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SECTION A: INTRODUCTION<br />

A1<br />

College and Program Information<br />

Full Legal Name <strong>of</strong> Organization: Humber College Institute <strong>of</strong> Technology and<br />

Advanced Learning<br />

URL for Organization Homepage (if applicable): www.humber.ca<br />

Proposed Degree Nomenclature: <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong><br />

Location (specific address) where program to be delivered:<br />

Humber Lakeshore Campus<br />

3199 Lake Shore Boulevard West, Toronto, ON M8V 1K8<br />

Date <strong>of</strong> Submission: January 2013<br />

Contact Information:<br />

Persons Responsible for This Submission:<br />

Name/Title:<br />

Ann Dean<br />

Associate Dean, Program Development<br />

Full Mailing Address: Humber Institute <strong>of</strong> Technology and Advanced Learning<br />

205 Humber College Boulevard<br />

Toronto, Ontario M9W 5L7<br />

Telephone: 416-675-6622, ext. 5142<br />

Fax: 416-675-6681<br />

E-Mail:<br />

ann.dean@humber.ca<br />

Name/Title:<br />

Rick Embree<br />

Associate VP, Planning & Development<br />

Full Mailing Address: Humber Institute <strong>of</strong> Technology and Advanced Learning<br />

205 Humber College Boulevard<br />

Toronto, Ontario M9W 5L7<br />

Telephone: 416-675-6622, ext. 4553<br />

Fax: 416-675-6681<br />

E-Mail:<br />

rick.embree@humber.ca<br />

Site Visit Coordinator (if different from above):<br />

Name/Title:<br />

Gail Thornton<br />

Program Development Consultant<br />

Full Mailing Address: Humber Institute <strong>of</strong> Technology and Advanced Learning<br />

205 Humber College Boulevard<br />

Toronto, Ontario M9W 5L7<br />

Telephone: 416-675-6622, ext. 4527<br />

Fax: 416-675-6681<br />

E-mail:<br />

gail.thornton@humber.ca<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section A, Page 1


A2<br />

Table <strong>of</strong> Contents<br />

SECTION A: INTRODUCTION<br />

A1 College and Program Information ----------------------------------------------------------------- 1<br />

A2 Table <strong>of</strong> Contents ------------------------------------------------------------------------------------- 2<br />

A3 Executive Summary ---------------------------------------------------------------------------------- 6<br />

A4 Program Abstract ------------------------------------------------------------------------------------- 15<br />

SECTION B: DEGREE LEVEL ----------------------------------------------------------------------------- 1<br />

SECTION C: ADMISSION, PROMOTION AND GRADUATION ---------------------------------- 1<br />

C1 Admission Requirements for Direct Entry ------------------------------------------------------- 7<br />

C2 Admission Requirements for Mature Students ------------------------------------------------ 8<br />

C3 Promotion and Graduation Requirements ------------------------------------------------------ 9<br />

C4 Advanced Standing Policies and Requirements ---------------------------------------------- 10<br />

C4.1 Degree Completion Arrangements ------------------------------------------------------ 10<br />

SECTION D: PROGRAM CONTENT --------------------------------------------------------------------- 1<br />

D1 Program Advisory Committee ---------------------------------------------------------------------- 15<br />

D1.1 Program Advisory Committee Membership ------------------------------------------- 15<br />

D1.2 Program Advisory Committee Minutes ------------------------------------------------- 23<br />

D2 Pr<strong>of</strong>essional Accreditation -------------------------------------------------------------------------- 31<br />

D.2.1 Pr<strong>of</strong>essional/Accreditation Requirements and Standards ------------------------ 31<br />

D2.2 Letters from Pr<strong>of</strong>essional/Accreditation Associations ------------------------------ 33<br />

D3 Learning Outcomes ----------------------------------------------------------------------------------- 34<br />

D3.1 Degree Level Learning Outcomes ------------------------------------------------------ 20<br />

D3.2 Core Program Level Learning Outcomes --------------------------------------------- 47<br />

D3.2.1 Design <strong>of</strong> Program Learning Outcomes ---------------------------------------------- 37<br />

D3.2.2 Core Program Level Learning Outcomes -------------------------------------------- 39<br />

D3.3 Non-Core Program Level Learning Outcomes --------------------------------------- 47<br />

D4 Course Descriptions ---------------------------------------------------------------------------------- 49<br />

D4.1 Program Map --------------------------------------------------------------------------------- 49<br />

D4.2 Core Course Descriptions ----------------------------------------------------------------- 50<br />

D4.3 Non-Core Course Descriptions ---------------------------------------------------------- 62<br />

D5 Course Schedules ------------------------------------------------------------------------------------ 99<br />

D5.1 Undergraduate Course Schedule 1 ----------------------------------------------------- 99<br />

D5.2 Undergraduate Course Schedule 2 ----------------------------------------------------- 116<br />

D6 Work Experience ------------------------------------------------------------------------------------- 128<br />

D6.1 Program Structure --------------------------------------------------------------------------- 128<br />

D6.2 Nature <strong>of</strong> Work Placement ---------------------------------------------------------------- 128<br />

D6.3 Support for Work Experience ------------------------------------------------------------- 128<br />

