Bachelor of Early Learning and Community Developmentpeqab.ca/Archive/AlgonquinBEarlyLearnCommDev...

Application for Ministerial Consent Ontario Colleges of Applied Arts and Technology

Bachelor of Early Learning and Community Development

Submitted To: Postsecondary Education Quality Assessment Board Submitted By: Algonquin College of Applied Arts and Technology

Date of Submission: March 2013

SECTION 1: INTRODUCTION Bachelor of Early Learning and Community Development

2

Table of Contents

Section 1.2: Executive Summary ............................................................................................ 4

Section 1.3: Program Abstract ...............................................................................................12

Section 2: Degree Level Summary ............................................................................................13

Section 3: Admission, Promotion, and Graduation ....................................................................17

Section 3.1: Admission Requirements for Direct Entry ...........................................................18

Section 3.2: Admission Policies and Procedures for Mature Students ...................................19

Section 3.3: Promotion and Graduation Requirements ..........................................................20

Section 3.4: Advanced Standing Policies and Requirements .................................................22

Section 4: Program Content ......................................................................................................24

Section 4.1: Program Advisory Committee ............................................................................26

Section 4.2: Professional Accreditation ..................................................................................32

Section 4.3: Learning Outcomes ............................................................................................34

Alignment of Program Learning Outcomes with Degree Level Standard ............................35

Mapping of Core and Non-Core Courses to Degree Outcomes ..........................................43

Section 4.4: Course Descriptions ...........................................................................................48

Section 4.4.1: Course Descriptions for Core Courses .......................................................49

Section 4.4.2: Course Descriptions for Non-Core Courses ................................................61

Section 4.5: Course Schedules .............................................................................................65

Section 4.5.1: Course Schedule 1 ......................................................................................65

**Excluded for web version – confidential/proprietary material ...........................................65

Section 4.5.2: Course Schedule 2 ......................................................................................66

Section 4.6: Work Experience ...............................................................................................70

Integration of Work Experiences ........................................................................................70

Types of Placements .........................................................................................................70

Support for Placements ......................................................................................................71

Work Term Outcomes ........................................................................................................71

Student Learning Plan Form ..............................................................................................74

Employer Evaluation ..........................................................................................................75

Conclusion ............................................................................................................................77

Section 4.7: Course Outlines - ...............................................................................................79

**Excluded for web version – confidential/proprietary material ...............................................79

Section 4.8: Bridging Course Descriptions .............................................................................80

Section 4.9: Bridging Course Outlines – ................................................................................82

**Excluded for web version – confidential/proprietary material ...............................................82


3

Section 4.10: Gap Analysis ....................................................................................................83

Social Service Worker Ontario College Diploma Program ..................................................83

Early Childhood Education Ontario College Diploma Program ...........................................90

Section 5: Program Delivery .....................................................................................................93

Section 5.1: Quality Assurance of Delivery ............................................................................94

Section 5.2: Student Feedback ..............................................................................................97

Section 5.3: Web-facilitated, Hybrid, and Online Delivery .................................................... 103

Section 6: Capacity to Deliver ................................................................................................. 109

Section 6.1: Learning and Physical Resources .................................................................... 110

Section 6.2: Resource Renewal and Upgrading .................................................................. 114

Section 6.3: Support Services ............................................................................................. 115

Section 6.4: Faculty ............................................................................................................. 119

Section 6.5: Curriculum Vitae Release ................................................................................ 122

Section 6.6: Curriculum Vitae of Faculty Assigned to Degree Program ................................ 123

**Excluded for web version – confidential/proprietary material .................................................... 123

Section 7: Credential Recognition ........................................................................................... 124

Section 8: Regulation and Accreditation .................................................................................. 140

Section 9: Nomenclature ......................................................................................................... 142

Section 10: Program Evaluation .............................................................................................. 143

Section 11: Academic Freedom and Integrity .......................................................................... 144

Section 12: Student Protection ................................................................................................ 145

Section 13: Economic Need .................................................................................................... 147

Applicant Demand ............................................................................................................ 169

Section 14: Duplication ........................................................................................................... 179

Section 14.1: Analysis of Similar College Programs ......................................................... 180

Section 14.2: Analysis of Similar Ontario University Programs ................................................ 183

Conclusion ........................................................................................................................ 187


4

Section 1.2: Executive Summary Proposed Credential Nomenclature: Bachelor of Early Learning and Community Development Anticipated Program Start Date: September 2014 – Year 1 Program Overview The early childhood education sector is evolving to address the growing recognition of the importance of early learning. This evolution has resulted in a need to develop, implement and create sustainable community based family support systems and programs in early learning. Equally important is the ongoing need to provide quality programs for young children within a variety of educational settings. The proposed Bachelor of Early Learning and Community Development program prepares graduates through a comprehensive pedagogical approach that seeks to find a balance between solid theoretical and practical knowledge of the early learning field, which encompasses both curriculum delivery and community development. Students develop a solid understanding of child development, curriculum design, working with diverse populations, community development, and the importance of the natural environment to children. Skills are developed in analysis and problem solving to optimize students’ abilities to assess community and family needs, create and support early learning in diverse settings, coordinate with teams to deliver projects, conduct and analyze research, and to assume leadership positions in the field. The proposed field placements and work term provide for learning in real world environments. The work term also provides students with opportunities to work in environments that require increased levels of scientific inquiry, organizational, communication, and leadership skills for the attainment of program learning outcomes and the development of student projects. Applied in-class projects, in addition to work experience, will help students develop the theoretical and practical skills that this evolving field demands. Finally, this comprehensive program prepares graduates to pursue further academic study in the field of early learning and community development. Program Learning Outcomes

1. Contribute to community development for children and families using theories from the fields of

psychology, learning, sociology, and social work.

2. Communicate professionally, in all modalities, at both an applied and theoretical level to support families and children within programs and to document research findings to inform the profession and the public.

3. Use cross cultural competencies and psychology theories to initiate and develop supportive, respectful, responsive and professional interactions when working with children, families and the broader community.


5

4. Plan, develop, implement and assess inclusive curricula by applying current research and best practices in learning and pedagogy.

5. Design and deliver effective needs assessments, draft action plans, and implement and evaluate community based early learning projects.

6. Create and evaluate inclusive, safe and healthy learning environments for children and families.

7. Apply relevant legislation and regulations to inform the development, implementation and evaluation of programs for children and families within the field of early learning.

8. Identify and analyze local, national and international standards, trends and directions in the field of

early learning and use them to inform leadership practices.

9. Coordinate, implement and manage early learning services and community agencies through the assessment and analysis of data on organizational structures and behaviours.

10. Develop a personal philosophy of early learning using methodologies of reflective practice and relevant theoretical perspectives.

11. Apply a variety of leadership skills to work collaboratively with community organizations/agencies and families to advocate for child and family oriented educational programs.

12. Advocate for the importance of the natural environment in supporting the development of healthy

communities for families through the application of current research and knowledge. Curriculum Design The curriculum has been designed to meet the honour‘s degree-level standard and provides the appropriate depth and breadth of knowledge, along with applied specialized preparation in the areas of critical thinking and scholarly research, problem solving and analysis, communications, leadership and professional capacity and autonomy, as they relate to Early Learning and Community Development. The three field placements and the work term provide further experiential learning opportunities.


6

The program of study is summarized below:

YEAR SEMESTER COURSE TITLE

YEAR 1

SEMESTER 1

Human Development I

Social Psychology

Communications and Academic Writing

Historical Overview of Early Learning and Family Services

Introduction to Curriculum

SEMESTER 2

Human Development II

Educational Psychology

Logic and Critical Thinking

Ethics and Legislation in Early Learning

Supporting Children with Exceptionalities

YEAR 2

SEMESTER 3

Effective Indoor Environments

Play-based Curriculum

Guiding Behaviour

Legislation and Ethics in Family Services

Working with Adults

SEMESTER 4

Literacy and Numeracy Development

Assessments

Creative Arts for Children

Administrative Practices

Field Placement I

YEAR 3

SEMESTER 5

Introduction to Research

Community Organization

Nature-based Early Learning

Infant Specialization

Cross Cultural Competencies

SEMESTER 6

Developing Proposals

Field Placement II

Group Dynamics and Organizational Behaviour

Elective 1

Elective 2

YEAR 4

SEMESTER 7

Theories of Counselling

Risk Management

Special Studies in Early Learning

Outdoor Learning Environments

Field Placement III

WORK TERM: WINTER SEMESTER

SEMESTER 8

Independent Study and Research

Advanced Principles of Learning Behaviours

Leadership, Community Building and Advocacy

Elective 3

Elective 4


7

Algonquin College’s Strengths and Capacity to Deliver the Program Algonquin College of Applied Arts and Technology was established in 1967 and was named after the First Nations people who lived in the area. Algonquin was formed from the merger of the Eastern Ontario Institute of Technology, established in 1957, and the Ontario Vocational Centre, established in 1965. The College has undergone significant growth since its establishment and continues to grow today. Dedication to student success is one of Algonquin College's primary guiding principles and is demonstrated in the quality of its programs, its staff, the continual expansion of its facilities, and by its forging of strategic partnerships. Furthermore, the College strives to ensure students have access to the education and skills training demanded by the marketplace to launch rewarding careers in their chosen fields. With thousands of successful alumni, an annual full-time enrolment of approximately 18,000 students, 40,000 part-time registrations and thousands of full-time and part-time employees, Algonquin makes a significant economic and social impact locally, regionally, nationally and internationally. Algonquin is committed to being one of the most comprehensive colleges in Ontario, offering a broad variety of programs, subject matter, delivery modes and program durations. Algonquin is also the only publicly-funded English-language college in Ottawa, Perth and Pembroke and services the needs of these areas and their surrounding communities. As a result, Algonquin will continue to expand its offerings which include a full range of programs including academic upgrading, apprenticeship, certificate, graduate certificate, diploma, advanced diploma and degree programs as well as corporate learning solutions and international education and projects. As the province‘s labour needs evolve, so will the program mix of the College. Algonquin‘s application for Ministerial Consent to offer a Bachelor of Early Learning and Community Development program is in response to the evolving labour needs of the early learning field. This application further aligns with the College‘s present direction detailed within its current Strategic Plan 2012-2017,1 which recognizes the need to offer a suite of programs and articulates the intent to enroll more students in degree program offerings. Currently, Algonquin offers diploma programs in early childhood education and has done so since its inception. The College has established a solid reputation in the delivery of high quality early childhood education programming and currently offers a two year diploma program through a variety of delivery modes. In addition, an intensive program is available for students with related postsecondary credentials and some experience working with children in group settings. Algonquin College’s Woodroffe campus provides students with access to the Algonquin Early Learning Centre (AELC) which is a licensed Early Learning Centre under the Ministry of Education, serving as a demonstration lab where students can observe best practices and engage in practical learning opportunities. The College‘s capacity to provide the human and physical resources required to offer an excellent educational experience for students is

1 Strategic Plan 2012-2017, June 11, 2012,

http://www.algonquincollege.com/reports/pdf/Strategic_Plan_12_17.pdf, p.16, Accessed January 2013

http://www.algonquincollege.com/reports/pdf/Strategic_Plan_12_17.pdf


8

unsurpassed in the region. In addition, the College‘s ability to deliver bachelor-level education is evidenced by the present delivery of four comparable programs. This application details the rationale for offering the Bachelor of Early Learning and Community Development, the program of study to be undertaken, and Algonquin College’s capacity to deliver this program with the availability of facilities, learning resources, and the technological infrastructure used to support learning. Additionally, teaching faculty currently includes professors who have terminal credentials in their respective fields. Opportunities for Graduates and Overview of Support and Recognition of the Program from the Profession and Other Postsecondary Institutions. During the course of developing the Bachelor of Early Learning and Community Development program proposal, an in-depth labour market analysis was commissioned by the College to determine the need for the proposed program. The study concluded that there is a definite need for the degree program and that the credential will provide graduates with opportunities for advancement in the early learning field, a field that encompasses both education and community development. Labour Market Analysis In the spring of 2010, the College contracted AXION Plus to examine the potential need for a Bachelor‘s degree in the field of Early Learning and Community Development. It must be noted that in the early stages of program development consideration was given to titling the proposed degree ‘Community Development for Early Learning’, hence the references to this title within the study. The following highlights key findings excerpted from the full study included in Section 13 that provide evidence of labour market demand:

“The field of early learning has undergone radical transformation in Ontario in the last three years. The consequences of these changes will have a dramatic impact on all levels of early learning workers. Implementation of these changes is just beginning and it will cause a certain degree of uncertainty in the management of most early learning organizations in Ontario.

Implementation of these changes will significantly increase the demand for the already limited number of formally qualified early learning professionals. This increased demand will likely most affect those that will be working in with educators in Ontario schools. This demand will undoubtedly have repercussions on other employers in the short and medium term. The mandatory requirement for early child educators to be certified (by a college), the development of industry specific occupational standards, and the likely unionization of the profession will have a dramatic impact on the early learning communities’ salaries and benefits, which will translate in greater interest in the profession at various levels, and greater number of students.


9

Over time, it is likely that the pay and benefits of early learning professionals will be in line with those of teachers as is the case in many economically developed countries such as Denmark, Sweden, and France. A community development for early learning program which blends basic early learning skills development (for individual children and immediate family) with broader management, leadership, promotion, and community development skills will be in great demand over the next few years. We believe that the nature of the proposed program is unique and in keeping with recently documented industry trends and growth predictions. We believe that the future looks very good for this program.” (AXION Plus, 2010, p.22)

Employer Demand Interest Interest in a degree program that would allow individuals to enter in year one or bridge into year three has been strong within the early learning community in Ottawa. Much of the impetus for a degree came from the Early Childhood Education Advisory Committee which includes major Ottawa based employers in the early learning sector (e.g. Andrew Fleck, Global Child Care Services, Ottawa Catholic School Board, and Pinecrest-Queensway Community Health Centre). The AXION Plus study also provides references to indicators of employer interest and demand here extracted:

“-- There has been significant growth in the absolute and relative demand for early learning services. According to Statistics Canada, 54 per cent of Canadian kids aged six months to five years received some care from someone other than their parents in 2002-2003. That’s up from 42 per cent in just eight years.2

-- Between 2004 and 2007, the Ontario government has introduced a number of

other measures aimed at making child care more affordable, accessible and

accountable. Some of the more important measures include: financial assistance to

create more than 22,000 subsidized new licensed child care spaces

increase wages by 3% for approximately 33,500 childcare practitioners across

Ontario

provide assistance to improve access to training for early childhood educator

-- In November 2007, the Ontario Government asked Charles Pascal to recommend ways to implement full day learning for 4- and 5-year olds. In his report With our Best Future in Mind, Charles Pascal recommended amongst other things, that the Province should:

Create a continuum of early learning, child care, and family supports for children

from the prenatal period through to adolescence, under the leadership of the Minister

of Education

Create an Early Years Division within the Ministry of Education

Provide municipal authorities with the authority and necessary resources to plan,

develop, support and monitor an integrated network of Best Start Child and Family

Centres

2 CBC News, Daycare; The Debate over space http://www.cbc.ca/consumer/story/2009/02/06/f-daycare.html

Accessed May 2010

http://www.cbc.ca/consumer/story/2009/02/06/f-daycare.html


10

Develop a standard curriculum

School boards offer full-day learning for 4- and 5-years olds starting in 2010, and that

it be available province-wide within three years

Allow parents to have a choice about their child’s participation, including the option of

full-day or half-day attendance

Allow fee-based programming (before and after traditional school hours and during

the summer holidays) at the request of 15 or more families

Programs be staffed by well-trained teams of teachers and early childhood educators

working with an established, consistent curriculum and approach to learning.3

Most of Charles Pascal’s recommendations are in the process of being implemented.

-- According to the Child Care Human Resources Council’s Workforce Shortages Project, early learning professionals will see a shift from a large amount of time spent on custodial duties to early childhood activities for which they are trained.4 Today, educational needs for early learning professionals will need to be adapted to the increased complexity of the job and changing demographics.

The Child Care Human Resources Sector Council recently released a revised set of occupational standards for early childhood educators. In doing so, it had to ensure that the standards reflected “the increased complexity of the job due to rapid changes in the sector.”5 Today, the standards include tasks related to: “child development, programming, health and safety, family and community relations, professional development and record keeping.”6 “(AXION Plus, 2010)

The Advisory Committee as well as numerous other sector representatives have endorsed the proposed degree. This application includes recent letters of support from prominent associations and sector affiliates, including the Canadian Child Care Federation, Association of Early Childhood Educators Ontario, Ontario College of Early Childhood Educators, Ottawa Catholic School Board, Carlington Community Health Services, and the Canadian Nature Alliance. Endorsements by the aforementioned sector affiliates provide testament to Algonquin‘s capacity to deliver quality programming in the field of Early Learning and Community Development. Applicant Demand Interest As noted within the Labour Market Analysis, the proposed program provides a unique combination of knowledge and skills that is not easily comparable to other offerings. There are, however, two related college programs that can be used to assess the potential demand for this degree. Data from the Ontario College Application Service indicates that Seneca’s Child Development degree has been able to fill the seats each year the program’s been offered, and,

3 Charles E. Pascal, With Our Best Future in Mind,

http://www.ontario.ca/en/initiatives/early_learning/ONT06_018876, Accessed June 2010 4 Child Care Human Resources Sector Council, Working for Change, p.6

5 Canadian Child Care Federation, Inside The Federation, Volume 4 No. 1 June 21010, http://www.cccf-

fcsge.ca/publications/Interactionca-Feb10-infederation-en.htm, Accessed June 2010 6 Ibid., http://www.cccf-fcsge.ca/publications/Interactionca-Feb10-infederation-en.htm, Accessed June 2010

http://www.ontario.ca/en/initiatives/early_learning/ONT06_018876

http://www.cccf-fcsge.ca/publications/Interactionca-Feb10-infederation-en.htm




11

although the degree program in Early Childhood Leadership at George Brown College did not demonstrate a high demand in the first year, since then, it has had sufficient applicants to fill all the seats. The analysis of an Algonquin College demand survey indicates that there is significant interest in the program among potential applicants. Approximately 80.9% of the 143 respondents expressed some level of interest in taking the Bachelor of Early Learning and Community Development program, and that the interest is likely to translate into registrations that would allow the program to meet enrolment targets. The addition of the Bachelor of Early Learning and Community Development to the College‘s programming mix would expand students‘ educational opportunities for further studies and lifelong learning. Graduates of the Bachelor of Early Learning and Community Development program may receive consideration for eligibility to select graduate studies and/or Bachelor of Education programs. Evidence of this is included under Section 7. In summary, data from the labour market analysis, student surveys, and sector employers, along with trends within the field of early learning affirm the need for a Bachelor of Early Learning and Community Development program. There is strong support from community affiliates for the proposed curriculum as well as a commitment to provide field placements, work term experiences, and employment opportunities. It is anticipated that graduates of the Bachelor of Early Learning and Community Development program will become future leaders within the early learning sector and will be sought by employers locally, provincially, and nationally.


12

Section 1.3: Program Abstract This four year bachelor degree prepares students for opportunities in the early learning field within the educational and community context. Integrating theory and practice students acquire the skills to design, develop, deliver, coordinate and administrate early learning programs for children and families. Skills encompass community and organizational leadership, research, cross cultural competencies, curriculum development, administration, and professional communications. Students learn the legislative, sociological, ecological and developmental aspects of creating community based early learning opportunities. Embedded in the program are three field placements and one work term which are designed to broaden and add depth to the students’ learning experiences within the discipline of early learning and community development. Through the combination of theoretical and experiential course work students develop relevant personal and interpersonal skills required to work with diverse populations and organizations. The curriculum has been designed to facilitate graduates’ eligibility to register with the College of Early Childhood Educators. Graduates may find employment within the licensed early learning sector, community health agencies, the educational system, or with agencies engaged in early learning research. The degree also provides the foundation for study in select programs at the post graduate level or in Bachelor of Education programs.

SECTION 2: DEGREE LEVEL SUMMARY Bachelor of Early Learning and Community Development

13

Section 2: Degree Level Summary This section provides a summary of the program features and resources that ensure that the proposed Bachelor of Early Learning and Community Development program meets the Board's standard for a Baccalaureate/Bachelor Honours degree. Although the six categories are treated independently for the purposes of discussion, the proposed degree-level program integrates the elements of the standard in a holistic fashion, and creates opportunities for students to demonstrate more than one of the categories in any given performance. This alignment between the Board's standard and the proposed degree-level learning outcomes, and between the proposed degree-level learning outcomes and the courses that make up the proposed Bachelor of Early Learning and Community Development program was monitored throughout the development of the program (See Section 4.3: Learning Outcomes). Within this summary, key points will be highlighted for each of the six categories of knowledge and skills that form the Board's standard for a Baccalaureate/Bachelor Honours degree.

Depth and Breadth of Knowledge The proposed Bachelor of Early Learning and Community Development program has been developed to provide students with the necessary knowledge and skills using a scaffolding approach to learning. Each semester and year strengthens and stabilizes central concepts, methodologies, and theoretical approaches before moving students further into the specialized disciplinary content related to early learning and community development. The first year of study provides an introduction to foundational skills and knowledge for the discipline that will continue to be developed throughout the program. Course work spanning the first two years provides students with a thorough understanding of early learning within the educational and community context, through courses in human development, educational and social psychology, curriculum development, exceptionalities, legislation, and administrative practice. Building on this knowledge year three develops a more in-depth understanding of community development in relation to early learning through courses in organizational structure, group dynamics, cultural diversity, nature-based education, community building, advocacy, and leadership development. The applied nature of the program maintains a focus on the integration of early learning and community development practices in real world settings. During the four years of the program students have the opportunity to apply their knowledge through field placements in licensed early learning settings, community agencies supporting families, and outdoor learning environments. The work term provides students with the opportunity to work with an agency or institution to develop, implement, and evaluate an early learning project. In addition to the core courses, students devote more than twenty percent (20%) of their studies to content outside of the discipline, through a combination of mandated and free elective breadth courses. This interaction with other fields of study provides students with a breadth of learning through which they continue to exercise critical thinking and analytical skills. Moreover, they develop an appreciation and aptitude for a diversity of research methodologies that enables them to examine a greater array of hypotheses and assumptions beyond the specific discipline of early learning and community development.


14

Conceptual and Methodological Awareness/Research and Scholarship In the first semester, students begin their engagement with both the methods of enquiry and current research in the discipline. The courses in the first year of study lay the conceptual foundation students require to build a thorough understanding of how early learning is intertwined with education and the development of healthy communities through a critical examination of the connections that exist between the two. With this essential relationship in mind, students begin to explore the ways in which curriculum and programs are developed and assessed; organizations create and maximize goals achieved; research questions are formed; problems are solved, and theoretical research makes its transition into practical applications. Moreover, the evolving nature of practices, policies, and procedures in early learning and community development ensures that questions and problems raised in courses like Community Organization; Leadership, Community Building, and Advocacy; Developing Proposals; Group Dynamics and Organizational Behaviour, and Independent Study and Research will require both established ideas and techniques, and current research for the development of effective solutions that can be implemented in real-life situations. The learning environment in which the students collaborate with faculty will encourage not only logical and sustained arguments, but also the appropriate use of research. As they progress through the program, students develop a greater level of autonomy, and it is the combination of astute commentary on, and use of, scholarship in the discipline and demonstrated academic integrity in the documentation of their research that provides evidence of their intellectual growth during their studies.

Communication Skills Within the context of early learning and community development, communication skills are an essential foundation for success. The importance of effective communication with all stakeholders has been captured in one of the degree-level learning outcomes (See Section 4.3: Learning Outcomes). In order to prepare students not only for the work experiences that are part of the program, but also for employment upon graduation, the development of written and oral communication skills is threaded through the program with progressive levels of difficulty and exposure to discipline-specific techniques. Beginning with non-core courses offered during the first year of study, students begin an examination of fundamental communication and critical thinking skills that apply across a wide range of disciplines and ensure the ability to make meaningful connections with non-specialist audiences on topics of increasing complexity. Core courses like Working with Adults, Assessments, Guiding Behaviour, and Administrative Practices help students to appreciate the role of stakeholders, to develop further techniques for communicating with specialists, and to provide some familiarity with the issues that could arise during the first field placement experience. Advanced courses in Developing Proposals, Independent Study and Research, Theories of Counselling, Group Dynamics and Organizational Behaviour, and Leadership, Community Building, and Advocacy focus on the communication skills that are an integral part of obtaining and maintaining employment. These courses provide students with additional techniques and concepts that prepare them for the expectations they will encounter upon graduation.


15

Beyond specific courses that address communication skills, the need for effective communication of structured and coherent arguments is built into many of the courses through the assignments. Whether in the form of presentations, lab reports, technical reports, or seminars, students are expected to present and document their research findings in a manner that is consistent with the professional requirements of the discipline. Application of Knowledge The proposed Bachelor of Early learning and Community Development program integrates theoretical knowledge with practical applications throughout the program. Courses have been designed to keep established techniques in close contact with the related theories and concepts. The Algonquin Early Learning Centre is a tremendous resource in this area as it provides students with the opportunity to observe theory in practice and to apply knowledge gained in real world environments. The ability to use the Centre for authentic data collection contributes to the development of analytical skills that can be combined with related scholarly work and modeling and simulation techniques, to solve problems and propose solutions to real life problems. Courses such as Developing Proposals, Assessments, Advanced Principles of Learning Behaviours, Leadership, Community Building and Advocacy, and Special Studies in Early Learning are key examples of points in the program where students demonstrate their application of knowledge from the recognition and use of underlying principles through the framing of questions to the proposing of solutions. These courses and others like them ensure that students are able to meet or exceed the expectations of the final year Independent Study and Research course, one of the culminating projects for this proposed degree-level program. Technology plays an important role in the program as a tool for the collection and presentation of data. Students begin with common tools that are used across a number of disciplines and continue to develop expertise with software applications in a variety of contexts. In subsequent years, students work with more discipline-specific tools and software as they evaluate increasingly complex situations that can involve the components of early learning and community development. Furthermore, the program supports the integration of theoretical knowledge with practical applications through three different field placements and a full semester work term. Learning is scaffolded over the three field placements such that by the final work term students can integrate and apply complex theories, knowledge and skills in roles that require increased responsibility, which include the ability to assess needs, make sound judgments, propose solutions, and solve problems.

Professional Capacity/Autonomy As a discipline driven by professional reputation and relying heavily on the autonomy and integrity of its practitioners, this category of the Board's standard has been built into the program through the following degree-level learning outcomes:


16

#2 Communicate professionally, in all modalities, at both an applied and theoretical level to support families and children within programs and to document research findings to inform the profession and the public.

#5 Design and deliver effective needs assessments, draft action plans, and implement and evaluate community based early learning projects.

#7 Apply relevant legislation and regulations to inform the development, implementation and evaluation of programs for children and families within the field of early learning.

#8 Identify and analyze local, national and international standards, trends and directions in the field of early learning and use them to inform leadership practices.

#10 Develop a personal philosophy of early learning using methodologies of reflective practice and relevant theoretical perspectives.

#12 Advocate for the importance of the natural environment in supporting the development of healthy communities for families through the application of current research and knowledge.

While it is true that certain courses within the program play a much stronger role in the demonstration of these outcomes, they are threaded throughout the program and integral to the three field placements, one work term and the culminating Independent Study and Research course in the final year. As such, group work is an important part of the program from the very beginning and problem-based learning is used as an instructional methodology throughout the four years of the program. Both of these approaches support the qualities and transferable skills that position graduates for fulfilling contributions in and beyond their employment.

Finally, non-core courses for the program have been included to support and encourage a broader intellectual engagement with not only the local community, but also the global community as it continues to grow and evolve. Students, then, develop a sense of personal responsibility and accountability within an inclusive civic discourse that is the hallmark of a degree-level education.

Awareness of Limits of Knowledge

From the beginning of the program, students are faced with uncertainty, ambiguity, and limits of knowledge due to the constantly evolving nature of the field. In order to deal with change effectively and professionally, students develop a firm awareness of their roles within an integrated educational or project oriented team. Courses, especially in first year, are structured to introduce students to a number of core learning principles, legislative guidelines and theoretical perspectives. Though widely used, there are varying degrees of certainty surrounding the use and application of these principles, guidelines and perspectives. Uncertainty is then connected to real life applications as a means of assessing, updating and ultimately adapting approaches to solving problems. Working in a people oriented profession creates additional levels of ambiguity and unpredictability. Students must be aware of and capable of creating strategies for addressing these potential variables In both a repetitive and increasingly complex fashion, the program presents the students with learning opportunities that re-enforce the necessary realization for appreciating the limits of knowledge: that each problem must be faced as a unique or novel challenge because errors emerge from the differences between problems, not the similarities.

SECTION 3: ADMISSION, PROMOTION, AND GRADUATION Bachelor of Early Learning and Community Development

17

Section 3: Admission, Promotion, and Graduation The requirements for admission are appropriate to the learning outcomes of the program and the degree level standard. The minimum admission requirements stipulated for a bachelor‘s program are met. An Ontario Secondary School Diploma or equivalent and six university or university/college courses are required at the Grade 12 level, with a minimum average of 65% as per the benchmark, along with a minimum grade of 65% for the required ENG4(U) course. Admission procedures are further outlined in Policy AA04: Admissions.


18

Section 3.1: Admission Requirements for Direct Entry Direct entry and or mature student applicants for the proposed Bachelor of Early Learning and Community Development program must demonstrate achievement of the admission requirements outlined in the table below as per the benchmarks.

Program Admission Requirements

Academic

Ontario Secondary School Diploma (OSSD) or equivalent with a minimum of six Grade 12 university (U) or university/college (M) courses

Six Grade 12 (U) or (M) courses with a minimum 65% overall average

The Six Grade 12 courses to include: o English: ENG4(U), with a minimum 65% grade

If the applicant’s education was in a language other than English the applicant must take an English proficiency test or have achieved level 8 on the Canadian Language Benchmarks

Related work/volunteer experience

Not Applicable

Other (e.g., portfolio, specialized testing, interview, G.R.E., etc.)

Additional Requirements: Upon acceptance into the program the following requirements must be met. Failure to complete these requirements will prevent students from participating in the field placement and work term components of the program.

Valid First Aid and CPR Certification (St. John Ambulance, Red Cross or equivalent) must be completed prior to the commencement of classes. This certificate must be valid for the duration of the program. Students may have either Emergency First Aid or Standard First Aid certification.

Health check and tuberculosis test (two step test)

Current Police Records Check

Requirements for mature students (19 years of age or older and without a high school diploma at the start of the program)

Mature students are applicants who have not achieved the Ontario Secondary School Diploma (OSSD) or its equivalent and who are at least 19 years of age on or before the commencement of the program in which they intend to enroll. Mature students have demonstrated academic abilities equivalent to those of Ontario high school graduates, verified by successful completion of courses at the postsecondary level.


19

Section 3.2: Admission Policies and Procedures for Mature Students Mature student admission requirements are as follows:

The electronic policies file (Section 16: Policies), includes policies and procedures pertaining to the admission of mature students within the following:

Policy AA04: Admissions

Mature student admission requirements are noted below: Requirements for mature students (19 years of age or older and without a high school diploma at the start of the program)

Mature students are applicants who have not achieved the Ontario Secondary School Diploma (OSSD) or its equivalent and who are at least 19 years of age on or before the commencement of the program in which they intend to enrol. Mature students have demonstrated academic abilities equivalent to those of Ontario high school graduates, verified by successful completion of courses at the postsecondary level.


20

Section 3.3: Promotion and Graduation Requirements Policies governing academic remediation, sanctions and suspension for students who do not meet minimum achievement requirements are detailed broadly in Policy AA39: Program Progression and Graduation Requirements. Individual course outlines specify course and/or program specific promotion requirements as well as requirements for supplemental exams where available. Policy AA14 provides details on the College’s Grading System that are easily understandable, meaningful and convertible to other postsecondary institutions and employers through the use of designated percent, letter and numeric grade equivalents. The Grading System also allows for a Grade Point Average (GPA) calculation here described:

The grade point average is a weighted average. It is calculated as follows: Each course is designated as having normative total instructional hours, that is the designated number of hours within which the course learning requirements may be achieved, regardless of variations in delivery. The number of grade points per course is determined by multiplying the normative total instructional hours of the course by the numeric value of the grade earned in that course. The resulting number is called the grade point total. The grade point total is divided by the total number of normative instructional hours for courses with grades having numeric value. For the purpose of this calculation, a grade of "F" has a value of "0”. The resulting quotient is the grade point average.

Grade Point Total = Grade Point Average (G.P.A.) Total Normative Hours

Policy AA26 Course Outlines and Course Section Information, includes provisions to ensure that regardless of the grading scheme, grades for acceptable performance correspond to student work that demonstrates the degree level standard has been achieved through alignment with degree level program outcomes and course learning requirements. Furthermore, the evaluation methods or instruments are linked directly to the course learning requirements being addressed in the course.


