Program Development
Program Development
The Intermediate and Final Level Guide components are intended to provide guidance in the development process for programs that have received approval to move forward to the program proposal development stage following an Initial Scoping presentation.
It is important for program developers to understand that many elements of curriculum/program proposal development occur concurrently throughout the Intermediate and Final phases of development. However, there are specific expectations for Intermediate and Final Level presentations to PRC. To obtain direction on proposal requirements that must be completed for Intermediate or Final Level PRC approvals, program developers should consult the: Program Development, Approval and Implementation Overview for Ontario College Credential Programs and the applicable PRC Checklist, either for new program approvals for Ontario college credential programs or college certificates, both available under the Key Documents – Supporting Resources link.
Intermediate Level
Establishing a Program Advisory Committee
Advisory Committees are formed to assist the Board of Governors in establishing and maintaining programs relevant to the needs of the community served by Algonquin College.
Algonquin College Directive A1, titled Advisory Committees, states that it is the policy of the Board of Governors of Algonquin College that, in accordance with Regulation 770, the Ministry of Colleges and Universities Act, there shall be an Advisory Committee for each program, or cluster of programs. These committees represent the pulse of the community and industry in order for the College to provide current and relevant education and training for our students.
All new program proposals must have specific industry feedback regarding the need for the proposed program in the community, and on the proposed program of study and curriculum. Though this requirement is not essential for College certificate programs, it is still recommended where feasible.
There are two main ways of fulfilling this requirement for a proposal:
If there is an existing Advisory Committee that has the relevant industry expertise for the program being proposed, there is no need to create and assemble a new Advisory Committee.
If there is no existing Advisory Committee with the relevant industry expertise, an Ad Hoc Advisory Committee must be created that is a broad representative of the stakeholders of the new program proposal.
A minimum of eight and maximum of fifteen people external to the College are required to establish an Ad Hoc Advisory Committee. One can find members with the relevant industry expertise by thinking of who would hire graduates of this proposed program, for example:
governments
governmental agencies
corporations
businesses
business association/ chambers of commerce
community organizations
Why would anyone want to join an Ad Hoc Advisory Committee?
There are several reasons:
Most people in their chosen industry are passionate about the field and want to give back to their community.
Field experts want to ensure graduates coming into their industry have the required knowledge and skills.
Committee members want an inside track on hiring future graduates of the proposed program.
Committee members report that participation in existing or Ad Hoc Advisory Committees is an excellent opportunity to network with other leaders within their industry.
It is recognized that being on an Algonquin College program advisory committee is an excellent addition to a résumé.
Okay – what’s next?
A meeting of the existing or Ad Hoc Advisory Committee is called, a chair is selected and feedback and support for the new program proposal is solicited by:
Assessing the industry needs locally and nationally.
Assessing community needs for the proposed program and identifying where workers currently receive their education and training.
Asking how many graduates committee members would be able to hire from this program on a yearly basis.
Asking if field or co-op placement opportunities would be provided.
If there is sufficient need established by the committee, ask for their input: What are the specific skills students will need upon graduation? Are there any specific provincial and national requirements, where applicable? Once available, propose and review potential vocational learning outcomes and the program of study. Obtain a formal motion of support for the proposed program.
Attendance should be taken and detailed minutes from the meeting(s) produced. Members’ contact information and the minutes of meeting(s) are included in the proposal submission as required within the appropriate program development template. The language for a formal motion of support must be presented and included within meeting minutes in the template for Final Level approval by PRC.
If subsequent meetings are required and finding a time to physically meet is troublesome, an electronic or “email” meeting is acceptable for documenting a motion of support. In such cases, copies of pertinent email communications must be included in the program proposal submission.
Tips for Effective Meetings
Timing – Determine a suitable time of day for all the members to attend. Breakfast meetings, lunch meetings and late afternoon meetings are most desirable meeting times.
– Determine a suitable time of day for all the members to attend. Breakfast meetings, lunch meetings and late afternoon meetings are most desirable meeting times. Provide parking passes – Established Advisory Committee members will already have a parking pass. For Ad Hoc Committees, guest-parking passes can be obtained from one’s department.
– Established Advisory Committee members will already have a parking pass. For Ad Hoc Committees, guest-parking passes can be obtained from one’s department. Set objectives for the meeting – Before planning the agenda, determine the objective of the meeting. The more concrete the objectives, the more focused an agenda will be.
– Before planning the agenda, determine the objective of the meeting. The more concrete the objectives, the more focused an agenda will be. Provide an agenda beforehand – The agenda should include a one-sentence description of the meeting objectives, a list of the topics to be covered, identifying the presenters addressing each topic with designated time frames. The agenda should be followed closely during the meeting.
– The agenda should include a one-sentence description of the meeting objectives, a list of the topics to be covered, identifying the presenters addressing each topic with designated time frames. The agenda should be followed closely during the meeting. Assign meeting preparation – As appropriate, you may wish to assign all participants something to prepare for the meeting. The meeting will take on a new significance and they will be well prepared to provide the information required.
– As appropriate, you may wish to assign all participants something to prepare for the meeting. The meeting will take on a new significance and they will be well prepared to provide the information required. Watch the clock – Stick to business items and reduce socializing. You want to maximize your committee members’ time. Keep your meetings as short as possible particularly for early morning or mid-day meetings.
– Stick to business items and reduce socializing. You want to maximize your committee members’ time. Keep your meetings as short as possible particularly for early morning or mid-day meetings. Assign action items – If action is required, be sure to finish any discussion in the meeting with a decision regarding how to act on it.