D6.4 Work Experience Outcomes -------------------------------------------------------------- 134<br />

D7 Program <strong>of</strong> Study ------------------------------------------------------------------------------------- 138<br />

D7.1 Program Map --------------------------------------------------------------------------------- 138<br />

D7.2 Non-Core Courses – Breadth Electives ----------------------------------------------- 139<br />

D7.2.1 Classroom and Equipment Requirements -------------------------------------------- 143<br />

D7.2.2 Degree Level Standards and Learning Outcomes ---------------------------------- 144<br />

D7.2.3 Identification <strong>of</strong> Previously Assessed Core Course Outlines --------------------- 145<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section A, Page 2


D7.3 Core Course Outlines ---------------------------------------------------------------------- 147<br />

Applied Behaviour Analysis 1 -------------------------------------------------- 148<br />

Introduction to Psychology ------------------------------------------------------ 153<br />

Communications for <strong>Behavioural</strong> <strong>Science</strong> ---------------------------------- 162<br />

Counselling and Facilitation Skills --------------------------------------------- 167<br />

Cognitive <strong>Behavioural</strong> Approaches 1 ----------------------------------------- 172<br />

Developmental Disabilities and Dual Diagnosis --------------------------- 181<br />

Developmental Psychology ----------------------------------------------------- 187<br />

Quantitative Research Methods ----------------------------------------------- 195<br />

<strong>Behavioural</strong> Assessment -------------------------------------------------------- 203<br />

Applied Behaviour Analysis 2 -------------------------------------------------- 213<br />

Autism Spectrum Disorders ----------------------------------------------------- 220<br />

Ethics and Pr<strong>of</strong>essionalism ----------------------------------------------------- 227<br />

Cognitive <strong>Behavioural</strong> Approaches 2 ----------------------------------------- 236<br />

Mental Health Across the Lifespan -------------------------------------------- 246<br />

Qualitative Research Methods ------------------------------------------------- 254<br />

<strong>Behavioural</strong> Pharmacology ----------------------------------------------------- 262<br />

Aging and Dementia -------------------------------------------------------------- 270<br />

Family Dynamics ------------------------------------------------------------------ 281<br />

Research in <strong>Behavioural</strong> <strong>Science</strong> --------------------------------------------- 284<br />

Group <strong>Behavioural</strong> Counselling ------------------------------------------------ 290<br />

Addictions --------------------------------------------------------------------------- 294<br />

Interpr<strong>of</strong>essional Collaboration ------------------------------------------------- 305<br />

Senior Level Thesis Project 1 -------------------------------------------------- 312<br />

Individual <strong>Behavioural</strong> Counselling ------------------------------------------- 317<br />

Psychometrics ---------------------------------------------------------------------- 322<br />

Organizational Behaviour -------------------------------------------------------- 326<br />

Senior Level Thesis Project 2 -------------------------------------------------- 334<br />

Special Topics in Behaviour Analysis ---------------------------------------- 339<br />

Issues in <strong>Behavioural</strong> Psychology --------------------------------------------- 334<br />

Consultation Skills ----------------------------------------------------------------- 351<br />

D7.4 Online and Hybrid Core Course Offerings -------------------------------------------- 358<br />

D7.5 Identification <strong>of</strong> Previously Assessed Non-Core Courses ------------------------ 359<br />

D8 Bridging Courses ------------------------------------------------------------------------------------- 360<br />

D8.1 Bridging Course Descriptions ------------------------------------------------------------ 360<br />

D8.2 Bridging Course Outlines ------------------------------------------------------------------ 360<br />

D9 Gap Analysis ------------------------------------------------------------------------------------- 361<br />

D9.1 Summary <strong>of</strong> Gaps --------------------------------------------------------------------------- 361<br />

D9.2 Tables: Gap Analyses ---------------------------------------------------------------------- 365<br />

D9.2.1 Developmental Services Worker Diploma ------------------------------ 365<br />

D9.2.2 Social Service Worker Diploma -------------------------------------------- 378<br />

D9.2.3 Community and Justice Services Diploma ------------------------------ 392<br />

SECTION E: PROGRAM DELIVERY -------------------------------------------------------------------- 1<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section A, Page 3


SECTION F: CAPACITY TO DELIVER ------------------------------------------------------------------ 1<br />

F1 Learning and Physical Resources ---------------------------------------------------------------- 5<br />

F1.1 Library Resources --------------------------------------------------------------------------- 5<br />

F1.2 Computer Resources ----------------------------------------------------------------------- 12<br />

F1.3 Classroom Space --------------------------------------------------------------------------- 14<br />

F1.4 Specialized Labs ---------------------------------------------------------------------------- 16<br />

F2 Resource Renewal and Upgrading --------------------------------------------------------------- 17<br />

F3 Support Services ------------------------------------------------------------------------------------- 19<br />

F4 Faculty ------------------------------------------------------------------------------------- 24<br />

F4.1 Projected Staffing Requirements -------------------------------------------------------- 24<br />

F4.2 Faculty Plan ----------------------------------------------------------------------------------- 25<br />

F4.3 Curriculum Vitae Exception Statements ----------------------------------------------- 32<br />