21

The proposed Bachelor of Early Learning and Community Development program promotion and graduation requirements have been aligned to meet the benchmark requirements depicted in the following table:

Program Requirement Level of Achievement Promotion Graduation

Minimum overall average acceptable achievement in discipline-related requirements

C- (60-62%) C- (60-62%)

Level of overall achievement expected in the core discipline(s) of study

C (63-66%) C (63-66%)

Work Term Pass Pass

Minimum overall acceptable achievement for progression (across all degree requirements, including the breadth and discipline-related requirements)

C- (60-62%) C- (60-62%)

Several policies govern promotion and graduation requirements. The electronic policies file (Section 16: Policies), includes policies and procedures pertaining to the promotion and graduation requirements within the following:

Policy AA13: Evaluation of Student Learning Policy AA14: Grading System Policy AA26: Course Outlines and Course Section Information Policy AA29: Program Progression and Graduation Requirements Policy AA40: Academic Advising


22

Section 3.4: Advanced Standing Policies and Requirements Options for advanced standing and credit recognition are available to students with well established policies available to detail procedures and eligibility requirements. Respecting the guidelines set by the Postsecondary Education Quality Assessment Board, there is a limit on the number of credits to be awarded to diploma level study toward the degree program (excluding any work experience or internship requirements) such that the advanced standing is not to exceed:

65% degree level credit for a 4-year degree program from a completed 3-year diploma program; and,

40% degree level credit for a 4-year degree program from a completed 2-year diploma program.

The degree completion arrangements proposed which follow confirm that the limit on the number of credits to be awarded is respected. Degree Completion Arrangements Degree completion arrangements have been developed for two (2) Ontario College Credentials in a related field and that have program-level outcomes that ladder reasonably into the proposed degree-level learning outcomes. The following table provides the relevant admission information for those entering the proposed Bachelor of Early Learning and Community Development program through one of the two degree completion arrangements detailed in the table which follows:

Admission Details for Degree Completion:

Program Of Non-Degree Study

Courses Students Receive

Towards The Degree

Special Requirements For

Entry Into Arrangement

Point of Entry Into the Degree

Program

Early Childhood Education Ontario College Diploma

16 Graduated with a minimum GPA of 2.7 (70%) Completion of gap courses: Foundations of Social Development, Working with Adults, Ethics and Legislation in Family Services (each must have a passing mark of C (63%)

Year 3 Semester 5


23

Program Of Non-Degree Study

Courses Students Receive

Towards The Degree

Special Requirements For

Entry Into Arrangement

Point of Entry Into the Degree

Program

Social Service Worker Ontario College Diploma

8 An overall GPA of 2.7 (70%) minimum

Students will enter into Semester 1 but will take a combination of first and second year courses during the first year of study. At the end of the first year, successful students with minimum course marks of C- (60%) will enter into Year 3 Semester 5.

These degree completion arrangements comply with the Board's benchmarks surrounding advanced standing. Students entering the proposed program after completion of an Ontario College Diploma in Early Childhood Education (2-year diploma program) are awarded 40% degree level credit. Those entering after completion of an Ontario Diploma in Social Service Worker (2-year diploma program) are awarded 25% degree level credit. The gap analysis (See Section 4.10: Gap Analysis) for each program of prior study demonstrates the means by which the degree program learning outcomes are met. The electronic policies file (Section 16: Policies), includes policies and procedures pertaining to advanced standing within the following:

Policy AA05: Advanced Standing Policy AA06: Prior Learning Assessment and Recognition

Policy AA09: Transfer of Academic Credit (Internal) Policy AA10: Transfer of Academic Credit (External)

SECTION 4: PROGRAM CONTENT Bachelor of Early Learning and Community Development

24

Section 4: Program Content This section with its subsequent sub-sections of supporting material demonstrates the rigor, breadth and depth that have been built into the proposed Bachelor of Early Learning and Community Development program to ensure that the program is consistent with the degree-level standards. The supporting materials speak to all twelve (12) of the Board's benchmarks for program content. Throughout the development of the program, the degree-level standards and the Board's benchmarks have been a constant reference point. In fact, the decision to undertake the development of the proposed Bachelor of Early Learning and Community Development program was based not only on the employer demand for graduates in this discipline, but also on the natural alignment between the field of practice and the degree-level standards. Early learning and community development, as a discipline, is based on a balance of theory and practice and, therefore, the program needs to follow suit in order for graduates to be prepared for employment. The development has also adopted a layered approach where each consecutive year of study adds complexity to the knowledge and skills from previous years. The twelve (12) program learning outcomes have some elements that are similar to related degree programs in Ontario; however the proposed degree program outcomes reflect the unique mix of skills and knowledge required to effectively address early learning in both the educational and community systems. In addition, the program outcomes have incorporated the early childhood education vocational outcomes to facilitate graduates’ eligibility to register with the College of Early Childhood Educators. The structure of the program and the courses that comprise the program of study have been designed for the achievement and demonstration of the learning outcomes that describe the knowledge and skills of graduates. As a result, the proposed program strikes a reasonable balance for the time spent on content that is appropriate to the stated learning outcomes. No one knowledge area within the discipline takes precedence over another, and, as students move through the final two years of study, there is increased emphasis placed on using a variety of knowledge, skills and attitudes to solve current and emerging problems in the discipline. To further prepare students for their work experiences and future employment, a wide range of assessments are built into the courses that are part of the proposed program of study. These assessments are aligned with the outcomes for each course (See Section 4.7: Course Outlines) to ensure that there is ample demonstration of stated outcomes and that students have consistent, regular, and meaningful feedback on their achievement levels. The breadth requirement for the proposed Bachelor of Early Learning and Community Development program not only adheres to the Board's benchmarks for the balance of core and non-core studies, but it also does so to the benefit of the graduates and the broader community of which the graduates will be a part. This has been made possible through the development of detailed, focused non-core courses that, in addition to providing elective choices, demonstrate a serious commitment to the transferable skills found in a variety of modes of analysis outside the core field of study. Students have access to breadth and depth in their non-core studies. The learning opportunities in mandatory non-core courses ensure that students develop more than an introductory knowledge in a range of disciplines. Beginning in the first year, communication skills and critical thinking are addressed in discrete courses, and the development of this knowledge and these skills are encouraged throughout the program. Using these skills, students


25

have the opportunity through other mandatory non-core courses (e.g. Introduction to Research, Theories of Counselling, Risk Management) and free electives to develop an understanding of a variety of content areas that will further enhance their future work in diverse settings. Content related to Ontario and Canada will play a substantial role in content area examination, but the realities of a global marketplace are also a part of the current knowledge in the breadth studies. It is, however, the field placements and work term that provide students with the most information about their ability to apply knowledge and skills in practice and their direction for future studies both within and beyond the program. The three field placements embedded in semesters four, six, and seven allow students to connect their expanding knowledge and skills to the workplace. The work term that takes place between semesters seven and eight continues to advance workplace knowledge and skills while adding in opportunities for increased autonomy in project development, implementation and evaluation. These experiential learning opportunities build on the knowledge and skills developed in both core and non-core curriculum while addressing multiple degree level and program learning outcomes. The Program Advisory Committee has provided additional assurance that the appropriate levels of Ontario and Canadian content are in place throughout the entire program, in core, non-core and field placements. These experts in the field, employers and sector representatives have confirmed the currency of the curriculum and its relevance to the field. Moreover, they have unanimously endorsed the program (See Section 4.1: Program Advisory Committee). The remainder of this section contains the supporting materials that provide the direct evidence of the ways in which the curriculum for the proposed Bachelor of Early Learning and Community Development program meets the Board's requirements.


26

Section 4.1: Program Advisory Committee

Name, Occupation

Employer Related

Credentials Professional Affiliations

Janet Chadwick Child Care Specialist

City of Ottawa ECE

Charlyn Monaghan Language Instruction for New Canadians Manager

Ottawa Public School Board RECE AECEO. Child Care Council

Mark Birmingham Executive Director

Carleton Heights Community Health Center

PhD Mark Birmingham Executive director

Marlene Powers-Johnston Executive Director

Carp Forest Preschool BSW MA in progress

Board member of Child and Nature Alliance

Kim Hiscott Executive Director

Andre Fleck Child Care Services

RECE AECEO, CECE,

Karin Guite Director of Childcare Services

Ottawa Catholic Schools School

MEd

Charles Pascal Professor

University of Toronto PhD

M. Jane Willis Program Advisor & Licensing Specialist

Ministry of Children & Youth Services

ECE

Patricia Murphy Executive Director of Tyndale St-Georges Community Center; Faculty Social Services Dept.

St. Georges Community Centre Dawson College

MSW

The following are Algonquin College faculty participants on the Committee acting as resource

Jane Jones Professor (Social Service Worker program)

Algonquin College MA (Counselling)

Laura Rogal-Black Professor (Developmental Service Worker program)

Algonquin College PhD (Experimental Psychology)

Society for Research in Child Development

Carlo Pereira Algonquin College M.Ed. PhD in progress

Leslie Kopf-Johnson Algonquin College M.Ed. PhD in progress

AECEO, Board member for Ottawa Catholic Child Care Corporation, Ottawa Child Care Council


27

Bachelor of Early Learning and Community Development

Ad Hoc Program Advisory Committee Meeting Minutes (Note that meetings were also held: May 26, 2010, October 5, 2010, October 28, 2010,

December 7, 2010, and February 16, 2011)

Minutes Advisory Committee Meeting Bachelor of Early Learning and Community Development

November 16, 2011 3:00pm – 5:00pm

Room T106

Present: Jane Willis, Kim Hiscott, Laura Rogal-Black, Charlyn Monahan, Patricia Murphy, Janet Chadwick, Carlos Pereira, Leslie Kopf-Johnson Regrets: Karin Guite, Marlene Powers-Johnston

Meeting Notes

1. Approval of Agenda Agenda was approved as presented.

2. Business Arising

Update on decision for final degree program title to be Bachelor of Early Learning and Community Development. Name was settled on after a number of discussions regarding how best to reflect the breadth and scope of the degree

Co-op placement can take place no later than the time period between the level seven and level eight semesters as per college degree program requirements

As indicated in the email sent to all committee members the interim review result was positive

Email sent to developers outlined the timeframe for completion. Deadline was November 1

3. New Business

1. Update on course outlines: a. Updated drafts of the current course outlines were presented for committee

review. b. Working on establishing and acquiring the necessary data bases with the library

for the degree. c. Update on the potential partnerships with universities regarding graduate studies

and admission to Bachelor of Education programs. Have approached a number of universities and are waiting for their responses.

2. Timeline for roll out of degree: Need to be ready for College Curriculum Review Committee by April 2012


28

a. This means getting Algonquin College approval by end of June 2012 b. Could mean sooner roll out of program but more likely that the move will result in

more time for marketing c. Question around if initial roll out will include both year 1 and 3. Indication is that

both may be done because of the considerable interest in the ECE community that would necessitate a year three starting point.

d. Exit point after two years and courses required to complete diploma is also under discussion and discussion around recognition of CYW or SSW

3. Program map: Carlos gave an update on how the various courses have been mapped across the four years of the degree and will send electronic copies to everyone on advisory for review

4. Gap analysis: a. An explanation of process that was undertaken to determine where the gap in

knowledge for students coming into the degree with an ECE diploma was given b. Look at when courses that deal with the bridging requirements are going to be

offered and the possibility of having them offered at the same time so that students could take them all at the same time

c. Suggestion that these courses be used as gen ed courses towards the diploma d. Can we rethink the possibility of having the courses offered on a part-time basis

and have students be part-time initially and join the full-time program when ready. Check to see where College stands on this. Look at when and how courses are delivered to meet the needs of grads who are working.

5. Letter to employer asking for degree endorsement: a. Draft of the letter that will be sent to potential employers and placement sites

soliciting their endorsement of the degree was presented for review. b. Suggestions for improvements:

i. Give a bit more of the description of the process and the timelines, mention bridging and if there might be opportunities to do it part-time. It was suggested that this be done after asking for the endorsement.

ii. Include the statement “We welcome the opportunity to partner with you” in letter

iii. Include the date that we need it back by

6. Letter from employer template: a. Draft of the letter that potential employers and placements can use to provide an

endorsement was presented for review b. Suggestions: may want to change wording from “require” to” benefit from” or

“anticipate that we will require”

7. Co-op placements: a. The need for unpaid work terms was identified due to the non-profit nature of the

sector and the anticipated difficulty in obtaining paid co-op placements b. Question was raised as to whether students would be able to do their co-op in

the agency where they work if they were assigned a different employment activity. Will follow up with this question.

8. Online Survey to recruit placements : a. The link will be sent out to various organizations and advisory committee

members to share the link to recruitment survey


29

b. With the survey ,the community needs to be made aware of the possibility of the program so that they understand when completing the survey what it’s about

c. Suggestion was made that the developers speak to the College of ECEs about their willingness to endorse the degree and recognize graduates for membership into the college.

Minutes Advisory Committee Meeting Bachelor of Early Learning and Community Development

March 27,2012 3:00pm – 5:00pm

Room P207

Present: Jane Willis, Kim Hiscott, Laura Rogal-Black, Charles Pascal, Marlene Powers-Johnston, Charlyn Monahan Regrets: Karin Guite, Patricia Murphy, Janet Chadwick, Mark Birmingham

Meeting Notes

1. Approval of Agenda Agenda was approved as presented.

2. Business Arising

Letters of endorsements: provided update indicating that we had 12 letters from employers and 3 emails indicating suitability of program for graduate studies at university.

3. New Business

Course outlines and program of study: discussion around the elimination of Leadership course and changes that

have occurred to other courses as a result of these changes. Suggestion made to change the name of the Community Development and Advocacy course to include leadership

discussion around statistics course and need to focus more on evidence based practice, understanding and knowing when to apply different stats rather than focusing on number crunching. Importance of being able to read stats with understanding and applying that knowledge

suggestion to make minor changes in the first two years to ensure that the broader context of community development and children’s services isn’t lost when focusing on the early learning piece. Ensure that children’s services are included in the historical overview course

discussed the need to be assured that courses on early learning include the use of portfolios and documentation

want to make sure the administration course includes components on writing policies and procedures for programs


30

discussion: community develop piece needs to ensure organizational skills, advocate for program and public policy changes, create system re-engineering

discussion: lab school needs to reflect the degree program as well as the ECE diploma program

Gap analysis: - Discussion: agreement around the missing components and the

suggested gap courses - Discussion: how soon can the gap course be offered since people in the

community will want to take them and get started on the program as soon as possible

- suggestion to make the bridging courses as accessible as possible to let individuals complete them as quickly as possible in order to start the program. - questions as to whether the last two years could be done on a part- time basis so people in the field could complete it while still working

Degree ability to meet requirements for graduates to register with the College of Early Childhood Educators (CECE) Members reviewed the document demonstrating the link between the

degree program and the ECE vocational outcomes which are used by the CECE to determine eligibility for membership

Members where happy with the link to the outcomes but raised one issue. There was concern around the number of hours for field placement in licensed early learning program. The concern was raised that the amount of field hours in licensed programs wasn’t enough for graduates to develop the required skills. The ensuing discussion reflected the changing job market in the early learning field and it was identified that it’s meeting the vocational outcomes of the ECE diploma not the actual location of placements that determines eligibility. It was acknowledged that the field manuals designed for the placements would have to ensure that students can master the vocational outcomes for the ECE diploma. The committee indicated that the proposal should indicate that the first placement would be in a licensed early learning program and that the other two field placements would be within the scope of practice of the early childhood educator. This would provide assurance that the students would meet the requirement but also provide lots of flexibility in terms of experiences. This suggestion was agreed upon by everyone.

Motion to approve proposal A motion to approval the proposal with the following changes was made:

1. Add leadership to the Community Development and Advocacy course 2. Ensure the leadership CLRs are included in other courses 3. Make sure the children’s services piece is in the historical overview

course 4. Find or develop a stats course that reflects the suggestions from the

meeting 5. Incorporate policy and procedure assignment into administration

course


31

6. Change the descriptions of the last two field placement courses to indicate that the student will be working within the early childhood educator’s scope of practice The motion to accept the proposal for the Bachelor of Early Learning and Community Development was passed with the amendments.

RESOLUTION:

MOVED and SECONDED: Kim Hiscott and Jane Willis that the B.E.L.C.D Advisory Committee has reviewed the curriculum as generally presented for the Bachelor of Early Learning and Community Development, and supports the need for this program in the community, confirms that the program meets or exceeds the requirements of the early learning, community development, and family services field. The Advisory Committee recommends this program for approval to the President’s Executive Committee and to the Board of Governors. The motion received unanimous support from the members.


32

Section 4.2: Professional Accreditation Although there are no specific accreditation requirements for the Bachelor of Early Learning and Community Development program, in the best interest of potential graduates, the curriculum has been designed to meet the requirements for registration with the Ontario College of Early Childhood Educators (CECE). The Ministry of Training, Colleges and Universities’ vocational learning outcomes for the Early Childhood Education diploma are used by the CECE to determine eligibility for registration. The degree program learning outcomes were designed to incorporate the Early Childhood Education vocational learning outcomes to ensure regulatory compliance. The proposed degree was submitted to the CECE Registration Committee for review. The following letter of February 4, 2013, from the Deputy Registrar, indicates that the assessment will be concluded and a recommendation presented to the Council once Algonquin is able to confirm recognition by the Ontario Ministry of Training, Colleges and Universities. However, we are pleased to highlight that the letter cites that: ‘The Committee review concluded that the program did meet the program standards for recognized ECE post-secondary programs acceptable by the College.”


33


34

Section 4.3: Learning Outcomes The proposed Bachelor of Early Learning and Community Development has been developed to meet the following twelve (12) degree level earning outcomes: The graduate has reliably demonstrated the ability to:

1. Contribute to community development for children and families using theories from the fields of psychology, learning, sociology, and social work.




5. Design and deliver effective needs assessments, draft action plans, and implement and evaluate community based early learning projects.



8. Identify and analyze local, national and international standards, trends and directions in the field of early learning and use them to inform leadership practices.




12. Advocate for the importance of the natural environment in supporting the development of healthy communities for families through the application of current research and knowledge.


35

Alignment of Program Learning Outcomes with Degree Level Standard

1. Depth and Breadth of Knowledge

2. Know-

ledge of Methods

3. Application of

Knowledge

4. Communi

-cation Skills

5. Aware-ness of

Limits of Know-ledge

6. Professional

Capacity Autonomy

a) b) c) d) e) f)

Met

hods

of e

nqui

ry o

r cr

eativ

e ac

tivity

, or

both

, in

thei

r pr

imar

y ar

ea o

f stu

dy. (

eval

uate

and

devi

se a

rgum

ents

, and

com

men

t on

scho

lars

hip)

a) b) c)

Com

mun

icat

e ac

cura

tely

and

rel

iabl

y, o

rally

and

in w

ritin

g, to

a r

ange

of a

udie

nces

App

reci

atio

n of

the

limits

to th

eir

own

know

ledg

e an

d ab

ility

, of a

mbi

guity

and

the

limits

to k

now

ledg

e a

s it

influ

ence

s an

alys

es

and

inte

rpre

tatio

ns

a) b) c)

Degree level Learning Outcomes

Dev

elop

ed k

now

ledg

e of

key

con

cept

s,

met

hodo

logi

es, c

urre

nt a

dvan

ces,

theo

retic

al a

ppro

ache

s an

d as

sum

ptio

ns

in th

e di

scip

line

and

in a

spe

cial

ized

are

a

of a

dis

cipl

ine

Inte

r- a

nd In

tra-

disc

iplin

ary

know

ledg

e

and

rela

tions

hips

Res

earc

h, a

naly

sis

and

ass

essm

ent o

f

hypo

thes

es r

elev

ant t

o on

e or

mor

e of

the

maj

or fi

elds

in a

dis

cipl

ine

Res

earc

h ex

perie

nce

in a

n ar

ea o

f the

disc

iplin

e

Crit

ical

thin

king

and

ana

lytic

al s

kills

insi

de

and

outs

ide

the

disc

iplin

e

Lear

ning

out

side

the

disc

iplin

e

Crit

ical

use

of q

ualit

ativ

e an

d qu

ant

itativ

e

info

rmat

ion

Use

a r

ange

of e

stab

lishe

d te

chni

ques

Crit

ical

use

of s

cho

larly

rev

iew

s a

nd

prim

ary

sour

ces

Qua

litie

s an

d tr

ansf

erab

le s

kills

in th

e

area

of p

erso

nal a

nd in

terp

erso

nal s

kills

Man

age

lifel

ong

lear

ning

, per

son

ally

and

prof

essi

onal

ly

Aca

dem

ic in

tegr

ity a

nd s

ocia

l

resp

onsi

bilit

y


x x x x x x x x x


36


2. Know-

ledge of Methods

3. Application of

Knowledge

4. Communi

-cation Skills

5. Aware-ness of


6. Professional

Capacity Autonomy

a) b) c) d) e) f)

Met

hods

of e

nqui

ry o

r cr

eativ

e ac

tivity

, or

both

, in

thei

r pr

imar

y ar

ea o

f stu

dy. (

eval

uate

and

devi

se a

rgum

ents

, and

com

men

t on

scho

lars

hip)

a) b) c)

Com

mun

icat

e ac

cura

tely

and

rel

iabl

y, o

rally

and

in w

ritin

g, to

a r

ange

of a

udie

nces

App

reci

atio

n of

the

limits

to th

eir

own

know

ledg

e an

d ab

ility

, of a

mbi

guity

and

the

limits

to k

now

ledg

e a

s it

influ

ence

s an

alys

es

and

inte

rpre

tatio

ns

a) b) c)


Dev

elop

ed k

now

ledg

e of

key

con

cept

s,

met

hodo

logi

es, c

urre

nt a

dvan

ces,

theo

retic

al a

ppro

ache

s an

d as

sum

ptio

ns

in th

e di

scip

line

and

in a

spe

cial

ized

are

a

of a

dis

cipl

ine

Inte

r- a

nd In

tra-

disc

iplin

ary

know

ledg

e

and

rela

tions

hips

Res

earc

h, a

naly

sis

and

ass

essm

ent o

f

hypo

thes

es r

elev

ant t

o on

e or

mor

e of

the

maj

or fi

elds

in a

dis

cipl

ine

Res

earc

h ex

perie

nce

in a

n ar

ea o

f the

disc

iplin

e

Crit

ical

thin

king

and

ana

lytic

al s

kills

insi

de

and

outs

ide

the

disc

iplin

e

Lear

ning

out

side

the

disc

iplin

e

Crit

ical

use

of q

ualit

ativ

e an

d qu

ant

itativ

e

info

rmat

ion

Use

a r

ange

of e

stab

lishe

d te

chni

ques

Crit

ical

use

of s

cho

larly

rev

iew

s a

nd

prim

ary

sour

ces

Qua

litie

s an

d tr

ansf

erab

le s

kills

in th

e

area

of p

erso

nal a

nd in

terp

erso

nal s

kills

Man

age

lifel

ong

lear

ning

, per

son

ally

and

prof

essi

onal

ly

Aca

dem

ic in

tegr

ity a

nd s

ocia

l

resp

onsi

bilit

y


x x x x


37


2. Know-

ledge of Methods

3. Application of

Knowledge

4. Communi

-cation Skills

5. Aware-ness of


6. Professional

Capacity Autonomy

a) b) c) d) e) f)

Met

hods

of e

nqui

ry o

r cr

eativ

e ac

tivity

, or

both

, in

thei

r pr

imar

y ar

ea o

f stu

dy. (

eval

uate

and

devi

se a

rgum

ents

, and

com

men

t on

scho

lars

hip)

a) b) c)

Com

mun

icat

e ac

cura

tely

and

rel

iabl

y, o

rally

and

in w

ritin

g, to

a r

ange

of a

udie

nces

App

reci

atio

n of

the

limits

to th

eir

own

know

ledg

e an

d ab

ility

, of a

mbi

guity

and

the

limits

to k

now

ledg

e a

s it

influ

ence

s an

alys

es

and

inte

rpre

tatio

ns

a) b) c)


Dev

elop

ed k

now

ledg

e of

key

con

cept

s,

met

hodo

logi

es, c

urre

nt a

dvan

ces,

theo

retic

al a

ppro

ache

s an

d as

sum

ptio

ns

in th

e di

scip

line

and

in a

spe

cial

ized

are

a

of a

dis

cipl

ine

Inte

r- a

nd In

tra-

disc

iplin

ary

know

ledg

e

and

rela

tions

hips

Res

earc

h, a

naly

sis

and

ass

essm

ent o

f

hypo

thes

es r

elev

ant t

o on

e or

mor

e of

the

maj

or fi

elds

in a

dis

cipl

ine

Res

earc

h ex

perie

nce

in a

n ar

ea o

f the

disc

iplin

e

Crit

ical

thin

king

and

ana

lytic

al s

kills

insi

de

and

outs

ide

the

disc

iplin

e

Lear

ning

out

side

the

disc

iplin

e

Crit

ical

use

of q

ualit

ativ

e an

d qu

ant

itativ

e

info

rmat

ion

Use

a r

ange

of e

stab

lishe

d te

chni

ques

Crit

ical

use

of s

cho

larly

rev

iew

s a

nd

prim

ary

sour

ces

Qua

litie

s an

d tr

ansf

erab

le s

kills

in th

e

area

of p

erso

nal a

nd in

terp

erso

nal s

kills

Man

age

lifel

ong

lear

ning

, per

son

ally

and

prof

essi

onal

ly

Aca

dem

ic in

tegr

ity a

nd s

ocia

l

resp

onsi

bilit

y


x x x x x x x x x


x x x x x x x


38


2. Know-

ledge of Methods

3. Application of

Knowledge

4. Communi

-cation Skills

5. Aware-ness of


6. Professional

Capacity Autonomy

a) b) c) d) e) f)

Met

hods

of e

nqui

ry o

r cr

eativ

e ac

tivity

, or

both

, in

thei

r pr

imar

y ar

ea o

f stu

dy. (

eval

uate

and

devi

se a

rgum

ents

, and

com

men

t on

scho

lars

hip)

a) b) c)

Com

mun

icat

e ac

cura

tely

and

rel

iabl

y, o

rally

and

in w

ritin

g, to

a r

ange

of a

udie

nces

App

reci

atio

n of

the

limits

to th

eir

own

know

ledg

e an

d ab

ility

, of a

mbi

guity

and

the

limits

to k

now

ledg

e a

s it

influ

ence

s an

alys

es

and

inte

rpre

tatio

ns

a) b) c)


Dev

elop

ed k

now

ledg

e of

key

con

cept

s,

met

hodo

logi

es, c

urre

nt a

dvan

ces,

theo

retic

al a

ppro

ache

s an

d as

sum

ptio

ns

in th

e di

scip

line

and

in a

spe

cial

ized

are

a

of a

dis

cipl

ine

Inte

r- a

nd In

tra-

disc

iplin

ary

know

ledg

e

and

rela

tions

hips

Res

earc

h, a

naly

sis

and

ass

essm

ent o

f

hypo

thes

es r

elev

ant t

o on

e or

mor

e of

the

maj

or fi

elds

in a

dis

cipl

ine

Res

earc

h ex

perie

nce

in a

n ar

ea o

f the

disc

iplin

e

Crit

ical

thin

king

and

ana

lytic

al s

kills

insi

de

and

outs

ide

the

disc

iplin

e

Lear

ning

out

side

the

disc

iplin

e

Crit

ical

use

of q

ualit

ativ

e an

d qu

ant

itativ

e

info

rmat

ion

Use

a r

ange

of e

stab

lishe

d te

chni

ques

Crit

ical

use

of s

cho

larly

rev

iew

s a

nd

prim

ary

sour

ces

Qua

litie

s an

d tr

ansf

erab

le s

kills

in th

e

area

of p

erso

nal a

nd in

terp

erso

nal s

kills

Man

age

lifel

ong

lear

ning

, per

son

ally

and

prof

essi

onal

ly

Aca

dem

ic in

tegr

ity a

nd s

ocia

l

resp

onsi

bilit

y

1. 5. Design and deliver effective needs assessments, draft action plans, and implement and evaluate community based early learning projects.

x x x x x x x x x x x

1. 6. Create and evaluate inclusive, safe and healthy learning environments for children and families.

x x x x x x x x x x


39


2. Know-

ledge of Methods

3. Application of

Knowledge

4. Communi

-cation Skills

5. Aware-ness of


6. Professional

Capacity Autonomy

a) b) c) d) e) f)

Met

hods

of e

nqui

ry o

r cr

eativ

e ac

tivity

, or

both

, in

thei

r pr

imar

y ar

ea o

f stu

dy. (

eval

uate

and

devi

se a

rgum

ents

, and

com

men

t on

scho

lars

hip)

a) b) c)

Com

mun

icat

e ac

cura

tely

and

rel

iabl

y, o

rally

and

in w

ritin

g, to

a r

ange

of a

udie

nces

App

reci

atio

n of

the

limits

to th

eir

own

know

ledg

e an

d ab

ility

, of a

mbi

guity

and

the

limits

to k

now

ledg

e a

s it

influ

ence

s an

alys

es

and

inte

rpre

tatio

ns

a) b) c)


Dev

elop

ed k

now

ledg

e of

key

con

cept

s,

met

hodo

logi

es, c

urre

nt a

dvan

ces,

theo

retic

al a

ppro

ache

s an

d as

sum

ptio

ns

in th

e di

scip

line

and

in a

spe

cial

ized

are

a

of a

dis

cipl

ine

Inte

r- a

nd In

tra-

disc

iplin

ary

know

ledg

e

and

rela

tions

hips

Res

earc

h, a

naly

sis

and

ass

essm

ent o

f

hypo

thes

es r

elev

ant t

o on

e or

mor

e of

the

maj

or fi

elds

in a

dis

cipl

ine

Res

earc

h ex

perie

nce

in a

n ar

ea o

f the

disc

iplin

e

Crit

ical

thin

king

and

ana

lytic

al s

kills

insi

de

and

outs

ide

the

disc

iplin

e

Lear

ning

out

side

the

disc

iplin

e

Crit

ical

use

of q

ualit

ativ

e an

d qu

ant

itativ

e

info

rmat

ion

Use

a r

ange

of e

stab

lishe

d te

chni

ques

Crit

ical

use

of s

cho

larly

rev

iew

s a

nd

prim

ary

sour

ces

Qua

litie

s an

d tr

ansf

erab

le s

kills

in th

e

area

of p

erso

nal a

nd in

terp

erso

nal s

kills

Man

age

lifel

ong

lear

ning

, per

son

ally

and

prof

essi

onal

ly

Aca

dem

ic in

tegr

ity a

nd s

ocia

l

resp

onsi

bilit

y


x x x x

1. 8. Identify and analyze local, national and international standards, trends and directions in the field of early learning and use them to inform leadership practices.

x x x x x x x x x


40


2. Know-

ledge of Methods

3. Application of

Knowledge

4. Communi

-cation Skills

5. Aware-ness of


6. Professional

Capacity Autonomy

a) b) c) d) e) f)

Met

hods

of e

nqui

ry o

r cr

eativ

e ac

tivity

, or

both

, in

thei

r pr

imar

y ar

ea o

f stu

dy. (

eval

uate

and

devi

se a

rgum

ents

, and

com

men

t on

scho

lars

hip)

a) b) c)

Com

mun

icat

e ac

cura

tely

and

rel

iabl

y, o

rally

and

in w

ritin

g, to

a r

ange

of a

udie

nces

App

reci

atio

n of

the

limits

to th

eir

own

know

ledg

e an

d ab

ility

, of a

mbi

guity

and

the

limits

to k

now

ledg

e a

s it

influ

ence

s an

alys

es

and

inte

rpre

tatio

ns

a) b) c)


Dev

elop

ed k

now

ledg

e of

key

con

cept

s,

met

hodo

logi

es, c

urre

nt a

dvan

ces,

theo

retic

al a

ppro

ache

s an

d as

sum

ptio

ns

in th

e di

scip

line

and

in a

spe

cial

ized

are

a

of a

dis

cipl

ine

Inte

r- a

nd In

tra-

disc

iplin

ary

know

ledg

e

and

rela

tions

hips

Res

earc

h, a

naly

sis

and

ass

essm

ent o

f

hypo

thes

es r

elev

ant t

o on

e or

mor

e of

the

maj

or fi

elds

in a

dis

cipl

ine

Res

earc

h ex

perie

nce

in a

n ar

ea o

f the

disc

iplin

e

Crit

ical

thin

king

and

ana

lytic

al s

kills

insi

de

and

outs

ide

the

disc

iplin

e

Lear

ning

out

side

the

disc

iplin

e

Crit

ical

use

of q

ualit

ativ

e an

d qu

ant

itativ

e

info

rmat

ion

Use

a r

ange

of e

stab

lishe

d te

chni

ques

Crit

ical

use

of s

cho

larly

rev

iew

s a

nd

prim

ary

sour

ces

Qua

litie

s an

d tr

ansf

erab

le s

kills

in th

e

area

of p

erso

nal a

nd in

terp

erso

nal s

kills

Man

age

lifel

ong

lear

ning

, per

son

ally

and

prof

essi

onal

ly

Aca

dem

ic in

tegr

ity a

nd s

ocia

l

resp

onsi

bilit

y

2. 9. Coordinate, implement and manage early learning services and community agencies through the

