your.kpu.ca · SENATE AGENDA Regular Meeting Monday, February 22, 2016 4 - 7 pm Surrey Campus,...

SENATE AGENDA

Regular Meeting

Monday, February 22, 2016 4 - 7 pm

Surrey Campus, Cedar 2110

1. Call to Order ........................................................................................................................... Alan Davis

2. Approval of Agenda

3. Approval of Minutes (January 25, 2016)

4. Chair's Report

4.1. President's Report to Senate ......................................................................................... Alan Davis

4.2. Provost's Report to Senate (to be distributed) .................................................... Salvador Ferreras

5. Senate Standing Committee on Curriculum .......................................................................... Jennifer Au

5.1. Full Program Proposal: Diploma in Acupuncture

5.2. Full Program Proposal: Certificate in Education Assistant

5.3. Program Revision: Bachelor of Horticulture Science Degree Program Majors

5.4. Program Revision: Diploma in Horticulture Technology Specializations

5.5. Program Revision: Diploma in Brewing and Brewery Operations

5.6. Program Revision: Diploma in Environmental Protection Technology

5.7. Program Revision: Bachelor of Design in Graphic Design for Marketing

5.8. Program Admission Revision: Post-Baccalaureate Diploma in Technical Apparel Design

5.9. Notification of Intake Scheduling Change: Post-Baccalaureate Diploma in Technical Apparel Design

5.10. Senate Sub-committee on Course Curriculum Report

6. Senate Executive Committee ................................................................................................. Alan Davis

7. Senate Governance Committee ................................................................................... Patrick Donahoe 7.1. Faculty Name Revision: Faculty of Business

7.2. Bylaw Revision: Faculty of Business

8. Senate Standing Committee on University Budget .............................................................. Jennifer Au

9. Senate Nominating Committee ............................................................................................. Jennifer Au 9.1. Appointments to Senate Standing Committees

9.2. Search Advisory Committee: Appointment of Associate Dean, Faculty of Arts

10. Senate Standing Committee on Academic Planning and Priorities (to be distributed) ......... Jennifer Au

11. Senate Standing Committee on the Library (no report) ........................................................ Tally Wade

12. Senate Standing Committee on Policy Review ...................................................................... Jennifer Au

13. Senate Standing Committee on Program Review (no report) .................................... Stan Kazymerchyk

14. Senate Standing Committee on Tributes (no report) ............................................................ Jennifer Au

15. Update from the Office of the Registrar ........................................................................... Zena Mitchell

15.1. Approval of Graduates to February 22, 2016

16. Items for Discussion

17. Adjournment

Next Meeting: Monday, March 21, 2016, 4 - 7 pm, Surrey Campus, Cedar 2110

Senate Agenda Item #: 3 Meeting Date: February 22, 2016 Prepared by: Lori Scanlan

~ 1 ~

Agenda Item: Approval of Minutes (January 25, 2016)

Action Requested:

X Motion to Approve Discussion Information Education

Recommended Resolution:

THAT Senate approve the Minutes of January 25, 2016.

Context & Background:

Senate Minutes stand as a historical record of an officially convened meeting of KPU's Senate. The attached Minutes document the decisions of KPU's Senate on January 25, 2016.

Resource Requirements:

None

Implications / Risks:

None

Consultations: NA

Attachments: Senate Draft Minutes for 2016-Jan-25

Submitted by: Lori Scanlan

Date submitted: February 22, 2016 Note: Submit to Vice Chair, Senate and Executive Secretary to Senate as a MS Word document

Key Messages: [maximum of three]

1. Regular meetings of Senate will be recorded by the University to ensure the accuracy of the minutes and to promote the accuracy of any media articles regarding the matters discussed. In the spirit of transparency and accountability, the recordings will be posted to the Senate website. Recordings will be retained for six months unless determined otherwise by Senate, after which they will be deleted.

2. Audio recordings of public Senate meetings shall be allowed, provided that

recording devices do not disrupt the meeting. 3. In camera meetings of Senate will not be recorded.

MINUTES

Senate Meeting

Monday, January 25, 2016 4:00 pm

Surrey Campus Boardroom (2110)

Present:

Jennifer Au, Vice Chair

Harpreet Bains

Chamkaur Cheema

Alan Davis, Chair

Patrick Donahoe

Jane Fee

Wayne Fenske

Salvador Ferreras

Tru Freeman

Andhra Goundrey

Adnan Hifzur

Stan Kazymerchyk

Connie Klimek

Romy Kozak

Don McGonigal

Kimberley McMartin

Zena Mitchell

Todd Mundle

Jerry Murphy

Diane Purvey

Carolyn Robertson

Angela Ryan

Renu Seru

Brenda Snaith

Carol Stewart

Wayne Tebb

Puneet Thiara

Chris Traynor

Tally Wade

Elizabeth Worobec

1. Call to Order The Chair called the meeting to order at 4:02 pm.

2. Approval of Agenda

Moved by Patrick Donahoe; seconded by Don McGonigal: THAT Senate approve the agenda. MOTION CARRIED

3. Approval of

Minutes December 14, 2016

Amendment: Item 15.2 change Spring by-election to Spring election. Moved by Chris Traynor; seconded by Chamkaur Cheema: THAT Senate approve the minutes of the December 14, 2016 Regular Senate meeting as amended. MOTION CARRIED

4. Chair’s Report 4.1 President’s Report to Senate The President’s Report to Senate was received.

4.2 Provost Report to Senate The Provost’s Report to Senate, inclusive of the Academic Plan progress report, was received.

Regrets: University Secretariat: Guest(s): Brian Haugen Jim Murray Thomas Westgate

Natalie Walker, Executive Secretary to Senate Lori Scanlan, Administrative Assistant

Tanya Corbet

Senate Minutes January 25, 2016 Page 2

5. Senate Standing Committee on Curriculum

The Senate Standing Committee on Curriculum report was received.

5.1 Senate Sub-committee on Course Curriculum Report

Jennifer Au presented the Senate Sub-committee on Course Curriculum Report. Moved by Jennifer Au; seconded by Brenda Snaith: THAT Senate approve the following new and revised course outlines for implementation on September 1, 2016:

New course outlines: MATH 1216, ASIA 3860, CUST 3860, ASIA 3870,CUST 3870, CRIM 3211, ENGL 1104, EDAS 1120

Revised course outlines: HORT 1102, 1104, 1105, 1110, 1118, 1155,1193, 1217, 1240, 1261, 1293, 2302, 2306, 2334, 2375, 2378, 2393,2442, 2463, 2473, 2477, 2490, 2493, 1230, 2330, 2436, 2437

MOTION CARRIED 5.2 Program Revision: Bachelor of Science in Health Science

Jennifer Au presented the revisions to the Bachelor of Science, Major in Health Science. Moved by Jennifer Au; seconded by Elizabeth Worobec: THAT Senate approve the revisions of the Bachelor of Science, Major in Health Science for implementation on September 1, 2016.

MOTION CARRIED

5.3 Program Name Revision: Diploma in Horticulture Technology, Sustainable Crop Production Specialization Jennifer Au presented the program name and credential change revision for the Diploma in Horticulture Technology, Sustainable Crop Production Specialization. Moved by Jennifer Au; seconded by Elizabeth Worobec: THAT Senate approve the program name and credential change from Diploma in Horticulture Technology, Sustainable Crop Production Specialization, to Diploma in Horticulture Technology, Sustainable Production Horticulture Specialization, to Senate for implementation on September 1, 2016.

MOTION CARRIED

5.4 Program Revision: Certificate in General Business Studies Jennifer Au presented the revisions to the Certificate in General Business Studies. Moved by Jennifer Au; seconded by Wayne Tebb: THAT Senate approve the revisions of the Certificate in General Business Studies program for implementation September 1, 2016. MOTION CARRIED


5.5 Program Revision: Certificate in Accounting

Jennifer Au presented the revisions to the Certificate in Accounting. Moved by Jennifer Au; seconded by Wayne Tebb: THAT Senate approve the revisions of the Certificate in Accounting program for implementation September 1, 2016.

MOTION CARRIED

5.6 Program Concept and Full Program Proposal: Post Baccalaureate Diploma, Operations and Supply Chain Management Specialist Jennifer Au presented the Program Concept and Full Program Proposal (FPP) for a Post Baccalaureate Diploma, Operations and Supply Chain Management Specialist. Moved by Jennifer Au; seconded by Wayne Tebb: THAT Senate endorse the Program Concept and Full Program Proposal for a Post Baccalaureate Diploma, Operations and Supply Chain Management Specialist and recommend it to the Board of Governors for approval.

MOTION CARRIED

5.7 Program Concept and Full Program Proposal: Post Baccalaureate Diploma, Technical management and Services Jennifer Au presented the Program Concept and FPP for a Post Baccalaureate Diploma, Technical Management and Services. Moved by Jennifer Au; seconded by Wayne Tebb: THAT Senate endorse the Program Concept and Full Program Proposal for a Post Baccalaureate Diploma, Technical Management and Services and recommend to the Board of Governors for approval.

MOTION CARRIED

5.8 Document Revision: Course Outline Template (Phase 2) Jennifer Au presented the amendments to the Phase 2 revision of the Course Outline Template. Zena Mitchell, University Registrar, provided clarification on the use of the “Cross-listed, Equivalent, and Credit Exclusion Courses” check box found under the “Revision for approval by Faculty Curriculum Committee” section of the Course Outline Template summary page. Moved by Jennifer Au; seconded by Tru Freeman: THAT Senate approve the revised Course Outline Template (Phase 2).

MOTION CARRIED

6 Senate Executive Committee

No report.


7. Senate

Standing Committee on University Budget

Jennifer Au reported for Tom Westgate that the Senate Standing Committee on University Budget (SSCUB) met on Friday Jan 22, 2016 and endorsed the two program concept and full program proposal submissions for Post Baccalaureate Diplomas from the Faculty of Business. SSCUB reviewed the 2016/17 draft University Budget and 2016/17 Skills Gap Plan. The draft University Budget will be discussed further at the February 5, 2016 SSCUB meeting.

7.1 2016/17 Skills Gap Plan The 2016/17 Skills Gap Plan was received.

8. Senate Governance Committee

The Senate Governance Committee report was received.

8.1 Bylaw Revision: Faculty of Health

Patrick Donahoe presented the revisions to the Faculty of Health Bylaws. Moved by Patrick Donahoe; seconded by Tru Freeman: THAT Senate approve the revisions to the Faculty of Health Bylaws.

MOTION CARRIED

8.2 Election Rules & Regulations Revision Patrick Donahoe presented the revisions to the Election Rules and Regulations. Moved by Patrick Donahoe; seconded by Don McGonigal: THAT Senate approve the revised rules and regulations governing the election of representatives to the University Board and Senate, effective February 1, 2016.

MOTION CARRIED

9. Senate Nominating Committee

The Senate Nominating Committee (SNC) report was received.

9.1 Appointments to Senate Standing Committee Jennifer Au presented the recommendations for appointments to the Senate Executive Committee and the Senate Nominating Committee. Moved by Jennifer Au; seconded by Puneet Thiara: THAT Senate approve the following as members of Senate Standing Committees: Senate Executive Committee:

Student Senator – Kimberley McMartin, Student Senator Senate Nominating Committee:

Senator – Renu Seru, faculty Senator, Faculty of Educational Support and Development

MOTION CARRIED


Senate was informed that KPU would be commencing an Associate Dean search and an Associate Dean renewal process within the Faculty of Arts. Recommendations for members on these two committees are expected to be forwarded to Senate at its February meeting.

10. Senate Standing Committee on Academic Planning & Priorities

The Senate Standing Committee on Academic Planning and Priorities report was received.

11. Senate

Standing Committee on the Library

No report.

12. Senate

Standing Committee on Policy Review

The Senate Standing Committee on Policy Review report was received.

12.1 GV10: Mission, Vision and Values Development and Amendment

Policy/Procedures. Connie Klimek presented GV10: Mission, Vision and Values Development and Amendment Policy and Procedures. Moved by Connie Klimek; seconded by Tru Freeman: THAT Senate endorse GV10: Mission, Vision and Values Development Policy and Procedures and recommend it to the Board of Governors for approval. MOTION CARRIED

13. Senate

Standing Committee on Program Review

No report.

14. Senate

Standing Committee on Tributes

No report.

15. Update from

the Office of the Registrar

No report.


15.1 Approval of Graduates to January 25, 2016

Moved by Romy Kozak; seconded by Adnan Hifzur: THAT Senate approve the addended list of graduates to January 25, 2016. MOTION CARRIED

16. Items for

Discussion Senate engaged in a discussion regarding risk assessment and safety process as it relates to international travel for the purpose of field school participation or employment.

17. Next Meeting February 22, 2016, Start Time: 4pm, Surrey Campus, Cedar Building Room 2110.

18. Adjournment The meeting adjourned at 4:47pm.

SENATE

MEETING DATE: February 22, 2016

AGENDA #: 4.1

PRESENTED BY: Dr. Alan Davis

Report from: Office of the President

From January 27th to February3rd, I led open sessions on each campus to discuss the launch of KPU

Listens: the secure service that supports the University’s Protected Disclosure Policy.

I joined the Board meeting of the Council for Adult and Experiential Learning on January 28th by

teleconference, and likewise the Education program Review Committee of the College of Registered

Nurses of BC on January 29th.

On January 28th I was pleased to attend the South Surrey/White Rock Business Awards, where Marlyn

Graziano, Executive Director of External Affairs was honored.

The KPU Foundation Board met on February 2nd and Advancement is on track to record gifts of about 4

million again for 2015/16. Katie Miller has been appointed as Director of Advancement.

Minister Wilkinson visited KPU Langley on February 3rd and enjoyed tours of the Horticulture

greenhouses, the Institute for Sustainable Horticulture, and the Faculty of Health and the Brew

Laboratory. He met with students and with the executive team.

Several of us met with local school superintendents on February 4th, and I joined a large group on

February 5th in a Respectful Workplace training session.

On February 10th I attended Dr. Farhad Dastur’s presentation at Science World, and on the 11th I

attended the City of Langley Volunteers’ appreciation event.

On February 12th I had breakfast with Mayor Hepner at the Surrey Board of Trade event, lunch with

Mayor Brodie at the Richmond Chamber of Commerce, and attended an Arts Umbrella fundraiser at

Surrey Arts Centre in the evening.

The senior executive team held a retreat at our Innovation Hub location on February 15th to look at the

mid –cycle Vision 2018 results. This formed the basis for a presentation to the Board at its retreat at KPU

Langley on February 20th. The results with be shared widely at presentations across the university over

the next few months.

OFFICE OF THE PROVOST

MAILING ADDRESS 12666–72 Ave

Surrey, BC, Canada V3W 2M8

T 604.599.2100 kpu.ca

Provost’s Report to Senate, February 22nd, 2016

Last January, the Provost presented a mid-year report on Academic Plan 2018 initiatives around implementation and further planning. Since that time there have been a few other developments that Senate should be informed of.

The selection procedure for the Vice Provost, Teaching and Learning has now been completed. At the moment we are at the point of checking references before submitting recommendations to the President and the HR committee of the Board of Governors. The next step will be a formal announcement for the community. We were pleased at the wide field of candidates that applied for this position. KPU remains a destination of choice for some very talented professionals in the sector.

The Provost made a short presentation to the Senate Standing Committee on Academic Planning and Priorities regarding the selection procedure for the proposed Teaching Fellows in the yet-to-be-renamed office of Teaching and Learning. The proposal requested SSCAPP consider an ideal format for the selection of Teaching Fellows. The Provost would like to propose some members from the administrative areas but would like to see SSCAPP propose a representative group from the other members of Senate and the community. This request will be included in the Chair’s report from the SSCAPP meeting on February 19, 2016.

Continuing on the theme of teaching and learning, KPU would like to announce the release of the latest issue of Teaching Matters, the regular publication of the Office of Teaching and Learning. The issue highlights several innovative activities and scholarship that clearly indicate the high level of interest and work being done by faculty members in this area.

Finally, the BC Teaching and Learning Council has put out a call for proposals for workshops and other public sessions to be presented at the first ever Festival of Learning to take place June 6-9, 2016 at the Delta Burnaby Hotel and Conference Centre and BCIT in Burnaby. The call for proposals closes March 14. Any KPU community members wishing to make a presentation are encouraged to do so by the deadline. An announcement regarding the opening of registration for the conference will be made soon.

The Ministry of Advanced Education through the Degree Quality Assurance Board has introduced a new step in the degree approval process. This so-called Stage 1 review will require degree program proponents to provide a considerable amount of program planning information at an earlier stage than was contemplated by our robust and recently adopted program approval process. Said process contains a Step 5 that requires a check in with AVED to determine program viability and alignment to mandate. This new Stage 1 review expands the scope of that step and will require a significant amount of information that KPU had originally required once a “green light” had been given to fully develop the Full Program Proposal. In addition this new review will apply retroactively to programs presently awaiting ministerial approval. For KPU this means that we have an extra few steps prior to having AVED consider the Senate-recommended Bachelor of Arts in Human Services and the Bachelor of Business Administration in Communication. Institutional Analysis and Planning will be amending some of its templates so as to reduce redundancy between our KPU reporting and that also included in Stage 1. There has been considerable concern expressed to government regarding this new procedure but for the time being we will abide by the new regulations and insert the Stage 1 review into our present Step 5 program approval process.

OFFICE OF THE PROVOST

MAILING ADDRESS 12666–72 Ave

Surrey, BC, Canada V3W 2M8

T 604.599.2100 kpu.ca

The Provost has begun to plan for upcoming meetings with KPU’s Aboriginal Advisory Committee with a view to having that committee examine and recommend actions towards the realization of the recommendations of the Truth and Reconciliation Commission. KPU plans to invite a greater participation from the community and from the various school district Aboriginal advisors.

The Academic Plan Implementation Task Force group on Learning Outcomes has begun a dialog with a number of faculty councils to generate ground level conversations regarding the development of course, program and institutional learning outcomes. This will take place over several months with the task group bringing forth recommendations as next steps to this important Academic Plan goal.

Work continues on a number of other initiatives including the redevelopment of athletics and recreation, the Global Competencies program, the Healthy Universities Framework, Strategic Enrolment Management and the First Year Experience that will be reported on in the next few Senate meetings.

SENATE


AGENDA #: 5

PRESENTED BY: Jennifer Au

Report from: Senate Standing Committee on Curriculum

The Senate Standing Committee on Curriculum (SSCC) met on February 3, 2016 and approved the following program revisions:

Bachelor of Horticulture Science degree program Majors

Diploma in Horticulture Technology Specializations

Diploma in Environmental Protection Technology

Diploma in Brewing and Brewery Operations

Bachelor of Design in Graphic Design for Marketing For the Post Baccalaureate Diploma in Technical Apparel Design, SSCC approved a program admission revision, and it received for information a notification of an intake scheduling change. SSCC endorsed the following full program proposals:

Diploma in Acupuncture

Certificate in Education Assistant The committee received a report from the Senate Subcommittee on Course Curriculum (SCC) and approved the following course outlines:

New course outlines: o CBSY 1110, ARTH 1140, MUSI 1115, HEAL 2110, HEAL 3101 o PSYN 2110, 2125, 2130, 2145, 2160, 2230, 2245, 3130, 3145, 3146, 3210, 3211, 3225,

3245, 4110, 4145, 4245

Revised course outlines: o MRKT 4201, DEPD 1220, PSYC 4000, POLI 1120, POLI 4145 o GDMA 1100, 1110, 1140, 1240

SSCC received for information that the following courses will be discontinued:

GEOL 1210

HORT 1101, 1116, 1119, 1122, 1134, 1171, 1172, 1224, 1246, 1255, 1271, 2300, 2304, 2320, 2371, 2372, 2420, 2472, 2479

SENATE


AGENDA #: 5


SSCC received and approved a request from the Arts Faculty Council that the Faculty of Arts has four representatives on the SSCC Subcommittee on Writing-Intensive course, at least two of whom are from the English Department. SSCC reviewed and requested a number of amendments to a draft Guide for Program Development and Program Revision. The current Guide was revised to align with the flowcharts in the recently approved Policy AC10 (Establishment, Revision, Suspension, and/or Discontinuance of Programs). The committee was informed of the Ministry’s recent changes in its criteria and approval process for new degrees. The Ministry has added a “Stage 1 assessment” at the conceptual stage, and it has provided a Stage 1 template for the review of degree proposals. The Ministry’s “Stage 1 assessment” would fit in with Step 5 of our program development flowchart:

Step 5: “Dean presents concept paper to Provost for recommendation to proceed. Provost submits concept paper to Ministry for clearance to proceed to FPP and to establish whether the program is fit for purpose.”

This won’t change the recently approved program development flowchart in Policy AC10, but the details pertaining to Step 5 will need to be reflected in the draft Guide for Program Development and Program Revision. The IAP program feasibility assessment request form and the concept paper form will also require some revision so that they align with the Ministry’s Stage 1 template. The Vice Chair of Senate will be working with IAP and the Provost’s Office to complete this work over the next month, and it is anticipated that a revised version of the draft Guide will be presented to SSCC in April for recommendation to Senate.

http://www.kpu.ca/sites/default/files/Senate/Guide_Prog_Dev_1123214.pdf

SENATE Agenda Item # 5.1 Meeting Date: February 22, 2016 Presenter(s): Jennifer Au

~ 1 ~

Agenda Item: Full Program Proposal: Diploma in Acupuncture

Action Requested:

Motion to Approve Discussion Information Education


THAT Senate endorse the Full Program Proposal for a Diploma in Acupuncture and recommend it to the Board of Governors for approval.


The February 12th, 2013 the Government of British Columbia Speech from the Throne (pg. 21-22) commits that “government will begin work to create the environment for a school of Traditional Chinese Medicine (TCM) at a British Columbian post-secondary institution.”

As a polytechnic university with a mandate for diverse educational initiatives that combine the application of theory and experiential learning, KPU believes a TCM program is a very appropriate fit for the institution and the local community it serves.

In consultation with the Ministry of Advanced Education (AVED), KPU will offer an Acupuncture Diploma as the first phase of program development of a full TCM program.

KPU is in a strong competitive position to offer an Acupuncture Diploma program as the first phase of TCM education. KPU’s reputation as an innovative post-secondary institution and its strong relationship with key stakeholders in both the regional community and local health care authorities will provide the additional and essential support to launch a successful new program.


Capital renovations and equipment will be needed to create innovative and engaging learning environments. Further instructional staffing by subject matter experts.


1. Engagement with new learners, the local Asian community and existing usersof TCM through partnerships with TCM practitioners across the province.

2. Fulfillment of our AVED letter of mandate.

3. A growing awareness and adoption of alternative medical practices in BC anda proven market for acupuncture within both the TCM and Western medical community support the introduction of a provincially recognized diploma into KPU’s polytechnic offerings.


~ 2 ~


The appendix supporting this Full Program Proposal includes a Safety and Risk Register (Appendix L).

Consultations: These documents were reviewed and approved by the FoH Curriculum Committee and Faculty Council at a joint meeting on October 16, 2015. On January 12, 2016, the FoH Curriculum Committee agreed to support a revised Full Program Proposal based on consultation with the Faculty of Arts and Faculty of Science and Horticulture. A consultation list of various stakeholder inputs has been itemized in Appendix J – Consultation List.

Attachments: FPP Cover Memo Non-Degree Full Program Proposal Appendices

Submitted by: Tru Freeman, Dean, Faculty of Health

Date submitted: February 12, 2016

MEMORANDUM

To: Senate Standing Committee on Curriculum

From: Tru Freeman, Dean, Faculty of Health (FoH)

Jean Nicolson-Church, Associate Dean, FoH

CC: Dr. John Yang, TCMA Program Coordinator

Leeann Ring, Chair, FoH Curriculum Committee

Date: January 20, 2016

RE: Non Degree Program Proposal: Traditional Chinese Medicine – Acupuncture

Diploma (TCM-AD)

Implementation: September, 2016

Background:

The February 12th, 2013 Government of British Columbia Speech from the Throne (pg. 21-22)

commits that the “government will begin work to create the environment for a school of

Traditional Chinese Medicine (TCM) at a British Columbian post-secondary institution.”

On January 24, 2014 the Ministry of Advanced Education (AVED) announced that Kwantlen

Polytechnic University (KPU) will host the province’s first public school of Traditional Chinese

Medicine (TCM).

The proposed TCM school combined with potential international partnerships will benefit British

Columbians by expanding access to preventative and complementary healthcare education.

In 2015, AVED raised concerns regarding the program elements related to the use and prescribing

of herbology therapies and the risk and liability of a KPU owned and operated treatment clinic in

order to support students in clinical practice. Therefore, AVED suggested that KPU identify the

requirements and opportunities in the development of a TCM-Acupuncture Diploma (TCM-AD)

Program as a way to phase in the TCM-Practitioner (TCM-P) education offering to meet the

Premier’s commitment.

Proposal:

The proposed program will be delivered as an Acupuncture Diploma program. KPU plans to

continue to develop future education that would phase in herbology components for a TCM-P

Diploma and the potential of a degree completion program for TCM. Given the changing landscape

https://webmail.kwantlen.ca/owa/

2

of complementary healthcare, there will be opportunities in this program for students to develop

and demonstrate a variety of employability skills. The teaching requirements for the acupuncture

program are stipulated by the College of Traditional Chinese Medicine Practitioners and

Acupuncturists of British Columbia (CTCMA). The CTCMA is the legislated regulatory authority

in BC for TCM Practitioners and Acupuncturists. Communication and practice management

courses are included so that graduates will not only become safe, competent, collaborative and

caring clinicians, but also successful entrepreneurs. This speaks to KPU’s mandate of offering

learners opportunities to achieve rewarding careers. (Appendix A-KPU Strategic Plan-Vision

2018)

The proposed program meets the CTCMA’s educational requirements for the core competencies

required for entry level Acupuncture Practitioners (Appendix G-CTCMA Schedule E).

Admissions Requirements:

In addition to the Faculty's Admission Requirements, which consist of KPU's undergraduate

English Proficiency Requirement, the following program admission requirements apply:

English 12 (or equivalent) with a minimum grade of B

60 undergraduate credits with a minimum cumulative GPA of 2.0

Interview by the Program Coordinator and/or letters of reference, if requested.

Canadian CPR Level C Certificate; CPR certification must remain current throughout the

program.

Criminal record review issued by the British Columbia Ministry of Public Safety and

Solicitor General.

The admission selection process will initially be on a first-come, first-served basis. When the

demand for seats exceeds those available, a competitive selections process, based on GPA will be

used.

Admission requirements for the program includes 60 undergraduate credits. This meets the

regulatory requirement of the CTCMA for eligibility to write the national exam and practice.

These entrance requirements are appropriate to meet CTCMA requirements and ensure students

are successful in this intensive program.

Implementation:

Upon Ministry of Advanced Education approval the FoH will begin accepting applications for a

September 2016 start date.

Summary:

We are requesting Senate approval of the Traditional Chinese Medicine-Acupuncture Diploma

(TCM-AD) program proposal. These documents were reviewed and approved by the FoH

Curriculum Committee and Faculty Council at a joint meeting on October 16, 2015.

http://www.kpu.ca/calendar/2015-16/ar/englishproficiency.html


3

At the January 12, 2016 FoH Extra-Ordinary Curriculum Committee meeting the FoH Curriculum

Committee was updated regarding the consultation meeting of December 7, 2015 with the FoH,

Faculty of Arts (FoA) and Faculty of Science and Horticulture (FoSH) representatives (Appendix

J) and the plan to revise select courses for the TCM-AD Program. The group was in agreement to

move forward with the Full Program Proposal (FPP) revisions to include the recent consultations

with the FoH, FoA and the FoSH.

The TCM-AD FPP, Cover Memo and supporting appendices were approved and recommended to

Senate at the February 3, 2016 KPU Senate Standing Committee on Course Curriculum.

A. Executive Summary:

A1. Summarize the purpose of the proposal

Introduction:

Acupuncture is one form of Traditional Chinese Medicine (TCM) which has remained an

important medical profession in China and many other Asian countries for thousands of years.

In China’s hospitals and clinics, TCM is both an alternative medicine that is built upon systems

of theory and practice, and a complementary medicine that is practiced side-by-side with

Western medicine. The United Nations World Health Organization (WHO) officially

recognizes TCM practitioners “as an important and often underestimated part of health

services”.1

After being introduced in North America over four decades ago, TCM is now the leading

medical development in Alternative and Complementary medicine. Specifically, acupuncture

has become widely accepted by medical professionals, the general public, and the United

Nations Educational, Scientific, and Cultural Organization (UNESCO).2

In Canada, Traditional Chinese Medicine and Acupuncture (TCM-A) is recognized as a

legitimate and credible medical profession. The profession has taken steps towards

establishing professional standards, self-governance, and being viewed as a credible

alternative medicine. In 1999, the Government of British Columbia (BC) became the first

jurisdiction among the Western world to fully recognize the Doctor of TCM as a professional

designation. Subsequently, the BC Government approved and established the College of

Traditional Chinese Medicine Practitioners and Acupuncturists of British Columbia

(CTCMA)3 as the regulatory body for TCM.

In response to public demand, the BC Ministry of Health announced the inclusion of

registered acupuncturists under its Medical Services Plan (MSP) premium-assistance program

in 2007, making BC the first province in Canada to allocate public funds towards acupuncture

treatments4.

Non-Degree Program Proposal

Name of Institution: Kwantlen Polytechnic University (KPU)

Title of Program: Acupuncture

Credential to be awarded to graduates: Diploma in Acupuncture

Length of Program: 6 semesters

Institutional Contact: Tru Freeman Title: Dean, Faculty of Health (FoH)

Phone: 604-599-2263 Email: [email protected]

Date: December 8, 2015

- 2 -

Based on survey findings conducted by Ipsos Reid in 20125 TCM-A enjoys a solid reputation

amongst a majority of British Columbians:

72% or higher have confidence that because TCM-A has been an effective treatment

for centuries in other cultures, it has some credibility.

69% or higher think that conventional medicine does not have all the answers to our

health problems.

64% or higher believe TCM-A to be an effective treatment for ailments or illnesses

they or others might have.

57% or higher feel TCM-A should be covered by MSP.

52% or higher believe using both TCM-A and conventional medical therapies is better

than using either one alone for their health problems.

About 4-in-10 of those with some TCM-A experience feel its practitioners give them

more time than their conventional medical doctor.

Purpose of the Proposal:

KPU is a polytechnic university with a mandate to deliver diverse educational initiatives that

combine theory with experiential learning. The Faculty of Health (FoH) believes that there is

an opportunity to develop an acupuncture program that fits within KPU’s Strategic Plan

(Appendix A-KPU Strategic Plan-Vision 2018). Our ultimate vision is to expand our

innovative and creative programming by establishing a School of Alternative and

Complementary Medicine within the FoH.

A2. Outline the key objectives and outcomes of the proposed program in one or two pages

Strategic Objectives:

Quality: The proposed program has been designed to “embed learning outcomes that

prepare students for global citizenship and rewarding careers”. It integrates

“sustainability into the core curriculum across disciplines” by adding the Western

biomedical science component. It also ensures “that programming builds on KPU’s

tradition of laddering to allow students recognition for previous learning and flexible

options”.

Reputation: KPU would become the first public university in BC to offer an

acupuncture program, and this could put KPU in a leading position with regards to

TCM education and research. The proposed program will “expand initiatives to

improve KPU’s recognition and reputation in the community”. Therefore the proposed

program will “ensure KPU’s unique role in higher education and pride in its important

endeavors”.

Relevance: The FoH has received support from UBC as a partner in “undertaking

research to understand the needs of learners in the diverse communities KPU serves”

- 3 -

(Appendix B-UBC Support Letter). Since the proposed acupuncture program is the

first of its kind in a public university, UBC will work with KPU to ensure the

acupuncture program is evidence-based and relevant to the clients, students, faculty and

scientific community.

Goals and Objectives:

Raise acupuncture educational standard: The entry requirement of the proposed

acupuncture program is 60 university transferable credits. This prerequisite ensures

prospective students have two years post-secondary educational experience and a solid

liberal education foundation before studying acupuncture program. In addition to the

core acupuncture program courses, the curriculum also includes English university

writing and Mandarin language study. These program courses prepare learners with

the communication skills they will need for future acupuncture practice. The objective

of the proposed acupuncture program is to develop graduates with the key knowledge,

skills, and abilities required of a safe, competent acupuncture practitioner.

Provide a robust learning experience: By studying TCM fundamental theory, TCM

diagnosis and practice in a program that includes a solid foundation in Western

biomedical science, graduates will contribute to advancing the state of acupuncture

practice in an evolving provincial healthcare delivery environment. The proposed

program will provide graduates with a broader understanding of the similarities and

differences in the application of Western biomedical science and TCM. The ancient

Chinese philosophy and TCM classic program courses prepare learners for the

application of critical thinking in diagnosis and treatment.

Broaden and deepen knowledge: The proposed acupuncture program will provide

students with additional curricular content to broaden and deepen their knowledge of

meridian theory, four diagnostic techniques and practice. The curriculum is designed

to follow a specific acupuncture learning sequence. This includes advanced

acupuncture, tuina (Chinese style massage), taiji/qigong, shi liao and nutrition. The

proposed program addresses all of the key conceptual and practical skills and

knowledge required of a competent acupuncture practitioner, and provides a rigorous

approach to the diagnosis, treatment and management of acupuncture practice.

Prepare graduates for career entrepreneurship: The proposed acupuncture program

meets or exceeds the minimum requirements set by the CTCMA and the competencies

required by the Canadian Alliance of Regulatory Bodies of Traditional Chinese

Medicine Practitioners and Acupuncturists (CARB-TCMPA). It will produce

graduates who have the requisite TCM core foundation, acupuncture competencies,

critical thinking and communication skills needed to be safe, competent healthcare

practitioners in an evolving health services landscape. Critical conceptual and practice

skills will be developed and refined using a blend of theory, applied practice

simulation and clinical experience. Graduates will be prepared to work as acupuncture

practitioners or entrepreneurs in the complementary/alternative health industry. They

will be eligible to write the national registration exams for acupuncture practitioner in

Canada. The proposed program prepares graduates to be contributing members of the

- 4 -

TCM profession and community. With acupuncture practice management transition,

acupuncture practice jurisprudence and practice study, the proposed program will also

prepare graduates to successfully create and operate their own practice facility.

Prepare graduates for lifelong learning and continuing education: Graduates will be

encouraged to continue to graduate studies in many fields including health and

business management. Graduates will also be eligible to take further study in a doctor

of TCM program leading to a Dr. of TCM professional designation. They will be

encouraged to become active members of their professional association, alumni, and

lifelong learners.

A3. Provide rationale for the credential

Been jointly developed and the credential to be jointly awarded, please indicate at this

point and briefly state the contributions and roles of each institution.

KPU is exploring a partnership with the Beijing University of Chinese Medicine (BUCM) to

deliver this proposed program. The BUCM is the most prominent institution in China

delivering TCM programming that is supported by the Chinese central government.

If the proposal includes a credential that is new to the institution or the provincial system,

proponents should first consult with other institutions that may be affected, and with the

Ministry.

In consultation with AVED, KPU has invited individuals from the BC TCM community to

establish a Program Advisory Committee (PAC) (Appendix C-PAC Member List).

Meetings were held on May 8, 2014, November 24, 2014 and March 31, 2015.

Dr. Tru Freeman (Dean of FoH) and Dr. Jean Nicolson-Church (Associate Dean of FoH) were

invited to attend the first annual meeting of the British Columbia Association of Traditional

Chinese Medicine and Acupuncture Practitioners (ATCMA, formerly QATCMA) on Sept 28,

2014. They talked to the leaders and members of the Association about KPU’s intention of

offering a TCM program and received full support from the Association. On February 8,

2015, the ATCMA invited Dr. Freeman to provide an update on the KPU proposed TCM

program to the TCM community during the Chinese New Year festivities.

Provide the name, title, phone number, and e-mail address of the institutional contact

person in case more information is required.

Dr. John Yang 604-599 2286

TCM Program Coordinator [email protected]

mailto:[email protected]

- 5 -

B. Program Description:

B1. State the goals and objectives of the new program

State the goals and objectives of the new program, and describe how it will contribute to

the mandate and future plans of the institution.

Mission and Values:

The proposed program is consistent with KPU’s mission statement: “KPU offers all learners

opportunities to achieve success in a diverse range of programs that blend theory and practice,

critical understanding, and social and ethical awareness necessary for good citizenship and

rewarding careers.” The proposed program will offer comprehensive program courses in

English and Mandarin language, communication, Ancient Chinese philosophy, and Western

biomedical sciences which are necessary for the critical understanding and development of

complex TCM concepts. The curriculum has been designed to offer an education of significant

breadth and rigour within the contexts of TCM/Acupuncture fundamental theory, diagnosis,

treatment, and clinical practice. The proposed program includes 460 hours of practice. Students

will be assigned to teaching clinics, hospitals and/or health centres to practice. Through these

experiential learning activities, students will actively engage with the community and campus

life.

Vision and Goals:

The KPU vision speaks to KPU as Canada’s leading polytechnic university, with inspiring

educators, all learners engaging in campus and community life, open and creative learning

environments, relevant scholarship and research and authentic external and internal

relationships with the goals of quality, reputation and relevance. The proposed acupuncture

program aligns with the KPU vision and goals by offering an innovative program that includes

a diverse student population and educators who provide excellence and expertise in the

theoretical and clinical application of acupuncture. It is anticipated that the educators for this

program will come from our local provincial practitioners. Relevant research and scholarship

aimed at knowledge creation and scientific best practice will be conducted collaboratively with

UBC.

Program Objectives:

The proposed program will be delivered as an acupuncture diploma program. KPU plans to

continue to develop future education to include herbology components for a TCM-Practitioner

diploma and possibly a degree completion program for a Bachelor of Traditional Chinese

Medicine. Given the changing landscape of complementary healthcare, there will be

opportunities in this program for students to develop and demonstrate a variety of

employability skills. The teaching requirements for the acupuncture program are stipulated by

the CTCMA. Communication and practice management program courses are included so that

graduates will not only become safe, competent, collaborative and caring clinicians, but also

successful entrepreneurs. This speaks to KPU’s mandate of offering learners opportunities to

achieve rewarding careers. (Appendix A-KPU Strategic Plan-Vision 2018)

- 6 -

B2. Identify the target student audience(s) for this program

Identify the target student audience(s) for this program and include the following:

o Evidence that this student audience is not currently being served with existing

offerings in the region of the institution

o Evidence of student demand

o Anticipated annual enrolments for the program

o Outline the anticipated time commitments for students to complete the program (in

years or semesters)

Target students for the proposed acupuncture program are individuals who are interested in

holistic medical practice. Although the entry requirement is 60 undergraduate credits, a

significant number of prospective learners with a bachelor credential are expected to be

enrolled. With the unique nature of this program, the students will likely be mature learners.

