENTS: Academic Departments at George Brown College will NOT retain historical copies of Course Outlines. We urge you to retain this Course Outline for your future reference.

FOR OFFICE USE ONLY

ORIGINATOR:______

______SIGNATURE DATE

CHAIR:

George Brown College— Consent Renewal—BAB (Finance) 115 Last Updated: December 19, 2006 COURSE DESCRIPTION:

This lower level elective course examines the development of the Eugenics movement from its conception in the late 18th century through its current manifestation. Various examples of the application of eugenic principles and their results are analyzed to develop an understanding of the apparent universal elements to eugenic endeavours and the unique aspects found in each situation. This course seeks to enhance student’s critical analytical skills through the exploration of the inappropriate use of science and theory, which ultimately led to the harming of others. This course challenges students to examine their personal values towards others in light of the information discussed in class and gained through the readings.

LPE L P E Skill Skill to communicate clearly, concisely x x x to locate, select, organize and x X x and correctly in the written, document information using spoken and visual form that appropriate technology and fulfills the purpose and meets the information sources needs of the audience to respond to written, spoken or x x x to show respect for the x X visual messages in a manner that diverse opinions, values, ensures effective communication belief systems, and contributions of others to execute mathematical to interact with others in X operations accurately groups or teams in ways that contribute to effective working relationships and the achievement of goals to apply a systematic approach to x x x to manage the use of time X solve problems and other resources to complete projects to use a variety of thinking skills x x x to take responsibility for my X to anticipate and solve problems. actions, decisions and consequences to analyze, evaluate, and apply x x x relevant information from a variety of sources

George Brown College— Consent Renewal—BAB (Finance) 116 Last Updated: December 19, 2006

COURSE OUTCOMES:

Upon successful completion of this course the student will be able to do the following:

1. Present an overview of the story of eugenics with examples from around the world. 2. Describe the process and techniques by which groups advanced their ideas on the genetic formation of humans, resulting in the passing of laws to restrict marriage, procreation and/or life within select portions of the population. 3. Critique the information offered by eugenic groups concerning the inheritance of personality, intellectual and social characteristics. 4. Analyze the methods used to depict people as not fully human to convey the need for action to prevent or “fix” their “condition.” 5. Analytically examine the concept of human engineering. 6. Apply a framework to identify the universal aspects across the cases presented within class. 7. Apply a framework to identify the unique aspects within each case presented within class.

DELIVERY METHODS:

This course will be delivered through lecture, video/film, and in-class discussion. Students will also be required to complete assigned readings prior to class.

LIST OF TEXTBOOKS AND OTHER TEACHING AIDS:

The text for this course will include a course package consisting of various readings. The following material will be retrieved by the student from the following internet sites and read prior to the class in which they will be discussed, as per topical outline on the last page of this outline.

Readings from the Internet Sources:

Allen, Garland E. “Science misapplied: The eugenics age revisited” Technology Review 99, 6 (Aug/Sept 1996): 22-31. Retrieved from GBC eResources, (ProQuest).

Beaud, Jean-Pierre, & Prevost, Jean-Guy. “Immigration, eugenics and statistics: Measuring racial origins in Canada (1921-1941)” Canadian Ethnic Studies 28, 2 (1996): 1-24. Retrieved from GBC eResources, Humanities International Index (EBSCOhost).

Bachrach, Susan. “In the Name of Public Health – Nazi racial hygiene” The New England Journal of Medicine 351, 5 (29 July 2004): 417-420. Retrieved from GBC eResources, ProQuest.

George Brown College— Consent Renewal—BAB (Finance) 117 Last Updated: December 19, 2006

Hesketh, Therese. “Getting married in China: pass the medical first” British Medical Journal 326. 7383 (1 February 2003): 277-279.

Jha, Prabhat, Rajesh Kumar, Priya Vasa, Neeraj Dhingra, Deva Thiruchelvam, & Rahim Moineddin. “Low male-to-female sex ratio of children born in India: national survey of 1.1 million households” Lancet 367 (21 January 2006): 211-218. Retrieved from http://www.thelancet.com (students will need to register for free with Lancet to gain access to the back issue containing the article)

Mao, X. “Chinese Geneticists’ View of Ethical Issues in Genetic Testing and Screening: Evidence for eugenics in China” American Journal of Human Genetics 63. 3 (1998): 688- 695. Retrieved from http://www.pubmedcentral.gov/articlerender.fcgi?tool=pubmed&pubmedid=9718350

Meilaender, Gilbert. “Designing Our Descendants” First Things 109 (January 2001): 25- 28. Retrieved from http://print.firstthings.com/ftissues/ft0101/articles/meilaender.html

Normandin, Sebastian. “Eugenics, McGill, and the Catholic Church in Montreal and Quebec: 1890-1942” Canadian Bulletin of Medical History 15 (1998): 59-86. Retrieved from http://www.cbmh.ca/archive/00000402/01/cbmhbchm_v15n1normandin.pdf

Quigley, Margaret. “The Roots of the I.Q. Debate: Eugenics and Social Control” in igc:pra.publiceye (13 October 1995). Retrieved from http://www.hartford- hwp.com/archives/45/034.html

Rifkin, Jeremy. “Ultimate Therapy: Commercial eugenics in the 21st century” Harvard International Review 27, 1 (Spring 2005): 44-48. Retrieved from GBC eResources, Humanities International Index (EBSCOhost).

Saetz, Stephen B. “Eugenics and the Third Reich” The Eugenics Bulletin (Winter 1985). Retrieved from http://www.eugenics.net/papers/3rdreich.html

Wilson, Philip K. “Bad Habits and Bad Genes: Early 20th-century eugenic attempts to eliminate syphilis and associated “defects” from the United States” Canadian Bulletin of Medical History 20.1 (2003): 11-41. Retrieved from http://www.cbmh.ca/archive/00000611/01/cbmh.bchm_v20n1wilson.pdf

A list of references from which the course material is largely drawn:

Abeele, Cynthia R. ““The Infant Soldier”: The Great War and the medical campaign for child welfare” Canadian Bulletin of Medical History 5 (1988): 99-119.

Andrews, William. “Eugenics Revisited” Mankind Quarterly 30. 3 (Spring 1990): 235- 302.

George Brown College— Consent Renewal—BAB (Finance) 118 Last Updated: December 19, 2006

Andrews, William. “Addendum to “Eugenics Revisited”” Mankind Quarterly 31. 3 (Spring 1991): 305-316.

Black, Edwin. War Against the Weak: Eugenics and America’s campaign to create a master race. New York: Four Wells Eight Windows, 2003.

Boudreau, Erica B. “”Yea, I have a Goodly Heritage”: Health versus heredity in the fitter family contests, 1920-1928” Journal of Family History 30. 4 (October 2005): 366-387.

Brugioni, Dino A., & Poirer, Robert G. “The Holocaust Revisited: A retrospective analysis of the Auschwitz-Birkenau extermination complex” Intelligence, GlobalSecurity.org Retrieved from http://www.globalsecurity.org/intell/library/imint/holocaust.htm

Castles, Katherine. “Quiet Eugenics: Sterilization in North Carolina’s Institutions for the Menatlly Retarded, 1945-1965” The Journal of Southern History 68. 4 (November 2002): 845-878.

Cmiel, Kenneth. A Home of Another Kind: One Chicago orphanage and the tangle of child welfare. Chicago: University of Chicago Press, 1995.

Coale, Ansley, J, & Banister, Judith. “Five Decades of Missing Females in China” Demography 31. 3 (August 1994): 459-479.

Crook, Paul. “American Eugenics and the Nazis: Recent historiography” The European Legacy 7. 3 (2002): 363-381.

Darwin, Charles. The Descent of Man. 2nd ed. 1879, London: Penguin Classic Series, 2004.

Dowbiggin, Ian R. Keeping America Sane: Psychiatry and Eugenics in the United States and Canada 1880-1940. Ithaca, New York: Cornell University Press, 2003.

Freeden, Michael. “Eugenics and Progressive Thought: A Study in Ideological Affinity” The Historical Journal 22. 3 (1979): 645-671.

Galton, Francis. Hereditary Genius. New York: D. Appleton, 1884.

Garvey, Brian. “Nature, Nurture and Why the Pendulum Still Swings” Canadian Journal of Philosophy 35. 2 (June 2005): 309-330.

Gillham, Nicholas W. “Sir Francis Galton and the Birth of Eugenics” Annual Review of Genetics 35 (2001): 83-101.

George Brown College— Consent Renewal—BAB (Finance) 119 Last Updated: December 19, 2006 Gould, Stephen Jay. The Mismeasure of Man. Revised and Extended. New York: W. W. Norton and Company, 1996.

Hume, Joan. “Disability, Feminism and Eugenics: Who has the right to decide who should or should not inhabit the world?” Paper presented at the Women’s Electoral Lobby National Conference, University of Technology, Sydney, Australia, 26 January 1996. Retrieved from http://www.wwda.org.au/eugen.htm

Jones, Doug. “Evolutionary Psychology” Annual Review of Anthropology 28 (1999): 553-75.

Jones, Greta. “Women and Eugenics in Britain: the Case of Mary Scharlieb, Elizabeth Sloan Chesser, and Stella Browne” Annals of Science 51 (1995): 481-502.

Ladd-Taylor, Molly. “Eugenics, Sterilisation and Modern Marriage in the USA: The strange case of Paul Popenoe” Gender and History 13. 2 (August 2001): 298-327.

Leon, Sharon M. ““A Human Being, Not a Mere Social Factor”: Catolic strategies for dealing with sterilization statutes in the 1920s” Church History 73. 2 (June 2004): 383- 411.

Li, C. C. “Progressing from Eugenics to Human Genetics” Human Heredity 50. 1 (Jan/Feb 2000): 22-33.

Mackenzie, D. “Eugenics in Britain” Social Studies of Science 6 (1976): 499-532.

MacLeod, Patrick, & Fraser, Clarke. “Forget Cloning Sheep and Pay Attention to China” CMAJ: Canadian Medical Association Journal 159, 2 (28 July 1998): 153-155.

MacMurchy, Helen. The Almosts: A study of the feeble-minded. Toronto: Houghton Mifflin Co., 1920.

McLaren, Angus. Our Own Master Race: Eugenics in Canada, 1885-1945. Toronto: Oxford University Press, 1990.

Mehler, Barry. “Eliminating the Inferior” Science for the People (Nov/Dec. 1987): 14-18, 32.

Otsubo, Sumiko. “Between Two Worlds: Yamanouchi Shigeo and eugenics in early twentieth-century Japan” Annals of Science 62. 2 (April 2005): 205-231.

Pernick, Martin. The Black Stork: Eugenics and the death of “defective” babies in American medicine and motion pictures since 1915. New York: Oxford University Press, 1996.

George Brown College— Consent Renewal—BAB (Finance) 120 Last Updated: December 19, 2006 Pressey, Sidney L., & Luella Cole Pressey. Mental Abnormality and Deficiency. New York: MacMillan Company, 1928.

Richardson, Angelique. Love and Eugenics in the Late Nineteenth Century: Rational reproduction and the new woman. New York: Oxford University Press, 2003.

Rini, Suzanne. “The Rockefellers and the Eugenics Movement” Fidelity (November 1993): 20-31.

Roberts, Christy D., Stough, Laura M., & Parrish, Linda H. “The Role of Genetic Counseling in the Elective Termination of Pregnancies Involving Fetuses with Disabilities” Journal of Special Education 36. 1 (2002): 48-55.

Roper, Allen G. “Ancient Eugenics” (0riginally published in 1913) Retrieved from http://www.plausiblefeatures.com/index.php?id=54552&cat=6698&printable=1

Rosen, Christine. Preaching Eugenics: Religious leaders and the American eugenics movement. New York: Oxford University Press, 2004.

Ryan, Patrick J. “Unnatural Selection: Intelligence testing, eugenics, and American political cultures” Journal of Social History 30. 3 (Spring 1997): 696-685.

Schenker, Joseph G. “Gender Selection: Cultural and religious perspectives” Journal of Assisted Reproduction and Genetics 19. 9 (September 2002): 400-410.

Searle, G. R. “Eugenics and Politics in Britain in the 1930s” Annals of Science 36 (1979): 159-169.

Snell, James G., & Abeele, Cynthia C. “Regulating Nuptiality: Restricting access to marriage in early twentieth-century English-speaking Canada” Canadian Historical Review 69. 4 (1988): 466-489.

Stern, Alexandra M. “Sterilized in the name of Public Health: Race, immigration and reproductive control in modern California” American Journal of Public Health 95. 7 (July 2005): 1128-1138.

Trent, James W. Inventing the Feeble Minded: A history of mental retardation in the United States. Berkeley: University of California Press, 1994.

Trent, James W. “’Who shall say who is a useful person?’ Abraham Myerson’s opposition to the eugenics movement” History of Psychiatry xii (2001): 33-57.

Waller, James E. “Our Ancestral Shadow: Hate and human nature in evolutionary psychology” Journal of Hate Studies 3, 121 (2003/04): 121-132.

George Brown College— Consent Renewal—BAB (Finance) 121 Last Updated: December 19, 2006 Weikart, Richard. “Darwinism and Death: Devaluing human life in Germany 1859-1920” Journal of the History of Ideas 63. 2 (April 2002): 323-344.

Wolfensberger, Wolf. “The History of Social Darwinistic Eugenics, How it once was embraced by the intelligentsia, medicine, & psychiatry & turned murderous towards afflicted people; with an exploration of contemporary parallels to this history” A one day workshop by Training Institute for Human Service Planning, Leadership and Change Agentry, Syracuse, New York, (April 2005).

Zanskas, Steve, & Coduti, Wendy. “Eugenics, Euthanasia, and Physician Assisted Suicide: An overview for rehabilitation professionals” Journal of Rehabilitation 72. 1 (Jan-Mar 2006): 27-34.

Journals of interest:

The Eugenics Bulletin British Journal for the History of Science Bulletin of the History of Medicine First Things Genetics Social History of Medicine Journal of Biosocial Science (formerly The Eugenics Review) Annals of Human Genetics (formerly Annals of Eugenics) Social Biology (formerly Eugenics Quarterly) Journal of Heredity Annual Review of Genetics

WEB sites of interest: The professor cautions students that these selected web pages need to be viewed with a critical mind concerning the possible unannounced biases of the “page masters.” There are hundreds of other web pages on eugenics and similar caution is strongly urged if the student ‘visits’ any of them. Misinformation is abundant, be careful.

Canadian Bulletin of Medical History/ Bulletin canadien d’histoire de la medicine. Published through Wilfrid Laurier University, http://www.cbmh.ca

Eugenics in Alberta, Alberta Heritage, http://www.abheritage.ca/abpolitics/people/influ_eugenics.html

The Image Archive on the American Eugenics Movement, Dolan DNA Learning Centre, Cold Spring Harbor Laboratory, http://www.eugenicsarchive.org/eugenics

George Brown College— Consent Renewal—BAB (Finance) 122 Last Updated: December 19, 2006 Eugenics: Three Generations No Imbeciles, Virginia, Eugenics and Buck V. Bell, University of Virginia, http://www.healthsystem.virginia.edu/internet/library/historical/eugenics

Human Behavior and Evolution Society. A pro-evolutionary approach to understanding humans, this is the web-site of the society. http://hbes.com

History of Eugenics, The American Philosophical Society, http://www.amphilsoc.org/library/guides/eugenics.htm

Vermont Eugenics: A documentary History, The Eugenic Survey in Vermont. A project based at the University of Vermont, http://www.uvm.edu/~eugenics/famstudies.html

Disability Museum, Sponsored by the Centre for Disability and Public History. http://www.disabilitymuseum.org go to the “library” and search for ‘eugenics’.

DVD/Videos of interest:

Biological Revolution: 100 Years at Cold Spring Harbor, 1986, dir. Unknown, Cold Spring Harbor Laboratory.

Homo Sapiens 1900: A 1999 Documentary, 1999, dir. Peter Cohen, First Run/Icarus

The Lynchburg Story: Eugenic Sterilization in America, 1994, dir. Stephen Trombley, A Worldview Pictures Production.

The Sterilization of Leilani Maier, 1996, 47 minutes, dir. Glynis Whiting, National Film Board of Canada.

Theatrical Releases:

Frankenstein, 1931, dir. James Whale, Producer unknown.

Gattaca, 1997, dir. Andrew Niccol, Producer Danny DeVito.

Twilight of the Gods, 1997, dir. Ross K. Marks, Producers P. Colichman, J. Davimos, M. R. Harris.

TESTING POLICY:

If a student is going to miss a test, he/she must tell the professor by phone or e-mail prior to the start of the test indicating the reason for his/her absence. The professor will decide if a make-up test is appropriate, what form it will take and when it would occur.

George Brown College— Consent Renewal—BAB (Finance) 123 Last Updated: December 19, 2006

ASSIGNMENT POLICY:

If a student is unable to hand in an assignment on the day it is due, he/she must tell the professor by phone or e-mail prior to the start of the class in which it would be submitted indicating the reason for the failure to submit the assignment on time. The professor will decide if an extension is appropriate.

EVALUATION SYSTEM:

Written Assignment: 40% In two parts:

10% Statement of intent for the assignment, due week four

30% Students will write an original essay (employing academic sources for their information) within the general topic area offered by the professor. The overall topic will change every semester. The final essay will be a maximum of 1500 words in length. Your ability to write clearly and properly will influence your final grade on the paper. Students will declare which style (APA or MLA) they are going to use and follow that format during the essay. The ability to conform to the designated style will also influence their final grade on the paper.

Tests: There is one mid-term and one final exam, and each is worth 30% of the final grade. Both the mid term and the final exam will consist of multiple choice and short answer questions.

GRADING SYSTEM The passing grade for this course is: 50%

A+ 90-100 4.0 B+ 77-79 3.3 C+ 67-69 2.3 D+ 57-59 1.3 Below 50 F 0.0 A 86-89 4.0 B 73-76 3.0 C 63-66 2.0 D 50-56 1.0 A- 80-85 3.7 B- 70-72 2.7 C- 60-62 1.7

George Brown College— Consent Renewal—BAB (Finance) 124 Last Updated: December 19, 2006 TOPICAL OUTLINE:

Week Topic Outcome Content Readings 1 Introduction to the 6, 7 Course Outline Course Outline course Course expectations Course assignments Assignment description

The framework for the course.