3. assessment and analysis of data on organizational structures and behaviours.

x x x x x x

1. 10. Develop a personal philosophy of early learning using methodologies of reflective practice and relevant theoretical perspectives.

x x x x x x


41


2. Know-

ledge of Methods

3. Application of

Knowledge

4. Communi

-cation Skills

5. Aware-ness of


6. Professional

Capacity Autonomy

a) b) c) d) e) f)

Met

hods

of e

nqui

ry o

r cr

eativ

e ac

tivity

, or

both

, in

thei

r pr

imar

y ar

ea o

f stu

dy. (

eval

uate

and

devi

se a

rgum

ents

, and

com

men

t on

scho

lars

hip)

a) b) c)

Com

mun

icat

e ac

cura

tely

and

rel

iabl

y, o

rally

and

in w

ritin

g, to

a r

ange

of a

udie

nces

App

reci

atio

n of

the

limits

to th

eir

own

know

ledg

e an

d ab

ility

, of a

mbi

guity

and

the

limits

to k

now

ledg

e a

s it

influ

ence

s an

alys

es

and

inte

rpre

tatio

ns

a) b) c)


Dev

elop

ed k

now

ledg

e of

key

con

cept

s,

met

hodo

logi

es, c

urre

nt a

dvan

ces,

theo

retic

al a

ppro

ache

s an

d as

sum

ptio

ns

in th

e di

scip

line

and

in a

spe

cial

ized

are

a

of a

dis

cipl

ine

Inte

r- a

nd In

tra-

disc

iplin

ary

know

ledg

e

and

rela

tions

hips

Res

earc

h, a

naly

sis

and

ass

essm

ent o

f

hypo

thes

es r

elev

ant t

o on

e or

mor

e of

the

maj

or fi

elds

in a

dis

cipl

ine

Res

earc

h ex

perie

nce

in a

n ar

ea o

f the

disc

iplin

e

Crit

ical

thin

king

and

ana

lytic

al s

kills

insi

de

and

outs

ide

the

disc

iplin

e

Lear

ning

out

side

the

disc

iplin

e

Crit

ical

use

of q

ualit

ativ

e an

d qu

ant

itativ

e

info

rmat

ion

Use

a r

ange

of e

stab

lishe

d te

chni

ques

Crit

ical

use

of s

cho

larly

rev

iew

s a

nd

prim

ary

sour

ces

Qua

litie

s an

d tr

ansf

erab

le s

kills

in th

e

area

of p

erso

nal a

nd in

terp

erso

nal s

kills

Man

age

lifel

ong

lear

ning

, per

son

ally

and

prof

essi

onal

ly

Aca

dem

ic in

tegr

ity a

nd s

ocia

l

resp

onsi

bilit

y


x x x x x x x x x x x x x x x


42


2. Know-

ledge of Methods

3. Application of

Knowledge

4. Communi

-cation Skills

5. Aware-ness of


6. Professional

Capacity Autonomy

a) b) c) d) e) f)

Met

hods

of e

nqui

ry o

r cr

eativ

e ac

tivity

, or

both

, in

thei

r pr

imar

y ar

ea o

f stu

dy. (

eval

uate

and

devi

se a

rgum

ents

, and

com

men

t on

scho

lars

hip)

a) b) c)

Com

mun

icat

e ac

cura

tely

and

rel

iabl

y, o

rally

and

in w

ritin

g, to

a r

ange

of a

udie

nces

App

reci

atio

n of

the

limits

to th

eir

own

know

ledg

e an

d ab

ility

, of a

mbi

guity

and

the

limits

to k

now

ledg

e a

s it

influ

ence

s an

alys

es

and

inte

rpre

tatio

ns

a) b) c)


Dev

elop

ed k

now

ledg

e of

key

con

cept

s,

met

hodo

logi

es, c

urre

nt a

dvan

ces,

theo

retic

al a

ppro

ache

s an

d as

sum

ptio

ns

in th

e di

scip

line

and

in a

spe

cial

ized

are

a

of a

dis

cipl

ine

Inte

r- a

nd In

tra-

disc

iplin

ary

know

ledg

e

and

rela

tions

hips

Res

earc

h, a

naly

sis

and

ass

essm

ent o

f

hypo

thes

es r

elev

ant t

o on

e or

mor

e of

the

maj

or fi

elds

in a

dis

cipl

ine

Res

earc

h ex

perie

nce

in a

n ar

ea o

f the

disc

iplin

e

Crit

ical

thin

king

and

ana

lytic

al s

kills

insi

de

and

outs

ide

the

disc

iplin

e

Lear

ning

out

side

the

disc

iplin

e

Crit

ical

use

of q

ualit

ativ

e an

d qu

ant

itativ

e

info

rmat

ion

Use

a r

ange

of e

stab

lishe

d te

chni

ques

Crit

ical

use

of s

cho

larly

rev

iew

s a

nd

prim

ary

sour

ces

Qua

litie

s an

d tr

ansf

erab

le s

kills

in th

e

area

of p

erso

nal a

nd in

terp

erso

nal s

kills

Man

age

lifel

ong

lear

ning

, per

son

ally

and

prof

essi

onal

ly

Aca

dem

ic in

tegr

ity a

nd s

ocia

l

resp

onsi

bilit

y

1. 12. Advocate for the importance of the natural environment in supporting the development of healthy communities for families through the application of current research and knowledge.

x x x x x x x


43

Mapping of Core and Non-Core Courses to Degree Outcomes

Con

trib

ute

to c

omm

unity

dev

elop

men

t for

chi

ldre

n an

d fa

mili

es

usin

g th

eorie

s fr

om th

e fie

lds

of s

ocia

l sci

ence

s an

d ed

ucat

ion.

Com

mun

icat

e pr

ofes

sion

ally

, in

all m

odal

ities

, at b

oth

an a

pplie

d

and

theo

retic

al le

vel t

o su

ppor

t fam

ilies

and

chi

ldre

n w

ithin

prog

ram

s an

d to

doc

umen

t res

earc

h fin

ding

s to

info

rm th

e

prof

essi

on a

nd th

e p

ublic

.

Use

cro

ss c

ultu

ral c

ompe

tenc

ies

and

psyc

holo

gy th

eorie

s to

supp

ort r

espe

ctfu

l, re

spon

sive

and

pro

fess

iona

l int

erac

tions

whe

n w

orki

ng w

ith c

hild

ren,

fam

ilies

and

the

broa

der

com

mun

ity.

Pla

n ,d

evel

op, i

mpl

emen

t and

ass

ess

incl

usiv

e cu

rric

ula

by

appl

ying

cur

rent

res

earc

h an

d be

st p

ract

ices

in le

arni

ng a

nd

peda

gogy

Des

ign

and

deliv

er e

ffect

ive

need

s as

sess

men

ts, d

raft

actio

n

plan

s, a

nd im

plem

ent a

nd e

valu

ate

com

mun

ity b

ased

ear

ly

lear

ning

pro

ject

s.

Cre

ate

and

eval

uate

incl

usiv

e, s

afe

and

heal

thy

lear

ning

envi

ronm

ents

for

child

ren

and

fam

ilies

.

App

ly r

elev

ant l

egis

latio

n an

d re

gula

tions

to in

form

the

deve

lopm

ent,

impl

emen

tatio

n an

d ev

alua

tion

of p

rogr

ams

for

child

ren

and

fam

ilies

with

in th

e fie

ld o

f ear

ly le

arni

ng.

Iden

tify

and

anal

yze

loca

l, na

tiona

l and

inte

rnat

iona

l sta

ndar

ds,

tren

ds a

nd d

irect

ions

in th

e fie

ld o

f ear

ly le

arni

ng a

nd u

se th

em

to in

form

lead

ersh

ip a

nd p

rofe

ssio

nal p

ract

ices

.

Coo

rdin

ate,

impl

emen

t and

man

age

early

lear

ning

ser

vice

s an

d

com

mun

ity a

genc

ies

thro

ugh

the

asse

ssm

ent a

nd a

naly

sis

of

data

on

orga

niza

tiona

l str

uctu

res

and

beha

viou

rs

Dev

elop

a p

erso

nal p

hilo

soph

y of

ear

ly le

arni

ng u

sing

met

hodo

logi

es o

f ref

lect

ive

prac

tice

and

rele

vant

theo

retic

al

pers

pect

ives

.

App

ly a

var

iety

of l

eade

rshi

p sk

ills

to w

ork

colla

bora

tivel

y w

ith

com

mun

ity o

rgan

izat

ions

/age

ncie

s an

d fa

mili

es to

adv

ocat

e fo

r

child

and

fam

ily o

rient

ed e

duca

tiona

l pro

gram

s

Adv

ocat

e fo

r th

e im

port

ance

of t

he n

atur

al e

nviro

nmen

t in

supp

ortin

g th

e de

velo

pmen

t of h

ealth

y co

mm

uniti

es fo

r fa

mili

es

thro

ugh

the

appl

icat

ion

of c

urre

nt r

esea

rch

and

know

ledg

e.

Course Number

Course Name 1 2 3 4 5 6 7 8 9 10 11

12

Semester 1

EDU4110 Human Development I X X X X X X X

PSY4110 Social Psychology

ENL1100 Communications and Academic Writing

This course is a non-core course that contributes to a breadth of knowledge outside the main field of study.

EDU4113


X X X X

EDU4114 Introduction to Curriculum X X X X X

Semester 2

EDU4120 Human Development II X X X X X

PSY4121 Educational Psychology X X X X X X X


44

Con

trib

ute

to c

omm

unity

dev

elop

men

t for

chi

ldre

n an

d fa

mili

es

usin

g th

eorie

s fr

om th

e fie

lds

of s

ocia

l sci

ence

s an

d ed

ucat

ion.

Com

mun

icat

e pr

ofes

sion

ally

, in

all m

odal

ities

, at b

oth

an a

pplie

d

and

theo

retic

al le

vel t

o su

ppor

t fam

ilies

and

chi

ldre

n w

ithin

prog

ram

s an

d to

doc

umen

t res

earc

h fin

ding

s to

info

rm th

e

prof

essi

on a

nd th

e p

ublic

.

Use

cro

ss c

ultu

ral c

ompe

tenc

ies

and

psyc

holo

gy th

eorie

s to

supp

ort r

espe

ctfu

l, re

spon

sive

and

pro

fess

iona

l int

erac

tions

whe

n w

orki

ng w

ith c

hild

ren,

fam

ilies

and

the

broa

der

com

mun

ity.

Pla

n ,d

evel

op, i

mpl

emen

t and

ass

ess

incl

usiv

e cu

rric

ula

by

appl

ying

cur

rent

res

earc

h an

d be

st p

ract

ices

in le

arni

ng a

nd

peda

gogy

Des

ign

and

deliv

er e

ffect

ive

need

s as

sess

men

ts, d

raft

actio

n

plan

s, a

nd im

plem

ent a

nd e

valu

ate

com

mun

ity b

ased

ear

ly

lear

ning

pro

ject

s.

Cre

ate

and

eval

uate

incl

usiv

e, s

afe

and

heal

thy

lear

ning

envi

ronm

ents

for

child

ren

and

fam

ilies

.

App

ly r

elev

ant l

egis

latio

n an

d re

gula

tions

to in

form

the

deve

lopm

ent,

impl

emen

tatio

n an

d ev

alua

tion

of p

rogr

ams

for

child

ren

and

fam

ilies

with

in th

e fie

ld o

f ear

ly le

arni

ng.

Iden

tify

and

anal

yze

loca

l, na

tiona

l and

inte

rnat

iona

l sta

ndar

ds,

tren

ds a

nd d

irect

ions

in th

e fie

ld o

f ear

ly le

arni

ng a

nd u

se th

em

to in

form

lead

ersh

ip a

nd p

rofe

ssio

nal p

ract

ices

.

Coo

rdin

ate,

impl

emen

t and

man

age

early

lear

ning

ser

vice

s an

d

com

mun

ity a

genc

ies

thro

ugh

the

asse

ssm

ent a

nd a

naly

sis

of

data

on

orga

niza

tiona

l str

uctu

res

and

beha

viou

rs

Dev

elop

a p

erso

nal p

hilo

soph

y of

ear

ly le

arni

ng u

sing

met

hodo

logi

es o

f ref

lect

ive

prac

tice

and

rele

vant

theo

retic

al

pers

pect

ives

.

App

ly a

var

iety

of l

eade

rshi

p sk

ills

to w

ork

colla

bora

tivel

y w

ith

com

mun

ity o

rgan

izat

ions

/age

ncie

s an

d fa

mili

es to

adv

ocat

e fo

r

child

and

fam

ily o

rient

ed e

duca

tiona

l pro

gram

s

Adv

ocat

e fo

r th

e im

port

ance

of t

he n

atur

al e

nviro

nmen

t in

supp

ortin

g th

e de

velo

pmen

t of h

ealth

y co

mm

uniti

es fo

r fa

mili

es

thro

ugh

the

appl

icat

ion

of c

urre

nt r

esea

rch

and

know

ledg

e.

Course Number

Course Name 1 2 3 4 5 6 7 8 9 10 11

12

PHI1000 Logic and Critical Thinking This course is a non-core course that contributes to a breadth of knowledge outside the main field of study.

EDU4122 Ethics and Legislation in Early Learning

X X X X X X X X X

EDU4123 Supporting Children with Exceptionalities

X X X X X X X X

Semester 3

EDU4230 Effective Indoor Environments

X X X X X

EDU4231 Play-based Curriculum X X X X X X

EDU4232 Guiding Behaviour X X X X X X X X

FAM4233 Legislation and Ethics in Family Services

X X X X X X

FAM4234 Working with Adults X X X X X X


45

Con

trib

ute

to c

omm

unity

dev

elop

men

t for

chi

ldre

n an

d fa

mili

es

usin

g th

eorie

s fr

om th

e fie

lds

of s

ocia

l sci

ence

s an

d ed

ucat

ion.

Com

mun

icat

e pr

ofes

sion

ally

, in

all m

odal

ities

, at b

oth

an a

pplie

d

and

theo

retic

al le

vel t

o su

ppor

t fam

ilies

and

chi

ldre

n w

ithin

prog

ram

s an

d to

doc

umen

t res

earc

h fin

ding

s to

info

rm th

e

prof

essi

on a

nd th

e p

ublic

.

Use

cro

ss c

ultu

ral c

ompe

tenc

ies

and

psyc

holo

gy th

eorie

s to

supp

ort r

espe

ctfu

l, re

spon

sive

and

pro

fess

iona

l int

erac

tions

whe

n w

orki

ng w

ith c

hild

ren,

fam

ilies

and

the

broa

der

com

mun

ity.

Pla

n ,d

evel

op, i

mpl

emen

t and

ass

ess

incl

usiv

e cu

rric

ula

by

appl

ying

cur

rent

res

earc

h an

d be

st p

ract

ices

in le

arni

ng a

nd

peda

gogy

Des

ign

and

deliv

er e

ffect

ive

need

s as

sess

men

ts, d

raft

actio

n

plan

s, a

nd im

plem

ent a

nd e

valu

ate

com

mun

ity b

ased

ear

ly

lear

ning

pro

ject

s.

Cre

ate

and

eval

uate

incl

usiv

e, s

afe

and

heal

thy

lear

ning

envi

ronm

ents

for

child

ren

and

fam

ilies

.

App

ly r

elev

ant l

egis

latio

n an

d re

gula

tions

to in

form

the

deve

lopm

ent,

impl

emen

tatio

n an

d ev

alua

tion

of p

rogr

ams

for

child

ren

and

fam

ilies

with

in th

e fie

ld o

f ear

ly le

arni

ng.

Iden

tify

and

anal

yze

loca

l, na

tiona

l and

inte

rnat

iona

l sta

ndar

ds,

tren

ds a

nd d

irect

ions

in th

e fie

ld o

f ear

ly le

arni

ng a

nd u

se th

em

to in

form

lead

ersh

ip a

nd p

rofe

ssio

nal p

ract

ices

.

Coo

rdin

ate,

impl

emen

t and

man

age

early

lear

ning

ser

vice

s an

d

com

mun

ity a

genc

ies

thro

ugh

the

asse

ssm

ent a

nd a

naly

sis

of

data

on

orga

niza

tiona

l str

uctu

res

and

beha

viou

rs

Dev

elop

a p

erso

nal p

hilo

soph

y of

ear

ly le

arni

ng u

sing

met

hodo

logi

es o

f ref

lect

ive

prac

tice

and

rele

vant

theo

retic

al

pers

pect

ives

.

App

ly a

var

iety

of l

eade

rshi

p sk

ills

to w

ork

colla

bora

tivel

y w

ith

com

mun

ity o

rgan

izat

ions

/age

ncie

s an

d fa

mili

es to

adv

ocat

e fo

r

child

and

fam

ily o

rient

ed e

duca

tiona

l pro

gram

s

Adv

ocat

e fo

r th

e im

port

ance

of t

he n

atur

al e

nviro

nmen

t in

supp

ortin

g th

e de

velo

pmen

t of h

ealth

y co

mm

uniti

es fo

r fa

mili

es

thro

ugh

the

appl

icat

ion

of c

urre

nt r

esea

rch

and

know

ledg

e.

Course Number

Course Name 1 2 3 4 5 6 7 8 9 10 11

12

Semester 4

EDU4240 Literacy and Numeracy Development

X X X X X

EDU4241 Assessments X X X X X X X X

EDU4242 Creative Arts for Children X X X

EDU4243 Administrative Practices X X X X X X X X

FLD4244 Field Placement I X X X X X X

Semester 5

PHI2000 Introduction to Research This course is a non-core course that contributes to a breadth of knowledge outside the main field of study.

FAM4351 Community Organization X X X X X X X

NAT4352 Nature-based Early Learning X X X X X X X X X

EDU4353 Infant Specialization X X X X X X X X

FAM4354 Cross Cultural Competencies

X X X X X X X X


46

Con

trib

ute

to c

omm

unity

dev

elop

men

t for

chi

ldre

n an

d fa

mili

es

usin

g th

eorie

s fr

om th

e fie

lds

of s

ocia

l sci

ence

s an

d ed

ucat

ion.

Com

mun

icat

e pr

ofes

sion

ally

, in

all m

odal

ities

, at b

oth

an a

pplie

d

and

theo

retic

al le

vel t

o su

ppor

t fam

ilies

and

chi

ldre

n w

ithin

prog

ram

s an

d to

doc

umen

t res

earc

h fin

ding

s to

info

rm th

e

prof

essi

on a

nd th

e p

ublic

.

Use

cro

ss c

ultu

ral c

ompe

tenc

ies

and

psyc

holo

gy th

eorie

s to

supp

ort r

espe

ctfu

l, re

spon

sive

and

pro

fess

iona

l int

erac

tions

whe

n w

orki

ng w

ith c

hild

ren,

fam

ilies

and

the

broa

der

com

mun

ity.

Pla

n ,d

evel

op, i

mpl

emen

t and

ass

ess

incl

usiv

e cu

rric

ula

by

appl

ying

cur

rent

res

earc

h an

d be

st p

ract

ices

in le

arni

ng a

nd

peda

gogy

Des

ign

and

deliv

er e

ffect

ive

need

s as

sess

men

ts, d

raft

actio

n

plan

s, a

nd im

plem

ent a

nd e

valu

ate

com

mun

ity b

ased

ear

ly

lear

ning

pro

ject

s.

Cre

ate

and

eval

uate

incl

usiv

e, s

afe

and

heal

thy

lear

ning

envi

ronm

ents

for

child

ren

and

fam

ilies

.

App

ly r

elev

ant l

egis

latio

n an

d re

gula

tions

to in

form

the

deve

lopm

ent,

impl

emen

tatio

n an

d ev

alua

tion

of p

rogr

ams

for

child

ren

and

fam

ilies

with

in th

e fie

ld o

f ear

ly le

arni

ng.

Iden

tify

and

anal

yze

loca

l, na

tiona

l and

inte

rnat

iona

l sta

ndar

ds,

tren

ds a

nd d

irect

ions

in th

e fie

ld o

f ear

ly le

arni

ng a

nd u

se th

em

to in

form

lead

ersh

ip a

nd p

rofe

ssio

nal p

ract

ices

.

Coo

rdin

ate,

impl

emen

t and

man

age

early

lear

ning

ser

vice

s an

d

com

mun

ity a

genc

ies

thro

ugh

the

asse

ssm

ent a

nd a

naly

sis

of

data

on

orga

niza

tiona

l str

uctu

res

and

beha

viou

rs

Dev

elop

a p

erso

nal p

hilo

soph

y of

ear

ly le

arni

ng u

sing

met

hodo

logi

es o

f ref

lect

ive

prac

tice

and

rele

vant

theo

retic

al

pers

pect

ives

.

App

ly a

var

iety

of l

eade

rshi

p sk

ills

to w

ork

colla

bora

tivel

y w

ith

com

mun

ity o

rgan

izat

ions

/age

ncie

s an

d fa

mili

es to

adv

ocat

e fo

r

child

and

fam

ily o

rient

ed e

duca

tiona

l pro

gram

s

Adv

ocat

e fo

r th

e im

port

ance

of t

he n

atur

al e

nviro

nmen

t in

supp

ortin

g th

e de

velo

pmen

t of h

ealth

y co

mm

uniti

es fo

r fa

mili

es

thro

ugh

the

appl

icat

ion

of c

urre

nt r

esea

rch

and

know

ledg

e.

Course Number

Course Name 1 2 3 4 5 6 7 8 9 10 11

12

Semester 6

EDU4360 Developing Proposals X X X

FLD4361 Field Placement II X X X X X X X X X X

FAM4362 Group Dynamics and Organizational Behaviour

X X X X X

Elective 1 Students choose a non-core course that contributes to a breadth of knowledge outside the main field of study.


Semester 7

FAM4470 Theories of Counselling This course is a non-core course that contributes to a breadth of knowledge outside the main field of study.

FAM4471 Risk Management This course is a non-core course that contributes to a breadth of knowledge outside the main field of study.

EDU4472 Special Studies in Early Learning

X X X X X X X X

NAT4473


X X X X X X

FLD4474 Field Placement III X X X X X X X X X


47

Con

trib

ute

to c

omm

unity

dev

elop

men

t for

chi

ldre

n an

d fa

mili

es

usin

g th

eorie

s fr

om th

e fie

lds

of s

ocia

l sci

ence

s an

d ed

ucat

ion.

Com

mun

icat

e pr

ofes

sion

ally

, in

all m

odal

ities

, at b

oth

an a

pplie

d

and

theo

retic

al le

vel t

o su

ppor

t fam

ilies

and

chi

ldre

n w

ithin

prog

ram

s an

d to

doc

umen

t res

earc

h fin

ding

s to

info

rm th

e

prof

essi

on a

nd th

e p

ublic

.

Use

cro

ss c

ultu

ral c

ompe

tenc

ies

and

psyc

holo

gy th

eorie

s to

supp

ort r

espe

ctfu

l, re

spon

sive

and

pro

fess

iona

l int

erac

tions

whe

n w

orki

ng w

ith c

hild

ren,

fam

ilies

and

the

broa

der

com

mun

ity.

Pla

n ,d

evel

op, i

mpl

emen

t and

ass

ess

incl

usiv

e cu

rric

ula

by

appl

ying

cur

rent

res

earc

h an

d be

st p

ract

ices

in le

arni

ng a

nd

peda

gogy

Des

ign

and

deliv

er e

ffect

ive

need

s as

sess

men

ts, d

raft

actio

n

plan

s, a

nd im

plem

ent a

nd e

valu

ate

com

mun

ity b

ased

ear

ly

lear

ning

pro

ject

s.

Cre

ate

and

eval

uate

incl

usiv

e, s

afe

and

heal

thy

lear

ning

envi

ronm

ents

for

child

ren

and

fam

ilies

.

App

ly r

elev

ant l

egis

latio

n an

d re

gula

tions

to in

form

the

deve

lopm

ent,

impl

emen

tatio

n an

d ev

alua

tion

of p

rogr

ams

for

child

ren

and

fam

ilies

with

in th

e fie

ld o

f ear

ly le

arni

ng.

Iden

tify

and

anal

yze

loca

l, na

tiona

l and

inte

rnat

iona

l sta

ndar

ds,

tren

ds a

nd d

irect

ions

in th

e fie

ld o

f ear

ly le

arni

ng a

nd u

se th

em

to in

form

lead

ersh

ip a

nd p

rofe

ssio

nal p

ract

ices

.

Coo

rdin

ate,

impl

emen

t and

man

age

early

lear

ning

ser

vice

s an

d

com

mun

ity a

genc

ies

thro

ugh

the

asse

ssm

ent a

nd a

naly

sis

of

data

on

orga

niza

tiona

l str

uctu

res

and

beha

viou

rs

Dev

elop

a p

erso

nal p

hilo

soph

y of

ear

ly le

arni

ng u

sing

met

hodo

logi

es o

f ref

lect

ive

prac

tice

and

rele

vant

theo

retic

al

pers

pect

ives

.

App

ly a

var

iety

of l

eade

rshi

p sk

ills

to w

ork

colla

bora

tivel

y w

ith

com

mun

ity o

rgan

izat

ions

/age

ncie

s an

d fa

mili

es to

adv

ocat

e fo

r

child

and

fam

ily o

rient

ed e

duca

tiona

l pro

gram

s

Adv

ocat

e fo

r th

e im

port

ance

of t

he n

atur

al e

nviro

nmen

t in

supp

ortin

g th

e de

velo

pmen

t of h

ealth

y co

mm

uniti

es fo

r fa

mili

es

thro

ugh

the

appl

icat

ion

of c

urre

nt r

esea

rch

and

know

ledg

e.

Course Number

Course Name 1 2 3 4 5 6 7 8 9 10 11

12

EDU4478 - Work Term (15 weeks)

Semester 8

EDU4480 Independent Study and Research

X X X X X X X X X

EDU4481 Advanced Principles of Learning Behaviours

X X X X X X X X

FAM4482 Leadership, Community Building, and Advocacy

X X X X X X X X X




48

Section 4.4: Course Descriptions This section provides a listing of the course descriptions for all courses that are a part of the proposed Bachelor of Early Learning and Community Development program. These are the course descriptions that would appear in the academic calendar, and other related documentation. For the presentation of these descriptions, the courses have been divided into

Core courses

Non-core courses


49

Section 4.4.1: Course Descriptions for Core Courses

Year and Semester

Course Title Calendar Course Description

YEAR 1 Semester 1

Human Development I Child development knowledge is used by educators and other professionals to help guide their work with children. Using developmental theories as the foundation, students study the growth and development of children from prenatal to 4 years of age. Children’s physical, language, social, emotional and cognitive changes are examined within a social ecological context. Students acquire and use observational skills to collect and assess a variety of developmental data. Students research, analyze, compare and assess various approaches used to explain the development of the young child. In addition the students have opportunities to link developmental information to the delivery of education and other services for young children and their families.

YEAR 1 Semester 1

Social Psychology Social Psychology represents a diverse area of study where scientific methods/principles are used to explain how individual behaviours and ways of thinking are influenced and motivated by others. Students explore the basic principles underlying social identity, attitude formation, cognitive dissonance and group dynamics. Interpersonal behaviours such as conformity, altruism, affiliation, prejudice and how perceptions are formed about others are also studied.

YEAR 1 Semester 1


Educational, social and political policies influence early learning programs and family services. Students examine the historical development of the social welfare, the early learning and care, and the educational systems within Canada. In each of the systems examined, historical and contemporary issues are analyzed with an emphasis on the influences these systems had and continue to have on services for children and families.


50

Year and Semester


YEAR 1 Semester 1


Effective curriculum is a major component of quality learning programs. Using learning theories and theories of play students examine the various aspects of early learning environments and curriculum design to determine what reflects key principles of early learning and best practice. A strategy for creating play-based curriculum is introduced, and students determine how play-based curriculum can be incorporated into a variety of early learning experiences and programs for children and their families. Students analyze methods for working collaboratively with families and communities when developing early learning curricula.

YEAR 1 Semester 2

Human Development II

Professionals working with children and families use knowledge of child and adolescent development to guide their practice. Students examine physical, language, social, emotional and cognitive changes from 4 years through adolescence within a social ecological context. Students research, analyze, compare and assess various approaches addressing the development of the individual. Students have opportunities to link developmental information to the delivery of services for children, youth and their families. Prerequisites: EDU4110

YEAR 1 Semester 2

Educational Psychology

Knowledge of how individuals learn is important when developing effective curriculum. Through reflection, students examine their existing beliefs regarding the processes of teaching and learning. Students explore the body of psychological theory and research that informs best practices in education. Students investigate how characteristics of the learner, teacher, environment and teaching strategies interact to impact learning. Emphasis is placed on the application of learning theories and motivation to early learning contexts.