Visible minority groups such as Chinese Canadians and immigrants are more likely to enter

this program because of previous experiences with TCM products and/or care. (Appendix D-

Immigration and Ethno-Cultural Diversity). Additionally, since this is the first public

university offering an acupuncture program in BC, it is expected to attract students from other

Canadian jurisdictions as well as international students.

The program enrolment is expected to come from:

Graduates with undergraduate degrees in science and health sciences;

Graduates with undergraduate degrees in other fields;

Students of BC post-secondary institutions;

Students of other Canadian jurisdiction post-secondary institutions;

Students of other TCM institutions both domestic and international;

Medical professionals in the province of BC;

Former patients of TCM clinics

Overseas applicants

Recruitment will occur through KPU marketing, the Future Students’ Office (FSO), word of

mouth, the Office of International Students and Scholars (OISS), professional TCM

organizations, conferences, post-secondary educational institutions, and public advertising.

The FoH is implementing a certificate in Health Foundations (HF) program for prospective

students coming into our nursing degree programs. High school students intending to declare

into the acupuncture program will be encouraged to take the HF to complete 32 credits of

their prerequisite requirement starting in September 2016.

Currently, there is a list of over 60 prospective learners who have contacted KPU by phone or

email expressing interest in KPU’s upcoming acupuncture program. We will be contacting

these potential students and hosting information sessions as soon as the program is approved.

The FoH plans to start with 12 students in 2016. Students will take a total of three academic

years (six semesters) to complete the proposed acupuncture program. These six semesters will

be condensed into two calendar years.

- 7 -

B3. State how the institution satisfied itself that there is not unnecessary duplication in the

system

Where appropriate, provide a list of programs that exist at some of the other British

Columbia institutions that may contain similar content, or have similar objectives. How

has the institution satisfied itself that there is not unnecessary duplication in the system?

Although there are seven private TCM institutes in BC (Appendix E-BC Private TCM

School List), KPU will be the first public university in BC to offer an acupuncture program.

This provides another option for students. There is no unnecessary duplication in the public

educational system. In addition, the reputation of a public university is globally recognized.

Upon approval, the KPU acupuncture program will be automatically on the list of

recommended institutes in many countries. This would benefit many international students

who want to study in Canada. It will also facilitate articulation for graduates of this program

into graduate studies.

B4. Provide evidence of labour market demand

Provide evidence of labour market demand. This information will vary depending on the

circumstances and could range from a comprehensive labour market study to an informal

survey consisting of letters of support from potential employers. This section should

include a discussion regarding the anticipated employment destination for graduates from

the proposed program, and the current labour market supply in the occupational area(s).

Since the World Health Organization (WHO) officially recognizes traditional medicine

practitioners as medical professionals, TCM is now the leading medical profession in

Alternative and Complementary medicine. Specifically, acupuncture has become widely

accepted by medical professionals and the general public. In May 2014, a traditional medicine

resolution was passed at the 67th World Health Assembly, where all member states were

urged to implement a WHO Traditional Medicine Strategy 2014-2023 6.

According to the information available, there is an increasing acceptance by health authorities

and healthcare insurance providers to recognize complementary/alternative solutions. The

proposed acupuncture program will provide a suitable credential and a growing number of

employment opportunities for graduates.

65%-80% of the world’s population rely on naturopathic or homeopathic medicine as a

primary source of care (Holistic Health Care Facts and Statistics; Disabled World;

January, 2009).

TCM was chosen by the WHO for worldwide propagation to meet the healthcare needs of

the 21st century (WHO launches the first global strategy on traditional and alternative

medicine; WHO Media Centre; May, 2002).

Canadians who have used acupuncture typically start in their late-thirties (average age of

38). British Columbians who have used acupuncture treatments for the first time are on

average 39 years old (Fraser Institute, 2006).

- 8 -

Over the years, the use of acupuncture has increased in BC. A 2006 study shows that over

2 in 10 (22%) of BC residents are estimated to have used acupuncture at least once in their

lifetime, an increase of 8 percentage points from the 1997 study results (Fraser Institute,

2006).

The estimated proportion of the population who have accessed acupuncture services at least

once in their lifetime in BC is higher than the Canadian average (17% in 2006) (Fraser

Institute, 2006). Of those in BC who have accessed acupuncture services at least once in

their lifetime, 25% had an acupuncture treatment 12 months prior to when the 2006

research fieldwork was conducted.

Visits (under MSP) to acupuncture practitioners increased to 222,310 in 2010/2011; an

increase of 92% over 2 years (BC MSP Information Resource Manual 2010/11).

According to the Canadian Coalition of TCM and Acupuncture Associations’ report “TCM

Acupuncture treatment is a safe and effective health care service, providing an excellent

complement to the medical health care system in terms of treatment for disease/symptom and

functional disorder. It has an estimated total industry productive value of $716,800,000”

annually. (Appendix F-TCM Status in Canada).

On March 28, 2014, Jason Kenney, then the Minister of Employment and Social

Development and Minister for Multiculturalism announced tax relief for the service of TCM

acupuncture. “Traditional Chinese Medicine has been practised for over 3,000 years. Today,

millions of Canadians are using acupuncture and other Traditional Chinese Medicine

services to improve their health, which eventually reduces the burden on the Canadian health

care system. Our Government recognizes and respects this and, as a result, I am pleased to

highlight today that, thanks to Economic Action Plan 2014, acupuncturists’ and naturopathic

doctors’ professional services are now exempt from the GST/HST”7. According to Jason

Kenny, these tax breaks will lower the cost of acupuncture services for patients. This means

more people will be able to visit acupuncture practitioners, reducing the burden on the health

care system. Since acupuncture services are included in most private insurance policies,

people with extended health benefits receive full or partial reimbursement for services

provided by a registered acupuncture practitioner. In BC, the Medical Services Plan (MSP)

provides a supplementary benefit for acupuncture services for individuals receiving income

assistance. As a result, the market potential for acupuncture practitioners is rising7.

It is also anticipated that the demand for TCM acupuncture services will increase as the

provincial population continues to grow and demographics change. In addition, there is an

increasing acceptance by health authorities and healthcare insurance providers to recognize

complementary/alternative solutions. The proposed acupuncture program will provide a

suitable credential and a growing number of employment opportunities for graduates.

Graduates from the proposed acupuncture program will be eligible to write the Pan-Canadian

licensing examination. Students who succeed in the exam may register for the designation of

acupuncture practitioner, and become eligible to practice acupuncture in BC and Canada.

Currently there are no public TCM clinics or hospitals in Canada. Therefore, most

acupuncture practitioners will operate their own private clinics or join an existing integrated

medical venture or institute.

- 9 -

C. Curriculum:

C1. Describe the skills, knowledge, or other attributes students will develop from the

program

Describe the skills, knowledge, attitudes, or other attributes students will develop from the

new program.

Regulatory Body and Program Design

The CTCMA is the legislated regulatory authority in BC for TCM practitioners and

acupuncturists. The proposed program meets the CTCMA’s educational requirements for the

core competencies required for entry level acupuncture practitioners (Appendix G-CTCMA

Schedule E).

Skills and Knowledge:

Essential TCM Knowledge: The proposed acupuncture program includes core essential TCM

program courses which are necessary for students to be successful in future practice.

Instruction follows a learner-centred approach which influences the curriculum, instructor

training, and student success. Lessons will employ lecture, lab simulation, and clinical

practice application. To facilitate knowledge acquisition and application from classroom

learning, 25 per cent of the program of study will be hands-on practice and patient care.

Students will develop their application of skills in various experiential learning opportunities.

Details related to facilities where these practice experiences will occur are being explored.

Communication skills: Communicating clearly and listening actively is a fundamental skill in

all healthcare fields. The proposed program provides students with many opportunities to seek

information and apply TCM’s four diagnostic skills, analyze, form coherent diagnostic

conclusions, and present solutions with treatment plans and protocols. Communication will be

a focus in the majority of the program courses, and more intensely in English university

writing, medical Mandarin, communication, TCM diagnosis, an introduction to clinical

practice, clinical patient evaluation, and all subsequent clinical program courses.

Practicum skills: The unique nature of the proposed program requires a broad theoretical

foundation, extensive practical application and clinical practice. The proposed program

includes 460 hours of clinical practice.

Practice management skills: There will be opportunities for students to develop and

demonstrate a variety of employability skills through this program. Acupuncture practice

management transition and acupuncture practice jurisprudence program courses are included

in the curriculum, adding skills for future employment and preparing graduates to work as

acupuncture practitioners in roles of direct care provider, clinician and/or entrepreneur.

Program Strengths:

Program courses will be taught by faculty members who are highly credentialed practicing

professionals with extensive experience.

Faculty believe that within a Canadian and increasingly global context, it is now important

- 10 -

for British Columbians to have access to professionals in alternative health care who have

been educated in a public institution.

Lab and classroom facilities will be designed and built to reflect the special nature of the

education, respecting both the professional nature and the cultural sensitivity of the

programs being offered.

Strong linkages with industry, providing program input and direction.

Support from the CTCMA, the ATCMA, the BC TCM community and the Chinese

community.

C2. Describe the program/course structure

Describe the program/course structure.

The proposed program is a six semester program consisting of the following components:

1) essential TCM foundations, 2) acupuncture foundations, 3) Western biomedical science, 4)

acupuncture therapeutics, 5) clinical practicum, 6) other (Appendix H-Program

Components)

1. Essential TCM Foundations

The practice of acupuncture requires students to have a solid understanding of the

importance of its history and philosophical underpinnings, gained from the study of

source documentation. Therefore, the essential TCM foundation component includes

the study of the Chinese language, the Yijing (the book of changes), TCM

fundamental theory and diagnosis. This component provides students with critical

thinking and development of complex concepts as well as skills to develop arguments

and judgments based on fundamental theories, concepts, and methods.

2. Acupuncture Foundations Acupuncture practice is based on the theory of meridians and acupoints. According to

this theory, qi (vital energy) and blood circulate in the body through a network system

called meridians which connect internal viscera (organs) with external organs or

tissues. Acupuncture points or acupoints reside along 14 major meridians. By

stimulating certain body surface acupoints through the application of fine needle or

moxibustion techniques, the flow of qi and blood can be regulated and disorders are

corrected. The acupuncture foundation component includes the study of meridians and

acupoints, acupuncture technique and safety.

3. Western Biomedical Science The proposed acupuncture program will build a broadly based foundation in Western

biomedical sciences. Given the increasing acceptance of TCM applications in patient

treatment, the program is designed to have students understand Western biomedicine

and have basic knowledge and skills to communicate with Western medical

professionals and the public. The Western biomedical science component includes a

Biomedical Foundation (including Anatomy and Physiology), Medical Biochemistry

and Microbiology, Western Pathology and Pharmacology, and Western diagnosis

(imaging and lab testing).

- 11 -

4. Acupuncture Therapeutics

The Acupuncture therapeutics component includes acupuncture therapy, acupuncture

case studies, tuina (Chinese style massage), TCM orthotics and traumatology. This

component’s objective is to facilitate students to develop technique, effectively use

tools, and apply discipline processes. Content will provide students with opportunities

to develop a solid theoretical and conceptual base and the requisite analytical skills to

think critically and address complex issues thoroughly and methodically. In each of

the acupuncture therapeutics program courses, students will be directly applying the

conceptual and practical learning from previous or concurrent program courses. The

design of the program blends theory, practice and application, providing students with

opportunities to apply newly acquired knowledge and skills in progressively more

complex clinical situations.

5. Clinical Practicum

The clinical practicum component aims to educate students to have effective

application of theory to practice. The program has been designed to follow a series of

clinical training pathways from introduction to the TCM clinic, clinic observation,

patient assessments, supervised practice and independent practice. Students will be

required to analyze problems, to identify underlying health-related issues, critically

assess relevant practice and research, propose treatment principles, deliver treatment

protocols or performance therapies, and evaluate their effectiveness. All this training is

under the close supervision of experienced faculty. This component focuses on hands-

on development of techniques, effective use of tools and applied processes. Student

placements will be facilitated through FoH clinical placement liaison staff. We are

currently in the planning phase to determine locations for these practice experiences.

6. Other

The other component includes English university writing, Mandarin language

foundation, medical Mandarin, taiji/qigong, shiliao/nutrition, communication and

ethics as well as acupuncture practice management and jurisprudence. The English

course will develop students’ writing skills through exploratory writing, academic

argument, and critical analyses of material from a variety of contexts. Since most of

TCM literatures were written in Chinese, the Mandarin program courses will provide

students with basic skills in listening, speaking, reading and writing as well as TCM

terminology in Mandarin Chinese. Taiji and shiliao program courses provide students

with the knowledge and practical aspect of self-wellness as well as teaching the public

about prevention endeavours. Practice management and jurisprudence study will

broaden student perspective and assist them in understanding and applying business

practices and marketing, as well as the ethical and legal framework within which

acupuncturists practice in BC (Appendix I-Program Structure).

- 12 -

C3. Identify the provincial, national and/or international certifications and standards

achieved in the new program, if applicable

Where appropriate, identify the provincial, national, and/or international certifications

and standards achieved in the new program. If the program proposal is aimed at putting

students into practice, and that practice requires a license for which the students qualify

directly from the program (or from an examination directly after the program), the

institution should indicate whether they are in contact with the appropriate accrediting

body, and whether or not they are seeking accreditation.

Under the Health Professions Act, the CTCMA is the legislated authority in BC for the

practice of TCM-A. According to the CTCMA educational program guidelines, graduates of

TCM-A programs applying to the CTCMA to register and write their Pan-Canadian licensing

exam, must meet the minimum required educational hours specified in the guidelines. The

proposed program will meet or exceed CTCMA’s core competency requirements for

acupuncture practitioners. On October 20, 2014, the Associate Dean, Dr. Jean Nicolson-

Church, along with the Program Coordinator, Dr. John Yang, met with the Registrar of

CTCMA and her staff in the CTCMA office. The purpose of the meeting was to communicate

with the CTCMA and inform them of KPU’s proposed TCM program. According to the

CTCMA, as soon as KPU’s TCM program is approved by AVED, KPU can submit an

application to the CTCMA for recognition. Once the program is successfully recognized by

the CTCMA, KPU will be added to the list of recognized programs. The graduates of the

KPU TCM program will then be eligible to write the Pan-Canadian Licensing Examinations

and become members of CTCMA.

D. Program Consultations and Evaluation:

D1. List the other provincial post-secondary institutions consulted about the proposed

program

List the other provincial post-secondary institutions consulted about the proposed

program and provide details of the discussions such as key areas of discussion, dates, and

individuals involved.

The Ministry of Advanced Education (AVED) should be consulted.

The FoH has received support from UBC as a research partner (Appendix B-UBC Support

Letter). Since the proposed acupuncture program is the first of its kind in a BC public

university, UBC will collaborate with KPU to ensure that this program is evidence-based and

relevant to the clients, students, faculty and scientific community.

The following is a summary of the process with government to date undertaken by KPU

regarding the development of a TCM program:

1. On February 12th, the 2013 Government of British Columbia Throne Speech (pg. 21-22)

commits that the “government will begin work to create the environment for a school of

Traditional Chinese Medicine (TCM) at a British Columbian post-secondary institution”8.

- 13 -

2. The request for Expressions of Interest (EOIs) was completed by the FoH and presented to

the KPU Board Finance and Audit Committee on Wednesday, September 4, 2013. A

motion was passed in principal to support this initiative stating: “That the Board Finance

and Audit Committee recommends to the Board of Governors that it approve submission

of the Expression of Interest regarding a School of Traditional Chinese Medicine to the

Ministry of Advanced Education, Innovation & Technology.”

3. This EOI was also presented to the Board of Governors on Wednesday, September 18,

2013.

4. On January 24, 2014, the BC Ministry of Advanced Education announced that KPU had

been chosen as the first public university to host a TCM program.

5. Recent discussions with AVED have resulted in a ‘phased-in’ approach to TCM. Phase 1

will be the introduction of an Acupuncture diploma program.

Appendix J provides the outlines and summary of the consultations undertaken by KPU

regarding the development of a TCM program.

Appendix K provides the Library Impact Assessment.

D2. State whether or not the program meets the program eligibility requirements as

outlined at www.bcsap.bc.ca

State whether or not the program meets the program eligibility requirements as outlined

at www.bcsap.bc.ca under the School Officials icon.

The proposed acupuncture program is an intensive, full-time, cohort model.

D3. Indicate what policies/procedures are planned for ensuring adequate depth and

breadth of ongoing review and evaluation once the program has been implemented

Indicate what policies/procedures are planned for ensuring adequate depth and breadth

of ongoing review and evaluation once the program has been implemented.

Internal review: The proposed acupuncture program will be reviewed as per the Program

Review structure required by the University. KPU’s educational offerings are reviewed

regularly for their educational quality. The University has a systematic process by which

educational quality and excellence can be continually improved. Program reviews at the

University are intended to assist programs and the institution to determine and identify

specific issues or concerns in order to build on the program strengths. It is our intent to

commence the internal review immediately following our external review process.

External review: Once the proposed acupuncture program is approved by AVED, the

program will be submitted to the CTCMA for recognition. Once recognized, curriculum

changes must be submitted to the CTCMA for ongoing monitoring. The PAC meets twice

http://www.bcsap.bc.ca/


- 14 -

annually to discuss development and any changes with the program as well as to ensure

relevance and currency for the TCM community.

Student Evaluation: Evaluation of learning outcomes and expectations are defined by

faculty. Assessment will take the form of examinations, analysis of case studies,

demonstrations, hands-on practical assessments, reports, and presentations. The program will

require students to acquire theoretical knowledge and practical skills and apply these in

clinical settings. Assessments will align with program outcomes providing students the

opportunity to demonstrate outcome achievement. Each ACUP course requires a minimum

grade of C. This ensures that program graduates will have the requisite knowledge and skills

needed to be successful practitioners.

D4. Indicate whether safety and other risk management factors have been addressed where

appropriate

Have safety and other risk management factors been addressed where appropriate?

Appendix L provides a summary of safety and risk management factors which have been

identified.

The following table indicates the factors associated with safety and other risk management

have been identified:

- 15 -

Potential RISKS to KPU re: TCM

# TCM – Potential Risk Risk Challenge Risk Mitigation

1.

Absence of government

funding

(start-up/ongoing)

- KPU will have an

approximate start-up

investment of

approximately $160,000

- Revenues and expenditures for

various enrolment scenarios

have been explored

2.

Availability of KPU

funding for start-up

- no KPU funding = no

TCM program

- build a rigorous business case

to provide the ongoing

revenue to support this

program

3.

Space challenges

(where will program

reside?)

- no AVED funding for the

refurbishment of existing

space

- renovate space at KPU

Richmond

- work with KPU Office of

Advancement to develop donor

relationship with Chinese

community

4.

Lack of subject matter

experts (SME) re: TCM

- inability to find enough

appropriate faculty to

teach in the TCM program

- inability to use

international SME’s (i.e.

Beijing)

- build relationships with local

TCM practitioners who could

provide theory/clinical

instruction

- build relationship with BUCM

for SME’s

5.

Potential challenge to

attract/retain students

- already several private

institutions in Vancouver

that provide TCM

programs

- these programs have lower

tuition rates

- appropriate marketing

- public sector PSE has a

reputation of high quality

education

6.

Program sustainability - long-term will this

continue to be a viable

program

- need to do a fulsome

investigation

- HF Certificate can be used by

potential TCMA students.

- integration of Ayurvedic

Medicine, could provide >

sustainability re:

complementary medicine

7. Current TCM programs

already in Vancouver - potential conflict from

programs that already

exist in Vancouver due to

competition

- work with Chinese community

to try to encourage friendly

relationships with private

institutions

- seek advice from CTCMA

- 16 -

E. Admissions and Transfer:

E1. Indicate how the institution plans to ensure students’ ability to access the program

through transfer

A plan to ensure students’ ability to access the program through transfer (course to

course or block/program transfer), including transfer from high school courses and

programs.

Admission requirements:

In addition to the Faculty's Admission Requirements, which consist of KPU’s undergraduate

English Proficiency Requirement, the following program admission requirements apply:

English 12 (or equivalent) with a minimum grade of B

60 undergraduate credits with a minimum cumulative GPA of 2.0

Interview by the Program Coordinator and/or letters of reference, if requested.

Canadian CPR Level C Certificate; CPR certification must remain current throughout the

program.

Criminal record review issued by the British Columbia Ministry of Public Safety and

Solicitor General.

The admission selection process will initially be on a first-come, first-served basis. When the

demand for seats exceeds those available, a competitive selections process, based on GPA

will be used.

Admission requirements for the program includes 60 undergraduate credits. This meets the

regulatory requirement of the CTCMA for eligibility to write the national exam and practice.

These entrance requirements are appropriate to meet CTCMA requirements and ensure

students are successful in this intensive program.

E2. Describe how students will be able to transfer out of the proposed program into other

programs within the same institution or at another institution

A description of how students will be able to transfer out of the proposed program into

other programs within the same institution or at another institution.

The proposed program will be delivered as an acupuncture diploma program which is the

current requirement for entry to practice. We plan to continue to develop future education that

would include herbology components for a diploma in TCM-Practitioner. Students who have

completed the Acupuncture program would have advanced placement in this program.

Graduates of the acupuncture program will also be encouraged to continue their education

through graduate studies in TCM as well as other fields including health and business

management.

- 17 -

E3. Indicate how students will be able to transfer into related degree-level programs, if

applicable

A determination of whether students will be able to transfer into related degree-level

programs.

KPU is exploring the possibility of a partnership with BUCM to deliver this program. BUCM

is the most prominent institution in China delivering TCM programming that is supported by

the Chinese central government. It is anticipated that BUCM will recognize the proposed

acupuncture program credential. The graduates from the proposed acupuncture program

would then be able to take additional courses at BUCM to earn a bachelor’s credential.

F. Other:

F1. Include any additional information not addressed in the sections above that may be

helpful in better understanding the major components of the proposal

The College of Traditional Chinese Medicine Practitioners and Acupuncturists of British

Columbia (CTCMA) requires instructors who teach courses on acupuncture theory, skills,

technique, and practicums to have a Master’s Degree (minimum) in Traditional Chinese

Medicine and be registered with the CTCMA.

Qualified KPU instructors will teach the following courses:

Faculty of Arts:

ACUP 1110 - Mandarin Foundation for TCM Acupuncture

ACUP 1210 - East Asian Health and Philosophy

Faculty of Science and Horticulture:

ACUP 1160 Biomedical Foundation

ACUP 1260 Medical Biochemistry and Microbiology

References:

(1) http://apps.who.int/medicinedocs/en/d/Js4926e/5.html

(2) http://www.unesco.org/culture/ich/RL/00425

(3) http://www.ctcma.bc.ca/index.php?id=62

(4) http://www.canada.com/story.html?id=f7fb0fb2-55ad-436b-ac1f-7d323b831202

(5) Langara College. 2012. TCM-A Program Feasibility Study Final Report including Ipsos

Reid

(6) http://www.who.int/mediacentre/news/releases/2014/WHA-20140523/en/

(7) http://www.fin.gc.ca/n14/14-047-eng.asp

(8) https://www.leg.bc.ca/39th5th/4-8-39-5.htm

(9) http://www.kpu.ca/calendar/2014-15/ar/financialassistance.html

http://www.unesco.org/culture/ich/RL/00425

Appendix A KPU Strategic Plan Vision 2018

KWANTLEN POLYTECHNIC UNIVERSITY FACULTY OF HEALTH Acupuncture Diploma Full Program Proposal October 2015

KWANTLEN POLYTECHNIC UNIVERSITY

STRATEGIC PLAN

So Far, So Fast, So Successful

Our story began in 1981with Kwant!en College inheriting two

temporary campuses and a few students from Douglas College.

Expansion was rapid as K wa ntlen grew to serve the needs

of the burgeoning population south of the Fraser River.

Between 1988 and 1994, ne w campuses opened in Surrey

{1990), Richmond (1992),and Langley (1993). By Spring 1994,

Kwantlen had 8,444 students and 923 employees.

A name and status change in 1995 created Kwantlen

University College,allowing the institution to award degrees in

applied fields of study. Kwant!en's first bacca Iaureate degrees

were a warded in 1997. By2002,K wantlen had eight applied

baccalaureate programs and permission to begin granting

Bachelor of Arts degrees.

The Cloverdale Trades and Technology campus opened in

2007 w·rth state-of-the-art facilities housed in the first LEEO

gold certified building in the City of Surrey.

In 2008,we became Kwantlen Polytechn.rc University. At the first

convocation ceremony as a university in 2009, KPU awarded

2,283 credentia Is,529 of them baccalaureate degrees.

KPU's academic researchers have already received national

recognition. In 2009, KPU received funding from the

Canadian Foundation for Innovation and the B.C. Knowledge

Development Fund enabling the Institute for Sustainable

Horticulture to establish a leading-edge research facility. The

Social Sciences and Humanities Research Council {SSHRC)

in 2009 awarded KPU a CURAgrant,which recognizes

community-based innovative research,to study prevention

of gang membership. In 2013, KPU received el.rgibilityforthe

prestig.rous Canada Research Chairs {CRC). The first CRC Tier II

award,five-year renewable,was granted to support a Chair in

Lifespan Cognition.

In 2010, KPU proudly opened the Aboriginal Gathering

Place,w hich supports social and educational activities and

recognizes the important contributions of all Aborigi na I

Nations to this region.

Donor support for KPU has been strong. Significant gifts

include a $1-million donation from Coast Capital Savings in

2009. In 2010,KPU received a donation of $2.5 million from

B.C. philanthropist Irving K. Barber to establish an endowment

to facilitate students' transition to university.

In 2012, KPU received a $12-million gift from Chip and

Shannon Wilson and lulu lemon athletica to build a new

School of Design. The gift was matched by the provincial

government and KPU to create a $36-million facility that will

inspire innovation and creativity.

As we u nveiI KPU's bold new vision in th.rs,ourfirst strategic

plan as a polytechnic university, KPU has over 19,500 students

and is one of the region's largest employers,with close to

1,500 employees.

In 2013, KPU is a new model of undergraduate university

that combines superior instruction,learning support,faculty

and student research, and community relations to meet our

communities' needs for leaders, thinkers, and doers.

KPU

-----------------

-----------------

Message from the President

KP U's Strategic Plan: VISI ON 2018 is the resu It of nine

months of discussions both internally and with KPU's exte rnaI

communities. It builds upon related work undertaken over the

past few years and on our ongoing analysis of the environment

in which we operate.

Our vision and goals have been tested against the

expectations of the communities we serve and against

scenarios for the future of our region and our province.

We believe that our three themes of Quality, Relevance,

and Reputation capture both the challenge and the

opportunity that present themselves to KPU.

By im proving the outcomes of our graduates through

teaching innovation and scholarship, and by creating

synergies as an organization to improve our effectiveness,

KPU will demonstrate progress towards our vision as the

leading institution of its kind in Canada and beyond.

By ensuring that a II programs a Ilow students to link their

studies to work and to local and global communities,and

by engaging in applied research,we can demonstrate our

relevance. Since we live in a growing region that has fewer

post-secondary spaces per capita than it should, KPU must

also be prepared to grow in a manner that supports the social,

cultural, and economic development of our communities.

All great cities and towns have vibrant and well-recognized

universities and colleges. Improving quality and relevance at

KPU will build our reputation and contribute to the

evolution of our region. KPU wi II be sharing the progress

towards our vision openly and regularly, and thereby generate

the momentum needed for the University and our

communities to mutually support each other,and to grow

and thrive together.

VISION 2018 is very bold. It asks a lot of ourem ployees, and it

depends on the trust of our students,alumni, and community

leaders. Given the inadequate funding KPU receives in relation

to our expansive mandate,it would be easy to be cynical;

cynicism, however,has not been evident in any of the events

and discussi ons we have undertaken thus far in this process.

The optimism at KPU is palpable,and capitalizing on

this energy to fuel the work ahead is a critical factor for

our s uccess.

We are up for the challenge. Prepare to be amazed!

Alan Davis,PhD

President and Vice-Chancellor

·"' ... ' r ••. -z:,· '

,,... .. '-. ,-'i \ ·If',...,.. r . i

KPU

-----------------

VISION 201

Mission

KPU offers all learners opportunities to achieve s uccess in a

diverse range of programs that blend theory and practice,

critical understanding, and social and ethical a wareness

necessa ry for good citizenship and re warding careers. Vision In 2018, KPU is Canada's leading polytechnic

university, with

• lnspiringeducators

• All learners engaging in campus and community life

• Open and creative learning environments

• Relevant scholarship and research

• Authentic external and internal relationships

Values

• Synergistic community relationships

• Supportive and collaborative learning and working environments

• Scholarship of discovery,creativity,integration, application,and teaching

• Rich learner experiences and a vibrant cam pus life

• Responsible stewardship of resources

• Multiple ways of knowing

• Excellence and innovati on

• Diversity and inclusion

• Continuous personal and professional enrichment

• Access and flexibiIity

• Academic freedom

-----------------

KPU

Goals and Strategies

,ALITY

e Successful global citizens

e Engaged learners

e Effective organization

Recognized teach·ngand scholarsh·p

e Unique identity

REPUTATION e Continu·ng and professional education

e Communityengagement

e Expa nded educational access

e Blending theor y and prac tice

Graphic created by Lynn Fingarson, Michelle Soo and Lisa Taniguchi

Third year students in KPU's Graphic Design for Marketing Program

-----------------

KPU

e Success ful global citizens

e Engaged learners

e Effective organization

All KPU graduates are prepared for globalcitizenship and

rewarding careers.

Learner engagement and retention at KPU show

continuous improvement.

• Embed learning outcomes within the University's

academic plan that prepare students for global citizenship

and rewarding careers.

• Enhance internationalization at KPU to allow learners and

educators to develop a better understanding ofthe globa I

challenges facing society.

• Integrate s ustainability into the core cu rr'1culum

across disciplines.

• Assess,select,implement,and celebrate learning

methodologies and educational delivery options that

provide learners with the support within and beyond

the classroom to succeed academically,personally,socially,

and professi onally.

• Develop and im pie ment retention strategies that identify

groups of students at risk,set retention targets, and enhance

student success.

• Ensure that KPU's physical and virtual learning spaces and

other infrastructure are able to accommodate curricular

innovation and changing educational practices,and create

vibrant campuses.

• Improve the student experience in first year and beyond

based on the recommendations arising from the 2011-2012

internal study (Foundations of Excellence).

• Ensure that programming builds on KPU's tradition of

laddering to allow students flexible options and recognition

for previous learning.

-----------------

KPU

KPU is a well-managed, integrated, and transparent

organization that supports learning.

• Implement an integrated system that aligns institutional

plans,allows for strategic allocation of resources, and

facilitates the articu!ation of,and reporting on,annual goals

and priorities.

• Institutionalize effective quality assurance processes that

a!low for regular review of a!I areas of the University.

• Review and adjust KPU's procedures to ensure efficiency

and effectiveness.

• Broaden the modes and increase the frequency of

communication within the university community in order

to enhance transparency,decisi on-making,collaboration,

and relationship- building among departments.

• I m pie me nt initiatives that wilI attract,support,engage,

and retain KPU's people and create an environment

where all employees see themselves as contributing to

student learning.

• Continue to enha nee environmental sustainability efforts

on campus.

• Create an inclusive and safe learning environmentfor

everyone at KPU.

-----------------

e Recognized teaching and scholarsh·p

e Unique identity

REPUTATION e Continuing and profess·onal education

KPU is widely recognized for its teaching and

its scholarship.

KPU is the foremost provider of continuing and

professionaleducation in its region.

• Develop and implement a plan for teaching and learning,

including the role of instructional technologies that wi II

extend and enrich the learning environment within and

across disciplines.

• Develop and implement a comprehensive plan that engages

KPU in research and scholarship.

• Promulgate and celebrate KPU's achievements in teaching,

learning,and scholarship.

• Establish the necessary infrastructure to effectively expand

continuing and professional education in response to the

changing needs of business,industry,and individual adults

in KPU's region.

KPU's unique identity is clearly articulated and well

understood across the University and beyond.

• Ensure that KPU's unique role in higher education, its pride

in its important endeavors, and the success of its students

are all reflected in its publications and communications,

internal and external.

• Expand initiatives to improve KPU's recognition and

reputation in our communities.

-----------------

e Community engagement KPU e Expanded educational access

e Blending theory and practice

The impact of KPU's community engagement has

doubled by 2018.

• Implement a coordinated approach to document,

expand,measure, and celebrate effective partnerships

with KPU's communities.

• Establish KPU as a place where the community gathers for

informed discussions on relevant topics.

• Establish KPU as a key partner in regional

econom.lc development.

• Create disti net cam pus identities within the unifying

institutional vision.

• Cultivate KPU's relationship with its alumni in order to

celebrate their accomplishments, respond to their life

long educationa l needs,and support their role as KPU

ambassadors in our communities.

• Partner with Aborigina I communities to develop appropriate

educational pathways and programs to facilitate Aboriginal

learner success.

KPU's operations support purposefullearner FTE growth

of at least 5% annually to meet the educational needs of

its region's diverse population.

• Expand initiatives to increase operating and capital funding

from government and other external sources.

• Undertake research to understand the needs of learners in

the diverse communities KPU serves.

• Create financiallyv·iable professional development,degree

completion,post-baccalaureate, and graduate programs.

• Expand the distinctiveness and scope of KPU's program

offerings to rea l'1ze its polytechnic university mandate.

• Develop a comprehensive strategic enrolment management

plan directed towards traditional and non-traditiona I,domestic

and international learners to support strategic growth.

Experiential learningis integrated into every KPU

program,connecting theory to application and the

classroom to the community.

• Ensure every KPU program of study includes experiential

learning that connects theory to its application.

• Sup port and coordinate opportunities for experiential

learning, applied research,and community engagement.

-----------------

KPU

Integrated Planning

Recognizing that no part of the University operates in

isolation, KPU has committed to integrated planning: a holistic

approach to coordinating all planning, resource allocation,

and accountability activities that is iterative and interrelated.

We are building a transparent process of integrated planning

that includes:

• Developing plans aligned with the strategic plan in all areas

of the University

• Articulating annual goals and priorities

• Allocating scarce resources to meet these goals and priorities

• Measuring the achievement of our goals

• Communicating the resuIts effectively

• Creating space for innovation

By ensuring that all aspects of the University are

aligned in the planning processes, and that the linkages

among planning, resource allocation,and monitoring

are explicit, integrated planning wiII become part of KPU's

operating culture.

( )

KPU's Academic Plan 2013-2018: A Preview

KPU'sAcademic Plan 2013-2018 will be a comprehensive

and integrated set of university-wide priorities that guide a II

aspects of the academic endeavour.

The plan defines the academic character of KPU as a unique

B.C. post-secondary institution- a polytechnic university with

a teaching focus- and re-affirms values and commitments

built over 30 years,all within the context of KPU's Strategic

Pian: VISION 2018. It provides a coherent description of KPU's

culture of scholarship and its relationship with teaching

and learning.

The academic plan steers operationaI decisions and resource

allocation. Driven by department and Faculty input, the

academ ic plan is a living document that will evolve with

on-going consultation.

The objectives of KPU's Academic Plan 2013-2018 are to:

• Advance the excellence ofthe student learning experience

• Enhance and promote student engagement in order to

support students' attainment of their academic goals

• Articulate the direction of educational programming and

purposeful community engagement

• Build university capacity,in particular,revenue,enrolment,

and KPU's academic reputation

A set of unifying Academic Foundations draws together

the seven Faculty plans,student support area functions,

and university-wide initiatives expressed as a series of

commitments to students about the nature oftheir experience

at KPU. The University makes a commitment to:

• Distinctive Programming

KPU students will choose from a wide range of diverse,

innovative, and high-quality programs that reflect KPU's

polytechnic mandate,providing students with unique

learning opportunities. Different entry points,credential

levels, and delivery options will make KPU programs more

accessible to a wide range of learners.

• Innovative Teaching and Learning

KPU students will experience an inclusive,challenging,

and dynamic learning environment that promotes creative

and critical thinking. Programs will engage students,

enhancing their learning using multiple teaching methods,

and drawing on appropriate technologies.

• Well-defined Learning Outcomes

KPU students will consolidate and apply their learning

in a variety of contexts to validate their mastery of stated

learning outcomes.

• Experientiallearning

KPU students will integrate theory w·rth practice, apply"rng

their learning through experiential opportunities available in

all KPU programs.

• Enriched Student Experience

KPU students will grow as comm unicators,citizens,

and community leaders. KPU students will encounter a

supportive and collaborative learning environment

inside and outside the classroom. This experience

will encourage them to develop personally as well as

intellectually,to forge collegial relationships,and to

understand and appreciate local and global societies

and cultures.

• PurposefulCommunity Engagement

By engaging with our diverse internaI,regional, and

global communities, KPU students will have

opportunities to develop a rich understanding of

the complex social, environmental, economic, and

political issues that impact humanity.

KPU'sAcademic Plan 2013-2018 will also have sections that

speak to the role of faculty and staff,distinct campus

identities,and community engagement strategies. The

academic plan does not seek to impose particular practices,

but to articulate a broad set of principies, priorities, and

recommendations for the University. Key decisi ons a bout

curricula and programs will be made by the Faculties,

schools, and departments,and approved by Senate.

For September 2013, KPU's Academic Plan 2013-2018 will

set key priorities for 2013-14 in the context of the overa II

five-year directions. By June 2014,other plans prompted by

VISION 2018 will address:

• Engaging KPU in teaching and learning,including the role

of instructiona I technologies that wiII extend and enrich the

learning environment

• Establishing KPU's profile and directions in research

and scholarship

• Developing a comprehensive strategic enrolment

management plan for KPU's learner FTE growth strategy

• Expanding continuing and professional education

• Enhancing internationalization to develop better

understanding of global challenges and citizenship

These plans will then be integrated into the ongoing academic

planning process,in keeping with KPU's commitment to open

and transparent integrated planning.

KPU

Planning Process

KPU em barked on its strategic planning process with a commitment to

developing a plan that was rooted in the principles of inclusivity and engagement.

Recognizing that a unified voice is a strong and captivating voice,the

process was designed to hear the voice of everyone at KPU. This strategic

plan is buiIt on work done for Creating Our Future in 2007-2008 and

other pia nni ng initiatives at KPU in recent years.

We will continue working together beyond the unveiling of

the KPU Strategic Plan: VISION 2018 to build an integrated

planning process that will support a prosperous

polytechnic university that positively impacts lives

in our communities.

-----------------

KPU

September 2012

The KPU Senate and Board of Governors approve the

proposed ou tline for the development of the strategic plan,

and the Strategic Planning Task Force (SPTF) is formed.

October 2012

Goals are drafted,and five consultation sessions across

the four campuses are held to obtain feedback on the

proposed goals. Electronic input is also received. Over 420

people participate.

November 2012

SPTF refines the goals based on the input received from the

October consultation sessions.

December 2012

The Strategy Development Group is formed, and draft

strategies are developed.

January 2013

Consultation sess.tons are held across the four campuses to

obtain input on the proposed strategies. Electronic input is

also received. Over 365 people participate.

February 2013

SPTF refines the strategies based on the input received from

the January consultation sessions.