– If action is required, be sure to finish any discussion in the meeting with a decision regarding how to act on it. Examine your meeting process – Before the meeting is adjourned assess the meeting outcomes and make a plan to improve the next meeting.
– Before the meeting is adjourned assess the meeting outcomes and make a plan to improve the next meeting. Follow-up – Thank the members for taking the time to attend and contribute and ensure follow-up after the meeting.
Labour Market/Applicant Demand Analyses
Labour Market Analyses
It is important to be able to demonstrate to both the College and the Board of Governors, the approving body for Ontario college credentials, that there is sufficient applicant and employment demand for a program. Without applicants, a program can never be financially viable. Employment demand is of importance for two reasons. The first reason is in recognition of the role of Ontario colleges in preparing graduates for the workplace. If there is no employment for graduates then the value of the program is put in question. The second reason is related to funding. One of the Key Performance Indicators for colleges measured by the province is Graduate Employment. Results on this survey are tied directly to the funding that colleges receive on an annual basis. For these reasons the College asks new programs to demonstrate sufficient applicant and employment demand to justify launching the program.
Therefore, examining the labour market or societal need for the program being proposed is an important step in the development of a new program. If the initial labour market analysis conducted by Academic Operations and Planning and included with the Initial Scoping documentation does not provide sufficient evidence of need, the College will utilize the services of external firms to examine the secondary research and data in greater detail that exists related to a proposed program that leads to an Ontario college credential. A customized report is produced for each program under consideration covering such areas as:
overall need for the program
demographic/social/economic considerations
labour market trends/projections
remuneration of employees in the field
educational requirements
competitive environment
opportunities/challenges inherent in launching the proposed program
competitive implications
any other relevant factors identified during research
The Dean, Academic Development commissions this work following Deans and Directors Council Initial Scoping. The consultant makes contact with the program developer either in person or over the phone, at the beginning of the project. Completion of a labour market analysis takes 4-6 weeks from commencing research.
The results of the Labour Market Analysis are used in program development either at the Intermediate or Final phase, depending on the point at which the report is received. Minimally, the executive summary should be included within the Needs Assessment/Demonstrated Labour Market or Societal Need section of the program proposal within Template 1. However, there may be other information from the report that is important to also include. The entire report may be appended to the proposal.
On occasion, the results of a study completed independently may be used, rather than commissioning a new study. If program developers are aware of a completed labour market analysis study related to the program area being developed, it is important to bring this to the attention of the Dean, Academic Development as early in the program development process as possible.
For College Certificate programs, program developers may conduct their own surveys, or otherwise provide data to indicate need for the program.
Applicant Demand Analysis
Applicant demand may be assessed in numerous ways and similar to the labour market analysis usually begins at the Intermediate Phase, with data incorporation and presentation at the Final Level PRC presentation. If sufficient information is available, this process may begin at the Initial Scoping or Preliminary Level.
Applicant demand may be assessed by:
OCAS (Ontario Colleges Application Services – data mining. The Office of Academic Development requests an analysis of applicant demand for existing or like programs offered in Ontario. The analysis is conducted within Academic Development and is reviewed in conjunction with the program developers’ assessment of interest based on industry reports or prospective student inquiries.
Feeder program surveys where applicable. This applies to instances where laddering opportunities will be presented by the addition of a new program. Existing students in pertinent programs are surveyed as to their interest in undertaking the proposed program.
Other relevant sources, e.g., professional associations, industry surveys etc.
Curriculum Development
When submitting a program proposal for Intermediate Level Program Review Committee (PRC) approval, it is not expected that the whole curriculum will be developed. At the Intermediate Level approval phase, the proposal should demonstrate a clear picture of the credential that graduates of the program are expected to receive, a preliminary idea of the outcomes graduates will be able to demonstrate upon graduation, represented through draft vocational learning outcomes, and a general sense of the courses required in the program of study to enable the learners to achieve this learning.
After receiving approval to proceed to program proposal development, following Initial Scoping presentation to Deans and Directors Council (DDC), a curriculum consultant will be identified to assist with program proposal development. It is essential that program developers work closely with the curriculum consultant to facilitate program development and completion of all necessary template components required for Intermediate and Final Level PRC approvals. The Academic Manager Curriculum Services provides the assigned curriculum consultant’s contact information.
Program developers should select, review and begin to complete the pertinent new program proposal template, although it is important to recognize that at the Intermediate Level, not all areas need be completed. The templates are available under the Templates and Forms link on the Program Development website.
Choosing the Appropriate Template
To develop… Choose… A program leading to College Certificate (College approved – graduates receive a certificate from Algonquin but do not receive an Ontario college credential. Many programs in AC Online are College Certificates)
Ontario College Certificate
Ontario College Diploma
Ontario College Advanced Diploma
Ontario College Graduate Certificate Template 1 – New Program Proposal A program that is being modified from an existing program offering. This includes modifications to the program title, vocational learning outcomes, program of study, and/or program duration. Template 2 – Program Modification A program that leads to a bachelor’s degree in an area of applied study. Template 3 – Degree Program Proposal
At the Intermediate Level, the following curriculum components within the template must be completed:
the credential that you are expecting graduates to receive
the admission requirements for your program
a first draft of the program description
a copy of the provincial program outcomes (if they exist), or an initial draft of the vocational learning outcomes and essential employability skills (if applicable)
a draft of the program of study including the mode of delivery
a draft of the course descriptions for courses in your program of study (including general education courses if applicable)
a labour market and/or a societal needs analysis
applicant demand
indication of any accreditation, certification or licensing requirements
characteristics of the Algonquin Experience
New Program Proposal Checklists (Ontario College Credential Program/College Certificate Program) are available to ensure that you have included the requirements for submitting the proposal for Intermediate Level approval. These checklists are available under the Supporting Resources link on the Program Development website.