YEAR 1 Semester 2


Legislation guides educators as they plan, implement and evaluate early learning programs for children and their families. Students explore the legislation regulating programs for children both within the educational system and the licensed early learning and care system. Students apply this knowledge to early learning situations to determine how it affects professional interactions and relationships with children, families, colleagues and other professionals. Prerequisites: EDU4113


51

Year and Semester


YEAR 1 Semester 2


Educators require diverse skills and knowledge to work successfully with a wide variety of families who have children with exceptionalities. Students explore historical and theoretical approaches to understanding family systems and consider various factors affecting family functioning. Special attention is paid to the impact of legislation and public policy on children and families with exceptionalities. Students develop strategies for assisting families to access developmental services and to participate fully in community activities. Students investigate the impact various exceptionalities can have on children’s learning and development. This knowledge is used to create inclusive play-based early learning programs that support both children and families. Prerequisites: EDU4110 Co-requisites: EDU4120

YEAR 2 Semester 3


The indoor environment is key to the effective delivery of curricula. Students analyze elements of time, space, materials and people and use them to create inclusive learning environments for children. Students assess how a program’s philosophy, organizational structures/systems and the various individuals involved in the program all affect the indoor early learning environment. Prerequisites: EDU4110, EDU4114, EDU4120 Co-requisites: EDU4231


52

Year and Semester


YEAR 2 Semester 3

Play-based Curriculum

Young children learn through play, and educators require the ability to support learning through play activities. Students discover how play informs best practices for curriculum development and learning environments for children from infancy through to school-age. A variety of early learning settings are examined with a focus on the theoretical and practical elements which form the foundation of quality play-based education. Specific content areas are used to create play-based curriculum opportunities that address the whole child’s learning needs including literacy and language, math and science, problem solving skills and aspects of physical and psycho-social development. Students analyze play and play-based curriculum with respect to historical perspectives, legislation, socio-cultural backgrounds, impact of economics, global contexts and the natural environment. Prerequisites:EDU4110, EDU4120, EDU4114, EDU4123 Co-requisites: EDU4230

YEAR 2 Semester 3

Guiding Behaviour In early learning environments children require the ability to interact effectively with others and to self-regulate their own behaviours. Guided by legislation, students analyze theories and behaviour guidance strategies to develop skills that support children’s development of positive social interactions and self-regulation. Assessments of various factors influencing interactions and behaviours of children in early learning environments are completed in order to determine methods and strategies of positive behaviour guidance for groups and individuals. Prerequisites: PSY4121, EDU4120, EDU4123

YEAR 2 Semester 3


Legislation in the social welfare sector guides professionals in their work with children and their families. Students examine the legislation and regulations that comprise the social welfare system in Canada and link this knowledge to professional practice. Municipal, provincial, and federal acts are discussed. Students examine the codes of ethics and standards of practice for professionals working within the social welfare system; apply this knowledge to real life situations, and determine how it affects professional interactions and relationships with children, families, colleagues and other professionals. Prerequisites: EDU4122 Co-requisites: FAM4234


53

Year and Semester


YEAR 2 Semester 3

Working with Adults

Parents and individuals working within the early learning field, through participation in educational programs, are empowered to become leaders and advocates for the needs and rights of young children in their communities. Using knowledge of adult learning theories and effective educational strategies, students develop skills in creating, planning and facilitating a wide range of workshops, educational programs, and presentations based on assessed community needs. Students develop the skills necessary to support adults in accessing relevant community resources required to address individual needs. Prerequisites: PSY4111, PSY4121 Co-requisites: FAM4233

YEAR 2 Semester 4


Research indicates that early literacy plays an essential role in a child’s future success. Using relevant theories as a foundation, students determine effective strategies for supporting children’s emerging literacy skills. Students discuss and identify the important roles parents/families play in the emergence of children’s literacy skills and develop collaborative working relationships with parents. Prerequisites: EDU4120, EDU4231

YEAR 2 Semester 4

Assessments

Educators must make accurate assessments of children’s learning as well as being able to evaluate the quality of early learning environments/programs. Students build on the knowledge of how to make summative and formative assessments of children's development, skills, and interests. Students examine effective data collection and analysis methods and develop communication strategies to provide feedback to others. Students analyze and evaluate standardized assessment packages in the early years and elementary educational systems. Students complete environmental assessments for determining quality in early learning programs. As well, students examine strategies used for assessing program quality and efficacy at the broader organizational level. Prerequisites: EDU4120, EDU4231, PHI1000


54

Year and Semester


YEAR 2 Semester 4


Through the exploration of creative art materials and activities young children develop and demonstrate a wide variety of skills and abilities. Students develop the skills required to integrate creative arts into the early learning curriculum in both educational and community settings. Students create, implement and evaluate learning experiences in music, physical games and movement, dramatic play, and in the visual arts. Students analyze the seminal research in art education and its importance to holistic development of the young child. The role of the arts in community-based programs for children and families is examined. Prerequisites: EDU4120, EDU4231, EDU4230

YEAR 2 Semester 4

Administrative Practices

Effective administrative practices are essential for developing and managing a program. In this course the students explore governance models and legislative requirements for various licensed and community agencies. Students develop an in depth understanding of Policy development and funding in relation to their impact on program development and sustainability. Students also examine effective administrative practices in areas such as client and public relations; assessing and maintaining program quality; human resources; budgeting, and the use of technology to support administrative practices. Prerequisites: PHI1000, FAM4234, FAM4233

YEAR 2 Semester 4

Field Placement I

Individuals developing the skills to work with children require practical as well as academic experiences. Functioning as part of a team, students develop, implement and evaluate learning experiences for young children through the application of knowledge and skills acquired in academic courses. Within the context of the placement students facilitate children’s learning and development, support parents/families, and work effectively as a team member. Prerequisites:EDU4231,EDU4232,EDU4230, EDU4122 Co-requisites: EDU4242, EDU4241,EDU4240

YEAR 3 Semester 5


This course provides an introduction to academic research. An overview of the research process and research tools prepares learners to undertake research in other courses. Evaluation, selection and documentation of secondary sources are stressed. Exercises in identifying are integrated with other courses where possible. Prerequisites: ENL1100


55

Year and Semester


YEAR 3 Semester 5


Within the community framework there are a wide variety of social services, health care, education and recreational organizations that provide programs and services for diverse children, families, and groups. Students explore management infrastructure (profit vs. non-profit, house board, volunteer board vs. community board); issues related to funding and the role of advocacy within the organization. Students examine the collaborative strategic planning process and the interplay between diverse early learning communities and individuals who work with children and families. Students develop awareness and acquire knowledge about the different types of multidisciplinary and interdisciplinary teams and the leadership needed in to support collaboration within community organizations. In addition the demographics of an organization are studied and an awareness for how research and environmental scans influence and impact organizational programs and services are reviewed and evaluated. Prerequisites: FAM4233, FAM4234

YEAR 3 Semester 5


Increasingly, research indicates the importance of the natural environment for the healthy development of young children. The importance of including nature in early childhood education is examined by students from a developmental, social, physical, and health perspective. Students explore various models of early childhood outdoor programs, ranging from day programs in urban centres to Forest Preschools on wooded rural lots. By analyzing existing models students formulate strategies for incorporating nature into a wide range of early learning contexts. Prerequisites: EDU4120, EDU4231, PSY4121


56

Year and Semester


YEAR 3 Semester 5

Infant Specialization

When working with infants and their families, educators need to provide a welcoming and supportive environment while creating collaborative opportunities to facilitate the infant’s growth and development. Students develop the skills to recognize developmental delays or abnormalities. Students develop knowledge and skills to effectively support parents in meeting the developmental needs of their infant. Using relevant knowledge of typical development (motor, cognitive, language and social skills) and assessment strategies students determine effective intervention techniques. Understanding of the impact of delivering sensitive information to parents is discussed with an emphasis placed on effective communication skills (oral and written), active listening skills and working collaboratively with parents and professionals Prerequisites: PSY4110, PSY4121, EDU4120, EDU4230,EDU4123

YEAR 3 Semester 5


As Canada continues to evolve culturally and undergoes significant demographic change, students are facing the reality of working with diverse children, families and communities. Students explore the cross cultural continuum process from tolerance to sensitivity and awareness, to respect and then competency. Within the historical and current Canadian context, students examine cultural diversity as an active process that includes, not only differences in race, ethnicity, language, nationality or religion, but also gender, ability, class, age, gender identity and sexual orientation. Students examine their own cultural beliefs, practices, stereotypes and biases in relation to other people’s beliefs and customs and to the broader expectations of Canadian society. The interplay between individual cultural diversity and other cultures are explored and students develop new knowledge about cultural differences and their impact on attitudes and behaviours. Students develop effective strategies, techniques and patterns of behaviours to use when responding and adapting to various socio-cultural contexts, and interacting with children and families.


57

Year and Semester


YEAR 3 Semester 6

Developing Proposals

Many community agencies depend on proposals to access funding and resources. Students examine how funding sources influence the type of proposal developed. Students analyze key components of the proposal process including the rationale for the proposal, the background research review, articulating the evaluation objectives or research question, outlining the method and design, developing strategies for disseminating the results based on who will use the findings and determining the budget required to conduct the research or evaluation. Students collaborate with an organization or programs in identifying a topic for their proposals. In addition to the written proposal, students have opportunities to discuss their experiences working with organizations and programs and gain knowledge about funding sources. Prerequisites: PHI1000, PHI2000

YEAR 3 Semester 6

Field Placement II

Individuals developing skills to work with children and families within the broader community require practical as well as academic experiences. Working within a community agency, students integrate a variety of knowledge and skills for working with families to support children’s learning and development. Agency activities that students engage in may include projects which focus on children, families or the broader community. Emphasis is placed on enhancing communication skills, professionalism, assessment skills, and working effectively as a part of inter-professional teams to meet the needs of children and families. Prerequisites: FAM4234, FAM4354, FAM4351, FAM4233

YEAR 3 Semester 6


Educators require a variety of organizational skills to work in the increasingly diverse early learning sector. Using relevant theories, students examine the basic characteristics of groups, the development of effective intergroup working relationships, and the creation of high functioning teams within different types of organizational structures. Organizational behaviour and sustainability is reviewed in terms of organizational design principles, decision making, communication, conflict resolution and leadership styles. Students examine personal ethics and values to evaluate their fit within the context of established organizational values. Prerequisites: FAM4234, FAM4354,FAM4351


58

Year and Semester


YEAR 4 Semester 7


Combining acquired skills and knowledge with individual interest areas, students research relevant early learning issues within community organizations that would benefit from further investigation, strategic planning or implementation of organizational or policy changes. Working collaboratively with the organization, students develop a proposal that may guide future work and learning. Prerequisites: PHI1000, PHI2000, EDU4360

YEAR 4 Semester 7


The outdoor environment is an integral component to quality education and health in the early years. Students explore international, national and regional models for outdoor environments with an emphasis being placed on issues regarding sustainability, accessibility and affordability of natural settings. Students develop the skills required to engage communities in the development and design process, to create environments that support play and learning in the outdoors. Advocacy, engagement, design and curriculum development, as it pertains to the outdoor environment are also addressed. Prerequisites: NAT4352, EDU4231 Co-requisites: FLD4474

YEAR 4 Semester 7

Field Placement III Individuals developing the skills to work with children in the natural environment require practical as well as academic experiences. Students work within a community context to engage, develop, and implement strategies for outdoor play and learning in the early years. Students take on leadership roles throughout the engagement, needs assessment, delivery and evaluation process. The student is expected to incorporate principals of sustainability and nature-based learning, and to think creatively to address barriers and challenges to outdoor play and learning. Community context may range from working within early learning and care to working with a specific marginalized population. Prerequisites: NAT4352, FLD4361 Co-requisites: NAT4473


59

Year and Semester


In between Semester 7 and Semester 8

Work Term The work term experience provides an experiential learning opportunity for individual students which are directly related to the field of study. Immediately following academic term seven, the work term placement facilitates the consolidation of both practical and theoretical knowledge within the early learning and community development sector. Students returning from this mandatory work term draw on their experience for a number of their final semester courses. Although centred with early learning and community development agencies located in Eastern Ontario, work term opportunities are sought throughout Canada and abroad. Prerequisites: PHI2000, FAM4362, FLD4361, EDU4472

YEAR 4 Semester 8


Increasingly the early learning sector requires individuals with strong analytical and interpretive skills essential to carry out well-grounded research, develop policies, or access funding to support young children and their families. Using an area of interest individual students identify a research question for in-depth study. Students conduct a literature review, determine methodology to study the question, collect data, analyze the findings and prepare a final research report outlining research findings and future direction for investigation. Prerequisites: EDU4472, PHI2000

YEAR 4 Semester 8


An understanding of the psychology of learning is a critical foundation for the planning of effective behaviour support strategies. Students develop an advanced level of knowledge of learning theory, with an emphasis on the application of principles of learning to our everyday interactions with diverse populations. Students practice defining behaviour objectively and consider the roles of behavioural antecedents and consequences in supporting behaviour change. Positive behaviour support is studied as a system of preventing challenging behaviour. Students also consider techniques such as differential reinforcement of other behaviour, satiation, extinction, time out, and overcorrection within the context of the least restrictive treatment model. Training in nonviolent crisis intervention is also completed. Prerequisites: PSY4121, EDU4123,EDU4232


60

Year and Semester


YEAR 4 Semester 8

Leadership, Community Development, and Advocacy

Early Childhood Education is greatly influenced by a community’s ability to mobilize, build and advocate for marginalized and vulnerable populations. By examining theory and practice students are able to identify organizational visions, effective leadership skills, and communication styles necessary for successful community development. Students also develop an early learning framework for community organizing and understand the basic process and skills used in community building and advocacy. Students learn about principles for engaging urban, rural and suburban environments, or other specific communities, through an empowerment and anti-oppressive lens. An emphasis is placed on tangible tools and skills that educators can use in their own communities and places of work. Prerequisites: FAM4362,FAM4351


61

Section 4.4.2: Course Descriptions for Non-Core Courses In the table below, the course descriptions for the Non-Core Courses are presented by semester for each academic year. The descriptions for the elective options are presented in a sub-section of their own, which follows these descriptions for the mandatory Non-Core Courses.

Year and Semester


YEAR 1 Semester 1


Effective communication is an integral component of success in the workplace and in lifelong learning. In this course, students review communication theory and its connection to expository writing. Frequent writing exercises encourage the development of content that is coherent, well organized and correct. Students consider and use strategies to generate ideas, to collect and organize information, to acknowledge sources, to identify and develop a thesis and to adapt format, style and tone for different purposes and audiences.

YEAR 1 Semester 2

Logic and Critical Thinking Logic and critical thinking skills play an important role in both daily life and on-going academic studies. As foundational skills they support both the development and assessment of ideas, concepts and courses of action that are presented on a daily basis. Approaching the subject from both a theoretical and practical perspective, students hone their skills in analysis, argumentation, reasoning, and persuasion. A range of topics and philosophers provide material with which students can exercise and apply their critical thinking skills.

YEAR 3 Semester 5

Introduction to Research This course provides an introduction to academic research. An overview of the research process and research tools prepares learners to undertake research in other courses. Evaluation, selection and documentation of secondary sources are stressed. Exercises in identifying are integrated with other courses where possible. Prerequisites: ENL1100

YEAR 3 Semester 6

Elective 1 Students may choose from a variety of breadth courses. Courses from a range of disciplines are offered within the humanities, social sciences, sciences, global cultures and mathematics. Elective offerings vary from semester to semester.


62

Year and Semester


YEAR 3 Semester 6


YEAR 4 Semester 7

Theories of Counselling

Professionals working in diverse social service sectors are often the first contact for individuals in crisis. Although they aren’t counselors, it’s helpful to have a working knowledge of counselling methods. Students acquire an overview and basic working knowledge of the most applicable theories of counselling practice. The theories behind and practice of models such as client centred, strengths based, cognitive, behavioural and solution focused are examined. Prerequisites: PHI1000, ENL1100

YEAR 4 Semester 7

Risk Management Dealing effectively with potential issues and risks when developing and providing multi-service programs is key to their successful implementation. Students analyze theoretical and practical applications used to assess and deal with risk in organizations. Students examine how strategies used in risk assessment, systems based planning and prevention, control and mitigation are applied to projects, programs and agencies. Managing emergency situations, training, planning, and documenting are covered. The Canadian legal system, liability and negligence, waivers and releases, and insurance are examined from the non-profit perspective. Prerequisites: PHI1000

YEAR 4 Semester 8


YEAR 4 Semester 8



63

Course Descriptions for Elective Breadth Course Options


World Literature This course provides a survey of key texts from 20th & 21st century World Literature. Readings provide an introduction to themes, styles and writers from a variety of cultures. Critical analysis of texts supports the development of arguments related to the assigned readings. Prerequisites: ENL1100

Creative Writing Whether for personal or public consumption, many people enjoy creative writing as a hobby or outlet for their creative energy. With a focus on short fiction, students examine the stylistic components that contribute to the excitement, atmosphere and overall readability of fiction and creative writing. The latter part of the course is organised in a workshop format in which students share their work and provide formal feedback on the work of others. Prerequisites: ENL1100

New Worlds and Alternative Realities: Speculative Fiction

Speculative fiction gathers together all those works of fiction in which new worlds or alternative realities are envisioned. Within this category of prose, students have the opportunity to explore the various sub-genres that present readers with new ways of thinking about some of the issues that face society. Students also develop skills in critical analysis using a variety of approaches and methodologies from literary studies. Prerequisites: ENL1100

History of Art I This course is a broad-based survey of the history of art, design and architecture as it is reflected in the prehistoric ancient Egyptian and Mesopotamian cultures through to the Renaissance and Reformation styles. Prerequisites: PHI1000, ENL1100

History of Art II This course provides a chronological survey of the history of architectural and fine art periods from the Renaissance to the present day. Prerequisites: PHI1000, ENL1100

Philosophy and Popular Culture Many facets of today's popular culture engage, directly or indirectly, with the concerns of a variety of philosophical traditions. Drawing on a number of examples, students explore both the way popular culture permeates and spreads through society and the way it interprets and presents philosophical questions. As part of this course, students develop skills and techniques for assessing the soundness and validity of thought experiments. Prerequisites: PHI1000


64


Survival in the Information Age: Risk and the Media

On an almost daily basis, the media, through its various channels—television, radio, web sites, RSS, and podcasts—reports on issues that address human health and safety. Through discussions, readings, and assignments, students enhance their ability to interpret and question information presented by the media. Issues like genetically modified organisms, alternative medical remedies, transportation safety, and diet fads provide grounds for students to use principles from the sciences, social science, and mathematics as a means to think critically about real and perceived risks in daily life. Prerequisites: PHI1000

Criminology In this course, students work through an introduction to the social science perspective on crime. Presentations, discussions, and assignments allow students to investigate the various theoretical positions related to crime and criminal behaviour. Working forward from the types and definitions of crime, students trace some of the links between government policy and the impacts of these policies on both society and the individual. Prerequisites: SOC2000


65

Section 4.5: Course Schedules

Section 4.5.1: Course Schedule 1

**Excluded for web version – confidential/proprietary material


66

Section 4.5.2: Course Schedule 2

Year and Semester

Course Title

Total Core

Course Semester

Hours

Total Non-Core Course

Semester Hours

Course Prerequisites and Co-requisites

Highest Qualification Earned and Discipline of

Study

YEAR 1 Semester 1

Human Development I 45 Not applicable M.Ed. M.Ed. PhD (Experimental Psychology)

Social Psychology 45 Not applicable PhD (Experimental Psychology) PhD (Developmental Psychology)


45 Not applicable PhD (English)


45 Not applicable PhD (Education) M.Ed. M.Ed.


45 Not applicable PhD (Education) MA (Early Childhood Studies)

YEAR 1 Semester 2

Human Development II 40 Pre: Human Development I M.Ed. M.Ed.

Educational Psychology 45 Not applicable PhD (Developmental Psychology) PhD (Experimental Psychology)

Logic and Critical Thinking

60 Not applicable PhD (Educational Studies)


45 Pre: Historical Overview of

Early Learning and Family Services

M.Ed. M.Ed. PhD (Education)


60 Pre: Human Development I Co-req: Human Development II

PhD (Experimental Psychology) MA (Education).

YEAR 2 Semester 3


45 Pre: Human Development I,

Intro to Curriculum, Human Development II Co-req: Play-based Curriculum



67

Year and Semester

Course Title

Total Core

Course Semester

Hours


Semester Hours



Study

Play-Based Curriculum 45 Pre: Human Development I,

Intro to Curriculum, Human Development II, Supporting Children with Exceptionalities Co-req: Effective Indoor

Environments


Guiding Behaviour 45 Pre: Educational Psychology,

Human Development II, Supporting Children with Exceptionalities

MA (Education) PhD (Experimental Psychology)


45 Pre: Ethics and Legislation in

Early Learning Co-req: Working with Adults

PhD (Child and Youth Care) MSW

Working with Adults 45 Pre: Social Psychology,

Educational Psychology Co-req: Legislation and Ethics

in Family Services

PhD (Experimental Psychology)

YEAR 2 Semester 4


40 Pre: Human Development II,

Play-based Curriculum PhD (Developmental Psychology) PhD (Education)

Assessments 40 Pre: Human Development II,

Logic and Critical Thinking, Play-based Curriculum

M.Ed. M.Ed.


60 Pre: Play-based Curriculum,

Human Development II, Effective Indoor Environments


Administrative Practices 40 Pre: Logic and Critical Thinking,

Working with Adults, Legislation and Ethics in Family Services

M.Ed. MA (Early Childhood Studies)

Field Placement I 175 Pre: Play-based Curriculum,

Guiding Behaviour, Effective Indoor Environments, Ethics and Legislation in Early Learning Co-req: Creative Arts,

Assessments, Literacy and Numeracy Development.

M.Ed. M.Ed. PhD (Education) MA (Education)


68

YEAR 3 Semester 5


45 Pre: Communications and Academic Writing

PhD (Sociology)


45 Pre: Working with Adults,


PhD (Psychology)


45 Pre: Human Development II,

Play-based Curriculum, Educational Psychology

M.Ed. M.Ed.

Infant Specialization 45 Pre: Social Psychology,

Educational Psychology, Human Development II, Effective Indoor Environments, Supporting Children with Exceptionalities, Working with Adults

MSW PhD (Experimental Psychology)


45 PhD (Education)

YEAR 3 Semester 6

Developing Proposals 42 Pre: Communications and

Academic Writing, Logic and Critical Thinking

PhD (Child and Youth Care) PhD (Educational Studies)

Field Placement II 203 Pre: Working with Adults,

Cross-cultural Competencies, Community Organization, Legislation and Ethics in Family Services

MSW


42 Pre: Working with Adults,

Cross-cultural Competencies, Community Organization

PhD (Psychology)

Elective 1 45

Elective 2 45

YEAR 4 Semester 7

Theories of Counselling 60 Pre: Logical and Critical

Thinking, Communications and Academic Writing

PhD (Education)

Risk Management 45 Pre: Logic and Critical Thinking PhD (Educational Studies)


45 Pre: Communications and

Academic Writing, Logic and Critical Thinking, Developing Proposals

PhD (Educational Studies) PhD (Child and Youth Care) M.Ed. M.Ed.


69

Year and Semester

Course Title

Total Core

Course Semester

Hours


Semester Hours



Study


45 Pre: Nature-based Early

Learning, Play-based Curriculum Co-req: Field

Placement III

M.Ed.

Field Placement III 105 Pre: Nature-based Early

Learning, Field Placement II Co-req: Outdoor Learning

Environments


YEAR 4 Semester 8


40 Pre: Special Studies in Early

Learning, Logic and Critical Thinking

PhD (Educational Studies) PhD (Child and Youth Care)


40 Pre: Educational Psychology,

Supporting Children with Exceptionalities, Guiding Behaviours

PhD (Experimental Psychology) MA (Education)

Leadership, Community Building, and Advocacy

45 Pre: Developing Proposals,

Community Organization PhD (Child and Youth Care) PhD (Psychology)

Elective 3 45

Elective 4 45

Subtotal Course Hours 1737 435 Total Program Hours: 2172


70

Section 4.6: Work Experience This section provides details of the work experience requirements for the proposed Bachelor of Early Learning and Community Development program. In addition to the explanation of the integration of the work experiences within the program content, information is included regarding the types of placements, the support for finding placements, and placement outcomes.

Integration of Work Experiences Along with three field placements, the proposed Bachelor of Early Learning and Community Development program includes one mandatory work term that must be completed successfully to qualify for graduation. The field placements will differ from the work term in that they are of a shorter duration, are more directed, and each addresses a very specific component of early learning and community development. Due to the primarily non-profit nature of the employment field a paid work term is not proposed. The work term occurs following Semester 7 of the program as students will need the knowledge acquired in prior semesters to successfully meet the expectations of the work term. Previous semesters will also have included a total of three field placements providing experiential knowledge in several areas of early learning and community development. This work term is an opportunity for students to consolidate and build upon previous experiential and theoretical knowledge. The students would then return for Semester 8 in the summer.

Types of Placements The diversity of organizations involved in early learning and community development results in a wide variety of placement opportunities. With the proposed program being located in Ottawa, there is the potential for placements with both the public and the private sectors. Potential placements can include the following areas: advocacy of early learning, research and development in early learning, nature education, adult education (family and professional), and community early learning programs. It’s anticipated that the greater share of the placements will be related to grassroots community projects of a non-profit nature. During the work term, students are likely to be members of project teams engaged in either specialized tasks or focused on the general review, analysis and completion of one or more phases of a project. Although they are unlikely to have a specific job title, students will be engaged in consulting activities, analytical work, technical assessments, modeling and simulation exercises, as well as a variety of meetings related to design review, project management, and other emerging issues. Support for work term placements from local employers is high, with a variety of organizations already pledging a willingness to offer work terms to students enrolled in the proposed Bachelor of Early Learning and Community Development program. (See letters of support in Section 7: Credential Recognition).


71

These organizations include: Global Child Care Services Andrew Fleck Child Care Services Canadian Child Care Federation Ontario College of Early Childhood Educators Association of Early Childhood Educators, Ontario Pinecrest-Queensway Community Health Centre Salvation Army Carlington Community Health Centre

When the first year of the program delivery begins, the academic department, in collaboration with the Cooperative Education Department, will use established procedures and practices to connect with employers and encourage them to provide placements and to explore the benefits provided through a work term. In order to ensure rich and meaningful work experiences for students, this will be an on-going initiative.

Support for Placements Work placements/experiences are supported by Algonquin's Cooperative Education Department (see Section 6.3: Support Services). In more specific terms, staff from this department facilitate the relationship between the employer/supervisor and the student, while ensuring that the College meets its responsibilities for the quality of the work experience. In addition to the independent online Work Preparation Modules undertaken prior to the work term, students receive support and guidance from staff in the Co-op Department throughout the application process, including the submission of resumes, and the scheduling of interviews. While students are on placement, there is further support from the Co-op Department through the monitoring of the work experience. In collaboration with faculty from the academic program, site visits are organized. Finally, staff in the Co-op Department mediates and guide the resolution of any issues that may arise during the work term. Algonquin’s Cooperative Education Department details its services on the website: http://www.algonquincollege.com/coop/ .

Work Term Outcomes The outcomes for the work term are presented in the table which follows.

http://www.algonquincollege.com/coop/


72

Work Term Work Term

Hours 525

Course Description

The work term experience provides an experiential learning opportunity for individual students which are directly related to the field of study. Immediately following academic term seven, the work term placement facilitates the consolidation of both practical and theoretical knowledge within the early learning and community development sector. Students returning from this mandatory work term draw on their experience for a number of their final semester courses. Although centred with early learning and community development agencies located in Eastern Ontario, work term opportunities are sought throughout Canada and abroad.

Course Outcomes

Upon successful completion students will have demonstrated an ability to:

1. Use experiential learning to successfully complete the learning contract/project with the employer Perform assigned duties in a professional fashion. Obtain feedback on workplace performance. Propose solutions for issues that emerge during a project. Adopt proactive strategies for ensuring workplace

performance meets expectations. Manage assigned resources and responsibilities

professionally. Document placement activities using standard industry tools

and approaches. Communicate clearly, concisely and correctly in the written,

spoken and visual form that fulfills the purpose and meets the needs of the audience.

Apply and adapt concepts, principles and skills learned in academic terms to a community context

2. Analyze the project/learning contract within the context of the student’s role and create a written report that presents the findings, draws conclusions and makes recommendations for future development Submit all required documentation required for successful

completion of a work term. Adopt proactive strategies for ensuring workplace

performance meets expectations. Manage assigned resources and responsibilities

professionally Document placement activities using standard industry tools

and approaches. Communicate clearly, concisely and correctly in the written,

spoken and visual form that fulfills the purpose and meets the needs of the audience.

Compile a comprehensive report on placement activities that includes contributions made to projects during placement.

Identify areas for personal and professional development based on an analysis of the placement experience.


73

Following established practices and procedures for work experience at Algonquin, evaluation of student performance during the placement will be based on input from the employer/supervisor and on work completed by the student. The employer/supervisor will complete both a Midterm Progress Report and a Final Employer Evaluation. On both of these documents, students need to meet or exceed established criteria for the placement. In addition, students will write a Final Work Term Report that will be submitted to the academic department for grading. As part of this report, students need to connect their work experience with the learning objectives that were established for the work term. Once again, students need to meet or exceed established criteria for the report. As previously noted the Cooperative Education Department facilitates the student work experience process including the development of job opportunities and the preparation of students for the work force. The department acts as a liaison between the student, the employer and the participating academic departments and collects the relevant academic assignments. A departmental website facilitates access to student and employer related web-based forms http://www.algonquincollege.com/coop/ . The Student Learning Plan Form which follows is available from this site.



74

Student Learning Plan Form (web-based form completed by students during the first few weeks of co-op placement)

Student Name:

Job Title:

Work Term:

(e.g. 08S - 2008, summer)

Program of Study:

Student Number:

Supervisor Name:

Supervisor tel. Number:

Name of Organization

During the course of the work term the student will develop and/or enhance the following employability skills:

Communication, thinking and learning Not met Met Exceeded

For example: improve public speaking skills by delivering verbal reports/presentations at team meetings

Personal Management Not met Met Exceeded

For example: develop abilities to set goals and priorities

Teamwork Not met Met Exceeded

For example: develop the ability to co-operate with others to achieve established goals and objectives

Technical Skills Not met Met Exceeded

For example: develop the ability to deploy, set up and configure Windows Vista operating system on staff computers


75

The following is the web-based Employer Evaluation available from the website that the employer completes and submits for the Cooperative Education Department’s review.

Employer Evaluation

Student: Employer/Supervisor:

Job Title: Company/Department Name:

ATTITUDES TOWARD WROK

Uses time effectively and looks for work to do

Dresses appropriately for job setting

Exhibits knowledge of company/department

Demonstrates continual improvement in completing work

RELATIONS WITH OTHERS

Cooperates with supervisors; is respectful

Works well with others and within a team

Accepts suggestions from others well; is courteous and helpful with public/customers

Overall communication skills

DEPENDABILITY

Is on time to work; remains until required hours are completed

Alerts supervisor if absent or late for work

Plans ahead to rearrange work schedule

JOB LEARNING/SKILL IMPROVEMENT

Shows continual improvement and speed in completing work

Can work independently

Exhibits adequate knowledge learned in classroom. Learns with ease; understands work/ responsibilities

QUALITY OF WORK


76

Uses care with equipment and materials

Performs quality work

Able to follow and understand directions

Performs well under pressure

Can adapt to working conditions; is flexible

OVERALL PERFORMANCE

Please make a selection.

Outstanding

Very Good

Good

Average

Needs Improvement

What are some of the student’s strengths?

This is required information.

What areas of work does the student need to improve?

This is required information.

What recommendations do you have to better prepare this student for the career he/she has chosen?

.

This evaluation has been completed, comparing this student to: Please make a selection.


77

Other Students

Other employees

Future Capability

Other

Has this report been discussed with the student? This is required information.

Yes

No

Work Term: Winter

Date: This is required information.

Name: This is required information.

Conclusion In keeping with the Board's standards and benchmarks for program content, the proposed Bachelor of Early Learning and Community Development program includes one (1) mandatory 525 hour work term that is scheduled in a block of 15 weeks, therefore meeting the requirements of no less than fourteen (14) weeks. However, based on Algonquin College’s extensive prior experiences in placing students in local non-profit community agencies and child care facilities, that typically struggle financially, and following discussions with potential placement sites and the Advisory Committee, it was determined that given the nature of the profession, paid field placements would not be feasible. Hence, Algonquin is requesting to offer a full-time unpaid work term to meet this Board Requirement in accordance with the notation in the Handbook for Ontario Colleges, Section 5. Degree Program Quality Review Standards here excerpted:

‘4 When a paid work term is not feasible, the Board may consider proposals for a full-time unpaid work

term of comparable length to meet this requirement.’7

As previously described, this work experience is

appropriate to the program;

has articulated learning outcomes; and

identifies an appropriate method for both instructor and supervisor assessment leading to the assignment of a grade.

7 Postsecondary Education Quality Assessment Board. Handbook for Ontario Colleges: Applying for Ministerial Consent under the Post-secondary Education Choice and Excellence Act, 2000. Toronto, ON, 2010 p.14. Available: http://www.peqab.ca/Publications/HNDBKCAAT2010.pdf

http://www.peqab.ca/Publications/HNDBKCAAT2010.pdf


78

Students in the proposed Bachelor of Early Learning and Community Development program will benefit from Algonquin's established reputation for experiential learning as exemplified through the work placement experience. Moreover, on-going collaboration between the academic department and Algonquin's Cooperative Education Department will ensure that there is a rich and meaningful work experience that contributes to both the breadth and depth of the knowledge and skills developed by the students.


79

Section 4.7: Course Outlines -



80

Section 4.8: Bridging Course Descriptions Both the Early Childhood Education diploma and the Social Service Worker diplomas share some content with the proposed Early Learning and Community Development degree. Social Service Worker (SSW) graduates will be able to take the four year degree in three years. The challenge for these diploma graduates is that some of the courses, which more directly relate to the SSW diploma content, are in the last two years of the degree program, and students will be required to meet learning outcomes that are beyond the diploma expectations. SSW graduates will, in their first year of study, take a combination of first and second year courses to obtain the knowledge and skills required. The following list indicates the courses students would be required to take in the first year. The courses are linked both to the semester taken and the level of the degree program they’re found in. This articulation strategy would have repercussions for timetabling since these graduates would be mixed in with the regular stream students. Therefore there are no specific bridging courses. Early Childhood Education graduates who meet the admission requirements will bridge into third year of the degree upon successful completion of the following bridging courses. EARLY CHILDHOOD EDUCATION DIPLOMA GRADUATES

Course Title Calendar Course Description Course Code

Foundations of Social Development

Social development begins prenatally and continues over the lifespan of the individual. Students examine societal and individual variables and use scientific methods/principles to explain how individual development, behaviours and ways of thinking are shaped by both internal and external mechanisms. Social contexts and underlying principles are examined for their impact on an individual’s social identity, attitude formation, cognitive dissonance and group dynamics. Interpersonal behaviours such as conformity, altruism, affiliation, prejudice and how perceptions are formed about others are also studied.

PSY4122


Legislation in the social welfare sector guides professionals in their work with children and their families. Students examine the legislation and regulations that comprise the social welfare system in Canada and link this knowledge to professional practice. Municipal, provincial, and federal acts are discussed. Students examine the codes of ethics and standards of practice for professionals working within the social welfare system and are able to apply this knowledge to real life situations and determine how it affects professional interactions and relationships with children, families, colleagues and other professionals.

FAM4233


81

Working with Adults Parents and others working within the early learning field, through participation in educational programs, are empowered to become leaders and advocates for the needs and rights of young children in their communities. Using knowledge of adult learning theories and effective educational strategies, students develop skills in creating, planning and facilitating a wide range of workshops, educational programs, and presentations based on assessed community needs. Students develop the skills necessary to support adults in accessing relevant community resources required to address individual needs.

FAM4234


82

Section 4.9: Bridging Course Outlines –



83

Section 4.10: Gap Analysis As outlined in the Advanced Standing Policies and Requirements (See Section 3.4: Advanced Standing Policies and Requirements, two (2) degree completion arrangements have been prepared for the proposed Bachelor of Early Learning and Community Development program. The gap analysis for each degree completion arrangement is presented in the following pages.

Social Service Worker Ontario College Diploma Program The outcomes of prior study for this program are drawn from the Ministry of Training, Colleges, and Universities published program standards that "outline the essential skills and knowledge that a student must acquire and be able to reliably demonstrate in order to graduate from the program." 8 Students graduating with a Social Service Worker Ontario College Diploma will have acquired knowledge and skills in the areas identified in the following chart. The degree completion arrangements for graduates of the Social Service Worker program require these students to successfully complete the one year of study which combines missing knowledge and skills that are addressed in the first and second years of the degree program .These students will then be eligible to enter the third year of the degree program. In so doing, this will ensure that students achieve and demonstrate the depth of degree-level learning and acquire the additional knowledge and skills within the discipline of early learning and community development. For this degree completion arrangement, the necessary academic rigor is in place to ensure that the degree level standard and the degree program outcomes are met. Degree completion arrangements for graduates of: Social Service Worker Diploma Program

Outcomes of Prior Study

Degree Program outcomes

Gap in knowledge and skills

Remediation of Gap

7. develop strategies and plans that lead to the promotion of self-care, improved job performance, and enhanced work relationships.


