Program Coordinators Workshop 2011 Anthony J. Clarke Assistant V.P. (Graduate Studies & Program Quality Assurance) Professor, Molecular & Cellular Biology

Former Review Processes  Undergraduate programs & units – Internal SCIR with reporting to Senate and Board of Governors  Graduate programs - External OCGS Appraisal Committees with no reporting to Senate

New Quality Assurance Process Internal with reporting to both internal and external bodies Reviews of Existing Programs involving (in order):  Standing Committee for Internal Reviews (SCIR)  Senate Committee for Quality Assurance (SCQA)  Senate & Board of Governors  Ontario Universities Council on Quality Assurance (OUCQA)

New Quality Assurance Process Internal with reporting to both internal and external bodies New Program approvals involving (in order):  Office of Provost  Board of Graduate Studies (with Division, and Programs Committees)  Senate  Ontario Universities Council on Quality Assurance (OUCQA)  Ministry of Training, Colleges & Universities (MTCU)

IQAP Internal with reporting to both internal and external bodies “Institutional Quality Assurance Process” (IQAP)

IQAP – New Programs Flow Chart 1: University of Guelph Protocol for New Program Proposals Development of New Program Proposal Brief by Department(s)/School(s) and approval by College Dean(s) ⇓ Proposal Reviewed by Associate Vice-President (Academic) (Undergraduate) Assistant Vice-President (Academic) & Dean, Graduate Studies (Graduate) ⇓ External Reviewer nominations submitted by Academic Unit Reviewed and Appointed by AVPA or Assistant Vice-President (Academic) & Dean, Graduate Studies (2.2.6) ⇓ New Program Proposal Brief submitted to External Reviewer in preparation for site visit and to relevant Degree Program Committee for review/approval ⇓ External Reviewer Site Visit ⇓ Receive Reviewer’s Report ⇓ Revised Proposal and Responses from proposing academic unit and relevant dean ⇓ Graduate Programs Committee review for recommendation to the BGS ⇓ BGS for Recommendation to Senate for Approval (including Reviewer’s report and responses) ⇓ Presented to Senate for institutional approval ⇓ Appraisal Brief to Quality Council Secretariat Program Approval/Institutional Checklist to MTCU for Funding Approval ⇓ Notice sent to Senate Committee on Quality Assurance (SCQA) for information and inclusion in the Cyclical Program Review Schedule, pending approval by the Quality Council

IQAP – Expedited Reviews Flow Chart 2: University of Guelph Protocol for Expedited Graduate Approvals Development of Proposal Brief or New Program Proposal addressing evaluation criteria where applicable by Department(s)/School(s) and approval by College Dean(s) ⇓ Proposal Reviewed by Assist. V.P. (Graduate Studies) ⇓ Program Proposal Brief for Expedited Program submitted to Programs Committee for review and recommendation to BGS ⇓ Review by BGS for Approval and Recommendation to Senate OR Return to academic unit for changes ⇓ Presented to Senate for institutional approval ⇓ Appraisal Brief to Quality Council Secretariat Program Approval/Institutional Checklist to MTCU for Funding Approval (concurrent submission) ⇓ Notice sent to Senate Committee on Quality Assurance (SCQA) for information and inclusion in the Cyclical Program Review Schedule, pending approval by the Quality Council New program stream or option for existing program New for-credit Graduate Diploma Changes to an existing program Change of Degree designation (e.g., MA to MSc)

IQAP – Programs Specific templates exist for: New programs Degree designation change New stream or option Changes to an existing program Checklist for New Graduate Program Approval

IQAP – Programs University of Guelph Senate: Board of Graduate Studies VOLUME 1: PROPOSAL BRIEF - NEW GRADUATE PROGRAM A. Program/Specialization Name and Administration 1. Sponsoring Department/School and College(s): 2. Program Coordinator responsible for program management and academic counselling: 3. Evidence of any consultation with other units/programs participating in the proposed new program/specialization: (i.e., if the program of study includes courses from unit(s) other than the sponsoring unit, a clear commitment of support for the proposed program/specialization must be included). B. Program Objectives and University of Guelph Learning Objectives (GDLES) 1. Objectives of the program: (clearly state objectives which should be appropriate to the nature of the program and to the level of the degree offered) 2. Fields in the program(s): (note: master’s programs are not required to declare specific fields) 3. Distinctive curriculum aspects, program innovations or creative components: 4. University's Learning Objectives particularly addressed and how the proposed program supports student achievement of the Learning Objectives. (See Chapter III, Learning Objectives, in the Graduate Calendar ( 5. Intended career and/or higher education, any specific objective in the discipline: (e.g., professional skills, etc. Program objectives should also relate to the careers to which graduates in the discipline can aspire. For professional program areas, identify congruence with current regulatory requirements of the profession.) C. Rationale and Consistency with the University’s Mission and Integrated Plan 1. Rationale for developing the program and identify the relationship of the program to the Integrated Plans of the Department/School and College, and overall University Integrated Plan: D. Anticipated Enrolment and Impact on Existing Programs