2 From Darwin to 2, 4, 6 A brief review Charles Galton Darwin’s theory of Allen, “Science evolution. misapplied…” (from WEB The Race in Peril Francis Galton’s sources) application of evolution to the heredity of human Quigley, “The Roots of problems. IQ…” (from WEB sources) The creation of the Human Degenerative.

3 Britain and the 2, 3, 6 A brief look at the British Eugenic Movement eugenic movement. MacKenzie “Eugenics in Urban decay and wasted Britain” (from the reader) humans.

4 United States and the 1, 2, 4, 6 The age of progress and Eugenic Movement reform. \Wilson “Bad Habits and Bad Pre-1940 Part I The identified problem Genes” (from the reader) and who they were. Evidence.

5 United States and the 1, 3, 4, 6 Sterilization laws. Eugenic Movement Marriage laws. Black “The United States of Pre-1940 Part II Death making in Sterilization” and America. “Mongrelization” (both from the reader)

6 Canada’ Eugenic 1, 2, 4, 6 Canada’s age of progress Movement Pre-1940 and reform. McLaren “Public Health and Part I The problem people and Hereditariam Concerns” the idea of a eugenic (from the reader) remedy. Sterilization laws. Beaud and Prevost, Marriage laws. “Immigration, eugenics and statistics…” (from WEB sources)

7 Mid-Term 1, 2, 3, 4, 6

George Brown College— Consent Renewal—BAB (Finance) 125 Last Updated: December 19, 2006 Week Topic Outcome Content Readings

Canada’s Eugenic 1, 3, 4, 6, 7 Death Making in Canada. Grekul et al. “Sterilizing the Movement Pre-1940 Canadian resistance to “Feeble-minded”: Eugenics Part II eugenics. in Alberta, Canada 1929- 1972.” (from the reader)

Normandin, “Eugenics, McGill and …” (from WEB sources)

8 Germany and 1, 2, 4, 6 The eugenic movement Eugenics prior to the Nazis. Weiss “The Race Hygiene Movement in Germany” The people targeted for (from the reader) an eugenic cure. Mostert “Useless Eaters: A system is created. Disability as Genocidal Marker in Nazi Germany” The Nazis control the (from the reader) system. 9 Germany and the 1, 3, 4, 6, 7 The use of the eugenic Holocaust argument to persecute by Bachrach, “In the Name of the Nazis. Public Health…” (from WEB sources). From the disabled to the Jews, the eugenic death Saetz, “Eugenics and the machine. Third Reich” (from WEB sources)

10 Eugenics following 3, 4 A bad reputation. World War II An apparent Black “Eugenics becomes disappearance? Genetics” (from the reader) Name changes and some new personnel.

11 Eugenics Today 2, 5, 6 China’s eugenic program, and India and the missing Mao, “Chinese females. Geneticists…” (from WEB sources)

Jha. “Low male to female sex ratio…” (from WEB sources)

Hesketh, “Getting married in China…” (from WEB sources)

12 Eugenics Today 3, 5, 6 Eugenics and the Human

George Brown College— Consent Renewal—BAB (Finance) 126 Last Updated: December 19, 2006 Week Topic Outcome Content Readings Gnome. Rifkin, “Ultimate Genetic commercialism Therapy…” (from WEB and designer babies. sources) A new effort to master the race. Meilaender, “Designing Our Who is at risk? Descendants” (from WEB sources) 13 The Universals 2, 3, 6, 7 Identifying from across The students must bring their The Unique the countries examined in entire course notes to class to Differences the course, the universal draw upon the material, with common features of the professor to create the eugenic movements. lists. Identifying the unique elements within each country’s experience with eugenics. 14 Final Exam All

George Brown College— Consent Renewal—BAB (Finance) 127 Last Updated: December 19, 2006 COURSE NAME: The Search for Meaning: Existentialism COURSE CODE: GHUM 1210 CREDIT HOURS: 42 hours (3 hours X 14 weeks) PREREQUISITES: COREQUISITES: EFFECTIVE DATE: September, 2007 PROFESSOR: Ed Ksenych PHONE: (416) 415 5000, x 3158 EMAIL: [email protected]

PLAR ELIGIBLE: YES ( ) NO ( X )

NOTE TO STUDENTS: Academic Departments at George Brown College will NOT retain historical copies of Course Outlines. We urge you to retain this Course Outline for your future reference.

FOR OFFICE USE ONLY

ORIGINATOR:______

______SIGNATURE DATE

CHAIR:

George Brown College— Consent Renewal—BAB (Finance) 128 Last Updated: December 19, 2006 COURSE DESCRIPTION:

This course focuses on the inter-connecting themes of the individual, the modern world, and the problem of existence. It explores the human experience of love, death, self, meaning, freedom, truth and value through the use of art, music, film and the philosophic texts of classic existential thinkers such as Kierkegaard, Nietzsche, Heidegger, Sartre and Camus.

LPE LP E Skill Skill to communicate clearly, concisely and XXX to locate, select, organize and X X correctly in the written, spoken and document information using visual form that fulfills the purpose appropriate technology and and meets the needs of the audience information sources to respond to written, spoken or visual XXX to show respect for the diverse XX X messages in a manner that ensures opinions, values, belief systems, effective communication and contributions of others to execute mathematical operations to interact with others in groups X accurately or teams in ways that contribute to effective working relationships and the achievement of goals to apply a systematic approach to XXX to manage the use of time and X X solve problems other resources to complete projects to use a variety of thinking skills to XXX to take responsibility for my XX X anticipate and solve problems. actions, decisions and consequences to analyze, evaluate, and apply XXX relevant information from a variety of sources

COURSE OUTCOMES:

Upon completion of this course, the successful student will be able to:

George Brown College— Consent Renewal—BAB (Finance) 129 Last Updated: December 19, 2006 1. Compare and contrast existential and essentialist philosophy, as well as phenomenological and psychological approaches to the individual and self- understanding. 2. Explain and reflect upon the basic problems and tenets of existentialism: the lack of essential meaning; the power of contingency; the absence of necessary truths; the relationship between will and freedom; and the efficacy of death. 3. Discuss the problem of nihilism in historical and philosophic terms and the relationship of existential themes and philosophies to it. 4. Define and explain key concepts as well as summarize the main arguments of the phenomenological and existentialist philosophers studied in the course. 5. Analyze and appraise examples of art, film, literature, dance and music in terms of existential and phenomenological themes and philosophies. 6. Examine and interpret their own life experiences as well as events within their own and/or other cultures and societies in terms of existential and phenomenological themes and philosophies.

DELIVERY METHODS:

The course utilizes a variety of delivery methods including lecture, class discussion, small group activities, handouts, and a variety of audio-visual resources (see Teaching Aids).

LIST OF TEXTBOOKS AND OTHER TEACHING AIDS:

• Daniel Kolak and Raymond Martin, Wisdom Without Answers, 5th edition, Toronto: Wadsworth Publishing Company, 2001.

AND

• L. Nathan Oaklander, Existentialist Philosophy: An Introduction, 2nd ed., Prentice Hall, 1996.

Print Resources:

• Arendt, Hannah, The Human Condition, Chicago: University of Chicago Press, 1958. • Barrett, Irrational Man: A Study in Existentialist Philosophy, Anchor, 1990. • Buber, Martin, I and Thou, New York: Charles Scribner’s Sons, 1958. * • Camus, Albert, Outsider, New York: Vintage, 1946. * • Camus, Albert, The Myth of Sisyphus, New York: Vintage, 1955. • De Beauvoir, Simone, The Ethics of Ambiguity, Secaucus: Citadel Press, 1948. • Frankl, Viktor E., Man’s Search for Meaning, Boston: Beacon, 1992. * • Heidegger, Martin, Basic Writings (edited by David Krell), New York: Harper and Row, 1977. • Hughes, Robert, Shock of the New: Art and the Century of Change, London: BBC, 1980. • Husserl, Edmund, Ideas Pertaining to a Pure Phenomenology and to a Phenomenological Philosophy, The Hague: Martinus Nijhoff, 1982.

George Brown College— Consent Renewal—BAB (Finance) 130 Last Updated: December 19, 2006 • Kierkegaard, Soren, Concluding Unscientific Postscript to Philosophical Fragments, Princeton: Priceton University Press, 1992. • Nietzsche, Friedrich, Beyond Good and Evil, Random House, 1966. • Nietzsche, Friedrich, Twilight of the Idols, Viking Press, 1954. • Rosen, Stanley, Nihilism: A Philosophic Essay, Yale University Press, 1969. • Sartre, Jean Paul, Existentialism is a Humanism, New York: Philosophical Library, 1949. • Solomon, Robert C., Introducing the Existentialists: Imaginary Interviews with Sartre, Heidegger and Camus, London: Hackett Publishing, 1981. • Solomon, Robert C., Continental Philosophy Since 1750: The Rise and Fall of the Self, New York: Oxford University Press, 1988. • Solomon, Robert C., Existentialism, 2nd ed., New York: Oxford, 2005. * • Steiner, George, Heidegger, 2nd ed., London: Fontana/Harper Collins, 1992. • Taylor, Charles, The Malaise of Modernity, Toronto: Anansi Press, 1991. • Taylor, Charles, Modern Social Imaginaries, Duke, 2004. • Wilson, Colin, The Outsider, London: Pan/Picador, 1967. • Wright, Ronald, A Short History of Progress, Anansi, 2004.

* available in the St. James Learning Resource Centre

Audio-Visual Resources:

• Indiana Jones: The Last Crusade [excerpt regarding leap of faith]

• The Road to War (NFB) [excerpt regarding WW1]

• [Comics addressing existential freedom selected from: Scott Adams “Dilbert”; Woody Allen “Being and Nothingness”; “Bloom County”; Matt Groening “Life in Hell”; Gary Larson, The Far Side”; Mother Goose and Grimm”; Watterson, “Calvin and Hobbes”]

• [Musical compositions addressing the human experience of love selected from: John Coltrane “A Love Supreme”; Hildegaard von Bingen; Wagner, “Tristian und Isolde” and “Flying Dutchman”; Rodrigo, “Adagio—Concierto do Aranjuez]

• [Paintings from the 15th to the 20th centuries documenting the emergence of the modern age in Europe such as: Giotti de Bondone, “The Last Judgement” (1303-6); Andrea de Firenze, “Triumph of Aquinas” (1380); Michelangelo, “The Holy Family” (1503); Michaelangelo, “David” (1501-4); Breugel “Peasants’ Wedding”; Breugel, “Children’s Games” (1560); Rembrandt, “The Anatomical Lecture” (1656); Wright of Derby, “Experiment with Airpump”; Hals, “The Gentleman” (1643-5); de Hooch, ”An Interior Scene” (1655); Webber, “Nootka Sound” (1778),; David, “Le Serment de Jeu de Paume” (1791); David, “Bonaparte Crossing the Alps” (1800-1); Goya, “Executions on Mount Principe Pio” (1814); Delacroix “La Liberte Guidant de Peuple” (1830; Constable, “The Hay Wain” (1821); Renoir, “Le Moulin de la Galette” (1876); Turner, “Rain, Steam and Speed” (1844); van Gogh, “Starry Night” (1889); Cezanne, “Mont Sainte-Victorie” (1888-9); Duchamp, “Nude Descending Staircase, No. 1” (1911); Leger, “Soldier with Pipe” (1916); Dix, “Card Playing War Cripples” (1920); Dali, “The Persistence of Memory” (1931); Picasso, “Guernica” (1937); Ernst, “Nature at Daybreak” (1938); Magritte, “Liberty”; Grosz,

George Brown College— Consent Renewal—BAB (Finance) 131 Last Updated: December 19, 2006 “Waving the Flag” (1947-8); Hamilton, “Just What Is It That Makes Today’s Homes So Different, So Appealing?” (1956); Alex Colville, “Horse and Train” (1954)]

• [Poetry concerning the experience of absurdity and the problem of meaning selected from: Adunis, “This Is My Name”; Anna Akhmatova, “Requiem 1935-1940”; W. H. Auden, “The Question”; W. H. Auden, “The Unknown Citizen”; Blumental, “This Is It”; Leonard Cohen, “Everybody Knows”; ee cummings, : T. S. Eliot, “The Hollow Men”; T. S. Eliot, “The Love Song of J. Alfred Prufrock”; Friedrich Holderlin, “Half of Life”; John Manley Hopkins, “I Wake and Feel the Fell of Dark”; Ping Hsin, Deliverance”; Langston Hughes, ; Takamura Kotaro, “Barren Homecoming”; Edward Lueders, “Your Poem, Man…”; Bob Marley, “Buffalo Soldier”; Ben Okri, “Africa Breathes Stories”; Leopold Sedar Senghor, May Swenson, “The Universe”; “Prayer to the Masks”; Marina Tsvetayeva, “We Shall Not Escape Hell”; Tom Wayman, “Did I Miss Anything?”

• Triumph of the Will

• World Wrestling Entertainment [excerpts]

Internet Resources:

• Center for Phenomenology: www.phenomenologycenter.org/ • Contemporary Continental Philosophy: www3.baylor.edu/~Scott_Moore/Continental.html • Critical Thinking: www.criticalthinking.org • Cross-Cultural Approaches to Philosophies of Life: www.lifestudies.org/cross- cultural.html • Existentialism: http://radical academy.com/adiphiexistentialism.htm • Phenomenology: www.phenomenologyonline.com/home.html • Philosophy Journals: www.nlx.com/posp • Popular Culture Studies: http://www.popcultures.com/ • Postmodern Culture: http://jefferson.village.virginia.edu/pmc/ • Social Phenomenology: http://hss.fullerton.edu/sociology/orleans/phenomenology.htm

TESTING AND ASSIGNMENT POLICY:

Tests and assignment dates as well as the evaluation criteria are presented in class by the professor. It is the responsibility of the student to ensure that he or she understands the evaluation system and various important dates. Students who miss writing a test must notify the professor immediately and should have appropriate documentation accounting for why they were unable to write the test at the designated time. Late assignments are penalized on a per day basis.

“The minimal consequence for submitting a plagiarized, purchased, contracted, or in any manner inappropriately negotiated or falsified assignment, text, essay, project, or any evaluated material will be a grade of zero on that material.” (excerpt from the George Brown College Policy on Academic Dishonesty)

George Brown College— Consent Renewal—BAB (Finance) 132 Last Updated: December 19, 2006

EVALUATION SYSTEM:

Midterm Test 25% Final Test 25% Reading Analytically (500 words) 5% Existential Questions (750 words) 10% Journal (2,000-3,000 words) 35% 100%

NOTE: Students are encouraged to exercise creativity, imagination and artistic expression in the Journal. However, a substantial portion of the the Journal should also consist of academic writing which will be assessed in terms of the quality and depth of academic inquiry and understanding. Evaluation of the academic writing will also include attention to clarity of expression and organization, cogent argumentation, syntax, the appropriate use of rhetoric, grammar, and documentation, where relevant.

GEORGE BROWN COLLEGE GRADING SYSTEM

A+ 90-100 4.0 B+ 77-79 3.3 C+ 67-69 2.3 D+ 57-59 1.3 Below 50 F 0.0 A 86-89 4.0 B 73-76 3.0 C 63-66 2.0 D 50-56 1.0 A- 80-85 3.7 B- 70-72 2.7 C- 60-62 1.7

George Brown College— Consent Renewal—BAB (Finance) 133 Last Updated: December 19, 2006 TOPICAL OUTLINE:

Week Topic Outcome Content Reading

1,2 The Individual, the Modern 1, 2, 3, 5, 6 -Self and Existence: Where? K/M: 1,2,3 World and the Problem of When? Who? Existence -The “Transcendental Self” in the Oak: 1 Modern World [Paintings- The Emergence of the Modern Age (see audio-visual resources)] -Characterizing Existential and Phenomenological Thought -essence and existence -experience, consciousness and the critique of psychology -Overview of Principal Thinkers and Posing A Question of Gender - Reading Analytically

3,4 Embodiment, Experience and 1, 4, 5, 6 -Exploring the Experience of K/M: 8 the Modern Path of Self- Love Reflection -Symposium: Socrates and Diotima -Husserl and the phenomenological method [Music- Love (see audio- visual resources)] -the tension between desiring (eros) and appraising (agape) -Sartre on sex and Heidegger on care

5 Truth, Faith and Subjectivity: 1, 2, 4, 6 -Exploring the Nature of Truth K/M: 5 Kierkegaard -Kierkegaard’s radical subjective truth Oak: 2 -the existence of God, belief and faith [Film: The Last Crusade] -Fear and Anxiety of Human Action

6,7 Values, Will and Power: 2, 3, 4, 5, 6 -Nihilism as the Dis-ease of the K/M: 14

George Brown College— Consent Renewal—BAB (Finance) 134 Last Updated: December 19, 2006 Week Topic Outcome Content Reading Nietzsche Modern Age and Will to Power as Cure Oak: 3 [Video: WWE- the contest between good and evil in an unregulated universe] -humans as valuing creatures -the crisis of valuing in the modern age: master morality, slave morality, traditional morality -The Will to Power and the Overman

TEST ONE

8,9 Death, Nothingness and Care: 1, 2, 3, 4, 6 -The Human Condition and the K/M: 10, Heidegger Problem of Being-Towards-Death 11 -Dasein as being-in-the-world [Film: The Road to War] Oak: 4 -Dasein’s being as care --consciousness of death -authenticity and inauthenticity [Film: Triumph of the Will]

10,11 Condemned to Freedom: Sartre 1, 2, 3, 4, -Inquiring into the Nature of K/M: 4 5, 6 Consciousness -human consciousness and the Oak: 5 world: Being-for-Itself and Being- In-Itself -Freedom, Anguish and Bad Faith -hell is other people; hell is ourselves [Comics- Existential Freedom (see audio-visual resources)]

12, 13 Ethics, Meaning and 2, 3, 4, 5, 6 [Poetry- Meaning and Absurdity K/M: 12,13 Absurdity: Camus (see audio-visual resources)] -The Problem of Meaning in the Oak: 6 Modern Age -the meaning of meaning and the meaning of life -desiring certainty and experiencing absurdity

George Brown College— Consent Renewal—BAB (Finance) 135 Last Updated: December 19, 2006 Week Topic Outcome Content Reading -the question of suicide -Art and Metaphor as a Response -from crafting to producing to stylizing life within social imaginaries

14 The Human Condition 5, 6 -Art, Nature and Collective Revisited Existence in the Contemporary World -experiements in living otherwise

TEST TWO

George Brown College— Consent Renewal—BAB (Finance) 136 Last Updated: December 19, 2006 COURSE NAME: Spanish II

COURSE CODE: GHUM 1214

PROFESSOR: John McTavish PHONE: EMAIL: [email protected]

EFFECTIVE DATE: January CREDIT HOURS: 42 PREREQUISITES: Spanish 1 COREQUISITES: None PLAR ELIGIBLE: YES 9 NO PASS GRADE: C

NOTE TO STUDENTS Academic Departments at George Brown College will NOT retain historical copies of Course Outlines. We urge you to retain this Course Outline for your future reference.