The Board of Governors reviews the draft plan at its annual

Board Retreat.

March 2013

Fifty leaders from across the University test the strategic plan

against the four KPU see narios of higher education that were

developed in the spring of2012 with the participation of 200

people. The plan is adjusted accordingly, and priorities within

the plan are identified.

April2013

Consultation sessions are held across the four campuses to

align the strategic plan with the Faculty plans and begin to

develop the foundation for an academ.tc plan. Electronic input

is also received. Over 135 people participate.

The Senate Standing Committee on Academic Planning

and Priorities reviews the strategic plan and recommends that

Senate endorse the plan. Senate endorses the strategic plan to go forward to the Board

of Governors.

May 2013

The Board Governance Committee endorses the

strategic plan.

June 2013

The Board of Governors approves the KPU Strategic Plan:

VISION 2018.

The KPU Strategic Plan: VISION 2018 is unveiled at the first

KPU Day,June7,2013.

kpu.ca

KPU

June 2013

Appendix B UBC Support Letter


Appendix B

FPP, Acupuncture Diploma Page 1

June 19, 2014

Dr. Tru Freeman Dean, Faculty of Health Kwantlen Polytechnic University 12666 75 Avenue Surrey, B.C. V3W 2M8

Dear Dean Freeman,

Howard Feldman MDCM, FRCP(C), FCAHS Professor, Division of Neurology Executive Associate Dean, Research Faculty of Medicine The University of British Columbia 317 - 2194 Health Sciences Mall Vancouver, BC Canada V6T 1Z3

Phone (604) 822- 0763 Email: [email protected]

Thank you for the discussion on June 4th regarding the necessary internal dialogue around established research collaborations with Kwantlen Polytechnic University (KPU) in the area of Traditional Chinese Medicine. It was particularity appreciated that Dr. Jean Nicholson-Church, Associate Dean, attended the scientific workshop jointly organized by UBC and the Shanghai University of Traditional Chinese Medicine. The workshop stimulated a collaborative interest and participation from KPU was well received.

The UBC Faculty of Medicine feels there is a need for a strong scientific base in a Traditional Chinese Medicine program and this letter serves as a preliminary statement of support in the direction of establishing a research emphasis within the program. We are willing to allow our expressed interest to contribute to programmatic development for a TCM program.

As the research opportunities extend beyond the Faculty of Medicine, there will need to be additional discussions with the Faculties of Pharmaceutical Sciences and Forestry which might best be facilitated by Dr. Gavin Stuart, in his role as Vice Provost, Health for UBC.

This is an exciting opportunity and I would be pleased to have follow-up discussions as the development of the TCM program continues at KPU.

Sincerely,

Howard Feldman

cc: Dr. David Farrar, Provost and Vice President, Academic, UBC

Dr. John Hepburn, Vice President, Research and International, UBC Dr. Gavin Stuart, Dean, Faculty of Medicine, and Vice Provost Health, UBC


Appendix C Traditional Chinese Medicine (TCM) Program Advisory Committee (PAC)


FPP, Acupuncture Diploma Page 2 of 3


CONTACT CONTACT INFORMATION

1 Brown, Dr. Lorne Acubalance Wellness Centre Suite 250, 828 West 8th Ave. Vancouver, BC Phone: 604-678-8600 Email: [email protected]

2 Che, Dr. Fei West Vancouver Acupuncture Clinic #200 – 1865 Marine Drive West Vancouver, BC, V7V 1J7 Phone: 604-926-0238

3 Chung, Dr. Michael #104 – 2419 Bellevue Ave. West Vancouver, BC, V7V 4T4 Phone: 604-913-2988 Cell: 604-789-9198 Email: [email protected]

4 Graham, Dr. Kim #101 – 135 East 15th Street North Vancouver, BC, V7L 2P7 Phone: 604-984-8731 Email: [email protected]

5 Hardman, Dr. Bill Hardman Acupuncture and TCM Office 7577 Mary Avenue Burnaby, BC, V3N 3G4 Phone: 604-524-6855 Email: [email protected]

6 Hu, Jenny Natural Health Clinic #255 – 550 6th Street New Westminster, BC Phone: 604-528-9869

7 Liu, Dr. Jeffrey Chinatown Centre Medical Clinic #165 – 288 E. Georgia Street Vancouver, BC, V6A 4H8 Phone: 604-605-3382 Cell: 604-351-2476 Email: [email protected]




CONTACT CONTACT INFORMATION

8 Ranello, Joseph 1980 McLeod Rossland, BC, V0G 1Y0 Phone: 250-362-7763 Email: [email protected]

9 Stan, Dr. John Eastern Currents Distributing 9109 Shaughnessy Street Vancouver, BC, V6P 6R9 Phone: 866-263-5042 Cell: 604-250-8769 Email: [email protected]

10 Yu, Dr. Vincent #1 – 2661 E. Hastings Street Vancouver, BC, V5K 1Z3 Phone: 604-336-1696

11 Yu, Dr. Weidong (Chair) Wellspring Clinic 916 W. King Edward Avenue Vancouver, BC, V5Z 2E2 Phone: 604-737-7876 Email: [email protected]

KPU REPRESENTATIVES

1 Dr. Tru Freeman Dean, Faculty of Health

2 Dr. Jean Nicolson-Church Associate Dean, Faculty of Health

3 Dr. John Yang TCM Program Coordinator, Faculty of Health

EX-OFFICIO/SPECIAL ADVISORS

1 Dr. Arden Henley Principal, Canada Programs City University of Seattle #310 – 789 W. Pender Street Vancouver, BC, V6C 1H2 Phone: 604-689-2489 (ext. 110) Email: [email protected]

2 Richard Lee Burnaby North MLA Parliamentary Secretary, TCM

3 Tony Loughran Executive Director Ministry of Advanced Education Email: [email protected]

4 Mason Loh #802 – 1788 W. Broadway Vancouver, BC, V6J 1Y1 Phone: 604-261-1234 (Ext. 111) Email: [email protected]


Appendix D Immigration and Ethno-Cultural Diversity


Appendix D

FPP, Acupuncture Diploma Page 1

Immigration and Ethno-Cultural Diversity

http://www12.statcan.gc.ca/nhs-enm/2011/as-sa/fogs-spg/Pages/FOG.cfm?lang=E&level=3&GeoCode=933

Table 1:

Immigrants by non-official languages spoken most often at home, Richmond (City)

Richmond (City)

British Columbia

Count % Rank Count % Rank

Cantonese 26,620 23.6 1 101,495 8.5 2

Mandarin 17,105 15.2 2 74,110 6.2 3

Chinese 16,865 14.9 3 73,380 6.2 4

Table 2:

Most frequently reported ethnic origins, Richmond (City)

Richmond (City)

British Columbia

Count % Rank Count % Rank

Chinese 91,885 48.5 1 464,805 10.7 6

English 20,790 11.0 2 1,199,955 27.7 1

Canadian 15,060 8.0 3 826,340 19.1 3

http://www12.statcan.gc.ca/nhs-enm/2011/as-sa/fogs-spg/Pages/FOG.cfm?lang=E&level=3&GeoCode=933

FoH Mini Concept Plan, BSN Page 1 of 1

Appendix E Private TCM Schools in British Columbia


Appendix E


List of Private TCM Schools in BC

Name Address Phone Email/Website Tuition No.

Students annually

No. of intakes annuall

y

Any CE courses

PCU College of Holistic Medicine

5021 Kingsway, Burnaby, BC V5H 4A5

604-433-1299 1-800-603-9127

[email protected]

www.pcucollege.ca

$14.5/hour Acupuncture $27,840 TCM P $38,425 Dr. TCM $51,185

130 45 Yes

International College of Traditional Chinese Medicine of Vancouver (ICTCM)

1508 W. Broadway Vancouver, BC V6A 3Z8

604-731-2926 [email protected] www.tcmcollege.com

$200 per credit

Acupuncture $27,828

TCM P $38,028

Dr. TCM $48,735

80 30 Yes

Pacific Rim College 229-560 Johnson Road Victoria, BC V8W 3C6

250-483-2119

1-866-890-6082

[email protected] www.pacificrimcollege.ca

$210 per credit

Acupuncture TCM P $37,170 Dr. TCM $45,780

60 25 Yes

Oshio College of Acupuncture and Herbology

Suite 100, 3491 Saanich Road Victoria, BC V8W 1K7

1-250 360 2700 [email protected] [email protected] www.oshio.ca

Acupuncture $24,600 TCM P $32,800 Dr. TCM $41,000

30 10 Yes

Academy of Classical

Oriental Sciences (ACOS)

303 Vernon St.

Nelson, BC, V1L 4E3 1-250-352-5887

[email protected] [email protected] www.acos.org

$223 per credit


50 15 Yes

http://www.pcucollege.ca/



http://www.tcmcollege.com/



http://www.pacificrimcollege.ca/





http://www.oshio.ca/



Appendix E


Name Address Phone Email/Website Tuition No.

Students annually

No. of intakes annuall

y

Any CE courses

Vancouver Beijing

College of Chinese Medicine

3135-8888 Odlin Cr. Richmond, BC V6A 3Z8

604-207-9389 [email protected] www.tcmvbc.com


25 8 Yes

JCE International College

of Holistic Medicine

309-333 Terminal Ave Vancouver, BC V6A 4C1

604-568-8815 [email protected] www.jcecollege.ca

Acupuncture$26,595 TCM P $36,045 Dr. TCM $48,195

20 7 Yes

Central College 55 – 8 Street New Westminster, BC V3M 3N8

604-523-2388 [email protected] www.centralcollege.ca

Acupuncture $25,200 TCM P $33,600

20 7 Yes

Notes:

1) Among eight TCM schools, six have the same tuition for domestic and international students, PCU college charges 25% more for international

students, Vancouver Beijing College charges approximately five percent more for international students.

2) Among eight TCM schools, seven offer Acupuncture, TCM Herbalist, TCM Practitioner and Dr. TCM programs, Central College Acupuncture, TCM

Herbalist and TCM Practitioner programs but don’t offer Dr. TCM program.

3) Among eight TCM schools, one (JCE International College) is not accredited by PCTIA.

4) Data is not available for number of students annually and number of intakes annually; numbers in this document are estimates.

5) Vancouver Beijing and JCE only offer classes in Mandarin; PCU offers classes in English and Mandarin.

Source: PCTIA and each college website September 3, 2015


http://www.tcmvbc.com/


http://www.jcecollege.ca/


http://www.centralcollege.ca/

1 | Page

Appendix F TCM Status in Canada


2 | Page

The status and prospects of Acupuncturists and

Traditional Chinese Medicine Practitioners in Canada

Canadian Coalition of TCM and Acupuncture Associations

November 18, 2013

3 | Page

Introduction

Traditional Chinese Medicine and Acupuncture has been an important medical

profession in China and many other Asian countries for thousands of years. It has also

been recognized by the United Nations World Health Organization as an acknowledged

medical profession (1), and is listed in UNESCO as a humanity treasure appreciated by

over 53 countries and regions (2).

Because of the excellent Canadian policies of multiculturalism, this treasure of natural medical

wisdom has been introduced through immigration diversity, not only bringing benefit to

Canadians' health, but also creating vast wealth potentials for the Canadian economy.

Although TCM Acupuncture only has a few decades of history in Canada and is not covered by

the government's medical service plan, its demand by the Canadians has increased rapidly as it

provides a safe and effective medical care option just like many other health professionals.

Therefore TCM Acupuncture is a professional industry worthy of the development by the

Canadian government. It will be a valuable complement to assist the insufficient resource of the

current MSP medical care system.

Acupuncturist/TCM practitioner as a health practitioner in Canada

In accordance with the Canada Health Act , "Health Care Practitioner" means " a person

lawfully entitled under the law of a province to provide health services in the place in which the

service are provided by that person". Therefore, it is no doubt that Acupuncturist/TCM

practitioner has been regulated as a “Health Care Practitioner” in Canada.

As of April 1st, 2013, five provinces have officially regulated acupuncture in their jurisdictions.

The legislative references for all five provinces are:

- Alberta (Acupuncture regulation, Alb.Reg. 42/1988 promulgated under the Health

Disciplines Act, 1988),

- Quebec (Loi sur l'acupuncture, L.R.Q.c.A-5.1),

- British Columbia (Traditional Chinese Medicine Practitioners and Acupuncturists Regulation,

B.C. Reg.290/2008 adopted under the authority of the Health Professions Act),

- Ontario (Traditional Chinese Medicine Act, 2006 S.O. 2006, Ch.27),

- Newfoundland and Labrador (Certain Health Professions Act, c.H-1.02).

Now the Acupuncturist/TCM practitioner has met the criteria, “if a profession is regulated as a

health profession by at least five provinces, the service of that profession may be exempt from the

GST/HST in all provinces.” , and has requested Minister of Finance Canada to propose

amendment of the Excise Tax Act in order to exempt GST/HST from their acupuncture Service.

There are 4978 Practitioners estimated in total of 10 provinces respectively as follows:

4 | Page

Acupuncturist

and TCM

practitioner in

Canada

Numbers GST/HST % Remarks

Alberta 616 GST 5% Regulated

British

Columbia 1,444 GST 5% Regulated

Quebec 815 GST 5% Regulated

Ontario 1,805 HST 13% Regulated

Newfoundland and Labrador

32 HST 13% Regulated

Subtotal 4712 (of regulated jurisdictions)

Nova Scotia 84 HST 15% Non-Regulated

Prince Edward Island

10 HST 14% Non-Regulated

Saskatchewan 61 GST 5% Non-Regulated

Manitoba 47 GST 5% Non-Regulated

New Brunswick

64 HST 13% Non-Regulated

Subtotal 266 (of non-regulated provinces)

Total: 4,978

Numbers of Acupuncturist/TCM practitioner in each province

(as of Oct. 20, 2013):

(*) the sources of figures are from the Regulatory College of each jurisdiction or professional

Associations of the non-legislated provinces. (3)

5 | Page

Revenue status of the TCM/Acupuncture professionals:

Statistical values and salaries, without a doubt, have been the most difficult to obtain and validate. Our review of the literature found that, at this present time, statistics have

not been sufficiently and consistently collected by the TCM community or elsewhere to draw accurate conclusions on the income generated by the acupuncture services

provided by acupuncturists/TCM practitioners. However, since this profession consists mainly of self-employed workers, from the yellow pages and business directory of Acupuncture Service in B.C., we can see only less than 1/3 of registered practitioners

are listed. From this, we may measure the number of practitioners that are able to afford a regular business expenses (estimated at least $3,000/month) for a full time job. This

number also matches the data of Statistics Canada in Quebec (4) , similarly, there are only 1/3 of practitioners having an annual income above $30,000. Additionally, there is more than 50% working in part-time condition that is making less than $30,000,

rendering their annual gross income un-taxable for the GST/HST.

In general, charge of Acupuncture Service varies considerably from $30 to $90 (5) (average $60)

per treatment, depends on the level of expertise, experience, and business management skill.

Therefore at an estimate of 10 treatments per day per practitioner in a fully booked clinic

environment with 50 minutes per treatment, the Maximum Gross clinic business income is:

$60x10x20(working day/per month) =$12,000/month, with a Minimum Gross income of $2,500

per month if they make $30,000 annually. Therefore, the taxable annual gross income of the

Registered Acupuncturist /TCM Practitioner will range from $30,000 to $144,000.

Thus, in order to calculate an annual federal GST/HST tax generated from the acupuncture

service provided by the Registered Acupuncturist /TCM Practitioner that reflects the current

status, it would be reasonable to achieve an appropriate estimation based on the 1,659 full-time

practitioners in Canada (1/3 of the total national registered practitioners).

Estimated value of the TCM /Acupuncture industry

TCM Acupuncture is a natural, safe and effective medical profession, with a total industry

productive value of $716,800,000, which contributes to the Canadian health care budget for

an estimation of $322,000,000 annually

TCM Acupuncture treatment is a safe and effective health care service, providing an excellent

complement to the medical health care system in terms of treatment for disease/symptom and

functional disorder. It has an estimated total industry productive value of $716,800,000

($144,000 annual gross income multiply by the total 4,978 practitioners across Canada).

Although TCM Acupuncture is a private complementary health care profession, it has been

officially regulated in five provinces across Canada. In calculation of the full-time practiced

6 | Page

1659 practitioners (1/3 of 4,978 practitioners across Canada), an estimated value of

$107,400,000 has been contributed yearly to the Canadian medical service, and help

minimize government's health care budge.

To illustrate, according to the Vancouver Sun's news report (6) , the Canadian government spends

on an average of $53.95 per patient per service at each medical physician. If we multiple this

figure with an average of 5 patients per TCM Acupuncture clinic per day, and then multiple the

number with 240 working days per year, and the number of 1659 registered practitioners, the

Canadian government could save a total of $107,400,000 on annual health care budget if the same

patient visits a TCM Acupuncture practitioner instead of a physician with MSP coverage for the

same health issue. And this figure is excluding the cost on laboratory examinations and the visit

at the medical specialists.

Therefore, GST/HST tax exemption for the TCM Acupuncture professionals would make this

service more affordable to the general public, and as a result, further encouraging the number of

full-time practiced practitioners to its maximum by tripling the current health care budget

contribution to a total estimation of $322,000,000.

Creating TCM /Acupuncture health education industry:

TCM and Acupuncture has been recognized by the United Nations World Health Organization as

an acknowledged medical profession. It is not only a focused medical education in many Asian

countries, but also receiving heavy attention in North America and many European countries in

the recent decades. In Canada, there is a total estimation of 5000 Registered TCM

Acupuncturists, who came from Canada, the U.S., Europe, China, Korea, Japan, Hong Kong,

Taiwan, and Russia...etc. Through their different cultural backgrounds, and professional

knowledge in TCM and Acupuncture, they will surely provide significant impacts, bringing

forward the development of the TCM and Acupuncture education industry in Canada, and

creating more career opportunities for the Canadians.

Developing TCM natural health products:

There has been a record of more than 10,000 of herbal formulas in the classical TCM literatures.

The composition of each TCM formula could vary according to the TCM principle and theory.

TCM practitioners could select formulas that are proven clinically effective, together with the

purification of the biochemical technology and the quality control of food hygiene, we could

promote the development of Canadian TCM natural health product industry, creating an

immeasurable economic opportunities in the vast natural health product market of North America

and worldwide.

7 | Page

Conclusion & Proposal:

TCM and Acupuncture industry is a national treasure with a vast potential which will not only

benefit the Canadian health care system, but also create immense economic opportunities. This

could only be achieved under the appropriate policies and vision of the Canadian government.

Now the Acupuncturist/TCM practitioner has met the criteria for exempting GST/HST from their

acupuncture service; therefore, based on tax fairness and justice to Canadians, it is urgent for

the government to propose amendment of the Excise Tax Act for exempting the GST/HST

on the acupuncture services provided by the Registered TCM and Acupuncture

practitioners, similar to all other medical professionals. This will be a critical first step to

activate the valuable health industry and achieve a win-win situation for the public and the

Canadian government.

Reference:

(

1): http://apps.who.int/medicinedocs/en/d/Js4926e/5.html

(

2): http://www.unesco.org/culture/ich/RL/00425

(3): http://www.acupuncturealberta.ca/documents/MEMBERSHIPLISTasofOctober12013_002.pdf

http://www.ctcma.bc.ca/index.php?id=21 http://www.o-a-q.org/fr/acces-public/accueil.aspx http://www.ctcmpanl.ca/wp-content/uploads/2012/05/Membership-List9.pdf

http://www.ctcmpao.on.ca/

( 4): http://www.servicecanada.gc.ca/eng/qc/job_futures/statistics/3232.shtml ( 5 ) : h t t p : / / a l i s . a l b e r t a . c a / o c c i n f o / C o n t e n t / R e q u e s t A c t i o n . a s p ?

a spAction=GetHTMLProfile&format=html&occPro_ID=71003159

(6): http://blogs.vancouversun.com/2013/01/22/what-doctors-in-b-c-and-canada-earn-what-your-doctor-makes/

Presented by: Task Chair, John Lee, PhD., Dr. TCM (BC)

Assistant, Jackie Cheng Han Wu, Dr. TCM (BC)

Acknowledgement:

Co-task Chair, Julie E. Dorval, ac. (Quebec) Ann St-Amant, ac. (Quebec)

Co- task Chair, Jane C.P. Cheung, R.TCMP (Ontario) Andrea Hejtmanek, R.Ac (Alberta)

Co- task Chair, Michael Chung, Dr. TCM (BC)

http://apps.who.int/medicinedocs/en/d/Js4926e/5.html

http://www.unesco.org/culture/ich/RL/00425

http://www.acupuncturealberta.ca/documents/MEMBERSHIPLISTasofOctober12013_002.pdf

http://www.ctcma.bc.ca/index.php?id=21

http://www.o-a-q.org/fr/acces-public/accueil.aspx

http://www.o-a-q.org/fr/acces-public/accueil.aspx

http://www.ctcmpanl.ca/wp-content/uploads/2012/05/Membership-List9.pdf

http://www.ctcmpanl.ca/wp-content/uploads/2012/05/Membership-List9.pdf

http://www.ctcmpao.on.ca/

http://www.servicecanada.gc.ca/eng/qc/job_futures/statistics/3232.shtml

http://alis.alberta.ca/occinfo/Content/RequestAction.asp

http://blogs.vancouversun.com/2013/01/22/what-doctors-in-b-c-and-canada-earn-what-your-doctor-makes/


Appendix G CTCMA Schedule E



Appendix G

SCHEDULE E: Approval Guidelines for Education/Training Program

Recognition Guidelines for Education/Training Program

Students who complete training in British Columbia will only receive recognition for programs offered by training institutions that are currently registered or accredited with the Private Career Training Institutions Agency (“PCTIA”). As of March 31, 2012, recognition will only be given for completion of programs offered by training institution programs in British Columbia that are accredited by PCTIA. Traditional Chinese Medicine (TCM) and Acupuncture educational programs are evaluated based on institutional processes, content and length of program and outcomes. Indicators are used to determine if educational programs meet the criteria. Five areas of an educational program are reviewed:

I. Institutional Processes

The Institutional philosophy and program philosophy, content and length enable graduates to meet the College’s standards

of practice. II. Curriculum The curriculum provides learning experiences necessary for students to achieve the College’s professional practice requirements.

III. Students and Graduates Students, during their participation in the education program, demonstrate progression towards achieving the College’s professional practice requirements. Graduates have been and are successful in achieving professional practice requirements.

IV. Resources The institution has the resources and infrastructure necessary to develop, deliver and evaluate a Program that provides learning experiences necessary for students to achieve the College’s professional practice requirements.

V. Program Content The educational program has met the minimal requirements listed in the following sections of this schedule. “Academic year” is used throughout this schedule. 1 academic year consists of 8 months, or 2 semesters, or 3 quarters, or 2 trimesters of study. It is expected that 50% of the minimum hours listed under each clinical instruction shall be in a clinic owned and operated by the education or training program. Where appropriate, it shall include:

Practice observation: supervised observation of the clinical practice with case presentations and discussions; Diagnosis and evaluation: the application of TCM diagnostic procedures in evaluating patients;

Supervised practice: the clinical treatment of patients

All programs shall include: 1) A minimum of 360 hours of BASIC TCM FOUNDATION BLOCK in:

History of TCM and Acupuncture Basic TCM theory TCM diagnostic process Treatment principles and method/Zhi Ze and Zhi Fa

Communication skills Ethics, medical, legal issues and practice management


Appendix G

SCHEDULE E: Approval Guidelines for Education/Training Program

2) A minimum of 250 hours in the introduction of relevant biological and clinical sciences; western diagnosis and

diagnostic tests. A. Acupuncture Program: (Totaling 1900 hours minimum in 3 academic years, which includes 450 hours minimum of

clinical instruction).

In addition to 1 and 2 listed above, a minimum of 550 hours in:

Pointology/Shu Xue Treatment of diseases Treatment techniques Equipment safety and clean needle techniques, AND A minimum of 450 hours of clinical instruction in acupuncture. During the initial 200 hours, the supervisor shall be

physically present at all times during the diagnosis and treatment of patient. For the remaining 250 hours, the supervisor may be in close proximity to the location at which the patient is being

treated during other clinical instruction. The student shall consult with the supervision before and after each treatment.

B. Herbology Program (Totaling 1900 hours minimum in 3 academic years, which includes 450 hours minimum of clinical instruction).

In addition to 1 and 2 listed above, a minimum of 550 hours in:

Clinical Herbology Treatment of diseases Introduction to TCM classics, AND A minimum of 450 clinical instruction in herbology. During the initial 200 hours, the supervisor shall be physically

present at all times during the diagnosis and treatment of patients. For the remaining 250 hours, the supervisor may be in close proximity to the location at which the patient is being treated during other clinical instruction. The student shall consult with the supervision before and after each treatment.

C. TCM Practitioner Program (Totaling 2600 hours minimum in 4 academic years, which includes 650 hours minimum of clinical instruction).

The program will be a combination of the Acupuncture Program (A), the Herbology Program (B) listed above, and courses in Tui Na, Shi Liao, and Chinese rehabilitation exercises such as Tai Ji Quan and Qi Gong.

D. Dr. TCM Program (Totaling 3250 hours minimum in 5 academic years, which includes 1050 hours minimum of clinical instruction).

In addition to the TCM practitioner program listed in (C), the program shall consist of a minimum of 450 hours in:

Modern clinical research in TCM

TCM classics Western diagnostic information Other TCM treatment modalities TCM gerontology TCM psychology Advanced studies in acupuncture

Herbal pharmacology, AND

a minimum of 150 hours of clinical instruction


Appendix H KPU Acupuncture Program Components

KWANTLEN POLYTECHNIC UNIVERSITY FACULTY OF HEALTH Acupuncture Diploma Full Program Proposal

December 2015



Essential TCM Foundations

1. East Asian Health and Philosophy-60

2. Introduction to TCM History & Classics-40

3. TCM Fundamental Theory-80

4. TCM Diagnosis: Data Collection-80

5. TCM Diagnosis: Pattern Recognition-80

6. TCM Practice Management and Regulations-40

Sub-total: 380 hrs

Acupuncture

1. Meridian & Acupoint-120

2. Acupuncture Technique-60

3. Acupuncture Safety-40

4. Advanced Acupuncture-40

5. Acupuncture Therapy I-60

6. Acupuncture Therapy II-60

7. Acupuncture Case Study-60

8. Tuina (Chinese Style Massage)-60

9. TCM Musculoskeletal Management-40

10. Acupuncture Practice Transition-60

Sub-total: 600 hrs

Western Biomedical Science

1. Biomedical Foundation-80

2. Medical Biochemistry and Microbiology-60

3. Introduction to Pathology-40

4. Western Medical Diagnosis (Imaging and Testing)-40

5. Pharmacology-40

Sub-total: 260 hrs



Clinical Practicum

1. Practicum (Introduction)-40

2. Practicum (Supervised I)-100

3. Practicum (Supervised II)-160

4. Practicum (Independent)-160

Sub-total: 460 hrs

Others

1. English University Writing-60

2. Mandarin Foundation for TCM/Acupuncture-60

4. Communication and Ethics-40

5. Taiji/Qigong-40

6. Shi Liao and Nutrition-40

Sub-total: 240 hrs

Grand Total: 1940 hours (including 460 hours practicum)


Appendix I Program Structure

KWANTLEN POLYTECHNIC UNIVERSITY FACULTY OF HEALTH Acupuncture Diploma Full Program Proposal February 2016


Appendix I

Proposed TCM-Acupuncture Program Structure (KPU Diploma)

NOTE: A minimum grade of ‘C’ in all ACUP courses is a graduation requirement of the program.

TCM-A Year One

1st Semester Course Code

Name and Description Lecture Hours

Lab Clinic Hours

Contact Hours

Credits

ENGL

1100

Introduction to University Writing

Students will learn to apply principles of rhetoric and critical analysis in response to selected readings, which will include examples of scholarly writing and academic argument. They will develop their writing skills through exploratory writing, academic argument, and critical analyses of material from a variety of contexts. Note: Transferable and qualifies for "W" status at

SFU.

Prerequisites: English 12 (B) or English 12 First Peoples (B) or ENGQ 1099 or ABEE 0091 or ENGP 1091 or ABEE 0092 or ABEE 0097 or ENGP 1097 or successful placement in ENGL 1100 by Kwantlen English Placement Test or an LPI Essay score of 30 – Level 5 or IELTS 6.5 with no band less than 6.0 or iBT 86 with minimum writing subscore 24 or PBT 570 with TWE 5.5 or ELST 0381 (B) & ELST 0383 (B) or ELST 0381 (B) & KIST score of 50 or higher.

60 60 3

ACUP

1100

TCM Fundamental Theory

The purpose of this course is to present a comprehensive overview of the basic concepts of TCM, including its philosophy, physiology, pathology and health maintenance, to lay a solid foundation for study TCM Diagnosis and other acupuncture courses.

80 80 4

ACUP

1110 Mandarin Foundation for TCM Acupuncture Students will develop basic reading, listening and speaking skills in Mandarin Chinese. They will also learn to read and write primarily in the phonetic system PINYIN, but also with very common characters. They will acquire basic TCM terminology while exploring the Chinese culture, especially Traditional Chinese Medicine. NOTE: This course is intended for students who will study in the TCM Acupuncture program

60 60 3


ACUP

1160 Biomedical Foundation

Students will study ten major anatomical systems and their normal physiological functions. They will also explore organ structure, functional arrangement of each system. Students will study the integumentary, skeletal, muscular and nervous system in more details.

80 80 4

Subtotal: 280 280 14

2nd Semester Course

Code


Lab Clinic Hours

Contact Hours

Credits

ACUP

1200

TCM Diagnosis: Data Collection This course builds on the overview of TCM fundamental theories which guide students to recognize abnormal symptoms and signs. The course will focus on introducing students to four TCM diagnostic skills in order to collect proper clinical information. Students will learn communication skill in order to gather assessment data from clients.

Prerequisites: ACUP 1100.

60 20 80 4

ACUP

1210

East Asian Health and Philosophy This course examines the history and development of Chinese philosophy, East Asian and Chinese perspectives on health, and Traditional Chinese Medicine (TCM). The course will review the formation of classical Chinese philosophy, foundational texts, yin-yang, qi, and five-element theories, and the history of East Asian medicine and some of its core modalities. The course will also discuss the modern development of TCM, and links between Chinese medicine and philosophy. Course content will include but is not limited to an overview of traditional Chinese philosophy, analysis of the Yijing and related classic texts, yang sheng traditions, Daoist medical traditions and physicians, the development of herbalism and medical practices, and an overview of Tai qi and qi gong Prerequisites: ACUP 1110

60 60 3


ACUP

1230

Meridian and Acupoint

Students will learn the pathways of qi and blood throughout the body via the main and extra meridians, focusing on the corresponding acupoints. They will study the methods to locate acupoints along the fourteen main meridians. They will have instructor demonstrations and student hands-on practice in the lab. Students will study on each acupoint function and indication, clinical significance as well as detailed instruction on points that require special care when needling.

Prerequisites: ACUP 1100

80 40 120 6

ACUP

1260 Medical Biochemistry and Microbiology

This course will provide students with a basic understanding of the biochemical principles that govern the body metabolisms, homeostasis function as well as introduction level of pathogenic microorganism and immune system. Students will learn the fundamentals of organic and cellular chemistry, focusing on metabolism of glucose, lipids and proteins. They will identify structures, classification, functions, and properties of various molecules which are essential in the many mechanisms of the human body. Students will also learn various pathogenic microorganisms that are capable of causing diseases in humans, as well as these pathogenic microorganisms’ properties. They will explore the cellular and humoral immune responses to infectious diseases, and the ways to prevent these infections, focusing on vaccination, sterilizations, and disinfection. Prerequisites: ACUP 1100

60 60 3

Subtotal: 260 60 320 16

TCMA Year One Credits: 30


TCM-A Year Two 3rd Semester

Course

Code

Name and Description Lecture

Hours

Lab

Clinic

Hours

Contact

Hours

Credits

ACUP

1300 TCM Diagnosis: Pattern Recognition

Students will build on knowledge from the TCM Diagnosis I to learn pattern identification and differentiation base on TCM theories. They will learn clinical case analysis and make TCM diagnosis in a clinical setting. Prerequisites: ACUP 1200

60 20 80 4

ACUP

1320

Acupuncture Technique

Students will learn filiform needling techniques

including methods of manipulation, reinforcing

and reducing, needle angles, insertion depth, and

important preparation techniques. They will study

moxibustion, cupping and specialized needling

techniques such as scalp and ear acupuncture,

electro-acupuncture, cutaneous and intra-dermal

needling. Students will study the indications,

contraindications and precautions for each

technique with instructor demonstration and

students hands-on practice.


40 20 60 3

ACUP

1330

Acupuncture Therapy I

Students will learn how to apply basic traditional

Chinese medicine theory, diagnostic method,

meridian and acupoint theory, and acupuncture

skills to the disease treatment by using

acupuncture and moxibustion. They will study the

principles of acupuncture prescription and

treatment protocol. Students will learn geriatric

diseases, mental disorders and disorders in the

digestive and circulatory system. This course will

include recognition of emergency clinical

situations.


60 60 3


ACUP

1340 Acupuncture Safety

Students will learn basic disinfection protocol and how to maintain safety in a clinical practice, focusing on needling acupoints which are close to internal organs, arteries, nerves and brain stem. They will learn how to recognize emergency situations in the clinical setting and provide appropriate referral to other healthcare professionals for proper continual care of the patients. Students will study how to prevent and handle possible accidents during treatments.


40 40 2

ACUP

1360 Introduction to Pathology The purpose of this course is to provide students with introductory level of examine the pathophysiological processes underlying cellular and organ function and their relationship to diseases. They will study the principles and mechanisms of various diseases of different body systems, as well as the risk factors, signs, symptoms and pathological diagnosis. Prerequisites: ACUP 1260

40 40 2

ACUP

1180 Practicum (Introduction) Students will learn the operations of the traditional Chinese medicine (TCM) clinic by observing how senior interns or clinical supervisors conduct TCM interviews, make diagnosis and determine appropriate treatment, perform treatment and keep medical record. They will start practicing their communication skills and patient care skills in a reality based environment. Prerequisites: ACUP 1200

40 40 1

Subtotal: 240 80 320 15


4th Semester

Course

Code


Lab Clinic Hours

Contact Hours

Credits

ACUP

2100

Introduction to TCM History and Classics This course will present a comprehensive overview of the origin of Traditional Chinese Medicine (TCM), including its history, philosophical root, theoretical formation. It focuses on the establishment of TCM theory and acupuncture fundamentals. Students will be introduced to the formation, main contents, related conceptions, basic academic viewpoints and features, theoretical systems, and their medical significances of the TCM classics.


40 40 2

ACUP

2130

Acupuncture Therapy II Students will continue to learn how to apply basic traditional Chinese medicine (TCM) theory, diagnostic method, meridian and acupoint theory, and acupuncture skills to the disease treatment by using acupuncture and moxibustion. They will study the principles of acupuncture prescription and treatment protocol. Students will learn the treatment of TCM internal diseases, focusing on respiratory, nervous, and genitourinary systems, several infectious diseases, psychiatric conditions, gynecological and pediatric diseases. Prerequisites: ACUP 1330

60 60 3

ACUP

2150 Communication and Ethics The purpose of this course is to introduce significant aspects of communication skills to enable TCM practitioners to establish and maintain effective therapeutic relationships with their clients, and collegial relationships with the broader health care community. Emphasis is placed on counselling relationships, interviewing techniques, communication skills, ethics and client’s empowerment. Prerequisites: ENGL 1100

40 40 2

ACUP

2160

Western Medical Diagnosis (Imaging & Testing) This course will provide basic knowledge about western diagnosis, the interpretation of common laboratory tests and imaging procedures in order to enhance clinical decision making which integrates Chinese and Western medicine views. Prerequisites: ACUP 1300

40 40 2


ACUP

2170

Pharmacology This course is to introduce students to basic pharmacology and the action of some common western drugs in the body. Students will learn various classes of commonly used drugs, including analgesics, antihypertensives, antibiotics, and sedatives, focusing on the mechanism of actions, pharmacokinetics, pharmacodynamics, therapeutic uses, and adverse effects.


40 40 2

ACUP

2180

Practicum (Supervised I) Students will learn how to interview a new patient,

focusing on taking information base on four traditional

Chinese medicine (TCM) diagnostic skills and

identifying patterns base on TCM theories. They are

also required to make a tentative diagnosis and

verified by clinical supervisor. Students will learn how

to propose an acupuncture prescription and perform

the treatment under the supervision of clinical

instructor.


100 100 3

Subtotal: 220 100 320 14

TCMA Year Two Credits: 29.0


TCM-A Year Three 5th Semester

Course

Code


Lab Clinic Hours

Contact Hours

Credits

ACUP

2200

Taiji/Qigong

Students will learn the fundamental concepts of TaijiQuan, focusing on short form of the Yang style TaijiQuan. They will learn basic steps and movements of each form. Students will study and practice free style Qigong and learn how to master and cultivate one’s own qi through coordinating slow flowing movement, deep rhythmic breathing, and calm meditative state of mind.


10 30 40 2

ACUP

2220

Advanced Acupuncture Students will learn the advanced ancient acupuncture and moxibustion techniques such as Ziwu Liuzhu acupuncture therapy and the eight methods of the mystic turtle. They will study modern, unique acupuncture and moxibustion techniques, focusing on specialized techniques of several famous acupuncture doctors. Prerequisites: ACUP 1320

30 10 40 2

ACUP

2230 Acupuncture Case Study Students will be presented with a variety of complex clinical cases. Focusing on internal medicine disease, gynecological disorders, pediatric disease, musculoskeletal or integumentary disease and disease of the sensory organs. They will be required to determine traditional Chinese medicine diagnosis, etiology and pathogenesis, differentiation of syndrome, principle treatment, acupuncture prescription and appropriate delivery method. Prerequisites: ACUP 2130

60 60 3

ACUP

2240

Tuina (Chinese style massage)

Students will learn fundamental Tuina theories clinical procedures and common manipulations techniques. They will study twenty different manipulations techniques in combination with meridian and acupoint theory. Students will learn the application of acupressure/Tuina techniques for soft tissue injuries such as those of the knee joint, cervical, lumbar spine and limbs.


30 30 60 3


ACUP

2280 Practicum (Supervised II)

Students will continue to learn how to interview a new patient, focusing on taking information based on four traditional Chinese medicine (TCM) diagnostic skills and identifying patterns based on TCM theories and make a diagnosis. They will learn how to propose an acupuncture prescription. Students will apply acupuncture technique to treat the real patients under the supervision of a clinical instructor.