IQAP – Programs University of Guelph Senate: Board of Graduate Studies VOLUME 1: PROPOSAL BRIEF - NEW GRADUATE PROGRAM A. Program/Specialization Name and Administration 1. Sponsoring Department/School and College(s): 2. Program Coordinator responsible for program management and academic counselling: 3. Evidence of any consultation with other units/programs participating in the proposed new program/specialization: (i.e., if the program of study includes courses from unit(s) other than the sponsoring unit, a clear commitment of support for the proposed program/specialization must be included). B. Program Objectives and University of Guelph Learning Objectives (GDLES) 1. Objectives of the program: (clearly state objectives which should be appropriate to the nature of the program and to the level of the degree offered) 2. Fields in the program(s): (note: master’s programs are not required to declare specific fields) 3. Distinctive curriculum aspects, program innovations or creative components: 4. University's Learning Objectives particularly addressed and how the proposed program supports student achievement of the Learning Objectives. (See Chapter III, Learning Objectives, in the Graduate Calendar ( 5. Intended career and/or higher education, any specific objective in the discipline: (e.g., professional skills, etc. Program objectives should also relate to the careers to which graduates in the discipline can aspire. For professional program areas, identify congruence with current regulatory requirements of the profession.) C. Rationale and Consistency with the University’s Mission and Integrated Plan 1. Rationale for developing the program and identify the relationship of the program to the Integrated Plans of the Department/School and College, and overall University Integrated Plan: D. Anticipated Enrolment and Impact on Existing Programs 4. University's Learning Objectives particularly addressed and how the proposed program supports student achievement of the Learning Objectives. (See Chapter III, Learning Objectives, in the Graduate Calendar ( dbu.shtml)) dbu.shtml)

IQAP – Programs Appendix VII Evaluation Criteria for New Program Approvals 6. Assessment of teaching and learning a)Appropriateness of the proposed methods for the assessment of student achievement of the intended program learning outcomes and Degree Level Expectations. b) Completeness of plans for documenting and demonstrating the level of performance of students, consistent with the University’s statement of its Degree Level Expectations.

IQAP – Significant Change a) The University of Guelph defines “significant change” to requirements as: i)the diminution of admission requirements; ii) changes to graduation requirements or academic regulations (i.e., cumulative average, number of required credits, continuation of study, double-counting rules); iii) the merger of two or more programs/specializations; iv) the addition or deletion of a co-operative education option; v) the closure of a specialization within an undergraduate degree program (major, minor, areas of concentration); vi) the addition or deletion of a common core across specializations in a degree program; or vii) the closure of a field within a graduate program.

IQAP – Significant Change b) The University of Guelph defines “significant change” to learning outcomes 2 where: i)The integrity of a program is considerably altered such that the structure, requirements and/or delivery is modified; ii) the existing UUDLES or GDLES fail to be incorporated in revisions to the design of the program iii) changes to the learning outcomes of a program are initiated based on recommendations from a cyclical program review; or iv) the learning outcomes of a professional program are modified as a direct result of changes to the profession or as a result of an accreditation review. 2 Currently, we are engaged in a University-wide initiative to embed learning outcomes in each undergraduate degree program. We anticipate adding to this section once this process is complete

IQAP – Significant Change c) The University of Guelph defines a “significant change” to faculty where: i)the core faculty (tenure-track or tenured) engaged in the delivery of a program changes by 30% or greater. d) The University of Guelph defines a “significant change” to the physical resources/mode(s) of delivery where: i)The delivery of a program moves, wholly, from one campus to another; ii) For joint or collaborative undergraduate programs offered with institutions external to the University, there is an addition or deletion of two semesters or more at the joint location; iii) The number of courses moved from in-class to online or from online to in- class changes by 50% or greater; iv) A compressed part-time option is added to a program.

IQAP – Periodic Reviews Internal Review Process Unit informed of Review – January Mobilizes for preparation of Self-Study – February to July Receives statistical reports – July/August Unit prepares Self-Study – August to October Self-Study submitted to Internal Review Sub-Committee (IRS) by NOVEMBER 1 Site Visit by IRS – December/January Assessment Report received & forwarded to Chair/Director and Dean, and then Provost for comment and response Final Assessment Report and Executive Summary prepared by IRC for SCQA – April/May Presentation to Senate – May Submission to OUCQA – May/June Unit response to recommendations – following May SCQA reports responses to Senate – following June

IQAP – Periodic Reviews Internal Review Process Self-Study (h) For graduate programs, the objective of each degree level and an indication of how the objective is achieved, including a listing of graduate courses available to demonstrate program requirements are satisfied. UDLES (University Degree Level Expectations)