Need more knowledge of early learning and early years.

Successful completion of the one year bridging program and the last two years of the degree program. These courses consist of courses already offered in year 1 and 2 of the degree program. Students will be integrated into the regular program to fulfill the bridging requirement. See the document “Articulation for SSW Graduates” located at the end of the gap analysis.

1. develop and maintain professional relationships which adhere to professional, legal, and ethical standards aligned to

2. Communicate professionally, in all modalities, at both an applied and theoretical level to support families and children within

Experience in applied research and documentation of findings. More theoretical and

Successful completion of the one year bridging program and the last two years of the degree program. These courses consist of courses already offered in year 1 and

8 Ontario Ministry of Training, Colleges, and Universities, "What Does a Program Standard Contain?," [ONLINE] (22

February 2006) Available: http://www.tcu.gov.on.ca/eng/general/college/progstan/contain.html


84




Remediation of Gap

social service work. 6. develop and maintain positive working relationships with colleagues, supervisors, and community partners.

programs and to document research findings to inform the profession and the public.

practical knowledge of early learning field.

2 of the degree program. Students will be integrated into the regular program to fulfill the bridging requirement. See the document “Articulation for SSW Graduates” located at the end of the gap analysis.

3. recognize diverse needs and experiences of individuals, groups, families, and communities to promote accessible and responsive programs and services.


Knowledge on how to apply it when working directly with children and families in early learning environments.



Knowledge and skills for this outcome is not part of the SSW program.


2. identify strengths, resources, and challenges of individuals, families, groups, and communities to assist them in achieving their goals.

5. Design and deliver effective needs assessments, action plans, and implement and evaluate community based early learning projects.

Require more knowledge regarding strategies specific to early learning.



Knowledge and skills for this outcome is not part of the SSW program.

Successful completion of the one year bridging program and the last two years of the degree program. These courses consist of courses already offered in year 1 and 2 of the degree program. Students will be integrated into the regular program to


85




Remediation of Gap

fulfill the bridging requirement. See the document “Articulation for SSW Graduates” located at the end of the gap analysis.

4. identify current social policy, relevant legislation, and political, social, and/or economic systems and their impacts on service delivery.


Knowledge of the legislation impacting early learning.


4. identify current social policy, relevant legislation, and political, social, and/or economic systems and their impacts on service delivery.


In-depth knowledge of community and global trends and directions in the field of early learning.


8. integrate social group work and group facilitation skills across a wide range of environments, supporting growth and development of individuals, families, and communities.


Require more in-depth analysis and application of organizational structures and behaviours within early learning services.



In-depth knowledge of research and theory as it applies to a philosophy of early childhood and education is not part of the SSW program.

Successful completion of the one year bridging program and the last two years of the degree program. These courses consist of courses already offered in year 1 and 2 of the degree program. Students will be integrated into the regular program to fulfill the bridging requirement. See the document “Articulation for


86




Remediation of Gap

SSW Graduates” located at the end of the gap analysis.

5. advocate for appropriate access to resources to assist individuals, families, groups, and communities. 9. work in communities to advocate for change strategies that promote social and economic justice and challenge patterns of oppression and discrimination.


Elements around administrative practices and advocacy are embedded in the diploma but more in-depth understanding and application with respect to early learning is required.



In-depth knowledge of creating, sustaining and advocating for the inclusion of nature in early learning experiences.



87

Articulation for Social Service Worker Ontario Diploma graduates: Social Service Worker Ontario College Diploma graduates will be able to take the four year degree in three years. The challenge for these diploma graduates is that some of the courses, which more directly relate to the SSW diploma content, are in the last two years of the degree program, and students will be required to meet learning outcomes that are beyond the diploma expectations.




Remediation of Gap


Community development is not part of the ECE diploma criteria.

Successful completion of bridging courses and the last two years of the degree. Bridging courses (Foundations of Social Development, Legislation and Ethics in Family Services, and Working with Adults).

6.Develop and maintain effective written, oral, nonverbal and electronic communications with children, families, co-workers, employers and individuals/agencies.


Experience in applied research and documentation of findings.


4. Maintain responsive relationships with individual children and groups of children. 9. Act in a manner consistent with principles of fairness, equity and diversity to support the development and learning of individual children within the context of his/her family,

culture and society.


In-depth knowledge of cross-cultural competencies.


1. Plan curriculum that is based on a thorough understanding of child development. 2.Plan and implement individual programs and curriculum to meet the developmental needs of children. 3. Utilize a variety of observational techniques to enhance work with children, families and coworkers.


Learning outcomes from prior study supports the achievement of the degree program learning outcomes.


88




Remediation of Gap

5. Design and deliver effective needs assessments, action plans, and implement and evaluate community based early learning projects.

Needs assessments and action plan development are not part of ECE diploma.

Successful completion of bridging courses and last two years of degree. Bridging courses (Foundations of Social Development, Legislation and Ethics in Family Services, and Working with Adults).

5. Establish and maintain safe and healthy environments which best meet the requirements of current legislation, regulatory bodies and program policies.


Learning outcomes from prior study supports the achievement of the degree program learning outcome.

5. Establish and maintain safe and healthy environments which best meet the requirements of current legislation, regulatory bodies and program policies. 7. Apply relevant legislation, policies, procedures and regulations to early childhood programs and settings in a changing social context


Knowledge of the broader legislation impacting early learning in a variety of contexts (e.g. family

services).


7. Apply relevant legislation, policies, procedures and regulations to early childhood programs and settings in a changing social context. 9. Act in a manner consistent with principles of fairness, equity and diversity to support the development and learning of individual children within the context of his/her family,



In-depth knowledge of community and global trends and directions in the field of early learning.



The ability to analyze organizational structures and behaviours and to utilize this knowledge is not part of the ECE diploma.


8. Apply a personal philosophy of early education within the framework of ethical and professional standards


In-depth knowledge of research and theory as it applies to a philosophy of early childhood and education.



89




Remediation of Gap


Elements around administrative practices and advocacy are embedded in the diploma but more in-depth understanding and application is required.



In-depth knowledge of creating, sustaining and advocating for the inclusion of nature in early learning experiences.


SSW graduates will, in their first year of study, take a combination of first and second year courses to obtain the knowledge and skills required. The following list indicates the courses students would be required to take in the first year. This articulation strategy would have implications for timetabling since these graduates would be mixed in with the regular stream students. Year One Social Service Worker Ontario College Diploma graduate enrolled in Bachelor of Early Learning and Community Development program:

FALL SEMESTER EDU4113 Historical Overview of Early Learning and Family Services (Semester 1 course) EDU4114 Introduction to Curriculum (Semester 1 course) EDU4110 Human Development I (Semester 1 course) EDU4230 Effective Indoor Environments (Semester 3 course) EDU4231 Play-Based Curriculum (Semester 3 course) EDU4232 Guiding Behaviour (Semester 3 course)

WINTER SEMESTER

EDU4122 Ethics and Legislation in Early Learning (Semester 2 course) EDU4123 Supporting Children with Exceptionalities (Semester 2 course) EDU4240 Literacy and Numeracy Development (Semester 4 course) EDU4241 Assessments (Semester 4 course) EDU4242 Creative Arts for Children (Semester 4 course) FLD 4244 Field Placement 1 (Semester 4 course)


90

Early Childhood Education Ontario College Diploma Program

The following table identifies the knowledge gaps between the Early Childhood Education Ontario

College Diploma and the proposed degree. In order to meet the degree level outcomes graduates

of the Early Childhood Education Ontario College Diploma must successfully complete the identified

bridging courses specified in section 4.8 . They will then enter the third year of the degree program.

In so doing, this will ensure that students achieve and demonstrate the depth of degree-level

learning and acquire the additional knowledge and skills within the discipline of early learning and

community development

Degree completion arrangements for graduates of:

Early Childhood Education Ontario College Diploma Program




Remediation of Gap

1. Contribute to community

development for children

and families using theories

from the fields of

psychology, learning,

sociology, and social work.

Community

development is not part

of the ECE diploma

criteria.

Successful completion of

bridging courses and the last

two years of the degree.

Bridging courses (Foundations

of Social Development,

Legislation and Ethics in Family

Services, and Working with

Adults). 6.Develop and maintain

effective written, oral,

nonverbal and electronic

communications with

children, families, co-

workers, employers and

individuals/agencies.

2. Communicate

professionally, in all

modalities, at both an

applied and theoretical level

to support families and

children within programs

and to document research

findings to inform the

profession and the public.

Experience in applied

research and

documentation of

findings.








Adults).

4. Maintain responsive

relationships with

individual children and

groups of children.

9. Act in a manner consistent with principles of fairness, equity and diversity to support the development and learning of individual children within the context of his/her family, culture and society.

3. Use cross cultural

competencies and

psychology theories to

initiate and develop

supportive, respectful,

responsive and

professional interactions

when working with children,

families and the broader

community.

In-depth knowledge of

cross-cultural

competencies.








Adults).


91




Remediation of Gap

1. Plan curriculum that is

based on a thorough

understanding of child

development.

2.Plan and implement

individual programs and

curriculum to meet the

developmental needs of

children

3. Utilize a variety of

observational techniques

to enhance work with

children, families and

coworkers.

4. Plan, develop, implement

and assess inclusive

curricula by applying

current research and best

practices in learning and

pedagogy.

Learning outcomes from prior study supports the

achievement of the degree program learning outcomes.

5. Design and deliver

effective needs

assessments, action plans,

and implement and

evaluate community based

early learning projects.

Needs assessments

and action plan

development are not

part of ECE diploma.


bridging courses and last two

years of degree. Bridging

courses (Foundations of Social

Development, Legislation and

Ethics in Family Services, and

Working with Adults). 5. Establish and

maintain safe and

healthy environments

which best meet the

requirements of current

legislation, regulatory

bodies and program

policies.

6. Create and evaluate

inclusive, safe and healthy

learning environments for

children and families.

Learning outcomes from prior study supports the

achievement of the degree program learning outcome.

5. Establish and

maintain safe and

healthy environments

which best meet the

requirements of current

legislation, regulatory

bodies and program

policies.

7. Apply relevant

legislation, policies,

procedures and

regulations to early

childhood programs and

settings in a changing

social context

7. Apply relevant legislation

and regulations to inform

the development,

implementation and

evaluation of programs for

children and families within

the field of early learning.

Knowledge of the

broader legislation

impacting early learning

in a variety of contexts

(e.g. family services).








Adults).


92




Remediation of Gap

7. Apply relevant

legislation, policies,

procedures and

regulations to early

childhood programs and

settings in a changing

social context

9. Act in a manner

consistent with principles

of fairness, equity and

diversity to support the

development and

learning of individual

children within the

context of his/her family,


8. Identify and analyze

local, national and

international standards,

trends and directions in the

field of early learning and

use them to inform

leadership practices.


community and global

trends and directions in

the field of early

learning.








Adults).

9. Coordinate, implement

and manage early learning

services and community

agencies through the

assessment and analysis of

data on organizational

structures and behaviours.

The ability to analyze

organizational

structures and

behaviours and to

utilize this knowledge is

not part of the ECE

diploma.








Adults). 8. Apply a personal

philosophy of early

education within the

framework of ethical and

professional standards.

10. Develop a personal

philosophy of early learning

using methodologies of

reflective practice and

relevant theoretical

perspectives.


research and theory as

it applies to a

philosophy of early

childhood and

education.








Adults).

11. Apply a variety of

leadership skills to work

collaboratively with

community

organizations/agencies and

families to advocate for

child and family oriented

educational programs.

Elements around

administrative practices

and advocacy are

embedded in the

diploma but more in-

depth understanding

and application is

required.








Adults).

12. Advocate for the

importance of the natural

environment in supporting

the development of healthy

communities for families

through the application of

current research and

knowledge.


creating, sustaining and

advocating for the

inclusion of nature in

early learning

experiences.








Adults).

SECTION 5: PROGRAM DELIVERY Bachelor of Early Learning and Community Development

93

Section 5: Program Delivery The program methodologies proposed for the delivery of curriculum and other program elements, and the associated quality assurance policies and procedures meet the Board’s requirements as described in the following sections.


94

Section 5.1: Quality Assurance of Delivery Algonquin College has a robust program quality assurance process consisting of three primary components, Annual Curriculum Review, Program Mix Review and Program Quality Review. These processes include evidence-based and participatory inquiry to determine whether courses and the program (whether delivered using traditional, web facilitated, blended, hybrid or online methods) are achieving the intended learning outcomes. Furthermore, the results of the quality assurances practises are used to guide curriculum design and delivery, pedagogy and educational processes as here described. The Annual Curriculum Review process includes reviewing and revising the curriculum, incorporating input from recent Student Course Feedback and KPI surveys, advisory committees and program councils, and formalizing changes for the next academic year.

Program Mix Review is undertaken at the end of the fiscal year. The program’s fiscal data is reviewed annually along with the results of the KPI and Student Course Feedback surveys. The program is given a score based on both financial and qualitative measures. A Board of Governors’ directive is that programs with a financial contribution of less than 25% or a Quality Index Score less than 70% develop remediation plans.

http://algonquincollege.com/acad_dev/services_curriculum.htm#CurrReviewProcess


95

Program Quality Review is a comprehensive process occurring on a five year cycle at which time a program augments its Annual Program Review audit with an in depth review of historical survey data for the previous five years. Curriculum is remapped to ensure it remains compliant with the Quality Assurance Framework and degree level outcomes. Course outlines are reviewed to ensure they are complete and that there is congruency between course learning outcomes, learning activities and evaluation methods. Recommendations for improvement are made, and an implementation plan is developed. The implementation plan is tracked on an annual basis until all recommendations have been addressed.

http://algonquincollege.com/acad_dev/MinistryApprove.htm


96

These three quality assurance processes are depicted in a flow chart at http://www.algonquincollege.com/acad_dev/services_program_quality.htm (link to the ‘Algonquin College Program Quality Assurance Model’). The electronic policies file (Section 16: Policies), includes policies and procedures pertaining to quality assurance within the following:

Policy AA03: Program/Department Councils Policy AA25: Student Course Feedback Policy AA38: Program Quality Assurance

http://www.algonquincollege.com/acad_dev/services_program_quality.htm


97

Section 5.2: Student Feedback

Algonquin College believes that student feedback as to the quality and effectiveness of course/program delivery is an important component in the ongoing improvement of the delivery of programs. There are standardized and regular feedback mechanisms in place to gather quantitative and qualitative data to inform plans and actions. Student Course Feedback Questionnaire results provide quantitative data that is analyzed annually and compared year to year. Aligning with the College’s desire to reach all students anytime, anywhere, Student Course Feedback Questionnaires moved online in 2009. Instead of a traditional one-time in-class opportunity to provide feedback, questionnaires are open for a generous time period, with results available to individual course professors and Academic Administrators immediately at the end of the course. Furthermore, the archiving of survey results paves the way for efficient longitudinal analyses of this survey data enabling the College to determine whether improvement initiatives have made a change in the program from the students’ perspective or indicating where improvements are necessary. The change in the Student Course Feedback Questionnaire data collection system has been accompanied by a sharp decline in participation rate. The College is expecting all programs of instruction to adopt mobile learning technology effective 2013. With this change, it is anticipated that time will be provided in the classroom for students to complete their online Student Course Feedback Questionnaires, facilitating a return to the response rates previously obtained using paper-based forms. In the interim, various student engagement strategies continue to be implemented to improve feedback rates. Student Course Feedback Questionnaire exemplars follows:


98

Course Evaluation – Long Form

Capstone Questions - Course

1. What did you like most about this course?

______________________________________________

2. How could the course be improved to be of benefit to future students?

______________________________________________

3. Overall, please rate the quality of this course.

Excellent Very Good Good Satisfactory Not Satisfactory No Opinion

Capstone Questions - Professor

4. What did you like most about the professor?

______________________________________________

5. What, if anything, could the professor do differently to be of benefit to future students?

______________________________________________

6. Overall, please rate the effectiveness of your course professor.


The Curriculum - Delivery

7. This course integrates educational technologies (e.g. online learning tools, e-classroom audio visual

equipment, etc) in support of my learning.

Strongly Agree Agree Undecided Disagree Strongly Disagree. Does Not Apply

8. Course learning activities (e.g. lectures, discussions, practical work, group work, etc) are varied.


9. The core learning requirements for this course are clearly stated so that I know what to do to be

successful in this course.


10. The required course materials (e.g. textbooks, manuals, software, etc.) are used in the course.


11. Opportunities exist to link the course material to the real world or workplace setting.


12. The methods used to evaluate my performance are clearly outlined in writing.


99


13. Course learning activities are linked to the course learning requirements.


14. All of the course learning requirements are covered in the course.


15. The professor’s expectations for this course are clearly states to that I know what to do to be

successful in this course.


16. The methods used to evaluate my performances are linked to the course learning requirements.

Strongly Agree Agree Undecided Disagree Strongly Disagree. Does Not

The Professor

17. Covers all elements of the course outline.


18. Demonstrates a good knowledge of the subject area.


19. Relates to students in ways which promote mutual respect, supports student learning and success.


20. Communicates clearly.


21. Helps me understand and apply information.


22. Provides opportunities for me to participate in the course.


23. Provides timely feedback that helps me to improve my performance.


24. Evaluates my performance fairly.



100

25. Uses class time effectively including starting and ending.


26. Is prepared and organized.


27. Is available for consultation (e.e. email, office hours, appointments, phone, etc.)


The Student – Self Reflection

28. I attend classes (e.g. lectures, theory)

Always (100%) Most of the Time(>75%) Often (>50%) Seldom (<50%) Never NA

29. I attend labs (e.g. practical component)

Always (100%) Most of the Time(>75%) Often (>50%) Seldom (<50%) Never NA

30. Outside of scheduled class and hybrid hours, I spend the following number of hours (on average

each week) on this course:

None 1-2 3-5 6-10 More than 10

31. I expect to earn a final grade in the following range:

A B C D F

32. My first language is:

English French Other


101

Course Evaluation – Short Form

Capstone Questions - Course

1. What did you like most about this course?

______________________________________________

2. How could the course be improved to be of benefit to future students?

______________________________________________

3. Overall, please rate the quality of this course.


Capstone Questions - Professor

4. What did you like most about the professor?

______________________________________________

5. What, if anything, could the professor do differently to be of benefit to future students?

______________________________________________

6. Overall, please rate the effectiveness of your course professor.


General Questions - The Course

7. What do you feel would be most beneficial to future students of this course if it were improved?

______________________________________________

8. Course learning activities (e.g. lectures, discussions, practical work, group work, etc.) are varied.


9. Course learning activities are linked to the course learning requirements.


10. All of the course learning requirements are covered in the course.


Qualitative information is also obtained from Student Course Feedback Questionnaires and Program Council meetings. This information is reviewed on an ongoing basis and responded to as appropriate.


102

Where student feedback and/or student performance are indicative of the need for support, academic advising and student support specialists are available to assist students. Academic Advising is available to students through the coordinator for the program, and, in some cases, through the services of faculty assigned an advising role. The role of the academic advisor is defined in Policy AA40 Academic Advising as: "A professor or instructor who has been assigned the responsibility of providing academic guidance to students in his/her program at one or more specified levels” AA40 (p.1) Academic advising tools and other resources are available to faculty to assist in supporting students’ needs: http://www.algonquincollege.com/acadvising/. Furthermore, the College established a Student Success Centre which recently moved to the new Robert C. Gillett Student Commons building that opened in Fall 2012. The building features 110,000 square feet of space housing a variety of centralized services dedicated to student success. Student support specialists are centrally located, however, they are assigned to each Faculty to provide guidance for overall student issues and to provide support to students struggling with academics. http://www.algonquincollege.com/studentsuccess/ The electronic policies file (Section 16: Policies), includes policies and procedures pertaining to student feedback, academic advising and dealing with poor student performance or enhancing student performance within the following policies: Policy AA03: Program Council Policy AA25: Student Course Feedback Policy AA40: Academic Advising

http://www.algonquincollege.com/acadvising/

http://www.algonquincollege.com/studentsuccess/


103

Section 5.3: Web-facilitated, Hybrid, and Online Delivery Algonquin College has established an online academic community and has a history of integrating online learning elements in curriculum delivery. The College is well positioned to deliver the components of the Bachelor of Early Learning and Community Development program proposed for hybrid or online delivery. In fact, the College was previously reviewed by Dr. Stephen Murgatroyd on behalf of PEQAB, and received a report dated August 2009 that noted the following conclusion that is here excerpted:

‘Algonquin is an established, publicly funded, respected Community College with a strong history of distance education provision internationally and a strong academic track record. I have no hesitation in recommending that its distance education/e-learning programs be supported by PEQAB – they have the ability to effectively design, develop, deploy and administer programs using distance education and blended learning.’9

The full report and Algonquin’s response are included as Supplemental Information within the electronic policies file (Section 16: Policies). Historically, Algonquin College has been on the forefront in incorporating new technologies into the teaching and learning process. The College has been using Blackboard™ as its Learning Management System since 2000 and recently moved to V9.1 which has added Wiki and Blog features along with other social media type tools. Every full-time course has a Blackboard™ site that is used for posting course outlines, learning materials, communicating directly with students and as a means to let students know their progress in a course. In addition the College currently delivers approximately 950 hybrid courses and 300 online course offerings with each program offering on average 20% of the programs hours online. Procedural information on the use of Blackboard™ is available to students and faculty at Algonquin College and has been included in the Electronic Policies file. The College recently implemented lecture capture technology into every classroom on campus using Camtasia Relay software and through continued commitment to mobile learning, all classrooms are in the process of being upgraded to provide electronic instructor podiums, new widescreen projectors and electrical connectivity to each desk. Over 2000 wireless access points have been installed on campus allowing for 100% coverage and network access to our 1.6 million sq ft of academic space. Numerous technologies and opportunities are available to achieve interaction amongst faculty and students including: communication via email, posting of announcement to course or homeroom Blackboard™ sites, discussion board with threaded topics, collaboration through Virtual Classroom or Chat, Group Pages, Blog or Wiki, phone (voice mail), fax, and scheduling an appointment with faculty. A Virtual Desktop Infrastructure is now in place which allows students and staff to have access to College licensed software anywhere/anytime on any device, assisting with more flexible course delivery. An Innovation Centre is available to staff to experiment with new teaching tools. It houses some of the latest hardware and software available as well as various books and resources related to the use of digital technologies and innovation in an academic environment. In January 2011, a Mobile Learning Centre was officially opened at Algonquin that is responsive to the current learning environment needs of students. This new facility creates over 100 new mobile computing spaces for students to bring their laptop, iPad, netbook, smartphone, and virtually any other mobile device to work independently or collaborate with peers on class projects. In August

9 Dr. Stephen Murgatroyd, “Algonquin College Offering a Bachelor of Applied Business (Hospitality and Tourism Management), Review of Distance Education Capabilities for Blended

Learning” (August 2009), p.7

http://lyceum.algonquincollege.com/innovation/innovationcentre/


104

2012 a second Mobile Learning Centre opened in the new Student Commons and work continues on transforming all students study spaces to allow for the use of laptops and other mobile devices. More information on Mobile Learning is available at: http://www2.algonquincollege.com/mlearning/ . The College has approximately 2050 computers accessible at the Woodroffe campus within combined general and specialized labs that are equipped on average with 34 computers. Four 24/7 Open Access Computer Labs are available. Additionally, there are 300 computers in Eclassrooms. All students may connect to the internet anytime and anywhere while on campus through the College's wireless infrastructure and, as mentioned, the College now has a Mobile Learning Centre that is accessible 24/7. Information Institutional Research Technology Services (IIRTS) provides an extensive range of services to students and staff to support the use of technology at the College as may be viewed on their website and the screen capture which follows: http://www2.algonquincollege.com/iirts/technical-support-students/ There are no consortial or other agreements relating to the delivery of this program that need to be described.

Algonquin College meets the Board requirements for online delivery in that reliable, sufficient and scalable course-management systems to meet current and projected needs are provided, including: i) a robust and secure technical infrastructure, providing maximum reliability for students and faculty Algonquin College provides a robust, secure, highly-available technical infrastructure including online systems for student accounts, timetables, grades and course changes. Algonquin also provides a highly available, robust, redundant learning management system based on Blackboard™. ii) emergency backup provisions Algonquin backs up all critical data every night; storing it offsite so that recovery would be possible in the event of a disaster. To further improve the ability to recover, the College is currently in the process of reviewing options for Disaster Recovery using Cloud-based services. The data center that houses Algonquin‘s systems is physically secured and was designed to handle multiple failures. Should there be a short term power failure, each of the systems will continue to operate through an uninterrupted power supply. If the failure is a longer term one, the data center is powered by a Diesel generator that will automatically start in the event of a failure. iii) accessible technical assistance for students and faculty for all hardware, software and delivery systems specified by the college as required for the program Technical support is provided by IIRTS and the Educational Technology Support Centre through in-person, telephone and email, as well as through extensive online support materials. Both students and faculty are provided one-on-one, email based, and web based assistance with the College‘s LMS. In addition, support is offered for students‘ personal mobile computing devices as well as for Algonquin-owned equipment.

http://www2.algonquincollege.com/mlearning/

http://www2.algonquincollege.com/iirts/technical-support-students/


105

iv) 24 hrs per day, 7 days per week access to secure online databanks for web-delivered courses All of Algonquin online systems are available 7/24 subject only to normal maintenance periods and backup cycles. v) well-maintained, current and appropriate hardware, software and other technological resources and media The College annually reviews the requirements for updating and evergreening of all hardware and technology resources. The College has in place an evergreening policy that outlines the processes to be followed. The Colleges Technology Committee reviews all requests for new hardware and hardware upgrades and annually allocated funds to ensure the systems are current and well maintained. vi) risk assessment and planning that includes:

i) a disaster recovery plan to ensure consistency of operational capacity

The College received a full review on its business continuity processes and is in the process of examining processes and options for disaster recovery using cloud-based services

ii) back-up and storage technology protocols

The College performs nightly backups of all critical systems and cycles data to off site locations.

iii) a requirement for historical logs and physical documentation of exceptions, breaches, capacity usage, upgrades, workarounds, bolt-ons etc. Every year, Algonquin‘s technical infrastructure is audited to ensure sufficient physical and digital security is in place. Logs are maintained of all servers and services and are analysed regularly to ensure that any breaches or unauthorized use is quickly understood and addressed. In addition, each new system added is audited.

The electronic policies file (Section 16: Policies), includes policies, procedures and

supplemental information pertaining to technology, computer and online learning modes of

delivery:

Policy IT01: Acceptable Use of Algonquin Computer Networks And Accounts Policy IT07: Information and Communication Technology Systems Maintenance Policy IT05: Information Sensitivity and Security Policy AA13: Evaluation of Student Learning Policy IT02: Technology Evergreening Policy IT04: Voice Communication Policy IT06: Deployment of Computing Devices Policy AA32: Use of Electronic Devices in Class Policy AA35: Confidentiality of Student Records Procedure: Use of Blackboard at Algonquin College - Student Information Procedure: Use of Blackboard at Algonquin College - Faculty Information

http://www2.algonquincollege.com/directives/policy/acceptable-use-of-algonquin-computer-networks-and-accounts/

http://www2.algonquincollege.com/directives/policy/information-technology-scheduled-system-maintenance/

http://www2.algonquincollege.com/directives/policy/college-information-security/

http://www2.algonquincollege.com/directives/policy/evergreening-policy/

http://www2.algonquincollege.com/directives/policy/voice-communication/

http://www2.algonquincollege.com/directives/policy/deployment-of-computing-devices-to-faculty-and-staff/


106

Extensive professional development opportunities are offered through Algonquin College’s Centre for Organizational Learning many of which focus on faculty preparation for existing and new technologies. The full range of professional development opportunities are here detailed. Professional Development The College offers a wide range of professional development activities for staff throughout the year. The varied offerings may be viewed at: http://www.algonquincollege.com/employee-pd/. The Centre for Organizational Learning within Human Resources offers ongoing professional development for faculty. Whenever new technologies are adopted professional development is provided for faculty through the Centre for Organizational Learning. Algonquin offers support and orientation activities for both full- and part-time faculty. Professional development activities aligned with performance appraisals are also provided. Algonquin has established a set of competencies expected of faculty titled the Professor of the 21st Century. This document communicates the College's expectations of faculty in their role as teachers and provides a framework for continuous professional development.

To facilitate the ongoing professional development of faculty Algonquin College offers numerous ongoing professional development activities many of which are associated with the competencies of the Professor of the 21st Century as follows:

The Performance Institute The Performance Institute provides performance training (body language and voicing) and many other tips and tricks for new and experienced teachers. It is delivered over one-semester, 3 hours per week. Faculty are released from teaching one course to participate in this. Teaching Adult Lifelong Learners (T.A.L.L.) Program This is a certificate program offered to part-time professors who are interested in furthering their professional credentials as an adult educator. The program is delivered in a hybrid format using a combination of workshops and online learning experiences. The different courses in the program are offered at a rate of two per semester (for those wishing to complete it in a shorter period of time). Kaleidoscope Conference Algonquin College's annual three-day professional development conference held in May features speakers and workshops of interest to all College employees. Workshops and Online PD Numerous workshops are offered throughout the year and may be viewed on the Centre for Organizational Learning Website. Online PD is offered on current topics of interest such as Camtasia Relay, Blackboard™ ™ 9.0 and Hybrid Course Development. Faculty can also arrange for one-on-one coaching with Learning and Teaching Services staff if they are experiencing challenges relative to teaching, classroom management, technology use, among others. Additionally, participation in orientation activities is an expectation of newly hired full and part-time faculty.

http://www.algonquincollege.com/col/index.htm

http://www.algonquincollege.com/col/index.htm

http://www.algonquincollege.com/col/workshops.html

http://www.algonquincollege.com/employee-pd/

http://www3.algonquincollege.com/col/professor-of-the-21st-century/

http://www3.algonquincollege.com/col/performance-institute/

http://www3.algonquincollege.com/col/teaching-adult-lifelong-learners/

http://www.algonquincollege.com/kaleidoscope/

http://www.algonquincollege.com/col/

http://www.algonquincollege.com/col/

http://www.algonquincollege.com/col/workshops.html?sectionID=2

http://www.algonquincollege.com/col/workshops.html?sectionID=2

http://lyceum.algonquincollege.com/lts/technologyworkshops/index.htm


107

Curriculum Implementation Service A Curriculum Implementation Service was introduced to the College in Fall 2010. This is an outreach service, with members dedicated to specific areas of the College. It supports the development of hybrid and on-line courses, as well as other PD needs. The College expects to establish greater centralization of program and curriculum development services. Full-time Faculty Orientation New full-time faculty participate in five primary orientation activities: 1. New Employee College Orientation New employees of Algonquin College attend a College orientation and welcome session. Held bi-weekly, these sessions are designed to provide new employees with an overview of the College's mission, vision, policies, and procedures. Information about health and safety, staff ID cards, parking, personnel benefits, and union membership is also provided. 2. Departmental Orientation New employees meet with their departmental supervisor or a departmental representative on their first day of work for departmental orientation. Topics covered include: course information, time sheets, work hours, class schedules, departmental communications etc. New hires are also introduced to departmental colleagues.

3. Teaching @ Algonquin These sessions take place typically during August and September of the school year. They provide an introduction to the learning and teaching environment at Algonquin.

4. Focus on Learning (FOL) (Parts I and II) This program is organized by a committee of professors from Eastern Region colleges and provides the opportunity to explore ways of developing teaching practice within a collaborative and creative environment. All new faculty from these colleges are invited to attend. It involves attending Part I for 5 days in August and Part II for 3 days in the spring of the following year.