Confirming the Program Title
Following discussions that typically include insight from the Advisory Committee, program developers may find that the original proposed program title needs to be reviewed. When submitting the program proposal at the Intermediate Level, the program title can be confirmed, or changes may still be under consideration. The following guidelines are important to consider when naming a program as per the Credential Validation Service (CVS) Titling Protocols available under the Supporting Resources link .
If the same (or substantially the same) program exists at another Ontario college, the same program title must be used. When choosing the title for a new program, the title should not refer to a particular job title—rather it should describe the discipline or occupational area. For example, Zoo Management would be acceptable; Zoo Manager would not be acceptable. Do not include the name of the credential or the delivery mode in the title. For example, a Diploma Zoo Management Program should simply be titled Zoo Management.
Be careful not to choose the name of a program for which another program already exists at the College.
The program title is entered on the Application for Program Validation within Template 1, as well as on the cover page for all new program proposals. Additional titling information is detailed within the Curriculum Modification Guidelines available under the Supporting Resources link.
Confirming the Credential Level
Program developers, in consultation with the curriculum consultant, should refer to the Framework for Programs of Instruction, commonly referred to as the Credentials Framework, to ensure that the correct credential for the program has been targeted. The Credentials Framework specifies the breadth, depth and complexity of learning that is expected of graduates who receive credentials from Ontario colleges. Program developers should ensure that the expectations for graduates listed in the program development proposal match the description of learning for the credential that is being sought. Note that there are “typical” program hour ranges identified for each credential within the Credentials Framework. When the program is sent to have the credential validated by the staff at the Credentials Validation Service, they will be checking to see that the program’s vocational learning outcomes reflect the level of learning that is described in the framework. They will also be looking to see that the program of study has been designed such that it helps learners to achieve these outcomes.
Within Template 1, the proposed credential is noted on the first page of Appendix A – Application for Program Validation, and where indicated within other templates.
Writing the Program Description
The Program Description provides readers with a positive and accurate overview of the program. Furthermore, the Program Description provides prospective students with comprehensive information in order to make informed decisions.
The content of the Program Descriptions are written by Subject Matter Experts (SME) in the program discipline, in consultation with the Marketing Department, to ensure that the tone and structure of the description are appealing to key audiences and ready for publication.
Tone and Structure
Tone
Broadly speaking, the tone of all Program Descriptions is engaging and reader-friendly. Program Descriptions engage the audience by employing the following editorial tips:
Use the active voice and present tense (avoid use of the word ‘will’)
Use personal pronouns to address readers directly
Do not use contractions
Use simple sentence structure and concise language
Use inclusive, gender-neutral language
When writing a Program Description, use the Student Personas document, developed by the College Marketing Department, as a guide for determining a targeted, discipline-specific approach to engaging your audience. To access the Student Personas document, please see the following link to the program development supporting resources section:
In addition to the support available from Curriculum Consultants when developing a Program Description, Marketing Specialists are available for consultation. These specialists may help determine the most appropriate student persona(s), in order to frame the tone of a given Program Description.
Structure
The structure of the Program Description should remain clear and concise by employing the following practices:
Program Descriptions are roughly 225-275 words, or three to four paragraphs.
In order to capture and maintain the reader’s attention, aim to include no more than 20 words per sentence, and three-four sentences per paragraph. This is especially important for mobile readers.
Use em dashes — ) instead of semi-colons when emphasizing a point. For example: “Students acquire tools, strategies and develop business savvy to drive success around a company’s most precious asset – the brand.”
Use bulleted lists whenever possible to highlight key points and program features, rather than creating long lists within paragraphs.
Do not include hyperlinks (e.g., the link to the Bring Your Own Device page) in the body of the Program Description.
Sentences may start with verbs. The classic sentence structure may be overruled to emphasize reader engagement.
Avoid including information that is quickly dated. Program hours, course delivery modes (e.g., Online or hybrid), and other easily variable pieces of information are described elsewhere on the Online program page and should not be included in the Program Description.
Key Components of the Program Description
The following sections detail the required components for Program Descriptions (regardless of persona selected), and provide guidelines for the sequence of content. In each section, some sample language is provided from the Advertising and Marketing Communications Management Program Description.
Headline Sentence
The Headline Sentence is a stand-alone sentence (placed as a sub-heading below the program title) to demonstrate how one key skill from the program can be applied toward a future career.
This sentence highlights the connection between program learning and employability in the industry. The content for this sentence may be developed in consultation with the Marketing Department.
Example Headline Sentence – Advertising and Marketing Communications Management Program:
“Turn creativity into your career.”
Paragraph 1: Context
Supports the headline sentence by expanding on and linking to the connection between program learning and employability.
Lists the full name and credential of the program.
Provides a rationale for the program what this program is about and why it is relevant).
Lists Key Program Benefits, such as: how graduates’ skills can be adapted to industry, the ability to use the newest technology at the College, and integration of or preparation for important industry certifications.