FOR OFFICE USE ONLY

ORIGINATOR: ______SIGNATURE DATE CHAIR: ______SIGNATURE DATE

George Brown College— Consent Renewal—BAB (Finance) 137 Last Updated: December 19, 2006 COURSE DESCRIPTION CORE ABILITIES AND INDICATORS

A. Communicate clearly and concisely, in both written and spoken form in Spanish. B. Express wants and desires in Spanish for customer service situations. C. Use creativity to compose and perform dialogues in Spanish with another person. D. Use the past tense to communicate in both written and spoken form.

COURSE OUTCOMES & OBJECTIVES 1. Use Spanish in customer service situations . Learn necessary vocabulary Learn the verbs deber and deberia (must and should) Learn the verbs saber and conocer (to know) Apply the vocabulary to simple dialogues.

Linked Core Abilities A. Communicate clearly and concisely, in both written and spoken form. 2. Gustar and gustaria. (Like and would like) Learn the forms of the verb gustar. Learn the forms of the verb gustaria. Apply the verbs to simple dialogues.

Linked Core Abilities A. Communicate clearly and concisely, in both written and spoken form in Spanish. B. Express wants and desires in Spanish for customer service situations. C. Use creativity to compose and perform dialogues in Spanish with another person. 3. The past tense. Learn the simple past tense with regular and irregular verbs Learn the present perfect tense with regular and irregular verbs. Learn the imperfect tense with regular and irregular verbs

Linked Core Abilities A. Communicate clearly and concisely, in both written and spoken form. C. Use creativity to compose and perform dialogues in Spanish with another person. D. Use the past tense to communicate in both written and spoken form.

DELIVERY METHODS

lecture/presentations in‐class practice in‐class exercises individual and group presentations

George Brown College— Consent Renewal—BAB (Finance) 138 Last Updated: December 19, 2006

TEXTBOOKS AND OTHER TEACHING AIDS

Materials will be provided by the Professor.

TESTING POLICY 2 tests – week 7 and 14 – length: 2 hours Tests will be a combination of question and answer, fill in the blanks, and verb charts.

ASSIGNMENT POLICY Individual Unit Assignments All homework/assignments must be prepared fully for next class. Select questions will be chosen each class for evaluation and will be taken up and checked on that day.

Group presentations Groups of two students Each group will create, write, practice and present dialogues to the rest of the class.

EVALUATION SYSTEM

Value Date Test #1 15% Week 7 Participation 25% Daily Quiz #1 10% Week 9 Group Presentation 10% Week 12 Quiz #2 10% Week 13 Test #2 30% Week 14 TOTAL 100%

GRADING SYSTEM A+/A 85-100 B+ 77-79 C+ 67-69 F 0-62 A- 80-84 B 73-76 C 63-66 B- 70-72

Important: In order to progress, students must be in good academic standing with a minimum cumulative grade point average of 2.0 (grade of C). Further, a minimum cumulative grade point average of 2.3 (grade of C+) is required to graduate.

George Brown College— Consent Renewal—BAB (Finance) 139 Last Updated: December 19, 2006 COURSE SCHEDULE

Week Topic Chapter/Reference Assignments (due next class) /Tests Week 1 Customer Service Dialogue 1 Questions and Saber, conocer, deber y deberia Answers Week 2 Customer Service Dialogue 2 Questions and Gustar Answers Week 3 Customer Service Dialogue 3 Questions and Gustaria Answers Week 4 Customer Service Dialogue 4 Write a new Creative Presentation dialogue Week 5 The simple past (Regular) Dialogue 5 Questions and AR, ER and IR verbs Answers Week 6 The simple past (Irregular) Dialogue 6 Questions and Ir, estar, tener Answers Week 7 The simple past Review TEST 1 Midterm Intersession 02/27/06 Week 8 The present perfect (Regular) Dialogue 7 Questions and Answers Week 9 The present perfect (Irregular) Dialogue 8 Quiz #1

Week 10 The Imperfect Dialogue 9 Questions and Answers Week 11 The Imperfect Work sheets Questions and Answers Week 12 Combining past tenses. Dialogue Group presentation preparation in the past tense Week 13 Combining past tenses Review Quiz #2 Past tenses Week 14 TEST 2 Final Exam

George Brown College— Consent Renewal—BAB (Finance) 140 Last Updated: December 19, 2006 COURSE NAME: THE ENVIRONMENT COURSE CODE: GSCI 1204 CREDIT HOURS: 42 PREREQUISITES: none COREQUISITES: none EFFECTIVE DATE: September 2006 PROFESSOR: Dr. Gerry De Iuliis VMAIL: 416-415-5000 ext. 3621 EMAIL: [email protected] PLAR ELIGIBLE:

NOTE TO STUDENTS: Academic Departments at George Brown College will NOT retain historical copies of Course Outlines. We urge you to retain this Course Outline for your future reference.

FOR OFFICE USE ONLY

ORIGINATOR:______

______SIGNATURE DATE

CHAIR:

George Brown College— Consent Renewal—BAB (Finance) 141 Last Updated: December 19, 2006 COURSE DESCRIPTION:

Environmental Health is an introductory course with a focus on environmental consciousness. Students will discover how they affect the health of the environment and how the environment, in turn, affects them. This course will provide students with an understanding of the major principles in the biological and physical sciences. Students will also learn how technology and worldviews can have both negative and positive impacts on the environment. With this information, students will gain an understanding of environmental health issues and problems. Students will learn the role of scientific inquiry in environmental studies and apply these methods to their own research projects. Students will be required to apply critical thinking and reading to environmental health issues as well as conduct research on the Internet.

COURSE OUTCOMES:

Upon the successful completion of this course, the student will appreciate, understand, and be able to:

1. Distinguish between sound science and junk science and assess environmental problems using sound scientific reasoning. 2. Describe ecosystem and community structure and explain how matter cycles through ecosystems. 3. Relate biological and ecological principles, such as population dynamics and the carry capacity of the environment, to environmental health. 4. Organize, analyze, and interpret data presented in class, during independent or group research; present findings in a class symposium on environmental biology. 5. Demonstrate skill in critical thinking, computer, oral, and written communication pertaining to environmental issues. 6. Explain the principle of sustainability and discuss its application to food, soil, and water resources. 7. Describe how the use of different energy resources can impact environmental health. 8. Explain how pollution of water, air, and land resources affect environmental quality. 9. Relate human activity to global climate change. 10. Discuss the role of technology and worldviews in environmental issues.

DELIVERY METHODS:

The delivery of this course includes: lecture and discussion, audiovisuals (such as videos, overheads, etc.), in-class group work and presentations, independent research by students, Internet research and use of software included with the textbooks, and demonstrations. Students will be referred to certain resources such as periodicals, and television shows, which may illustrate concepts introduced in the classes.

George Brown College— Consent Renewal—BAB (Finance) 142 Last Updated: December 19, 2006 LIST OF TEXTBOOKS AND OTHER TEACHING AIDS:

Required Textbook:

Miller, G.T., Jr. 2005. Living in the Environment: Principles, Connections, and Solutions. 14th ed. Thomson Brooks/Cole.

Supplemental Literature:

Bendel, ed., 2000. Terms for Endearment: Business NGOs and Sustainable Development. Greenleaf, Sheffield.

Cohen, J. 1995. How Many People Can the Earth Support? Norton, New York.

Diamond, J. M. 2005. Collapse. How Socieies Choose to Fail or Succeed. Penguin Books, London.

Lomborg, B. 2001. The Skeptical Environmentalist. Cambridge University Press, Cambridge.

Ostrom, e. et al. 1999. Revisiting the Commons: local lessons, global challenges. Science 284: 278-282.

Pimm, S. 2002. The World According to Pimm: a Scientist Audits the Earth. McGraw- Hill, New York.

Williams, M. 2003. Deforesting the Earth From Prehistory to Global Crisis. University of Chicago Press, Chicago.

Wilson, E. O. 2002. The Future of Life. Knopf, New York.

TESTING POLICY:

Students are expected to write all tests, quizzes, and the final examination when scheduled. If a particular test, quiz, or final examination cannot be written because of documented medical reasons, students must notify the professor immediately, and a make-up may be written; otherwise, a mark of zero will be recorded.

ASSIGNMENT POLICY:

E-mailed assignments will not be accepted under and circumstances.

Students are required to word process written assignments, when directed. Assignments should be handed in on the given due date. Five percent (%) per day, including weekends, will be deducted from late assignments. Late assignments may not be accepted after ten days. Students must drop off hard copies of all assignments to the

George Brown College— Consent Renewal—BAB (Finance) 143 Last Updated: December 19, 2006 professor or to the departmental secretary. Students are responsible for getting the departmental secretary to date-stamp all late assignments.

With proper medical documentation and notification, students may receive an alternate date for assignments or presentations. This privilege will only be accorded to any one student ONCE throughout the semester.

Students are advised to keep all marked assignments, course work, and course outlines. In cases of disagreement over marks or work completion, the assignments must be produced by the student. Except in exceptional and documented circumstances, work preformed in class cannot be made up.

EVALUATION SYSTEM:

Grading is based on the following marking scheme:

Test 1 (Week 7) 25% Multiple choice, short answer Test 2 (Week 14) 25% Multiple choice, short answer In class assignments 10% Essay (Due Week 9) 20% (1,200 words) In this assignment, the student will carry out an analysis of sustainability, and make and justify an evaluative, comparative, or explicatory judgment. Grades will be assigned for clarity, organization, logic, syntax, and grammar of writing, in addition to the treatment of the subject matter itself. Team Case Study Presentation 20% This project will require the student to conduct research on an environmental case study. Members of the team will present their findings in class. Each student will be graded on organization and knowledge of subject.

GRADING SYSTEM:

The passing grade for this course is 50%.

A+ 90-100 4.0 B+ 77-79 3.3 C+ 67-69 2.3 D+ 57-59 1.3 Below 50 F 0.0 A 86-89 4.0 B 73-76 3.0 C 63-66 2.0 D 50-56 1.0 A- 80-85 3.7 B- 70-72 2.7 C- 60-62 1.7

George Brown College— Consent Renewal—BAB (Finance) 144 Last Updated: December 19, 2006

WITHDRAWAL POLICY:

If you stop attending your class without withdrawing, you will receive a failing grade on your grade report. To withdraw from a course without academic penalty (i.e., a grade of “F”), you must withdraw officially at the Registration Centre before 60 percent of the scheduled classes/meetings are held. Please check the Critical Dates schedule for the exact day. You can fax in, mail in, or deliver your withdrawal form/letter, or complete a “Student Action Form”, which is available from the departmental secretary.

TOPICAL OUTLINE:

Chapter/ Week Topic/Content Outcome Reference

Introduction to the Course

People and Sustainability: Overview

• environmental problems and causes 1 • exponential growth of the human population 4, 5 1 and its impact the environment • ecological “footprints” • human needs versus human wants • sustainability as a potential solution to environmental health concerns

Science and Ecological Principles Science, Matter, and Energy

• the scientific method and scientific reasoning • sound science versus junk science 2 1 3 • interpretation of scientific data in class • matter, energy laws and their relationship to environmental problems • pollutants and matter recycling and reuse • high- and low-throughput systems

Science and Ecological Principles cont’d Ecosystem Structure and Matter Cycling 3 2 4 • ecosystems and their biological components • food webs and the interdependence of

George Brown College— Consent Renewal—BAB (Finance) 145 Last Updated: December 19, 2006 Chapter/ Week Topic/Content Outcome Reference organisms • trophic levels (i.e. primary, secondary, tertiary consumers) • limits to population growth • energy flow in ecosystems • biogeochemical cycles (e.g. carbon cycle) • affect of human activities on biogeochemical cycles

Science and Ecological Principles cont’d Community Ecology

• concept of community • different roles that organisms play in

ecosystems 2 8 4 • key species as indicators of environmental change • communities in transition (succession) • diversity and ecosystem stability • why protect natural systems?

Science and Ecological Principles cont’d Population Ecology and Carrying Capacity

5 3 9 • population dynamics and carrying capacity • reproductive patterns • human impacts on natural systems

Science and Ecological Principles cont’d Human Population Dynamics

6 • factors that govern human population size 3 10 • population age structure • successes and failures in influencing human population growth

7 4, 5, 6 14, 15 Test 1: material covered in weeks 1-6

George Brown College— Consent Renewal—BAB (Finance) 146 Last Updated: December 19, 2006

Sustaining Natural Resources Food, Soil, and Water Resources

• food production and the green revolution • soil erosion; desertification • soil conservation • undernutrition and overnutrition • increasing food production • sustainable food production • water shortages and water surpluses • sustaining water resources

Sustaining Natural Resources cont’d Energy Resources

• non-renewable energy resources: fossil fuels, 8 nuclear energy 7 17, 18 • which energy resources should we use? • energy efficiency • renewable energy resources

Sustaining Environmental Quality Risk, Toxicology, and Human Health

9 • toxicology 8 19 • assessing hazards • chemical and biological hazards • risk analysis

Sustaining Environmental Quality cont’d Pollution

• atmospheric structure and science 10 • photochemical and industrial smog 8 20, 22, 24 • acid deposition • pollution of freshwater sources • ocean pollution • drinking water quality • solid waste sources and disposal

George Brown College— Consent Renewal—BAB (Finance) 147 Last Updated: December 19, 2006 • reducing solid waste and recycling • effects of pollution on organisms

Sustaining Environmental Quality cont’d Climate Change and Ozone Depletion

• history of climate change 11 • greenhouse effect 9 21 • human activities and climate change • future of climate change • effects of a warmer global climate • ozone depletion

Sustaining Human Societies Economics and Politics and the Environment

• Free market economies • technology and producing goods • evaluating environmental quality and human well- 12 being 10 26, 27 • full-cost pricing • environmentally sustainable economies • implementing environmental policy • environmental law • environmental groups (NGOs)

Sustaining Human Societies cont’d Ethics and Worldviews

13 • worldviews in industrialized nations 10 28 • Earth-centred worldviews • living more sustainably • escaping “affluenza”

14 Test 2: material covered in weeks 7 to 13 4, 5

George Brown College— Consent Renewal—BAB (Finance) 148 Last Updated: December 19, 2006 COURSE NAME: Working in the 21st Century COURSE CODE: GNED 1202 CREDIT HOURS: 3hours/week x 14 weeks = 42 PREREQUISITES: none COREQUISITES: none EFFECTIVE DATE: June 2004 PROFESSOR: Tom Malcomson PHONE: x2640 EMAIL: [email protected]

PLAR ELIGIBLE: YES ( ) NO ( x )

NOTE TO STUDENTS: Academic Departments at George Brown College will NOT retain historical copies of Course Outlines. We urge you to retain this Course Outline for your future reference.

FOR OFFICE USE ONLY

ORIGINATOR:______

______SIGNATURE DATE

CHAIR:

STUDENT RESPONSIBILITIES: Students should obtain a copy of the Student Handbook and refer to it for additional information regarding the grading system, withdrawals, exemptions, class assignments, missed tests and exams, supplemental privileges, and academic dishonesty. Students are required to apply themselves diligently to the course of study, and to prepare class and homework assignments as given. Regular attendance, though not a requirement, is strongly advised. Past student performance shows a strong relationship between regular attendance and success.

George Brown College— Consent Renewal—BAB (Finance) 149 Last Updated: December 19, 2006 COURSE DESCRIPTION:

What’s happening at work and why? Is our economy actually functioning effectively? How do I secure my future in the midst of what is going on? Do unions have a role in the emerging workplace? Given what we usually hear, many of the answers will probably surprise you. This interdisciplinary social science course examines the history and future of work, the changing economy, and the role of labour and management in contending with current changes.

GENERIC SKILLS:

The college is committed ensuring that students have the full range of knowledge and skills required for full participation in all aspects of their lives including skills to enable them to be life long learners. To ensure graduates have this preparation, such generic skills as literacy and numeracy, computer, interpersonal, communications, and critical thinking skills will be embedded in all courses. The table below indicates which generic skills will be taught, practiced, and/or evaluated in this course.

TPE T P E Skill Skill Communicate clearly- spoken, x x x Evaluate information x x x written, visual presentation based on quantitative and/or qualitative data Reframe ideas and concepts to x x x Create innovative demonstrate understanding strategies and/or products using narrative, numerical, that meet identified needs symbolical forms Apply mathematical techniques x Manage time and other x resources to attain goals Use the computer to perform x Take responsibility for x tasks own actions Interact and work in teams to x Adapt to new situations x achieve goals and demands Apply critical thinking in x x Assess own skills, x problem solving and making knowledge and experience decisions Collect, analyze and organize x x information

COURSE OUTCOMES:

Upon successful completion of this course the student will be able to do the following. 1. Describe the changing nature of work in Canada and major social scientific formulations of the problem of work.