160 160 4

Subtotal: 130 230 360 14

6th Semester

Course Code


Lab Clinic Hours

Hours Credits

ACUP

2300

TCM Musculoskeletal Management Students will study the traditional Chinese medicine principles and treatment methods in conditions related to traumatic injury. They will learn physical examination procedures, different diagnoses and treatment protocols. Students will study the special physical examination of the vertebrae, hip joints and four extremities. Prerequisites: ACUP 2240

30 10 40 2

ACUP

2320

Acupuncture Practice Transitions Students will learn how to operate, manage and practice as an acupuncturist in a clinical setting. They will have a comprehensive review of the theoretical and clinical studies acquired from acupuncture component of the program. Students will also study CTCMA By-laws, Pan-Canadian acupuncture licensing exam documents. Prerequisites: ACUP 2230

60 60 3

ACUP

2340 TCM Practice Management and Regulations

The students will learn how to establish and manage a traditional Chinese medicine (TCM) clinic which covers business planning, promotion, patient record and book-keeping, and confidentiality and privacy issues. They will study the Health Professions Act, the TCM practitioners and acupuncturists Regulation, the CTCMA Bylaws and jurisprudence. Students will also learn scope of TCM practice, practice standards and professional ethics. Prerequisites: ACUP 2280

40 40 2


ACUP

2360

Shiliao and Nutrition

Students will learn traditional Chinese medicinal diet, focusing on nature of food, property, taste, indications and contraindications in prevention and treatment of diseases. They will study different functional recipes including composition. Students will learn Western nutritional principle, focusing on how to identify, implement/demonstrate safe food handling, preparation, cooking, and serving practice as well as describe a healthy diet, food choices.

Prerequisites: ACUP 1100 and 1260

40 40 2

ACUP

2380 Practicum (Independent )

Students will conduct patient interviews, make diagnosis, propose treatment plan, perform appropriate acupuncture, follow-up on patients’ conditions, as well as refer patients to other healthcare professional’s care if needed. They will learn how to present some clinical cases to their peers. Students will practice analytic skills for determining diagnoses, treatment modalities, duration, and methods.


160 160 4

Subtotal: 170 170 340 13

GRAND TOTAL: 1300 640 1940 86.0

TCMA Year Three Credits: 27.0

Appendix J Consultation List

KWANTLEN POLYTECHNIC UNIVERSITY FACULTY OF HEALTH Acupuncture Diploma Full Program Proposal January 2016


APPENDIX J

KPU’s - TCM Consultations

DATE INDIVIDUALS INVOLVED CONTEXT OF MEETING Wednesday September 26, 2012

Dr. Arden Henley, Ed.D, R.C.C. Professor and Principal, Canadian Programs City U of Seattle Phone: 604.689.2489 Fax: 604.689.0440 E-mail: [email protected] www.CityU.edu

Dr. Tru Freeman, Dean, Faculty of CAHS, KPU

initial discussion re: KPU’s interest in developing a TCM program

Dr. Henley was the prior President /Registrar of the College of TCM (CTCM)

Tuesday November 20, 2012

Dr. Arden Henley (CityU)

Gordon Lee, KPU Interim Provost/Vice-President, Academic

Dr. Tru Freeman (KPU)

discussions at the higher levels of KPU re: interest in TCM

Thursday January 24, 2013

Dr. Tru Freeman (KPU) TCM programming documented in the Faculty of CAHS DRAFT Academic Plan (version 1) re: “Possible long-term Growth Strategies”

Friday February 15, 2013

Lori MacKenzie Director, Lower Mainland Branch Ministry of Adv. Ed, Innovation and Technology Phone: 250-356-0054 E-mail: [email protected]

E-mail asking about the explicit reference to TCM in the BC Speech from the throne, September 12, 2013 (pg. 21-22)

“An innovative health-care system must respond to the changing needs of its citizens and embrace practices beyond traditional western medicine. In the months ahead, your government will begin work to create the environment for a school of traditional Chinese medicine at a British Columbian post-secondary institution.”

Sunday March 24, 2013

Dr. Boxu (Andy) Zhou President, BC Qualified Acupuncturists and TCM Practitioner Association (QATCMA)

Dr. Weidong Yu Past-President, QATCMA Phone: 604-737-7876


attended the QATCMA - AGM

Tuesday May 07, 2013

Dr. John Blazevic Chair, Board of College of Traditional Chinese

Medicine (CTMC) Phone: 604-224-6692 E-mail: [email protected]


Dr. Jean Nicolson-Church, Associate Dean (AD), Faculty of CAHS

lunch to discuss provincial TCM perspective

https://webmail.kwantlen.ca/owa/redir.aspx?C=DabG7Y12YEyRo7a5MBJPWgD676h2bdAIOXWAQf6dJ9hQHMCLYfZzTuF0XAsU1Stot82vp75Bh7M.&URL=mailto%3aahenley%40cityu.edu

https://webmail.kwantlen.ca/owa/redir.aspx?C=DabG7Y12YEyRo7a5MBJPWgD676h2bdAIOXWAQf6dJ9hQHMCLYfZzTuF0XAsU1Stot82vp75Bh7M.&URL=mailto%3aahenley%40cityu.edu

https://webmail.kwantlen.ca/owa/redir.aspx?C=DabG7Y12YEyRo7a5MBJPWgD676h2bdAIOXWAQf6dJ9hQHMCLYfZzTuF0XAsU1Stot82vp75Bh7M.&URL=http%3a%2f%2fwww.cityu.edu%2f




DATE INDIVIDUALS INVOLVED CONTEXT OF MEETING Tuesday May 07, 2013

Dr. Shawn Poppi Sabhaney President, Traditional Chinese Medicine Association of BC (TCMABC)

Dr. Shannon Larson Vice-President, (TCMABC) Phone: 778-233-0074 E-mail: [email protected]

www.vancouvertcm.com

Dr. Philippe Souestre Phone: 604-736-3963 (X 104) Cell: 604-764-7118 Email: [email protected]


Dr. Jean Nicolson-Church (KPU)

discussion re: provincial TCM perspective

May, 2013 Dr. Alan Davis President/CEO KPU

Stuart McIImoyle, Associate Vice-President KPU International

visited the Beijing University of

Chinese Medicine (BUCM)

BUCM interested in a partnership with KPU

BUCM currently has programming in Middlesex, UK

Thursday May 16, 2013

Dr. Tony Zhang Discipline Head, Chinese Medicine School of Health Sciences Bundoora Campus Building: 202. Level: 4. Room: 56. Plenty Road PO Box 71, Bundoora VIC 3083 Australia Phone: +(61-3) 9925 7758 Fax: +(61-3) 9925 7503 Email: [email protected]

Dr. Chi Jing Liu JP - Executive Member of the Presidium of WFCMS - President of Pulse Manifestation of WFCMS - Secretary-General of Federation of Chinese

Medicine/Acupuncture Societies of Australia Ltd PO Box 526, Glen Waverley Vic. 3150 Australia Phone: (61-3) 9887 9738, FAX: 61-3-98879748. Cell: (61-4) 1217 2173 E-mail: www.fcma.org.au



visited the Royal Melbourne Institute of Technology (RMIT), Australia to review their Chinese Medicine program, which has been in existence for approximately 20 years

Saturday June 8, 2013

Dr. Shawn Poppi Sabhaney, President, TCMABC

Dr. Boxu (Andy) Zhou, President, QATCMA

Dr. Tru Freeman and Dr. Jean Nicolson-Church

attend the signing at the Dr. Sun Yat-Sen Gardens,

578 Carrall Street, Vancouver, BC

two major TCM Associations merge into the Association of Traditional Chinese Medicine and Acupuncture (ATCMA)

the regulatory body, College of TCM and Acupuncture (CTCMA) and regulatory body of TCM in BC endorses the merger

https://webmail.kwantlen.ca/owa/redir.aspx?C=DabG7Y12YEyRo7a5MBJPWgD676h2bdAIOXWAQf6dJ9hQHMCLYfZzTuF0XAsU1Stot82vp75Bh7M.&URL=mailto%3ashannon%40vancouvertcm.com

https://webmail.kwantlen.ca/owa/redir.aspx?C=DabG7Y12YEyRo7a5MBJPWgD676h2bdAIOXWAQf6dJ9hQHMCLYfZzTuF0XAsU1Stot82vp75Bh7M.&URL=mailto%3ashannon%40vancouvertcm.com

https://webmail.kwantlen.ca/owa/redir.aspx?C=DabG7Y12YEyRo7a5MBJPWgD676h2bdAIOXWAQf6dJ9hQHMCLYfZzTuF0XAsU1Stot82vp75Bh7M.&URL=http%3a%2f%2fwww.vancouvertcm.com




https://webmail.kwantlen.ca/owa/redir.aspx?C=DabG7Y12YEyRo7a5MBJPWgD676h2bdAIOXWAQf6dJ9hQHMCLYfZzTuF0XAsU1Stot82vp75Bh7M.&URL=http%3a%2f%2fwww.fcma.org.au%2f


DATE INDIVIDUALS INVOLVED CONTEXT OF MEETING Thursday June 27, 2013

Lori MacKenzie (AVED)

Tony Loughran, Executive Director Lower Mainland Branch Ministry of Advanced Education Phone: 250 387-8871 Email: [email protected]

Gordon Lee (KPU)


discussion at AVED offices (Victoria) re: TCM as outlined in the BC Speech to the Throne and letter of welcome to new Deputy Minister, AVED

Monday July 22, 2013

Honorable Alice Wong, PC, MP 360-5951 No. 3 Road Richmond, BC V6X 2E3 Phone: 604-775-5790 E-mail: [email protected]

Dr. Alan Davis President/CEO (KPU)

Stuart McIImoyle (KPU)

Jeff Norris, Vice-President, Office of Advancement (KPU)

Gordon Lee (KPU)


dinner to discuss potential support if KPU was given the go- ahead to provide TCM programming

Tuesday July 23, 2013

Xue Huanbai, Consul,

Consulate General of the PRC of Vancouver 2215 Eddington Drive Vancouver, BC, V6L 2E6 Phone: 604-739-8711 E-mail: [email protected]

Du Jian, Vice-Consul Consulate General of PRC of Vancouver Phone: 604-732-6723 E-mail: [email protected]

Stuart McIlmoyle (KPU)

Dr. Diane Salter Menzo, Assoc VP, Teaching & Learning (KPU)


lunch to discuss support of TCM program at KPU

Friday August 23, 2013

Dr. Mary Watterson President/Registrar College of Traditional Chinese Medicine Practitioners and Acupuncturists of BC 1664 West 8th Ave Vancouver BC V6J 1V4 Phone: 604-738-7100 E-mail: [email protected]

Dr. Arden Henley (CityU)



meeting to discuss the competencies required for a TCM diploma

initial discuss re: a DRAFT high level description of a TCM program structure and delivery method, including how clinical education would be undertaken







Tuesday August 5, 2015

Dr. Watterson – CTCMA Discussed program requirements to meet licensure criteria.


Dr. Tru Freeman (Dean, FoH, KPU)

Dr. Jean Nicolson-Church (Assoc. Dean, FoH, KPU)

Dr. John Yang (Coordinator, FoH, KPU)

Dr. Sal Ferreras (VP, Academic Provost, KPU)

Dr. Alan Davis (President, KPU)

Kathy Lylyk (Exec. Dir., Finance, KPU)

Stefanie Singer (Mgr. Budget., Finance, KPU)

Marc Guay (Div. Bus. Mgr, FoH, KPU)

Program information, overview of program, financial costing information, status of outstanding issues.


Terri Chanyungco, (Dir., University Space, KPU)

Lori McElroy, (Dir. Inst. Analysis & Plan., KPU)

Steve Lewarne (Exec. Dir, Off. Of Adv., KPU)

Discussed facilities options. Discussed market and labour

data available. Discussed marketing

options. Tuesday August 11, 2015

Dr. Michael Chung

Dr. Lorne Brown

Discussed program details, market for acupuncture services

Private clinic and Advisory committee member

Wednesday August 12, 2015

Dr. Henley, City University

Dr. Bill Hardman – ATCMA

Dr. Kim Graham

Discussed market for services, program needs, support for KPU program

Monday August 17, 2015

Mason Loh Discussed market for services, program needs, support for KPU program

Wednesday August 19, 2015

Bobbie Plecas, Asst Dpty Minister, AVED

Tony Loughran – Exec. Dir., AVED

Discussed program elements and ministry supports and concerns


Stuart McIlmoyle (Assoc VP, Intl, KPU) Discussed relationship with BUCM and program options

Thursday August 27, 2015

Dr. R. Lynn Stevenson, Assoc DM – Min. of Health Discussed possibility of health authority support for student clinical placement

Thursday September 24, 2015

Lisa Bowie, Vancouver Coast Health

Heather Straight, Vancouver Coast Health

Discussed possibility of Vancouver Coastal supporting a clinic for placement of students

Monday November 2, 2015

Zena Mitchell, KPU Registrar

Tru Freeman, Dean, Faculty of Health (FoH)

Jean Nicolson-Church, Associate Dean, Faculty of

Health

Feedback from Registrar’s Office with regard to admission process, financial aid and course acronym and numbering.


Wednesday December 2, 2015

Leeann Ring, KPU FoH Curriculum Coordinator

Wayne Tebb, Dean, School of Business

Discussed partnering on the development of the TCM Acupuncture Practice Management Course. School of Business declined as the course is a 2 credit course with a focus on CTCMA regulatory requirements.

Monday December 7, 2015

Representatives from KPU Faculty of Arts

Representatives from KPU Faculty of Science &

Horticulture

Leeann Ring, FoH Curriculum Coordinator

Dr. John Yang, TCM Acupuncture Program

Coordinator

Explored partnerships for course development in the areas of Mandarin, Asian Studies and Science.

Agreement for Faculty of Arts to develop two courses: Mandarin Foundation for Acupuncture and East Asian Health and Philosophy.

Faculty of Science & Horticulture agreed to adapt their Bio-Medical Foundation course, Micro-Biology and Micro-Chemistry courses to meet the needs of the TCM Acupuncture Program.

Monday January 18, 2016

Linda Rogers, Collection Development and

Acquisitions Librarian

Library Impact Assessment Report

Appendix K Library Impact Assessment


Traditional Chinese Medicine - Acupuncture January 19, 2016

Page 1 of 14

Date

January 19, 2016

Name of Program

Library Impact Assessment TCM Acupuncture Diploma for New and Revised Programs


Page 2 of 14

Kwantlen Library Impact Assessment Process for New and Revised Programs

A S S E S S M E N T P O L I C Y

1. Library impact assessments will be completed for new degree, diploma, certificate, or citation programs, and for major program revisions.

2. Requests for a library impact assessment are to be directed to the Senate Standing committee on curriculum (SSCC) liaison librarian.

3. The development of library impact assessments for programs is based on a consultative model. The SSCC liaison librarian will review proposals and consult with both proposing faculty and with appropriate librarians. In the case of revised programs, the SSCC liaison librarian will make a decision on whether the revised content requires a library impact assessment.

4. Timelines for completion of the Library Impact Assessment are: New Programs: Developers must allow a minimum of 3 weeks for the completion of a new

program library impact assessment.

Revised Programs: Developers must allow a minimum of 2 weeks for the completion of a revised program library impact assessment.

5. Completed library impacts assessments will be signed by the SSCC liaison librarian and the university librarian and sent to the program developer. A copy of the assessment summary (Part B only) must be appended to the program concept and sent to the Senate office after the program and developer has reviewed and signed the assessment. Assessments will be sent electronically to the Senate office and will be followed by signed paper copies.

6. The library impact assessment will normally include projected and retrospective monograph and periodical costs based on average costs for materials in the subject area, collection needs of the program or course, average price increases in the subject area as well as the strength or weakness of the existing collection. Audio-visual purchase costs will be included where appropriate. Projected enrolments will be included in the cost calculations where multiple sections or multiple campus enrolments are indicated or in cases where most resources will be provided by interlibrary loan.

7. Specialized or subject-specific databases not already held by the library will be costed against the number of 300- and 400- level courses in the subject area. Upper-level field courses, co-ops, and practicums will be deducted from the total number of subject area 300- and 400- level courses.

Part A


Page 3 of 14

Library Resources Impact Assessment New Program Proposal or Revision

Name of Program:

Traditional Chinese Medicine - Acupuncture

Is this a Revision of an Existing Program? Yes No

Name(s) of Program Developer(s):

Dr. John Yang Dr. Jean Nicolson-Church

Dr. Tru Freeman Leeann Ring

Part A


Page 4 of 14

Key Online Databases (periodical indexes/abstracts

Name Held by KPU Library? If no, estimate annual cost to provide:

Medline Yes No

ScienceDirect Yes No

CINAHL Yes No

Cochrane Library Yes No

AMED Yes No $2,006 USD

Wanfang Yes No Unknown

China National Knowledge Infrastructure

Yes No Unknown

Sub Total $9,000

Part A


Page 5 of 14

Comments:

We may have enough e-resource subscriptions in place already for a very basic level of support. Decisions about subscriptions to the other resources above should be investigated in conjunction with TCM faculty. Trials of the above products can be arranged for faculty review. Also, there are some open access resources on TCM and acupuncture that should be investigated. Three libraries that support TCM programs (Bastyr, Royal Melbourne Institute of Technology, and University of Western Sydney) and one library that supports an acupuncture program for medical professionals (McMaster) provide lists of recommended databases that include many of the same products. Common to all of them are: CINAHL Cochrane Library Embase Medline/Pubmed

KPU subscribes to CINAHL, Cochrane Library, and Medline (and has good coverage of the Western biomedical literature) through our subscription to the e-HLbc core collection package, which includes the three products just listed plus Biomedical Reference Collection, Evidence-Based Medicine Reviews (which includes Cochrane Library), LWW journal collection, and Primal Pictures. AMED: Three of the schools also subscribe to AMED (Allied and Complementary Medicine Database), which provides indexing of alternative and complementary health literature (University of Western Sydney does not). AMED’s title list includes 419 academic journals and 85 magazines. Of these, 10 academic journals appear to be directly related to TCM and/or acupuncture as well as three magazines. PubMed also indexes journals related to TCM and alternative medicine. Thirteen titles were checked in PubMed, and it indexed seven. The same thirteen titles were also checked in Google Scholar, and it had some citations for all of them, but coverage and detail were uneven. Wanfang and China National Knowledge Infrastructure Database (CNKI) Only one institution, Bastyr, subscribes to an electronic resource published in China (Wanfang). Both Wanfang and CNKI provide access to Chinese language articles on TCM. English interfaces are available, as well as some English indexing and abstracting, but testing out these databases through UBC proved that a working reading knowledge of Chinese is required to use them effectively. The English search interfaces are limited and provide no limiting or filtering options (including limiting to content in English); I don’t know if the Chinese interfaces provide more options. If students will be studying in Mandarin, as outlined in the program concept document and will be able to read Mandarin to a sufficient level, a subscription to one of these may be useful. However, the fact that only one of the above institutions subscribes indicates

Part A


Page 6 of 14

that they are likely not strictly necessary. University of Western Sydney places students in clinical practicums in China, but does not appear to subscribe to these resources. CNKI lists 99 journals on TCM and an additional 28 journals on herbal medicine. Five of these were in English. Title-level information is not available for Wanfang, but the Bastyr library website notes that it has over 100 journals on TCM. Quotes were requested, but no responses have been received to date. Reference: Golder, S., & Loket, Y. K. (2010). “Sources of information on adverse effects: A systematic

review.” Health Information and Libraries Journal, 27, 176-190. doi:10.1111/j.1471-1842.2010.00901.x

Part A


Page 7 of 14

Key Periodicals (core titles in the subject area):

Name Held by KPU Library?

If no, estimate annual cost to

provide:

American Journal of Chinese Medicine (Online in ASP, CINAHL, Medline, BioMed)

Yes No

BMC Complementary and Alternative Medicine (open access, online in Medline, PubMed, BioMed)

Yes No

Chinese Journal of Integrative Medicine (Online - Springer)

Yes No

Evidence-based Complementary and Alternative Medicine (Open access, PubMed)

Yes No

Journal of Acupuncture and Meridian Studies (Online- Science Direct)

Yes No

Alternative and complementary therapies Yes No $1600

Chung-kuo Chung Yao Tsa Chih = Journal of Chinese Materia Medica ( In Chinese)

Yes No $755

Journal of Traditional Chinese Medicine Yes No $552 (print)

New Journal of Traditional Chinese Medicine = Xin Zhong Yi (in Chinese)

Yes No $72

Sichuan Journal of Traditional Chinese Medicine = Si Chuan Zhong Yi (in Chinese)

Yes No $52.95

Sub Total $3,391.95 Comments: Further consultation will need to take place with the faculty to determine the need for journals in the Chinese language. There is already good coverage of this subject in our journal packages and research databases, as well as several open access titles.

Part A


Page 8 of 14

Key Reference Titles:

Name Held by KPU Library?

If no, estimate annual cost to provide:

Encyclopedia of Traditional Chinese Medicine (e-

book)

Yes No $54

Gale encyclopedia of alternative medicine Yes No $887

Handbook of traditional Chinese medicine (e-book) Yes No $1027

Atlas of Acupuncture (e-book) Yes No $493

Sub Total $2,261

Comments:

Preference will be given to titles available in electronic form to allow wider access for students.

Part A


Page 9 of 14

Monographs:

Number of titles held by Kwantlen in this subject area: 325

Number of titles published annually in this subject area (2004-2014): 175

Average number of titles purchased annually (2004-2014): 20

Average cost per volume of titles in this subject area: $125

Is the collection current? Yes No

Data/Comments on the currency/comprehensiveness of the monograph collection in this subject area:

Note: this would equate to a purchase of approximately 250 print and e-books.

Sub Total $30,000

Comments:

Subjects considered: Medicine – Chinese, Complementary Therapies, Acupuncture, Acupressure, and Alternative Medicine. Currently we have monographs at Langley, Richmond and Surrey in English, biology, chemistry, physics, psychology, philosophy, communications and business. A few new monographs in each area for the Richmond campus library would be necessary. We have basic medical and nursing books at the Langley campus for our Nursing program: while a few of these books could be shared (intercampus loans) it is not reasonable to expect the heavily used Langley Nursing collection to support the TCM collection in Richmond. Our collection of philosophy titles (~200), and entrepreneurship & ethics is adequate. We would need to purchase titles directly related to TCM in internal medicine, gynaecology, dermatology, orthopaedics, paediatrics and traumatology. We would also have to supplement our collection of Mandarin language titles.

Part A


Page 10 of 14

Key Audio Visual Materials:

Number of titles held by Kwantlen in this subject area: 25

Number of titles published annually in this subject area:

Average number of titles purchased annually:

Average cost per volume of titles in this subject area: $100

Is the collection current? Yes No

Data/Comments on the currency/comprehensiveness of the monograph collection in this subject area:

Sub Total $3,000

Comments:

Currently we have about 25 streaming videos on TCM or acupuncture, in our collection (Films on Demand). Specific titles or packages should be selected in consultation with faculty.

Part A


Page 11 of 14

Summary Statement:

The Library supports the implementation of the Traditional Chinese Medicine - Acupuncture program: however, our current resources are inadequate. In order to build a reasonable library collection to support a public university program like TCM at KPU we will need to build quickly and start from scratch. A collection of several hundred books and DVDs, a couple of databases and several journal subscriptions would need to be in place before any significant student research could be supported.

Previous Collection Development:

Materials in TCM have only been purchased for the collection either as a minor adjunct to Nursing topics or incidentally as part of a larger package of e-books or streaming videos.

Future Collection Needs:

Note that costs given for databases and serials are for annual subscriptions: funds would need to be allocated on a yearly basis in the future or these subscriptions would be cancelled. Due to funding restraints currently and in the foreseeable future, the Library cannot simply absorb the cost of these resources. In addition, significant faculty and staff time, attention, and expertise would need to be directed towards building a reasonable Library collection in this area.

Collection Development Obstacles:

Funding:

No current funding is in place for library resources in this subject area: funding would need to be allocated annually to support both subscriptions and the growth of the physical collection. The library budget is currently under considerable stress due to the precipitous fall of the Canadian dollar.

Time:

It is understood that the program will begin in Sept. 2016. Foundational topics in English, biology, chemistry, physics, psychology, philosophy, communication and business are well served by the current Richmond library collection. However, purchase of specialized TCM – Acupuncture materials would need to begin immediately, provided adequate funding was in place.

Staff:

It is anticipated that some material will be in Mandarin or Cantonese: these will be problematic to source, process, and catalogue. Currently there is little staff expertise in this area.

Total Estimated Start-up Costs (one time): $35,261

Total Estimated Annual Costs (on-going): $12,391.95

Part A


Page 12 of 14

Assessment Prepared by:

Jan. 19, 2016

SSCC Liaison Librarian – Linda Rogers Date

Assessment Reviewed by:

Jan. 19, 2016

University Librarian – Todd Mundle Date

Part A


Page 13 of 14

Kwantlen Polytechnic University

Library Impact Assessment Support for Program Proposal/Revision

Name of Program Date

Traditional Chinese Medicine - Acupuncture Jan. 19, 2016

Summary of Start-up and Subsequent Costs:

Total Estimated Start-up Costs (one time):

Reference Materials $2,261

Monographs $30,000

Audio-visual Materials $3,000

Subtotal: _________________________$35,261____

Total Estimated Annual Costs (on-going):

Periodicals $3,391.95

Databases and Indexes $9,000

Subtotal: _________________________$12,391.95__

TOTAL: _________________________________$47,652.95__

Assessment Prepared by:

Jan. 19, 2016

SSCC Liaison Librarian - Linda Rogers Date

Assessment Reviewed by:

Jan. 19, 2016

University Librarian - Todd Mundle Date

Part A


Page 14 of 14

I support this collection assessment: Yes No *

Program Developer:

Name/Title Date

*Please provide reasons for non-support of assessment

FoH Mini Concept Plan, BSN Page 1 of 1

Appendix L TCM Safety and Risk Register



DIPLOMA IN TRADITIONAL CHINESE MEDICINE Risk Register Kwantlen Polytechnic University

25-Sep-14

Risk Identification

Ris

k I

D

Ris

k A

rea

Risk Event

Trigger / Root

Cause

Consequence on

Project Performance Ris

k

Lik

elih

oo

d

Ris

k

Co

nse

qu

en

ce

Ris

k R

an

kin

g

Ris

k O

wn

er

Ow

ne

r

Org

an

iza

tio

n

Risk Response Re

spo

nse

Co

st

Du

e D

ate

of

Ris

k R

esp

on

se

Re

spo

nse

Pe

rce

nta

ge

Co

mp

lete

Notes on Risk Response

(progress, effectiveness,

other notes)

Pro

ba

bili

ty

With

Ris

k

Re

spo

nse

Imp

ac

t w

ith

Ris

k R

esp

on

se

risk

Ra

nk

ing

with

Ris

k

Re

spo

nse

"A possible, unplanned change to the

project that has a potential impact to

program, reputation or budget"

Describe why the risk event would

occur.

Describe the consequences should the risk

occur in terms of program impact, reputation

and budget.

Probability

of risk

occurring

Total Risk

Impact

P score

x

I score

Who is accountable for

addressing this risk.

Organization

of the risk

owner.

What is the proposed risk

response? Accept / Transfer /

Mitigate / Avoid

What is the cost of the risk

response? Include the cost

of developing the response

and the out-of-pocket costs

of enacting the response.

1

Program

Development

• Lack of clarity in cost of participating

with BUCM

• Partnership with Beijing

University

• Partnership with UBC for

research

• Cost of doing business(UBC

and Beijing) on a per

student/year basis

• Cost of bringing faculty to

Canada

• Lack of clarity in partnership

documents

• Associated costs with partnership may

make overall program more expensive

• Program too expensive resulting in

decreased enrollment

3 3 9 • Dean FoH

• OISS

• President’s Office

for MOU

• Affiliation agreements

• MOU's with Beijing University &

UBC

• Work with Org Risk to develop

MOU's and other documents

• BU to send overflow of applicants

to KPU

OISS involved in negotiation

$$$ unknown at this

time. Anticipated costs. • BU insists on its faculty

attending if course is a

dual degree program

• KPU responsible for

paying faculty salary and

all living expenses

• Might be able to send

students to Beijing instead

(cheaper option)

2

Program

Development

Students not being taught accurate

and current information and skills and

knowledge

• Program and teaching

content methodology is not

current and up to date

• Faculty workloads do not allow

for additional work outside of the

teaching time

• Reputation - graduates not prepared for

practice

1 5 5 Dean FoH KPU • QA with CTCMA to meet program

review requirements

3

Program

Development

Academic program development

commitments not achieved

• Time constraints associated

with internal and external

process and approval

procedures

• Delay of internal/external

approvals

• Lost partnership opportunity

• Project cannot proceed

• Loss of institutional revenue

Delayed program implementation

2 2 4 Dean FoH KPU • Mitigate by ensuring program

proposal in place, legitimizing

the project, commitment to

timeframe, resourcing, etc.

• Work closely with the

Advisory Group to identify

and anticipate roadblocks

Zero dollars Dec-14 • Concept & program

proposal due end of

semester


Risk Identification R

isk

ID

Ris

k A

rea

Risk Event

Trigger / Root

Cause

Consequence on


k

Lik

elih

oo

d

Ris

k

Co

nse

qu

en

ce

Ris

k R

an

kin

g

Ris

k O

wn

er

Ow

ne

r

Org

an

iza

tio

n

Risk Response Re

spo

nse

Co

st

Du

e D

ate

of

Ris

k R

esp

on

se

Re

spo

nse

Pe

rce

nta

ge

Co

mp

lete



other notes)

Pro

ba

bili

ty

With

Ris

k

Re

spo

nse

Imp

ac

t w

ith

Ris

k R

esp

on

se

risk

Ra

nk

ing

with

Ris

k

Re

spo

nse





occur.



and budget.

Probability

of risk

occurring

Total Risk

Impact

P score

x

I score


addressing this risk

Organization

of the risk

owner.



Mitigate / Avoid






4

Registration Insufficient enrolment in academic

programs offered

• Lack of interest in academic

programs offered

• Insufficient enrolment

management plan

• Change in economy (national

or global)

• Inadequate marketing of

program

• Aggressive marketing of

competitors with lower costs of

program

• Loss of revenue generation;

• Negative impact on reputation

3 2 6 Dean, FoH

AVP International

Students

Marketing

KPU KPU International will ensure that

those taking part in recruitment

activities of international students

are informed and able to

promote the new program.

KPU International will also

discuss with KPU

Communication and Marketing

how targeted program

collateral might be created for

international and domestic

student recruitment purposes.

Strategic marketing plan

in place to promote

program

5

Registration Academic Program does not meet

forecast demands of projected

workers

Short term 0-5 years

• Insufficient upfront scoping and

assessment for need

• Students mostly start their own

practice

Students graduate without an adequate

job market

Labour market short fall of skilled labour

Reputation impacted for inability to get

students jobs

2 2 4 Dean, FoH KPU Mitigate using the following

documents to provide

information regarding market

readiness:

• BC Stats Population Projections

(P.E.O.P.L.E.)

• Provincial data on labour trends

• FTE utilization calculation

• Ministry Space Standards

• Ministry Budget Model

• IAP reports

• External Advisory Committee

• Curriculum to

include Business

courses in

Entrepreneurship to

prepare students to

create their own

business.

6

Procurement Procurement of lab and clinical

supplies including high fidelity

simulation delayed

• RFP process initiated without

mandatory qualification criteria

• Proponents not interviewed

• References not checked

• Inaccurate advice from

consultants

• Issues with design, construction and

faculty over life of project;

• Lack of coordination between

disciplines;

• Compromised decision-making

Curriculum adjusted to accommodate

delay

3 2 6 Director, Supply &

Business Services,

CAO

Dean, FoH

KPU • Follow government and university

approved procurement

procedures

• Ensure tender prices do not

exceed

budget

• Hiring consultant for procurement

phase

• External Advisory Committee is

made up of industry experts

Begun work with CAO office to

fund raise for equipment

purchase

Zero dollars • Business plan in

development



isk

ID

Ris

k A

rea

Risk Event

Trigger / Root

Cause

Consequence on


k

Lik

elih

oo

d

Ris

k

Co

nse

qu

en

ce

Ris

k R

an

kin

g

Ris

k O

wn

er

Ow

ne

r

Org

an

iza

tio

n

Risk Response Re

spo

nse

Co

st

Du

e D

ate

of

Ris

k R

esp

on

se

Re

spo

nse

Pe

rce

nta

ge

Co

mp

lete



other notes)

Pro

ba

bili

ty

With

Ris

k

Re

spo

nse

Imp

ac

t w

ith

Ris

k R

esp

on

se

risk

Ra

nk

ing

with

Ris

k

Re

spo

nse





occur.



and budget.

Probability

of risk

occurring

Total Risk

Impact

P score

x

I score



Organization

of the risk

owner



Mitigate / Avoid






7

Procurement Language in contract not appropriate

for optimal educational experience

• Contract inadequate

structured

• Inappropriate communication

with industry partner

• Adverse impact on relationship between

institution and partner

• Procurement not appropriate for

purpose

• Product purchased may not be the one

required

1 4 4 Dean, FoH

General Counsel for

contractual issues

Supplies for contract

development

•Contract oversight by Supplies

& Legal to ensure accuracy of

language

8

Finance Cost overruns • Insufficient ongoing cost

control and budget tracking

• Unanticipated cost escalation

• Salaries to pay for specialized

faculty

• Inability to deliver project within budget

• Scope/Design changes necessary to

reduce construction costs

• Use of contingencies

4 2 8 Executive Director

Finance,

Dean, FoH

KPU • Avoid financial surprises early on

by: working with industry experts to

identify opportunities and risks.

• Mitigate financial surprises by

developing realistic/robust

operating budgets based on

actual data from past

performance and allocation of

sufficient contingencies

• Programs delivered within budget

Zero dollars

9

Relationship

Management

Conflicts / issues with internal

Stakeholders

• Lack of Stakeholder

management

• Poor / inadequate

communication with

Stakeholders including program

advisory committee

Competitors see KPU as a threat

to their viability

• Tzuchi Foundation

• Setting up a TCM unit in

Vancouver

• Expectations not met

Disengagement

• Sign-offs not attained impacting design

schedule

• Reputation at risk

• Increased competition from Tzuchi

Foundation

2 2 4 Dean, FoH

KPU

• Mitigate internal/external

competitor Stakeholder

dissatisfaction and potential

misunderstandings by engaging

Stakeholders early in the process,

implementing Communications

Plan, Terms of References

• Good communication with

Stakeholders; Timely finalization

and formal confirmation of

programs and schedule

• Working with Tzuchi Foundation to

be partners instead of competitors

Zero dollars

10

Relationship

Management

Conflicts/issues with competitors 5 2 10 Director,

External Relations &

Dean

11

Relationship

Management

Conflicts/issues with individual partners

(external)

3 1 3 Director, External

Relations



isk

ID

Ris

k A

rea

Risk Event

Trigger / Root

Cause

Consequence on


k

Lik

elih

oo

d

Ris

k

Co

nse

qu

en

ce

Ris

k R

an

kin

g

Ris

k O

wn

er

Ow

ne

r

Org

an

iza

tio

n

Risk Response Re

spo

nse

Co

st

Du

e D

ate

of

Ris

k R

esp

on

se

Re

spo

nse

Pe

rce

nta

ge

Co

mp

lete



other notes)

Pro

ba

bili

ty

With

Ris

k

Re

spo

nse

Imp

ac

t w

ith

Ris

k R

esp

on

se

risk

Ra

nk

ing

with

Ris

k

Re

spo

nse





occur.



and budget.

Probability

of risk

occurring

Total Risk

Impact

P score

x

I score



Organization

of the risk

owner.



Mitigate / Avoid






12

Design Lack of well-coordinated construction

processes

• Poor coordination between

multiple KPU units

• Inability to recruit architect or

QS

• Delay of CSWSOD impacts start

date for construction of TCM

program

Could result in delay of start date 2 2 4 Executive Director

Facilities Services

KPU • Develop contingency plan for

alternate clinic space

$25,000 estimated for

Third Party Review

16

Change

Management

Disruption to KPU students/staff and

ongoing operations during

construction on Richmond Campus

• Poor coordination of site

services and scheduling of tie-in

activities

• Lack of communication to

campus community

• Schedule impact

• Cost implications due to overtime and

re-scheduling

5 2 10 Director

Communications

Dean, FoH

KPU Mitigate disruption through

scheduling of activities

Develop communication

strategy to ensure campus

community informed of work in

progress

Zero dollars



isk

ID

Ris

k A

rea

Risk Event

Trigger / Root

Cause

Consequence on


k

Lik

elih

oo

d

Ris

k

Co

nse

qu

en

ce

Ris

k R

an

kin

g

Ris

k O

wn

er

Ow

ne

r

Org

an

iza

tio

n

Risk Response Re

spo

nse

Co

st

Du

e D

ate

of

Ris

k R

esp

on

se

Re

spo

nse

Pe

rce

nta

ge

Co

mp

lete



other notes)

Pro

ba

bili

ty

With

Ris

k

Re

spo

nse

Imp

ac

t w

ith

Ris

k R

esp

on

se

risk

Ra

nk

ing

with

Ris

k

Re

spo

nse





occur.



and budget.

Probability

of risk

occurring

Total Risk

Impact

P score

x

I score



Organization

of the risk

owner.



Mitigate / Avoid






17

Student & Faculty

Safety

• Resulting from needle injuries

• Back injuries form moving patients

• Students passing out from observing

• Allergies to herbal medicine

• Burn from moxibustion

• Student error

• Patient anxiety

• Student or client health factors

and personal

learning/knowledge deficits

• Inaccurately designed

workplaces

• Lack of protocols and policies

when handling equip in labs

• Lack of adequate supervision

Students practicing

acupuncture on each other

• Increased student injuries

• Insurance claims increase

• KPU reputation

• Delay in course completion depending

on severity of injury

4 3 12 Dean, Faculty of

Health

KPU Student non-violent crisis

intervention training will be

made available

Mandatory body mechanics

training for all students

Standard precautions for infection

control

Simulation of skills prior to peers

and

clinical practice Mitigate risk by closely adhering

to or exceeding safety

recommendations during design

and construction

Have Office of Occupational

Health & Safety conduct safety

audit prior to start of program

Ensure safety program in place WHIMIS training and safety

orientation training for all

students prior to start of program.

Completion of training to be

documented.

$$$

18

Student Safety Ergonomic risks students carrying heavy objects;

repositioning of patients etc.

repetitive tasks

respiratory issues - airborne

chemicals from the medicinal

plants

Musculoskeletal injuries - most often back

injuries from heavy lifting (patients)

Student injuries will vary depending

on severity of injury.

4 3 12 KPU and owner of

other clinics if

learning/work

experience is

provided at off-site

locations.

Dean, FoH • Body mechanics training

• Well-designed clinic

• Safety procedures

• Adequate ventilation

• Dust absorbers

• Instructor on site and supervise

activity as required

• Affiliation agreements with clinics

in place

$$$

20

Campus Security Open campus, entitles public to walk

on campus ; low security on campus

• Theft of product once

packaged

• Theft of equipment

Disruption to training/teaching 3 3 9 Manager Security

Dean, Faculty of

Health

KPU • Security plan in place

• Medicinal plants stored in a

separate room - locked

$$$


~ 1 ~

Agenda Item: Full Program Proposal: Certificate in Education Assistant

Action Requested: Motion to Approve Discussion Information Education


THAT Senate endorse the Full Program Proposal for a Certificate in Education Assistant and recommend it to the Board of Governors for approval.