F5 Curriculum Vitae <strong>of</strong> Faculty Assigned to the Degree Program ---------------------------- 33<br />

F5.1 Curriculum Vitae Release ----------------------------------------------------------------- 33<br />

F5.2 Identification <strong>of</strong> Previously Assessed CVs -------------------------------------------- 34<br />

F5.3 CVs <strong>of</strong> Faculty Assigned to Deliver Core Courses---------------------------------- 35<br />

• Leslie Barreira ---------------------------------------------------------------------- 35<br />

• Margaret Bissell -------------------------------------------------------------------- 39<br />

• Jo Anne Nugent -------------------------------------------------------------------- 42<br />

• Andrea Rutherford ----------------------------------------------------------------- 49<br />

• Patricia Spindel -------------------------------------------------------------------- 51<br />

• Brenda Webb ----------------------------------------------------------------------- 58<br />

F5.4 CVs <strong>of</strong> Faculty Assigned to Deliver Non-Core Courses --------------------------- 61<br />

F5.4.1 Non-Core Faculty ------------------------------------------------------------------ 61<br />

F5.5 CVs <strong>of</strong> Course Developers ------------------------------------------------------------------------- 62<br />

• Laura Ball ---------------------------------------------------------------------------- 63<br />

• Leslie Barreira ---------------------------------------------------------------------- 72<br />

• Margaret Bissell -------------------------------------------------------------------- 76<br />

• Laurel Johnson --------------------------------------------------------------------- 79<br />

• John Kosmopoulos ---------------------------------------------------------------- 90<br />

• Jo Anne Nugent -------------------------------------------------------------------- 94<br />

• Andrea Rutherford ----------------------------------------------------------------- 101<br />

• Christina Semler ------------------------------------------------------------------- 103<br />

• Patricia Spindel -------------------------------------------------------------------- 107<br />

• Gail Thornton ----------------------------------------------------------------------- 114<br />

SECTION G: CREDENTIAL RECOGNITION<br />

G1 Program Design and Credential Recognition -------------------------------------------------- 1<br />

G2 Consultation ------------------------------------------------------------------------------------- 2<br />

G3 Letters <strong>of</strong> Credential Recognition - Universities ----------------------------------------------- 4<br />

G4 Letters <strong>of</strong> Credential Recognition from Organizations and Employers ------------------ 8<br />

G5 Evidence <strong>of</strong> Employer Support -------------------------------------------------------------------- 14<br />

SECTION H: REGULATION AND ACCREDITATION ---------------------------------------------- 1<br />

SECTION I: PROGRAM EVALUATION --------------------------------------------------------------- 1<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section A, Page 4


SECTION J: NOMECLATURE ---------------------------------------------------------------------------- 1<br />

SECTION K: ACADEMIC FREEDOM AND INTEGRITY ------------------------------------------- 1<br />

SECTION L: STUDENT PROTECTION ---------------------------------------------------------------- 1<br />

SECTION M: ECONOMIC NEED ------------------------------------------------------------------------- 1<br />

SECTION N: DUPLICATION ------------------------------------------------------------------------------- 1<br />

N1 Similar/Related College Programs ---------------------------------------------------------------- 1<br />

N2 Similar/Related University Programs ------------------------------------------------------------- 5<br />

SECTION O: OPTIONAL MATERIAL<br />

O1 Humber Overview ------------------------------------------------------------------------------------- 1<br />

O2 School Overview ------------------------------------------------------------------------------------- 8<br />

O3 Credentials Framework ------------------------------------------------------------------------------ 10<br />

SECTION P: POLICIES ------------------------------------------------------------------------------------ 1<br />

SECTION Q: CURRICULUM REVIEW<br />

Q1 Reviewer’s Qualifications --------------------------------------------------------------------------- 2<br />

Q2 Reviewer’s Report ------------------------------------------------------------------------------------ 21<br />

Q3 Humber’s Response to the Report ---------------------------------------------------------------- 34<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section A, Page 5


A3<br />

Executive Summary<br />

About Humber<br />

Humber College was established in 1967. A leader in polytechnic education, Humber <strong>of</strong>fers<br />

innovative career-focused learning opportunities. It <strong>of</strong>fers over 140 full-time programs including:<br />

baccalaureate degrees, diplomas, certificates, graduate certificates and apprenticeship<br />

programs. Humber receives more than 56,000 applications annually; more than any other<br />

Ontario college. In Fall 2010, Humber enrolled 20,500 full-time students and had 56,000 parttime<br />

registrations, as well as employees in customized corporate training. Its strong<br />

partnerships with employers, as well as transfer agreements with many universities and<br />

colleges, help students to build a foundation for lifelong success. Over 90 per cent <strong>of</strong> Humber<br />

students find employment within six months <strong>of</strong> graduating. In February 2003, Humber received<br />

a new designation as an Institute <strong>of</strong> Technology and Advanced Learning, which builds on the<br />

strategic direction <strong>of</strong> the institution. The designation allows Humber to further expand its<br />

programming to meet changing skill requirements and to provide up to 15% <strong>of</strong> its programming<br />

in degree programs.<br />

Humber has been <strong>of</strong>fering degree-level education since 2001. Humber’s experience with<br />

degree delivery began with the launch <strong>of</strong> the collaborative nursing program in conjunction with<br />

the University <strong>of</strong> New Brunswick in September 2001. This four-year B.N. program is delivered<br />

by Humber faculty using UNB’s curriculum. The following year saw the launch <strong>of</strong> the University<br />