George Brown College— Consent Renewal—BAB (Finance) 150 Last Updated: December 19, 2006 2. Outline major developments in the labour movement in Canada and their relation to changes occurring in the workplace and the wider society. 3. Outline major labour-management legislation in Canada and discuss the effects of the legislation on labour, management and their relations. 4. Describe the structure and function of unions and the processes involved in collective bargaining and the resolution of disputes. 5. Compare and contrast major approaches to management and to labour, and discuss the merits and weaknesses of each general approach. 6. Describe current trends and developments regarding the workplace and the new economy. 7. Use appropriate social scientific data, concepts and theoretical references to discuss and develop a considered position on key social, political and economic issues concerning the contemporary workplace.

DELIVERY METHODS:

The methods of delivery used in this course include lecture, small group work, class discussion, independent reading and research, audio-visual resources.

LIST OF TEXTBOOKS AND OTHER TEACHING AIDS:

Krahn, Harvey, Graham Lowe, and Karen Hughes. (2007). Work, Industry and Canadian Society (5th ed). Toronto: Thompson/Nelson.

Supplemental Materials: Print Resources:

(* indicates they are available at George Brown College Library)

Anderson, et al. (eds). (1989). Unions Management relations in Canada. Toronto: Addison-Wesley. Bakan, Joel. (2004). The Corporation: The pathological pursuit of profit and power. Toronto: Viking Canada.* Bercuson, D. (1987). Canadian Labour History: Selected Readings. Toronto: Copp Clark, Pitman.* Drache, Daniel, and Harry Glasbeek. (1992). The Changing Workplace: Reshaping Canada’s Industrial Relations System. Toronto: Jamers Lorimer & Co. Duffy, Ann et al. (eds). (1997). Good Jobs, Bad Jobs, No Jobs: The Transformation of Work in the 21st Century. Toronto: Harcourt Brace. Heilbroner, Robert. (1992). Twenty-First Century Capitalism Toronto: Anansi.* Heron, Craig. (1989). The Canadian Labour Movement: A short history. Toronto: James Lorimer & Co.* Heron, C., and R. Storey. (1986). On the Job: Confronting the Labour Process in Canada. Montreal: McGill-Queens University Press.

George Brown College— Consent Renewal—BAB (Finance) 151 Last Updated: December 19, 2006 Hynes, Maureen. (1997). Mapping Your Way Through Workplace Change: A Facilitator’s Manual for Helping Workers Cope with the Aftermath of Downsizing. Toronto: George Brown College School of Labour.* Kealey, G., and P. Warrian (eds). (1976). Essays in Working Class History. Toronto: McClleland and Stewart. Lowe, G., and H. Krahn (eds). (1993). Work in Canada: Selected Readings in the Sociology of Work and Industry. Toronto: Nelson. Luciani, Patrick. (1993). Economic Myths: Making Sense of Canadian Policy Issues. Toronto: Addison-Wesley. Morton, Desmond. (1998). Working People: An illustrated history of the Canadian labour movement. 4th edition. Montreal: McGill-Queen’s University Press. Palmer, Brian. (1983). Working-Class Experience: The Rise and Reconstitution of Canadian Labour, 1800-1980. Toronto: Butterworth & Co. Panich, L. and D. Swartz. (eds). (1988). Assaults on Trade Union Freedoms. Toronto: Garamond Press.* Rifkin, Jeremy. (1996). The End of Work: Technology, jobs and your future. New York: G. P. Putnam’s Sons. Rinehart, James. (1996). The Tyranny of Work: Alienation and the Labour Process (3 ed). Toronto: Harcourt Brace.* Russell, Bob. (1990). Back to Work? Labour, State and Industrial Relations in Canada. Toronto: Nelson. Schlosser, Eric. (2002). Fast Food Nation. New York: Perennial. Van Den Berg, A., and J. Smucker. (1997). The Sociology of Labour Markets: Efficiency, Equity, Security. Toronto: Prentice Hall Allyn & Bacon.

Audio-Visual Resources*:

The Buddy System/Sidetracked (NFB, 1989, 30 min) Equity Works (Ont. Employment Equity, 1994, 12 min) Final Appeal (Workers Compensation Appeals Tribunal, 1988, 36 min) Final Offer (NFB, 1985, 79 min) Firing Your Employees (Canadian Law Book, 1993, 24 min) Glass Ceiling (NFB, 1992, 28 min) Is Everyone Here Crazy?/Killing Time (NFB, 1989, 30 min) Nails (NFB, 1979, 14 min) No Grapes (United Farm Workers, 1992, 14 min) No Time to Stop: Stories of Immigrants & Visible Minority Women (NFB, 1990, 29 min) Putting Equity to Work (Employment Equity Commission, 1994, 16 min) Riding the Tornado (NFB, 1986, 57 min) The Rise and Fall of American Business Culture (NFB 1987, 58 min) Shift Change (NFB, 1986, 57 min) Sexual Harassment in the Workplace (Labour Canada, 1988, 19 min) Unions (NFB, 1984, 37 min) Web Not a Ladder (NFB, 1993, 24 min) Who Wants Unions? (NFB, 1982)

George Brown College— Consent Renewal—BAB (Finance) 152 Last Updated: December 19, 2006

Multimedia CD-ROM Resources:

Canadian Encyclopedia Plus, Toronto: McClelland and Stewart, 1996 Canadian NewsDisc* CBCA* EDSCOhost* Globe and Mail * Social Science Source-EDSCDO*

TESTING POLICY:

See student policy and procedures regarding missed tests, supplemental examinations and academic honesty. If, students are going to miss a test they must inform the professor before the test is written. Supplemental tests are at the professor’s discretion.

ASSIGNMENT POLICY:

See student policy and procedures regarding class assignments, and academic honesty. If, students are going to miss submitting an assignment on time, they must inform the professor before the assignment is due. Acceptance of a late assignment is at the professor’s discretion.

EVALUATION SYSTEM:

Midterm test: 30% Final test: 30% Assignments: 40%

GRADING SYSTEM

GEORGE BROWN COLLEGE A+/A 86-100 B+ 77-79 C+ 67-69 D+ 57-59 Below 50 F A- 80-85 B 73-76 C 63-66 D 50-56 B- 70-72 C- 60-62

George Brown College— Consent Renewal—BAB (Finance) 153 Last Updated: December 19, 2006 TOPICAL OUTLINE:

Week Topic Outcome Content Chapter/Reference 1 Introduction 1, 7 Terms and an Chapter 1 pp 17-25 orientation to labour 2 The Social 1, 7 Demographics and Chapter 2 organization of occupations work 3 Social History of 2 From Medieval times Chapter 1 pp 3-6 Labour to the industrial revolution Chapter 7 pp 346-350 4 Social History of 2 Canada’s industrial Chapter 1 pp 6-10 labour part 2 revolution to 1918 5 Social History of 2 From depression to Chapter 1 pp 25-33 labour part 3 2003 Chapter 7 pp 353-368 6 Mid-term exam 7 Structure and 4 Organizing a union Chapter 7 pp 335-344, functions of Costs and benefits 373-399 unions 8 Workplace safety 4, 6 Health and Safety Chapter 6 pp 310-329 Rethinking workers’ New unionism rights 9 Management and 5, 6 Bureaucracy Chapter 5 the Structure of Chapter 6 pp 303-308 Organizations Management theories 10 Labour- 5, 6 Restructuring market Chapter 3 Management economies relations in the new economy 11 Labour 3 Legislation effecting handouts Management work Legislation 12 Women and 6, 7 Women’s economic Chapter 4 work roles Family and work Equity 13 The Meaning of 1 Changing perspective Chapter 8 work towards work 14 Final Test

George Brown College— Consent Renewal—BAB (Finance) 154 Last Updated: December 19, 2006 Appendix 6.5.2 Support for Work Experience

Have there been instances when students were unable to secure a required work experience? Yes

If “yes”, attach Appendix 6.5.2 Support for Work Experience, an explanation of how many students were affected, and how you were able to meet the requirement.

Four students currently in Semester 7 have been identified as not having completed a Co-op work term. The Chair and the Program Coordinator have discussed this mandatory requirement with all four and they received a letter at the beginning of November 2006 stating that, to successfully complete the program, they must successfully complete a Coop work term in the spring/summer of 2007.

The College is currently putting a process in place to track this situation on a closer basis so that we will identify students in Semester 5 who must complete a co-op work term that spring to be eligible to graduate the following year.

George Brown College— Consent Renewal—BAB (Finance) 155 Last Updated: December 19, 2006 Appendix 6.6 Summary of Program Changes

Have there been changes to the program since the original consent? Yes

Attach as Appendix 6.6, Summary of Program Changes, a brief summary of the changes in the program content from the time of the original consent to the present. Since specific details about any content changes that were made have been reported in various appendices under 6.3, 6.4 and 6.5.1, this summary should focus on the most salient of these and on the broader picture of how the program has changed to enhance its appropriateness, currency and quality.

1. Two, 2-hour Business and Professional courses have been combined into one 3 hour course offered in semester 1 and a 3 hour course in Organizational Behaviour has been added to semester 2.

2. One 4 hour Math of Finance course has been split into one four hour math course in semester 1 and one 3 hour math course in semester 2. Spreadsheets course outcomes have been achieved as part of courses in accounting and math.

3. When the BAB program was launched, 5 liberal arts courses were initiallly available. The program now has 17 Liberal Arts courses, 14 of which have gone through Ryerson University approval process so that they are also be used with our collaborative degree with Ryerson.

George Brown College— Consent Renewal—BAB (Finance) 156 Last Updated: December 19, 2006 Appendix 8.2.1: Library Resources

At the time of consent the College had certain resources in the collection that were of value/relevant to the BAB program. In our application the College stated that, it would build the collection of books from 3,000 to 10,000, periodical titles from 37 to 50, databases from 6 to 10.

The College’s $180,000 expenditure for this program is detailed below, including an increase in the collection of over 1,000 new titles, over 600 new e-book titles, 4 new databases, almost 800 new electronic journals. While the number of periodical titles appears to have declined, we have in fact replaced them with electronic journals.

Directly Related to the Consent Program Number at time of Current Number Consent Holdings – Books (print) 3,000 4,165 Holdings – Journals (print) 37 29* Holdings—Books (electronic) 20 640 Holdings--Databases 6 10** Holdings—Journals (electronic) 430 1,209 Expenditure during this period for purchase/access to ADDITIONAL library $180,000 resources pertaining specifically to this program.

* Eight print journals have been replaced with electronic equivalents.

** Relevant databases include: Business Source Complete, Canadian NewsStand, CPI.Q, CBCA Business, CBCA Current Events, Corporate Retriever, E-Stat (Statistics Canada), Factiva, Lexis- Nexis: Canadian Academic Universe, Scott’s Directories Online, XReferPlus.

George Brown College— Consent Renewal—BAB (Finance) 157 Last Updated: December 19, 2006 Appendix 8.2.2: Computers and Computer Access

Directly Related to the Consent Program Number at Time of Current Number Consent Number of Students in Program (Cumulative) 167

Number of Computers without Internet Access None—all had Internet None—all have available solely (i.e., they have priority of use) access. Internet access. to Students in Program The Centre for Financial Services Education (CFSE) has wireless networking capabilities.

Number of Computers with Internet Access For first year students, no Starting in second available solely to Students in Program computers are available year of the applied solely for BAB students. degree program, all However, they have BAB students have a access to the Library leased notebook or Commons on St. James their own computer. campus. The Learning Commons area of St. James Campus has a ratio of 1 computer for every 15 students. Expenditure during this period for $ Not applicable – purchase/rental of ADDITIONAL computer the program started equipment pertaining specifically to this in new facilities and program. students participate in a leased notebook program.

Number of Computers without Internet Access None—all had Internet None—all have reasonably accessible to Students in Program Access Internet Access

Number of Computers with Internet Access The Learning Commons Starting in second reasonably accessible to Students in Program area of St. James Campus year of the applied has a ratio of 1 computer degree program, all for every 15 students. BAB students have a leased notebook or their own computer.

George Brown College— Consent Renewal—BAB (Finance) 158 Last Updated: December 19, 2006 Appendix 8.2.3: Improvements/Expansion of Classroom Space

Directly Related to the Consent Program Number at time of Current Number consent Expenditure for construction/rental of Not applicable. ADDITIONAL classroom space pertaining Please see Note specifically to this program. below.

Note: The Centre for Financial Services Education (CFSE) is a new facility that opened in 2003. Since it is a new facility that was designed to accommodate the BAB (Financial Services) program, the construction/rental of additional classroom space has not been required.

George Brown College— Consent Renewal—BAB (Finance) 159 Last Updated: December 19, 2006 Appendix 8.2.4: Laboratories/Equipment (if applicable)

Directly Related to the Consent Program Number at time of Current Number consent Number of Specifically-Equipped Work At time of consent, it was The CFSE has a Stations and/or Specialized Equipment stated that no laboratories work area that or special equipment is provides wireless applicable to this printing solely for program. the use of BAB students.

Expenditure for construction/rental of Not applicable ADDITIONAL laboratories and equipment pertaining specifically to this program.

George Brown College— Consent Renewal—BAB (Finance) 160 Last Updated: December 19, 2006 Appendix 8.3 Resource Renewal and Upgrading

Provide a description of how the information in Appendices 8.2.1-4 relates to the Resources renewal and Upgrading Plans that were submitted in your initial consent proposal.

Note – 8.2.1 is Library resources which Marjorie is addressing.

The Centre for Financial Services Education (CFSE) is a new facility that opened in 2003. Since it is a new facility that was designed to accommodate the BAB (Financial Services) program, upgrading plans have not been required.

George Brown College— Consent Renewal—BAB (Finance) 161 Last Updated: December 19, 2006 Appendix 8.6.2.B. Faculty Qualifications: Discipline Related Courses

In your original application, your college provided information on the academic/professional credentials required of faculty teaching courses in the program (Appendix 8.4). These might have been affected by the subsequent clarifications that were made to the faculty qualifications requirements. In Appendix 8.5 of the original application, your college provided a four-year plan showing the number of staff (faculty, support, administrators) assigned to the program based on enrolment projections.

In the following two appendices and in Appendix 8.7, you are asked to provide information on how you met these commitments and projections. Feel free to append any additional information to these tables and in Appendix 8.7 that will help you to provide the Board with the clearest picture possible of your past, current and projected academic staff resources for this program.

Faculty holding Academic Degrees higher than a Bachelor in a field of study related to the subject to be taught6 1st Academic Year 2nd Academic Year 3rd Academic Year 4th Academic Year of Delivery of Delivery of Delivery of Delivery 2003 to 2004 2004 to 2005 2005 to 2006 2006 to 2007* Highest Number Number Number Number Number Number Number Number Qualification with of with of with of with of credential Courses credential Courses credential Courses credential Courses Taught Taught Taught Taught Doctorate 1 8 2 13 8 20 6 9 Degree Master Degree 9 30 11 38 13 46 13 26

* For September 2006 to December 2006 only

6 Where appropriate, identify the degree deemed “terminal” by the college if other than a Masters or Doctoral program.

George Brown College— Consent Renewal—BAB (Finance) 162 Last Updated: December 19, 2006 Faculty not holding Academic Degrees higher than a Bachelor in a field of study related to the subject to be taught

1st Academic Year of 2nd Academic Year of 3rd Academic Year of 4th Academic Year of Delivery Delivery Delivery Delivery 2003 to 2004 2004 to 2005 2005 to 2006 2006 to 2007 Instructor Course Instructor Course Instructor Course Instructor Course qualification Taught qualification Taught qualification Taught qualification Taught 1. Marie See (a) Marie See (a) Marie See (a) Marie See Madill- below Madill- below Madill- below Madill- (a) Payne Payne Payne Payne below

Certified Certified Certified Certified General General General General Accountant Accountant Accountant Accountant Designation Designation Designation Designation (1984) (1984) (1984) (1984)

Letter of Letter of Letter of Letter of exception exception exception exception signed by signed by signed by signed by GBC GBC GBC GBC President President President President

2. Bruno See Attained Fullone (b) MA in Bachelor of below 2005 Mathematics (1985)

(a) Marie Madill-Payne: 2003-04: BACC1001 Accounting Principles I; BACC1101 Accounting Principles II 2004-05: BACC1001 Accounting Principles I; BACC1101 Accounting Principles II 2005-06: BACC1001 Accounting Principles I; BACC2010 Intermediate Accounting I; BACC2101 Intermediate Accounting II 2006-07: BACC1001 Accounting Principles I; BACC2010 Intermediate Accounting I

Please see the Memorandum of Exception below which was approved by the President of George Brown so that Marie Madill-Payne could teach in the program. Also, please note that Ms. Madill-Payne will complete her Masters by the end of this academic year.

(b) Bruno Fullone: 2003-04: BMTH1001 Financial Math

George Brown College— Consent Renewal—BAB (Finance) 163 Last Updated: December 19, 2006 George Brown College— Consent Renewal—BAB (Finance) 164 Last Updated: December 19, 2006 George Brown College— Consent Renewal—BAB (Finance) 165 Last Updated: December 19, 2006 George Brown College— Consent Renewal—BAB (Finance) 166 Last Updated: December 19, 2006 George Brown College— Consent Renewal—BAB (Finance) 167 Last Updated: December 19, 2006 George Brown College— Consent Renewal—BAB (Finance) 168 Last Updated: December 19, 2006 Appendix 8.6.2.C. Faculty Qualifications: Breadth Courses (Please insert the relevant years in the columns headings)

Faculty holding Academic Degrees higher than a Bachelor in a field of study related to the subject to be taught 1st Academic Year 2nd Academic Year 3rd Academic Year 4th Academic Year of Delivery of Delivery of Delivery of Delivery 2003 to 2004* 2004 to 2005 2005 to 2006 2006 to 2007* Highest Number Number Number Number Number Number Number Number Qualification with of with of with of with of credential Courses credential Courses credential Courses credential Courses Taught Taught Taught Taught Doctorate Degree 2 2 3 8 4 10 4 5

Master Degree 1 1 3 10 5 12 5 7

* For one semester only.

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

Note: Not Applicable – all Faculty have a Masters Degree or PhD.