The Full Program Proposal (FPP) for a Certificate in Education Assistant was endorsed by the Senate Standing Committee on Curriculum on February 3, 2016 and by the Senate Standing Committee on University Budget on February 12, 2016. The proposed Education Assistant (EDAS) Program is a revision of the Special Education Teacher Assistant (SETA) program following a full program review.


The proposed revisions will bring the program expenses into alignment with approved operating budget.


There are no health, environmental, legal, or other implications attendant to this proposal.

Consultations: Faculty discussed changes to the current program with the Chair Assistant, past chair, and current chair of the SETA program at Langara College. The Dean’s Office of the KPU School of Business was consulted regarding the proposed change to writing course requirements. This proposal was approved by the Arts Faculty Council on January 29, 2016. Following feedback from SSCC, the Faculty of Arts will work with the Office of the Registrar to identify and enact provisions to allow the 2016 cohort intake to be accepted under the current, less rigorous requirements in the current Calendar.

Attachments: Non-Degree Program Proposal – Education Assistant Program

Appendix 1 – Education Assistant Program Changes

Appendix 2 – EDAP Program Review Action Plan

Appendix 3 – CASS Content Categories

Appendix 4 – EDAP Learning Objectives Developed from CASS Overview

Appendix 5 - Cost and Revenue


1. These program revisions address repetition across courses by revising three courses and deleting one.

2. The proposed program revisions maintain the quality of the SETA program.

3. The name of the certificate has been updated to reflect the vernacular in the field.


~ 2 ~

Submitted by: Diane Naugler, Associate Dean, Faculty of Arts


Note: Submit to Vice Chair, Senate and Executive Secretary to Senate as a MS Word document

Non-Degree Program Proposal

Name of Institution: Kwantlen Polytechnic University

Faculty: Faculty of Arts

Department: Education Assistant Department

Title of Program: Education Assistant Program (EDAS)

Effective Date of Changes: September 2016

Credential to be awarded to graduates: Certificate in Education Assistant (formerly

Certificate in Special Education Teacher Assistant)

Length of Program: three semesters

Change in Number of Credits: 34 credits (previously 39)

Current Admission Requirements: Proposed Admission Requirements: In addition to the Faculty's Admission

Requirements, which consist of

KPU's undergraduate English Proficiency

Requirement, the following program admission

requirements apply:

Grade 12 or the equivalent. Grade 12

equivalencies could consist of the Adult

Provincial Diploma or the GED

Approximately 100 hours of successful

experience volunteering or working with

children or youth, preferably in the schools

(Applicants must submit two letters from

employers or responsible persons in the

community certifying this experience.)

Attendance at an information session

Criminal Record review issued by the BC

Ministry of Public Safety and Solicitor

General

If you are not a Canadian citizen, you are

required to secure a Criminal Record Search

with the Vulnerable Sector from your

country of origin. Note that your Criminal

Record Search must be mailed directly from

the issuing agency to the KPU Admissions

Office.

In addition to the Faculty's Admission Requirements, which consist of KPU's undergraduate English Proficiency Requirement, the following program admission requirements apply: Approximately 100 hours of successful

experience volunteering or working with children or youth, preferably in the schools (Applicants must submit two letters from employers or responsible persons in the community certifying this experience.)

Attendance at an information session Criminal Record review issued by the BC

Ministry of Public Safety and Solicitor General

If you are not a Canadian citizen, you are required to secure a Criminal Record Search with the Vulnerable Sector from your country of origin. Note that your Criminal Record Search must be mailed directly from the issuing agency to the KPU Admissions Office.

Institutional Contact: Victoria Johnston-Hatch Title: Department Coordinator

Phone: 604 599 3263 Email: [email protected]

Date: November 19, 2015






- 2 -

A. Executive Summary: A1. Summarize the purpose of the proposal

The Special Education Teacher Assistant (SETA) program went through a full program

review in 2011. The faculty have taken the recommendations from that review and

implemented them over the past four years and now into a revised program proposal for

Education Assistant Program (EDAS).

The SETA program became a part of the Faculty of Arts in 2014. At that time our admission

requirements for English became the standard for the university (C+ in English 12). We are

now proposing to remove the additional statement “or the GED”.

This revised program is 34 credits. Several course outlines were revised in the past three

years and approved (see complete list of all courses in Appendix 1).

The only changes to this revised program proposal are:

Revised course outlines SETA 1101, SETA 1105 and SETA 1305 to include learning

outcomes from the discontinued ECHS 1135. These courses along with the remainder of the

active SETA course outlines were revised to update the course rubric (subject code and

course numbers) from SETA to EDAS (Education Assistant) as approved by the Office of

the Registrar.

In addition, a new course, EDAS 1120 (3 credits) was created to replace the discontinued

ECHS 1135.

The above changes were the result of the recommendations from our full program review in

2011(see Appendix 2 for summary from full program review). This resulted in a decrease of

3 credits to the certificate. SETA 1280 was also reviewed and was determined to be a 2

credit course (not 2.5 credits).

Both practicum courses (SETA 1270 and 1370) were reduced from 3.5 credits to 3 credits.

Each practicum now has one seminar at the second week of practicum instead of one a

week.

A2. Outline the key objectives and outcomes of the proposed program in one or two pages

These revisions constitute very little change to the current SETA program. Our faculty have

been active members of the Community and School Support (CASS) and implement the

outcomes identified by CASS in the revised EDAS program (see Appendix 3). The key

objectives for our revision were to:

1. Address repetition across courses by revising three courses and deleting one course.

2. Maintain the quality of the program.

3. Update the name from Special Education Teaching Assistant to Education Assistant to

reflect the vernacular in the field.

Program Rationale:

A3. Provide rationale for the credential

The rationale for this credential has not changed in the past 10 years:

When the SETA program began in 1990, the role of a “teacher assistant” was just that: often

- 3 -

viewed as a general helper to the teacher, there to help with tasks related to the integrated

students. In the last 20+ years, the role has evolved to far more complex role, one in which

they are an integral part of the education of all students. They are expected to work with

students from K-12, in all subjects. KPU graduates are part of the school-based team involved

in adapting and modifying K-12 curriculum, developing behavioural supports and

implementing specific technological, health care, social-emotional, and rehabilitative

interventions. Philosophically, the term “special” is outdated in relationship to the role since

our graduates work with all students.

Despite an absence of a regulatory body, the trend province-wide is toward adopting the title,

“Education Assistant” (EA). The provincial Classroom and School Support subcommittee of

the BC Human Service Articulation Committee supports use of the title Education Assistant.

Likewise, the provincial committee to examine Standards of Practice for EA’s supports the

title, as is evident in the title of the committee. School districts continue to be responsible for

‘naming’ the role for their particular workplace, but there are trends toward changing the

name, the most significant of which is Surrey (the largest district) moving from Special

Education Assistant” to “Education Assistant.” The Canadian Union of Public Employees

(CUPE), the union to which most EA’s belong in this province, also uses the term.

The concern over the possible confusion over the change in the “SETA brand” in the

community has been discussed among our committee members. For over two decades the

program has enjoyed the pithy and identifiable name that distinguishes it among community

stakeholders and the KPU community. It will, undoubtedly, take time to change mindsets

around the name. However, the currency of the title is now at issue given the reasons stated

above. It should be noted that the SETA Advisory committee also largely supports the name

change.

In Spring 2015, KPU President Alan Davis approved the SETA department and program

taking on the name of Education Assistant Program (EDAS).

The EDAS department contends that it is time to change the name of the credential we offer

to be consistent with current professional practice. We thus propose renaming the credential

we offer from “Certificate in Special Education Teacher Assistant” to “Certificate in

Education Assistant." KPU has a reputation in the field as offering one of the most current,

thorough training programs in the province, and the name change is the next natural step.

The EDAS Certificate program prepares students for a variety of paraprofessional duties in

schools. Special Education Teacher Assistants work in Kindergarten through Grade 12 and

assist teachers in providing personal care, behavioural and learning support to students with

diverse needs.

Graduates of the SETA program find employment in elementary and secondary schools

throughout BC as teacher assistants.

Our Certificate is recognized by all of the school districts in the Lower Mainland.

B. Program Description:

B1. State the goals and objectives of the new program

Our program follows CASS guidelines for curriculum. As stated above the goals and

objectives for this revised program have remained consistent with our current SETA Program.

We have revised three courses (SETA 1101, 1105 and 1305) to include the learning objectives

- 4 -

from ECHS 1135, which is being discontinued. An English course (ENG 1104) specific to our

program is being created to fulfill the program English requirement for graduation.

Program Learning Outcomes for EDAS Certificate as per CASS guidelines

1. Core knowledge and Understanding

a. Describe cognitive, behavioural. and or social/emotional challenges and effective

interventions

b. Integrate the values of inclusion and Person Centred Practice in the role of the

Education Assistant.

c. Demonstrate

2. Problem solving and Critical thinking

a. analyze a problem into its key features by thinking in an integrated manner and

examining problems from different perspectives

3. Practicum Skills

a. Design and implement practical procedures using best practice

b. Evaluate the limitations of and troubleshoot experiential approaches

c. Work safely and effectively in the practicum adapting/modifying

materials/approaches for individual learning needs

d. Work effectively in a group of educators or a multidisciplinary setting

4. Research and communication skills

a. Gather, critically assess, and utilize primary academic literature to research a topic

b. Present brief reports with clear, concise language using oral, written and visual

modes to academic and general audiences.

5. Professional skills and Core Values

a. Apply the principles of academic integrity and ethics of inclusive practice

b. Demonstrate a good work ethic by setting goals and meeting deadlines

c. Be aware of the environmental, health, economic and ethical implications of

inclusive practice.

B2. Identify the target student audience(s) for this program

The target student audience is people who wish to work with children with disabilities. Our

past student cohorts included recent high school graduates, parents returning to work, and

people looking for a career change. Also, several of our students have emigrated from other

countries and wish to take this knowledge base back to their country of origin.

B3. State how the institution satisfied itself that there is not unnecessary duplication in the

system

Several colleges in the lower mainland have offered Education Assistant Programs for many

years (Langara College, Capilano University, Camosun College, Surrey Community

College, Delta Community College). Our graduates tend to work in Surrey, Langley,

Cloverdale, Abbotsford, and Chilliwack which is where most of our students live. We also

have several students come to our program from Vancouver, Maple Ridge, Burnaby, New

Westminster and Delta due to the reputation of our program and the high demand for

qualified education assistants across our province. For example, Surrey, Maple Ridge and

Langley School Districts all make arrangements with us to interview and hire our graduates.

- 5 -

The number of graduates across these programs is not currently sufficient to satisfy needs

for qualified education assistants.

B4. Provide evidence of labour market demand

The most recent Labour Market Outlook Report (2014-24) indicates continued, though

slightly declining, demand for elementary and secondary school teacher assistants.

Year

Occupation 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024

4413 Elementary and

secondary school

teacher assistants

Labour Force Demand 18,161 17,860 17,749 17,676 17,833 17,983 18,158 18,414 18,694 18,882 19,026

Labour Force Supply 18,110 18,000 17,940 17,904 18,058 18,216 18,370 18,570 18,785 18,954 19,126 Labour Force Supply

Less Demand -51 140 190 227 224 233 212 156 92 72 100

Further, qualified education assistants will continue to be key employees within the public

education system as the province continues to make progress on access and employability

mandate as outlined in the BC Skills for Jobs Blueprint.

C. Curriculum:

C1. Describe the skills, knowledge, or other attributes students will develop from the

program

Learning Outcome Relevant Courses

Describe the role of an education assistant in the instructional process and as a member of a collaborative team

EDAS 1105 and 1305

Explain, in general terms, the diversity which exists amongst learners

Describe and apply effective instructional approaches and strategies based on principles of person-centred practice

Explain key domains of student support and how they relate to person-centred-practice

Develop instructional activities that incorporate appropriate components of effective instruction

Describe common cognitive, social/ emotional and biological/physical challenges

Utilize an effective problem solving process within the context of a school team to develop appropriate instructional activities

Describe the significance of, and apply strategies which will enhance social relationships between students who have special needs and their peers and the larger school community

Develop personal professional goals and interests in relation to practice as education assistant

Reflect on and understand how their own school experience, personal learning style, attitudes towards learning, and values may influence their practice in supporting students

Articulate a personal philosophy of instruction and learning

EDAS 1105

- 6 -

Select and apply observation formats to different settings

Explore how multiple perspectives, culture and context influence observation

Discuss how values, beliefs, interpretations, preconceptions and emotions impact observation

Identify the foundations of Positive Behaviour Support (PBS)

Identify the principles of Applied Behaviour Analysis (ABA)

Examine the concepts of person-centered practice, inclusion and non-aversive support as they relate to behaviour support

Identify ethical considerations of observation and behavioural support in a school setting

Analyze the relationship between self, theory and practice related to supporting a student with challenging behaviour

Identify and apply the components of effective classroom management

Discuss the role of the environment in the development of patterns of challenging behaviour

Integrate principles of Functional Assessment in developing supportive environments and behaviour plans

Explore the role of technology in observation and behavioural support

EDAS 1120 (formerly SETA 1120 and ECHS 1125)

Begin to integrate theoretical knowledge with practice experience

Establish effective relationships with children and/or adolescents

Establish effective relationships as a team member

Discuss protocols for health and personal care responsibilities of practicum students

Demonstrate basic back care and wheelchair safety

EDAS 1271

Practice pedagogy ethically

Identify personal and professional goals through the processes of dialogue and reflection

Demonstrate selected practice competencies related to the work habits, professionalism, technical skills and interpersonal relations expected of a beginning practitioner

EDAS 1271 and 1371

Critically examine current trends and issues in curriculum content areas within the context of the BC Ministry of Education

Explain the philosophy of inclusive education within the context of curriculum delivery and person-centred-practice

Identify barriers to the acquisition of skills for elementary and secondary school students

Identify strategies to facilitate the acquisition of skills for elementary and secondary school students

Adapt curriculum in response to individual student strengths and needs

Modify curriculum in response to individual student strengths and needs

Identify and access resources that can be used to support students who have special needs

Support the acquisition of literacy and numeracy skills with a diverse student population

Describe the significance of, identify and teach functional life skills and functional academics

EDAS 1305

Establish effective relationships with children and/or adolescents

Establish effective collaborative relationships as a team member

Integrate theoretical knowledge with practice experience

Engage actively in the role of the education assistant in practice situations

Apply an “action research” inquiry process to a practice issue

Present, orally and in written form, findings from inquiry

EDAS 1371

- 7 -

C2. Describe the program/course structure

This credit certificate program is completed in four semesters of part-time study at the Surrey

Campus or three semesters of full-time study at the Langley Campus. Part-time students

attend classes two evenings per week and alternate Saturdays from September through May

over two years. Full-time students attend classes during the day (24-28 hours per week)

September through May over one year.

To integrate the knowledge and skills learned in the program, all students complete two four-

week, full-time practicums in schools over the course of their studies. The students are on site

in a school for four weeks, 30 hours per week, and also attend one three hour class at the

University during the third week of practicum. During this period, students will observe,

assist, and work with children and/or adolescents with diverse needs under the guidance and

supervision of professional staff.

EDAS courses are taught by faculty who are Masters or Doctorate prepared, who have

teaching experience in the K-Grade 12 school system, and who hold a teaching certificate

with the B.C. College or Teachers, or who have specialized post-secondary education in their

field (for example: Occupational Therapist, Physiotherapist).

Current Curricular Requirements: Proposed Curricular Requirements:

All of All of

CAHS 2120 CMNS 1216* CMNS 1217* ECHS 1125 ECHS 1130 ECHS 1135 ECHS 1230 SETA 1101 SETA 1105 SETA 1120 SETA 1225 SETA 1270 SETA 1280 SETA 1305 SETA 1370

2.5 credits 1.5 credits 1.5 credits 1.5 credits 2 credits 3 credits 2 credits 3 credits 3 credits 2 credits 1.5 credits 3.5 credits 2.5 credits 3 credits 3.5 credits

EDAS 2120 CMNS 1140 EDAS 1120 EDAS 1130 EDAS 1230 EDAS 1101 EDAS 1105 EDAS 1225 EDAS 1271 EDAS 1281 EDAS 1305 EDAS 1371

2.5 credits 3 credits 3 credits 2 credits 2 credits 3 credits 3 credits 1.5 credits 3 credits 2 credits 3 credits 3 credits

One of One of

PSYC 2320† SETA 1161

3 credits 1.5 credits

PSYC 2320† EDAS 1161


One of One of

PSYC 2321† SETA 1162


PSYC 2321† EDAS 1162


Notes: * Students may complete ENGL 1100 or CMNS 1140 in lieu of CMNS 1216 and 1217. † Students who complete PSYC 2320 in lieu of SETA 1161, or PSYC 2321 in lieu of SETA 1162 will accrue more than 39 credits in total.

Notes: * Students may complete ENGL 1100 or CMNS 1216 and 1217 in lieu of CMNS 1140. Please note that ENGL 1104 is currently proceeding through institutional approval processes and will replace CMNS 1140 in the future. † Students who complete PSYC 2320 in lieu of EDAS 1161, or PSYC 2321 in lieu of EDAS 1162 will accrue more than 34 credits in total.

- 8 -

C3. Identify the provincial, national and/or international certifications and standards

achieved in the new program, if applicable

N/A There are no standards for this certificate. Our faculty is actively engaged with other

institutions to create standards of practice.

D. Program Consultations and Evaluation:

D1. List the other provincial post-secondary institutions consulted about the proposed

program

Faculty discussed changes to the current program with the Chair Assistant (Nancy Hoyano

past chair and Lu Allen, current chair, of the SETA program at Langara College:

Department of Education). They had implemented changes to their practicum courses and

their program outcomes align with ours.

Provide a list and summary of the nature of all other consultations

D2. State whether or not the program meets the program eligibility requirements as

outlined at www.bcsap.bc.ca

The EDAS full-time program meets the program eligibility requirements as outlined in

ww.bcsap.bc.ca

D3. Indicate what policies/procedures are planned for ensuring adequate depth and

breadth of ongoing review and evaluation once the program has been implemented

We will be following the KPU Policy for Program Review B. 12 (L.11) states that all non-

degree programs will complete a full program review every seven years. The course outline

manual for the Arts Curriculum requires a course review every five years.

D4. Indicate whether safety and other risk management factors have been addressed where

appropriate

All issues of confidentiality and risk management are addressed in all course outlines.

E. Admissions and Transfer:

E1. Indicate how the institution plans to ensure students’ ability to access the program

through transfer

EDAS does not have a formal transfer agreement with other institutions. We have identified

transfer credit courses in our course outlines and provide PLA opportunities in our course

outlines.

E2. Describe how students will be able to transfer out of the proposed program into other

programs within the same institution or at another institution

Graduates of EDAS may apply their credits towards other undergraduate credentials at KPU

where applicable. Our graduates have gone on to pursue further post-secondary studies at

KPU as well as SFU and UFV.

E3. Indicate how students will be able to transfer into related degree-level programs, if

applicable

N/A


- 9 -

F. Other:

F1. Include any additional information not addressed in the sections above that may be

helpful in better understanding the major components of the proposal

EDAS Program Course Descriptions 2015-16

Appendix 1: EDUCATION ASSISTANT (EDAS) PROGRAM Changes

Term / Year One Term / Year Two

EDAS 1101

Including Diverse Learners in Schools Students will examine and reflect upon the philosophical, historical,

organizational, and daily aspects of inclusive schooling. They will investigate

patterns of diversity, possible implications of specific disabilities, and how

individual strengths and needs may be supported in the classroom. Students will

examine their role and own values, beliefs, and attitudes in supporting students

with special needs and teachers in the school community. 60 hours: 3.0 credits

EDAS 1271

Practicum I Students will participate in a four-week, full-time practicum in an elementary or secondary

school setting. They will observe, assist, and work with children and/or adolescents

requiring learning, behavioral, and/or physical support under the guidance and supervision

of professional staff. Students will also participate in seminars to discuss self, theory and

practice issues. 140 hours: 3 credits

EDAS 1161*

Change and Development: Childhood Students will explore the human passage from conception through middle

childhood. They will draw on theory and personal experience to investigate and

reflect on child development, change, and diversity in relation to self and others.

30 hours: 1.5 credits

EDAS 1225*

Alternative and Augmentative Communication Students will examine issues related to the education of individuals who use nonverbal

forms of communication. They will explore strategies for the creation and support of

technical and non-technical augmentative and alternative systems for communication and

written output. Students will examine their role, and the role of other professionals, in

enhancing participation and interaction for children with severe communication

challenges. 30 hours: 1.5 credits

EDAS 1120*

Principles of Proactive and Positive Behaviour Support Students will examine the principles of positive behaviour support and proactive

classroom management. They will develop positive behaviour support plans

based on information acquired from a functional assessment. Students will

examine their own values, beliefs and attitudes in relation to their role in

supporting children and youth with challenging behaviours. 60 hours: 3.0 credits

EDAS 1305

Overview of Curriculum for Inclusive Schools Students will examine the philosophy, goals, and content of curriculum in elementary and

secondary schools in British Columbia. They will explore the philosophy of inclusive

education and their role within the context of curriculum delivery. Students will apply the

principles of adapting and modifying curriculum to learning activities. They will identify

and develop strategies to facilitate learning, based on students’ strengths and needs. 60 hours: 3.0 credits

EDAS 1105

Supporting Learning in Schools Students will explore the elements and processes of effective instruction and the

role of the teacher assistant in supporting learning. They will investigate models

of learning, including Multiple Intelligences Theory, and discuss how they apply

to classroom practice. Students will apply strategies and positive approaches to

support learners through classroom activities and case studies. 60 hours: 3.0

credits

EDAS 1281

Health and Personal Care Support for Teacher Assistants Students will explore health and personal care issues for children and adolescents with

disabilities, and the role of the teacher assistant in supporting them. They will practice

selected psychomotor skills necessary to provide health and personal care support.

45 hours: 2.0 credits

EDAS 1130*

Interpersonal Communication One Students will examine basic principles of effective interpersonal communication.

They will examine their own style of communicating. Students will demonstrate

competency in areas of verbal and nonverbal communication.

30 hours:2.0 credits

EDAS 1230*

Interpersonal Communications Two Students will examine the concepts of power and conflict in interpersonal communication.

They will demonstrate effective conflict resolution strategies in a variety of contexts. 30

hours: 2 credits

EDAS 1162*

Change and Development: Adolescence through Middle Adulthood Students will explore the human passage from adolescence through middle

adulthood. They will draw on theory and personal experience to investigate and

reflect on adolescent and adult development, change, and diversity in relation to

self and others. 30 hours: 1.5 credits

EDAS 2120*

Supporting Students with Autism Spectrum Disorder Students will develop an understanding of the nature and characteristics of autism

spectrum disorders. They will examine the current research on best practices for

supporting students with autism spectrum disorders in a variety of educational settings.

Students will explore functional assessment practices, positive behaviour supports, and a

wide range of strategies and materials that enhance learning, communication, and social

skills. 45 hours: 2.5 credits

Total Credits: 34 credits

EDAS 1371

Practicum Two Students will integrate and apply theoretical concepts from their coursework in a final,

four-week practicum that is a full-time experience in an elementary or secondary school

setting. They will actively observe, assist, and work with children and/or adolescents

requiring learning, behavioural, and/or physical support under the guidance and

supervision of professional staff. Students will also participate in seminars to discuss self,

theory, and practice issues. 140 hours: 3 credits

* These courses are staying the same and have already been approved by our curriculum committee.

Courses in red have been addressed in the program revision proposal.

Appendix 2: EDAS Program Review Action Plan October 5, 2015

“Quality is never an accident; it is always the result of intelligent effort.” – John Ruskin

Below are the Actions addressed by the full program review and now implemented into the new EDAS

program:

Upon reviewing the data collected from the faculty, student, alumni and school district representatives

and summarizing it in the Self-Study, the core Program Review team developed recommendations. Most

of the observations and data was confirmed by the work of our External Review Team, Wendy Johnson

(Ed.D., UBC,), Jan Sundmark (Ed. D.) and Ronnie Skolnick (M.Ed., SFU). The following

recommendations are a collation of all recommendations among the invested parties and currently

implemented in the new program. Framework Recommendations:

Recommendations - Educational Design and Experience

While overall there is a high level of satisfaction with the curriculum, feedback from students, faculty,

and the districts also indicates the need for continued review and updating based on changes in the field

and in the EDAS student population. Based upon the feedback from the surveys and the self-study teams’

assessment, curriculum review would involve:

• Reviewing learning outcomes of all courses with an eye to continue to provide course work that is

relevant to the requirements of the workplace

• Identifying skills, knowledge and processes that are currently of highest priority in the workplace

• Identifying learning outcomes and/or courses which should be added or deleted

• Reviewing courses with an eye to reducing duplication of learning outcomes

• Reviewing learning outcomes in reference to both secondary and elementary school realities

• Reviewing ways to reconcile the gap between best practice and the reality of school system

• Examining which skill sets should receive high priority prior to first practicum

Specific suggestions about content, arising from themes in the written comments, include:

• Ensure that the EDAS courses that arose from the merging of the four programs - Essentials of

Person-Centered Practice, Writing for the Workplace, and Interpersonal Communication - reflect content

that is well-aligned to the work of teacher assistants

• Include more content related to literacy, numeracy, and secondary academic content

• Increase content related to school-wide and classroom-based behaviour support, including

classroom management, and ensure the content is consistent with the actual role of the teacher assistant

• Include Applied Behaviour Analysis (ABA) training for students with autism

• Sequence course material to include some autism and classroom management curriculum prior to

first practicum

• Further address characteristics of varying types of disabilities, including learning disabilities

• Familiarize students with the growing number and types of assistive technologies and computer

programs

• Increase content on communication (related to students they would be supporting)

• Increase content related to working in secondary schools

Further recommendations regarding Education Experience and Design include:

• Connect students who are struggling with their literacy and numeracy skills with the Learning

Centre and ABE department and explore additional remedial opportunities for students who need to bring

their reading and writing skills up to an acceptable level for the work place

• Revise admission requirements to address literacy and numeracy skills and suitability for the field

• Increase opportunities for faculty to connect regarding operational, curricular and philosophical

issues for consistency of student experience and program cohesiveness (creative opportunities for regular

discussion must be explored due to the large number of contract faculty within EDAS and the challenges

of coordinating schedules)

• Recommendations – Resources, Services, and Facilities

Several recommendations emerged from the surveys which largely confirmed informal faculty and

student feedback. Specific recommendations include:

• Install E-classrooms to create safer classrooms (prevent tripping over wires), to enable students to

see the screen from all parts of the classroom, and to use faculty time more efficiently

• Review textbooks for each course for relevance and use

• Increase student awareness of IET services at Kwantlen

• Express appreciation to the Learning Centre staff for their support of EDAS students

• Provide feedback to the Library and Student Services regarding positive feedback from students

and discuss future needs of students

• Approach Advising and Marketing to discuss the promotion of the EDAS program as a career

opportunity to BA students interested in the practical application for their academic skills and knowledge

• Review augmentative communication and assistive technology software and hardware to

determine what is necessary to support this area of the EDAS curriculum

• This experience strongly suggests we continue highlighting and articulating the laddering options

both to applicants and students. Among other areas of future study students indicated interest in pursuing

the following fields:

• Sign Language Interpreter

• Speech and Language Pathology

• Physiotherapy

• Occupational Therapy

• Educational Psychology

Recommendations – Quality of Program Relationships and Connections

• Develops Vision, Mission, and Mandate statement for the EDAS Program

• Support the establishment of the Integrated Advisory committees

• Explore further internal laddering opportunities for EDAS students within the Faculty of Arts

General Recommendations

Overall, it is strongly recommended that Kwantlen and the Dean’s Office support the EDAS Coordinator

and faculty to continue to engage in the deliberate practices that have kept the quality and reputation of

the EDAS program high. Recommendations regarding the continuation of current practices include:

• Provide ongoing service to students, from recruitment through graduation, and beyond

• Maintain the ability to foster a positive culture and community for students through classroom

“home-bases”

• Recruit faculty who are current and like-minded in educational practices and inclusive

philosophies

• Encourage faculty to teach to their strengths and maintain the existing balance of autonomy and

mindfulness of community and program values

• Support the collaborative, positive, collegial, and cooperative culture of the EDAS faculty

• Expect currency in field research and best practices in teaching and support professional

development and credential upgrading

• Recognize the contributions that faculty make to students, Kwantlen, and the field and their

leadership

• Maintain positive district relationships through ongoing collegial dialogue

• Maintain relevance of curriculum for field

Appendix 3: CASS CONTENT CATEGORIES

1. Inclusion Disability

Planning

Learning Disabilities

Autism

2. Human Development Child Development

Adolescent – Adult Development

3. Learning & Support Strategies Observing & Recording

Teaching & Learning Strategies

Modifying Curriculum

Behaviour Support

Alternative & Augmentative Communication

4. Health & Wellness Wellness

Personal Assistance

5. Communication Interpersonal Communication

Written Communication

Group Communication

6. Community & Relationships Community Building

Families

7. Professional Practice &

Accountability

Professionalism

Foundations of the Field

Diversity/Social Justice Issues

Practicum

For more information, please refer to http://www.bctransferguide.ca/program/cass

Appendix 4: EDAS Learning Objectives Developed from CASS Overview

Learning Outcomes for the Certificate in Education Assistant (EDAS) Program (all courses)

Theory of inclusive practices

Understand how Inclusive, collaborative and ethical practices occur within the school system

Outline the philosophy and goals of inclusive education (and within curriculum delivery)

Discuss the influence of history and current issues, barriers and trends within special education, child

and adolescence development and on current educational practice

Describe current Ministry of Education philosophies, guidelines, funding, and service delivery models

for students in the school system

Define the role of an education assistant in supporting students and teachers within the instructional

process, academic supports and/ or personal health care needs

Outline ethical practice and lines of communication in the school setting

Explain and understand use of the IEP (individualized education plan)

Adapt/ modify curriculum, goals, materials and activities in response to student’s strengths and needs

Explain how critical elements of the learning environment affect student learning and how multiple

intelligences theory applies t the classroom

Discuss school – community and family roles, influences and context of all three

Identify the roles and responsibilities of human service workers in the practice of supporting

individuals with challenging behaviour

Evaluate the support plan from a quality of life and behavioural change perspective

Establish and support effective relationships with children and/or adolescents, school personnel,

families and team members

Describe how variations in learning or specific disabilities may effect a learner’s cognitive, social,

emotional, and physical capacities

Relate developmental stages and theoretical perspectives to their practice as teacher assistants

Integrate new knowledge about disabilities with previous understanding of child development theory,

learning theory, and inclusive education

Understand current frameworks for assessing, organizing information, and delivering educational

services to children and youth with disabilities

Self reflection

Describe and demonstrate the group working process

Discuss their own values, beliefs, and attitudes in relation to inclusive education and their practice as

teacher assistants ad how their own school experiences may influence work with students

Describe how her/his personal values, beliefs, feelings, perceptions and self-esteem influence

communication with others

Identify their own learning style, communication style

Articulate her/his personal philosophy of learning

Generate personal learning goals in relation to practice as a teacher assistant

Identify personal and professional goals through the processes of dialogue and reflection

Demonstrate selected practice competencies related to the work habits, professionalism, technical

skills and interpersonal relations expected of a beginning practitioner

Explain the meaning of nonverbal communication within the context of interpersonal interaction

Describe the interaction between thoughts and feelings

Demonstrate specific listening, verbal, and nonverbal interpersonal communication skills

Identify the stages of development and the dynamics of power within relationships

Describe the role and effect of defensiveness and assertiveness within communication

Understand conflict and ones approach to working though it with a win/win outcome

Utilize listening, verbal and non verbal communication styles

Integrate and demonstrate both theoretical knowledge with practical experience in the field

Present, orally and in written form, findings from inquiry and their practice and “action research” in

the field

Demonstrate selected practice competencies related to the work habits, professionalism, technical

skills and interpersonal relations expected of an entry-level practitioner

Knowledge

Skills to support children within the school settings

Create learning situations that are responsive to many learning styles

Use the planning process to develop activities that incorporate the components of effective

instruction

Apply instructional strategies and techniques in individualized learning activities

Evaluate the effectiveness of her/his practice in classroom activities and simulations

Child and adolescent holistic development , health and personal care supports and how context

and/or crisis can influence these

Develop and implement proactive behaviour interventions and visual supports,

Use and understand behaviour support models and identification of factors tha influence behaviour

Ethical and influential factors in observation

Critically examine the influence of these factors within the scope of EA practice

Action research in relationship to observation

Understand and describe the method, purpose, advantages, and disadvantages of various methods of

observation

Select and apply observation formats in different settings

Examine the principles of lifestyle planning, interdependence/bonding, non-aversive support and

communication as they relate to behaviour interventions

Develop individual strategies to support a person with challenging behaviour

Support nonverbal students through augmentative and alternative communication systems,

Discuss principles and processes of interpersonal communication

Develop care plans that reflect on the values and attitudes related to caring and provision of health and

care supports

Preform selected psychomotor skills safely ensuring physical and psychological comfort

Identify potential barriers to skill acquisition

Demonstrate effective goal setting and applying principles of age appropriate, normative approaches to

individualized learning

Appendix 5

Special Education Teacher Assistant Program ChangesSummary of Budget and Tuition Implications

Initial FTE and Operating Budget:

Regular FTE 3.345

Non-Regular FTE 1.136

4.481 Total budgeted FTE

Total operating budget for faculty salary and benefits (FY 15-16): $453,100

Tuition based on 39 Credit program:

Estimate based on 105 domestic students @ 161.50 per credit. 3 intakes per year.

661,343$

Proposed FTE and Operating Budget:With the program revisions, the program can be offered within current operating budget and 4.481 FTE allocation.

Tuition based on 34 Credit program:

Estimate based on 105 domestic students @ 161.50 per credit. 3 intakes per year. Does not reflect tuition fee increases or potential international students.

576,555$

Initially, 5.82 faculty FTE were needed to deliver the program. We are funded for 4.481 FTE; therefore, 1.34 FTE over-budget.

This equates to a budget deficit of approximately $135,500.


~ 1 ~

Agenda Item: Program Revision: Bachelor of Horticulture Science Degree Program Majors

Action Requested:



THAT Senate approve the revisions to the Bachelor of Horticulture Science Degree Program Majors for implementation on September 1, 2016.


On February 3, 2016, the Senate Standing Committee on Curriculum reviewed the revisions to the Bachelor of Horticulture Science Degree Program Majors and recommended them to Senate for approval.

These revisions expand CBSY and BUSI service course options which will provide students access to more course sections and time blocks. As most students will opt for the traditional service courses that were designed specifically for horticulture students, additional sections of the alternative courses are will not be necessary. The corrected number of credits is required to complete the Bachelor of Horticulture Science Urban Ecosystem Major credential.


None.


None.

Consultations: These revisions were approved by the Faculty of Science and Horticulture (FSH) Curriculum Committee on January 7, 2016, by Faculty Council on January 19, 2016 and by the Senate Standing Committee on Curriculum on February 3, 2016. The chairs of the departments in which courses were impacted by the changes in this memo were contacted as noted below.

- Valerie Warren, Chair, Accounting (ACCT), positive response - Alexandra Richmond, Chair, Applied Communications (CMNS) - Ron Shay, Chair, Business (BUSI), positive response - Marcelo Machado, Chair, Computer Business Systems (CBSY), will work with

FSH to allow horticulture student to register into CBSY 1110 sections


1. An alternative course selection (CBSY 1110) has been added with CBSY 1105. Note that CBSY 1110 is a new course to be implemented for September 2016.

2. Alternative course selections for BUSI 1205 and BUSI 1209. 3. Correction to the total number of credits required for the Bachelor of Horticulture

Urban Ecosystem Major.


~ 2 ~

Attachments: Calendar Copy changes

Submitted by: Elizabeth Worobec, Dean, Faculty of Science and Horticulture


Program Revisions: Bachelor of Horticulture Science - February 2016 SSCC Revision to the Plant Health: Bachelor of Horticulture Science Major Course Progression

Current Calendar Proposed Calendar

Curricular Requirements

A minimum of 122 credits at 1100 level or higher

including:

A minimum 36 credits at the 3000 level or higher

which includes a completion of 6 credits of research

4000 level courses

A minimum of 15 credits of breadth electives

including:

o At least 3 credits at the 3000 or 4000 level

o At least 12 credits from fields or courses other

than HORT and not already prescribed in the

Plant Health: Bachelor of Horticulture Science

Major

Plant Health Major

The Plant Health: Bachelor of Horticulture Science Major

requires the completion of 122 credits of course work.

Year 1

All of:

CBSY 1105 Introductory Computer Apps 3 credits

ENGL 1100 Intro to University Writing 3 credits

HORT 1102 Botany for Horticulture 3 credits

HORT 1104 Soils and Growing Media 3 credits

HORT 1110 Intro to Sustainable Horticulture 3 credits

HORT 1155 Intro to Plant Identification 3 credits

HORT 1217 Foundations of Plant Health 3 credits

Plus:

9 credits of HORT electives at 1000 or 2000 level

Year 2

All of:

BIOL 1110 Introductory Biology I 4 credits

BUSI 1205 Supervisory Skills 3 credits

BUSI 1209 Bus. Management in Horticulture 3 credits

ENVI 1106 Environmental Chemistry I 4 credits

HORT 2302 Horticulture Work Experience 1 credit

HORT 2306 Work Experience Report 1 credit



including:

A minimum 36 credits at the 3000 level or higher

which includes a completion of 6 credits of research

4000 level courses


including:


o At least 12 credits from fields or courses other

than HORT and not already prescribed in the

Plant Health: Bachelor of Horticulture Science

Major

Plant Health Major

The Plant Health: Bachelor of Horticulture Science Major

requires the completion of 122 credits of course work.