Example Context Paragraph – Advertising and Marketing Communications Management Program:
“Learn the place of advertising in the marketing mix while practicing your creative and client-service skills. Combining business theory and creative messaging, the Advertising and Marketing Communications Management Ontario College Advanced Diploma program enables you to develop skills in idea conceptualizing, copywriting, layout, and production design, with the use of fully equipped computers. Experienced, industry-connected faculty prepare you to plan, create and implement marketing communications – skills that are highly regarded in the advertising and marketing industry.”
Paragraph 2: Knowledge, Skills and Student Experience
Provides a high-level overview of the skills and knowledge that students develop.
Highlights interesting program features and activities to allow prospective students to self-identify with what interests them.
States the competitive advantage of the program by showcasing unique learning opportunities.
Example Knowledge, Skills and Student Experience Paragraph – Advertising and Marketing Communications Management Program:
“As a student, you experience opportunities to put theory to work through the creation of both the award-winning ‘Algonquin Times’ student newspaper, and ‘Glue’ — the student magazine. Develop and determine your key strengths and abilities while working in the student-run ad agency. Fieldwork is included as part of the program, which reinforces theory and skills with practical experiences. As a second-year student, you may also have the unique opportunity to visit and tour select advertising and marketing agencies in cities such as Toronto and New York.”
Paragraph(s) 3-4: Employment Opportunities
Provides details outlining the types of work environments for graduates, and specific industries or sectors where graduates may be employed, rather than specific job titles or careers.
Avoid using definitive language such as “students will be employed” and focus on listing possible sectors and environments where “students may find employment upon graduation”.
be employed” and focus on listing possible sectors and environments where “students find employment upon graduation”. Discuss any other key distinguishing features of the program, such as accreditation, certification, or work-integrated learning (WIL).
Example Employment Opportunities Paragraph – Advertising and Marketing Communications Management Program:
“This program provides the knowledge and skills to help launch your career in the advertising and marketing industry, with an emphasis on practical application through portfolio building and fieldwork. Upon graduation, you may find job opportunities in advertising or creative agencies, or with organizations that have a marketing, communications, media, or promotions department. This includes retail, professional services firms, technology companies, or associations and governments. This program may also support you in starting your own production company.”
Identifying the Admission Requirements
Both the College Eligibility requirements, (standard wording applies here for most programs) and the Program Eligibility must be identified. When considering program specific admission requirements, knowledge, skills, certifications and competencies that are essential for success in the program, and that are beyond the scope of College eligibility, must be noted. When identifying program admission requirements, consideration should be given to how the presence of the indicated attributes or achievements will be fairly assessed.
Please refer to the following document as provided by the Registrars Office when determining Admission Requirements.
Admission Requirements & Credential Standards Oct 2014
The admission requirements are identified in the space indicated in the last section of Appendix A – Application for Program Validation within Template 1, and where indicated in other templates. Program eligibility requirements should be reviewed and validated with the Registrar’s Office (RO) to confirm appropriate wording for publications and plan how students will be assessed, if applicable.
Narrative Information
In order to expedite the publication process and ensure timely marketing of new program proposals subsequent to Board of Governor approval, narrative information needs to be completed for the Final Level submission. Therefore, at the Intermediate Level, consideration should be given to the narrative information required. However, this content need only be included and finalized for the Final Level PRC submission, where indicated within the applicable template.
Note that the definitions and examples provided are not exclusive and program/departmental specifics will need to be reflected as appropriate. For spelling and word usage guidelines, see the “Algonquin College Data Entry Spelling Guidelines” document and the Canadian Press Stylebook.
Expenses
Expenses are typically estimates for additional costs not included in the Fees section. Expenses do not include Incidental Fees, which appear separate from Tuition Fees and are distinguished from other expenses noted within the Fees and Expenses section of Monographs/Brochures.
To include:
Approximate cost of books and supplies (include etextbook and hard copy amounts).
Expenses for items retained by the student other than course-related incidental fees.
Amounts for tests/exams for accreditation or for accreditation bodies, required membership fees Fitness Zone).
Any other additional program related expenses incurred by students software, uniforms).
Note: Expenses do not include Incidental Fees*.
Definition: Tuition fee revenues are understood to support the general costs of program delivery (in-class and field placement) as well as the general operating costs of college administration and capital expenditures. Incidental fees are linked to individual courses and are non-tuition related in nature. Examples of course-related incidental fees include CD’s and DVD’s used in specific courses and retained by the student, supplies for arts and crafts that are retained by the student, tools for use in specific courses (e.g., dental tools, screw drivers for computer systems technicians) that are retained by the student. Consumable supplies (e.g., hairspray, gas for welding) are considered tuition related and are not to be considered as an incidental fee.
* Incidental Fees appear separate to Tuition Fees and are distinguished from other expenses noted within the Fees and Expenses section of Monographs/Brochures.
Employment Opportunities
To include:
Information related to Employment Opportunities currently under Program Descriptions or Additional Information is to be included in this section for consistency purposes.
Use of the term “may”, e.g., students may find employment in and name of industry or public and private sectors instead of “will”.
As per the revised Minister’s Binding Policy Directive Re: Advertising and Marketing (Section I, July 31, 2009), programs requiring formal accreditation to practice in the field must highlight the process required by professional associations and legislative bodies. . For example, “Graduates must be licensed by the College of Nurses of Ontario in order to practice in Ontario.” Or “To practice in the field you need to write or complete the following exam…”Identify specific job titles that students may attain.
Include any relevant information required to ensure that students make an informed decision about their employment possibilities and/or continued career paths.
Additional Information
This generic section includes complementary and relevant program information that further enhances a student’s ability to make an informed decision about a program choice.