<strong>of</strong> Guelph-Humber. In partnership with the University <strong>of</strong> Guelph, Humber <strong>of</strong>fers integrated 4-<br />

year honours degree/diploma programs in Business, Early Childhood, Family & Community<br />

Social Services, Justice Studies, Kinesiology, Media Studies and Psychology. Development<br />

and delivery <strong>of</strong> the programs is shared between the two institutions.<br />

Humber received its first consent to <strong>of</strong>fer degrees in 2002 and launched its first three degrees in<br />

September 2003. It currently <strong>of</strong>fers 21 degrees. (A more detailed overview <strong>of</strong> the institution is<br />

available in Section O1.)<br />

School Overview<br />

The School <strong>of</strong> Social and Community Services is one <strong>of</strong> eight academic schools at Humber<br />

College. Offering programs on all three Humber campuses, the school <strong>of</strong>fers six full-time postsecondary<br />

diploma programs and two degrees to approximately 2600 students. The diploma<br />

programs include Police Foundations Program, Child and Youth Worker Program (regular and<br />

accelerated), Social Service Worker, Developmental Service Worker (regular and accelerated),<br />

Community and Justice Service Worker, and Protection, Security and Investigation. The School<br />

also <strong>of</strong>fers the Pre-Service Firefighter full-time certificate, as endorsed by the Ontario Fire<br />

Marshalls Office. The degree programs include the <strong>Bachelor</strong> <strong>of</strong> Child and Youth Care Degree,<br />

and the <strong>Bachelor</strong> <strong>of</strong> Applied Arts in Criminal Justice Degree.<br />

In addition to traditional program delivery modes, many <strong>of</strong> our programs are <strong>of</strong>fered on a parttime<br />

basis or in an online format.<br />

The School <strong>of</strong> Social and Community Services is also involved in providing programming at the<br />

University <strong>of</strong> Guelph-Humber. The Police Foundations and the Community and Justice Services<br />

diplomas are <strong>of</strong>fered within the Honours <strong>Bachelor</strong> <strong>of</strong> Applied <strong>Science</strong> (Justice Studies) and the<br />

Social Service Worker diploma is <strong>of</strong>fered within the Honours <strong>Bachelor</strong> <strong>of</strong> Applied <strong>Science</strong><br />

(Family and Community Social Services).<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section A, Page 6


Part-time programming in the School <strong>of</strong> Social and Community Services is extensive and<br />

includes Behaviour <strong>Science</strong>: An Application <strong>of</strong> Technology, Advanced Client-Directed Case<br />

Management, Advanced Crisis Intervention and Counselling, and Psychosocial Rehabilitation in<br />

Mental Health to name a few programs.<br />

In addition, the School provides customized training and education to agencies and institutions<br />

in the sectors that it serves. Examples <strong>of</strong> these agencies include: Go Transit, Toronto District<br />

School Board, Christian Horizons, Dufferin County Association for Community Living,<br />

Bombardier, Jamestown Coalition, Ontario Association <strong>of</strong> College and University Administrators<br />

to name a few.<br />

The School has initiated a number <strong>of</strong> learning partnerships with various organizations including<br />

the Ontario Provincial Police, the Toronto Police Service, the Law Foundation <strong>of</strong> Ontario and the<br />

Association <strong>of</strong> Black Law Enforcement Officers. There are hundreds <strong>of</strong> partnerships with<br />

community agencies which <strong>of</strong>fer field placement opportunities to students which emphasize the<br />

commitment to field placement providing students with an applied learning experience,<br />

supported by faculty.<br />

Each <strong>of</strong> the full-time and part-time programs in the School has an Advisory Committee to advise<br />

the program faculty on curriculum, placement opportunities and trends in the field. The Advisory<br />

Committees for each program meet between and one and three times per year.<br />

The School <strong>of</strong> Social and Community Services is committed to empowering students to become<br />

positive agents for social change, providing them with the skills and tools they require through<br />

academics and experiential training. It is the School’s belief that the students continually live up<br />

to the school slogan by “making a difference”.<br />

Program Design<br />

The <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> program was designed over a period <strong>of</strong> one year,<br />

developing out <strong>of</strong> a need in the field and the strength <strong>of</strong> Humber’s diploma program. It was<br />

envisioned as one that would provide graduates with a solid grounding in research and<br />

application <strong>of</strong> behaviour analysis and cognitive behavioural approaches incorporating<br />

interpr<strong>of</strong>essional collaboration, knowledge translation, and adult education enabling graduates<br />

to have a meaningful impact on the quality <strong>of</strong> life for individuals with multiple issues.<br />

The program was shaped through important dialogue with members <strong>of</strong> the advisory committee,<br />

course developers, the outside desk reviewer, Dr. Maurice Feldman <strong>of</strong> Brock University, Faculty<br />