Year 1

All of:







Plus One of:


CBSY 1110 Business Problem Solving with Spreadsheets

3 credits

Plus: 9 credits of HORT electives at 1000 or 2000 level

Year 2

All of:





Plus one of:


BUSI 1215 Organizational Behavior 3 credits

http://www.kpu.ca/calendar/2014-15/courses/hort/index.html#hort1217

Plus one of:

HORT 2308 Landscape Pest Management 3 credits

HORT 2333 Turfgrass Pest Management 3 credits

HORT 2378 Production Horticulture Pests 3 credits

Plus:


Year 3

All of:

BIOL 1210 Introductory Biology II 4 credits

MATH 1115 Statistics I 3 credits

HORT 3310 Entomology 3 credits

HORT 3320 Plant Pathology 3 credits

HORT 3330 Biological Control in Pest Mgmt. 3 credits

HORT 3360 Scouting, Monitoring, and

Assessment of Pests 3 credits

Plus:

6 credits of HORT electives at 2000 level or above

Plus:

6 credits of Breadth electives

Year 4

All of:

HORT 4340 Pest Management 3 credits

HORT 4350 Environmental Effects of Plant Health Management

3 credits

HORT 4370 National & Global Regulatory Issues 3 credits

HORT 4440 Vegetation Management 3 credits

HORT 4480 Society and Horticulture 3 credits

HORT 4810 Applied Research Project 1 3 credits


Plus:


Plus:

3 credits of Breadth electives at 3000 level or above

BUSI 1250 Human Resource Management 3 credits

Plus one of:


BUSI 1210 Essentials of Management 3 credits

ACCT 1110 Introductory Financial Accounting I 3 credits

Plus one of:




Plus:


Year 3

All of:



HORT 3310 Entomology 3 credits

HORT 3320 Plant Pathology 3 credits

HORT 3330 Biological Control in Pest Mgmt. 3 credits

HORT 3360 Scouting, Monitoring, and

Assessment of Pests 3 credits

Plus:

6 credits of HORT electives at 2000 level or above

Plus:


Year 4

All of:

HORT 4340 Pest Management 3 credits

HORT 4350 Environmental Effects of Plant Health Management

3 credits

HORT 4370 National and Global Regulatory Issues 3 credits





Plus:


Plus:

3 credits of Breadth electives at 3000 level or above

HORT Electives

HORT electives 1100 or higher must equal a total of 27

credits, with at least 6 credits at the 2000 level or higher.

Breadth Electives

Breadth electives (15 credits) must come from fields or

courses which are not HORT courses or those prescribed in

the Bachelor of Horticulture Science Plant Health Major.

CMNS 1140 can be used as a breadth course.

HORT Electives

HORT electives 1100 or higher must equal a total of 27

credits, with at least 6 credits at the 2000 level or higher.

Breadth Electives

Breadth electives (15 credits) must come from fields or

courses which are not HORT courses or those prescribed in

the Bachelor of Horticulture Science Plant Health Major.

CMNS 1140 can be used as a breadth course.

Revision to the Urban Ecosystems: Bachelor of Horticulture Science

Major Course Progression




including

A minimum of 39 credits at the 3000 level or higher

which includes completion of 6 credits of research

4000 level courses


including:


o At least 12 credits from fields or courses

other than HORT and not already prescribed

in the Urban Ecosystem: Bachelor of

Horticulture Science Major

Urban Ecosystems Major

The Urban Ecosystems: Bachelor of Horticulture Science

Major consists of 122 credits of course work.

Year 1

All of:


ENGL 1100 Introduction to University Writing 3 credits






Plus:


Year 2

All of:








including

A minimum of 39 credits at the 3000 level or higher

which includes completion of 6 credits of research

4000 level courses


including:


o At least 12 credits from fields or courses

other than HORT and not already prescribed

in the Urban Ecosystem: Bachelor of

Horticulture Science Major

Urban Ecosystems Major

The Urban Ecosystems: Bachelor of Horticulture Science

Major consists of 121 credits of course work.

Year 1

All of:







Plus One of:


CBSY 1110 Business Problem Solving with Spreadsheets

3 credits

Plus: 9 credits of HORT electives at 1000 or 2000 level

Year 2

All of:






Plus one of:




Plus:


Year 3

All of: HORT 3210 Applied Urban Ecosystems 3 credits

HORT 3230 Urban Watershed Planning 3 credits

HORT 3250

Monitoring, Inventory, & Assess. of

Plant Communities 3 credits

HORT 3251 Landscape and Environment 1 3 credits

HORT 3270 Urban Agriculture 3 credits

Plus: 9 credits of HORT electives at 2000 level or higher 9 credits

Plus: 6 credits of Breadth electives

Year 4 All of: HORT 4231 Riparian Management 3 credits

HORT 4252 Landscape and the Environment:

Applications 3 credits

HORT 4253 Urban Ecology 3 credits






Plus:

3 credits of Breadth electives at the 3000 level or above

Plus one of:


BUSI 1215 Organizational Behavior 3 credits


Plus one of:



ACCT 1110 Introductory Financial Accounting I

3 credits

Plus one of:




Plus:


Year 3

All of: HORT 3210 Applied Urban Ecosystems 3 credits

HORT 3230 Urban Watershed Planning 3 credits

HORT 3250

Monitoring, Inventory, & Assess.

of Plant Communities 3 credits

HORT 3251 Landscape and Environment 1 3 credits

HORT 3270 Urban Agriculture 3 credits

Plus: 9 credits of HORT electives at 2000 level or higher


Year 4 All of: HORT 4231 Riparian Management 3 credits

HORT 4252 Landscape and the Environment:


HORT 4253 Urban Ecology 3 credits






Plus:

3 credits of Breadth electives at the 3000 level or above

HORT Electives HORT electives 1100 or higher must equal a total of 30 credits, at least 9 credits are at the 2000 level or higher.

Breadth Electives Breadth electives (15 credits) must come from fields or courses which are not HORT courses or those prescribed in the Bachelor of Horticulture Science Urban Ecosystem Major. CMNS 1140 can be used as a breadth course.

HORT Electives HORT electives 1100 or higher must equal a total of 30 credits, at least 9 credits are at the 2000 level or higher.

Breadth Electives Breadth electives (15 credits) must come from fields or courses which are not HORT courses or those prescribed in the Bachelor of Horticulture Science Urban Ecosystem Major. CMNS 1140 can be used as a breadth course.


~ 1 ~

Agenda Item: Program Revision: Diploma in Horticulture Technology Specializations

Action Requested:



THAT Senate approve the revisions to the Diploma in Horticulture Technology Specializations for implementation on September 1, 2016.


On February 3, 2016, the Senate Standing Committee on Curriculum reviewed the revisions to the Diploma in Horticulture Technology Specializations and recommended them to Senate for approval.

The School of Horticulture is revising the Horticulture Technology Diploma Specializations in order to increase options and flexibility for students. Due to the number of horticulture students and limited number of sections available and time conflicts, students were unable to register in required courses. A common base of prescribed courses and course options for the Horticulture Technology Diploma and all three Specializations will ensure that students can access the same level of flexibility in course choice regardless of their chosen program of study.


None.


None.

Consultations: These revisions were approved by the Faculty of Science and Horticulture Curriculum Committee on January 7, 2016 and by Faculty Council on January 19, 2016.

The Chairs of the departments in which courses were impacted by the changes in this memo were contacted.


1. ENGL 1100 has been added as an alternative course selection with CMSN 1140 for all specializations.

2. Alternative course selections for BUSI 1205 and BUSI 1209 for all specializations.

3. Alternative course selections for a 2000 level plant health course for all specializations.

4. Revised list of Year 2 electives for the Turf Management Specialization.


~ 2 ~

- Valerie Warren, Chair, Accounting (ACCT), positive response - Alexandra Richmond, Chair, Applied Communications (CMNS) - Ron Shay, Chair, Business (BUSI), positive reply

Attachments: Calendar Copy changes



of 5

Program Revisions: Horticulture Diploma Specializations – February 2016 SSCC

Current Program Proposed Program


Landscape Horticulture Systems

Specialization

Students pursuing a Horticulture Technology Diploma with a

Landscape Horticulture Systems specialization must complete

at least 63 credits. Students should be familiar with the basic

computer applications of word processing and spread sheets.

If students require upgrading, they should take CBSY 1105.

Year 1

Fall Semester All of: HORT 1102 Botany for Horticulture 3 credits

HORT 1118 Basic Machinery Operation and Maintenance

3 credits

HORT 1124 Landscape Gardening Methods 3 credits HORT 1155 Introduction To Plant Materials 3 credits Plus one of: HORT 1230 Sustainable Turf Management 3 credits HORT 1261 Plant Propagation 3 credits

Spring Semester All of:

CMNS 1140 Introduction to Professional Communication

3 credits

HORT 1104 Soils and Growing Media 3 credits HORT 1105 BC Pesticide Applicator Certification 1 credit HORT 1110

Introduction to Sustainable Horticulture

3 credits

HORT 1217 Foundations of Plant Health 3 credits HORT 1240 Arboriculture I 3 credits

Year 2

Fall Semester

All of:

BUSI 1209

Business Management in Horticulture

3 credits




HORT 2327 Sustainable Landscape Design I 3 credits


Landscape Horticulture Systems

Specialization


Landscape Horticulture Systems specialization must complete

at least 63 credits. Students should be familiar with the basic



Year 1

All of:



HORT 1105 BC Pesticide Applicator Cert 1 credit


HORT 1118 Machinery Operations &

Preventative Maintenance

3 credits

HORT 1124 Landscape Gardening Methods 3 credits

HORT 1155 Intro to Plant Materials 3 credits


HORT 1240 Arboriculture I 3 credits

Plus one of:

HORT 1230 Sustainable Turf Management 3 credits

HORT 1261 Plant Propagation 3 credits

Plus one of:

CMNS 1140 Intro to Professional

Communications

3 credits


Year 2

All of:



HORT 2327 Sustainable Landscape Design I 3 credits

HORT 2355 Plant Identification 3 3 credits

HORT 2412 Landscape Estimating and

Contract Administration 3 credits

HORT 2426 Landscape Construction 3 credits

of 5

HORT 2355 Plant Identification 3 3 credits

Plus one of:

HORT 2334 Irrigation and Drainage Practices 3 credits

HORT 2473 Greenhouse Climate Control 3 credits

Spring Semester

All of:


HORT 2412 Landscape Estimating and Contract Administration

3 credits


Plus two of:

HORT 2427 Sustainable Landscape Design II 3 credits

HORT 2463 Woody Plant Production and Development

3 credits

HORT 2442 Arboriculture II 3 credits

HORT 2490 Organic Crop Production 3 credits

Sustainable Crop Production Specialization


Sustainable Crop Production specialization must complete at

least 63 credits. Students should be familiar with the basic



Year 1

Fall Semester

All of:


HORT 1110

Introduction to Sustainable Horticulture

3 credits


3 credits

HORT 1155 Introduction To Plant Materials 3 credits

Plus one of:




Plus one of:



Plus two of:

HORT 2427 Sustainable Landscape Design II 3 credits

HORT 2463 Woody Plant Prod. & Development 3 credits



Plus one of:


BUSI 1215 Organizational Behavior * 3 credits


Plus one of:

BUSI 1209 Business Management in Horticulture 3 credits


ACCT 1110 Introductory Financial

Accounting I * 3 credits

* Recommended for students intending to continue into the Bachelor of Business Administration in Entrepreneurial Leadership program

Sustainable Crop Production Specialization


Sustainable Crop Production specialization must complete at

least 63 credits. Students should be familiar with the basic



Year 1

All of:



HORT 1105 BC Pesticide Applicator

Certification 1 credit


HORT 1118 Machinery Operation &

Preventative Maintenance 3 credits

of 5

HORT 1193 Crop Production Practices 3 credits

Spring Semester

All of:


3 credits


HORT 1105 BC Pesticide Applicator Certification

1 credit


HORT 1293 Crop Production Operations 3 credits

Plus one of:



Year 2

Fall Semester

All of:

BUSI 1209


3 credits



HORT 2375 Production Facilities and Systems 3 credits


HORT 2393 Crop Production Performance 3 credits

Plus one of:



Spring Semester

All of:


HORT 2477 Production Management 3 credits


HORT 2493 Crop Production Development 3 credits

Plus one of:


HORT 2463 Woody Plant Production and Development

3 credits



HORT 1193 Crop Production Practices 3 credits

HORT 1293 Crop Production Operations 3 credits

Plus one of:

CMNS 1140 Intro to Professional

Communications 3 credits


Plus One of:



Year 2

All of:



HORT 2375 Production Facilities and Systems 3 credits

HORT 2393 Crop Production Performance 3 credits

HORT 2477 Production Management 3 credits


HORT 2493 Crop Production Development 3 credits

Plus one of:




Plus one of:



Plus one of:


HORT 2463 Woody Plant Prod. & Development 3 credits

Plus one of:




http://www.kpu.ca/calendar/2015-16/courses/busi/index.html#busi1209



of 5

Turf Management Specialization


Turf Management specialization must complete at least 63

credits. Students should be familiar with the basic computer

applications of word processing and spread sheets. If students

require upgrading, they should take CBSY 1105.

Year 1

Fall Semester

All of:



3 credits

HORT 1132 Turf Maintenance Operations 3 credits

HORT 1155 Introduction To Plant Materials 3 credits


Spring Semester

All of:


3 credits


HORT 1105 BC Pesticide Applicator Certification

1 credit


HORT 1232 Sports Turf Management Practices

3 credits


Year 2

Fall Semester

All of:

BUSI 1209


3 credits


Plus one of:

BUSI 1209 Business Management in Horticulture 3 credits


ACCT 1110 Introductory Financial

Accounting I * 3 credits


Turf Management Specialization


Turf Management specialization must complete at least 63

credits. Students should be familiar with the basic computer

applications of word processing and spread sheets. If students

require upgrading, they should take CBSY 1105.

Year 1

All of:



HORT 1105 BC Pesticide Applicator

Certification 1 credit

HORT 1118 Machinery Operation & Prev.

Maintenance

3 credits

HORT 1132 Turf Maintenance Operations 3 credits




HORT 1232 Sports Turf Management

Practices

3 credits


Plus one of: CMNS 1140 Intro to Professional

Communications

3 credits


Year 2

All of:



HORT 2330 Turfgrass and Environmental Stress 3 credits

of 5


HORT 2330 Turfgrass and Environmental Stress 3 credits

HORT 2332 Environmental Turf Management 3 credits



Spring Semester

All of:


HORT 2432 Grounds Machinery Maintenance 3 credits

HORT 2436 Golf Course Management 3 credits

HORT 2437 Golf Course Irrigation Systems: Design and Operations

3 credits

Plus one elective (3 credits) selected from:

ACCT 1230 Business Statistics * 3 credits

ACCT 2293 Accelerated Introductory Financial Accounting *

3 credits

CBSY 1105 Computer Business Applications * 3 credits

ECON 1150 Principles of Microeconomics * 3 credits



MRKT 1199 Introduction to Marketing * 3 credits

* Recommended for students intending to continue into a

Bachelor of Business Administration degree program.

HORT 2332 Environmental Turf Management 3 credits

HORT 2334 Irrigation & Drainage Practices 3 credits

HORT 2432 Grounds Machinery Maintenance 3 credits

HORT 2436 Golf Course Management 3 credits

HORT 2437 Golf Course Irrigation Systems: Design and Operations

3 credits

Plus one of:




Plus one of:




Plus one of:

BUSI 1209 Business Management in Horticulture

3 credits


ACCT 1110 Intro Financial Accounting 3 credits

Plus one elective (3 credits) selected from:

ACCT 1210 Introductory Financial Accounting* 3 credits

ACCT 2293 Accelerated Intro Financial Accounting*

3 credits

ECON 1150 Principles of Microeconomics* 3 credits



MRKT 1199 Introduction to Marketing*


SENTE Agenda Item # 5.5 Meeting Date: February 22, 2016 Presenter(s): Jennifer Au

~ 1 ~

Agenda Item: Program Revision: Diploma in Brewing and Brewery Operations

Action Requested:



THAT Senate approve the revisions to the Diploma in Brewing and Brewery Operations for implementation on September 1, 2016.


On February 3, 2016, the Senate Standing Committee on Curriculum reviewed the revisions to the Diploma in Brewing and Brewery Operations and recommended them to Senate for approval.

Applicants to the Brewing and Brewery Operations Diploma Program typically have a variety of backgrounds and prior learning. The following program changes allow students with transfer credit or previous undergraduate course work the opportunity to use it towards their diploma. Students who do not have prior learning will be encouraged to complete the courses and sections intended for this program.

CBSY 1110 is a new course that was developed in conjunction with the Computer Business Systems department and focusses on important computer applications (spreadsheets) related to the field of brewing. Since CBSY 1110 is an introductory computer course, students with course work in other areas such as CBSY, CPSC and INFO will also substitute.


None


None.

Consultations: These revisions were approved the Faculty of Science and Horticulture Curriculum Committee on December 3, 2015 and by Faculty Council on December 17, 2015. BBO Program and Computer Applications department


1. Replace CBSY 1105 with “CBSY 1110 or 3 credits of undergraduate –level

CBSY, CPSC or INFO”.

2. Include “or 3 credits of undergraduate-level CMNS or ENGL” to the program

requirements as an alternative to the current CMNS 1140 requirement.

SENTE Agenda Item # 5.5 Meeting Date: February 22, 2016 Presenter(s): Jennifer Au

~ 2 ~

Attachments: Calendar Revisions



Program Revision: Brewing and Brewery Operations Diploma – February 2016 SSCC

Current Program Proposed Program


Students must complete a minimum of 62 credits

that include:

Note: HOPS courses are assessed Tuition Category

2.a.5 tuition and fees for domestic students.

Year 1

Term 1 (Fall)

All of:

CMNS 1140 Introduction to Professional

Communication 3 credits

HOPS 1100 Introduction to Brewing 3 credits

HOPS 1105 Brewing 1 3 credits

HOPS 1110 Sensory Evaluation and

Ingredients 3 credits

HOPS 1212 Brewing Chemistry 4 credits

Term 2 (Spring)

All of:

CBSY 1105 Introductory Computer



HOPS 1211 Brewing Microbiology 4 credits

HOPS 1213 Brewing Equipment and

Technology 3 credits

HOPS 1214 Introduction to Finishing and

Packaging 3 credits

Year 2

Term 3 (Fall)

All of:


HOPS 2314 Advanced Finishing and

Packaging 3 credits

HOPS 2315 Calculations and Recipe

Formulation 3 credits

HOPS 2422 The Brewing Industry 3 credits

PHIL 3033 Business Ethics 3 credits


Students must complete a minimum of 62 credits

that include:

Note: HOPS courses are assessed Tuition Category

2.a.5 tuition and fees for domestic students.

Year 1

Term 1 (Fall)

All of:

HOPS 1100 Introduction to Brewing 3 credits


HOPS 1110 Sensory Evaluation and

Ingredients 3 credits

HOPS 1212 Brewing Chemistry 4 credits

CMNS 1140 or 3 credits of undergraduate-level

CMNS or ENGL 3 credits

Term 2 (Spring)

All of:


HOPS 1211 Brewing Microbiology 4 credits

HOPS 1213 Brewing Equipment and

Technology 3 credits

HOPS 1214 Introduction to Finishing and

Packaging 3 credits

CBSY 1110 or 3 credits of undergraduate-level

CBSY, CPSC or INFO 3 credits

Year 2

Term 3 (Fall)

All of:


HOPS 2314 Advanced Finishing and

Packaging 3 credits

HOPS 2315 Calculations and Recipe

Formulation 3 credits

HOPS 2422 The Brewing Industry 3 credits

PHIL 3033 Business Ethics 3 credits

http://www.kpu.ca/calendar/2015-16/ar/tuitionfees.html#FeeTables


http://www.kpu.ca/calendar/2015-16/courses/cmns/index.html#cmns1140

http://www.kpu.ca/calendar/2015-16/courses/hops/index.html#hops1100




http://www.kpu.ca/calendar/2015-16/courses/cbsy/index.html#cbsy1105









http://www.kpu.ca/calendar/2015-16/courses/phil/index.html#phil3033















http://www.kpu.ca/calendar/2015-16/courses/phil/index.html#phil3033

Term 4 (Spring)

All of:

HOPS 2310 Product Evaluation and Judging 3 credits


HOPS 2420 Beer Sales and Promotions 3 credits

HOPS 2421 Brewery Management and

Supervisory Skills 3 credit

Term 4 (Spring)

All of:

HOPS 2310 Product Evaluation and Judging 3 credits


HOPS 2420 Beer Sales and Promotions 3 credits

HOPS 2421 Brewery Management and

Supervisory Skills 3 credit










~ 1 ~

Agenda Item: Program Revision: Diploma in Environmental Protection Technology

Action Requested:



THAT Senate approve the revision to the Diploma in Environmental Protection Technology program for implementation on September 1, 2016.


On February 3, 2016 the Senate Standing Committee on Curriculum reviewed the revisions to the Diploma in Environmental Protection Technology and recommended them to Senate for approval.

On January 20, 2016, Senate Subcommittee on Course Curriculum (SCC) reviewed CBSY 1110 and recommended it to the Senate Standing Committee on Curriculum (SSCC).

Faculty members in both the Environmental Protection Technology (EPT) program and the Computer Business Systems Department worked together to develop a course (CBSY 1110) that focusses on important computer applications (spreadsheets) related to the field of environmental technology. CBSY 1110 has been developed to fit the needs of the EPT program.


None


There are no implications on students. Students who have completed or transferred other computer courses may apply for a course substitution.

Consultations: These revisions were approved by the Faculty of Science and Horticulture

Curriculum Committee on December 3, 2015 and by Faculty Council on December 17, 2015. EPT and Computer Applications departments

Attachments: Calendar Revisions Submitted by: Elizabeth Worobec, Dean, Faculty of Science and Horticulture Date submitted: February 22, 2015


1. Replace CBSY 1105 with the newly developed CBSY 1110 course.

Program Revision: Environmental Protection Technology Diploma – February 2016 SSCC



The two-year program, which contains two four-

month work terms, consists of the following

sequence:

Year One

All of:

Fall


CBSY 1105 Introductory Computer




COOP 1101 Job Search Techniques 1 credits


ENVI 1121 Environmental Issues 3 credits

MATH 1117* Environmental Mathematics 3 credits

Spring


ENVI 1206 Environmental Chemistry II 4 credits

ENVI 1216 Introduction to Earth Sciences 4 credits

ENVI 1226 Health & Safety 3 credits

ENVI 2315 Water and Soil Sampling 4 credits

Summer

COOP 1150 Work Semester 1 9 credits

Year Two

All of:

Fall

BIOL 2322 Ecology 4 credits

ENVI 2305 Environmental Toxicology 3 credits

ENVI 2310 Solid Waste Management 3 credits

ENVI 2901 Environmental Research Seminar 1 credits


PHYS 1400 Energy, Environment, Physics 3 credits

Spring

COOP 2150 Work Semester II 9 credits

Summer

ENVI 2405 Environmental Legislation 3 credits

ENVI 2410 Water Resources Protection 3 credits

ENVI 2415 Air Quality Monitoring 4 credits

ENVI 2420 Contaminated Site Management 4 credits

ENVI 2902 Environmental Research Project 2 credits

PHYS 1401 Environmental Physics Lab 1 credit


The two-year program, which contains two four-

month work terms, consists of the following

sequence:

Year One

All of:

Fall


CBSY 1110 Business Problem Solving with

Spreadsheets 3 credits



COOP 1101 Job Search Techniques 1 credits


ENVI 1121 Environmental Issues 3 credits

MATH 1117* Environmental Mathematics 3 credits

Spring


ENVI 1206 Environmental Chemistry II 4 credits

ENVI 1216 Introduction to Earth Sciences 4 credits

ENVI 1226 Health & Safety 3 credits

ENVI 2315 Water and Soil Sampling 4 credits

Summer

COOP 1150 Work Semester 1 9 credits

Year Two

All of:

Fall

BIOL 2322 Ecology 4 credits

ENVI 2305 Environmental Toxicology 3 credits

ENVI 2310 Solid Waste Management 3 credits

ENVI 2901 Environmental Research Seminar 1 credits


PHYS 1400 Energy, Environment, Physics 3 credits

Spring

COOP 2150 Work Semester II 9 credits

Summer

ENVI 2405 Environmental Legislation 3 credits

ENVI 2410 Water Resources Protection 3 credits

ENVI 2415 Air Quality Monitoring 4 credits

ENVI 2420 Contaminated Site Management 4 credits

ENVI 2902 Environmental Research Project 2 credits

PHYS 1401 Environmental Physics Lab 1 credit

http://www.kpu.ca/calendar/2015-16/courses/biol/index.html#biol1110

http://www.kpu.ca/calendar/2015-16/courses/cbsy/index.html#cbsy1105


http://www.kpu.ca/calendar/2015-16/courses/coop/index.html#coop1101

http://www.kpu.ca/calendar/2015-16/courses/envi/index.html#envi1106


http://www.kpu.ca/calendar/2015-16/courses/math/index.html#math1117





http://www.kpu.ca/calendar/2015-16/courses/envi/#envi2315







http://www.kpu.ca/calendar/2015-16/courses/phys/index.html#phys1400









https://our.kwantlen.ca/sites/courseoutlines/library/Lists/Development/CourseOutline/displayifs.aspx?List=76183492%2D0de7%2D48ef%2D969a%2D5825c7962dd6&ID=7905&Source=https%3A%2F%2Four%2Ekwantlen%2Eca%2Fsites%2Fcourseoutlines%2Flibrary%2FLists%2FDevelopment%2FAllItems%2Easpx%3FRootFolder%3D%252Fsites%252Fcourseoutlines%252Flibrary%252FLists%252FDevelopment%252FComputer%2520Business%2520Systems%26FolderCTID%3D0x012000D5A08DAD898A1A459BAA82655FB4FA1C%26View%3D%7B3FF26DB6%2D6861%2D4E87%2D82B3%2D37EF94F9B40C%7D&ContentTypeId=0x0100ED7AB662F798DE43A40FFA5C988043FD00A0471DCEE206C64A865D8DEAE40E73D2










http://www.kpu.ca/calendar/2015-16/courses/envi/#envi2315















SENATE Agenda Item #: 5.7 Meeting Date: February 22, 2016 Presenter(s): Jennifer Au

~ 1 ~

Agenda Item: Program Revision: Bachelor of Design in Graphic Design for Marketing

Action Requested:



THAT Senate approve the revision to the Bachelor of Design in Graphic Design for Marketing for implementation on September 1, 2016.


On February 3, 2016 the Senate Standing Committee on Curriculum reviewed the revisions to the Bachelor of Design in Graphic Design for Marketing and recommended them to Senate for approval.

Currently, 4th year GDMA students must take MRKT 4177, a course originally developed for GDMA to satisfy degree requirements for a 3-credit, 4000 level course outside of the GDMA program. A few years’ ago, MRKT 4177 became a required course for Marketing students and, as a result, GDMA students were competing for seats in the course. Students in 4th year DEPD (Product Design) are also required to take MRKT 4177, adding to the demand for seats. Previously, two GDMA students, unable to register for MRKT 4177 (even on a last class to graduate basis), took MRKT 4201 as a course substitution.


None


None

Consultations: 1. Two GDMA 4th year students who took MRKT 4201 in Fall 2013 2. GDMA Faculty 3. Carolyn Robertson, Dean, Wilson School of Design 4. Robert Crockett of the MRKT Program (MRKT has revised MRKT 4201 course

outline to allow access to GDMA students) 5. October 2015 approval by Wilson School of Design Curriculum Committee

Attachments: Chart - GDMA 2015 – proposed changes

Submitted by: Marge Damon, Coordinator, Bachelor of Design in Graphic Design for Marketing, The Chip & Shannon Wilson School of Design

Date submitted: November 9, 2015


1. Provide GDMA students with the option of taking MRKT 4177 (3) or MRKT 4201 (3) to fulfill program graduation requirements, provided that they have successfully completed 60 credits of GDMA and MRKT 1199 (3). 2. Added Flexibility

GDMA - 2015

Proposed Changes

Semester/Year Current Proposed Changes

SEMESTER 1 ENGL 1100 Introduction to University Writing (3)

(Year 1) GDMA 1100 Typographic Design I (3)

GDMA 1110 Image Development I (3) NO CHANGE

GDMA 1121 Print Production Software Applications 1(3)

GDMA 1140 Graphic Design and Society I (3)

SEMESTER 2 GDMA 1200 Typographic Design 2 (3)

(Year 1) GDMA 1210 Image Development 2 (3)

GDMA 1220 Print Production Software Applications 2 (3) NO CHANGE

GDMA 1240 Graphic Design and Society 2 (3)

MRKT 1199 Introduction to Marketing (3)

SEMESTER 3 CMNS 2140 Communications for Design Professionals (3)

(Year 2) GDMA 2100 Publication Design 1 (3)

GDMA 2110 Introduction to Advertising Design (3) NO CHANGE

GDMA 2120 Print Technologies (3)

GDMA 2140 Communication Design, Consumerism and Popular Culture (3)

SEMESTER 4 GDMA 2200 Publication Design 2 (3)

(Year 2) GDMA 2210 Interactive and Sequential Image Development (3)

GDMA 2222 Integrated Media Software Applications (3) NO CHANGE

GDMA 2230 Introduction to Marketing Communications (3)

GDMA 2240 Social Contexts for Interactive Media (3)

SEMESTER 5 GDMA 3100 Information Design (3)

(Year 3) GDMA 3110 Interactive and Web Design 1 (3)

GDMA 3122 Interactive Software Applications 1 (3) NO CHANGE

GDMA 3130 Marketing Communications Design 1 (3)

GDMA Liberal Education Elective (3)

SEMESTER 6 GDMA 3200 Corporate Communications Design 1 (3)

(Year 3) GDMA 3210 Packaging Design (3)

GDMA 3220 Interactive and Web Design 2 (3) NO CHANGE

GDMA 3222 Interactive Software Applications 2 (3)

GDMA 3230 Marketing Communications Design 2 (3)

SEMESTER 7 GDMA 4100 Corporate Communications Design 2 (3)

(Year 4) GDMA 4120 Major Project 1(3) NO CHANGE

GDMA 4130 Small Business Essentials (3)

Liberal Education Elective (3)

MRKT 4177 Contemporary Issues in Marketing (3)

MRKT 4177 Contemporary Issues in Marketing (3) OR MRKT 4201 Integrated

Marketing Communication (3)

SEMESTER 8 GDMA 4200 Advertising Design (3)

(Year 4) GDMA 4215 Display Design (3)

GDMA 4220 Major Project 2 (3) NO CHANGE

GDMA 4230 Mentorship for Professional Practice (3)

GDMA 4240 Contemporary Issues in Graphic Design (3)

Students choose one of MRKT 4177 (3) OR MRKT 4201 (3)


~ 1 ~

Agenda Item: Program Admission Revision: Post-Baccalaureate Diploma in Technical Apparel Design

Action Requested:



THAT Senate approval the revisions to the admission requirements for the Post-Baccalaureate Diploma in Technical Apparel Design for implementation on September 1, 2016.


On February 3, 2016 the Senate Standing Committee on Curriculum reviewed the revisions to the Post-Baccalaureate Diploma in Technical Apparel Design and recommended them to Senate for approval.

The DETA program successfully graduated its second cohort in December 2015. To date, fifty percent of the student body did not enter the program with “design-related” baccalaureate degrees. These students had undergraduate degrees in science, business, communications, engineering, kinesiology, and the social sciences. Over eighty percent of program graduates have gainfully found employment in industry in positions such as researchers, product developers, design assistants, inventors, and technical designers.

Current Admission Requirements for DETA (as per Academic Calendar)

In addition to the Faculty's Admission Requirements, which consist of KPU's undergraduate English Proficiency Requirement, the following program admission requirements apply:

A design-related* baccalaureate degree or equivalent** from a recognized post-secondary institution with:

o a minimum cumulative GPA of 2.67 in the final 60 credits of study

o English 12 with a minimum grade of B, or equivalent Letter of Interest package Interview

* Undergraduate degrees from relevant disciplines will be considered, including Fashion, Product Design, Interior Design, Kinesiology (Human Factors/Ergonomics), Architecture, Visual and Fine Arts, Graphic Design, Textile Design, Industrial Design, Engineering, Science and Business. Students outside of these disciplines should contact the department for more information about the consideration of their degrees.

https://www.kpu.ca/calendar/2015-16/ar/englishproficiency.html#ug


~ 2 ~

** An example of equivalency may be a diploma in a related discipline and at least 5 years industry or design related experience.

Proposed Changes to Admission Requirements DETA proposes that its admission requirements be changed to state the following: In addition to the Faculty's Admission Requirements, which consist of KPU's undergraduate English Proficiency Requirement, the following program admission requirements apply:

A baccalaureate degree from a relevant discipline* or equivalent from a recognized post-secondary institution with:

o a minimum cumulative GPA of 2.67 in the final 60 credits of study

Letter of Interest package Interview

* Undergraduate degrees from relevant disciplines will be considered including Design, Fashion, Product Design, Interior Design, Kinesiology (Human Factors/Ergonomics), Architecture, Visual and Fine Arts, Graphic Design, Textile Design, Industrial Design, Engineering, Science and Business. Students outside of these disciplines should contact the department for more information about the consideration of their degrees.


1. BACCALAUREATE DEGREE REQUIREMENTS FOR ADMISSION: The specific reference to a design-related baccalaureate degree as the main degree requirement for entry conflicts with the listing of other relevant disciplines. As well, the Interview Process for admittance into the program requires evidence of design skills. Furthermore, the program has experienced that learners with a wide range of relevant but non-traditional design-specific undergraduate degrees have successfully completed the Technical Apparel Design Program. They have subsequently gone on to attain industry employment in positions such as research assistants, inventors, entrepreneurs, product developers, assistant designers, and technical designers.

2. ENGLISH REQUIREMENTS FOR ADMISSION: The English requirements for admission will consist of KPU’s undergraduate English Proficiency Requirement. It will no longer include English 12 with a minimum grad of B, or equivalent. Applicants are required to have a baccalaureate degree or equivalent from a recognized post-secondary institution. The English 12 with a B requirement may be a barrier to entry for applicants who meet all other program admission requirements.

https://www.kpu.ca/calendar/2015-16/ar/englishproficiency.html#ug


~ 3 ~


No change.


None.

Consultations: Approved by the Wilson School of Design Curriculum Committee, January 13, 2016.

Attachments: None

Submitted by: Michael Pope, Curriculum Committee Chairperson, The Chip & Shannon Wilson School of Design

Date submitted: February 22, 2016. Note: Submit to Vice Chair, Senate and Executive Secretary to Senate as a MS Word document


~ 1 ~

Agenda Item: Notification of Intake Scheduling Change: Post-Baccalaureate Diploma in Technical Apparel Design

Action Requested:

Motion to Approve Discussion

X Information Education


NA


The notification of intake scheduling change from an annual program start date of January (Spring semester) to September (Fall semester) for the Post Baccalaureate Diploma in Technical Apparel Design was received by the Senate Standing Committee on Curriculum on February 3, 2016 and has been forwarded to Senate for its information. The effective date for the change is January 2016 and will apply to all future intakes. At the January 2016 Wilson School of Design Curriculum Committee meeting, Technical Apparel’s (DETA) advised that it is shifting the annual program start date from January (Spring semester) to September (Fall semester). After graduating its second cohort in December 2016, the DETA program is improving its operations through a change in its annual program start date. Feedback from applicants have indicated a general preference for a Fall program start. As well, the January start has posed increased delays and difficulties in attaining official transcripts from issuing institutions for international applicants.


No change.


None.


1. The September start date for DETA will improve alignment of the program with the academic schedule of similarly focused programs within the Wilson School of Design (Product Design and Fashion Design programs).

2. Students will have increased access to the resources, personnel and the learning activities that are offered.

3. The program understands that Senate’s approval is needed before information on the start date can be reflected in the 2016-2017 calendar. Recommendation to Senate is requested.


~ 2 ~

Consultations: Feedback from applicants (October – December 2015). Consultation with and approval by DETA faculty (October 2015) Approved by the Wilson School of Design Curriculum Committee, January 13, 2016.

Attachments: None

Submitted by: Michael Pope, Curriculum Committee Chairperson, The Chip & Shannon Wilson School of Design

Date submitted: 15-Jan-16. Note: Submit to Vice Chair, Senate and Executive Secretary to Senate as a MS Word document


~ 1 ~

Agenda Item: Senate Subcommittee on Course Curriculum Report

Action Requested:



THAT Senate approve the following new and revised course outlines:

New course outlines for implementation on September 1, 2016 o CBSY 1110, ARTH 1140, MUSI 1115

New course outlines for implementation on September 1, 2017 o HEAL 2110, HEAL 3101 o PSYN 2110, 2125, 2130, 2145, 2160, 2230, 2245, 3130, 3145,

3146, 3210, 3211, 3225, 3245, 4110, 4145, 4245

Revised course outlines for implementation on September 1, 2016 o MRKT 4201, DEPD 1220, PSYC 4000, POLI 1120, POLI 4145 o GDMA 1100, 1110, 1140, 1240


The Senate Subcommittee on Course Curriculum met on January 20, 2016 and recommended the new and revised course outlines in this report to the Senate Standing Committee on Curriculum (SSCC). SSCC reviewed the course outlines on February 3, 2016 and recommended them to Senate for approval.

Key Messages:

1. The following new course outlines were developed for the Bachelor of Psychiatric Nursing full program proposal that was approved by the Board of Governors on January 27, 2016:

HEAL 2110, 3101

PSYN 2110, 2125, 2130, 2145, 2160, 2230, 2245, 3130, 3145, 3146, 3210, 3211, 3225, 3245, 4110, 4145, 4245

2. CBSY 1110 was developed for students in the following programs:

Diploma in Brewing and Brewery Operations

Diploma in Environmental Protection Technology

Bachelor of Horticulture Science degrees These program revisions are on the February 22, 2016 Senate agenda for approval.

3. MRKT 4201 was revised to accommodate a revision to the Bachelor of Design in Graphic Design for Marketing. This program revision is on the February 22, 2016 Senate agenda for approval.

4. The discontinued course outlines are forwarded to SSCC for information.


~ 2 ~


None


None

Consultations: The course outlines were approved by the following Faculty Curriculum Committees which have delegated authority from their Faculty Councils to approve course outlines: Faculty of Arts, Faculty of Science and Horticulture, and the Chip and Shannon Wilson School of Design. The course outlines from the Faculty of Health and Faculty of Business were approved by their Faculty Councils. The Deans or Associate Deans have signed off on the new and revised course outlines.