To include:
Indicate if there is one or more offering, and identify all possible delivery options. Example: This program has flexible delivery options including full-time, part-time, online, hybrid, and standard (face-to-face).
If the program is offered on more than one campus, use accepted language. Example: This Full-time program is also offered at the Woodroffe and Perth Campuses. While the learning outcomes at the Pembroke, Woodroffe and Perth Campuses are the same, the curriculum order and subject delivery are reflective of local circumstances that impact program delivery.
Avoid using information pertaining to equivalent courses.
Academic probation rules and regulations can be specified.
Licensing required after graduation (links to associations, informational links, etc.) can be specified.
Write contact information as follows: For more information, please contact Jennifer Smith, Program Coordinator, at 613-727-4723 ext. 0000 or
Drafting the Vocational Program Learning Outcomes
Vocational Learning Outcomes must be consistent with the breadth, depth and complexity of knowledge articulated within the Framework for Programs of Instruction (Credentials Framework) for the proposed credential. Where the proposed program has a provincial program standard, the vocational learning outcomes described by the provincial program standard must be adhered to: however the standard may be exceeded with additional vocational learning outcomes if necessary.
Where no provincial program standard exists, the proposed vocational learning outcomes must meet or exceed the program goals for similar Ministry of Training, Colleges and Universities (MTCU) approved programs. The vocational learning outcomes information is entered into Appendix A – Form 1 – Vocational Program Comparison Chart in the new Full-time Program Proposal Template 1, or where indicated within other templates.
Identifying the Essential Employability Skills Learning Outcomes
For programs leading to an Ontario College Certificate, Diploma or Advanced Diploma*, the Essential Employability Skills (EES) Outcomes are the second component of the program learning outcomes.
*Note: It is assumed that students entering an Ontario College Graduate Certificate program have achieved the EES learning outcomes in the diploma or degree program that they have already completed, therefore developers of Graduate Certificate programs are not required to map to EES outcomes.
There are 11 EES learning outcomes that need to be demonstrated by graduates of programs leading to an Ontario college credential. They are listed here.
Graduates will have reliably demonstrated the ability to:
Communicate clearly, concisely and correctly in the written, spoken, and visual form that fulfills the purpose and meets the needs of the audience.
Respond to written, spoken, or visual messages in a manner that ensures effective communication.
Execute mathematical operations accurately.
Apply a systematic approach to solve problems.
Use a variety of thinking skills to anticipate and solve problems.
Locate, select, organize, and document information using appropriate technology and information systems.
Analyze, evaluate and apply relevant information from a variety of sources.
Show respect for the diverse opinions, values, belief systems, and contributions of others.
Interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals.
Manage the use of time and other resources to complete projects.
Take responsibility for one’s own actions, decisions, and consequences.
At Algonquin, performance indicators have been identified that illustrate how these learning outcomes will be demonstrated differently by graduates who have earned different credentials. Program developers are to refer to the EES website to find more information about these essential employability skills and for the names of EES resource people available in each School to help integrate EES into a new program. You will find the website at: or alternatively under the Additional Resources link of the Program Development Guide.
Creating the Program of Study
Once the draft program description and vocational learning outcomes are written, program developers begin to articulate the program of study (POS). The program of study is the group of courses that comprise the program’s learning experiences. Once completed, the POS enables students to demonstrate the vocational learning outcomes and ultimately achieve the program credential.
Program Developers consult with subject matter experts, employers, program graduates, and accrediting and professional bodies to identify key concepts, knowledge and skills related to the specific field of study and essential to the performance of the occupational roles that are expected of graduates. Program Advisory Committees (PAC) are key participants in this process.
These key concepts, knowledge and skills are clustered into courses and sequenced to provide optimal learning opportunities. Draft course titles and course descriptions must be included in an intermediate level proposal submission (see Writing Course Descriptions). Key decisions are made at the intermediate stage, regarding the leveling of courses, course hours, course instruction modes (e.g., traditional face-to-face, online and hybrid) and instructional settings for each course (e.g., classroom, clinical, laboratory, field placement, co-op), as defined within the Glossary of Terms Program and Course Nomenclature available from the Glossary link.
The program developer, in consultation with the curriculum consultant, applies curriculum design principles including coherence, sequence, continuity, and integration, to ensure that the developed courses are clearly aligned to the program learning outcomes. Additionally, the developed program of study must meet the requirements of the MTCU Framework for Programs of Instruction (Credentials Framework) and Algonquin College policies related to program development. For example, all new programs must deliver a minimum of twenty percent of program hours online (including hybrid and fully online delivery).
The program of study information is entered into the Program of Study Table in Template 1, or where indicated in other templates, and is required for Intermediate Level approval by PRC.
Writing Course Descriptions
In the same way that the program description is likely to change as the program develops, course descriptions may also change as the courses are developed in more detail. However, preliminary drafts of the course descriptions need to be submitted when a new program proposal is reviewed by the PRC at the Intermediate Level. Listed below are some guidelines for writing course descriptions.
The course description is reviewed by prospective students, students applying for transfer credits, Prior Learning Assessment and Recognition (PLAR) candidates, Credential Validation Services/Ministry of Training, Colleges and Universities, educational institutions and employers. Therefore, information must be clear, current and accurate.
According to Policy AA26 – Course Outlines and Course Section Information, Appendix 2, the course description is depicted as follows:
The one-paragraph course description orients students to the course and includes the following information:
Why: The purpose/rationale of the course.