5. Mentoring Program During the orientation process, new professors are paired up with an experienced mentor.

Part-Time Faculty Orientation New part-time faculty are required to participate in the five module ‘Teaching Part-Time at the College’ program: 1. Creating Positive Learning Environments (3 hours) 2. Teaching is More Than Talking (3 hours) 3. Getting Started With Blackboard™ ™ (3 hours) 4. The Nuts and Bolts of Evaluation (3 hours) 5. Finding Your Way Around Algonquin College (3 hours)

Professional Development Funds The College budgets a portion of its professional development funds centrally. This fund is used to run the activities offered through the Centre for Organizational Learning. Additionally, to maintain faculty currency, each School/Faculty also budgets some professional development funds for staff

http://www.algonquincollege.com/course-development/

http://www3.algonquincollege.com/col/orientation/




108

to participate in events related to their field (courses, conferences, meetings) from year to year. Usually, these funds are kept in a central envelope within each School. The funds are disbursed, following receipt of requests from faculty members with the proper justification. Additionally, the College provides sabbatical opportunities whereby faculty that have been with the College for more than 7 years can make a request to be freed from their teaching duties for one year in order to perform other duties which will benefit them in their professional growth. The College further allows each faculty member 10 working days leave per year for professional development. This professional development can be in relation to in-house teaching methodologies/learning tools, as well as, activities related to the faculty member’s field. Algonquin College’s Learning Resource Centre also supports the development of both staff and students and offers a full range of services and provides access to over 50 databases as displayed on their website: http://www.algonquincollege.com/lrc/ The electronic policies file (Section 16: Policies), includes policies and procedures pertaining to

faculty within the following:

Policy AA31: Learning Resource Centre Policy HR02: Professional Development Leave Policy HR03: Tuition Assistance-Algonquin College Course Policy HR04: Tuition Assistance-Degree Completion Policy HR10: New Employee Orientation

http://www.algonquincollege.com/lrc/

SECTION 6: CAPACITY TO DELIVER Bachelor of Early Learning and Community Development

109

Section 6: Capacity to Deliver The proposed program is appropriate to the college’s mission, goals and strength. Algonquin College accelerated the revision of its 2008-2013 Strategic Plan and recently released its renewed strategic direction, Charting our Future: Strategic Plan 2012-2017 within which it articulates its mission, goals and strength. The new strategic plan may be reviewed at the following link: http://www.algonquincollege.com/reports/pdf/Strategic_Plan_12_17.pdf

Algonquin College’s Vision, Mission and Core Values Algonquin College’s organizational philosophy is defined by our vision, mission and core values. These critical elements describe who we are, what we want to achieve, and what will guide our decision-making on a daily basis. The vision sets out the ideal state that we want to achieve and the mission identifies our purpose, while the core values articulate our most fundamental beliefs and the behaviours expected of employees and students. Combined, the vision, mission and values, set the context for the development and evaluation of the Strategic Plan for 2012-2017 and for the long-term development of the College. The College has developed a renewed strategic plan. Extensive public consultation and engagement of the College community has informed this plan’s direction. The College’s renewed strategic plan retains the core values espoused in the 2008-2013 plan, however, contains a revision to the Mission and Vision as follows: VISION STATEMENT To be a global leader in digitally-connected applied education and training. MISSION STATEMENT To transform hopes and dreams into skills and knowledge, leading to lifelong career success. CORE VALUES

Caring We have a sincere and compassionate interest in the well-being of the individual. Learning We believe in the pursuit of knowledge, personal growth and development. Integrity We believe in trust, honesty and fairness in all relationships and transactions. Respect We value the dignity and uniqueness of the individual. We value the equity and diversity in our community.

http://www.algonquincollege.com/reports/pdf/Strategic_Plan_12_17.pdf


110

Section 6.1: Learning and Physical Resources The Algonquin College Learning Resource Centre offers a variety of services to support faculty teaching and student learning by providing access to library professionals and para-professionals as well as print and electronic resources. Algonquin’s main campus is well situated in the National Capital Region. This gives students the advantage of being close to many specialized libraries. The Algonquin library has local agreements with many area libraries which permit direct student borrowing or Inter-library loan service. The libraries covered under these agreements include Carleton University and Ottawa University libraries. In addition to individual library agreements, the Algonquin College Library is a partner in the National Capital Sm@rtLibrary which includes numerous member institutions. This partnership facilitates students’ access to resources available at partner institutions. Current partners include: University of Ottawa Carleton University Ottawa Public Library Canadian Museum of Civilization Canadian War Museum Canadian Mortgage and Housing Corporation National Gallery Bibliothèque municipal de Gatineau Université du Québec en Outaouais Canada Science and Technology Museums Corporation Dominican College University Algonquin College Library is also a member of askON www.askon.ca, a real-time chat reference service developed by Ontario’s libraries and Knowledge Ontario. Students can request online assistance and receive research help from our partners in other Ontario College libraries.

The Library site offers easy access to 39 database packages including access to 80,000 e-journals (scholarly journals, magazines and newspapers). The A-Z Electronic Journal Locator searches across all the print and online e-resource collections to find full-text access. Online support is provided through “askON”, a virtual reference service. The print and in-house description which follows presents the library holdings intended to support students in the proposed Bachelor of Early Learning and Community Development program.

http://www.askon.ca/


111

Print and in-house resources

Books The Algonquin library collection totals about 65,000 volumes. From this collection the following areas may directly support the Community Development in Early Learning program: Theory and Practice of Education (including early childhood education) (LB) – 1446 volumes Community Development – 279 volumes Psychology (BF) – 908 volumes Sociology (HM HN HQ) – 1194 volumes Social Work (HV) – 1498 volumes Personnel Management (HF5549) – 221 volumes Public Administration (JL) – 145 volumes Recreation Leadership/Outdoor Recreation (GV181-191) – 78 volumes Included in the above are over 400 audio visual items. The library also provides resources for support subject areas such as Mathematics, Communications (Language/Writing/Presentations), Critical Thinking, Basic Computing, among others. Periodicals (Journals) The library has fewer print journal titles as the convenience of online resources becomes more attractive to the student population. The Algonquin collection contains about 385 print journal titles. Of these, about 30 would help support the new Community Development in Early Learning program in the areas of Social Work, Education, Children, Learning Disabilities, among others. Electronic/Online Resources Databases The Algonquin library provides access to over 50 databases. Many of these databases would include journal titles of relevance to a Community Development in Early Learning program. Database titles of specific interest would be: Academic OneFile Academic Search Complete Canadian NewsStand Career and Technical Education Canadian Business and Current Affairs CPI.Q (Canadian Periodical Index) ERIC Kids InfoBits Masterfile Elite PsycINFO **The addition of a sociology database is planned, pending program approval and funding.


112

Journals Online journal titles available through our various electronic databases include the following areas: Theory and Practice of Education - 540 titles – including topics such as “Child study ”, “Early childhood education ”, Educational psychology ”, “Education and training of teachers and administrators ”, “Preschool education. Nursery schools”, “Teaching (Principles and practice)” Sociology (General) - 322 titles – including topics such as “Culture”, “Groups and organizations”, “Social psychology ” Social and Public Welfare - 444 titles -- including topics such as “Social service - Social work”, “Emergency management”, “Accidents - Prevention of accidents” Psychology – 361 titles -- including topics such as “Applied psychology”, ”Consciousness. Cognition”, “Developmental psychology”, “Personality” Recreation - Leisure – 283 titles -- including topics such as “Physical education and training”, “Outdoor life. Outdoor recreation”, “Recreation leadership” Management – 369 titles -- including topics in “Administration” Public Administration – 52 titles Audio Visual – Streamed Video Algonquin library provides access to a large collection of online streamed video from Films on Demand. Subject area packages of greatest interest would be the following: Education – 277 video titles Sociology – 1054 video titles Psychology – 743 video titles Other subject areas of potential interest would be “Communication” and “Business and Economics”. Other online video collections are available through the library, including National Film Board (NFB) and PBS LearningMedia. Electronic Books The Library’s e-Book collection contains about 165 titles in the Education field, 231 in Psychology, as well as 284 in Social Sciences. Other areas of interest covered in the various e-book collections include Mathematics, Business, Computing, English Communications, among others.


113

Laboratory Space

The proposed program will require two specialized facilities for delivery of the program and will, in addition, require the use of the gym for one of the classes. The Algonquin Early Learning Centre (AELC) which is a licensed Early Learning Centre under the Ministry of Education, currently exists as a lab school for the Early Childhood Education Diploma program. This facility is equally crucial to the successful implementation of the Bachelor of Early Learning and Community Development (BELCD) program. The lab school has 2 infant rooms to accommodate a total of 10 infants, a dining area for the infants and an outdoor play yard designated to the infant program. A toddler room for 15 children is also found within the AELC, and an outdoor toddler play yard. The 24 preschoolers have two rooms and an outdoor play yard. In addition to the children’s spaces, there is a professional reference room which provides access to both online and hard copy references and space for professional development workshops. A staff room, office space, and consultation rooms where educators and faculty can meet one-on-one with students is also available. BELCD students will be required to access the AELC in order to complete observations on children and to learn about best practices and new initiatives affecting programs for young children. The lab will be used by students to design and implement projects in a controlled environment where they can receive immediate feedback regarding the appropriateness and viability of the project. As a working lab the AELC is faced with pressures and concerns reflective of the early learning community at large. Through opportunities to interact and dialogue with the educators and the director of the lab school, students will develop a more in-depth understanding of relevant early learning topics and issues. Due to the ever evolving nature of the early learning field, the AELC continues to change to ensure it reflects these new directions. The field of early learning is moving towards increased connectivity of early education with community development. Given these changes in direction, the degree program will require access to the lab (AELC) to learn and implement effective strategies to address emerging trends. Both the material and human resources found in the AELC are essential to the effectiveness of a quality early learning lab. It is through the interactions with educators, children, and families within this micro-community that students learn the necessary skills to develop, implement and evaluate a variety of early learning projects. The lab also affords opportunities for inter-professional education. Working with students from other community and health based programs in a real world setting, provides opportunities for collaborative learning. In addition, the degree program will share access to an existing dedicated Early Learning laboratory, complete with the resources and materials needed for developing and practicing hands-on skills required to create, implement, and assess curriculum in areas such as art, music, science, and math. For the physically active components of the curriculum, students will also have access to the on-site gym space at the College.


114

Section 6.2: Resource Renewal and Upgrading

Library Resources With respect to the Learning Resource Centre, the College plans and invests in library acquisitions on an annual basis. Library resource needs are identified by the librarians as well as faculty members. Faculty members review existing acquisitions, typically in the May/June timeframe. New resources (text, video, journal, electronic) that will be of benefits are prioritized and purchasing recommendations submitted to the Learning Resource Centre for consideration as per yearly funding allocations. Policy AA31 further details the Learning Resource Centre’s mandate.

Computers and Computer Access The College establishes an instructional computing and technology renewal and upgrading plan on an annual basis. A process for renewal of computers and their deployment to staff has been established as detailed in Policy IT02- Technology Evergreening and Policy IT06-Deployment of Computing Devices. The College has approximately 2050 computers accessible at the Woodroffe campus within combined general and specialized labs that are equipped on average with 34 computers.

Laboratories/Equipment New equipment and renewal requirements are identified and prioritized on an annual basis in conjunction with capital equipment planning. The College Space and Infrastructure Committee (CSIC) develops plans to address strategic directions, needs and areas for improvement. On an annual basis, Schools are requested by the CSIC to bring forward requests for renovations and/or space requirements to improve the learning environment. These requests are prioritized by a sub-committee of CSIC.

Allocation of funds for environmental and learning resources is an annual process as per the budget approved by Algonquin College’s Board of Governors. Capital funds are distributed amongst the Faculties/Schools in the College and the allocation varies from year to year, based on funds available.

Classrooms The College upgrades and enhances facilities on an ongoing basis taking into account enrolments, faculty support needs, and the growing use of web-based technologies for learning and teaching. There are currently 147 classrooms at the Woodroffe campus (including the new Algonquin Centre for Construction Excellence-ACCE Building) that are upgraded according to the needs identified through an annual established Learning Environment Quality identification, prioritization, and funding process. Lecture rooms vary in size and seat from 20-140 students. All classrooms at Algonquin College have e-learning capabilities that can be used for course delivery and web access. E-classrooms are equipped with wireless Internet access, video equipment, a speaker system, a high-resolution projector, a computer with wired access to high speed internet, and a white or black board. Forty of these classrooms have been enhanced to mobile classrooms supporting the use of laptops and other mobile devices with full access to power, an enhanced data projector and a Smart Podium interactive pen display. E-classrooms are equipped with video equipment, a speaker system, a high-resolution projector, a computer with access to high speed internet, and a white or black board.

Policy AA31: Learning Resource Centre Policy IT02: Technology Evergreening Policy IT06: Deployment of Computing Devices Procedure: College Technology Committee Terms of Reference Procedure: College Space and Infrastructure Committee Mandate


115

Section 6.3: Support Services

Support Service Brief Description of Service

Welcome Centre

*opened September 2012

The Robert C. Gillett Student Commons provides a variety of services dedicated to student success. The Welcome Centre in Student Support Services, located on the third floor of the Student Commons (E341), is designed to serve as a vital first point of access to a number of support services for potential applicants, current students and graduates from one centralized location, in the hopes of establishing a familiar and ongoing resource during an individual’s affiliation with Algonquin College. The Welcome Centre features six stations including two accessible stations to assist students and clients in their pursuit of service from the Centre for Students with Disabilities, Counselling Services, the Student Success Service and the Employment Support Centre (formerly known as Student Employment Services).

Academic Advising Algonquin College's Policy on Academic Advising, AA40, defines an advisor as “…a professor or instructor who has been assigned the responsibility of providing academic guidance to students in his/her program.” In this role, the faculty member provides the student with an opportunity to

plan, discuss, and review academic progress

address challenges that may impede successful performance

identify education, life and career goals

assist the student in creating a plan to realize those goals

refer the student to all resources the College has to offer

Student Success Specialists

Student Success Specialists are support staff who provide a friendly first point of contact for students of a designated Academic area (e.g. Faculty of Technology and Trades), or group (e.g. Aboriginal, WSIB). They work closely with Academic and Student Services staff to:

promote and implement student success initiatives (e.g. connecting with students at risk)

ensure students’ questions are answered promptly or directed to the appropriate forum

participate in activities that help students in the transition to the College (e.g. orientation)

provide information about admissions, records, programs of study and bursaries

link students to appropriate resources and services

http://www3.algonquincollege.com/studentsupportservices/

http://www2.algonquincollege.com/directives/policy/academic-advising/




116


Counselling: Career and Personal

Counselling Services (Woodroffe Location) is staffed by 8 full-time professional counsellors. This department provides confidential support services to students facing the academic, career, and personal challenges of college. Services include:

Short term and Supportive counselling for common mental health issues experienced by students, such anxiety, depression, and stress regulation

Crisis intervention and suicide risk assessment

Proactive outreach initiatives issues such as team building, effective group work, communication skills, and stress management

Program-choice planning and career direction assessment

Tragic Event Response Team

Parent Resource Network

Employee training initiatives such as "SafeTALK" suicide intervention, "Positive Space" sexual orientation awareness, and a range of mental health awareness workshops.

Financial Aid The Financial Aid Office is staffed with 1 manager, 1 front office supervisor, 10 full-time employees and 4 part-time employees who administer various government financial assistance programs to eligible full and part-time students. Services include, but are not limited to:

Administration of the Ontario Student Assistance Program (OSAP)

Determination of an individual student’s eligibility for the various types of funding

Administration of the student bursary programs for students

Interpretation of the rules and regulations of the Ontario Ministry of Training, Colleges and Universities

Student Employment Services

The Employment Support Centre offers professional cost-free services to both students and employers. The department is staffed with 3 full-time employees including 2 Employment Officers and 1 Employment Relations Officer. The Employment Support Centre promotes college programs to the community and offers a comprehensive electronic job posting service ensuring employers and qualified students/graduates are connected. Services include, but are not limited to:

General job postings (online and class presentations) CSEP job postings (On-Campus Jobs) Job search techniques Resume writing Interview preparation Labour market information

Tutoring

The Counselling Service’s ‘Peer Tutoring’ provides the one-on-one opportunity for students experiencing difficulties in a particular course to be matched with a senior student (nominal fee applies) for academic assistance. In addition to the tutors, one part-time peer tutoring clerk and two proctors are staffed in this area.

http://www.algonquincollege.com/studentservices/counselling/current_students/index.html

http://www.algonquincollege.com/studentservices/counselling/current_students/index.html

http://www.algonquincollege.com/financialaid/

http://www.algonquincollege.com/studentservices/employment/

http://www.algonquincollege.com/studentservices/employment/

http://www.algonquincollege.com/studentservices/counselling/current_students/peer_tutoring.html


117


Services for Students with Disabilities

The Centre for Students with Disabilities provides disability-related counselling and advising, including specialized academic and personal counselling that is developed specifically for students with disabilities and not duplicated by regular counselling and advising services available to all students. The Centre is staffed with 1 manager and 12 full-time employees including 6 Disability Counselors, 1 Learning Strategist, 1 Intake and Assessment Advisor, 2 Assistive Technologists, 1 Test Room support facilitator, 1 Office Administrator and numerous additional part-time staff. We also employ two part time counsellors and a second part time learning strategist. Services include, but are not limited to:

Counselling and support so that students with disabilities can work within an accessible college environment

Assistive reading technologies

A large Test Centre for the provision of test and exam accommodations

Transcription services (ie: Braille, large print, alternative/digital formats))

Assisting students to find specialized and peer tutors

Interpreters and electronic note taking for students with hearing loss

Peer notetaking services

Access to, and training for, assistive devices

Access to a large Assistive Technology Lab

Consultation with faculty for students with disability-related needs

Liaison with and referral to other Student Support Services and agencies

Liaison with campus and community agencies on the students’ behalf

Other Services:

Cooperative Education Department

The Cooperative Education Department facilitates the co-op process including the development of job opportunities and the preparation of the students for the work force. The department acts as a liaison between the student, the employer and the participating academic departments and collects the relevant academic assignments. The staffing complement is 4 full-time employees. Services include, but are not limited to:

Job posting process, distribution of applications to employers

Arranging interviews on or off campus, process job offers

Site visits with the employer and student during the work placement

Consultation with co-op professionals to mitigate issues encountered during the job search or while on placement

Health Services Health Services provides professional, confidential medical services for students. Physicians are available by appointment and walk-in from and Registered Nurses provide assessment and treatment of minor illnesses or injury. Health Services is staffed with both full and part-time physicians, nurses and support staff. There are 6 combined full and part-time physicians and 5 nurses on staff. Services include, but are not limited to:

Allergy injections Birth control information and prescriptions Blood tests Emergency treatment for accidents/illnesses Health counselling (nutrition, stress, exercise, smoking, drugs, alcohol) Treatment for acute illness (headaches, colds, etc.) Vaccinations

http://algonquincollege.com/studentsupportservices/csd/index.htm

http://algonquincollege.com/studentsupportservices/csd/index.htm



http://www.algonquincollege.com/studentsupportservices/healthservices/


118


Mamidosewin Centre for Aboriginal Students

The Mamidosewin Centre provides a variety of cultural programs and services to Aboriginal students. In addition to welcoming social events and activities, services offered include, but are not limited to:

Information on Aboriginal bursaries, scholarships and other funding Workshops and individual support with study skills, time management,

tutors etc.) Career, academic or personal counselling with an Aboriginal counsellor Aboriginal Education to Employment program and job listings Referrals to Aboriginal services (housing, counselling, employment etc.)

College Ombudsperson The Ombudsperson is independent and impartial, and has effective access to both College and Students’ Association officials and can assist students with concerns related to any aspect of student life at the College – from policies, procedures to rights and responsibilities. Guidance may be provided in the following areas:

Making appropriate choices based on unique/personal circumstances Assistance in dealing with negative conduct/behaviour of another person

that adversely impacts student life Facilitate communication between the student and another member of the

College community

Residence Life Residence Life supports the holistic development of students through individual, interpersonal, intellectual and community education and empowers students to live, learn, and lead in an inclusive and safe community. The Manager-Residence Life and the Residence Life Coordinator supervise the Two Senior Resident Advisor, the Residence Programmer and 20 Resident Advisors. Services include, but are not limited to:

Educational Programming and Building Wide Events Residence Orientation Algonquin Residence Council Student Outreach and Support Community Management and Policy education

Registrar’s Office The Registrar’s Office maintains student records and provides relevant support from admission to graduation. Services include, but are not limited to:

Admissions, fees, registrations, withdrawals Applications for course exemptions Academic records and transcripts Scheduling (timetables)

Safety and Security Services

Safety and Security Services ensures the College provides a safe and secure learning and working environment. Services include, but are not limited to:

Full service prevention and patrol programs. Communications & dispatch centre ( 24 hrs/day) Walk Safe Services Lost and Found Incident Response, Emergency Response and Investigations Workshops and presentations on a variety of safety issues

Student Affairs and Orientation

Student Affairs & Orientation (SAO) hosts First-Year Orientations, executes Campus Events and provides volunteer opportunities. The SAO department strives to enrich the college experience by bringing together education, hands-on learning, and entertainment, recognizing that studying is only one part of the college experience. A variety of events offer students the opportunity to explore the college’s diversity and have the ultimate college experience.

http://www.algonquincollege.com/studentservices/counselling/current_students/mamidosewin_native_student_centre.html

http://www.algonquincollege.com/studentservices/counselling/current_students/mamidosewin_native_student_centre.html

http://www.algonquincollege.com/ombudsperson/

http://www.algonquincollege.com/studentservices/ombudsperson/index.html

http://www.algonquincollege.com/studentservices/ros/index.htm

http://www.algonquincollege.com/RegistrarsOffice/

http://www.algonquincollege.com/physical_resources/safety/

http://www.algonquincollege.com/physical_resources/safety/

http://www.algonquinsa.com/

http://www.algonquinsa.com/


119

Section 6.4: Faculty Enrolment Projections and Staffing Implications

Cumulative Semester Enrolment Full-time

Contact Hours

Cumulative Full-time Faculty Equivalents (F.T.E.)

Cumulative Part-time Faculty Equivalents (F.T.E.)

Contact Hours taught by Full-time Faculty

Contact Hours taught by Part-time Faculty

Ratio of Full-time Students: Full-time Faculty

Year 1 2014-15

66 475 2 0.6 370 105 33:1

Year 2 2015-16

125 475+405=

1075 5 0.8 925

105+45= 150

25:1

Year 3 2016-17

180 1075+399=

1474 6.6 1.5 1195

105+174= 279

27:1

Year 4 2017-18

231 1474+410=

1884 7.8 2.6 1410

279+195=474

30:1

The table above depicts both the enrolment and staffing projections for the program. The figures are based on a plan to hire a full-time faculty member in each of the second, third and fourth years following the launch of the program. Note that full-time faculty members who will teach some of the breadth courses are also captured in the table above. Finally, assuming stable enrolment the College plans to hire a 4th full-time faculty member dedicated to the program in Year 5 following the program’s launch. Faculty Selection Faculty selection and orientation are detailed within Policy HR07: Full-time Hiring Process and Policy HR10: New Employee Orientation. All future new full-time hires in the School of Health and Community Studies designate a graduate degree as the preferred credential. If hiring a full-time professor to teach primarily in a degree program, a terminal credential will be the requirement. Faculty identified for the Bachelor of Early Learning and Community Development program meet the Board requirement as no fewer than 50% of the faculty proposed to teach hold the terminal academic credential in the field or in a closely related field of study. Review of Faculty Performance The Academic Chair is expected to conduct regular reviews of faculty performance which include a review of student feedback on teaching (Policy AA25- Student Course Feedback) and supervision. Formal performance appraisals of faculty are to be conducted no less than once every three years and as often as yearly. However, Student Course Feedback (student questionnaire) are reviewed following each semester and any areas for improvement are addressed with faculty on an ongoing basis. Performance appraisals of faculty are conducted to ensure that student needs are being adequately met as well as to discuss the ongoing needs and professional development of faculty. New professors are subject to a two-year probationary period during which time the Chair will evaluate them at regular intervals (every 4 months). The Chair completes a final, more detailed, evaluation immediately prior to the end of the probationary period to formally acknowledge and confirm the faculty member’s suitability. Though the College has a practice whereby every faculty member must receive a performance appraisal from his/her Chair, the College does not presently have a standard form for this purpose. Human Resources is currently developing a more standardized process for faculty


120

performance appraisals. At present, typically the faculty member is asked to reflect on the past 1-2 years and highlight achievements and objectives for the upcoming year. A meeting is then held to discuss the period being assessed and subsequently a summary document is prepared by the Chair, with any documents provided by the faculty member attached and any applicable professional development recommendations noted. Once reviewed by the faculty member, the summary document is further discussed with the Chair, if required, and then signed by the Chair, faculty member and Dean. The faculty member may comment on the final summary document, should they so choose. The original copy with signatures is retained in Human Resources within the employee’s file.

Faculty Currency and Professional Development

As previously detailed in Section 5.3, the College offers a wide range of professional development activities for staff throughout the year. Policy H04: Tuition Assistance – Degree Completion was recently instated to assist staff who wish to pursue further studies. The purpose of Policy H04 is:

‘To provide professors and other College employees with support in acquiring degrees at the bachelor’s, master’s and doctoral level at postsecondary institutions to better serve the needs of the students, the strategic directions of the College, and to assist employees in achieving their professional development goals.’

Other varied professional development opportunities offered by the Centre for Organizational Learning with Human Resources may be viewed at: http://www.algonquincollege.com/employee-pd/. Program faculty have received support to pursue furthering their academic credentials.

Faculty Innovation

Algonquin supports experimentation with new teaching methods and is an advocate for innovation. Innovation is specifically referenced in the College’s 2008-2013 Strategic Plan and defined as, “…the successful implementation of creative ideas which includes initiatives related to staff, programs, technology and business processes." As such an Academic Innovation Fund was established in 2009 to formally support experimentation with new teaching methodologies. Budget permitting, it is expected that other calls for proposals may be announced.

An Innovation Centre is available to staff to experiment with new teaching tools that houses some of the latest hardware and software available as well as various books and resources related to innovation. Three workstations are available to all staff for innovating and experimenting.

Whenever new technologies are adopted professional development is provided through the Centre for Organizational Learning. Typically prior to adopting system wide technologies, the College will pilot/experiment, using off-site hosting services when necessary, and rollout the professional development support in tandem. This process was used with Adobe Connect adoption and prior to adopting Blackboard™ 9.1 and Elluminate. A Virtual Desktop Infrastructure is now in place which allows students and staff to have access to any College licensed software anywhere/anytime on any device assisting with more flexible course delivery. Faculty Teaching and Supervision Loads Faculty teaching and supervision loads are assigned in accordance with the Academic Employees Collective Agreement’s Standard Workload Formula (SWF) defined in Article 11 – Workload. The pertinent workload excerpt is in included in Section 16: Policies.



http://lyceum.algonquincollege.com/innovation/innovationcentre/


121

The total workload assigned and attributed by the College to a teacher shall not exceed 44 hours in any week for up to 36 weeks in which there are teaching contact hours for teachers in post-secondary programs. The balance of the academic year is reserved for complementary functions and professional development. Workload factors include: (i) teaching contact hours (ii) attributed hours for preparation (iii) attributed hours for evaluation and feedback (iv) attributed hours for complementary functions An allowance of a minimum of 6 hours of the 44 hour maximum weekly total is to allow for 4 hours of routine out-of-class assistance to individual students. The teacher is expected to inform students of their availability for out-of-class assistance in keeping with the academic needs of students. The College has also established provisions for student academic advising. The electronic policies file (Section 16: Policies), includes policies and procedures pertaining to

faculty within the following:

Policy AA23: Faculty Consultation with Students Policy AA25: Student Course Feedback Policy AA40: Academic Advising Policy HR02: Professional Development Leave Policy HR03: Tuition Assistance - Algonquin College Courses Policy HR04: Tuition Assistance - Degree Completion Policy HR07: Full-time Hiring Process Policy HR10: New Employee Orientation Procedure: Credential Evidence and Release of Information Procedure: Ontario Colleges of Applied Arts and Technology Academic Employees Collective Agreement (Effective From: - September 1, 2012 - August 31, 2014) Excerpt Article 11 Workload

http://www2.algonquincollege.com/directives/policy/professional-development-leave/

http://www2.algonquincollege.com/directives/policy/hr03-tuition-assistance-algonquin-college-course/

http://www2.algonquincollege.com/directives/policy/hr04-tuition-assistance-degree-completion/

http://www2.algonquincollege.com/directives/policy/full-time-hiring-process/

http://www2.algonquincollege.com/directives/policy/new-employee-orientation/


122

Section 6.5: Curriculum Vitae Release The college has on file and available for inspection, from all faculty and staff whose CVs are included in this submission, signatures that attest to the truthfulness and completeness of the information contained in their CV and agreeing to the inclusion of their curriculum vitae in any documents/web sites associated with the submission, review, and final status of the program application.


123

Section 6.6: Curriculum Vitae of Faculty Assigned to Degree Program


SECTION 7: CREDENTIAL RECOGNITION Bachelor of Early Learning and Community Development

124

Section 7: Credential Recognition The program has been designed to maximize the graduates’ potential for employment and promotion in the field and for further study as evidenced by the following communications from employers, professional associations and academic institutions. Included in this section are letters of support from:

Andrew Fleck Child Care Services Association of Early Childhood Educators Canadian Child Care Federation Carlington Community Health Centre College of Early Childhood Educators Crossroads Children Centre Global Child Care Services Military Family Resource Centre - National Capital Region Ottawa Catholic School Board Ottawa Innuit Children Centre Pinecrest-Queensway Community Health Services Salvation Army: Bethany House The Child and Nature Alliance of Canada

Contact has been initiated with the following universities to explore the potential for Bachelor of Early Learning and Community Development (BELCD) program graduates to be considered for admission to graduate studies or into a Bachelor of Education program as follows: University of Ottawa - discussions have been initiated to explore the eligibility of potential graduates of the BELCD program for admission to the Bachelor of Education program. The program curriculum has been requested for review and is in the process of being provided. University of Toronto - has indicated that program graduates would be considered for graduate studies indicating that, “…Each applicant is considered on his or her own merits according to standards set program by program. As such, a potential graduate from your program would not be excluded from consideration for admission to our graduate programs at the University of Toronto.” The Ontario Institute for Studies in Education - indicated in an email communiqué that,”… In terms of application to the undergraduate Bachelor of Education program, so long as this degree is authorized (under Ministerial Consent) by the Province, then we would accept it.” University of Guelph - was approached with respect to potential graduates being considered for admission to M.Sc. programs in Family Relations and Human Development, and Couple and Family Therapy. Guelph cited that from its preliminary review, an applied statistics course is missing and have requested a course syllabus. However, it was suspected, “… that the last semester “independent study and research” would be a significant asset for graduate work.” Further exploration with Guelph will be pursued as course curriculum is fully developed.

University Canada West - will consider graduates of Algonquin College degrees for admission

to the Masters of Business Administration program. A Memorandum of Understanding follows the letters of support.


125


126


127


128


129


130


131


132


133


134


135


136


137


138


139

SECTION 8: REGULATION AND ACCREDITATION Bachelor of Early Learning and Community Development

140

Section 8: Regulation and Accreditation Although there are no specific accreditation requirements for the Bachelor of Early Learning and Community Development program, in the best interest of potential graduates, the curriculum has been designed to meet the requirements for registration with the Ontario College of Early Childhood Educators (CECE). The MTCU vocational outcomes for the Early Childhood Education diploma are used by the CECE to determine eligibility for registration. The degree program outcomes were designed to incorporate the early childhood education vocational learning outcomes to ensure regulatory compliance. As previously noted in Section 4.2 the proposed degree was submitted to the CECE Registration Committee for review. On February 4, 2013, the Deputy Registrar communicated in writing that the assessment will be concluded and a recommendation presented to the Council once Algonquin is able to confirm recognition by the Ontario Ministry of Training, Colleges and Universities. However, the letter did cite that: ‘The Committee review concluded that the program did meet the program standards for recognized ECE post-secondary programs acceptable by the College.” The following chart, which was provided to the CECE, identifies the ECE vocational outcomes and the Early Learning and Community Development degree outcomes which support the vocational outcomes. It also includes the degree courses that support the vocational outcomes.

ECE Vocational Outcomes ELCD Degree Outcomes

1. Plan curriculum that is based on a thorough understanding of child development.

4. Plan, develop, implement and assess inclusive curricula by applying current research and best practices in learning and pedagogy. 6. Create and evaluate inclusive, safe and healthy learning environments for children and families. 12. Advocate for the importance of the natural environment in supporting the development of healthy communities for families through the application of current research and knowledge.

2.Plan and implement individual programs and curriculum to meet the developmental needs of children.

3. Use cross cultural competencies and psychology theories to initiate and develop supportive, respectful, responsive and professional interactions when working with children, families and the broader community. 4. Plan, develop, implement and assess inclusive curricula by applying current research and best practices in learning and pedagogy. 12. Advocate for the importance of the natural environment in supporting the development of healthy communities for families through the application of current research and knowledge.

SECTION 8: REGULATION AND ACCREDITATION Bachelor of Early Learning and Community Development

141

ECE Vocational Outcomes ELCD Degree Outcomes

3. Utilize a variety of observational techniques to enhance work with children, families and coworkers.


4. Maintain responsive relationships with individual children and groups of children.

1. Contribute to community development for children and families using theories from the fields of psychology, learning, sociology, and social work. 3. Use cross cultural competencies and psychology theories to initiate and develop supportive, respectful, responsive and professional interactions when working with children, families and the broader community.

5. Establish and maintain safe and healthy environments which best meet the requirements of current legislation, regulatory bodies and program policies.

6. Create and evaluate inclusive, safe and healthy learning environments for children and families. 7. Apply relevant legislation and regulations to inform the development, implementation and evaluation of programs for children and families within the field of early learning.