Attachments: List of new, revised, and discontinued course outlines SCC Chair’s summary of course outline revisions for Senate approval

Submitted by: Jennifer Au, Vice Chair, Senate


List of New, Revised and Discontinued Course Outlines

Senate Sub-Committee on Course Curriculum Page 1

1. New Course Outlines

1.1. Part of a New or Revised Program

Course Title Approved by Senate? Implementation

Faculty of Business Programs: Diploma in Brewing and Brewery Operations

Diploma in Environmental Protection Technology Bachelor of Horticulture Science degrees

No

CBSY 1110 Business Problem Solving with Spreadsheets Sept 1, 2016

Faculty of Health Program: Full Program Proposal: Bachelor of Psychiatric Nursing Yes

PSYN 2110 Essentials of Psychiatric Mental Health Nursing Sept 1, 2017 PSYN 2125 Pharmacology and Other Therapeutics: Psychiatric/Mental Health Nursing Sept 1, 2017 PSYN 2130 Psychiatric/Mental Health Nursing: Communication Sept 1, 2017 PSYN 2145 Psychiatric/Mental Health Nursing: Practice I Sept 1, 2017 PSYN 2160 Psychiatric/Mental Health Nursing: Psychosocial Rehabilitation Sept 1, 2017 PSYN 2230 Psychiatric/Mental Health Nursing: Health and Healing I Sept 1, 2017 PSYN 2245 Psychiatric/Mental Health Nursing: Practice II Sept 1, 2017 PSYN 3130 Psychiatric/Mental Health Nursing: Health and Healing II Sept 1, 2017 PSYN 3145 Psychiatric/Mental Health Nursing: Practice III Sept 1, 2017 PSYN 3146 Consolidated Practice: Medical/Surgical Nursing Sept 1, 2017 PSYN 3210 Psychiatric/Mental Health Nursing: Global Health Sept 1, 2017 PSYN 3211 Issues and Trends in Psychiatric/Mental Health Nursing Sept 1, 2017 PSYN 3225 Leadership and Management in Psychiatric/Mental Health Nursing Sept 1, 2017 PSYN 3245 Psychiatric/Mental Health Nursing: Practice IV Sept 1, 2017 PSYN 4110 Psychiatric/Mental Health Nursing: Child and Adolescent Sept 1, 2017 PSYN 4145 Psychiatric/Mental Health Nursing: Consolidation Sept 1, 2017 PSYN 4245 Psychiatric/Mental Health Nursing: Preceptorship Sept 1, 2017 HEAL 2110 First Nations Health Sept 1, 2017 HEAL 3101 Conceptual Paradigms: A Feminist Perspective Sept 1, 2017

1.2. Not Part of a New or Revised Program

Course Title Implementation

Faculty of Arts

ARTH 1140 Introduction to Visual, Urban, and Screen Culture Sept 1, 2016 MUSI 1115 Classical Music in Western Culture Sept 1, 2016

https://our.kwantlen.ca/sites/courseoutlines/library/Lists/Development/CourseOutline/displayifs.aspx?List=76183492%2D0de7%2D48ef%2D969a%2D5825c7962dd6&ID=7905&Source=https%3A%2F%2Four%2Ekwantlen%2Eca%2Fsites%2Fcourseoutlines%2Flibrary%2FLists%2FDevelopment%2FAllItems%2Easpx%3FRootFolder%3D%252Fsites%252Fcourseoutlines%252Flibrary%252FLists%252FDevelopment%252FComputer%2520Business%2520Systems%26FolderCTID%3D0x012000D5A08DAD898A1A459BAA82655FB4FA1C%26View%3D%7B3FF26DB6%2D6861%2D4E87%2D82B3%2D37EF94F9B40C%7D&ContentTypeId=0x0100ED7AB662F798DE43A40FFA5C988043FD00A0471DCEE206C64A865D8DEAE40E73D2

https://your.kpu.ca/senate/Minutes/Curriculum%20Subcomittee/Meeting%20Materials/2016/1%202016-Jan-20/05.4.1%20BPN%20FPP%20Cover%20Memo%20FINAL%20for%20Senate%20120815.pdf

https://our.kwantlen.ca/sites/courseoutlines/library/Lists/Development/CourseOutline/displayifs.aspx?List=76183492%2D0de7%2D48ef%2D969a%2D5825c7962dd6&ID=7929&Source=https%3A%2F%2Four%2Ekwantlen%2Eca%2Fsites%2Fcourseoutlines%2Flibrary%2FLists%2FDevelopment%2FAllItems%2Easpx%3FRootFolder%3D%252Fsites%252Fcourseoutlines%252Flibrary%252FLists%252FDevelopment%252FNursing%2520%252D%2520Psychiatric%26FolderCTID%3D0x012000D5A08DAD898A1A459BAA82655FB4FA1C%26View%3D%7B3FF26DB6%2D6861%2D4E87%2D82B3%2D37EF94F9B40C%7D&ContentTypeId=0x0100ED7AB662F798DE43A40FFA5C988043FD00A0471DCEE206C64A865D8DEAE40E73D2

















https://our.kwantlen.ca/sites/courseoutlines/library/Lists/Development/CourseOutline/displayifs.aspx?List=76183492%2D0de7%2D48ef%2D969a%2D5825c7962dd6&ID=7941&Source=https%3A%2F%2Four%2Ekwantlen%2Eca%2Fsites%2Fcourseoutlines%2Flibrary%2FLists%2FDevelopment%2FAllItems%2Easpx%3FRootFolder%3D%252Fsites%252Fcourseoutlines%252Flibrary%252FLists%252FDevelopment%252FHealth%26FolderCTID%3D0x012000D5A08DAD898A1A459BAA82655FB4FA1C%26View%3D%7B3FF26DB6%2D6861%2D4E87%2D82B3%2D37EF94F9B40C%7D&ContentTypeId=0x0100ED7AB662F798DE43A40FFA5C988043FD00A0471DCEE206C64A865D8DEAE40E73D2

https://our.kwantlen.ca/sites/courseoutlines/library/Lists/Development/CourseOutline/displayifs.aspx?List=76183492%2D0de7%2D48ef%2D969a%2D5825c7962dd6&ID=7993&Source=https%3A%2F%2Four%2Ekwantlen%2Eca%2Fsites%2Fcourseoutlines%2Flibrary%2FLists%2FDevelopment%2FAllItems%2Easpx%3FRootFolder%3D%252Fsites%252Fcourseoutlines%252Flibrary%252FLists%252FDevelopment%252FHealth%26FolderCTID%3D0x012000D5A08DAD898A1A459BAA82655FB4FA1C%26View%3D%7B3FF26DB6%2D6861%2D4E87%2D82B3%2D37EF94F9B40C%7D&ContentTypeId=0x0100ED7AB662F798DE43A40FFA5C988043FD00A0471DCEE206C64A865D8DEAE40E73D2

https://our.kwantlen.ca/sites/courseoutlines/library/Lists/Development/CourseOutline/displayifs.aspx?List=76183492%2D0de7%2D48ef%2D969a%2D5825c7962dd6&ID=7981&Source=https%3A%2F%2Four%2Ekwantlen%2Eca%2Fsites%2Fcourseoutlines%2Flibrary%2FLists%2FDevelopment%2FAllItems%2Easpx%3FRootFolder%3D%252Fsites%252Fcourseoutlines%252Flibrary%252FLists%252FDevelopment%252FFine%2520Arts%26FolderCTID%3D0x012000D5A08DAD898A1A459BAA82655FB4FA1C%26View%3D%7B3FF26DB6%2D6861%2D4E87%2D82B3%2D37EF94F9B40C%7D&ContentTypeId=0x0100ED7AB662F798DE43A40FFA5C988043FD00A0471DCEE206C64A865D8DEAE40E73D2

https://our.kwantlen.ca/sites/courseoutlines/library/Lists/Development/CourseOutline/displayifs.aspx?List=76183492%2D0de7%2D48ef%2D969a%2D5825c7962dd6&ID=7972&Source=https%3A%2F%2Four%2Ekwantlen%2Eca%2Fsites%2Fcourseoutlines%2Flibrary%2FLists%2FDevelopment%2FAllItems%2Easpx%3FRootFolder%3D%252Fsites%252Fcourseoutlines%252Flibrary%252FLists%252FDevelopment%252FMusic%26FolderCTID%3D0x012000D5A08DAD898A1A459BAA82655FB4FA1C%26View%3D%7B3FF26DB6%2D6861%2D4E87%2D82B3%2D37EF94F9B40C%7D&ContentTypeId=0x0100ED7AB662F798DE43A40FFA5C988043FD00A0471DCEE206C64A865D8DEAE40E73D2



2. Revised Course Outlines

2.1. Part of a New or Revised Program

Course Title Approved by Senate? Implementation

Faculty of Business Program: Bachelor of Design in Graphic Design for Marketing No

MRKT 4201 Integrated Marketing Communication Sept 1, 2016

2.2. Not Part of a New or Revised Program


Chip and Shannon Wilson School of Design

GDMA 1100 Typographic Design 1 Sept 1, 2016 GDMA 1110 Image Development 1 Sept 1, 2016 GDMA 1140 Graphic Design And Society 1 Sept 1, 2016 GDMA 1240 Communications Design, Consumerism and Popular Culture Sept 1, 2016 DEPD 1220 Digital Technologies for Product Design Sept 1, 2016

Faculty of Arts

PSYC 4000 Practicum Sept 1, 2016 POLI 1120 Canadian Government and Politics Sept 1, 2016 POLI 4145 Cross-Border Politics Sept 1, 2016

3. Discontinued Course Outlines


Faculty of Arts Memo: Discontinuation of Geography Course GEOL 1210 GEOL 1210 Our Changing Earth Sept 1, 2016

Faculty of Science and Horticulture Memo: HORT Course Discontinuance for the 2016-17 Calendar HORT 1101 Pesticide Applicator/Dispenser Certification Sept 1, 2016 HORT 1116 Introductory Equipment Maintenance Sept 1, 2016 HORT 1119 Landscape and the Environment 1 Sept 1, 2016 HORT 1122 Introduction to Landscape Practices Sept 1, 2016 HORT 1134 Turf Maintenance Operations Sept 1, 2016 HORT 1171 Production Practices – Fall Sept 1, 2016 HORT 1172 Forest Seedling Production Sept 1, 2016 HORT 1224 Landscape Drafting Sept 1, 2016 HORT 1246 Plant ID for Production Sept 1, 2016 HORT 1255 Plant Identification 2 Sept 1, 2016 HORT 1271 Production Practices – Spring Sept 1, 2016 HORT 2300 Horticultural Work Experience Sept 1, 2016

https://our.kwantlen.ca/sites/courseoutlines/library/Lists/Development/CourseOutline/displayifs.aspx?List=76183492%2D0de7%2D48ef%2D969a%2D5825c7962dd6&ID=6465&Source=https%3A%2F%2Four%2Ekwantlen%2Eca%2Fsites%2Fcourseoutlines%2Flibrary%2FLists%2FDevelopment%2FAllItems%2Easpx%3FRootFolder%3D%252Fsites%252Fcourseoutlines%252Flibrary%252FLists%252FDevelopment%252FMarketing%26FolderCTID%3D0x012000D5A08DAD898A1A459BAA82655FB4FA1C%26View%3D%7B3FF26DB6%2D6861%2D4E87%2D82B3%2D37EF94F9B40C%7D&ContentTypeId=0x0100ED7AB662F798DE43A40FFA5C988043FD00A0471DCEE206C64A865D8DEAE40E73D2

https://our.kwantlen.ca/sites/courseoutlines/library/Lists/Development/CourseOutline/displayifs.aspx?List=76183492%2D0de7%2D48ef%2D969a%2D5825c7962dd6&ID=6792&Source=https%3A%2F%2Four%2Ekwantlen%2Eca%2Fsites%2Fcourseoutlines%2Flibrary%2FLists%2FDevelopmen





https://our.kwantlen.ca/sites/courseoutlines/library/Lists/Development/CourseOutline/displayifs.aspx?List=76183492%2D0de7%2D48ef%2D969a%2D5825c7962dd6&ID=6088&Source=https%3A%2F%2Four%2Ekwantlen%2Eca%2Fsites%2Fcourseoutlines%2Flibrary%2FLists%2FDevelopment%2FAllItems%2Easpx%3FRootFolder%3D%252Fsites%252Fcourseoutlines%252Flibrary%252FLists%252FDevelopment%252FPsychology%26FolderCTID%3D0x012000D5A08DAD898A1A459BAA82655FB4FA1C%26View%3D%7B3FF26DB6%2D6861%2D4E87%2D82B3%2D37EF94F9B40C%7D&ContentTypeId=0x0100ED7AB662F798DE43A40FFA5C988043FD00A0471DCEE206C64A865D8DEAE40E73D2

https://our.kwantlen.ca/sites/courseoutlines/library/Lists/Development/CourseOutline/displayifs.aspx?List=76183492%2D0de7%2D48ef%2D969a%2D5825c7962dd6&ID=6002&Source=https%3A%2F%2Four%2Ekwantlen%2Eca%2Fsites%2Fcourseoutlines%2Flibrary%2FLists%2FDevelopment%2FAllItems%2Easpx%3FRootFolder%3D%252Fsites%252Fcourseoutlines%252Flibrary%252FLists%252FDevelopment%252FPolitical%2520Science%26FolderCTID%3D0x012000D5A08DAD898A1A459BAA82655FB4FA1C%26View%3D%7B3FF26DB6%2D6861%2D4E87%2D82B3%2D37EF94F9B40C%7D&ContentTypeId=0x0100ED7AB662F798DE43A40FFA5C988043FD00A0471DCEE206C64A865D8DEAE40E73D2

https://our.kwantlen.ca/sites/courseoutlines/library/Lists/Development/CourseOutline/displayifs.aspx?List=76183492%2D0de7%2D48ef%2D969a%2D5825c7962dd6&ID=6022&Source=https%3A%2F%2Four%2Ekwantlen%2Eca%2Fsites%2Fcourseoutlines%2Flibrary%2FLists%2FDevelopment%2FAllItems%2Easpx%3FRootFolder%3D%252Fsites%252Fcourseoutlines%252Flibrary%252FLists%252FDevelopment%252FPolitical%2520Science%26FolderCTID%3D0x012000D5A08DAD898A1A459BAA82655FB4FA1C%26View%3D%7B3FF26DB6%2D6861%2D4E87%2D82B3%2D37EF94F9B40C%7D&ContentTypeId=0x0100ED7AB662F798DE43A40FFA5C988043FD00A0471DCEE206C64A865D8DEAE40E73D2

https://your.kpu.ca/senate/Minutes/Curriculum%20Subcomittee/Meeting%20Materials/2016/1%202016-Jan-20/Memo%20re%20Discontinuation%20of%20GEOL%201210.pdf

https://our.kwantlen.ca/sites/courseoutlines/library/Lists/Development/CourseOutline/displayifs.aspx?List=76183492%2D0de7%2D48ef%2D969a%2D5825c7962dd6&ID=5465&Source=https%3A%2F%2Four%2Ekwantlen%2Eca%2Fsites%2Fcourseoutlines%2Flibrary%2FLists%2FDevelopment%2FAllItems%2Easpx%3FRootFolder%3D%252Fsites%252Fcourseoutlines%252Flibrary%252FLists%252FDevelopment%252FGeology%26FolderCTID%3D0x012000D5A08DAD898A1A459BAA82655FB4FA1C%26View%3D%7B3FF26DB6%2D6861%2D4E87%2D82B3%2D37EF94F9B40C%7D&ContentTypeId=0x0100ED7AB662F798DE43A40FFA5C988043FD00A0471DCEE206C64A865D8DEAE40E73D2

https://your.kpu.ca/senate/Minutes/Curriculum%20Subcomittee/Meeting%20Materials/2016/1%202016-Jan-20/HORT%20Course%20Discontinuance%20for%20the%202016-17%20Calendar-SCC.pdf



HORT 2304 Grounds Machinery Sept 1, 2016 HORT 2320 Landscape Design 1 Sept 1, 2016 HORT 2371 Fall Floriculture Sept 1, 2016 HORT 2372 Greenhouse Vegetable Production Sept 1, 2016 HORT 2420 Landscape Design II Sept 1, 2016 HORT 2472 Forest Crop Production Sept 1, 2016 HORT 2479 Spring Floriculture Sept 1, 2016

SCC Chair’s Summary of Course Outline Revisions for Senate Approval

(SCC meeting of January 20, 2016)

School of Business

Course Current New (Implementation: September 1, 2016) MRKT 4201 Prerequisites:

All of ENTR 3120, ACCT 3380, ENTR 3100, CMNS 3000, MRKT 3240 and one of MRKT 3211 or MRKT 3311 OR All of ENTR 3120, ENTR 3130, MRKT 3240, ENTR 3000, MRKT 3211, MRKT 3311

Prerequisites: [All of BUSI 2390, CMNS 3000, ACCT 3380, ENTR 3100, ENTR 3110, MRKT 3240, MRKT 4160, MRKT 3211, MRKT 3311] OR [All of ENTR 3120, ENTR 3130, MRKT 3240, ENTR 3000, MRKT 3211, MRKT 3311] OR GDMA 3230

Chip and Shannon Wilson School of Design

Course Current New (Implementation: September 1, 2016) GDMA 1100 Required for Credential:

Bachelor of Design (Graphic Design for Marketing) Diploma in Graphic Design for Marketing

Required for Credential: Bachelor of Design (Graphic Design for Marketing)

GDMA 1110 Required for Credential: Bachelor of Design (Graphic Design for Marketing), Diploma in Graphic Design for Marketing






DEPD 1220 Prerequisites: DEPD 1120 or 1240 Corequisites:

Prerequisites: Corequisites: DEPD 1120 or 1240

Faculty of Arts

Course Current New (Implementation: September 1, 2016) PSYC 4000 Prerequisites:

PSYC 4400 (required) and PSYC 4800 (recommended) Prerequisites: A minimum of 72 credits including 9 credits of 3000 and higher level Psychology courses and the permission of the Practicum Instructor.

POLI 1120 Required for Credential: Associate of Arts in Political Science

Required for Credential:

POLI 4145 Prerequisites: 45 credits at 1100-level or higher, including 3 POLI credits (POLI 1150 recommended)

Prerequisites: 45 credits at 1100-level or higher, including 3 POLI credits

SENATE


AGENDA #: 7

PRESENTED BY: Patrick Donahoe

Report from: SENATE GOVERNANCE COMMITTEE SGC Meeting, Monday, February 1, 2016

The Committee reviewed and endorsed a request for a name revision to formally change Faculty of

Business to School of Business.

The Committee also endorsed the revised Faculty of Business (aka School of Business) bylaws.

Senate Governance Meeting Agenda Item #: 7.1 & 7.2 Meeting Date: February 22, 2016 Presenter(s): Patrick Donahoe

~ 1 ~

Agenda Item: Faculty Name Revision: Faculty of Business Agenda Item: Bylaw Revision: Faculty of Business

Action Requested:



THAT Senate approve the change of name from Faculty of Business to School

of Business.


THAT Senate approve the adoption of the revised Bylaws of the School of

Business.


The request for a name change from “Faculty of Business” to “School of Business” was endorsed by the Senate Governance Committee (SGC) on February 1, 2016. At the same meeting the SGC endorsed the School of Business bylaw revision.

At our Annual General Meeting of September 1, 2015, the School of Business faculty amended the bylaws incorporating the changes recommended by our Charter Review Task Force. At that time, the Chair conducted a Faculty as a Whole vote by a show of hands, the results being: 70 (for), 0 (opposed).

On November 2, 2015, the School of Business presented the Faculty of Business, Faculty Charter to the Senate Governance Committee. Further to that meeting wherein the proposed revisions to the Faculty Charter were presented, SGC advised that they would approve the document subject to recommending that a small revision be made to page 19 (b), in order to provide clarity and be consistent with page 19(d):

Page 19, under heading: Governance Opportunity (b):

Change word “sought” to “solicited”.

This recommendation came back to the Dean who was in agreement and the said change was made to the document.

Prior to the final copy reaching SGC for adoption, a discussion was held with the Office of the Provost regarding the official name of the School of Business and it was acknowledged that the name School of Business, although being used for several years, had not been officially adopted. It was decided that this could be incorporated into the Faculty Charter prior to its final approval. With this in mind, the document was revised one last time and all reference to Faculty of Business was changed to School of Business.

Senate Governance Meeting Agenda Item #: 7.1 & 7.2 Meeting Date: February 22, 2016 Presenter(s): Patrick Donahoe

~ 2 ~

We are pleased to bring this previously approved document forward with the final amendments and respectfully request the approval of SGC at this time.


n/a


n/a

Consultations: n/a

Attachments: Faculty of Business Faculty Charter (Revised)

Submitted by: Wayne Tebb, Dean, School of Business

Date submitted: January 25, 2016

Note: Submit to Vice Chair, Senate and Executive Secretary to Senate as a MS Word document


1. Faculty of Business Faculty Bylaws presented to SGC November 2, 2015. 2. SGC approved document subject to small amendment at their meeting of November 2, 2015. 3. Name School of Business was incorporated into the document prior to final presentation to SGC.

KWANTLEN POLYTECHNIC UNIVERSITY

FACULTY SCHOOL OF BUSINESS

FACULTY CHARTER

CRTF Recommended Revision, June 1, 2015

Table of Contents PART I. INTERPRETATION ................................................................................................................... 4

PART I. INTERPRETATION .................................................................................................................. 7

In this Charter .................................................................................................................................. 7

PART II. PREAMBLE ............................................................................................................................ 8

PART III. FACULTY SCHOOL OF BUSINESS ........................................................................................... 9

A. Powers and Duties of the Faculty ........................................................................................ 9

1. The powers and duties ................................................................................................ 9

2. General Rule ................................................................................................................ 9

B. Faculty Membership ........................................................................................................... 9

3. Membership ................................................................................................................ 9

4. Student Participation ................................................................................................ 10

5. Chair .......................................................................................................................... 10

6. Vice-Chair .................................................................................................................. 10

C. Conduct of Business .......................................................................................................... 10

7. Regular Meetings ...................................................................................................... 10

8. Special Meetings ....................................................................................................... 10

9. Notice of Meeting ..................................................................................................... 10

10. Agenda .................................................................................................................... 10

11. Quorum ................................................................................................................... 10

12. Robert's Rules of Order ........................................................................................... 10

13. Resolutions .............................................................................................................. 10

14. Observers ................................................................................................................ 10

15. Non-Members ......................................................................................................... 10

16. In Camera Meetings ................................................................................................ 11

Faculty School of Business By Laws 1


17. Minutes ................................................................................................................... 11

18. Documents .............................................................................................................. 11

PART IV, THE FACULTY SCHOOL OF BUSINESS FACULTY COUNCIL ................................................... 12

A. Powers and Duties of the FBFCSBFC ................................................................................. 12

1. Purpose ..................................................................................................................... 12

B. FBFCSBFC Membership ..................................................................................................... 12

2. Membership .............................................................................................................. 12

3. Conflict of Interest ..................................................................................................... 12

C. Chair and Vice-Chair of the FBFCSBFC ............................................................................... 13

4. Election of Chair ....................................................................................................... 13

5. The Chair .................................................................................................................. 13

6. Election of Vice Chair ................................................................................................. 13

7. The Vice Chair ........................................................................................................... 13

8. Removal of Chair or Vice Chair ................................................................................. 13

9. Absence of Chair and Vice Chair ............................................................................... 13

D. Conduct of Faculty Council Business ................................................................................. 13

10. Meetings ................................................................................................................. 13

11. In Camera Meetings ................................................................................................ 13

12. Minutes ................................................................................................................... 14

13. Notice of Meetings .................................................................................................. 14

14. Agenda .................................................................................................................... 14

15. Voting ...................................................................................................................... 14

16. Non-Voting Members .............................................................................................. 14

17. Delegations ............................................................................................................. 14

18. Observers ................................................................................................................ 14

19. Rules of Procedure .................................................................................................. 15

20. Quorum ................................................................................................................... 15

21. Location .................................................................................................................. 15

22. First Meeting ........................................................................................................... 15

E. Election of Members of the FBFCSBFC ............................................................................. 15

23. Elected Members .................................................................................................... 15

Faculty School of Business By Laws

3

24. Alternates .......................................................................................................................... 15

25. Notice of Election by Departments ................................................................................... 15

26. Nominations ..................................................................................................................... 15

27. Election ............................................................................................................................. 15

28. Term .................................................................................................................................. 16

29. Absences ........................................................................................................................... 16

30. Resignation ....................................................................................................................... 16

31. Vacancies .......................................................................................................................... 16

F. Committees of Faculty Council ................................................................................................ 16

32. Standing Committees ........................................................................................................ 16

33. Special Purpose Committees ............................................................................................. 16

34. Term of Membership ........................................................................................................ 16

35. Quorum ............................................................................................................................. 16

36. Alternates ......................................................................................................................... 17

37. Agenda and Notice of Meeting .......................................................................................... 17

38. Minutes ............................................................................................................................. 17

39. Reports of Committees ..................................................................................................... 17

40. Mandate of Standing Committees .................................................................................... 17

G. Miscellaneous ......................................................................................................................... 18

41. Annual Report ................................................................................................................... 18

42. Amendment ...................................................................................................................... 18

42. Time Limits ........................................................................................................................ 18

PART II. PREAMBLE ............................................................................................................................ 4

PART III. FACULTY SCHOOL OF BUSINESS ........................................................................................... 6

A. Powers and Duties of the Faculty .............................................................................................. 6

1. The powers and duties ............................................................................................................ 6

2. General Rule ............................................................................................................................ 6

B3. Membership .......................................................................................................................... 6

4. Student Participation ............................................................................................................... 7

5. Chair ......................................................................................................................................... 7

6. Vice-Chair................................................................................................................................. 7

Formatted: Default Paragraph Font, Check spelling and

grammar


grammar, Not Expanded by / Condensed by


grammar


grammar




grammar


grammar


grammar


grammar


grammar


grammar


grammar


grammar


4


grammar

Formatted: Default Paragraph Font, Check spelling and grammar



grammar


grammar


grammar


grammar


grammar



grammar



grammar


grammar




Formatted ...

Formatted ...

Formatted ...

Formatted ...

Formatted ...

Formatted ...

Formatted ...

Formatted ...

Formatted ...

Formatted ...

Formatted ...

Formatted ...

Formatted ...

Formatted ...

Formatted ...

Formatted ...

Formatted ...

Formatted ...

7. Regular Meetings ..................................................................................................................... 7

8. Special Meetings ...................................................................................................................... 7

9. Notice of Meeting .................................................................................................................... 7

10. Agenda ................................................................................................................................... 7

11. Quorum.................................................................................................................................. 7

12. Robert's Rules of Order ......................................................................................................... 7

13. Resolutions ................................................................................................................ 7

14. Observers .................................................................................................................. 7

15. Non-Members ........................................................................................................... 7

16. In Camera Meetings .................................................................................................. 7

17. Minutes ..................................................................................................................... 8

18. Documents ................................................................................................................ 8

PART IV, THE FACULTY SCHOOL OF BUSINESS FACULTY COUNCIL ..................................................... 9

A. Powers and Duties of the FBFCSBFC ................................................................................... 9

1. Purpose ....................................................................................................................... 9

B. FBFCSBFC Membership ....................................................................................................... 9

2. Membership ................................................................................................................ 9

3. Conflict of Interest ....................................................................................................... 9

C. Chair and Vice-Chair of the FBFCSBFC ............................................................................... 10

4. Election of Chair ....................................................................................................... 10

5. The Chair .................................................................................................................. 10

6. Election of Vice Chair ................................................................................................. 10

7. The Vice Chair ........................................................................................................... 10

8. Removal of Chair or Vice Chair ................................................................................. 10

9. Absence of Chair and Vice Chair ............................................................................... 10

D. Conduct of Faculty Council Business ......................................................................................... 10

10. Meetings .............................................................................................................................. 10

11. In Camera Meetings............................................................................................................. 10

12. Minutes ................................................................................................................................ 11

13. Notice of Meetings .............................................................................................................. 11

14. Agenda ................................................................................................................................. 11


5


grammar




grammar


grammar


grammar


grammar


grammar



grammar



grammar


grammar


grammar



grammar


grammar


Formatted ...

Formatted ...

Formatted ...

Formatted ...

Formatted ...

Formatted ...

Formatted ...

Formatted ...

Formatted ...

Formatted ...

Formatted ...

Formatted ...

Formatted ...

15. Voting................................................................................................................................... 11

16. Non-Voting Members .......................................................................................................... 11

17. Delegations .......................................................................................................................... 11

18. Observers ............................................................................................................................. 11

19. Rules of Procedure............................................................................................................... 12

20. Quorum................................................................................................................................ 12

21. Location .................................................................................................................. 12

22. First Meeting ........................................................................................................... 12

E. Election of Members of the FBFCSBFC ............................................................................. 12

23. Elected Members .................................................................................................... 12

24. Alternates ................................................................................................................ 12

25. Notice of Election by Departments .......................................................................... 12

26. Nominations ............................................................................................................ 12

27. Election .................................................................................................................... 13

28. Term ........................................................................................................................ 13

29. Absences ................................................................................................................. 13

30. Resignation .............................................................................................................. 13

31. Vacancies................................................................................................................. 13

F. Committees of Faculty Council .......................................................................................... 13

32. Standing Committees .............................................................................................. 13

33. Special Purpose Committees ................................................................................... 13

34. Term of Membership............................................................................................... 13

35. Quorum ................................................................................................................... 14

36. Alternates ................................................................................................................ 14

37. Agenda and Notice of Meeting ................................................................................ 14

38. Minutes ................................................................................................................................ 14

39. Reports of Committees ...................................................................................................... 14

40. Mandate of Standing Committees....................................................................................... 14

G. Miscellaneous............................................................................................................................ 15

41. Annual Report .................................................................................................................... 15

42. Amendment ......................................................................................................................... 15


6

42. Time Limits........................................................................................................................... 15 Formatted: Default Paragraph Font, Check spelling and

grammar


7

"Student" - consistent with the University Act of British Columbia, R.S.B.C. 1996, c. 468, Part 1 Section 1, means a person who is presently enrolled at the

University in a credit course or who is designated by resolution of the Senate as

a student

PART I. INTERPRETATION

Acronyms

In this Charter:

"KPU" is Kwantlen Polytechnic University

"FBFCSBFC" is the Faculty School of Business Faculty Council

Definitions

In this Charter:

"Alumni" means graduates of the University

"Board" means the Board of Governors of the University

"Faculty members" - consistent with the University Act of British Columbia,

R.S.B.C. 1996, c. 468, Part 1 Section 1, means persons employed by the

University as an instructor, lecturer, assistant professor, associate professor,

professor, or in an equivalent position designated by the Senate.

"Members of the Faculty" means those referred to in Part III, B.3 of this Charter

"Operations manager" means a representative of the Dean's Office acting

under the authority of the FBFCSBFC

"Present at a meeting" means those present in person at a meeting, or, when

possible and when approved by the Chair at least one week in advance of the

meeting, those present by technology [e.g. conference call]

Commented [CRTF1]:

The original Charter did not contain an interpretation section


8

PART II. PREAMBLE

Under the University Act of British Columbia, R.S.B.C. 1996, c. 468 (hereafter,

"the University Act"), Kwantlen Polytechnic University [hereafter "KPU"] operates

under a bi-cameral structure, with the Board and Senate responsible for University

governance. Subject to Board and Senate approval, the KPU Faculty School of

Business Faculty Council [hereafter "the FBFCSBFC"] directs academic decisions

relevant to the Faculty. The Charter prescribes the bounds of the FBFCSBFC's

activities, including its powers and duties, membership, and rules for conducting

business.

Positions on the Board, Senate, and the FBFCSBFC require participation from

many University constituencies. Governance responsibility at KPU is therefore

shared, requiring commitment from Board members, administrators, faculty, staff,

students, and others such as alumni. Members of the Faculty School of Business

recognize the importance of this commitment to the success of the University, and

aspire to fulfill appropriate governance roles. Commented [CRTF2]: The original Charter did not contain the following preamble

PART III. FACULTY SCHOOL OF BUSINESS

Commented [CRTF3]:

Part III was designated as Part I in the original Charter

A. Powers and Duties of the Faculty

1. The powers and duties of the Faculty School of Business (hereinafter “ the

Faculty”) are established in part by Section 40 of the University Act, which

currently describes the Faculty as having the power and duty:

a) to make rules governing its proceedings, including the determining of the

quorum necessary for the transaction of business;

b) to provide for student representation in the meetings and proceedings of

the Faculty;

c) subject to this Act and to the approval of the Senate, to make rules for the

government, direction and management of the Faculty and its affairs and

business;

d) to determine, subject to the approval of the Senate, the courses of

instruction in the Faculty;

e) subject to an order of the president to the contrary, to prohibit lecturing

and teaching in the Faculty by persons other than appointed members of

the teaching staff of the Faculty and persons authorized by the Faculty,

and to prevent lecturing or teaching so prohibited;

f) subject to the approval of the Senate, to appoint for the examinations in

each faculty examiners, who, subject to an appeal to the Senate, must

conduct examinations and determine the results;

g) to deal with and, subject to an appeal to the Senate, to decide on all

applications and memorials by students and others in connection with their

respective faculties;

h) generally, to deal with all matters assigned to it by the Board or the Senate.

2. General Rule: As provided by Section 41 of the University Act, a general rule

made by the Faculty is not effective or enforceable until a copy has been sent to

the Senate and the Senate has given its approval.

B. Faculty Membership

3. Membership: Membership of the Faculty consists of:

Formatted: Font: (Default) +Headings (Cambria), 16 pt

Formatted: Heading 2, Indent: Left: 0", Right: 0", Space

Before: 0 pt

• All those employed within the Faculty as an instructor, lecturer, assistant

professor, associate professor, professor, or an equivalent position

designated by the Senate,

• The Dean of the Faculty,

• Associate Dean(s) of the Faculty,


• The President of the University,

• The Registrar, who is non-voting,

• One member from and appointed by each other Faculty.

4. Student Participation: The Faculty endorses the principle of student

participation in the Faculty Council as reflected in this Charter.

5. Chair: The Dean is the Chair of the Faculty.

6. Vice-Chair: An Associate Dean of the Faculty is the Vice-Chair of the Faculty.

The Vice-Chair shall exercise the duties and responsibilities of the Chair in the

absence of the Chair.

C. Conduct of Business

7. Regular Meetings: The Faculty shall have at least one regular meeting per

academic year.

8. Special Meetings: In cases of urgency, special meetings of the Faculty may be

called by the Chair or, in the absence of the Chair, the Vice-Chair of the Faculty.

9. Notice of Meeting: Notice of a meeting of the Faculty shall be sent to the

members of the Faculty by the Chair at least seven days prior to the meeting.

10. Agenda: The agenda and business to be conducted at meetings of the

Faculty shall be set by the Chair.

11. Quorum: The quorum for meetings of the Faculty shall be twenty-five voting

members.

12. Robert's Rules of Order: To the extent applicable, and subject to these

bylaws, Robert's Rules of Order shall govern the conduct of all Faculty meetings.

The Chair will determine the applicability of any particular item in Roberts Rules

of Order in dispute.

13. Resolutions: A resolution of the Faculty shall be passed by a majority of the

votes cast.

14. Observers: Except in special circumstances, meetings of the Faculty shall be

open to observers.

15. Non-Members: The Chair may recognize non-members on any matter of

business before the meeting.

Formatted: Font: (Default) +Headings (Cambria), 16 pt, No

underline

Formatted: Heading 2, Indent: Left: 0", Right: 0"

Formatted: Font: (Default) +Headings (Cambria), 16 pt


16. In Camera Meetings: The Faculty may decide at any time, by a majority vote

of those present, that a meeting or part of a meeting be held in camera.

17. Minutes: Except for meetings, or part of a meeting, held in camera, minutes

of meetings of the Faculty shall be taken and made available to the University.

18. Documents: Except for documents presented during or relating to a meeting

or part of a meeting held in camera, all documents presented to the Faculty shall

be made available to the University. Notwithstanding this bylaw, the Chair may

declare a document confidential, in which case the document shall only be

presented and made available to members of the Faculty and, if appropriate, the

senate.



PART IV, THE FACULTY SCHOOL OF BUSINESS FACULTY COUNCIL

Commented [CRTF4]:

Part IV was designated as Part II in the original Charter

A. Powers and Duties of the FBFCSBFC

1. Purpose: The FBFCSBFC is created to perform the tasks set out in the

British Columbia University Act, and in particular sections 39 to 42, as

amended from time to time. The FBFCSBFC will consider academic matters

brought before it which are relevant to the Faculty and take the necessary

steps to address concerns, make decisions, advise the Dean of the Faculty

(hereafter “the Dean”), implement policy and notify the affected parties.

B. FBFCSBFC SBFC Membership

2. Membership: The FBFCSBFC is comprised of:

• the Dean,

• the elected members of the Departments of the Faculty

• the elected members of the Faculty elected at large, as determined by the

election procedure in Section E of this Part,

• the elected Senators of the Faculty,

• one student member from the Faculty,

• one alumni member of the Faculty,

• the Associate Deans of the Faculty,

• and such other members who may be appointed as non-voting members

under Section D of this Part.

3. Conflict of Interest: Senate bylaw No.3, Conflict of Interest, applies.


C. Chair and Vice-Chair of the FBFCSBFC

4. Election of Chair: Voting Members of the FBFCSBFC will elect one (1) Chair from

among FBFCSBFC's continuing and incoming voting members who are members of the Faculty as defined above in Part III, Section B.3. The election will normally occur at the first meeting of the FBFCSBFC after September 1, and the normal term will be

two (2) years, or a shorter term corresponding to the Chair's FBFCSBFC term.

5. The Chair: The Chair is a voting member of the FBFCSBFC. In the event of a

tie, the Chair casts the deciding vote.

6. Election of Vice Chair: Voting members of the FBFCSBFC will elect one (1) Vice-

Chair from among the FBFCSBFC's continuing and incoming voting members who are members of the Faculty as defined above in Part III, Section B.3 (Page 3). The

election will normally occur at the first meeting of the FBFCSBFC after

September 1,

and the normal term will be two (2) years, or a shorter term corresponding to the

Vice-Chair's FBFCSBFC term.

7. The Vice Chair: The Vice-Chair will fulfill the duties of the Chair in the Chair's

vacancy or absence and will assist in the performance of the Chair's duties.

8. Removal of Chair or Vice Chair: The Chair and/or Vice-Chair may be removed

by two-thirds of votes cast at any duly called meeting of the FBFCSBFC, provided

that notice of such motion was given at the previous duly called meeting.

9. Absence of Chair and Vice Chair: When necessary due to vacancy or absence

of the Chair and Vice-Chair, voting members of the FBFCSBFC will elect a Chair

pro- tem from existing voting FBFCSBFC members.

Commented [CRTF5]: By Laws 4 through 9 intorduced by the

CRTF to enable any voting members of the FBFCSBFC to serve as Chair or Vice-Chair

D. Conduct of Faculty Council Business

10. Meetings: Meetings of the FBFCSBFC will occur at least monthly, except for

July and August. Special meetings may be called by the Chair. Meetings of the

FBFCSBFC will not occur at the same time as meetings of the University

Senate. When appropriate, and subject to Bylaw 11 of this Part below, the

FBFCSBFC may hold a meeting or part of a meeting in camera. If a meeting is

called and an elected member is scheduled to teach, the Dean and the Faculty

will provide adequate release or substitution. The Dean, or in the Dean’s

absence an Associate Dean, will attend all meetings of the FBFCSBFC.

11. In Camera Meetings: The FBFCSBFC may at any time, by a majority vote,

hold a meeting or part of a meeting in camera.

Commented [CRTF6]: Number 10 is the old number 6 in the previous By Laws. All subsequent numbers have been increased

accordingly.


12. Minutes: The Chair shall cause minutes of all meetings of the FBFCSBFC to

be taken and arrange for distribution of the minutes in a timely manner to

members of the FBFCSBFC and other interested parties as determined by the

Chair. The Chair will make the minutes available to the members of the Faculty

and the University.