What: Key knowledge and skills to be learned.
How: Types of major learning experiences planned (e.g. case study analysis, projects, mock interviews, role play, group discussions, etc.).
The following are tips for writing a course description:
Write from a student-centered perspective.
Use present tense and active voice.
Use clear and simple sentence structure and language.
The course description is not to exceed 16 lines (approximately 100 words) as per GeneSIS Guidelines.
Use gender neutral language.
Use common terms that prospective students understand.
Use industry-approved technical terms and acronyms when appropriate.
Ensure that information is relevant and current.
Use generic terms when referencing software. Only use specific software names if they are the central focus of the course or if they are required for course delivery.
Course titles, numbers and levels in which the course is offered are not included in the course description as they are indicated elsewhere.
The intended course delivery mode (hybrid, online, in-class) are not included in a course description.
Prerequisites and corequisites are not included in the text of the course description (GeneSIS has functionality for establishing prerequisites, corequisites and equivalencies). With Genesis, a student’s progression from course to course is driven by the prerequisites, corequisites and equivalencies entered against each course number.
Program developers are to consult the Data Entry Guidelines for GeneSIS: for program development, program quality assurance and publications. This document is available under the Supporting Resources link.
Example: A Course Description Written for a Program Leading to an Ontario College Credential
ZOO2000 Animal Husbandry I
Animals held in captivity depend on caregivers to meet basic needs and remain healthy. Students examine key principles and concepts for ensuring the proper care and maintenance of domesticated and wild animals in zoos, aquariums and theme parks. Special attention to the nutritional requirements of ruminants and the social interactions of herd and pack animals encourages the adoption of husbandry best practices. Through case study analyses, group discussions and site visits, students focus on the diverse needs of various animal species.
Writing Course Learning Requirements
Course Learning Requirements (CLRs) articulate the expected learning in each course in the program of study. The CLRs describe learning that integrates knowledge and skills that learners must successfully demonstrate in order to receive credit for the course. Additionally, CLRs must be aligned to vocational program outcomes, essential employability skills and/or general education themes. The following list describes the characteristics of robust CLRs.
Course Learning Requirements:
describe essential and measurable learning
are clearly stated and realistic
are performance based and start with active verbs
promote integrated learning
describe the objectives of the course
are transferable to a variety of work contexts
are verifiable through a variety of assessment techniques
support one or more program outcome(s)
Course learning requirements are not required for Intermediate Level approval by the PRC.
Program developers should ensure that feedback from the Intermediate Level PRC review is incorporated into the final course descriptions. All information (course descriptions/CLRs) must be consistently presented, where applicable, within the template.
Program Curriculum Mapping
Program curriculum maps provide an overview of the program and its component courses. Curriculum maps are developed to show the contribution and alignment of program courses to the program vocational learning outcomes, essential employability skills, and general education requirements. Program developers determine if a program outcome is taught and/or assessed in each course, and where the culminating performances appear in the program of study. Although draft curriculum mapping can be completed at the intermediate phase of curriculum development, curriculum mapping is typically completed for final program development following the development of final course descriptions and course learning requirements. Curriculum mapping is not required for Intermediate Level PRC approval.
The program curriculum mapping information is entered into Appendix C – Program Maps in Template 1 and where indicated in other applicable templates. Completed Program Curriculum maps are required for Final Level approval by PRC.
Regulatory Status Form
For Ontario college credential programs, Appendix D – Regulatory Status Form within Template 1 must be completed for Final Level PRC approval. At the Intermediate Level Phase, program developers need to assess whether the proposed program involves mandatory or voluntary regulatory requirements and must identify the names of regulatory bodies in Appendix D. It is then possible to begin working towards completing the form and obtaining supporting documentation required for Final Level approval.
The Curriculum Administrator may be contacted for guidance, if the distinction between mandatory and voluntary is unclear. Formal documentation to support any published information regarding accreditation/certification/licensing requirements relating to the proposed program, needs to be included with the Final Level program proposal. This documentation is forwarded to CVS along with supporting documentation formal correspondence and application form as applicable). Furthermore, the revised MTCU Request for Approval for Funding Form specifically stipulates that: The program content and delivery is and will be compliant with all requirements of regulatory bodies responsible for the field of study or other regulatory bodies related to the field of study. Please list all applicable mandatory and those voluntary regulatory bodies considered relevant to the program.
Submitting and Presenting to PRC at the Intermediate Level
Intermediate Level submissions/presentations to PRC are required of all program proposals. Submissions require the completion of the appropriate template selected under the Templates and Forms link. New Program Proposal Checklists (Ontario College Credential Program/College Certificate Program) are available to ensure that you have included the sections necessary for submitting the proposal for Intermediate Level approval. These checklists are available under the Supporting Resources link. The Program Development, Approval and Implementation Overview for Ontario College Credential Programs may also be of assistance, and is available at the link above.
The curriculum consultant assigned to the program development will be able to determine the program proposal’s readiness for a PRC Intermediate Level presentation. Program developers must have their proposal reviewed by their assigned curriculum consultant and incorporate feedback and guidance, as appropriate, into the document prior to presenting the proposal to PRC. Once consultation with the curriculum consultant confirms readiness to proceed to an Intermediate Level PRC presentation, the appropriate template with the required components completed is to be submitted to the Executive Assistant to the Senior Vice President Academic, a minimum of one-week prior to the scheduled PRC meeting date on which the proposal will be presented. The PRC Meeting Schedule should be reviewed well ahead of time to determine the preferred date to bring the proposal forward for an Intermediate Level review.