1st Academic Year of 2nd Academic Year of 3rd Academic Year of 4th Academic Year of Delivery Delivery Delivery Delivery 200_ to 200_ 200_ to 200_ 200_ to 200_ 200_ to 200_ Instructor Title of Instructor Title of Instructor Title of Instructor Title of qualifications Course qualifications Course qualifications Course qualifications Course Taught Taught Taught Taught 1. Not Applicable

Notes: 1. “Number of Courses Taught” is the number of individual sections of a course. For example, an instructor who taught two sections of “Computer Programming – 101” and one section of “Computer Programming 102”, would be counted in the total as having taught 3 courses. 2. The columns in the tables represent academic years that have already been or are in the process of being delivered. Projected staffing requirements are not to be included.

George Brown College— Consent Renewal—BAB (Finance) 169 Last Updated: December 19, 2006 Appendix 8.7 Enrolment Projections and Staffing Implications

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

The projections for the next four years are based on information contained in this renewal application in the following appendices:

5.2.6 – Admissions Information 5.3.1 – Student Retention Information 8.6.2 B – Faculty Qualifications: Discipline Related Courses 8.6.2 C – Faculty Qualifications: Breadth Courses

George Brown College projects the program enrolment for the next four years to be:

Year 1 – 60 students Year 2 – 50 students Year 3 – 50 students Year 4 – 50 students

Since there will not be a significant increase in student enrolment, there will be limited hiring over the next four years. Any new hires will have a Ph.D.

Over the past four years, the following 17 full-time faculty were hired to teach in the program:

1. Tracey Adams 2. Richard Almonte (PhD) 3. Thomas Arhontoudis (completing PhD thesis) 4. Ramesh Bhardwaj (PhD) 5. Adrian Bond (PhD) 6. Lynn Buckerfield (EdD in applied psychology) 7. Julie Bulmash 8. Andrea Chance (PhD) 9. Frank Ingold 10. Marianna Ionescu (PhD) 11. Stoney Kudel 12. Morris Marshall 13. Terry McCullough 14. Rand Rowlands 15. Barbara Syer 16. Robert Symmons 17. Chris Watson

All listed above who do not have a Ph.D., do have a Masters degree and the appropriate industry credentials e.g. CGA, CFP etc.

Two part-time faculty were hired (Jim Carswell and Lou Pike) who both have a Ph.D.

George Brown College— Consent Renewal—BAB (Finance) 170 Last Updated: December 19, 2006 Appendix 9.1.a Credential Recognition

Have any additional provisions (formal or informal) been made for the credentials of the graduates of your program to be recognized by other postsecondary institutions?

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

George Brown College— Consent Renewal—BAB (Finance) 171 Last Updated: December 19, 2006

George Brown College— Consent Renewal—BAB (Finance) 172 Last Updated: December 19, 2006 Appendix 9.1.b Credit Transfer Recognition

Have any additional provisions (formal or informal) been made for the courses or curricular elements in the program to be recognized for credit transfer by other postsecondary institutions?

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

See appendix 9.1.a

George Brown College— Consent Renewal—BAB (Finance) 173 Last Updated: December 19, 2006 Appendix 11.2 Update on Program Evaluation Measures

Need a description of the measures that have already been taken to monitor the quality and appropriateness of the consent program.

The following measures have already been taken to monitor the quality and appropriateness of the BAB (Financial Services) program:

1. Student Satisfaction Survey completed once a year (KPI)

2. Course evaluation by students at the end of each course.

3. Coop Work Term Evaluation completed by employers at the end of each coop assignment.

George Brown College— Consent Renewal—BAB (Finance) 174 Last Updated: December 19, 2006

PART B

APPLICATION FOR NEW CONSENT FOR A CURRENT CONSENT PROGRAM

There are two components to George Brown College’s Part B application for consent:

1. To receive blanket consent from PEQAB for BAB (Financial Services) to offer courses incorporating distance delivery/on-line learning.

2. To offer the following online “O” course in the BAB (Financial Services) program:

COURSE NAME: Journeys in Writing: Exploring Travel Stories COURSE CODE: GHUM 1212

This online course is currently being offered in the fourth year of George Brown College’s Bachelor of Applied Business Degree (Hospitality Operations Management).

George Brown College—Consent Renewal—BAB (Finance) 1 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006

New Consent Application

Some colleges might want to take the opportunity provided by the consent renewal process to propose changes to their current program for the new consent.

The following two tables are intended to permit the college to identify the particular areas where changes will not be made and those where changes are desired and to submit additional information that is relevant only to the proposed changes.

The new consent will be based on the standards and benchmarks that are in place at the time of the application and NOT on those in place at the time of the initial consent. As noted in page 45, the Board has established four new standards since the commencement of the pilot project. Two of these had previously been assumed within other pilot project standards. Two of them, “Academic Freedom and Integrity” and “Student Protection”, were not a part of the pilot project assessment, and, unless your college has received a post-pilot project consent, you will need to address these as part of this consent renewal process.

The other significant changes that the Board made related to admissions policies and to faculty qualification requirements. Colleges dealt with these changes as a retroactive condition of consent to their pilot project programs, and they have already been treated in Part A of this handbook.

The Board is unable to provide the applicant with detailed information on assessment costs beyond the standard $750 per day for an assessor and $1000 per day for an assessor/final report author. This will be completely contingent upon the nature of the renewal application. If only a few changes are requested and they deal with the types of issues that the Board is prepared to assess without third-party input, then there would be no assessment charges. Applications that have significant changes in technical areas (e.g. a number of new courses are introduced or a substantial “distance” education package is proposed) might require one or two assessors, one or two assessment days, and/or possibly a site visit. All of this can only be determined once the application is received and initially considered by the Board. Any Board decisions on assessors would be discussed with the applicant by the Board’s secretariat before final arrangements would be made by the Board.

George Brown College—Consent Renewal—BAB (Finance) 2 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 Submission Checklist for Part B Item Name and Binder Tab Status Submission Checklist for Part B [X] Attached Record of Proposed Changes to the Current Consent Program and Required [X] Attached Submission Elements Record of Proposed Changes: Academic Freedom and Student Protection [X] Attached Title Page Appendix 1.1 Submission Title Page [X] Not required [ ] Attached Appendix 1.2 Table of Contents [X] Not required [ ] Attached Executive Summary Appendix 2.1 Executive Summary [X] Not required [ ] Attached Program Abstract Appendix 3.1 Program Abstract [X] Not required [ ] Attached Program Degree-Level Standard Appendix 4.1 Degree Level Summary [X] Not required [ ] Attached Appendix 4.2 Samples of Student Work [X] Attached

Admissions, Promotion, Graduation Standard Appendix 5.1.1 Admissions Requirements Direct Entry [X] Not required [ ] Attached Appendix 5.1.2 Admissions Policies and Procedures for Mature Students [X] Not required [ ] Attached Appendix 5.2.1 Credit Transfer/Recognition Policies and Procedures [ ] Not required Note: Attached in Part A [X] Attached Appendix 5.2.2 Advanced Placement Policies [ ] Not required Note: Attached in Part A [X] Attached Appendix 5.2.3 Degree Completion Arrangements [ ] Not required Note: Attached in Part A [X] Attached Appendix 5.2.4 Gap Analysis [ ] Not required Note: Attached in Part A [X ] Attached Appendix 5.2.5 Bridging Courses [X] Not required [ ] Attached Appendix 5.3 Promotion and Graduation Requirements [X] Not required [ ] Attached Program Content Standard Appendix 6.3.1 Program Level Learning Outcomes [X] Not required [ ] Attached Appendix 6.3.2 Course Descriptions [X ] Attached

Appendix 6.3.3.1 Program Hour/Credit Conversion Justification [X] Not required [ ] Attached Appendix 6.3.3.2 Academic Course Schedule [X] Attached

George Brown College—Consent Renewal—BAB (Finance) 3 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 Appendix 6.4. Course Outlines [X] Attached

Appendix 6.5.1 Program Structure Requirement [X] Attached

Appendix 6.5.2 Support for Work Experience [X] Not required [ ] Attached Appendix 6.5.3 Work Experience Outcomes and Evaluation [X] Not required [ ] Attached Program Delivery Standard Appendix 7.1.1 Quality Assurance Policies [X] Not required [ ] Attached Appendix 7.1.2 Policy on Student Feedback [X] Not required [ ] Attached Appendix 7.1.3 Student Feedback Instruments [X] Not required [ ] Attached Appendix 7.2.1.a Listing of the courses incorporating distance delivery [ ] Not required [X] Attached Appendix 7.2.1.b On-Line Learning Policies and Procedures [ ] Not required [X] Attached Appendix 7.2.2 Academic Community Policies [ ] Not required [X] Attached Capacity to Deliver Standard Appendix 8.2.1 Library Resources [X] Not required [ ] Attached Appendix 8.2.2 Computer Access [X] Not required [ ] Attached Appendix 8.2.3 Classroom Space [X] Not required [ ] Attached Appendix 8.2.4 Laboratories/Equipment (where applicable) (Not Applicable) [ ] Attached Appendix 8.4 Support Services [X] Not required [ ] Attached Appendix 8.5 Policies on Faculty [X] Not required [ ] Attached Appendix 8.6.1 CV Release [ ] Not required [X] Attached Appendix 8.6.2 A Curriculum Vitae Exceptions [X] Not required [ ] Attached Appendix 8.6.2 B Curriculum Vitae for Faculty Responsible for Teaching and [X] Not required Curriculum of DW Courses [ ] Attached Appendix 8.6.2 C Curriculum Vitae for Faculty Responsible for Teaching and [X] Not required Curriculum Development of DO and DL Courses [ ] Attached Appendix 8.6.2 D Curriculum Vitae for Program Development Consultants [X] Not required [ ] Attached Appendix 8.6.2 E Curriculum Vitae for On-line Learning Professional and [ ] Not required Technical Staff [X] Attached Appendix 8.7 Enrolment Projections and Staffing Implications [X] Attached Note: Attached in Part A Credential Recognition Standard Not required Regulation and Accreditation Standard

George Brown College—Consent Renewal—BAB (Finance) 4 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 Appendix 10.1.1 Current Regulatory or Licensing Requirements [X] Not required [ ] Attached Appendix 10.1.2 Letters of Support From Regulatory/Licensing Bodies [X] Not required [ ] Attached Program Evaluation Standard Appendix 11.1 Periodic Review Policy and Schedule [X] Not required [ ] Attached Academic Freedom and Integrity Standard Appendix 12.1.1 Academic Freedom Policy [X] Not required [ ] Attached Appendix 12.1.2 Academic Honesty Policy [X] Not required [ ] Attached Appendix 12.1.3 Academic Honesty Procedure [X] Not required [ ] Attached Appendix 12.2 Policy on Intellectual Products [X] Not required [ ] Attached Appendix 12.3 Policy on Ethical Research Practices [X] Not required [ ] Attached Student Protection Standard Appendix 13.1 Academic Calendar Information [X] Not required [ ] Attached Appendix 13.1.a Credential Recognition Information [X] Not required [ ] Attached Appendix 13.1.b Organization Information [X] Not required [ ] Attached Appendix 13.2.1 Dispute Resolution [X] Not required [ ] Attached Appendix 13.2.2 Fees and Charges [X] Not required [ ] Attached Appendix 13.2.3 Student Dismissal [X] Not required [ ] Attached Appendix 13.2.4 Withdrawals and Refunds [X] Not required [ ] Attached Appendix 13.3 Student Protection Information [X] Not required [ ] Attached Economic Need Not required Non-Duplication of Programs Not required Optional Material Appendix 16.1 to 16.n. Additional Information (Any additional information that [X] Not required the applicant wishes to add that is relevant to the delivery of the program.) [ ] Attached 1 List the topic. 2 Use a separate appendix for each topic. 3 Add a separate row to this checklist for each of these appendices.

George Brown College—Consent Renewal—BAB (Finance) 5 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 Record of Proposed Changes to the Current Consent Program and Required Submission Elements

Are you proposing to change the title of the program? [ ] Yes [X] No

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

If “yes”, attach Appendix 1.1 Submission Title Page [ ] Attached Are you proposing to change the content of the program? [ ] Yes [X] No If “yes”, attach: Appendix 2.1 Executive Summary [ ] Attached and Appendix 3.1 Program Abstract [ ] Attached Degree Level Standard Are you proposing to change the content of the program? [ ] Yes [X] No

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

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

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

If “yes”, attach, where applicable, a brief explanation of the change(s): [X] Attached • Appendix 5.2.1 Credit Transfer/Recognition Policies and Procedures Note: Attached in Part A, Appendix. 5.2.1

• Appendix 5.2.2 Advanced Placement Policies [ ] Attached [X] Not app.

• Appendix 5.2.3 Degree Completion Arrangements [X] Attached Note: Attached in Part A, Appendix. 5.2.3 [ ] Not app.

• Appendix 5.2.4 Gap Analysis [X] Attached George Brown College—Consent Renewal—BAB (Finance) 6 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 Note: Attached in Part A, Appendix. 5.2.4 [ ] Not app.

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

If “yes”, attach Appendix 5.3, Promotion and Graduation Requirements, and a [ ] Attached brief explanation of the change(s). Program Content Standard Are you proposing to make any revisions to the program level learning [ ] Yes [X] No outcomes?

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

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

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

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

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

Note 1: Immediately after giving the “Course Title” in the first line of the standard template of Appendix 6.4, please include the relevant option from the following four: • No change (indicates that, apart from normal updating, the course has remained the same as that approved in the original application) • Changed (indicates that there has been a significant addition or change in the content or method of delivery of the course that was approved in the original consent application) • Added (indicates that the course was not part of the original consent application but was subsequently added to the program) • New ( indicates that the courses has never been a part of the program)

George Brown College—Consent Renewal—BAB (Finance) 7 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 Note 2: If a course outline has already been supplied in Part A of the application, it need not be replicated here. In such cases, simply complete the first two lines of Appendix 6.4: • Line 1: “Course Title” followed by the annotations (i) “no change” and (ii) a page reference to where it can be found in the submission, and • Line 2: “Year and Semester”. The subsequent sections of Appendix 6.4 are not required. Attach as Appendix 6.5.1, Program Structure Requirement, a table indicating [X] Attached the structure for the proposed renewed program including the identification of: • On-campus semesters; • Vacation semesters; and • Paid full-time consecutive work experience(s). Are you proposing to make any revisions to the support for work experience? [ ] Yes [X] No

If “yes”, attach as Appendix 6.5.2, Support for Work Experience, a summary of [ ] Attached the types of placements students will be seeking, the college’s plans to develop placement opportunities for students, and the level of support the college will extend to students seeking placements. Are you proposing to make any revisions, deletions, or additions to the work [ ] Yes [X] No experience outcomes and/or the method of evaluating students during their placements?

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

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

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

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

George Brown College—Consent Renewal—BAB (Finance) 8 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 application and review process?

If “yes” to any of the above: attach Appendix 7.2.1.a, a listing of the courses incorporating distance [X] Attached delivery; attach Appendix 7.2.1.b, On-line Learning Policies and Procedures; [X] Attached

attach Appendix 7.2.2, Academic Community Policies; [X] Attached

attach Appendix 8.6.2.E, Curriculum Vitae for On-line Learning [X] Attached Professional and Technical Staff Capacity to Deliver Standard Are you proposing to make any revisions, deletions, or additions to your [ ] Yes [X] No organization’s detailed plans and schedule for the renewal and upgrading of its library resources?

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

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

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

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

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

If “yes”, attach Appendix 8.5 Policies on Faculty, and a brief explanation of the [ ] Attached change(s). Are you required to attach an Appendix 6.4? [X] Yes [ ] No

If “yes”, then attach those that are relevant from the following:

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

• Appendix 8.6.2 A – Curriculum Vitae Exceptions [ ] Attached George Brown College—Consent Renewal—BAB (Finance) 9 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 [X] Not req.

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

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

• Appendix 8.6.2 D Curriculum Vitae for Program Development Consultants [ ] Attached [X] N/R Attach as Appendix 8.7.2 Enrolment Projections and Staffing Implications [X] Attached Note: Attached in Part A, Appendix. 8.7.2

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

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

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

George Brown College—Consent Renewal—BAB (Finance) 10 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 Standards Adopted after the Pilot Project: “Academic Freedom and Integrity” and “Student Protection”

The Board listed the following eight standards in its handbooks relating to Round 1 and Round 2 of the Pilot Project: 1. Degree Level 2. Program Content – Benchmark 6 3. Program Delivery 4. Capacity to Deliver 5. Economic Need 6. Non-Duplication 7. Promotability/Recognition 8. Evaluation

Immediately after the Pilot Project, the Board’s handbooks for Ontario Colleges listed twelve standards: 1. Degree Level 2. Admissions, Promotion and Graduation 3. Program Content 4. Program Delivery 5. Capacity to Deliver 6. Credential Recognition 7. Regulation and Accreditation 8. Program Evaluation 9. Academic Freedom and Integrity 10. Student Protection 11. Economic Need 12. Non-Duplication of Programs

While, the “Admissions, Promotion and Graduation” standard was an expansion of Benchmark 6 of the Pilot Project’s “Program Content” standard, and the “Regulation and Accreditation” standard was an expansion of Benchmark 3 of the Pilot Project’s “Promotability/Recognition” standard, the “Academic Freedom and Integrity” and the “Student Protection” standards were new.

Those Colleges that applied for and received a consent after the pilot project have already had the material related to these standards assessed, and can report on whether they are seeking changes.

Those colleges that have not received a consent after the pilot project will need to address these standards as part of the consent renewal application.