<strong>of</strong> Social <strong>Science</strong>s, and Humber faculty and administrators. The Ontario Qualifications<br />

Framework (OQF), a current literature review and research into the evolving field <strong>of</strong> behavioural<br />

science helped to inform the design. The OQF was extremely relevant and impacted greatly on<br />

all levels <strong>of</strong> the development <strong>of</strong> this degree program which is evident in Section D where degree<br />

level learning outcomes are mapped against the program level learning outcomes and<br />

additionally, in the course outlines (Section D) where the OQF is mapped against the course<br />

learning outcomes.<br />

The intent <strong>of</strong> this program is to provide an indepth education which prepares graduates for the<br />

authentic and diverse working life <strong>of</strong> practicing behavioural science pr<strong>of</strong>essionals who will make<br />

significant impact on the lives <strong>of</strong> individuals throughout the lifespan grappling with multiple<br />

issues including social, intellectual, developmental ones. The design <strong>of</strong> such a program required<br />

hearing from multiple pr<strong>of</strong>essional voices and involved including progressive areas <strong>of</strong> study<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section A, Page 7


such as the inclusion <strong>of</strong> a more well-rounded approach to behavioural science including diverse<br />

therapeutic approaches and interpr<strong>of</strong>essional collaboration.<br />

Through consultation and study <strong>of</strong> the Ontario Qualifications Framework, the concept <strong>of</strong> the<br />

program was developed based on identified core competencies agreed to be desirable, and<br />

ensuring that courses addressed these competencies. The central concept revolved around six<br />

themes agreed to be important for the practicing graduate:<br />

1. <strong>Behavioural</strong> Approaches & Research: including methods, literature, evidence <strong>of</strong> applied<br />

behaviour analysis and cognitive behavioural approaches<br />

2. Application: ethical practice, populations, design, compose, implement, evaluate<br />

3. Communication: verbal, written, knowledge translation, educate, counsel, train<br />

4. Pr<strong>of</strong>essionalism: certification, scope <strong>of</strong> practice, ethics, collaboration<br />

5. Interpr<strong>of</strong>essional Collaboration: engage and collaborate with other pr<strong>of</strong>essions<br />

6. Breadth: electives, broad base <strong>of</strong> education<br />

A degree program that explores these indepth foundational and advanced themes provides<br />

graduates with the strong theoretical background and experiential knowing to practice as<br />

efficacious and resilient behavioural science pr<strong>of</strong>essionals who can adapt to various behavioural<br />

and ethical issues present within the field. These themes were instrumental in the development<br />

<strong>of</strong> the degree and are reflected in the program.<br />

Program Overview<br />

The term behavioural science encompasses a diverse and far-ranging field which includes<br />

multiple disciplines which explore the systematic study <strong>of</strong> the behaviour <strong>of</strong> organisms. This<br />

broad study includes the academic disciplines <strong>of</strong> psychology, neuropsychology, human<br />

resources, marketing, communications, criminology, and cognitive science.<br />

The <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> is a four year degree which focusses on the specific area<br />

<strong>of</strong> behavioural science which is firmly grounded in the research and application <strong>of</strong> applied<br />

behaviour analysis and cognitive behavioural approaches as applied to a wide range <strong>of</strong><br />

individuals throughout the lifespan including people with autism, developmental disabilities and<br />

dual diagnosis, addictions and those with dementia and aging issues. The program focuses on<br />

empirical data as it investigates behaviour and cognitive events and the influence <strong>of</strong><br />

environmental factors on behaviour.<br />

The program <strong>of</strong>fers indepth theoretical, conceptual and applied behavioural science skills.<br />

Introductory courses provide a comprehensive understanding <strong>of</strong> foundational courses in applied<br />

behaviour analysis, cognitive behavioural approaches, special populations, psychology courses<br />

and research and ethics courses. This is followed in the 3 rd and 4 th years by the application <strong>of</strong><br />

theories, methods and techniques in various aspects <strong>of</strong> behavioural science including<br />

counseling, interpr<strong>of</strong>essional collaboration, and issues in behavioural psychology. The<br />

curriculum is also enhanced by the inclusion <strong>of</strong> a strong breadth component.<br />

The degree program combines eight semesters <strong>of</strong> classroom study with one mandatory work<br />

term. The program emphasizes a student-focused learning experience where theoretical<br />

concepts are integrated with experiential learning and practical applications thus helping<br />

students to possess a holistic understanding <strong>of</strong> pr<strong>of</strong>essional knowledge. Case studies are used<br />

extensively throughout the program, as are practical indepth learning experiences in the<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section A, Page 8


counselling labs. The applied aspects <strong>of</strong> the program are reinforced by the work term and the<br />

final semester senior level thesis project where students work on a project from the field <strong>of</strong><br />

behavioural science under the direction <strong>of</strong> faculty.<br />

Graduates <strong>of</strong> the <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> program achieve an indepth understanding<br />