The curriculum consultant guides developers in completing the template and in preparing for an Intermediate Level presentation. Prior to the meeting PRC members receive the program proposal and prepare comments and questions. The presentation to PRC requires that the chair and program developers provide a high level overview of the development undertaken to date in approximately 5-10 minutes. Following the presentation, PRC members have an opportunity to ask questions or seek clarification throughout a systematic review of the proposal submission, which typically takes an additional 15 minutes, depending on the complexity of the proposal.
Incorporating Feedback and Action Items
During the presentation for Intermediate Approval, program developers can generally expect to receive direction on:
specific action items to address in order to proceed with completion of the program proposal for a Final Level presentation; a summary of the action items will be forwarded to the Chair and program developer within one week of the PRC presentation.
the overall program of study, including the alignment with CVS and College requirements relating to titling, program duration, leveling of vocational outcomes, hybrid delivery, Narrative Information and the Algonquin Experience.
the need for ongoing consultation with the curriculum consultant to address further curriculum development or refinement of the proposal.
minor editorial notations to address (provided in writing).
next steps relating to facilities/technology/resource requirements including the facilities assessment, cash flow analysis, applicant demand analysis, PAC motion of support, etc.
At the conclusion of an Intermediate Level presentation, and following Committee questions, the PRC Chair will ask the Committee for a recommendation for approval at the level deemed appropriate based on the presentation and status of the program proposal development. Typically, the approval sought is at the Intermediate Level, unless during the presentation it is identified that required elements for Intermediate Level approval are not sufficiently developed. Alternatively, in exceptional circumstances, the program developers may have advanced the proposal beyond the Intermediate Level requirements, to justify consideration for Final Level approval.
Feedback to the program developers and identified action items are intended to be constructive and must be incorporated in the final proposal in order to expedite program approval. Ultimately, PRC’s goal is to assist program developers to submit a program proposal to Deans and Directors Council, Algonquin College Executive Team, the Academic and Student Affairs Committee/Board of Governors, and subsequently to the Credentials Validation Service and MTCU. The PRC scrutiny ensures that program proposals present professionally and include all necessary components that conform to College, CVS and Ministry requirements. Program proposal developers benefit from the individual expertise of PRC members and the many sets of eyes reviewing the proposal.
Planning for Program Delivery
Throughout the program proposal development and approval processes, program delivery expectations and associated planning must remain at the forefront. This planning is necessary to ensure that the program delivery will not lead to unforeseen facility or resource needs. If it is anticipated that additional space and resources will be utilized, the facilities/technology/resource assessments will require thorough analysis of the current and added space/technology/equipment utilization needs for delivery of the proposed program.
Likewise, program delivery scheduling must be well planned. If an online program is being proposed with a residency component, a planning exercise must be undertaken that outlines the full delivery schedule including residency periods. Any residency or non-traditional delivery requirements need to be clearly articulated in program publications.
Final Level
Completing Curriculum Development
Confirm or revise components arising from action points identified by PRC members following the Intermediate Level presentation.
Finalize the course learning requirements.
Complete the curriculum mapping.
Identify the fieldwork resources.
Identify any other resources needed for curriculum delivery.
Applicant and Employment Demand
Formal applicant and employment demand analyses are required for all Ontario college credential programs. Results of the labour market and applicant demand analyses are included in the final program proposal within Template 1, or where otherwise indicated, if applicable, in other templates. Minimally, the executive summary of the labour market analysis should be included within the Needs Assessment/Demonstrated Labour Market or Societal Need of the program proposal. There may be other information from the report that is also important to highlight. Another option is to append the entire report to the proposal.
(OCAS) data mining and other applicant demand survey results must also be included, along with a brief narrative summary of these findings within the Applicant Demand section of Template 1.
Advisory Committee Approval of Curriculum
For all Ontario college credential programs there are specific requirements related to the
advisory committee that must be included in a Final Level program proposal. For College certificates these are desirable though not essential. The requirements are noted within Section 2.3 of Template 1 and include:
a membership list that indicates each member’s name, occupation and/or employer, and contact information
insertion of any relevant Advisory Committee meeting minutes
inclusion of a recent formal motion of support using the following language in Template 1 RESOLUTION: MOVED and SECONDED: name and name that the xxxxx Advisory Committee has reviewed the curriculum as presented for the xxxxx program, supports the need for this program in the community, and recommends this program for approval to the Algonquin College Executive Team and to the Board of Governors.
Facilities/Technology/Resource Requirements Analyses
These steps in the program development process should be initiated as soon as possible after Intermediate Level PRC approval. They should occur concurrently with final program proposal development and be reflected within the submission and where indicated, if applicable, within other templates. Facilities Requirement Analysis The Office of Academic Development will initiate contact with the Facilities Planning Specialist and/or designate, to schedule a meeting with the Department Chair/Academic Manager and the program developer. The space requirements for the proposed program will be reviewed in detail in order to:
ensure that any space needs can be accommodated.
record these in the College space requirements for the upcoming academic years.
identify any renovation or new build requirements that the program may have.
ensure that space needs identified by the program are brought to the attention of the College Space and Infrastructure Committee (CSIC).
Technology Analysis
Consideration must be given to any instructional or infrastructure technology requirements. If the program is intending to use mobile learning strategies, these must be identified. Similarly, any specialized software requirements must be noted.