UDLES UDLES (University Degree Level Expectations) UUDLES and GDLES (University Undergraduate Degree Level Expectations) And (Graduate Degree Level Expectations) 2 Currently, we are engaged in a University-wide initiative to embed learning outcomes in each undergraduate degree program. We anticipate adding to this section once this process is complete

UDLES Degree Level Expectations: The Degree Level Expectations established by OCAV serve as Ontario universities ‟ academic standards and identify the knowledge and skill outcome competencies that reflect progressive levels of intellectual and creative development. They may be expressed in subject-specific or in generic terms. Graduates at specified degree levels (e.g., BA, MSc) are expected to demonstrate these competencies. Each university has undertaken to adapt and describe the degree level expectations that will apply within its own institution. Likewise, academic units will describe their institution ‟ s expectations in terms appropriate to its academic program(s). Further information, together with examples for successive degree levels, is provided in the Guide.

GDLES Master’s degree This degree is awarded to students who have demonstrated the following: 1.Depth and breadth of knowledge A systematic understanding of knowledge, including, where appropriate, relevant knowledge outside the field and/or discipline, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice; 2. Research and scholarship A conceptual understanding and methodological competence that a) Enables a working comprehension of how established techniques of research and inquiry are used to create and interpret knowledge in the discipline; b) Enables a critical evaluation of current research and advanced research and scholarship in the discipline or area of professional competence; and c) Enables a treatment of complex issues and judgments based on established principles and techniques; and,

GDLES Master’s degree On the basis of that competence, has shown at least one of the following: a) The development and support of a sustained argument in written form; or b) Originality in the application of knowledge. 3. Level of application of knowledge Competence in the research process by applying an existing body of knowledge in the critical analysis of a new question or of a specific problem or issue in a new setting. 4. Professional capacity/autonomy a) The qualities and transferable skills necessary for employment requiring: i) The exercise of initiative and of personal responsibility and accountability; ii) Decision-making in complex situations; b) The intellectual independence required for continuing professional development; c) The ethical behavior consistent with academic integrity and the use of appropriate guidelines and procedures for responsible conduct of research; and d) The ability to appreciate the broader implications of applying knowledge to particular contexts. 5. Level of communications skills The ability to communicate ideas, issues and conclusions clearly. The ability to communicate complex and/or ambiguous ideas, issues and conclusions clearly and effectively. 6. Awareness of limits of knowledge Cognizance of the complexity of knowledge and of the potential contributions of other interpretations, methods, and disciplines.

GDLES Master’s degree 5. Level of communications skills The ability to communicate ideas, issues and conclusions clearly. 6. Awareness of limits of knowledge Cognizance of the complexity of knowledge and of the potential contributions of other interpretations, methods, and disciplines.

UDLES Doctoral degree This degree extends the skills associated with the Master ‟ s degree and is awarded to students who have demonstrated the following: 1.Depth and breadth of knowledge A thorough understanding of a substantial body of knowledge that is at the forefront of their academic discipline or area of professional practice including, where appropriate, relevant knowledge outside the field and/or discipline. 2. Research and scholarship a)The ability to conceptualize, design, and implement research for the generation of new knowledge, applications, or understanding at the forefront of the discipline, and to adjust the research design or methodology in the light of unforeseen problems; b)The ability to make informed judgments on complex issues in specialist fields, sometimes requiring new methods; and c) The ability to produce original research, or other advanced scholarship, of a quality to satisfy peer review, and to merit publication.

UDLES Doctoral degree 3. Level of application of knowledge The capacity to a) Undertake pure and/or applied research at an advanced level; and b) Contribute to the development of academic or professional skills, techniques, tools, practices, ideas, theories, approaches, and/or materials. 4. Professional capacity/autonomy a)The qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative in complex situations; b) The intellectual independence to be academically and professionally engaged and current; c) The ethical behavior consistent with academic integrity and the use of appropriate guidelines and procedures for responsible conduct of research; and d) The ability to evaluate the broader implications of applying knowledge to particular contexts.

UDLES Doctoral degree 5. Level of communications skills The ability to communicate complex and/or ambiguous ideas, issues and conclusions clearly and effectively. 6. Awareness of limits of knowledge An appreciation of the limitations of one ‟ s own work and discipline, of the complexity of knowledge, and of the potential contributions of other interpretations, methods, and disciplines.

UDLES Doctoral degree This degree extends the skills associated with the Master ‟ s degree and is awarded to students who have demonstrated the following: 1.Depth and breadth of knowledge : A thorough understanding of a substantial body of knowledge that is at the forefront of their academic discipline or area of professional practice including, where appropriate, relevant knowledge outside the field and/or discipline. 2. Research and scholarship a)The ability to conceptualize, design, and implement research for the generation of new knowledge, applications, or understanding at the forefront of the discipline, and to adjust the research design or methodology in the light of unforeseen problems; b)The ability to make informed judgments on complex issues in specialist fields, sometimes requiring new methods; and c) The ability to produce original research, or other advanced scholarship, of a quality to satisfy peer review, and to merit publication.