<strong>of</strong> the knowledge, skills and abilities required for work in the field <strong>of</strong> behavioural science as<br />

behaviour analysts, behavioural therapists, mental health workers, youth workers, addictions<br />

workers, autism instructor therapists, and/or serve as workers in a variety <strong>of</strong> social service<br />

settings with vulnerable populations. Analytical, creative and problem solving skills are<br />

developed in both the core courses and in the breadth component <strong>of</strong> the program, enhancing<br />

graduates’ capacities to meet the challenges <strong>of</strong> careers in a wide range <strong>of</strong> non-pr<strong>of</strong>it, community<br />

or government organizations.<br />

<strong>Behavioural</strong> <strong>Science</strong> pr<strong>of</strong>essionals work within a variety <strong>of</strong> interpr<strong>of</strong>essional settings, with a<br />

variety <strong>of</strong> client groups, across the lifespan. These pr<strong>of</strong>essionals adhere to strict ethical<br />

practices in the integration <strong>of</strong> behavioral theory and practice in the design, implementation and<br />

evaluation <strong>of</strong> all aspects <strong>of</strong> multi-dimensional assessment and intervention. With additional<br />

specialized placement graduates will be eligible to apply for certification with the Behaviour<br />

Analyst Certification Board (BACB) as a Board Certified Assistant Behaviour Analyst (BCaBA).<br />

Methods <strong>of</strong> Delivery<br />

The courses will be presented using lectures, tutorials, seminar groups, labs, case studies,<br />

visiting pr<strong>of</strong>essionals, demonstrations and independent research. Each course involves<br />

discussion <strong>of</strong> key issues, practice in applying concepts both orally and in writing, analysis and<br />

interpretation <strong>of</strong> material, and individual feedback on work produced. Students are encouraged<br />

to undertake independent reading to supplement and consolidate what is being taught and to<br />

broaden their knowledge and understanding <strong>of</strong> the subject area.<br />

Nature <strong>of</strong> the Paid Work Term Experience<br />

Students will participate in one mandatory 14-week work term. The placement may be in a<br />

social service, community, educational or health agency or organization where they will have an<br />

opportunity to work in the behavioural science field. During their work placement, students may<br />

have a variety <strong>of</strong> responsibilities including clinical assessments, research based work, working<br />

directly with vulnerable populations, as well as, supporting health care workers, educators,<br />

and/or social science pr<strong>of</strong>essionals. Students will have an opportunity to identify a specific area<br />

<strong>of</strong> interest for their work placement.<br />

Students will be supported by the School <strong>of</strong> Social and Community Services Placement Advisor<br />

who provides tools and resources for assisting students in securing placements. Each year, the<br />

school establishes new employer contacts, permitting students to be better informed about the<br />

field’s functions, needs and career opportunities. Students are responsible for identifying the<br />

nature <strong>of</strong> their work experience, setting up an interview with the industry partner and discussing<br />

and agreeing to the job functions and proposed learning outcomes from the job experience, and<br />

gaining faculty approval. This process prepares students for real life job search skills.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section A, Page 9


Nomenclature<br />

The <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> degree nomenclature reflects both the field <strong>of</strong> study and<br />

the nature <strong>of</strong> the discipline. Humber’s social and community services degrees, including the<br />

behavioural science degree, consist <strong>of</strong> 120 credits, including 10 core courses which address the<br />

fundamental and advanced approaches to behavioural science including courses on applied<br />

behaviour analysis and cognitive behavioural approaches, 5 courses in specific special<br />

populations, 6 psychology courses, 3 research methods courses, 6 courses in ethics and<br />

pr<strong>of</strong>essionalism, and 10 breadth electives. They have been designed to be similar to <strong>Bachelor</strong><br />

degrees with regard to pr<strong>of</strong>essional outcomes and to meet the Board’s Baccalaureate/<strong>Bachelor</strong><br />

Honours Degree Standard, as outlined in the Ontario Credentials Framework. They are<br />

academically rigorous and designed to develop students’ capacities to analyze, formulate, judge<br />

and solve challenging behavioural science problems. It incorporates a substantial use <strong>of</strong> case<br />

studies and research is an important element <strong>of</strong> the program. Students are expected to address<br />

increasingly challenging behavioural science issues and exhibit more sophisticated and<br />

complex levels <strong>of</strong> analysis as they move into upper level courses.<br />

Humber takes a number <strong>of</strong> steps to ensure the program meets degree-level standards, in both<br />

subject matter and outcomes, including:<br />

Benchmarking the program against similar programs and courses in Canada and other<br />

jurisdictions<br />

Having courses developed by faculty members who are familiar with degree-level study<br />

in the field<br />

Having the program reviewed by university pr<strong>of</strong>essors from other institutions<br />

Strategic Fit<br />

The <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> builds on the strong foundation established by Humber’s<br />

existing diploma, graduate certificate and degree programs. It contributes to the School’s goal <strong>of</strong><br />

<strong>of</strong>fering a full-range <strong>of</strong> programming and providing opportunities for diploma graduates who wish<br />

to further their education.<br />

The degree supports Humber’s goal <strong>of</strong> being a leader in polytechnic education and responds<br />

specifically to three <strong>of</strong> the priorities and their supporting initiatives identified within Humber’s<br />

strategic plan.<br />

Priority 1: Manage Enrolment Growth.<br />

The proposed degree <strong>of</strong>fering is the logical next step in Humber’s growth as a vibrant and<br />

responsive post-secondary institution. It also contributes to Humber’s plans as an Institute <strong>of</strong><br />