George Brown College—Consent Renewal—BAB (Finance) 11 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 Record of Proposed Changes to the Current Consent Program and Required Submission Elements: Academic Freedom and Integrity and Student Protection

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

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

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

If “no”, you are required to establish your institutional policies for this standard as a part of your renewed application. This is to be done by attaching the following appendices: • 12.1.1 Academic Freedom Policy [ ] Attached • 12.1.2 Academic Honesty Policy [ ] Attached • 12.1.3 Academic Honesty Procedure, [ ] Attached • 12.2 Policy on Intellectual Products, [ ] Attached • 12.3 Policy on Ethical Research Practices [ ] Attached

If “yes” in the row above, complete the following rows. Have there been any revisions, deletions, or additions to the policies and/or [ ] Yes procedures pertaining to academic freedom? [X] No

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

If “yes”, attach Appendix 12.1.2 Academic Honesty Policy, and a brief [ ] Attached explanation of the change(s). Have there been any revisions, deletions, or additions to the policies and/or [ ] Yes procedures pertaining to students’ awareness of the policies and procedures [X] No pertaining to academic honesty? George Brown College—Consent Renewal—BAB (Finance) 12 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006

If “yes”, attach Appendix 12.1.3 Academic Honesty Procedure, and a brief [ ] Attached explanation of the change(s). Have there been any revisions, deletions, or additions to the policies and/or [ ] Yes procedures pertaining to intellectual products? [X] No

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

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

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

Benchmarks for assessing student protection 1. Information provided in any advertising, brochures, calendars, and other publications about the formal recognition of credits or credentials specifically mentions the party granting such recognition. 2. Key information about the applicant's organization, policies, and programs is published in its academic year calendar and is otherwise readily available to students and the public, specifically including: a) the organization's mission and goals statement; b) a history of the organization and its governance and academic structure; c) a general description of each degree program (e.g., purpose, outcomes, length); d) the academic credentials of faculty and senior administrators; and e) individual descriptions of all subjects in these programs and their credit value. 3. The applicant has satisfactory policies and procedures that protect student and consumer interests in the following areas: a) the resolution of students' academic appeals, complaints, grievances, and/or other disputes; b) payment schedule of fees and charges; c) student dismissal; and d) withdrawals and refunds. 4. Prior to registration, students are provided with and confirm in writing their awareness of policies (and procedures) pertaining to: a) method of course delivery; b) academic honesty; c) admissions; d) credit transfer arrangements with and recognition by other institutions; e) credit transfer arrangements for incoming students; f) prior learning assessment; g) entrance examinations; h) dispute resolution; i) grading; j) intellectual property rights; k) the ability of international students admitted to the program to meet program requirements for degree completion; George Brown College—Consent Renewal—BAB (Finance) 13 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 l) payment of fees and charges; m) scholarships and other financial assistance; n) student complaints and grievances; o) student dismissal; p) student support and services; q) tuition; and r) withdrawals and refunds.

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

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

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

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

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

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

George Brown College—Consent Renewal—BAB (Finance) 14 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 If “yes”, attach Appendix 13.2.2 Fees and Charges, and a brief explanation of [ ] Attached the change(s). Are you proposing to make any revisions, deletions, or additions to the policies [ ] Yes [X] No and/or procedures pertaining to student dismissal from the program?

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

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

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

George Brown College—Consent Renewal—BAB (Finance) 15 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 Appendix 4.2 – Samples of Student Work

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

Appendix 5.2.1 – Credit Transfer/Recognition Policies and Procedures

Please see Part A, Appendix 5.2.1.

Appendix 5.2.2 – Advanced Placement Policies

Please see Part A, Appendix 5.2.2

Appendix 5.2.3 – Degree Completion Arrangements

Please see Part A, Appendix 5.2.3.

Appendix 5.2.4 – Gap Analysis

Please see Part A, Appendix 5.2.4.

George Brown College—Consent Renewal—BAB (Finance) 16 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 Appendix 6.3.2 Course Descriptions

Are you proposing to make any revisions to the academic calendar descriptions of the courses in the program?

Attach as Appendix 6.3.2, Course Descriptions, a table that indicates course descriptions as these may appear in an academic calendar by semester for each academic year.

We are not proposing to make any revisions to the academic calendar descriptions of the courses in the program.

The following is the course description for the on-line course: GHUM 1212 – Journeys in Writing: Exploring Travel Stories

COURSE DESCRIPTION:

From personal narrative to factual article, travel writing allows us to “journey” into different lands and gain new understandings of people, places, and ideas. In this course, students will explore the different forms and purposes of travel writing as well as its personal and cultural significance. They will critique commercial articles from magazines and/or newspapers in order to understand the business of informative travel-writing. Moreover, they will read more personal accounts of travel, as well as travel fiction, in order to analyze the important themes raised therein, themes such as knowledge, discrimination, politics, religion, morality, and human bonds. Beyond reading about travel, students will create travel logs about their own personal experience as travelers and write an analytical essay.

George Brown College—Consent Renewal—BAB (Finance) 17 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 Appendix 6.3.3.2 Academic Course Schedule

Are you proposing to make any revisions to the academic courses schedule of the program? If “no”, attach as Appendix 6.3.3.2 , Academic Course Schedule, the current (and continuing) course schedule.

B301 - Bachelor of Applied Business (Financial Services) - Personal Financial Planning (Start Date: 2006- 2007) The following is a guide for the courses in the Bachelor of Applied Business degree for Semesters 1 to 8. All courses in the first year are common to all majors. You will choose your major (Personal Financial Planning, Financial Services Management and Administration, Accounting) after you successfully complete your first year.

Students must successfully complete 50 courses in order to complete their degree. This includes 44 Professional courses (40 mandatory courses and 4 Business electives from within the degree from another major) and 6 Liberal Arts courses of your choice from the Humanities, Social Sciences, or Science.

-Curriculum Planner – B301 - Bachelor of Applied Business (Financial Services) - Personal Financial Planning (Start Date: 2006- 2007)

SEMESTER 1 SEMESTER 2 Course Course Courses (Mandatory) Pre-requisite Courses (Mandatory) Pre-requisite Code Code BCOM Applied Business Communications I None Personal Financial Planning Principles BFPL 1001 None 1001 BMTH BMTH Financial Mathematics I None Financial Mathematics II BMTH 1001 1001 1101 Macroeconomics: Canada in the BBUS 1007 None Microeconomics: Canada in the Global Environment BBUS 1006 BBUS 1007 Global Environment BFSM Canadian Business Fundamentals BBUS 1001 None Canadian Financial Systems BBUS 1007 1101 BACC BACC Accounting Principles I None Accounting Principles II BACC 1001 1001 1101 Business & Professional Skills BBUS 1104 None Organizational Behaviour BBUS 1106 BBUS 1104 Computer Skills for Financial BCMP None Coop Prep Course BCOP 1000 None Services 1001

George Brown College—Consent Renewal—BAB (Finance) 18 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 -Curriculum Planner – B301 - Bachelor of Applied Business (Financial Services) - Personal Financial Planning (Start Date: 2006- 2007)

SEMESTER 3 SEMESTER 4 Course Course Courses (Mandatory) Pre-requisite Courses (Mandatory) Pre-requisite Code Code BCOM Applied Business Communications II BCOM 1001 Retirement Planning BFPL 3001 BFPL 1001 1101 BMTH BFSM Statistical Methods BMTH 1001 Project Management I None 1002 2102 Canadian Securities I BFPL 2001 BFPL 1001 Canadian Securities II BFPL 2101 BFPL 2001 Applied Personal Financial BFSM BFPL 2002 BFPL 1001 Financial Services Marketing BBUS 1002 Management Software 2103 BCMP Marketing Management BBUS 1002 None Data Concepts and Analysis BCMP 1001 3001 Select One Liberal Arts Elective Select One Liberal Arts Elective

SEMESTER 5 SEMESTER 6 Courses (Mandatory) Course Pre-requisite Courses (Mandatory) Course Pre-requisite Code Code BFSM BFSM Selling Financial Services BFSM 2103 Estate Planning BFPL 3001 2104 2001 BACC BFSM Corporate Finance I BACC1101 Project Management II BFSM 2102 3004 4004 BACC BACC Income Taxation I BACC 1101 Income Tax Strategies BACC 3002 3002 2104 Critical Concepts in Business & BLAW None Fundamentals of Derivative Products BFPL 4001 BFPL 2101 Family Law 2001 BFSM Select One Business Elective Human Resource Management BBUS 1106 4101 Select One Liberal Arts Elective Select One Liberal Arts Elective

George Brown College—Consent Renewal—BAB (Finance) 19 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 -Curriculum Planner – B301 - Bachelor of Applied Business (Financial Services) - Personal Financial Planning (Start Date: 2006- 2007)

SEMESTER 7 SEMESTER 8 Courses (Mandatory) Course Pre-requisite Courses (Mandatory) Course Pre-requisite Code Code BFPL 3001 & Investment Management BFPL 3002 BFPL 2101 Advanced Personal Financial Planning BFPL 4101 BFPL 3003 & BFSM 2001 Personal Risk Management BFPL 3003 BFSM 2001 Portfolio Management BFPL 4002 BFPL 3002 BFSM Training and Development BFSM 4101 BFPL 4109 None 4003 Small Business Management Completed Select Two Business Electives Multi-Disciplinary Strategic Management BBUS 4102 Semester 7 Select One Liberal Arts Elective Select One Business Elective Select One Liberal Arts Elective

George Brown College—Consent Renewal—BAB (Finance) 20 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 B311 Bachelor of Applied Business (Financial Services)-Financial Services Management & Administration Major The following is a guide for the courses in the Bachelor of Applied Business degree for Semesters 1 to 8. All courses in the first year are common to all majors. You will choose your major (Personal Financial Planning, Financial Services Management and Administration, Accounting) after you successfully complete your first year.

Students must successfully complete 50 courses in order to complete their degree. This includes 44 Professional courses (39 mandatory courses and 5 Business electives from within the degree from another major) and 6 Liberal Arts courses of your choice from the Humanities, Social Sciences, or Science.

- Curriculum Planner – B311 - Bachelor of Applied Business (Financial Services) - Financial Services Management & Administration (Start Date: 2006 - 2007)

SEMESTER 1 SEMESTER 2 Courses (Mandatory) Course Code Pre-requisite Courses (Mandatory) Course Code Pre-requisite Applied Business Communications I BCOM 1001 None Personal Financial Planning Principles BFPL 1001 None Financial Mathematics I BMTH 1001 None Financial Mathematics II BMTH 1101 BMTH 1001 Macroeconomics: Canada in the Global Microeconomics: Canada in the Global BBUS 1007 None BBUS 1006 BBUS 1007 Environment Environment Canadian Business Fundamentals BBUS 1001 None Canadian Financial Systems BFSM 1101 BBUS 1007 Accounting Principles I BACC 1001 None Accounting Principles II BACC 1101 BACC 1001 Business & Professional Skills BBUS 1104 None Organizational Behaviour BBUS 1106 BBUS 1104 Computer Skills for Financial Services BCMP 1001 None Coop Prep Course BCOP 1000 None

George Brown College—Consent Renewal—BAB (Finance) 21 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 - Curriculum Planner – B311 - Bachelor of Applied Business (Financial Services) - Financial Services Management & Administration (Start Date: 2006 - 2007) SEMESTER 3 SEMESTER 4

Courses (Mandatory) Course Code Pre-requisite Courses (Mandatory) Course Code Pre-requisite Applied Business Communications II BCOM 1101 BCOM 1001 Retirement Planning BFPL 3001 BFPL 1001 Statistical Methods BMTH 1002 BMTH 1001 Project Management I BFSM 2102 None Canadian Securities I BFPL 2001 BFPL 1001 Canadian Securities II BFPL 2101 BFPL 2001 Applied Personal Financial Management BFPL 2002 BFPL 1001 Data Concepts and Analysis BCMP 3001 BCMP 1001 Software Marketing Management BBUS 1002 None Financial Services Marketing BFSM 2103 BBUS 1002 Select One Liberal Arts Elective Select One Liberal Arts Elective

SEMESTER 5 SEMESTER 6 Courses (Mandatory) Course Code Pre-requisite Courses (Mandatory) Course Code Pre-requisite Selling Financial Services BFSM 2104 BFSM 2103 Estate Planning BFSM 2001 BFPL 3001 Corporate Finance I BACC 3004 BACC 1101 Project Management II BFSM 4004 BFSM 2102 Customer Relationship Management BBUS 1107 BFSM 2103 Consumer Behaviour - Financial Services BFSM 2101 BFSM 2104 Critical Concepts in Business & Family BLAW 2001 None Human Resources Management BFSM 4101 O-B Law Select One Business Elective Select One Business Elective Select One Liberal Arts Elective Select One Liberal Arts Elective

George Brown College—Consent Renewal—BAB (Finance) 22 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 - Curriculum Planner – B311 - Bachelor of Applied Business (Financial Services) - Financial Services Management & Administration (Start Date: 2006 - 2007) SEMESTER 7 SEMESTER 8 Courses (Mandatory) Course Code Pre-requisite Courses (Mandatory) Course Code Pre-requisite Management Decision Making BFSM 4002 BFSM 4101 Applied Bank Financial Management BFSM 4102 BFSM 3102 Managing Organizational Diversity & Productivity Management BBUS 3102 BFSM 1101 BFSM 4101 Change BFSM 4104 Training and Development BFSM 4003 BBUS 1106 Small Business Management BFPL 4109 BLAW 2001 Completed Select Two Business Electives Multi-Disciplinary Strategic Management BBUS 4102 Semester 7 Select One Liberal Arts Elective Select One Business Elective

Select One Liberal Arts Elective

George Brown College—Consent Renewal—BAB (Finance) 23 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 B321 Bachelor of Applied Business (Financial Services)—Accounting Major (Start Date: 2006-2007) The following is a guide for the courses in the Bachelor of Applied Business degree for Semesters 1 to 8. All courses in the first year are common to all majors. You will choose your major (Personal Financial Planning, Financial Services Management and Administration, Accounting,) after you successfully complete your first year.

Students must successfully complete 50 courses in order to complete their degree. This includes 44 Professional courses (41 mandatory courses and 3 Business electives from within the degree from another major) and 6 Liberal Arts courses of your choice from the Humanities, Social Sciences, or Science.

-Curriculum Planner- B321 Bachelor of Applied Business (Financial Services)—Accounting Major (Start Date: 2006-2007) SEMESTER 1 SEMESTER 2 Courses Course Code Pre-requisite Courses Course Code Pre-requisite Applied Business Communications I BCOM 1001 None Personal Financial Planning BFPL 1001 None Principles Financial Mathematics BMTH 1001 None Financial Mathematics II BMTH 1101 BMTH 1001 Macroeconomics: Canada in the Global BBUS 1007 None Microeconomics: Canada in the BBUS 1006 BBUS 1007 Environment Global Environment Canadian Business Fundamentals BBUS 1001 None Canadian Financial Systems BFSM 1101 BBUS 1007 Accounting Principles I BACC 1001 None Accounting Principles II BACC 1101 BACC 1001 Computer Skills for Financial Services BCMP 1001 None Coop Prep Course BCOP 1000 None Business & Professional Skills BBUS 1104 None Organizational Behaviour BBUS 1106 None

SEMESTER 3 SEMESTER 4 Courses Course Code Pre-requisite Courses Course Code Pre-requisite Applied Business Communications II BCOM 1101 BCOM 1001 Quantitative Methods BMTH 2001 BMTH1002 Statistical Methods BMTH 1002 BMTH 1001 Data Concepts and Analysis BCMP 3001 BCMP 1001 Intermediate Accounting I BACC 2001 BACC 1101 Intermediate Accounting II BACC 2101 BACC 2001 Applied Accounting Software BACC2010 BCMP 1001 Applied Personal Financial BFPL 2002 BFPL 1001 Management Software Marketing Management BBUS 1002 None Managerial Accounting I BACC 2003 BACC 1101

George Brown College—Consent Renewal—BAB (Finance) 24 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 -Curriculum Planner- B321 Bachelor of Applied Business (Financial Services)—Accounting Major (Start Date: 2006-2007) Select One Liberal Arts Elective Select One Liberal Arts Elective

SEMESTER 5 SEMESTER 6 Courses Course Code Pre-requisite Courses Course Code Pre-requisite Corporate Finance I BACC 3004 BBUS 1006 Corporate Finance II BACC 3104 BACC 3004 Managerial Accounting II BACC 2103 BACC 2003 Audit Strategies I BACC 3001 BACC 3103 Income Taxation I BACC 3002 BACC 1101 Income Taxation II BACC 4002 BACC 3002 Principles of Commercial Law I BLAW 2002 BFSM 1101 Principles of Commercial Law II BLAW 2102 BLAW 2002 Accounting Theory I BACC 3103 BACC 2101 HR Management BFSM 4101 BBUS 1106 Select One Liberal Arts Elective Select One Liberal Arts Elective

SEMESTER 7 SEMESTER 8 Courses Course Code Pre-requisite Courses Course Code Pre-requisite Advanced Managerial Accounting I BACC 4007 BACC 2103 ICAO Comprehensive Course or BACC XXXX Completed Multidisciplinary Strategic _BBUS 4102 Semester 7 Management Audit Strategies II BACC 3101 BACC 3001 Advanced Managerial Accounting II BACC 4008 BACC 4007 Advanced Accounting I BACC 3102 BACC 2101 Advanced Accounting II BACC 3112 BACC 3102 Select Two Business Electives Operational Auditing BACC 4001 BACC 3001 Select One Liberal Arts Elective Select One Business Elective Select One Liberal Arts Elective

George Brown College—Consent Renewal—BAB (Finance) 25 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 Appendix 6.4 Course Outlines

Attach as Appendix 6.4, the outlines of the courses in the program for which you are applying for consent.

Note 1: Immediately after giving the “Course Title” in the first line of the standard template of Appendix 6.4, please include the relevant option from the following four:

• No change (indicates that, apart from normal updating, the course has remained the same as that approved in the original application) • Changed (indicates that there has been a significant addition or change in the content or method of delivery of the course that was approved in the original consent application) • Added (indicates that the course was not part of the original consent application but was subsequently added to the program) • New ( indicates that the courses has never been a part of the program)

Note 2: If a course outline has already been supplied in Part A of the application, it need not be replicated here. In such cases, simply complete the first two lines of Appendix 6.4: • Line 1: “Course Title” followed by the annotations (i) “no change” and (ii) a page reference to where it can be found in the submission, and • Line 2: “Year and Semester”.

The subsequent sections of Appendix 6.4 are not required.