6.Develop and maintain effective written, oral, nonverbal and electronic communications with children, families, co-workers, employers and individuals/agencies.


7. Apply relevant legislation, policies, procedures and regulations to early childhood programs and settings in a changing social context.

7. Apply relevant legislation and regulations to inform the development, implementation and evaluation of programs for children and families within the field of early learning. 8. Identify and analyze local, national and international standards, trends and directions in the field of early learning and use them to inform leadership practices.

8. Apply a personal philosophy of early education within the framework of ethical and professional standards.


9. Act in a manner consistent with principles of fairness, equity and diversity to support the development and learning of individual children within the context of his/her family, culture and society.

1. Contribute to community development for children and families using theories from the fields of psychology, learning, sociology, and social work. 3. Use cross cultural competencies and psychology theories to initiate and develop supportive, respectful, responsive and professional interactions when working with children, families and the broader community. 7. Apply relevant legislation and regulations to inform the development, implementation and evaluation of programs for children and families within the field of early learning.

FIELD PLACEMENT

The Early Learning and Community Development field placements are in both licensed programs and community agencies. 3 Field Placements for a total of 483 hours. 1 Work Term that may result in individuals working directly or indirectly with children totaling 525 hours.

SECTION 9: NOMENCLATURE Bachelor of Early Learning and Community Development

142

Section 9: Nomenclature The Bachelor of Early Learning and Community Development program title meets the Board nomenclature requirements. This title follows one of the typical approaches to nomenclature for Bachelor degrees in applied areas, available for designating college degrees, the Bachelor of Subject. The degree title conveys accurate information about the degree level since ‘Bachelor‘ is reflected in the title, which is congruent with degree level learning. The inclusion of the terms ‘early learning’ and ‘community development’ are critical to the understanding of the discipline addressed by the degree. This degree integrates traditional early childhood education with the broader scope of practice as outlined by the College of Early Childhood Educators. This broader scope encompasses both regulated early childhood education and emerging trends towards a more comprehensive community based approach to early learning. This title facilitates the public‘s understanding, and assists students, employers, and other postsecondary institutions in recognizing the level, nature and discipline of study. The title has been supported by the Bachelor of Early Learning and Community Development program Advisory Committee.

SECTION 10: PROGRAM EVALUATION Bachelor of Early Learning and Community Development

143

Section 10: Program Evaluation Algonquin College has a formal, institutionally approved policy and procedure for the periodic review of programs that embodies the characteristics required of the Board. As previously explained in Section 5.1 Quality Assurance of Delivery, Algonquin has an effective Program Quality Assurance process detailed in Policy AA38: Program Quality Assurance. The program evaluation process consists of three primary components, Annual Curriculum Review, Program Mix Review and Program Quality Review (PQR). The three prong quality review process includes two annual reviews, each with a different focus, and one in depth review every five years. The current PQR process was originally designed for postsecondary programs leading to Ontario College Credentials. The quality criteria parallel those used by the Provincial Program Quality Assurance Process Audit (PQAPA) and map to the expectations of the Program Evaluation Standard as stated in the PEQAB Handbook for Ontario Colleges. The PQAPA external audit of the College review processes ensures that the College has a process in place that assures continuous quality improvement. Note that, based on recent feedback obtained from a PEQAB Quality Assessment Panel, the mapping to the Program Evaluation Standard will be made more explicit within the Bachelor’s Degree PQR report template, and quality criteria elements may be extended to include all PEQAB Benchmarks. The Program Quality Review process at the College has been extended for degree programs. In addition to conducting a PQR (self-study), a Program Evaluation Committee is established that adheres to the Board’s requirements. The Program Evaluation Committee is expected to evaluate a program based on the PQR report and a site visit during which members of the Committee meet with faculty members, students, graduates, employers and administrators to gather information. A Program Evaluation Committee report is completed that provides an assessment of the program quality and leads to recommendations for change intended to strengthen the quality of the program and support ongoing continuous improvement. The report is addressed to senior administration and shared with the College’s Academic Council, Board of Governors, faculty members and students in the program, and includes a plan of action to respond to the report’s recommendations. The Program Quality Assurance Administrator works with the Program Chair in following up on the status of implementation of recommendations. A cyclical program review schedule is established that conforms to Board requirements in that the PQR is conducted prior to a request for Ministerial Consent Renewal. The PQR template for Bachelor’s Degrees and associated documentation to facilitate the process may be viewed at the following link: http://www.algonquincollege.com/acad_dev/BachelorsDegree.htm Algonquin College’s overall Quality Assurance Model and Processes may be viewed on the Program Quality Assurance Website: http://www.algonquincollege.com/acad_dev/services_program_quality.htm The electronic policies file (Section 16: Policies), includes the policy on Quality Assurance within the following: Policy AA38: Program Quality Assurance

http://www.algonquincollege.com/acad_dev/BachelorsDegree.htm

http://www.algonquincollege.com/acad_dev/services_program_quality.htm

SECTION 11: ACADEMIC FREEDOM AND INTEGRITY Bachelor of Early Learning and Community Development

144

Section 11: Academic Freedom and Integrity

Algonquin College policies detail procedures relative to academic freedom, ownership of intellectual products of its employees and students, compliance with copyright law, academic honesty/integrity, and research involving humans and/or animals, as well as the management of research funds. The electronic policies file (Section 16: Policies), includes policies and procedures pertaining to academic freedom and integrity within the following: Policy AA34: Copyright Policy AA18: Academic Dishonesty and Discipline Policy AA20: Plagiarism Policy AA35: Confidentiality of Student Records Policy AA42: Learning Management System Policy IT05: Information Sensitivity and Security Policy RE01: Research Administration Policy RE02: Integrity in Research and Scholarship Policy RE03: Research Involving Human Subjects Policy RE04: Use of Animals in Research, Teaching and Other Activities Policy RE05: Intellectual Property Policy RE06: Use of Biohazardous and Radioactive Materials in Research and Education Policy RE07: Academic Freedom Rights and Responsibilities - Draft - Under Review

http://www2.algonquincollege.com/directives/policy/college-information-security/

SECTION 12: STUDENT PROTECTION Bachelor of Early Learning and Community Development

145

Section 12: Student Protection In accordance with Algonquin’s core values of caring, learning, integrity and respect, ensuring ethical business practices and the protection of students’ interests are integral to the College’s operation. Algonquin endeavors to ensure transparency, thoroughness, and clarity of its publications in terms of informing prospective and current students’ as to their responsibilities and rights. Numerous policies and practices provide evidence of compliance with the Board’s requirements for student protection. The following screen capture of the College’s Fast Fact web page depicts the varied information provided about the College, its operation, and organizational structure.

Applicant and student requirements and obligations are published in hard copy and/or web based formats as follows: Program Monographs

Full-time programs: http://www.algonquincollege.com/future/fulltime.html

Part-time programs: http://xweb.algonquincollege.com/woodroffe/viewAll.aspx?tab=3 Monographs detail fees and expenses as well as information regarding the technological requirements and success factors required of a program. For example, for mandatory laptop/mobile programs publications direct students to the Mobile Learning website to obtain the

http://www.algonquincollege.com/future/fulltime.html

http://xweb.algonquincollege.com/woodroffe/viewAll.aspx?tab=3

SECTION 12: STUDENT PROTECTION Bachelor of Early Learning and Community Development

146

technical specifications for programs and details of service provisions at: http://www2.algonquincollege.com/mlearning/ Other primary College publications include the Viewbook and College Calendar. Viewbook http://www.scribd.com/doc/104109867/Algonquin-Viewbook-2012-13 College Calendar http://www.algonquincollege.com/future/publications/documents/Calendar_2012_2013.pdf Prospective and current students can view all College policies since they are readily available online at http://www2.algonquincollege.com/directives/. Excerpts of these policies are published in the Student Handbook available from the Student Affairs website at http://www.algonquincollege.com/studentsupportservices/sao/index.htm.

The electronic policies file (Section 16: Policies), includes policies and procedures pertaining to student protection within the following: Policy AA09: Transfer of Academic Credit (Internal) Policy AA10: Transfer of Academic Credit (External) Policy AA11: Registration Policy AA18: Academic Dishonesty and Discipline Policy AA19: Academic Appeal Policy AA37: Review of Final Grade Policy AA39: Program Progression and Graduation Requirements Policy AD02: Freedom of Information and Protection of Privacy Act Policy HR22: Harassment/Discrimination Policy SA02: Ombudsman Policy SA03: Student Complaints Policy SA06: Fees Policy SA07: Student Conduct

http://www2.algonquincollege.com/mlearning/

http://www.scribd.com/doc/104109867/Algonquin-Viewbook-2012-13

http://www.algonquincollege.com/future/publications/documents/Calendar_2012_2013.pdf

http://www2.algonquincollege.com/directives/

http://www.algonquincollege.com/studentsupportservices/sao/index.htm

SECTION 13: ECONOMIC NEED Bachelor of Early Learning and Community Development

147

Section 13: Economic Need The benchmark for economic need is demonstrated through the evidence contained within this section that includes:

Market Analysis conducted by Axion Plus in June, 2010

OCAS data on related degree programs (November 2012)

Algonquin College applicant demand survey results (February-March, 2012)

Current Employment Opportunities Listing (December 2012) The information provided demonstrates the need for and viability of this program.


148

PROJECT MANAGER: AXION Plus

PROJECT ADVISOR:

Jo-Ann Aubut, Algonquin College

This Labour Market Analysis is a project of Algonquin College.

LABOUR MARKET ANALYSIS

FOR A NEW PROGRAM IN

COMMUNITY DEVELOPMENT

FOR EARLY LEARNING

DRAFT REPORT – JUNE 2010

OPPORTUNITIES IN THE WORLD OF COMMUNITY

DEVELOPMENT FOR EARLY LEARNING

Ottawa, Ontario

T. 613-369-4333

www.axioninc.biz


149

TABLE OF CONTENTS

PAGE

I. EXECUTIVE SUMMARY

5

1. INTRODUCTION 1.1 BACKGROUND

1.2 METHODOLOGY

1.3 DESCRIPTION OF THE PROPOSED COMMUNITY DEVELOPMENT

FOR EARLY LEARNING PROGRAM

6

2. SECTOR-BASED DATA 2.1 LABOUR MARKET OVERVIEW

2.2 TARGET MARKET

2.3 TRENDS AND DEMOGRAPHICS

2.4 EMPLOYMENT OPPORTUNITIES

2.5 EDUCATION NEEDS

9

3. COMPETITION 3.1 COMMUNITY DEVELOPMENT FOR EARLY LEARNING TYPE

PROGRAMS OFFERED IN CANADA’S COLLEGES AND UNIVERSITIES

3.2

17

4. CONCLUSION

22

BIBLIOGRAPHY

23


150

LIST OF TABLES AND CHART

TABLE NO

DESCRIPTION

1 NUMBER OF REGISTERED STUDENTS AND GRADUATES FOR THE EARLY

CHILD EDUCATION PROGRAM OF ALGONQUIN COLLEGE 2 NUMBER OF REGISTERED STUDENTS AND GRADUATES FOR THE

EARLY CHILD EDUCATION INTENSIVE PROGRAM OF ALGONQUIN

COLLEGE 3 AVAILABLE POST-SECONDARY PROGRAMS IN ONTARIO AND IN

CANADA IN THE FIELD OF EARLY CHILDHOOD MANAGEMENT CHART

NO

1 EMPLOYMENT SEGMENT BREAKDOWN

1. INTRODUCTION

1.1. BACKGROUND

Algonquin College is considering the introduction of a unique four-year Bachelor of Applied Arts in

Community Development for Early Learning because there is a perceived need for this type of program,

and at this time, there are no post-secondary institutions in Ontario which offer an identical program.

Before embarking on the development of this new program, Algonquin College considers it prudent to

understand the following:

Extent of the labour market

Size of the target market

Competition

Demographic data

Trends

Educational needs in this field

Employment prospects

Indications of interest in this field


151

We believe that the present report will provide a more detailed understanding of the nature and scope

of the labour market for the community development for early learning program, and trust that this will

assist Algonquin College in determining whether or not to move forward with this program in the near

future.

1.2. METHODOLOGY

This report is based entirely on secondary source documents and does not include any surveys of

potential employers or students.

We understand that a survey is being conducted by Algonquin College to identify the career potential for

graduates of the proposed program with a variety of employers. We trust that the findings of the

Algonquin College will further validate the analysis and conclusions of this report.

In the course of our research, we informally interviewed Professor Leslie Kopf-Johnson and Professor

Carlos Pereira of Algonquin College to clarify the nature and scope of the program, and identify the

differences and similarities of the proposed program with other day-care related programs within

Algonquin College and with other institutions.

Their generous assistance also helped us in better focusing our research work specifically related to

emerging trends.

The majority of the research was conducted by way of the internet. The focus of the research was to

identify:

Community development for early learning trends in Canada and in Ontario

College and university programs in or related to community development for early learning in

Canada with specific emphasis on those in Ontario

The present study is divided into three parts:

Presentation of sector-based data

Analysis of competition; and

Conclusion.

1.3. DESCRIPTION OF THE PROPOSED COMMUNITY DEVELOPMENT FOR EARLY LEARNING

PROGRAM

Algonquin College has developed the following preliminary description of the proposed four-year

Bachelor of Arts (Community Development for Early Learning) degree program:

This program prepares students with the knowledge and skills to work with

children, parents and families in a variety of community and family services

environments such as community health agencies, licensed early learning

programs, and schools. It will prepare graduates to work in positions requiring

skills in community leadership, research and assessment, proposal writing,


152

program development and implementation, inter-professional collaboration, and

advocacy.” 10

The School of Health and Community Services at Algonquin College currently offers two Early Child

Education programs which provide basic early child education training. The first of these is a regular

two-year program leading to a diploma, and the other is a thirty-five week intensive program also leading

to a diploma.

The program description for each of the two Early Child Education programs is identical. Algonquin

College describes them as follows:

Prepares students to become educators of young children in a variety of early

learning settings. The program provides students with the knowledge and skills

necessary to work with families and other professionals to support children’s

learning and development. It emphasizes the development of inclusive

curriculums for children from birth to age 12. Students in the program benefit

from opportunities to apply their knowledge in real-world settings as they

participate in field placements.11

Although the regular and the intensive Early Child Education program coursework and program duration

is different, both aim to produce graduates who have the same basic formal knowledge in early child

education and can carry out the same type of entry level work upon graduation. The primary difference

between the two programs is that the regular program is targeted at high school graduates, whereas the

intensive program is targeted at students with existing university degrees or college diplomas.

The tables below describe the numbers of registered students and graduates of each of the two

programs (data to be supplied by Algonquin College).

10

Algonquin College, Labour Market Demand Analysis – Research project outline, Request for proposal, 2010 11

Algonquin College, Early Childhood education Brochure, 2009-2010


153

Table 1. Number of registered students and graduates for Algonquin’s College Early Child Education -

Two-year program

2007 2008 2009 2010

Forecast

2011

Forecast

2012

Registered

Graduated

Multi-year

registration

forecast

Source:

Table 2. Number of registered students and graduates for the Algonquin’s College Early Child Education

– Thirty-five week intensive program

2007 2008 2009 2010

Forecast

2011

Forecast

2011

Registered

Graduated

Multi-year

forecast

Source:

An analysis of the above data for the Early Child Education programs at Algonquin College shows that

(awaiting data from Algonquin College).

While there are many similarities in the content of the two existing diploma programs and the proposed

degree program in community development for early learning, the most important program difference

lies in the proposed program’s focus in years three and four on acquiring pedagogical, consulting,

promotion, and management skills within an early learning organizational setting.

Our understanding is that the range of pedagogical, consulting, and promotion skills would include

acquiring expertise in a broad range of areas including referral services, nutrition, race relations, fitness,

community organizing, etc…

The proposed program is aimed at students who aspire to careers beyond the supply of basic day-care

services, and wish to interact on a regular basis with groups of families, groups of professionals,

communities of people etc…rather than dealing with individual children and children’s families.

Graduates of the community development for early learning program would be prepared to assume

more leadership roles than graduates of the regular and intensive early childhood program, and would

have the potential to work with a broader range of employers such as: public health agencies,

community organizations, and advocacy organizations.


154

2. SECTOR-BASED DATA

2.1 LABOUR MARKET OVERVIEW

A large childhood education market has existed in some form or another for many years in Canada.

Despite this reality, a literature review reveals that until recently, there has been a “lack of consistent

and reliable data on the early childhood workforce”.12

In 2003, the Government of Canada recognized that there “is simply no investment with a greater

payoff than the one we make in our children's early learning and development”13 and announced

financing for the creation and ongoing support of a Child Care Human Resources Sector Council

(CCHRSC)14.

The Child Care Human Resources Sector Council is one of 27 national sector

councils that bring together representatives from business, labour, education, and

government to identify and understand sector-wide human resources challenges

and to implement long-term human resources planning and skills development

strategies for their sector.15

As the leading advocacy association in the early childhood education industry, the Council recognized

early on that without “quality data, accurately defining and addressing labour market issues from a

provincial territorial or pan-Canadian perspective is difficult.” 16

In the last few years the Council has invested considerable resources in gathering labour market

information. However, most of this data is still very general and does not provide data beyond the

general sector of employment of the early childhood education workforce.

In the future, the Council will provide more comprehensive data, like that available in other major

industry associations, on its existing workforce and estimated workforce over time. Some additional

useful data might include the number of:

managers

types of child care workers (i.e. community development in early learning workers)

workers by government employer type (municipal, provincial, federal)

workers in community centres

workers in advocacy (i.e. associations)

workers forecasted to retire for the next five year period

12

Child Care Human Resources Sector Council, Bulletin winter 2010, p7 13

Human Resources and Skills Development Canada, News Release,

(http://www.hrsdc.gc.ca/eng/cs/comm/news/2003/031209c.shtml), accessed June 1, 2010 14

Ibid, (http://www.hrsdc.gc.ca/eng/cs/comm/news/2003/031209c.shtml), accessed June 1, 2010 15

Ibid, http://www.hrsdc.gc.ca/eng/cs/comm/news/2003/031209c.shtml), accessed June 1, 2010 16

Child Care Human Resources Sector Council, Bulletin winter 2010, p7

http://www.hrsdc.gc.ca/eng/cs/comm/news/2003/031209c.shtml




155

language skills (English, French, and other)

multi-year employment forecasts.

The labour market scope and the target market for a community development for early learning program

is a specialized subset of the child care market. Given that community development for early learning is

an entirely new program, and is not an established discipline per se today, there are unfortunately no

historical records upon which allow us to determine the market scope.

In the absence of this information, we will examine the current market in child care and make

inferences about the potential of the market for community development for early learning within the

context of changes and emerging trends in child care.

One of the basic paradigms of the child care market, including the special field of community

development for early learning, is that the demand for child care is primarily dependent on

demographics and public policy. 17

In a Portrait of Canada’s Early Childhood Education and Care (ECEC) Workforce 2009, the Child Care

Human Resources Sector Council made a number of very interesting discoveries about the ECEC

workforce based on Statistics Canada’s 2006 Census data:

The majority of child care workers do not possess a child care related program

More than half of graduates with early childhood education training do not work in the field.18

To better understand this phenomenon the Council organized a number of focus groups and surveys.

This work led to the conclusion that job retention – not recruitment is the predominant problem in the

sector’s ability to recruit qualified staff. Lack of pay, lack of respect for the profession, and poor working

conditions were the reasons most often cited for leaving for other professions.19

In its spring 2010 bulletin, the Child Care Human Resources Sector Council reported on the results of a

detailed survey of perceptions and priorities around emerging ECEC issues with a broad range of

employers, educational institutions, and practitioners. Some of the more interesting findings of the

study are:

Fewer than 40% of respondents agreed that the current training requirements in their province

or territory are appropriate

Respondents believed that there should be more professional development opportunities

86% of respondents thought that there was a need for a specialized post diploma/post basic

curriculum for ECEC administrators that are relevant to the Occupational Standards for Child

Care Administration.20

Another related report from the Child Care Human Resources Sector summarizes the essential state of

post-secondary training in the early learning area in Canada.

17

Child Care Human Resources Sector Council, Working for Change: Canada's Child Care Workforce, p.4 18

Child Care Human Resources Sector Council, A portrait of Canada’s Early Childhood Education and Care (ECEC)

Workforce 2009, p8 19


Child Care Human Resources Sector Council, Bulletin spring 2010, p3-4


156

Approximately 135 post-secondary institutions with ECE programs provide the

qualifications needed to work in child care. There is no Canada-wide college

curriculum, but the essential core content of ECE programs is remarkably similar.

While the overall number of programs has remained stable, key informants for the

study indicated that in some parts of Canada, the number of applicants to ECE

programs is decreasing. As well some informants reported that the skills and

abilities of students coming into these programs are also declining.21

In response to the perceived lack of employment opportunity in the field and the high-turnover in the

profession, a number of colleges have:

Adapted curriculum content and increased the capacity of ECE graduates to work

in different types of early childhood care and education and care settings, and

with infants and toddlers. However, students surveyed … reported they did not

feel adequately prepared to work with children with disabilities, and those from

different cultural and linguistic backgrounds, as well as parents and professionals

in related sectors.22

Given the nature of the retention problems listed above, it should not come as a surprise that demand

currently exceeds supply. In one of its earlier reports, the Child Care Human Resources Sector

estimated that there will be a cumulative shortage of 24,766 ECEC workers between 2001 and 2007 in

Canada.23

2.2 TARGET MARKET

The geographical area of the market for potential students in the community development for early

learning program includes all of Eastern Ontario.

It is reasonable to assume that the proposed program will primarily attract students from the normal

catchment area (Eastern Ontario) for students interested in attending Algonquin College, and that

graduates will tend to find employment in Eastern Ontario as well.

Although there is no historical data to collaborate the following points, we believe that the program will

naturally be of interest to graduates of the regular two-year Early Child Education program at Algonquin

College, and other equivalent courses at other post-secondary institutions. We also believe that some

students who might have considered registering in an undergraduate program in child psychology or

child studies at other universities may be interested with Algonquin College’s unique four-year Bachelor

of Applied Arts program which blends basic applied training in early learning and speciality training in

pedagogy, consulting, promotion, and management within an early learning environment.

21


Ibid, p.5 23

Child Care Human Resources Sector Council, Bulletin winter 2010, p. 6


157

There are essentially three general child care market segments. Each segment is unique and is

differentiated on the basis of the age of children, and can be further broken down into many sub-

segments. The three segments and related sub-segments are as follows:

Chart 1. Employment segment breakdown

Day Care

(0-4 yars)

Stay at home parent

Family child care

Regulated child care

Jr. & Sr. Kindergarten

(5-6 years)

Stay at home parent

Family child care

Regulated child care

Jr. & Sr. kindergarten

programs within schools

Elementary School

(7-12 years)

During school hours

Before and after school


158

2.3 TRENDS AND DEMOGRAPHICS

CANADA

In October 2004, the Organization for Economic Co-operation and Development (OECD released a report

that described Canada’s child care system as a chronically underfunded patchwork of programs with no

overarching goals. It found that many centres were shabby and many workers were poorly trained. As

well staff turnover at many centres was high24.

The report also found a shortage of available regulated child care spaces – enough for fewer than 20

per cent of children age six and younger with working parents. In the U.K. 60% of children find

regulated child care; in Belgium 63%; in France 69 per cent; in Denmark;78%.25

A more recent independent evaluation of early learning policies and funding levels throughout the

economically advanced countries published in 2008 by UNICEF again concluded that Canada lags

significantly behind other nations in this area.

Since then, early learning has captured the interest of politicians of all levels and stripes, and it would

be reasonable to say that it is now a social policy agenda issue being considered throughout Canada.

Although early learning is ultimately the responsibility of provinces, the federal government has had a

keen interest in this field. In the last 15 years, it appears that Canadians have witnesses the two levels

of government blaming each other for inaction in the field of early learning.

There has been significant growth in the absolute and relative demand for early learning services.

According to Statistics Canada, 54 per cent of Canadian kids aged six months to five years received

some care from someone other than their parents in 2002-2003. That’s up from 42 per cent in just

eight years.26

According to Statistics Canada, the number of regulated daycare spaces in Canada was just over

370,000 spaces in 1992 and grew to 745,000 in 2004.27

But this growth has not impacted all segments of the industry in a similar way. The biggest winner has

been the regulated day care segment, and the loser has been the non-regulated segment such as those

offering care to limited numbers of children in their homes. For example, between 1994 and 2002, the

proportion of children who were looked after in someone else’s home by a non-relative fell to 30 per

cent from 43 per cent.28

This unprecedented growth in the demand for early learning has led to large increase in the cost of the

service.

24

CBC News, Daycare; The Debate over space http://www.cbc.ca/consumer/story/2009/02/06/f-daycare.html

Accessed May 2010 25

Ibid. http://www.cbc.ca/consumer/story/2009/02/06/f-daycare.html, Accessed May 2010 26

Ibid., http://www.cbc.ca/consumer/story/2009/02/06/f-daycare.html, Accessed May 2010 27

Ibid., http://www.cbc.ca/consumer/story/2009/02/06/f-daycare.html, Accessed May 2010 28

Ibid., http://www.cbc.ca/consumer/story/2009/02/06/f-daycare.html, Accessed May 2010







159

Except for 2005, the cost of daycare has risen much more than the overall rate of

inflation every year since 2003. Stats Canada says that in 2008, the Consumer

Price

Index rose by 2.3 per cent over 2007. The average cost of daycare across the

county was up by 6.1 per cent.29

A number of recent policy initiatives by the federal government have had a significant impact on the

demand for early learning. The first is a $100/month taxable subsidy to parents for each child under six

years of age, and the other is the lengthening of the maternity/parental leave from a half -year to a full-

year.

While the $100/month subsidy is generally recognized by all parents to be token support for child care,

the extension of parental leave to one year will likely have two results – higher number of births, and

fewer 6 month to 1 year olds requiring day care.

Yet despite these federal policy initiatives and a variety of other provincial policy initiatives which we will

discuss later in this report, the state of early learning in Canada is still recognized to be very poor. In a

2008 UNICEF study assessing early childhood education and care in economically advanced countries,

Canada ranked at the bottom of 25 countries with a key factor reported to be lack of substantial public

investment in education until children reach the age of five.30

In the last few years, the various provinces have introduced many measures to address the poor state of

early learning throughout all the provinces.

The province of Quebec is generally recognized as the province having the most progressive and

innovative early learning policies in Canada. In 1997, the province of Quebec introduced heavily

subsidized universal day care at $5 per day per child. It has had enormous impact on the need for child

care personnel and has had a significant impact on the number of births in that province. Although the

price has recently increased to $7 a day per child, demand continues to exceed supply.

ONTARIO

Over the last fifteen years, the Ontario government has commissioned a number of studies to reform its

early learning policies. These reports have led to dramatic changes in early learning in Ontario. The

breadth of these changes means that many of the statistics collected by Statistics Canada other than

general population demographic statistics are of questionable value.

Some of the major achievements are detailed and reviewed below:

In 2003, the Ministry of Children and Youth Services was created to:

make it easier for families to find the services to give kids the best start in life,

make it easier for families to access the services they need at all stages of a child's

development and help youth become productive adults.

29

Ibid., http://www.cbc.ca/consumer/story/2009/02/06/f-daycare.html, p.4 Accessed May 2010 30

Active Healthy Kids Canada, Healthy Habits start earlier than you think, 2010, p1


160

Fred Mustard and Margaret McCain’s Early Years Study: Reversing the Real Brain Drain published in

1999 work led to the first concrete action by the Ontario Government in creating Early Years Centres in

2001 for the benefit of parents and children up to 6 years of age. These community-based centres now

financed by the Ontario Ministry of Children and Youth Services are places where parents and

caregivers can obtain free services which allow them to:

Take part with their children in a range of programs and activities

Get answers to questions

Get information about programs and services that are available for our children and their

families

Talk to early year’s professionals, as well as other parents and caregivers in the community.

Between 2004 and 2007, the Ontario government has introduced a number of other measures aimed

at making child care more affordable, accessible and accountable. Some of the more important

measures include:

financial assistance to create more than 22,000 subsidized new licensed child care spaces

increase wages by 3% for approximately 33,500 childcare practitioners across Ontario

provide assistance to improve access to training for early childhood educators

create the first regulatory college for Early Childhood Educators in Canada31

In November 2007, the Ontario Government asked Charles Pascal to recommend ways to implement

full day learning for 4- and 5-year olds. In his report With our Best Future in Mind, Charles Pascal

recommended amongst other things, that the Province should:

Create a continuum of early learning, child care, and family supports for children from the

prenatal period through to adolescence, under the leadership of the Minister of Education

Create an Early Years Division within the Ministry of Education

Provide municipal authorities with the authority and necessary resources to plan, develop,

support and monitor an integrated network of Best Start Child and Family Centres

Develop a standard curriculum

School boards offer full-day learning for 4- and 5-years olds starting in 2010, and that it be

available province-wide within three years

Allow parents to have a choice about their child s participation, including the option of full-day or

half-day attendance

Allow fee-based programming (before and after traditional school hours and during the summer

holidays) at the request of 15 or more families

Programs be staffed by well-trained teams of teachers and early childhood educators working

with an established, consistent curriculum and approach to learning.32

Most of the Charles Pascal’s recommendations are in the process of being implemented.

31

Government of Ontario Canada News, McGuinty strengthens Ontario Childcare system, July 2007,

http://ogov.newswire.ca/ontario/GPOE/2007/07/05/c3977.html?lmatch=&lang=_e.html, Accessed June 2010 32

Charles E. Pascal, With Our Best Future in Mind, http://www.ontario.ca/en/initiatives/early_learning/ONT06_018876,

Accessed June 2010

http://ogov.newswire.ca/ontario/GPOE/2007/07/05/c3977.html?lmatch=&lang=_e.html



161

2.4 EMPLOYMENT OPPORTUNITIES

The table below outlines possible employment by type of employer. Recent legislative changes

introducing full day early learning opportunities in Ontario will generate a significant number of new jobs

for early learning graduates of all types in the junior and senior kindergarten segment.

Based on our knowledge and research into the early learning field, informal discussions with Algonquin

College teaching staff, discussions with early learning professionals in the Ottawa area, we feel that the

most promising areas for possible employment by order of priority (volume of jobs) are:

Schools

Community Centres

Early Years Centres

Municipal Government

Provincial Government (Ministry of Education)

Regulated Day Care Centres

Hospitals and Health Agencies

2.5 EDUCATION NEEDS According to Charles Pascal, it is only recently that empirical evidence has been available to confirm the

importance of early learning. Today it is universally recognized that success in early learning requires a

collaborative approach which includes education, diagnostics, fitness, nutrition, play.33

According to the Child Care Human Resources Council’s Workforce Shortages Project, early learning

professionals will see a shift from a large amount of time spent on custodial duties to early childhood

activities for which they are trained.34

Today, educational needs for early learning professionals will need to be adapted to the increased

complexity of the job and changing demographics.

The Child Care Human Resources Sector Council recently released a revised set of occupational

standards for early childhood educators. In doing so, it had to ensure that the standards reflected “the

increased complexity of the job due to rapid changes in the sector.”35 Today, the standards include

tasks related to: “child development, programming, health and safety, family and community relations,

professional development and record keeping.”36

It is important to recognize that education needs will also need to take into account the changing

demographic profile of Canadians. Canada’s population is growing very slowly and most of this growth

is attributable to immigration. Education needs in early learning will therefore need to address

language and culture issues that were not even on the horizon a decade ago.37

33

Charles E. Pascal, With Our Best Future in Mind, http://www.ontario.ca/en/initiatives/early_learning/ONT06_018876,

Accessed June 2010 34

Child Care Human Resources Sector Council, Working for Change, p.6 35

Canadian Child Care Federation, Inside The Federation, Volume 4 No. 1 June 21010, http://www.cccf-

fcsge.ca/publications/Interactionca-Feb10-infederation-en.htm, Accessed June 2010 36

Ibid., http://www.cccf-fcsge.ca/publications/Interactionca-Feb10-infederation-en.htm, Accessed June 2010 37

Linda A. White, American Review of Canadian Studies. Volume: 34. Issue: 4. Publication Date: Winter, 2004






162

A brief review of commercial and government job search sites in Canada indicated that there were no

jobs available for community development for early learning employees.

However, we believe that there are many employers that would currently benefit from graduates in

community development for early learning, but that these jobs are either left vacant, under filled, or are

currently filled with persons trained in other related disciplines such as social work, psychology, and

nursing.

Given the lack of association between the name of potential jobs and the name of the program,

Algonquin College management may wish to consider whether the program’s long descriptive name is

well suited to generate students and employer interest in the program.

3. COMPETITION

3.1 COMMUNITY DEVELOPMENT FOR EARLY LEARNING TYPE PROGRAMS

OFFERED IN CANADA’S COLLEGES AND UNIVERSITIES

There are many post-secondary institutions in Ontario which provide programs in early learning that are

two years in duration, and there are also a sizeable number of early learning programs which are three

and four years in duration.