Technology and Advanced Learning to include a broad range <strong>of</strong> programming, from skills<br />

training to specialized degrees that are responsive to market needs, and to provide educational<br />

pathways for graduates wishing to move from diplomas to degrees.<br />

Priority 2: Commitment to Teaching and Learning<br />

In order to realize Humber’s vision <strong>of</strong> “excellence in polytechnic education” and its commitment<br />

to a learner-centred culture, quality is the cornerstone <strong>of</strong> all the institution’s activities. This<br />

degree program embraces this notion and contributes to the goals <strong>of</strong> enhancing the quality <strong>of</strong><br />

the teaching and learning environment, augmenting resources, enhancing teaching skills, and<br />

providing a broad range <strong>of</strong> opportunities, such as Study Abroad options, for students.<br />

Priority 3: Commitment to Human Resource Planning and Pr<strong>of</strong>essional Development<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section A, Page 10


The program supports this priority through the recruitment <strong>of</strong> qualified candidates with advanced<br />

credentials and the enhancement <strong>of</strong> existing faculty credentials.<br />

Capacity to Deliver<br />

Humber has 10 years <strong>of</strong> experience in <strong>of</strong>fering degree-level education, both through its own<br />

degrees, the first 3 <strong>of</strong> which were launched in 2003, and through collaborative programs with<br />

the University <strong>of</strong> New Brunswick and University <strong>of</strong> Guelph. Humber’s graduates have been<br />

successful both in finding employment and in continuing their education at the Master’s level or<br />

in pr<strong>of</strong>essional degrees such as law.<br />

Since 2001, Humber has taken many steps to enhance its capacity to <strong>of</strong>fer degree-level<br />

programming. Humber has increased the number <strong>of</strong> faculty with terminal credentials. Since<br />

2003, 78 new faculty members with Ph.D.’s have been hired. Current faculty members have<br />

been encouraged to pursue further education. A detailed faculty plan is prepared for each new<br />

degree.<br />

For the <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> program, Humber currently employs several key<br />

faculty members who will form the core <strong>of</strong> the instructional team in the first two years <strong>of</strong><br />

operation, holding either Ph.D./Ed.D. or Master’s level credentials. When hiring is required,<br />

Humber will seek out qualified faculty holding terminal credentials as appropriate for the area <strong>of</strong><br />

study, typically a Ph.D. qualification in <strong>Behavioural</strong> <strong>Science</strong>, Psychology or related discipline.<br />

After undergoing an independent review <strong>of</strong> the breadth curriculum <strong>of</strong>fered by the School <strong>of</strong><br />

Liberal Arts and <strong>Science</strong>s, PEQAB concluded that Humber’s capacity to <strong>of</strong>fer this curriculum<br />

within its degree programs to be satisfactory. New breadth courses were submitted with<br />

Humber’s recent application for consent renewal for its degree in Industrial Design.<br />

Humber is committed to ensuring faculty engage in a level <strong>of</strong> scholarship and research or<br />

creative activity to ensure their currency in the field. Opportunities are provided for faculty<br />

members to attend conferences, present papers and produce scholarly work, and faculty are<br />

encouraged to identify and pursue such activities. In 2009, Humber hired a Dean <strong>of</strong> Research to<br />

advance the research agenda at the college. Humber Research supports and enriches research<br />

opportunities for faculty and students.<br />

Library collections have been enhanced, with Humber investing $5,897,653 to expand library<br />

collections over the past 10 years.<br />

Facilities have been improved through the acquisition, renovation and building <strong>of</strong> new space.<br />

The Humber Lakeshore campus which houses most <strong>of</strong> Humber’s degrees has undergone<br />

significant expansion and classroom facilities have been enhanced. In the period between 2007<br />

and fall 2011, there has been over $80 million spent in construction projects at the Lakeshore<br />

Campus.<br />

The location for the <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> program is the Humber Lakeshore campus<br />

giving students access to those facilities.<br />

Credential Recognition<br />

The design <strong>of</strong> this program is expected to facilitate credit transfer to and credential recognition<br />

by other postsecondary institutions. This is based on the content and academic rigour <strong>of</strong> the<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section A, Page 11


program, the expertise <strong>of</strong> the faculty, and the fact that many courses <strong>of</strong>fered by Humber are<br />

already recognized by universities in Canada, the United States, and Australia.<br />

Issues <strong>of</strong> transferability and equivalence <strong>of</strong> credit have been a focus <strong>of</strong> Humber’s attention in<br />

order to facilitate the mobility needs <strong>of</strong> its graduates. Efforts have been made to ensure that<br />

courses are commensurate with undergraduate instruction (both at the lower and upper levels)<br />

at other postsecondary institutions. For example, the curriculum designers have compared the<br />

proposed curriculum to other similar baccalaureate programs to ensure the curriculum is at a<br />

comparable level. A university pr<strong>of</strong>essor from a related program at University <strong>of</strong> Toronto (Dr.<br />