George Brown College—Consent Renewal—BAB (Finance) 26 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 COURSE NAME: Journeys in Writing: Exploring Travel Stories New (Course has never been a part of the program)

COURSE CODE: GHUM 1212 CREDIT HOURS: 42 PRE-REQUISITES: No CO-REQUISITES: No EFFECTIVE DATE: September 2006 PROFESSOR: Dr. Annika Hannan PHONE: 416 415-5000 x 3403 E-MAIL: [email protected] PLAR ELIGIBLE: YES ( ) NO ( X )

NOTE TO STUDENTS: Academic Departments at George Brown College will NOT retain historical copies of Course Outlines. We urge you to retain this Course Outline for your future reference.

George Brown College—Consent Renewal—BAB (Finance) 27 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006

COURSE DESCRIPTION:

ESSENTIAL EMPLOYABILITY SKILLS:

L P E L P E Skill Skill to communicate clearly, concisely and X X X to locate, select, organize and X correctly in the written, spoken and document information using visual form that fulfills the purpose appropriate technology and and meets the needs of the audience information sources to respond to written, spoken or visual X X X to show respect for the diverse XX X messages in a manner that ensures opinions, values, belief systems, effective communication and contributions of others to execute mathematical operations to interact with others in groups accurately or teams in ways that contribute to effective working relationships and the achievement of goals to apply a systematic approach to to manage the use of time and X solve problems other resources to complete projects to use a variety of thinking skills to X X X to take responsibility for my X anticipate and solve problems. actions, decisions and consequences to analyze, evaluate, and apply XXX relevant information from a variety of sources

George Brown College—Consent Renewal—BAB (Finance) 28 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 COURSE OUTCOMES:

1. Understand the characteristics and features of travel writing in its different forms (i.e., commercial article, personal account, or fictional story).

2. Reflect on the value of travel and travel writing as ways of understanding oneself and society.

3. Critique travel-focused material from newspapers, magazines, television, film, and the Internet.

4. Evaluate cultural, political, and social themes and issues raised in stories of travel.

DELIVERY METHODS:

Independent reading, assignments, and viewing; online activities and discussions.

LIST OF TEXTBOOKS AND OTHER TEACHING AIDS:

George, Don, ed. The Kindness of Strangers: Travellers’ Tales of Trouble and Salvation Around the Globe. Melbourne, Oakland, London, Paris: Lonely Planet Publications, 2003.

ASSIGNMENT POLICY:

• The college’s policies on academic dishonesty (i.e., cheating) can be accessed at http://www.gbrownc.on.ca/Admin/VPAcad/policies/gbacademicpolicies9.pdf. • Late assignments will be penalized 10% per day to a maximum of five days after which they will receive a zero (0) grade. • Students are advised to keep all marked assignments, feedback on workshop/labs, and the course outline. In cases of disagreement over marks or work completion, assignments must be produced by the student. Except in unusual and verifiable circumstances, missed deadlines cannot be made up.

EVALUATION SYSTEM:

Critique of article 20%

Personal travel-log with research 20%

Analytical comparative/contrastive 30% essay

2 online quizzes (7.5 % each) 15% George Brown College—Consent Renewal—BAB (Finance) 29 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006

Thoughtful contributions to 15% your discussion board

GRADING SYSTEM The passing grade for this course is: 63%.

A 90- 4.0 B+ 77-79 3.3 C 67- 2.3 F 0-62 + 100 + 69 A 86-89 4.0 B 73-76 3.0 C 63- 2.0 66 A- 80-85 3.7 B- 70-72 2.7 C- 60- 1.7 62

TOPICAL OUTLINE

Week Topic Outcome Content Assignment 1 Introduction to the Course and 1, 2, 3 “Start Here” and Enter discussion the Genre “Week 1 Notes” group; read the instructions for History of the Genre Assignment 1 located on the homepage Why We Travel

Commercial Travel- Writing 2 The Kindness of Strangers 1, 2, 3, 4 “Week 2 Notes”; Quiz week of Dalai Lama, September 11th based New Horizons in Commercial “Preface” (p. 5-6); on weeks 1 and 2 Travel Writing George, (maximum cut-off date “Introduction” (p. 7- is November 9) 10); Morris, “The Matter of Kindness” (p.13-16) 3 The “Real” Traveller: 1, 2, 3, 4 “Week 3 Notes”; Submit Assignment 1 Encountering the Other Eggers, “We Can’t week of September 18th Fix Anything” (maximum cut-off date (p.117-124); Jones, is November 16); “One Night in the suggested viewing: Los

George Brown College—Consent Renewal—BAB (Finance) 30 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 Week Topic Outcome Content Assignment Sahara” (p.35-38) diarios de motocicleta (The Motorcycle Diaries) 4 The Tourist: There’s No Place 1, 2, 3, 4 “Week 4 Notes”; Suggested viewing: Lost Like Home Schur, “Adnan’s in Translation or Euro Secret” (p.35-241); Trip Kephart, “A Bowl of Soup, in a Basket” (p.47-50); Palumbo, “Highland Remedy” (p.53-57) 5 Women Travellers: Freedom 1, 2, 3, 4 “Week 5 Notes”; Submit Assignment 2 and Escape? Fraser, “Serendipity” week of October 2 (p.161-170); (maximum cut-off date McAndish King, “At is November 30); a Crossroads” suggested viewing: (p.227-232); Adams Enchanted April, and/or Otis, “Andean High” Under the Tuscan Sun (p.141-150) and/or Thelma and Louise 6 1, 2, 3, 4 “Week 6 Notes”; Quiz week of October ¾ Random Acts of Greenwald, “Might 9 based on weeks 3-6 (Un)Kindness be Your Lucky Day” (maximum cut-off date (p.245-259); Van is December 7) ¾ Travel Fiction Gelder, “Special Delivery” (p.71-76); Hodgins, “The Leper’s Squint” (story available on homepage) 7 Travel Fiction (continued) 1, 2,3, 4 “Week 7 Notes”; Submit assignment 3 King, “Borders” week of October 16 (story available on (maximum cut-off date homepage) is December 14)

George Brown College—Consent Renewal—BAB (Finance) 31 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 Appendix 6.5.1 Program Structure Requirement

Attach as Appendix 6.5.1, Program Structure Requirement, a table indicating the structure for the proposed renewed program including the identification of: • On-campus semesters; • Vacation semesters; and • Paid full-time consecutive work experience(s).

Program Fall Winter Spring Fall Winter Spring Fall Winter Spring Fall Winter Spring Fall Winter Spring Structure 03 04 04 04 05 05 05 06 06 06 07 07 07 08 08 Intake 200301 Sem1 Sem2 COOP Sem3 Sem4 COOP Sem5 Sem6 COOP Sem7 Sem8 Graduate

Intake 200302 Sem1 Sem2 Sem3 Sem4 COOP Sem5 Sem6 COOP Sem7 Sem8 Graduate

Intake 200401 Sem1 Sem2 COOP Sem3 Sem4 COOP Sem5 Sem6 COOP Sem7 Sem8 Graduate

Intake 200402 Sem1 Sem2 Sem3 Sem4 COOP Sem5 Sem6 COOP Sem7 Sem8 Graduate

Program Fall Winter Spring Fall Winter Spring Fall Winter Spring Fall Winter Spring Fall Winter Spring Structure 05 06 06 06 07 07 07 08 08 08 09 09 09 10 10 Intake 200501 Sem1 Sem2 COOP Sem3 Sem4 COOP Sem5 Sem6 COOP Sem7 Sem8 Graduate

Intake 200502 Sem1 Sem2 Sem3 Sem4 COOP Sem5 Sem6 COOP Sem7 Sem8 Graduate

Intake 2006-1 Sem1 Sem2 Sem3 Sem4 COOP Sem5 Sem6 COOP Sem7 Sem8 Graduate

Intake 200602 Sem1 Sem2 Sem3 Sem4 COOP Sem5 Sem6 COOP Sem7 Sem8 Graduate

George Brown College—Consent Renewal—BAB (Finance) 32 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006

Appendix 7.2.1.a Listing of Courses Incorporating Distance Delivery

There are two components to George Brown College’s application for consent:

3. To receive blanket consent from PEQAB for BAB (Financial Services) to offer courses incorporating distance delivery/on-line learning.

4. To offer the following online “O” course in the BAB (Financial Services) program:

COURSE NAME: Journeys in Writing: Exploring Travel Stories COURSE CODE: GHUM 1212

This online course is currently being offered in the fourth year of George Brown College’s Bachelor of Applied Business Degree (Hospitality Operations Management).

George Brown College—Consent Renewal—BAB (Finance) 33 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 Appendix 7.2.1.b On-line Learning Policies and Procedures

If on-line learning is a delivery method to be used in this program, attach as Appendix 7.2.1 copies of the organization’s policies, guidelines and practices pertaining to:

• technology-based, computer-based, and web-based learning modes of delivery to ensure: – student and faculty preparation and orientation; – reliable, sufficient, and scalable course-management systems; – accessible technical assistance for students and faculty; – appropriate hardware, software, and other technological resources and media; and – well-maintained and current technology and equipment.

Include the following statement: “The organization has on file and available upon request copies of current software, hardware, and systems agreements that pertain to the delivery of electronic/on-line learning.”

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

Existing Practices:

1. Computer Literacy courses are provided to all students. The students are taught to use the Computer Skills and Applications (CSA) software as part of their orientation. For those who miss the orientation, there is a comprehensive website (http://liad.gbrownc.on.ca/csa) where students can access information about course policies and learning goals, as well as instructions on how to log in, use the training, etc.

From May to December 2005, George Brown successfully rolled out the largest Skills Assessment Manager (SAM)-based computer literacy program in North America. The College uses SAM to train and test over 6,000 students each year.

2. College faculty support is provided by the Learning Innovations & Academic Development (LIAD). During the January 2005-2006 period, LIAD tracked approximately 631 contacts with faculty with respect to online learning development and support. These contacts include workshops, demonstrations, IT conference attendance, and attendance in a five-week online blended academy course. Contacts may include the same faculty member seen on more than one occasion but does not include faculty seen by 2 faculty technical support staff and phone consultations.

Current Status of e-Learning

The list below reflects an overview of some of the e-learning projects, creations, developments and initiatives that are currently ongoing at the College. This has been achieved through the participation within the College of constituents in several committees and other collaborative mechanisms dedicated to the implementation and creation of e-learning initiatives. George Brown College—Consent Renewal—BAB (Finance) 34 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 E-Learning Activities in 2006-07

The following summary of activities highlights the significant momentum that e-learning continues to have in its support and enhancements of the College’s academic offerings.

Infrastructure Activities: 1. Upgrade to WebCT Campus Edition 6.0. This is a huge leap forward for the College in terms of providing a stable online environment and improved functionality for faculty and staff.

2. Move WebCT technical infrastructure to be hosted by the ITS Data Centre.

3. Continue to increase the percentage of Smart Classroom from 43% in Summer 2005, to 54% in 2006-07.

4. Continue the multi-year Captioning Project started by Educational Resources in 2005-06. It is a strategic initiative to eliminate barriers for the deaf, deafened, hard of hearing and ESL students. Our goal is to ensure that all videos used by the College, including those on WebCT, are captioned to meet standard accessibility requirements.

5. Rollout a GBC web-based portal for registering, obtaining course materials and communication.

6. Pilot a Clicker Technology Project to introduce a consistent, college-wide process for using Clicker technology in the classroom.

Training Activities for Staff:

7. Provide faculty training to make the transition to the new version of WebCT. This training was intensive in Fall 2006 and ongoing throughout 2006-07.

8. Rollout an E-Learning Specialist series to increase the number of Faculty Mentors. The training series consists of: • Part 1: A one-week blended course • Part 2: A four-week blended course

9. Offer training to prepare interested faculty for the integration of clicker and Elluminate technology.

10. Provide ongoing group and individual training to introduce faculty to use the basic WebCT tools.

11. Continue training to introduce faculty to trends in e-learning technology use.

12. Offer professional development for faculty to develop fully online courses to ensure a basic level of competency.

13. Use Skills Assessment Manager (SAM) to train staff and faculty in basic, intermediate and advanced Microsoft applications.

George Brown College—Consent Renewal—BAB (Finance) 35 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 Training Activities for Staff:

14. Provide instructional design support for both web enhanced and fully online course development.

15. Identify ways to training the many support staff who are keenly interested in e-learning and related professional development opportunities. As the College’s frontline ambassadors and marketers of programs, it is important that training is available for this group.

Training Activities for Students:

16. Computer Literacy courses are provided to students. The students are taught to use the Computer Skills and Applications (CSA) software as part of their orientation. For those who miss the orientation, there is a comprehensive website (http://liad.gbrownc.on.ca/csa) where students can access information about course policies and learning goals, as well as instructions on how to log in, use the training, etc.

17. WebCT user information is provided to faculty for distribution to students at the beginning of each semester.

18. Some faculty invite LIAD representatives to their classes to do student orientations to WebCT (In September 2005, LIAD saw approximately 400 students through these invitations by faculty).

19. For the last year and a half, LIAD has had a work study student in the Library Learning Commons at St. James campus to assist students with learning how to access and use WebCT.

20. LIAD has online "Student Orientation to WebCT pages" that all faculty are encouraged to place on their homepages. There is also a link to this orientation on the MyWebCT entry page in WebCT.

21. An information literacy e-tutorial, Research Skills for Student Success, is available on the Educational Resources website.

22. Data will be collected via the Millenium Student Survey to determine student access and literacy related to the use of learning technology.

23. An initiative will start this year to enhance student support by developing a mini-online WebCT orientation course for students.

24. Future Forward: An online training module to use WebCT could be built as part of the CSA program as an effective way of reaching the majority of new students.

George Brown College—Consent Renewal—BAB (Finance) 36 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006

Program Development:

25. Development of fully online programs is proposed for the following Centre for Continuous Learning (CCL) programs:

– Emergency Response/Management – Clinical Nurse Educator – RPN Certification – Rural Nursing Project – Critical Care Nursing

There are already several online CCL Nursing courses including Critical Care and OR.

26. Through the 2005-06 strategic secondments of faculty, and in alignment with the strategic plans of the divisions, the following work is continuing:

– The Integrated Culinary Management Program in Hospitality is on track in developing both fully online and blended learning modules and building in-house capability within that division. Currently, Hospitality is working on approximately 10 blended or online courses.

– The Assaulted Women’s and Children’s Counsellor/Advocate program is working steadily to migrate the program, course by course, into online delivery mode, each course being developed by a different faculty member, thus building skills for online teaching for all.

– ESL (English as a Second Language) faculty have received LIAD support in developing many online learning modules and training other faculty in their use.

27. The Faculty of Technology is working on multiple initiatives, including:

– An e-tool is being completed for the steam fitting trade for 15 courses. Three CDs are now available for faculty to use in class and for students to take home.

– Micromechanical (T146) has blended delivery for two courses where the online delivery supports lab work.

– The use of software for training LearnKey in A+ and Net+ was piloted and is being assessed.

– In 2006-07, a self-directed hoisting/rigging component of a course will be offered in the plumbing, sheet metal and steam fitting trades.

– Programs in health informatics, manufacturing (post-graduate), and residential construction are all investigating distance education options.

28. Business and Creative Arts has gathered extensive feedback on the pilot of its laptop program that is part of the Bachelor of Applied Business program.

George Brown College—Consent Renewal—BAB (Finance) 37 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 Draft Policies Currently Under Development

George Brown College is currently reviewing the following Information Technology Acceptable Use Policy (ITAUP) to adapt/adopt for its online activities. This policy are based on Seneca College’s current ITAUP policy.

It is important to note that, while this draft ITAUP policy is not yet approved by our Board of Governors, George Brown College is currently using it as a guideline for its current day-to-day business practise.

Draft Information Technology Acceptable Use Policy (ITAUP) (i) Policy Statement

"It is the Policy of the College that all members of the College Community are responsible for obeying Provincial and Federal laws/regulations and College Policy concerning the use of information technology services, facilities and equipment. The College's Information Technology resources remain the sole property of the College. The College grants students, clients and employees the privilege to use its information technology services, facilities and equipment to further learning, teaching and working.

Further, any materials which may violate a person's right to work and study in an environment free from discrimination/ harassment are not to be stored, displayed, transmitted or otherwise linked to College information technology services, facilities and equipment.

However, the College recognizes the individual right to access information. As a user of the College information technology services, facilities and equipment, you are responsible for abiding by the Information Technology Acceptable Use Policy and the Protocol for Dealing with Information Technology Abuse."

(ii) Prevention, Education and Enforcement

The College is committed to preventing behaviour which results in the inappropriate use of the College's Information Technology Services and Facilities. The College is responsible for communicating to all employees, students, clients, the public, and/or contractors that the inappropriate use of the College's IT services, facilities and equipment is prohibited. This includes ongoing proactive education/prevention campaigns such as staff and student training, regular communication of the ITAUP through internal media, and the articulation of the ITAUP into the curriculum. The College maintains its responsibility for communicating, monitoring, implementing and enforcing, where necessary, all aspects of the ITAUP.

(iii) Policy Regulations and Responsibilities

The College provides Information Technology services, facilities and equipment to meet your learning, teaching or working needs.

However, it is a violation of College Policy to:

1. enter, without authorization, into equipment, facilities, networks or accounts to use, read, transfer or change the contents, or for any other purpose;

2. use another individual's information technology account;

George Brown College—Consent Renewal—BAB (Finance) 38 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 3. grant another individual access to your information technology account;

4. use any College information technology facilities to interfere with the work of other students, faculty members or college officials;

5. use information technology facilities to send obscene, abusive, derogatory or harassing messages;

6. display, transmit, distribute or make available information that expresses or implies discrimination or an intention to discriminate;

7. use information technology facilities to interfere with the normal operation of College information technology systems and connecting networks; this list would include such things as flooding the network with messages or sending chain letters or pyramid solicitations. Unauthorized use of information technology facilities and accounts and removing or altering data is a criminal offense in Canada;

8. use the College's computer facilities for profit or commercial gain;

9. create and/or use world-wide web information pages or links to point to offending materials that do not comply with the Ontario Human Rights Code or the Criminal Code of Canada;

10. use the College's computer facilities for any purpose that could be seen as a violation of the Criminal Code of Canada.