Learning Resource Requirements
A discussion with a College librarian is to take place to identify start-up and possible resource material requirements. The Department Chair/Academic Manager, the program developer, and the College librarian are to prepare the Library Impact Statement. This form is available under Key Documents – Templates and Forms link, under Forms. These are to be noted within Template 1 for all college programs and where indicated, if applicable, within other templates. In addition, the statement should be appended to the proposal
Cash Flow Analysis and Five Year Equipment Requirement Projections
The Department Chair/Academic Manager should contact the Manager of Academic Operations and Planning to obtain the template and guidance for completing this document.
This document, once finalized is presented to the Deans and Directors Council, Algonquin College Executive Team and the Academic and Student Affairs Committee/ Board of Governors for approval.
Completing Documents for PRC Submission
All sections of the program proposal template should be completed when submitting/presenting for PRC Final Level approval.
Recommendations for final review prior to submission:
It is essential that program developers meet with the curriculum consultant to review the final curriculum and overall program proposal.
A cross reference within the document should be done to ensure that items that are repeated in the document are noted the same in all places, e.g., program outcomes, course descriptions, course hours, and course numbers.
Course numbers should be assigned to courses based on subject area codes. The Curriculum Administrator should be contacted for guidance.
New courses must be created and entered in GeneSIS.
Course descriptions in the final proposal should be identical to the course descriptions entered into GeneSIS.
Ensure that minutes of advisory committee meetings demonstrating support for the program, including a motion for approval of the final program proposal as it is to be presented to PRC are included.
Ensure that the Regulatory Status Form is complete and documentation to support any accreditation/certification/licensing requirements provided.
Documentation of labour market analysis, and applicant and employment demand is to be included; information from the executive summaries from the consultant’s report plus additional relevant information are sufficient, though the entire report may be appended to the template submission.
Complete the PUF (Program Create/Update Form)
Submitting and Presenting to PRC at the Final Level
Final Level submissions/presentations to PRC are required of all program proposals. Submissions require the completion of the appropriate template selected under the Key Documents – Templates and Forms link. New Program Proposal Checklists (Ontario College Credential Program/College Certificate Program) are available to ensure that you have completed the components necessary for submitting the proposal for consideration for Final Level Approval. These checklists are available under the Program Development – Supporting Resources link. The Program Development, Approval and Implementation Overview for Ontario College Credential Programs may also be of assistance and is available at this same link. The curriculum consultant assigned to the program development will be able to determine the program proposal’s readiness for a PRC Final Level presentation. Program developers must have their proposal reviewed by their assigned curriculum consultant and incorporate feedback or guidance, as appropriate, into the document prior to presenting the proposal to PRC with the Department Chair/Academic Manager approval.
Once consultation with the curriculum consultant confirms readiness to proceed to a Final Level PRC presentation, the appropriate template along with all required components completed are to be submitted to the Executive Assistant to the Senior Vice President Academic, a minimum of one-week prior to the scheduled PRC meeting date on which the proposal is to be presented. The PRC Meeting Schedule should be reviewed well ahead of time to determine the preferred date to bring the proposal forward for a Final Level review.
The Faculty/School PRC representative and the curriculum consultant are able to guide developers in completing the template and in preparing for a Final Level presentation. The presentation to PRC will require that program developers provide a high level overview of the development undertaken since the Intermediate Level presentation in approximately ~ 5-10 minutes.
A good approach is to highlight how each of the action items identified at the Intermediate Level presentation have since been addressed, and the further development that has occurred. PRC members will have received a copy of the Final Level program proposal and will have reviewed it prior to the meeting. Following the presentation by program developers, the PRC Chair will provide Committee members an opportunity to ask questions or seek clarification throughout a systematic review of the proposal submission which typically takes an additional 15-20 minutes, depending on the nature of the proposal.
Incorporating Feedback and Recommendations
Feedback from PRC members depends on the nature of the program presented and is intended to advance the development of a particular program.
Following a Final Level presentation, program developers can generally expect to receive verbal direction on:
specific action items to address to complete the program proposal for Final Level approval; following the PRC meeting, a list of action items will be forwarded to the Chair and program developers usually within one week of the PRC presentation.
forwarding the revised final program proposal to the Curriculum Administrator for review and approval.
minor editorial notations to address (provided in writing).
ensuring that any edits are also reflected in GeneSIS.
next steps relating to upcoming timelines and requirements for the preparation and presentation of Briefing Notes to the Deans and Directors Council, Algonquin College Executive Team and Academic and Student Affairs/Board of Governors.
At the conclusion of a Final Level presentation, and following Committee questions, the Chair will ask the PRC Committee for a recommendation for program development approval at the level deemed appropriate based on the presentation and status of the program proposal development. Typically, the approval granted will be at the Final Level, pending completion of action items, unless during the presentation it is identified that required elements for Final Level approval are not sufficiently developed. In this case, the recommendation will be that the designation of Intermediate Level approval remain.
Program developers should recognize that feedback provided is intended to be constructive. Ultimately, PRC’s goal is to assist program developers to send forward a program proposal to Deans and Directors Council, Algonquin College Executive Team and Academic and Student Affairs/Board of Governors and then onwards to the Credentials Validation Service/MTCU that will present professionally and include all necessary program proposal components that conform with College/CVS/Ministry requirements. The intent is to facilitate program approval in an expeditious manner.
Future Program Modifications
For guidance on a required program modification, refer to the Curriculum Modifications Guidelines and Template 3 – Program Modification . Note that program modifications include changes to a program title, vocational learning outcomes, and/or significant changes to the overall program of study or program duration.