But there is no post-secondary educational institution in Canada that offers a dedicated program

entitled community development for early learning in Canada.

A review of related early learning programs at various public post-secondary institutions also suggests

that there are few if any programs that duplicate Algonquin College’s proposed four-year degree

program in community development for early learning.

In the next few paragraphs we will examine some of the post-secondary institutions with niches in early

learning that may directly compete with the proposed program at Algonquin College, and also review the

larger post-secondary institutions in Eastern Ontario which offer early learning education.

In the immediate Ottawa area, Carleton University offers a three and four year Bachelor Child Studies

program which is interdisciplinary but tends to be academic in orientation and has limited management

or leadership focus.

St. Lawrence College in Kingston offers a two-year early learning program with a behaviour/psychology

orientation aimed at developing students who will focus on behavioural and psychological issues and

problems with individual children and their families.

La Cité collégiale has a basic two-year program in early child development for French-speaking students

only.


163

Most two-year programs are basic in approach, are very hands on, and are fairly similar from one to

another. There is a bit more variety in programs that are three and four years in duration. We will

examine a number of programs which appear to have special niches and focus on institutions which are

closest to the potential student market for Algonquin College.

Ryerson University and George Brown College (both in Toronto) jointly offer a four-year Bachelor of

Applied Arts degree focusing on education and teaching with emphasis on diversity and culture issues in

early learning.

Seneca College in Toronto offers a four-year program leading to a Bachelor of Applied Arts related to

early learning. It is multidisciplinary in focus and is aimed at graduates who wish to work with early

childhood development

We understand that Sheridan College in Oakville will soon be offering a new program targeted at

students interested in administration and management of early learning organizations.

Further afield, St. Clair College in Windsor and the University of Windsor together offer an innovative

five- year program which leads to a combined Bachelor of Arts, Bachelor of Education and an early

childhood diploma. It will provide its graduates with a unique opportunity to work in early learning

institutions and schools as both an early learning professional and a certified teacher.

Vancouver Community College offers a very unique program aimed at students who already have a post-

secondary diploma or degree. This program is a 60 hour post diploma program which provides

leadership, administration and management training specifically targeted at the child care sector.

Table 3. Available post-secondary programs in Ontario in the field of Early Childhood Program

Management

ESTABLISHMENT PROGRAM TITLE AND ORIENTATION DURATION CERTIFICATION

Ontario Colleges and Universities

Brock University

(St. Catharines)

Child and youth studies

An approach that considers

individual child and youth within

the context of the family, school

peer group and community

3-4 years Bachelor 3 year

Bachelor Honours 4 years

Carleton University

(Ottawa)

Child studies

The interdisciplinary program

provides a broad, multifaceted

approach to Child Studies.

3-4 years

Bachelor 3 years

Bachelor – Honours 4 years

Centennial College

(Toronto) Early Childhood Administration 1 year

Post Diploma

Part time program

Conestoga College

(Kitchener)

Early childhood Education

Resource Teacher

This program will prepare you

for diagnostic, support and

intervention with young children

1 year Post diploma


164


and their families

George Brown College

and Ryerson University

( Toronto)

Early Childhood Education and

Teaching 4 years

ECE Diploma after 2 years

and Bachelor of Applied

Arts degree after four years

University of Guelph-

Humber

(Toronto)

Early childhood Program

The curriculum focuses on the

physical, social, emotional and

cognitive development of young

children within the context of

the family and the community

4 years Bachelor of Applied Science

(Early childhood)

University of Guelph

(Guelph)

Child, Youth and Family

Study the challenge of growing

up healthy in the Child, Youth

and Family major.

4 years Bachelor; Co-op

Humber College

(Toronto)

Early Childhood Education –

Advanced studies in Special

Needs

Working with children with

special needs and their families

1 year

Ontario Graduate

Certificate

Post diploma

King’s University College

(London)

Child Development

Human Development and

Family Studies

The program combines new

insights from recent studies of

childhood and families in

today's society with the best of

the more established

perspectives.

3 - 4 years Bachelor 3 years

Bachelor; Honours 4 years

Nipissing University

(North Bay)

Child and Family Studies

The program incorporates

courses from Psychology, Social

Welfare and Sociology.

3 years Bachelor

Ryerson University

(Toronto)

Early Childhood Education

Understanding the complex

issues that affect children and

their families.

4 years Bachelor

Child and Youth Care

Practice based discipline with

roots in psychology, sociology,

medicine, social work and

education

4 years Bachelor


165


Seneca College

Bachelor of Applied Arts – Child

Development

Firm grounding in early

childhood development, as well

as familiarity in multidisciplinary

and family practice.

4 years B.A.A. Child Development

St. Clair College and the

University of Windsor

(Windsor)


Certified to teach at primary

school, junior school or

preschool in Ontario

5 years

Bachelor of Arts, Bachelor

of Education and an Early

Childhood Education

Diploma

St. Lawrence College

(Kingston)

Early Childhood Education (fast-

track)

Offers training in early learning

to graduates in psychology and

education

1 year Post Diploma

Tyndale University

College and Seneca

College

(Toronto)


Track

4 years BA Human Services

Wilfrid Laurier University

(Waterloo)

Children’s Education and

Development Option

This program offers an

opportunity to study the

fundamentals involved in the

development and education of

children from infancy to young

adulthood

4 years Bachelor; Honours

York University

(Toronto)

Children’s Studies

This program incorporates

expertise and courses from

programs such as sociology and

psychology

4 years Bachelor

Canadian colleges and universities

Bow Valley College

(Calgary)

Early Intervention Diploma

This program focuses on

intervention strategies for

young children and their

families who may be at risk.

36 weeks Graduate Diploma

CDI College

(Edmonton)

Early Childhood Education -

Advanced 14 courses Post Diploma

Concordia University

(Montreal)

Early Childhood and Elementary

Education

Teach preschool through grade

six

4 years Bachelor


166


Grant MacEwan

University

(Edmonton)

Bachelor of Child and Youth

Care

The program prepares the

student to work in a

professional environment,

offering guidance, support,

concern and encouragement to

troubled youth and their

families

4 years Bachelor

Mount Royal University

(Calgary)

Bachelor of Applied Child

Studies

Prepare the students to plan

and implement a wide range of

support programme for

children, youth and families.

4 years Bachelor

Mount Saint Vincent

University

(Halifax)

Child and Youth Study

The program prepares for

careers in a wide variety of

programs and services for

children, youth and families.

4 years Bachelor

University of New

Brunswick

(Saint John)

BA/BED Concurrent Degree

Program


Teaching

5 years Bachelor

University of Northern

British Columbia

(Prince George)

Social Works: Child Welfare

Specialization

The program prepares students

for practice in child welfare.

4 years Bachelor; Co-op

University of Regina

(Regina)


Teaching 4 years Bachelor

Rocky Mountain College

(Calgary)

Child and Youth Care Major

The students will be involved in

providing support services to at-

risk children, youth and their

families.

4 years Bachelor

Vancouver Community

College

(Vancouver)

Leadership, Administration and

Management in Child Care 60 hours Post Diploma

Vancouver Island

University

(Nanaimo)

Child and Youth Care

This program involves

developing relationships with

children, youth families and

communities in various

contexts.

4 years Bachelor


167

4. CONCLUSION

In the next few years the quality and quantity of early learning opportunities for children (4 and 5

year olds especially) will continue to increase for the short and medium term.

The field of early learning has undergone radical transformation in Ontario in the last three years.

The consequences of these changes will have a dramatic impact on all levels of early learning

workers.

Implementation of these changes is just beginning and it will cause a certain degree of uncertainty in

the management of most early learning organizations in Ontario.

Implementation of these changes will significantly increase the demand for the already limited

number of formally qualified early learning professionals. This increased demand will likely most

affect those that will be working in with educators in Ontario schools. This demand will undoubtedly

have repercussions on other employers in the short and medium term.

The mandatory requirement for early child educators to be certified (by a college), the development

of industry specific occupational standards, and the likely unionization of the profession will have a

dramatic impact on the early learning communities’ salaries and benefits, which will translate in

greater interest in the profession at various levels, and greater number of students.

This trend is actually starting to happen in Quebec, where early child educator salaries and benefits

have increased in recent years. According to a study by the Child Care Human Resources Sector

Council, in Quebec, “turnover rates have dropped due to improved child care staff wages and

common compensation scales.”38

Over time, it is likely that the pay and benefits of early learning professionals will be in line with those

of teachers as is the case in many economically developed countries such as Denmark, Sweden, and

France.

A community development for early learning program which blends basic early learning skills

development (for individual children and immediate family) with broader management, leadership,

promotion, and community development skills will be in great demand over the next few years.

We believe that the nature of the proposed program is unique and in keeping with recently

documented industry trends and growth predictions. We believe that the future looks very good for

this program.

38

Child Care Human Resources Sector Council, Working for Change, p.10


168

BIBLIOGRAPHY

ALGONQUIN COLLEGE, Early Childhood education Brochure, 2009-2010

ALGONQUIN COLLEGE, Labour Market Demand Analysis – Research project outline, Request for

proposal, 2010

ACTIVE HEALTHY KIDS CANADA, Healthy Habits start earlier than you think, 2010,

CANADIAN CHILD CARE FEDERATION, Inside The Federation, Volume 4 No. 1 June 21010,

http://www.cccf-fcsge.ca/publications/Interactionca-Feb10-infederation-en.htm, Accessed June

2010

CBC NEWS, Daycare; The Debate over space http://www.cbc.ca/consumer/story/2009/02/06/f-

daycare.html, Accessed May 2010

CHARLES E. PASCAL, With Our Best Future in Mind,

http://www.ontario.ca/en/initiatives/early_learning/ONT06_018876, Accessed June 2010

CHILD CARE HUMAN RESOURCES SECTOR COUNCIL, A portrait of Canada s Early Childhood

Education and Care (ECEC) Workforce 2009

CHILD CARE HUMAN RESOURCES SECTOR COUNCIL, Bulletin winter 2010

CHILD CARE HUMAN RESOURCES SECTOR COUNCIL, Bulletin spring 2010

CHILD CARE HUMAN RESOURCES SECTOR COUNCIL, Working for Change: Canada's Child Care

Workforce

GOVERNMENT OF ONTARIO, Canada News, McGuinty strengthens Ontario Childcare system, July

2007, http://ogov.newswire.ca/ontario/GPOE/2007/07/05/c3977.html?lmatch=&lang=_e.html,

Accessed June 2010

HUMAN RESOURCES AND SKILLS DEVELOPMENT CANADA, News Release,

(http://www.hrsdc.gc.ca/eng/cs/comm/news/2003/031209c.shtml), accessed June 1, 2010

LINDA A. WHITE, American Review of Canadian Studies. Volume: 34. Issue: 4. Publication Date:

Winter, 2004





http://ogov.newswire.ca/ontario/GPOE/2007/07/05/c3977.html?lmatch=&lang=_e.html



169

Applicant Demand This section contains information on applicant demand obtained from OCAS data on applicant and registrant counts for the two related college degree programs that are currently offered and from a survey of students at Algonquin College who were already enrolled in related diploma programs. OCAS Data The following table identifies the demand for two degree programs in the field of early learning. The data indicates sufficient demand for both programs to fill the seats.

Algonquin College Survey Results: In the winter semester of 2012, surveys were administered to second year students in both the Early Childhood Education (ECE) program and the Developmental Service Worker (DSW) programs to obtain data on applicant demand. A request to participate was sent to the Social Service Worker program; however developers were unable to obtain data from this program. 143 students completed and returned the survey (81 ECE students, 61 DSW students); however not all students answered every question; therefore the totals discussed will vary. The following section provides results for four of the survey questions. The questions not discussed here are: #1. Students age category, #2. Program enrolled in, and #3. Year expected to graduate.

MTCU Code MTCU Title College

Name Program

Code Program Title APPL REGN ENRL APPL REGN ENRL APPL REGN ENRL APPL REGN ENRL 80701 BACHELOR OF APPLIED ARTS

(CHILD DEVELOPMENT) SENECA BCD BACHELOR OF CHILD

DEVELOPMENT 298 47 44 386 59 61 390 60 63 336 58 58

C300 BACHELOR OF APPLIED ARTS - EARLY CHILDHOOD LEADERSHIP

31 19 19 393 39 42 302 29 31

C301 BACHELOR OF APPLIED ARTS - EARLY CHILDHOOD LEADERSHIP

110 14 96 10

2010 2011 2012

81211 BACHELOR OF APPLIED ARTS (EARLY CHILDHOOD LEADERSHIP)

GEORGE BROWN

OCAS Demand - Child Development Learning 2009


170

Interest in Continued Postsecondary Studies The survey results graphically represented below indicate considerable interest among students in continuing postsecondary studies after the completion of their diploma. Of the respondents 24.6% identified ‘definitely interested’ in continuing their studies with the percentage of both ECE and DSW students being the same. If one combines the ‘definitely interested’ and the ‘possibly interested’ categories, the percentage jumps to 63.6% of the total number of respondents. This is in contrast to the 12.6% of respondents who replied as ‘definitely not interested’ in continuing postsecondary studies.

20

30

22

9

15

26

12 9

35

56

34

18

0

10

20

30

40

50

60

Definitely Possibly Undecided Definitely Not

Continuing Post-Secondary Education Question 4

ECE

DSW

Total


171

Interest in the Bachelor of Early Learning and Community Development

When the students were asked specifically about their interest in the Bachelor of Early Learning and Community Development program, 126 responded and 80.9% of the respondents indicated some level of interest in taking the program, while 19% indicated very little or no interest in the program. When broken down by current program of study, 78% of ECE students and 84.9% of DSW students showed some interest in taking the program.

13

16

28

11

3 2

11

16 18

7

0 1

24

32

46

18

3 3

0

5

10

15

20

25

30

35

40

45

50

ExtremelyInterested

Very Interested SomewhatInterested

Not VeryInterested

Not At AllInterested

Unsure

Interested in Bachelor of Early Learning and Community Development

Question 5

ECE

DSW

Total


172

Lag Time for Potential Enrolment in Bachelor of Early Learning and Community Development

The second year students were also asked about when they would be willing to enrol in the program. 107 individuals answered this question with 91.5% indicating they would be willing to enrol in the program within the next three years. When broken down by current program of study 93.2% of the ECE respondents and 89.6% of the DSW respondents indicated they would be willing to enrol in the program within the next three years.

22

33

4

21 22

5

43

55

9

0

10

20

30

40

50

60

As Soon As It Is Available Within the Next 2-3 Years More Than 3 Years

Lag Time For Potential Enrolment in Bachelor of Early Learning and Community Development

Question 6

ECE

DSW

Total


173

Preference for the Bachelor of Early Learning and Community Development

The students were also asked if they would have opted for the Bachelor of Early Learning and Community Development if it had been available at the time they applied to the College. Of the 122 responses to this question 36.1% indicated they would have chosen the Bachelor of Early Learning and Community Development over their current program while another 36.1% were unsure. Only 27.8% clearly indicated that they would not have chosen the degree program. When broken down by current program of study 50% of the ECE students indicated they would have chosen the degree program when registering and 18.6% indicated they wouldn’t have chosen it. In contrast to these results only 17.3% of the DSW students indicated they would have chosen the degree over their current program while 42.3% indicated they were unsure as to what they would have chosen.

Conclusion

The results of the survey indicate that students that are interested in either the ECE program or the DSW program are clearly interested in a degree program in Early Learning and Community Development. The results also indicate that many ECE students would choose the degree over the diploma if presented with both options. The significant interest in the program is likely to translate into registrations that would allow the program to meet enrolment targets. Although the results may appear to indicate that the degree may affect the viability of the ECE program, the ECE program is consistently over-subscribed and the availability of the degree will allow more students to study in the area of early learning.

35

13

22

9

21 22

44

34

44

0

5

10

15

20

25

30

35

40

45

50

Yes No Unsure

Preference for Bachelor of Early Learning and Community Development over Existing Program

Question 7

ECE

DSW

Total


174

Employment Opportunities

The following job advertisings provide additional evidence of the economic need for this program. Employers (locally, provincially, and nationally) are seeking candidates for Early Learning and Community Development related positions. The table was developed between November 29 and the 3rd of December 2012 for current positions still open within that period. These particular postings were selected because of the relevance of the proposed degree learning outcomes to the position. The following table summarizes a sample of job postings found on websites of organizations offering early learning and community development services and on popular job search websites such as: http://www.workopolis.com/EN/Common/HomePage.aspx http://www.gojobs.gov.on.ca http://charityvillage.com http://regionalhelpwanted.com/ottawa-jobs

http://www.jobbank.gc

Position and Organization

Location Job Descriptions Education Requirements

Community Outreach & Education Worker Five Hills Regional Health Authority

Moose Jaw, SK

Provide home visiting support services to vulnerable families with children 0 (prenatal) - 5 years old using an integrated case management approach. Teaching parenting skills, life skills, and child development using Growing Great Kids Curriculum. Setting and assisting parents to reach goals while promoting healthy parent child interactions. Charting on family files and keeping monthly stats.

Two years post-secondary education in human services field. Knowledge and experience in the area of early childhood development and teaching parenting skills to adult learners

Youth Director YMCA OF REGINA

Regina, SK -Plan, develop, and implement school aged Youth Programs. -Plan, develop, and implement, and teach Youth Leadership Programs. -Promote, supervise, and facilitate the operations of the Special Needs After School Program. -Promote, supervise, and facilitate the operations of the Play School Program. -Promote, supervise, and facilitate the Kiddie Kare Program. -Promote, plan,develop, and supervise Schools Out Day Camps and the Summer Day Camp program. -Recruit, train, support, and coach staff for all related programs.

A post-secondary degree is required in education, early childhood education, recreation or kinesiology. Experience in program planning for children and youth ages 3-17. Related experience in the field of community development, leadership training and recreation

http://www.workopolis.com/EN/Common/HomePage.aspx

http://www.gojobs.gov.on.ca/

http://charityvillage.com/

http://regionalhelpwanted.com/ottawa-jobs

http://www.jobbank.gc.ca/intro-eng.aspx


175



Client Services Manager - Child & Family CCACS OF ONTARIO

Toronto, ON Oversee the ongoing management, planning and evaluation of case management and health care coordination within a dynamic team of care coordinators who work within a population based approach with children, their families and other community partners within the community

Graduate degree (or equivalent) in Social Sciences, Nursing, Health Administration or a related field Knowledge and experience either managing or working with medically complex children and their families is an asset

Youth Community Program Co-ordinator YMCA of Sarnia Lambton

Grand Bend ON

Co-ordinate facility sports, fitness and recreation programs and activities, Develop program budgets, Lobby for funding and support, Deliver presentations at conferences, workshops and symposia Recruit and select professional staff, program leaders and instructors and volunteers, Answer requests, inquiries and complaints, Perform administrative tasks, Use computer applications

Completion of college/CEGEP/vocational or technical training in Event planning and organization, Public relations or public education, 3 years to 5 years experience

Feed the Children Correspondence and Special Projects Coordinator

Toronto, ON

This position is responsible for providing support to the Executive Office on all daily correspondence and ongoing project matters. A sophisticated level of professionalism, confidentiality and discretion is imperative.

Must possess a University/College degree

The Leading Note Foundation (LNF)

(mission is to empower kids and build community through music)

Fundraising coordinator

Ottawa, ON The Executive Assistant/ Fundraising Coordinator reports to the Executive Director to work with LNF’s dedicated supporters and potential supporters to advance its work. This position is multi-functional and involves a diverse range of responsibilities

Related education and love of children

Easter Seals Events Specialist

Ottawa, ON Reporting to the Senior Manager, Regional Development you participate in implementing Easter Seals initiatives and fundraising events, which includes coordinating and promoting events, recruiting and working with volunteers, seeking sponsorships, developing proposals and identifying new opportunities for program expansion. Using your strong interpersonal skills you will collaborate with a range of stakeholders, promoting awareness of Easter Seals’ mission and programs within the community.

Related post-secondary education; at least 2 years of related fundraising experience


176



Big Kids Entertainment ( a professional in-school theatre company Art and Education Sales Professional

Toronto, ON Responsibilities will include communication and sales with existing school contacts and creating relationships and sales with new schools and new contacts (cold calling).

Post Secondary Theatrical Training and/or experience with in-school operations and curriculum content (preferred)

New Haven Learning Centre Instructor Therapist

Toronto, ON The Instructor Therapist will provide support to Individuals with Autism Spectrum Disorder. The instructors are an integral part of the New Haven team, working one-to-one and in small groups with each of the students in their classroom. They're also responsible for the daily implementation and evaluation of individualized skill acquisition and behaviour intervention programs for the learners.

Post-secondary degree/diploma in Human/Social Sciences

Canadian Feed the Children Monitoring and Evaluation (M&E) Officer

Toronto, ON The role of this position is to develop, implement and support the M&E function across the organization – at head office level and with country programs

University degree required, preferably in the social sciences

Manager-Volunteer Services and Youth Group Development Mon Sheong Foundation

Toronto, ON Oversee the development of the volunteers for long-term care centres, Youth Group and special projects and events of the Foundation. Coordinate volunteer recruitment, orientation, training and recognition programs; Work collaboratively with all internal departments and external organizations in providing volunteer services to support various events and functions for MSF and the community

Post- secondary education or relevant experience .3 years of related work experience in a non-profit organization

Autism Speaks Canada Events Manager

Eastern Ontario

Establish and implement timelines, revenue and expense budget and participant recruitment strategies for Walk/event fundraising

Prospect, recruit, manage and develop results driven partnerships with donors, teams, volunteers, corporate, and autism community

Achieve the revenue goals for scheduled events that are assigned to this position

Design and execute, with support from supervisor, revenue and volunteer recruitment and development strategies through regular formal planning sessions with volunteers

Develop partnerships through corporations, schools and other community presentations

Bachelor’s degree or equivalent experience


177



and campaigns Integration of the Autism Speaks’ mission

by implementing initiatives such as Light It Up Blue

Harmony Movement Program Officer: Diversity Education

Toronto, ON The critical function of this position is to facilitate in an interactive, educational and empowering manner, using a variety of activities and tools to keep programming current and relevant to all participants involved. Candidates will be supporting youth empowerment and success in school and community environments.

Post-secondary college or university degree and/or a minimum of two years' related work experience

RECE ACCREDITED SITE DIRECTORS KIDS & COMPANY

Calgary, AB •Plans, organizes, directs and controls the day to day operations of the child care facility, including scheduling for business needs, opening and closing procedures, ready for business standards and delegation and execution of duties. •Responsible for ensuring that all relevant legislative requirements are met. •Motivates and leads staff. •Recruits and selects qualified staff in conjunction with Junior and/or Senior Area Directors and oversees staff development through on-going training, performance appraisals, discipline and fair and consistent leadership. •Maintains enrolment expectations through on-going communication with all families, accurate administration, agency promotion and hosting open houses.

•Minimum of two years experience in Early Childhood Education •Registered with the College of Early Childhood Educators (R.E.C.E.)(as applicable) •Early Childhood Administration and Supervisor program would be an asset

The Right to Play The Director, Evaluation, Research and Policy

Toronto, ON He/she will strive to fill current gaps in Sport For Development research by collaborating with relevant institutions and actively engaging in the sectoral dialogue at meetings, events and coalitions. (Note: .Although this is a director position there would need to be positions in research under him/her)

Champlain Local Health Integration Network

Program Assistant

Ottawa, ON Expectations in reviewing incoming materials to determine their disposition and initiate action, following up to resolve problems and ensuring appropriate completion; performing a wide variety of administrative duties as required by the team leads or staff Designs, and produces, with the assistance of team colleagues, newsletters, brochures

Bachelor's degree


178



and fact sheets to distribute to Diabetes Education Programs and partners within the Champlain region.

Executive Director INDIA RAINBOW COMMUNITY SERVICES OF PEEL

Mississauga, ON

•Communicate with stakeholders to keep them informed of the work of the organization and to identify changes in the community served by the organization •Establish good working relationships and collaborative arrangements with community groups, funders, politicians, and other organizations to help achieve the goals of the organization •Determine staffing requirements for organizational management and program delivery •Oversee the implementation of the human resources policies, procedures and practices including the development of job description for all staff •Represent the organization publically and in business negotiations, and at community activities to enhance the organization's community profile

University/College degree with a minimum of 8 - 10 years’ of experience within community services, in progressive leadership positions

Community and social services worker (Counselling & Public Education Coordinator) Sexual Assault Support Services for Women of S.D.G.&A

Cornwall, ON Appraise clients' needs or eligibility for specific services, Implement life skills workshops, Assess client's relevant skill strengths and development needs, Develop, coordinate and implement the delivery of specific services within the community, Provide suicide and crisis intervention, Conduct individual and group counselling sessions, Liaise with other social services agencies and health care providers involved with clients, Maintain program statistics for purposes of evaluation and research, Assist in evaluating the effectiveness of treatment programs, Screen, recruit and train volunteers and support staff

Completion of college/CEGEP/vocational or technical training in Social Service Worker (SSW), Community Support Worker (CSW), 3 years to less than 5 years experience

SECTION 14: DUPLICATION Bachelor of Early Learning and Community Development

179

Section 14: Duplication The material presented in this section addresses the Board's standards and benchmarks for Duplication. The proposed Bachelor of Early Learning and Community Development program, with its focus on applied knowledge, has been developed as a parallel educational path to programs offered at Ontario Universities, not as a duplication of existing educational opportunities. In addition, the structure of the program enables students who have studied at an Ontario college to pursue further educational prospects through the degree completion arrangements that are proposed.


180

Section 14.1: Analysis of Similar College Programs Based on research conducted during the initial stages of program development, four different programs offered at Ontario colleges share some components of this proposed Bachelor of Early Learning and Community Development program. Where Provincial Program Standards, published by the Ministry of Training, Colleges, and Universities exist, these are used as the basis for comparison. As such, the analysis in the table below looks at both common programs offered at a number of Ontario colleges, and at related programs that are unique to specific colleges Comparison of Bachelor of Early Learning and Community Development to Similar College Programs

College Program (Credential)

Similarities Differences Analysis

Early Childhood Education Various Colleges in Ontario (Ontario College Diploma)

Focus on child development and play-based curriculum for young children Development of observational and assessment skills as they pertain to young children Experiential learning (field placements) in programs for young children Focus on diversity of individuals and groups

Focus on working with children, families, and communities to develop and deliver early learning for young children Focus on research and proposal writing. Emphasis on community development in the area of early learning More in-depth study of community organizations, group dynamics, organizational structure and leadership

This program provides a level of foundational knowledge, skills and attitudes that are related to the proposed Bachelor of Early Learning and Community Development program. The relationship between the two credentials is recognized in the proposed degree completion arrangements (See Section 4.10 Gap Analysis). Graduates of Early Childhood Education are able to achieve a greater depth and breadth of knowledge should they choose to enroll in the proposed Bachelor of Early Learning and Community Development program.


181

Comparison of Bachelor of Early Learning and Community Development to Similar College Programs



Child Development Seneca College (Bachelor's Degree)

Focus on child development, learning theories, and play-based curriculum for young children Development of observational and assessment skills as they pertain to young children Experiential learning (field placements) in programs for young children

Focus on lifespan development as well as child development Focus on proposal writing for creating community projects and educational opportunities in the area of early learning Emphasis on community development in the area of early learning More in-depth study of community organizations, group dynamics, organizational structure and leadership Includes family services legislation as well as early learning legislation More in-depth study of nature-based education Focus on determining need for and the delivery of adult education around early learning

The content focus and employment opportunities for graduates of the Bachelor of Early Learning and Community Development program are broader than those of the Child Development program. It provides employment opportunities in a variety of community/government agencies that require not only early learning knowledge but also knowledge of community development or nature education. Both programs address necessary, but different, specializations in the industry


182

Comparison of Bachelor of Early Learning and Community Development to Similar College Programs



Early Learning and Leadership George Brown College & Sheridan College (Bachelor's Degree)

Focus on child development and play-based curriculum for young children Development of observational and assessment skills as they pertain to young children Experiential learning (field placements) in programs for young children Focus on leadership and organizational structure Incorporates lifespan human development

Includes family services legislation as well as early learning legislation More in-depth study of nature-based education Focus on determining need for and the delivery of adult education around early learning Focus on proposal writing for creating community projects and educational opportunities in the area of early learning Emphasis on community development in the area of early learning Focus on community organizations and early learning

The content focus and employment opportunities for graduates of the Bachelor of Early Learning and Community Development program are broader than those of the Early Learning and Leadership program. It provides employment opportunities in a variety of community/government agencies that require not only early learning knowledge but also knowledge of community development or nature education. Both programs address necessary, but different, specializations in the industry


183

Section 14.2: Analysis of Similar Ontario University Programs Based on a review of the Ontario Universities' Application Center program listing for secondary school students and other undergraduate applicants, the six most similar or related programs have been identified. The following table provides an analysis of the similarities and differences that exist between the proposed program and the indentified related programs. Comparison of Bachelor of Early Learning and Community Development to Similar University Programs

University Program Similarities Differences Analysis

Early Childhood Studies Ryerson University

Focus on child development, theories of learning and play-based curriculum for young children Development of observational and assessment skills as they pertain to young children Experiential learning (field placements) in programs for young children Focus on diversity of individuals and groups within communities

Focus on lifespan development as well as child development Focus on proposal writing for creating community projects and educational opportunities in the area of early learning

Emphasis on community development in the area of early learning More in-depth study of community organizations, group dynamics, organizational structure and leadership More in-depth study of nature-based education Focus on determining need for and the delivery of adult education around early learning

While there are a number of similarities between this program and the proposed Bachelor of Early Learning and Community Development program, the additional content related to community development, organizational structure, leadership, nature education, and adult education provides graduates of the proposed degree with a greater breadth of employment opportunities. Both programs address necessary, but different, specializations in the industry


184

Comparison of Bachelor of Early Learning and Community Development to Similar University Programs


Child Studies Various universities (Carleton, Brock, York)

Focus on diversity of individuals and groups within communities Focus on child development and learning theories Cultural and sociological aspects of childhood

Focus on lifespan development as well as child development Focus on proposal writing for creating community projects and educational opportunities in the area of early learning

Emphasis on community development in the area of early learning More in-depth study of community organizations, group dynamics, organizational structure and leadership More in-depth study of nature-based education Focus on determining need for and the delivery of adult education around early learning Focus on child development and play-based curriculum for young children Development of observational and assessment skills as they pertain to young children Experiential learning (field placements) in programs for young children

While there are a number of similarities between these programs and the proposed Bachelor of Early Learning and Community Development program, the proposed program of study takes a more in-depth approach to the study of early learning and education as well as providing additional content related to community development, organizational structure, leadership, nature education, and adult education. Graduates of the proposed degree will have access to a broader range of employment opportunities.


185



Child, Youth, and Family University of Guelph; Guelph-Humber

Focus on child development, learning theories and play-based curriculum for young children Development of observational and assessment skills as they pertain to young children Experiential learning (field placements) in programs for young children Focus on diversity of individuals and groups within communities Working with parents

Focus on lifespan development as well as child and youth development Focus on proposal writing for creating community projects and educational opportunities in the area of early learning

Emphasis on community development in the area of early learning More in-depth study of community organizations, group dynamics, organizational structure and leadership More in-depth study of nature-based education Focus on determining need for and the delivery of adult education around early learning



186



Bachelor of Early Childhood Studies Charles Sturt University

Focus on child development, learning theories and play-based curriculum for young children Focus on diversity of individuals and groups within communities

Focus on leadership in early learning Experiential learning (field placement) in programs for young children

Focus on lifespan development as well as child and youth development Focus on proposal writing for creating community projects and educational opportunities in the area of early learning

Emphasis on community development in the area of early learning More in-depth study of community organizations, group dynamics, organizational structure and leadership More in-depth nature- based education Focus on determining need for and the delivery of adult education around early learning



187

Conclusion Based on the review and analysis that has been completed, the proposed Bachelor of Early Learning and Community Development program satisfies the Board's requirement for non-duplication of programs. The development of the proposed degree has ensured that the program:

1. surpasses the standards of related diploma programs, 2. is related to, but sufficiently different from, existing degree programs offered at Ontario

universities, and 3. meets a need, by virtue of the preceding two facts, that is not adequately addressed

by other postsecondary programs in Ontario. The proposed Bachelor of Early Learning and Community Development program fits within the array of programs offered at Ontario colleges. The nature of the early learning-related programs allows for degree-completion arrangements for students who wish to develop themselves further in preparation for employment opportunities that are not available to graduates of diploma programs. Furthermore, the proposed degree is complementary to the existing degrees offered at George Brown, Sheridan, and Seneca colleges. As such, both students and employers will benefit from the availability of programs that address the evolving requirements for employment in the early learning and community development sector.

Date post:	08-May-2020
Category:	Documents
Upload:	others
View:	1 times
Download:	0 times

Bachelor of Early Learning and Community Developmentpeqab.ca/Archive/AlgonquinBEarlyLearnCommDev...

Documents