(iv) Consequences of Policy violations

Employees, students and clients are responsible for reporting all real, or perceived infractions of the Information Technology Acceptable Use Policy.

Overall, the Information Technology Acceptable Use Policy asks that you obey the law and be considerate of others' needs.

Failure to adhere to the Information Technology Acceptable Use Policy could result in suspension of usage privileges or other discipline as appropriate.

When there is a suspected violation of the Policy, the College has the authority to conduct appropriate search and seizure procedures of all College owned and operated Information Technology services, facilities and equipment. The College also reserves the right to review and/or restrict services and programs that are deemed potential violations of College Policy.

Protocol

All employees, students and clients are expected to abide by the Information Technology Acceptable Use Policy and accompanying Protocols. All employees and students are also expected to comply with the directions given to them by staff when they are performing their regular or delegated duties regarding this Policy.

(i) Preamble

The College has developed standards of behaviour when using information technology services, facilities and equipment. All members of the College Community are responsible for obeying the law and College policy with regards to the use of information technology services, facilities and George Brown College—Consent Renewal—BAB (Finance) 39 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 equipment. Legislation and College policy which affects the use of information technology services, facilities and equipment include, but are not limited to:

• the Ontario Human Rights Code

• the Criminal Code of Canada

• Internet Service Provider Acceptable Use Policy

• The College’s Information Technology Acceptable Use practices

• The College’s Discrimination & Harassment policies

• The College’s Student Rights and Responsibilities policies

• The College’s Personal Safety/Security Threats policies It is the policy of the College that any materials which may violate a person's right to work and study in an environment free from discrimination/harassment are not to be stored, displayed, transmitted or otherwise linked to the College’s information technology services, facilities and/or equipment. However, the College recognizes the individual right of access to information. As such, it is not considered an offence to seek out information that may be considered offensive or sexually explicit, providing it is done for specific academic purposes.

This Policy follows the College's Discrimination and Harassment policies and as such is intended to foster a balance between academic freedom and the freedom from Discrimination and/or Harassment. The College strives for a learning, teaching and work environment which promotes inclusion, understanding and respect for all students and employees. It is the College's objective to ensure that curriculum, teaching and promotional materials reflect our college community.

Where teaching and/or promotional materials are being developed and/or utilized, every effort shall be made to portray and acknowledge the diversity of Canadian society. Materials that may contain discriminatory bias and stereotypes must be used exclusively for the purpose of ensuring that members of the College community become open-minded, discerning, critical and analytical thinkers, aware of historical and current values, attitudes and behaviours.

(ii) Process

The College has a process in place for filing individual complaints of Discrimination and/or Harassment. In addition, where the College does not receive an individual complaint but is aware of activity which violates the law or College policy and impairs the objectives of the College, a College complaint will be initiated. In these instances, the College is obliged to take action. Violations of the Information Technology Acceptable Use Policy will be processed using the following procedures.

A. Reporting of Alleged Violations

1) Employees, students and clients are responsible for reporting all believed to be or perceived infractions of the Information Technology Acceptable Use Policy.

2) Reports can be made to a local technician or administrator who is then responsible to report the infraction.

George Brown College—Consent Renewal—BAB (Finance) 40 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 B. Local Technician/Administrator Responsibilities - Immediate Response

1) The Local Technician/Administrator is responsible for ensuring that login logs, login failures and usage logs are preserved wherever possible.

2) All non-required services and daemons should be turned off (i.e., mail turned off on servers where it is not required for learning or teaching purposes).

3) Warnings may be issued for minor infractions of the Information Technology Acceptable Use Policy or local policies. Discretion must be used when issuing a warning. A sample wording has been developed and should be used.

4) No actions will be taken resulting in severe discipline for an infraction without a proper investigation unless notification to the individual and/or group would cause the College to violate specific legal obligations with regards to the dignity, safety or security of its constituent(s).

C. Security Officer - Technical Investigation

1) Upon receipt of a report, the College designate will conduct a preliminary investigation to collect information about the report and determine if the incident could possibly be a breach of any applicable College policy, provincial code or federal law.

2) Where the College designate has sufficient information that the incident could be a breach, he/she will report it immediately to the Resolution, Equity and Diversity Centre. The College may also assign the responsibility of collecting pre-investigation material to a local technician.

3) If the material in question resides on College computer equipment, facilities or networks (for example a web page on the College's server), the material may be removed pending an investigation. If the incident involves abuse of e-mail or other information technology activities, account privileges for the alleged offender may be suspended pending an investigation.

D. Resolution, Equity and Diversity Centre Responsibilities - Formal Investigation and Resolution

1) Upon receipt of the designate's report, Resolution, Equity and Diversity Centre will conduct an investigation which will include, but is not limited to, the following: review of the designate's report, inspection of any materials or evidence presented, and interviews with any parties who were involved or may have knowledge of the incident.

2) Where the incident breaches the College's policies on Discrimination and Harassment or the Ontario Human Rights Code, Resolution, Equity and Diversity Centre will initiate proceedings under the College's procedures on Discrimination and Harassment.

3) Where the incident breaches the Criminal Code of Canada or Provincial laws/regulations, the Resolution, Equity and Diversity Centre will notify the appropriate Police Force.

George Brown College—Consent Renewal—BAB (Finance) 41 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 4) Where the incident breaches the Information Technology Acceptable Use Policy, Resolution, Equity and Diversity Centre will discuss the investigative findings with the College designate and appropriate disciplinary action will be initiated.

(iii) Disciplinary Action

Where incidents are found to be in violation of College policy, the College will exercise its rights to take appropriate disciplinary action, including, but not limited to, verbal/written warnings, rescinding of e-mail or Internet accounts, removal of materials from College computer equipment facilities and networks, disciplinary directives, behavioural contracts, suspension and/or expulsion/dismissal from the College. In addition to internal College sanctions that can impact on a student's academic performance or employee's employment, the College will cooperate with all local, national and international law agencies whenever necessary. The College will not be responsible for sanctions taken by these agencies for violations of the College's ITAUP that are against local and international laws and/or criminal codes.

George Brown College—Consent Renewal—BAB (Finance) 42 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 Appendix 7.2.2 Academic Community Policies

7.2.2 Academic Community Policies

A description of how on-line learning methods or other features of on-line courses contribute to and enhance the creation of academic community among students and between students and faculty.

E-Learning Definition used by George Brown College:

E-Learning refers to learning activities that are mediated with the use of digital technology. It assumes:

a. Using pedagogical approaches that are specific to e-learning rather than a rote adaptation of traditional classroom pedagogies.

b. Developing specific courses or course components where e-learning increases and enhances the learning opportunities for students.

c. Using these course materials for blended delivery with traditional classroom methods, or in totally online environments.

d. Using electronic tools including CDs, DVDs, the Internet, as well as emerging tools such as the use of mobile devices.

e. Using electronic communication methods extensively (such as e-mail, chatrooms, discussion groups, blogs, wikis, etc.) for learning among students and between students and their teacher.

f. Providing appropriate training and curriculum development support for teachers.

g. Providing appropriate academic and technical support for students and teachers.

E-Learning Activities:

George Brown College is using technology to enhance teaching and learning, both in and beyond the classroom. Our goals are to improve students' learning and to develop our graduates' abilities to learn and work independently and collaboratively using electronic resources.

George Brown College—Consent Renewal—BAB (Finance) 43 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 Requirements

George Brown College is in the process of forming a subcommittee of the Program Planning and Review Committee (PPRC) as part of a quality review process for the College’s online learning and use of digital technology in our learning environments. A key part of this review is to assess the on-line learning methods or other features of on-line courses to ensure they contribute to and enhance the creation of academic community among students and between students and faculty.

The College is also in the process of formally reviewing and accepting the following requirements related to on-line learning requirements, policies and procedures:

Academic Requirements:

• Offer sound pedagogy, including a progression of expectations from first to senior semesters • Develop realistic activity level targets and implementation plans • Receive faculty input at every stage from planning to development to delivery • Offer an appropriate combination of College-developed and purchased or licensed learning materials • Maintain valid means for evaluating student performance in on-line learning courses • Maintain fair means for dealing with intellectual property and workload • Provide means for students and faculty to provide feedback on e-learning resources and materials

Service Requirements

• High quality infrastructure, hardware and software • Comprehensive, readily-available and timely service and support for faculty and • students • Training to develop faculty and staff expertise • Appropriate combination of College-developed and purchased or licensed • services • Means for students and faculty to provide feedback on e-learning environments • and resources • Collaborative decision-making on infrastructure, service, support and training involving academic representatives and technical experts • Local project teams to provide technical support at each campus

The College regularly and consistently measures its e-learning systems and products against demands for access, ease-of-use and effectiveness.

George Brown College—Consent Renewal—BAB (Finance) 44 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 Appendix 8.6.1 Curriculum Vitae Release for On-line Learning Professional and Technical Staff

George Brown College—Consent Renewal—BAB (Finance) 45 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 Appendix 8.6.2E Curriculum Vitae for On-line Learning Professional and Technical Staff

Shirley Lesch

EDUCATION

Master of Education Degree Ontario Institute for Studies in Education, 1994

Bachelor of Nursing Degree McGill University, 1971 Graduated with Distinction

Certificate - Internet Site Design, 2006 George Brown College Certificate – Internet Publishing Program, 2003 George Brown College Certificate – Designing Curriculum Using Instructional Technology, 2002 with High Honors Seneca College

Certification:

Certified WebCT Trainer, 2005 Certified WIDS Trainer, 2003 Certified Campus Pipeline Trainer, 2002

EMPLOYMENT HISTORY

Aug. 2000 - Present Professor/Instructional Designer, George Brown College Learning Innovations & Academic Development Jan. 1998 - 2000 Education Coordinator Markham Stouffville Hospital Sept. 1992 - 1997 Faculty George Brown College Centre for Learning Innovations Toronto, Ontario and Academic Development Faculty Consultant Faculty - Community Services Faculty - Health Sciences

George Brown College—Consent Renewal—BAB (Finance) 46 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 Scholarly and Professional Activities

Learning Innovations & Academic Development • Member of team that introduced e-Learning technology (Course Management System WebCT) to college faculty at George Brown College • Designed and initiated diverse training modalities for college faculty related to the integration of learning technology based on pedagogy • Developed and facilitated online blended learning experience for college faculty through a Virtual Academy • Provided Instructional design consultation for development of numerous fully online college courses • In partnership with Staff Development, developed and facilitated a 2 part blended learning e- Learning Specialist series designed to broaden advanced knowledge and skills of faculty in relation to e-learning environment • Co- facilitator at annual college professional development retreat at Geneva Park, Orillia • Team-leader for Teaching Squares initiative designed to assist new faculty with professional growth related to teaching and learning • Contributed vision re e-Learning trends to the development of the college’s e-Learning Business Plan • Participated as a member of the College’s Academic Strategy Development Committee – provided a strong voice in support of e-Learning • Member of College Council and Academic Excellence Committees • Participated in Ministry presentation for online program development of Critical Care Nursing Program • e-Learning resource on Steering Committee for Hub Rural and Remote Nursing Project that involves development of 20 fully online nursing courses

Faculty Consultant • Assessed learning needs of staff in community college setting • Designed, facilitated, and evaluated workshops related to co-operative learning, active learning in large classes, and outcomes based learning that addressed professional development needs of community college faculty • Developed course outline and curriculum for 36 hour certificate course on facilitating adult learning for new faculty • Facilitated faculty development through individual consultation related to teaching and learning issues, referral to resources, and pursuit of higher education • Assumed leadership role in planning professional development conferences including individual college and system wide initiatives involving hundreds of registrants • Chaired Advisory Committee for Brock University Bachelor of Education in Adult Education Program

RECENT PROFESSIONAL DEVELOPMENT

League for Innovation in the Community College Oct, 2006 WebCT User Conference, Chicago, Illinois July, 2006 Teaching in the Community Colleges Online Conference April, 2006 Illinois Online Conference February, 2006

George Brown College—Consent Renewal—BAB (Finance) 47 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 RECENT PRESENTATIONS

• Presenter – “Transformative Learning Online” NCSPD (National Council for Staff, Professional and Organizational Development) Conference, Montreal, Quebec, November, 2005

• Poster Presentation – “Virtual Academy” League for Innovation in the Community College, Dallas, Texas, October, 2005

• Panel Presentation – ”Certified WebCT Trainer Program”, WebCT User Conference, San Francisco, California, July, 2005

• Presenter - “Death by PowerPoint” – Pioneers in a New Age CADE (Canadian Association for Distance Learning) – This is IT Conference, York University, Toronto, Ontario May, 2004

George Brown College—Consent Renewal—BAB (Finance) 48 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 Sandra Neill

Education 1997-1998 Master of Arts, English Language and Literature Queen’s University at Kingston 1992-1997 Bachelor of Arts (Hons) high distinction, English Literature/Philosophy University of Toronto

Certificates 2004 World Instructional Design (WIDS) – Trainer Certification Niagara College, Ontario 2004 World Instructional Design (WIDS) – Coach Certification 2003 Project Management Overview CDI College, Toronto 2003 MS Project 2000 -- Level 1 Certificate CDI College, Toronto 2001 World Instructional Design (WIDS) – General Curriculum Design George Brown College, Toronto 2000 Facilitating Adult Learning Certificate George Brown College

Employment History

2000-present: George Brown College Details Title Responsibilities Apr 2004- Professor, Learning •Professor and Project Manager, Computer present Innovations and Academic Skills and Applications Program: a suite of Development digital literacy courses taken by 7000+ students/year •Design customized digital literacy curriculum for diverse college programs •Supervise operations of three computer labs staffed by seven cooperative education student technologists •Maintain databases, records, and processes relating to testing, training, and grading in Computer Skills and Applications courses •Develop community partnerships and outreach programs to provide for-credit computer skills courses to at-risk members of the community •Provide instructional design and curriculum support to college faculty •Pilot, evaluate, and facilitate implementation of new education technologies Jan-Jun 2004 New Programs Coordinator, •Lead curriculum design and development for School of Design, Faculty of two new post-graduate digital design programs (secondment) Business and Creative Arts •Manage processes relating to internal and external program approval •Facilitate curriculum development training for faculty in School of Design George Brown College—Consent Renewal—BAB (Finance) 49 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 Feb-Dec Project Manager, Curriculum •Lead design and development of baccalaureate 2003 Development curriculum for College’s first degree program Bachelor of Applied Business •Provide appropriate curriculum development (secondment) Program, Faculty of Business training for faculty and Creative Arts, George •Document processes and practices as required Brown College by external (governmental) program review bodies •Ensure external and internal academic requirements are met or exceeded 2000-2003 Communications Professor, •Teach diploma, post-graduate, and degree- Faculty of Business and level communications and liberal studies Creative Arts courses •Design and develop curriculum for new and existing communications and general education courses

1998-2000: University Of Lethbridge Date Title Responsibilities 1999-2000 Lecturer, Faculty of Business, •Teach professional communications courses University of Lethbridge (Bachelor of Management program) •Collaborate with Information Services faculty to create digital literacy modules for Bachelor of Commerce communications courses 1999-2000 Teaching Assistant, Department •Supervise independent study project of fourth- of English, University of year English Literature student Lethbridge 1998-1999 Teaching Assistant, Faculty of •Create websites for undergraduate courses Education, University of Lethbridge 1998-1999 Instructor, Transitional •Teach English Second Language courses Program, University of Lethbridge 1998-1999 Writing Tutor, University of •Tutor students in written communications Lethbridge (across all divisions)

Scholarly and Professional Activities

Special Appointments at George Brown—Toronto City College •Seconded as New Programs Coordinator, School of Design (Jan-Jun 2004) •Seconded as Project Manager, Curriculum Development, Bachelor of Applied Business (Financial Services); conceived creation and launch of “common look and feel” WebCT online presence for B.A.B. program (Feb-Dec 2003) •Appointed as Program Coordinator, Bachelor of Applied Business (May-Dec 2003) •Appointed as Chair, Applied Degree Liberal Studies Coordination Committee (Jan-Jun 2003)

George Brown College Committee Memberships •Vice President’s E-Learning Taskforce (2004 ongoing) •President’s Taskforce on Academic Excellence Feb-Dec (2004) •Quality Assurance Working Group

George Brown College—Consent Renewal—BAB (Finance) 50 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 •General Education Course Approval Committee (2002-2005) •Applied Degree Liberal Studies Coordination Committee (2002-2003) •College Council (2001-2003)

Conference Presentations ▪“Running a SAM-based Computer Literacy Program”. Course Technology Annual Conference, San Francisco, CA 2006

Conference Attendance •Course Technology Annual Conference, San Francisco, CA 2006 •League for Innovation in the Community College “Conference on Information Technology”, Dallas, TX 2005 •WebCT User Conference, San Francisco, CA 2005 •Course Technology Skills Assessment Manager Conference, Fort Lauderdale, FL 2005 •Teaching, Learning and Technology Conference: Active Learning, Ryerson University, Toronto, ONT 2003 •The Nexus Conference: Connecting Teaching, Technology and Inclusive Learning, University of Toronto, ONT 2003 •Teaching and Learning with Educational Technology, Sheridan College, ONT 2003 •Canadian Association for Distance Education (CADE) “Sightings 20/20” Conference, St. John’s, NFLD 2003 •League for Innovation in the Community College Conference on Information Technology (CIT), Long Beach CA 2002 •”This is IT” Instructional Technology Conference, Sheridan College, ONT 2002 •Canadian Association of University Teachers (CAUT) Conference on Online Learning Montreal, PQ 2001 •”This is IT” Learning Technology Conference, Fanshawe College, ONT 2001

George Brown College—Consent Renewal—BAB (Finance) 51 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006 Appendix 8.7 Enrolment Projections and Staffing Implications

Please see Part A, Appendix 8.7.

George Brown College—Consent Renewal—BAB (Finance) 52 Postsecondary Education Quality Assessment Board Last Updated: December 19, 2006