13. Notice of Meetings: The Chair, with the cooperation of the Operations

Manager, will provide to each member of the FBFCSBFC notice of the next

meeting of the FBFCSBFC at least seven days prior to the meeting. Notice of the

meeting will include the Agenda and minutes of the prior meeting. Available

supporting reports will also be included with the notice of meeting. Reports which

are not available in time or are lengthy may be distributed at the meeting. Notice

of the meeting may be given by e-mail.

14. Agenda: The Agenda for each meeting of the FBFCSBFC will be set by the

Chair, and may include Agenda items requested by members of the FBFCSBFC.

The Agenda will always include approval of the Agenda, approval of the minutes

of the prior meeting, and reports of the Standing Committees, if any.

15. Voting: Each elected member of the FBFCSBFC and the Dean, or in the

Dean’s absence an Associate Dean, shall have one vote at meetings of the

FBFCSBFC.

16. Non-Voting Members: The non-voting members of the FBFCSBFC are the

senators elected by the Faculty, the Associate Deans of the Faculty, the

student representative, the alumni representative, and such other additional

members as the FBFCSBFC may by majority vote appoint to the FBFCSBFC,

subject to the approval of senate. The president of the University is a non-

voting member of the FBFCSBFC.

17. Delegations: The FBFCSBFC may receive delegations at a meeting, either

in person or in writing. Delegations appearing in person must request

attendance at least ten days prior to the meeting, which time may be shortened

in appropriate cases by the Chair. All requests to appear as a delegation,

allowed or refused, will be reported to the FBFCSBFC by the Chair. The

presentation of a delegation appearing in person will be subject to the time limit

approved by a majority vote of the FBFCSBFC.

18. Observers: Observers, upon a minimum 24 hour prior notice to the Chair,

may attend a meeting of the FBFCSBFC which is not in camera. The

FBFCSBFC, through the Chair, the Dean or the Department representatives,

shall, upon request from any member of the Faculty, inform the member of the

time and place of a meeting and of the agenda, and invite them to attend the

meeting as an observer. The Chair may recognize non-members on any matter

of business which is before the meeting. Observers may not attend a meeting, or

part of a meeting, of the FBFCSBFC which is held in camera.

19. Rules of Procedure: Meetings of the FBFCSBFC will, to the extent applicable,

generally follow Roberts Rules of Order. The Chair will determine the applicability

of any particular item in Roberts Rules of Order in dispute. The FBFCSBFC may

by two-thirds of the votes cast, approve Rules of Procedure which add to or

replace Roberts Rules of Order.

20. Quorum: At least 50% of the elected members of the FBFCSBFC plus one

must be present for quorum for a meeting of the FBFCSBFC. If quorum is not

present, any business conducted at the meeting is unofficial and subject to

ratification at the next meeting of the FBFCSBFC where quorum is present.

21. Location: Meetings of the FBFCSBFC will normally be located on the

Surrey campus of the University but may take place at another campus of

the University in special circumstances.

22. First Meeting: The first meeting of the FBFCSBFC will be the first

September meeting following the election of the Faculty members to the

FBFCSBFC.

E. Election of Members of the FBFCSBFC

23. Elected Members: The elected members of Council are:

One representative from each department as elected by that department.

A department eligible to elect a member shall be designated as such by

the Faculty Council.

Three members elected at large by all members of the Faculty as a whole.

24. Alternates: A representative may not designate an alternate or proxy to

attend on their behalf. Nor may votes on any matter be submitted as absentee

votes.

25. Notice of Election by Departments: Each department shall be notified by the

Standing Governance Opportunity Committee to conduct its election at least 30

days prior to the First Meeting of the Council.

26. Nominations: Each nomination for an elected position on the FBFCSBFC

must be supported by a signature of endorsement from another member of the

Faculty. A nominee cannot stand for election to more than one elected position

on the FBFCSBFC. Nominations are to be forwarded to the Governance

Opportunity Committee.

27. Election: The election will be directed by the Governance Opportunity

Committee and conducted by the Operations Manager. If the Operations

Commented [CRTF7]:

Changes in E.25-27 and 31 [formerly E.20-22 and 27] reflect the

CRTF recommended creation of a Standing Governance

Opportunity Committee [GOC] with the mandate to communicate governance opportunities and facilitate election processes. Charter

recognition of the GOC is found in F.32 [formerly F.28] below.

Identification of the GOC mandate is found in F.40 [formerly F.36] below.


Manager is unable to conduct the election, then the election will be conducted

by the person in the Faculty performing the role of the Operations Manager.

28. Term: The term of each elected member shall be two years. The term for

each non-voting member, except the President, Senators, and Associate Deans,

shall be one year.

29. Absences: If an elected member of the FBFCSBFC misses three

consecutive meetings of the FBFCSBFC, or four meetings of the FBFCSBFC

in one year, the FBFCSBFC may by majority vote declare the position vacant.

30. Resignation: An elected member may resign from the FBFCSBFC in

writing with at least 30 days notice to the Chair, in which case the Chair will

declare the position vacant.

31. Vacancies: If the FBFCSBFC or the Chair declares a position of an elected

member vacant, the Governance Opportunity Committee will request the affected

department to elect a new member for the balance of the term. If the position of a

member of the FBFCSBFC elected-at-large is declared vacant an election will be

held to fill the position for the balance of the term. If the position of a non-voting

member of the FBFCSBFC , other than a senator, the president, or the Associate

Dean, is declared vacant, the FBFCSBFC may appoint another person to the

position for the balance of the term.

F. Committees of Faculty Council

32. Standing Committees: The Professional Development Committee and the

Curriculum Committee, as they are structured prior to the implementation of this

Charter, are continued under this Charter as standing committees, with the

necessary changes to structure and procedure contained in this part. A

Governance Opportunity Committee is also recognized in this Charter as a

standing committee. The FBFCSBFC may, by a majority of votes cast, establish

other standing committees as required to conduct the operations of the

FBFCSBFC. The membership of standing committees will be as determined by

the majority vote of FBFCSBFC.

33. Special Purpose Committees: The FBFCSBFC may, by a majority of the

votes cast, appoint other Special Purpose Committees to investigate or

consider matters as determined by the FBFCSBFC.

34. Term of Membership: The term for members of Standing Committees shall

be two years commensurate with the term of the members on the FBFCSBFC.

35. Quorum: Quorum for a meeting of a Committee shall be 50% of the members


of the Committee.

36. Alternates: Alternates are permitted for members of committees.

37. Agenda and Notice of Meeting: The Chair of each committee shall set the

Agenda for meetings of the committee and provide the members of the

committee with at least three days notice of the meeting.

38. Minutes: The Chair of the Committee shall cause Minutes of the meeting to

be kept and made available to the members of the FBFCSBFC.

39. Reports of Committees: Each Standing Committee will report at each

FBFCSBFC meeting of the activities of the Committee. A Special Purpose

Committee will report to the FBFCSBFC when requested by the FBFCSBFC or

the Chair. A Standing Committee will have such authority of the FBFCSBFC as

may be delegated to the Committee by the FBFCSBFC by a majority of the

votes cast.

40. Mandate of Standing Committees: The mandate of the standing committees

of the FBFCSBFC is as follows:

Professional Development: The standing committee on

professional development shall:

a. Exercise the delegated authority of the Faculty to review, approve or

disapprove requests from faculty for funding for professional development

activities;

b. Periodically review and recommend changes for approval by FBFCSBFC to the

criteria for approval of funding;

c. Apply the approved funding for each department to the requests

received from faculty from that department;

d. Ensure that all approved funding for professional development activities

comply with all University policies and procedures;

e. Provide minutes of all meetings to FBFCSBFC;

f. Provide an annual report to FBFCSBFC summarizing the

authorized and actual expenditures for each department;

g. such other duties as the FBFCSBFC may from time to time require.

Curriculum: The standing committee on Curriculum shall:

a. Exercise the delegated authority of the Faculty to review, approve or

disapprove of all curriculum, or changes to curriculum, offered for credit by

each department;

b. Recommend curriculum, or changes to curriculum, to FBFCSBFC for

recommendation to the Senate;

c. Periodically review curriculum and programs of each department,

including prerequisites, co-requisites, learning outcomes, assessment

models, and make appropriate recommendations to Faculty Council;

d. Ensure that all curriculum of each department conforms to University


policies and procedures;

e. Review all new program and new degree proposals and provide

recommendations to FBFCSBFC;

f. Ensure that all new program and new degree proposals comply with

University policies and procedures;

g. Review the implementation of new degree and non-degree programs

and provide recommendations to FBFCSBFC;

h. Periodically review the Curriculum Committee’s structure and mandate

and make recommendations to FBFCSBFC;

i. Provide minutes of all meetings to FBFCSBFC;

j. Provide an annual report to FBFCSBFC summarizing the activities

of the committee;

k. such other duties as the FBFCSBFC may from time to time require.

Governance Opportunity: The standing committee on Governance

Opportunity shall:

a. Communicate opportunities for Faculty member involvement in Faculty

and University governance roles;

b. Ensure that nominations are solicited sought for all elections for the

FBFCSBFC, including student representatives;

c. Where requested by the FBFCSBFC, oversee elections for

designated positions on the FBFCSBFC and committees of the

FBFCSBFC; d. advise the FBFCSBFC on procedures for solicitation of Faculty

representatives

for University Committees, and facilitate associated processes as

requested by the FBFCSBFC.

G. Miscellaneous

41. Annual Report: The Chair of the FBFCSBFC will provide a report

of the activities of the FBFCSBFC to the annual meeting of the

Faculty.

42. Amendment: This Charter may be adopted and amended by a two-thirds

majority of votes cast at any meeting of the Faculty, upon one month’s prior

written or e-mail notice to all members of the Faculty.

42. Time Limits: An inadvertent or necessary failure to comply with a time limit or

procedural requirement in this Charter does not invalidate any meeting or

decision of the FBFCSBFC or any election of a member.

Commented [DC8]: Replace word “sought” with “solicited” as

per recommendation of SCG 2/11/15.


SENATE


AGENDA #: 8


Report from: Senate Standing Committee on University Budget

The Senate Standing Committee on University Budget (SSCUB) met on February 12, 2016 and received an update on the fiscal year 2016-17 budget development process:

There will be University-wide consultations of the 2016-17 draft University budget this month: Consultations at 4 campus forums, presentations at regularly scheduled Faculty Council meetings and at other stakeholder group meetings.

For members of the University community who are unable to attend the consultation meetings, the budget presentation will be posted on the Finance SharePoint site. There will also be a link on the Finance SharePoint site where the University community can provide feedback to inform SSCUB in making its recommendations to Senate.

Due to the delay in the development of the 2016-17 draft University budget, some of the key dates for the budget development process have been adjusted:

February 2016 – Draft budget consultations at 4 campus forums, at regularly scheduled Faculty Council meetings, and at other stakeholder group meetings.

March 4, 2016 – SSCUB develops advice and recommendations on the 2016-17 draft University budget for consideration by Senate.

March 21, 2016 – Senate reviews the 2016-17 draft University budget and drafts advice to the Board of Governors.

March 23, 2016 – Board Finance Committee reviews the proposed 2016-17 University budget and makes recommendations to the Board of Governors.

March 30, 2016 – Board of Governors reviews the proposed 2016-17 University budget. SSCUB received an update from the Executive Director of Financial Services on the development of the new budget model. It also received an update from the Provost on the Strategic Enrolment Management planning process. The committee endorsed the following program proposals:

Certificate in Education Assistant

Post Baccalaureate Diploma in Accounting

Diploma in Acupuncture – This was endorsed subject to confirmation of funding from the Province.

SENATE


AGENDA #: 9


Report from: Senate Nominating Committee

The Senate Nominating Committee (SNC) met on February 15, 2016 and made recommendations to Senate for filling the following Senate Standing Committee vacancies:

Senate Standing Committee on Academic Planning and Priorities – faculty member, Faculty of Health

Senate Standing Committee on Tributes – faculty member at large The committee made recommendations to Senate for regular faculty member and student nominees to serve on the following Search Advisory Committees:

Re-appointment/Renewal of Associate Dean, Faculty of Arts

Appointment of Associate Dean, Faculty of Arts SNC made recommendations to the Senate Standing Committee on Curriculum (SSCC) for members to serve on the following SSCC Subcommittees:

Subcommittee on Writing-Intensive Courses: o Karen Davison, Faculty of Science and Horticulture o Darren Francis, School of Business o Danny Wrench, Faculty of Academic and Career Advancement o Carolyn Tinglin, Faculty of Health o Nicola Harwood, Faculty of Arts o Carrol Boydell, Faculty of Arts o Robert Dearle, Faculty of Arts (Department of English) o Jennifer Williams, Faculty of Arts (Department of English) o TBA, Faculty of Trades and Technology o TBA, Chip and Shannon Wilson School of Design o TBA, Faculty of Educational Support and Development o Peter Warren, Educational Advisor

Quantitative Courses Working Group o Wayne Podrouzek, Faculty of Arts (Chair) o Suzanne Pearce, Faculty of Science and Horticulture o Michael Nyenhuis, Faculty of Science and Horticulture o Simon Crothers, School of Business o Janine Hadfield, Faculty of Health o Geoff Dean, Faculty of Academic and Career Advancement

SENATE


AGENDA #: 9


o TBA, Faculty of Trades and Technology o TBA, Chip and Shannon Wilson School of Design o TBA, Faculty of Educational Support and Development o Naomi Ben-Yehuda, Educational Advisor

Senator Brenda Snaith was elected by acclamation to serve as committee Chair from March 1, 2016 to August 31, 2017.


~ 1 ~

Agenda Item: Appointment to Senate Standing Committees

Action Requested:

☒Motion to Approve

☐Discussion

☐Information

☐Education


THAT Senate approves the following as members of Senate Standing Committees:

Senate Standing Committee on Academic Planning and Priorities faculty member, Faculty of Health – Sharon Leitch, faculty, Faculty of Health Senate Standing Committee on Tributes: faculty member at Large, Faculty of Arts – Wayne Fenske, faculty Senator, Faculty of Arts


The Senate Nominating Committee met on February 15, 2016 and made the above recommendations to Senate for approval.


None


None

Consultations: Health Faculty Council Arts Faculty Council

Attachments:

Submitted by: Jennifer Au, Vice Chair, Senate Date submitted: February 22, 2016


1. The Health Faculty Council recommended Sharon Leitch to the Senate Nominating Committee as the Faculty of Health nominee to the Senate Standing Committee on Academic Planning and Priorities.

2. The Senate Nominating Committee (SNC) recommends that the faculty at

large vacancy on the Senate Standing Committee on Tributes (SSCT) be filled by a faculty member from the Faculty of Arts. The Arts Faculty Council recommended Wayne Fenske to SNC as its nominee to serve on SSCT. As Senator Fenske is currently serving on two Senate Standing Committees, he has agreed to step down from the Senate Standing Committee on Program Review in order to serve on SSCT.


~ 1 ~

Agenda Item: Appointment of Search Advisory Committee for the Appointment of Associate Dean, Faculty of Arts

Action Requested:



THAT the Senate Nominating Committee endorse the following nominees for appointment to the Search Advisory Committee for the Appointment of Associate Dean, Faculty of Arts and recommend them to Senate:

Up to six regular faculty members from the Faculty of Arts: o Farhad Dastur, Department of Psychology o Melinda Hogan, Department of Philosophy o Ann-Marie Mclellan, Department of Educational Studies

One student majoring in a program offered by the Faculty of Arts o Tanvir Singh


The nominees for appointment to the search advisory committee for the appointment of Associate Dean, Faculty of Arts were endorsed by the Senate Nominating Committee on February 15, 2016.

In accordance with the Search Advisory, Appointment and Re-appointment of Senior Academic Administrator Positions Policy and Procedures (HR20), the Advisory committee for the re-appointment/renewal of an Associate Dean shall consist of regular faculty members, two of whom are appointed by the Kwantlen Faculty Association and others appointed by the Senate to ensure representation by the Faculty of the Associate Dean up to a maximum of eight faculty. Additionally, Senate is responsible for appointing one student majoring in a program offered by the Faculty.


NA


NA


1. The Arts Faculty Council nominated the following regular faculty members and student to serve on the search advisory committee: Regular faculty members from the Faculty of Arts:

o Farhad Dastur, Department of Psychology o Melinda Hogan, Department of Philosophy o Ann-Marie Mclellan, Department of Educational Studies

One student majoring in a program offered by the Faculty of Arts o Tanvir Singh


~ 2 ~

Consultations: Faculty of Arts Faculty Council

Attachments: HR20: Search Advisory, Appointment and Re-appointment of Senior Academic Administrator Positions Policy and Procedures

Submitted by: Jennifer Au, Vice Chair, Senate


of 2 Policy No. HR20

Policy History Policy No. HR20

Revised:

Approving Jurisdiction Board of Governors

Reviewed:

Signed By Original signed by Gord Schoberg Chair, Board of Governors

Effective:

13 06 05

Administrative Responsibility President

Approved: 13 06 05

Search Advisory, Appointment and Re-Appointment of Senior Academic Administrator Positions

Policy

CONTEXT AND PURPOSE The University Act specifies that the powers of the Board include: Section 27 (2) (f) “with the approval of the senate, to establish procedures for the recommendation and selection of candidates for president, deans, librarians, registrar and other senior academic administrators as the board may designate;” Section 27 (2) (g) …”subject to section 28, to appoint the president of the university, deans of all faculties, the librarian, the registrar, the bursar, the professors, associate professors, assistant professors, lecturers, instructors and other members of the teaching staff of the university, and the officers and employees the board considers necessary”…

Section (f) addresses procedures for selection of a candidate while section (g) addresses the actual appointment of an individual to a position.

The Board has delegated its powers to the President under Section 27 (2)(g) with the exception of the appointment of the President and Vice Presidents. (see Board Governance Manual, Appendix H)

This Policy and its related Procedures are intended to outline the principles and processes which will be used by the University in the selection, appointment and re-appointment of senior academic positions within the University.

of 2 Policy No. HR20

SCOPE AND LIMITS This Policy governs the procedures for the recommendation and selection of candidates for senior academic positions within the University with the exception of the President, which is covered under a separate policy: Board Manual, section 22. STATEMENT OF POLICY PRINCIPLES (1) The University will appoint a Search Advisory Committee (SAC) to participate in designing the

search process, and interviewing and recommending appropriate candidates for senior academic positions covered by this policy;

(2) The composition of a SAC, will be broad-based and representative of the University community, commensurate with the nature and level of the position being considered (see Appendix to Procedures);

(3) The proceedings of each SAC and all communication to and from the Committee will be held in strict confidence, both during the term of the Committee and thereafter.

(4) The required education, knowledge, experience, abilities and traits of each position will be determined in consultation with the pertinent SAC.

(5) The search process for each position will be designed to elicit an appropriate level of interest and response, commensurate with the type and nature of the position.

(6) The recommendation of acceptable candidates by each SAC will be forwarded to the President or designate who is responsible for making the appointment.

DEFINITIONS Senior Academic Administrator Positions: Senior academic positions, for the purpose of this Policy and

related Procedures, will include the Vice President Academic and Provost, Deputy Provost, Vice Provosts, Associate Vice Presidents (Academic, Research and International), Deans, University Registrar, University Librarian, Associate Deans and other senior academic positions as may be determined from time to time. Specific titles of senior positions may change over time.

RELATED POLICIES & LEGISLATION RELATED PROCEDURES Refer to Search Advisory, Appointment and Re-appointment of Senior Academic Administrator Positions, Procedure HR20.

of 6 Procedure No. HR20

Procedure History Procedure No. HR20

Revised: 14 06 26

Approving Jurisdiction

Senate

Reviewed:

Signed By

Original signed by Alan Davis

Chair of Senate

Effective: 13 06 24

Administrative Responsibility President

Approved: 13 06 24

Search Advisory, Appointment and Re-appointment of Senior Academic Administrator

Positions Procedures

DEFINITIONS

Senior Academic Administrator Positions: Senior academic administrator positions, for the purpose of this Policy and related Procedures, will include the Vice President Academic and Provost, Deputy Provost, Vice Provosts, Associate Vice Presidents (Academic , Research and International), Deans, University Registrar, University Librarian, Associate Deans and other senior academic administrator positions as may be determined from time to time. Specific titles of academic administrator senior positions may change over time.

Pro Tem: Acting positions; in a position temporarily.

PROCEDURES

A. Search Advisory Committees (SAC)

Details of the composition of SACs for senior academic administrator positions covered by this policy within the University are listed in the Appendix – Composition of Search Advisory Committees.

1. The SAC will be bound by the following regulations:

a) In advance of the posting of a new appointment, the members of an SAC will be appointedaccording to the Appendix to this procedure. The Collective Agreement between Kwantlen


Polytechnic University (KPU) and the Kwantlen Faculty Association (KFA) will be followed for the appointment of KFA representatives to SACs.

b) Before the SAC is announced, potential members of the Committee must agree, as a condition of membership, that they will not be candidates for the position under consideration.

c) For all the SACs referred to in this policy, faculty appointed by Senate will be based on

recommendations from the Senate Nominating Committee in consultation with each Faculty Council to ensure appropriate representation, taking into account Faculty representatives appointed by the KFA. Other appointments are made according to the Appendix.

d) The membership of the SAC, once established, will be made public to the university community by the SAC Chair.

e) If a SAC member must resign their position, where possible, replacements will come from a similar constituency. Replacements may not be made after the start of long list interviews.

f) All proceedings of the SAC and all communication to and from the committee shall be held in strictest confidence, both during the term of the Committee and thereafter. Only the Chair is authorized to release information about the proceedings of the SAC. The President shall have the right to discharge from the Committee any member who fails to comply with this requirement.

B. Term Limits

Senior academic administrator positions will normally be appointed for a five (5) year term with the exception of Associate Deans, which will normally be appointed for a three (3) year term. Normally, the position can be renewed for an additional five or three year term, respectively, after a review undertaken according to Section C below.

C. Renewal of Appointments

1. When a senior academic administrator position is being considered for renewal, the President

will establish a SAC with a composition determined by the Appendix to recommend on her/his re-appointment.

2. The SAC will inform the University community that a review of the incumbent will be conducted and invite submissions, as the Committee shall deem appropriate.

3. After it reviews the incumbent, the SAC will determine whether it will recommend reappointment of the incumbent.


4. The Chair of the SAC will make a recommendation to the President based on advice of theCommittee.

5. If the recommendation for reappointment of the incumbent is not accepted a full search (asoutlined in this policy) shall be followed. The President will provide reasons to the SAC if itsrecommendations are not accepted or followed.

D. The Search Process

1. Normally, a general (internal and external) search will be conducted.2. The President, or his/her designate, will decide if an external search consultant will be used.3. The education, knowledge, experience, abilities and traits of each position will be determined in

consultation with the pertinent SAC.4. The position will be advertised both internally and externally unless the SAC obtains approval

from the President to only advertise internally.5. Applications will be made in confidence to the SAC. The SAC will determine early in its process if

the names of shortlisted candidates will be made public. Decisions will be communicated to theshortlisted candidates.

6. If a committee member is absent from any of the interviews, normally s/he will not participatein further interviews, deliberations or recommendations to the SAC chair. Exceptions may bemade by the Chair with unanimous approval of the SAC.

7. The SAC may invite the short-listed candidates to campus to meet with various university groupsto be determined by the SAC, with a mechanism in place to provide feedback on candidates.

8. For the positions of Provost and Dean, the SAC may invite short listed candidates to present apublic talk.

9. The Chair of the SAC will make a recommendation to the President, or designate, based onadvice of the Committee. Normally, this recommendation will include up to three (3) candidateswho the SAC deems acceptable to fill the position, rank ordered.

10. The President will provide reasons to the SAC if its recommendations are not accepted orfollowed. If all candidates are deemed unacceptable, or no appointment is made, the search willcontinue.

E. Appointment to a Pro Tem Position

The President may make pro tem appointments for senior academic administrator positions that are vacant. The President will advise the Senate of pro tem appointments. Such appointments will be clearly reflected in the designation as “pro tem” and are made for a period of up to six (6) months, but may be extended if necessary, subject to the agreement of the KFA.

Those appointed in a pro tem capacity will not be eligible to apply for the position they are temporarily filling without the express permission of the President.

The President may choose to make a pro tem appointment using procedures under “Section C, Renewal of Appointments”.


RELATED POLICY

Refer to Search Advisory, Appointment and Re-appointment of Senior Academic Administrator Positions, Policy HR20

Appendix 1

Page 5 of 6 Procedure No. HR20

Appendix: Composition of Search Advisory Committees

Provost & Vice President Academic

The Advisory Committee shall be chaired by the President and shall consist of:

i) regular faculty members, representing each of the Faculties, withfive members appointed by the Kwantlen Faculty Association, andthree or more appointed by the Senate to ensure representationfrom all Faculties.

ii) one community member of the Board of Governors, appointed bythe Board

iii) one student, preferably a Senator, appointed by the Senate,iv) one student Board member appointed by the Boardv) one student appointed by the Kwantlen Student Associationvi) one regular BCGEU staff member, appointed by Bvii) one excluded support staff employee, appointed by the Chairviii)one senior administrative officer of the institution, appointed by

the Chairix) two Deans chosen by their peers

Deputy Provost, Vice Provosts, and

Associate Vice President Academic,

Research & International

The Advisory Committee shall be chaired by the Provost & Vice President Academic and shall consist of:

i) five regular faculty members, two of whom are appointed by theKwantlen Faculty Association and three or more appointed by theSenate to ensure representation from all Faculties

ii) one student, preferably a Senator, appointed by the Senateiii) one student Board member appointed by the Boardiv) one student appointed by the Kwantlen Student Associationv) one regular BCGEU staff member, appointed by the BCGEUvi) one excluded support staff employee, appointed by the Chairvii) one senior administrative officer of the institution appointed by the

Chairviii)two Deans chosen by their peers

Dean The Advisory Committee shall be chaired by the Provost and Vice President, Academic and shall consist of

i) regular faculty members, two of whom are appointed by theKwantlen Faculty Association and others appointed by the Senate toensure representation by the Faculty of the Dean, up to a maximumof eight faculty

ii) one student, preferably a Senator, appointed by the Senateiii)one student, majoring in a program offered by the Faculty,

appointed by the Kwantlen Student Associationiv) one regular BCGEU staff member, appointed by the BCGEU,

preferably selected from the Facultyv) one excluded support staff employee, preferably from the Faculty,

appointed by the Chair

Appendix 1

Page 6 of 6 Procedure No. HR20

vi) one senior administrative officer of the institution appointed by theChair,

vii) one Dean appointed by the Provost

Associate Dean The Advisory Committee shall be chaired by the Dean and shall consist of:

i) regular faculty members, two of whom are appointed by theKwantlen Faculty Association and. others appointed by the Senateto ensure representation by the Faculty of the Associate Dean up toa maximum of eight faculty

ii) one student majoring in a program offered by the Faculty,appointed by the Senate

iii) one student majoring in a program offered by the Faculty,appointed by the Kwantlen Student Association

iv) one regular BCGEU staff member from the Faculty, appointed bythe BCGEU

v) one excluded staff member from the Faculty, appointed by theChair

vi) one Dean or Associate Dean from another Faculty appointed by theProvost

University Librarian, University Registrar

The Advisory Committee shall be chaired by the Provost and Vice President, Academic and shall consist of

i) five regular faculty members, two of whom are appointed by theKwantlen Faculty Association and three appointed by the Senate toensure broad representation

ii) one librarianiii) one student, preferably a Senator, appointed by Senateiv) one student appointed by the Kwantlen Student Association.v) one regular BCGEU staff member preferably selected from the

relevant functional area, appointed by the BCGEUvi) one excluded staff member, preferably from the relevant functional

area, appointed by the Chairvii)one senior administrative officer of the institution, appointed by the

Chairviii)one Dean appointed by the Provost

SENATE


AGENDA #: 10


Report from: Senate Standing Committee on Academic Planning and Priorities

The Senate Standing Committee on Academic Planning and Priorities (SSCAPP) met on February 19, 2016 and endorsed the following full program proposals:

Certificate in Education Assistant

Post Baccalaureate Diploma in Accounting The Provost informed SSCAPP that on January 26, 2016, the Ministry of Advanced Education (AVED) announced that the Degree Quality Assessment Board (DQAB) has implemented a Stage 1 Review process to the Ministry’s existing Degree Program Approval Criteria and Process workflow. The purpose of the Stage 1 Review is to ensure that new degree proposals take into consideration the Provincial strategic priorities, as highlighted in BC’s Skills for Jobs Blueprint, taxpayer accountability principles, and that the new degrees give graduates the skills to succeed in the labour market. The Provost discussed with SSCAPP some of the implications of this Stage 1 Review. SSCAPP received a request from the Provost to make recommendations on how Teaching Fellows in the following areas may be selected: Open Studies, Learning Outcomes, and Experiential Learning. This would include a discussion around the composition of the search committee for the selection of Teaching Fellows.

SENATE


AGENDA #: 12


Report from: Senate Standing Committee on Policy Review

The Senate Standing Committee on Policy Review met on February 15, 2016 and provided feedback on Policy HR15 (Diversity and Inclusiveness Policy), which is undergoing revision. In order to better promote awareness of, and compliance with, Policy HR15 among students, faculty, and other academic staff, the requested revision is to add one sentence to the policy: “This policy must be communicated in all Course Presentations.” Since Policy HR15 was revised in 2014, the President’s Diversity and Equity Committee (PDEC) has been asked by KPU students and other community members to ensure broad awareness of the policy. In consultation with the Kwantlen Student Association, KPU Deans, and the Office of the Provost, PDEC found strong support for the inclusion of the principles of this policy on KPU course presentations. The Senate Standing Committee on Policy Review discussed best practices for articulating University policies and procedures. It recommended to Academic Council that the use of hyperlinks to official University Policies is the best practice for articulating University policies. The Vice Chair of Senate conveyed this recommendation to the Provost, who chairs Academic Council. The Provost is supportive of this recommendation. The committee continued its review and discussion of amendments to its committee mandate and membership composition. The recommended changes will be forwarded to the Senate Governance Committee for review and recommendation to Senate.

SENATE Agenda Item #: 15.1 Meeting Date: February 22, 2016 Presenter(s): Zena Mitchell

~ 1 ~

Agenda Item: Approval of Graduates to February 22, 2016

Action Requested:



THAT Senate approve the list of graduates to February 22, 2016.


Pursuant to the University Act.

Attachments: Grads for Senate Approval – 20160222

Submitted by: Zena Mitchell


Graduates for Senate SENATE MEETING: Monday, 22-Feb-2016

Graduates from the Chip and Shannon Wilson School of Design Post Baccalaureate Diploma Post Baccalaureate Diploma in Technical Apparel Design Jessica Lee Croll With Distinction Jacob Ti-Chia Huang Lasse Ulven Pedersen Baccalaureate Degree Bachelor of Applied Design in Interior Design Julia Anne Schenck Diploma Diploma in Fashion Marketing Rhiya Doreen Johnston-Wallace With Distinction Certificate Certificate of Foundations in Design Carla De La Rosa With Distinction

Graduates from the Faculty of Academic & Career Advancement Diploma Diploma in English Language Proficiency Ammar Mohammed Albaqshi Rajvir Kaur Sidhu Citation Citation in English Language Proficiency Areej Talea M Almutairi

Graduates from the Faculty of Arts Baccalaureate Degree Bachelor of Arts - General Studies Hayley Elizabeth Mitton Esha Kaur Shoker Bachelor of Arts - Major in Anthropology Tanis Elina Place Bachelor of Arts - Major in Criminology Kit-Lun Colin Cheng Bikramjit Singh Nahal Sultan Singh Sidhu Bhapinder Wahid Karla Shirley Woelbern Bachelor of Arts - Major in Criminology, Co-operative Education Option Harjit Singh Grewal Bachelor of Arts - Major in History Michael Daniel Benjamin Shames

Bachelor of Arts - Major in Psychology Claire Elizabeth Douglas Ashley Marie O'Neill Bachelor of Arts - Major in Psychology, Minor in Counselling Amy Elizabeth Pedersen Bachelor of Journalism Ryan Gurvinder Lehal With Distinction Associate Degree Associate of Arts Degree in Creative Writing Lauren Dallas Sorel Associate of Arts Degree in Criminology Munesh Raj Gounder Associate of Arts Degree in Psychology Michael James Gordon Ringland Yuqi Zhao Diploma Diploma in Criminology Vishan Hajirakar Inderveer Singh Khaira Diploma in General Studies Soad Binmahfooz With Distinction Chih-Chuan Chang Jingya Mai Ke Meng Mary April Ngalot With Distinction Tse Ming Pan Gurbir Singh Sohal Certificate Certificate in Arts Rafael Edmond Torres Certificate in Criminology Kristen Marie Kadagies Umair Younis Certificate in Fine Arts Megan Rebecca Morse Certificate in Non-Governmental Organizations and Nonprofit Studies Colin Thomas Simpson Robert Gordon Walker

Graduates from the Faculty of Business Baccalaureate Degree Bachelor of Business Administration in Accounting Steve Ka-Kui Au Maninder Singh Bains Siu Yi Samuel Chan Christine Chow Clayton B Dendy

Rajinder Singh Kalkat Said Abdullah Noori Arsalan Ali Pasha Michael Edward Zamprogno Bachelor of Business Administration in Accounting, Co-operative Education Option Navdeep Singh Dhat Rabiah Murium With Distinction Bachelor of Business Administration in Entrepreneurial Leadership Alexander Thomas Brennan Kenton Kwok Ting Liu Sandeep Singh Kevin Robert Wilson Bachelor of Business Administration in Entrepreneurial Leadership, Co-operative Education Option Thomas James Buckley Bachelor of Business Administration in Human Resources Management Kalinda Veronica Folk Y Cheung Suet Ying Maggie Cheung Fu Jie Wu Bachelor of Business Administration in Human Resources Management, Co-operative Education Option Ramneet Randhawa Ikagarjot Singh Kevin Raymond Wong Bachelor of Business Administration in Marketing Management Enrique Mariano Angulo Kelsey Amanda Coleman Danielle Patricia Earle Scott William Fleming Cameron Spencer Johnston Knowles Megan Therese Mulligan Keith William Thomas Bachelor of Technology in Information Technology Shenal Shivani Kumar Diploma Diploma in Accounting Meiyi Cheng Krishneel Rajiv Dholliwar Trevor Lee Dumond Lloyd Dominic Dy Kai Tung Fung Eliza Yan He Babaljeet Kaur Heer Victor Fu-Leung Jiang Chao Li Jing Jing Li Amandeep Kaur Rangi Zijie Zhou With Distinction

Diploma in Business Administration Yui Chan Xiaohan Liu Huai Nan Qiu Diploma in Business Management Lina Martin Cachon Meghan Patricia Colbert Karandeep Kailay Timothy Alan Matiachuk Jenny Wong Jia Wen Zhang Lok Diploma in General Business Studies Veronica Lou Buchannon Amardeep Singh Johal Kin Shing Lai Diploma in Marketing Management Harjot Singh Brar Gurjit Singh Khera Yuyang Lu Miguel Alejandro Veloz Sixue Wang Xiao Long Wu Certificate Certificate in Computer Information Systems John Kelly Baylon Certificate in General Business Studies Ashley Beaton Sukhdeep Kaur Kalsi Cody Michael Olshaski

Graduates from the Faculty of Health Baccalaureate Degree Bachelor of Psychiatric Nursing Barbara Rae Bishop With Distinction Meaghan Elizabeth D'Mello With Distinction Susan Dawn Faester With Distinction Inderpreet Kaur Grewal Alicia Kelsey Martin With Distinction Melissa Jean McGillivray With Distinction Bachelor of Science in Nursing Anna-Maria Elias With Distinction Rebecca Hall With Distinction

Certificate Certificate in Graduate Nurse, Internationally Educated Re-entry Rachana Adhikari Khadka Ranjit Kaur Bariana With Distinction Joel Peter Joe Celaje Webster Salcedo Escares Maninderjit Kaur Judge With Distinction Dianne Nicole Parafina Leh With Distinction Marilou Singian Limiac Julie Ann Roman Vaughn Julius Elico Viacrusis Certificate in Health Care Assistant Beenakshi Birdi With Distinction Certificate in Health Unit Coordinator Jacqueline Christine Gullett Shelby Saggau With Distinction

Graduates from the Faculty of Science and Horticulture Associate Degree Associate of Science Degree in Biology Kevin Christie Associate of Science Degree in General Science Jacqueline Koan Diploma Diploma in Horticulture Technology, Landscape Design and Installation Naomi Judith Faulkner With Distinction Diploma of Technology in Environmental Protection, Co-operative Education Option Sakshi Singh Khatri Brendon Leslie Alan Smith With Distinction Citation Citation in Horticulture Technology, Horticultural Science Paloma Daniela Comas

Graduates from the Faculty of Trades and Technology Certificate Certificate in Appliance Servicing Michael James Dawson With Distinction John Andrew Fearon With Distinction Lukus Karl Gock With Distinction Dustin William Gordon Gudeit With Distinction

Sheng Hui Huang With Distinction Manmeet Singh Kapoor With Distinction Cassandra Mahmoudi-Nahrani With Distinction Stephen Andrew Stogryn With Distinction Kenny Tran With Distinction Scott Ta-Tze Wan With Distinction Brian Edward Watson With Distinction Certificate in Computer Aided Design and Drafting - Architectural Lina El Garawany With Distinction Lazar Savic Certificate in Outdoor Power Equipment Technician Elaine Mary Kerr Certificate in Welding Foundation Ron Kingie Amorin Dharminder Paul Bangar With Distinction Micheal Edward Byrne William Carmichael With Distinction Joseph Frank Dodich With Distinction Justin David English Quinton Lee Andrew Harron With Distinction Dallas James Korfman With Distinction Keegan Ciaran SB O'Hara-Klonarakis With Distinction Paydon David Pike Andrew Michael Riddler With Distinction Taylor Dean Scott Taylor Dean Stafford With Distinction Brittany Victoria Wiewel With Distinction Citation Citation in Millwright/Industrial Mechanic Colin James McIntosh With Distinction Citation in Millwright/Industrial Mechanic (ACE-IT) Danica Jolene Lum Citation in Plumbing (ACE-IT) Anthony Stephen Costo

Brian Thomas Morgan Darnell Jamie Matthew DeBeck Kaylen Sean Dodge Nelson Gordon Eddy Jordan Graf Jordan Allius Grant Tyler Shaun Karoway Joshua Joseph Peirce La Coste Siwon Lee Ethan Fleming St. Clair Legge Riley Josip McQueen Shafeel Mohammed Sidik Kyle Alexander Smith Citation in Welding - Level A Christopher John Conover Quentin Pieter de Vries Dustynn Merle Diack With Distinction Steven Alexander Hicks With Distinction Jasdeep Kang Martin Perseus Kline With Distinction Tyler Rodney Michael MacDuff Trevor Charles Nicholson With Distinction

your.kpu.ca · SENATE AGENDA Regular Meeting Monday, February 22, 2016 4 - 7 pm Surrey Campus,...

Documents

Transcript of your.kpu.ca · SENATE AGENDA Regular Meeting Monday, February 22, 2016 4 - 7 pm Surrey Campus,...