Lana Stermac, Pr<strong>of</strong>essor, Counselling Psychology Program, Department <strong>of</strong> Applied Psychology<br />

& Human Development) served as an advisory committee member and provided advice and<br />

feedback as the program was developed.<br />

In terms <strong>of</strong> the curriculum quality and currency, an outside qualified academic in the field, Dr.<br />

Maurice Feldman, Pr<strong>of</strong>essor <strong>of</strong> Centre for Applied Disability Studies, Brock University, has<br />

thoroughly assessed the program (excepting non-core courses and previously reviewed corecourses)<br />

and the resulting outcome has been that the program meets expectations related to<br />

bachelor degree work in this field. He found that the program content is current and<br />

comprehensive for students interested in a behavioural science career and thought that one <strong>of</strong><br />

the program’s greatest strengths is the applied aspect. His feedback has been considered by<br />

the development team, program administration, coordinators and faculty and at times, the<br />

curriculum has been amended where appropriate.<br />

In addition, the breadth elective courses should, in most cases, be transferable. Many <strong>of</strong><br />

Humber’s existing courses (for example, courses <strong>of</strong>fered through the Liberal Arts and <strong>Science</strong><br />

Division) have already been recognized as equivalent by universities such as the University <strong>of</strong><br />

Guelph, the University <strong>of</strong> New Brunswick, York University and Thompson Rivers University, as<br />

well as various universities in the United States and Australia.<br />

Rigorous assessments have been built into each course <strong>of</strong> the <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong><br />

including examinations and a variety <strong>of</strong> assignments such as case studies, essays and research<br />

projects. These assessment strategies parallel degree course requirements in other jurisdictions<br />

and will provide graduates with samples <strong>of</strong> degree-level work to include in their applications to<br />

other postsecondary institutions.<br />

Need for Program<br />

The need to develop a <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> was based on analysis <strong>of</strong> the<br />

behavioural science field as a contributor to the well-being <strong>of</strong> Canadians, employment prospects<br />

for graduates, employer support, and student interest. Data was gathered through a number <strong>of</strong><br />

mechanisms including a literature review, a search <strong>of</strong> related websites and surveys <strong>of</strong><br />

employers and students.<br />

The program is responsive to the needs <strong>of</strong> the field. There is both an economic need and a<br />

social need for highly educated <strong>Behavioural</strong> <strong>Science</strong> pr<strong>of</strong>essionals in the current Ontario<br />

landscape. It is evident through the secondary research that follows that both the provincial and<br />

federal governments recognize the critical and imminent economic and social needs and are<br />

prepared to contribute economically to those varied needs.<br />

The Ontario <strong>Behavioural</strong> Support Systems Project has been recently launched and is the first <strong>of</strong><br />

its kind in Canada. The project aims at enabling individuals to live in their homes longer and<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section A, Page 12


emain out <strong>of</strong> long-term care facilities for as long as possible. Additionally, it is aimed at<br />

reducing the use <strong>of</strong> medication and restraints for patients who are already institutionalized. The<br />

number <strong>of</strong> seniors in Ontario is projected to increase by 43% over the next decade and<br />

hundreds <strong>of</strong> new health care pr<strong>of</strong>essionals will be recruited to long-term care homes and<br />

community settings across Ontario.<br />

As part <strong>of</strong> the <strong>Behavioural</strong> Supports Ontario program, there are various projects including the<br />

Aging at Home Strategy where the province <strong>of</strong> Ontario invested $702 million. This funding will<br />

filter through Ontario’s 14 Local Health Integration Networks (LHINs) and will positively impact<br />

the work <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> pr<strong>of</strong>essionals.<br />

In 2011, Ontario’s Health Ministry committed to hiring 700 health-care workers specially trained<br />

in how to recognize and deal with behavioural issues in dementia patients as part <strong>of</strong> a new<br />

program to provide better care for aggressive and difficult patients with Alzheimer’s disease and<br />

other neurological disorders. Pr<strong>of</strong>essionals quoted in a 2011 Globe and Mail article detailing this<br />

issue questioned whether the province would be able to find enough qualified pr<strong>of</strong>essionals as<br />

the training is rarely <strong>of</strong>fered. This degree will help to fill that gap.<br />

The Alzheimer Knowledge Exchange Resource Centre states that over 65% <strong>of</strong> long-term care<br />

residents have dementia <strong>of</strong> mental health issues. Mental health issues greatly affect not only<br />

this group <strong>of</strong> individuals but also the general population where mental health conditions,<br />

particularly anxiety and depression, are the fastest rising causes <strong>of</strong> workplace disability. It is<br />

estimated that mental health disorders cost the Canadian economy approximately $53 billion<br />

annually. There is a strong link between mental health and addiction issues where<br />

approximately 20% <strong>of</strong> people with a mental disorder have a co-occurring substance use<br />

problem, and one in ten Canadians 15 years <strong>of</strong> age and over report symptoms consistent with<br />

alcohol or illicit drug dependence. As such, since 2003 the Ontario government as increased<br />

funding to community mental health services by 80% and there has been a 49% increase in<br />

funding towards addiction programs.<br />

Ontario is not only aiming to improve mental health supports for adults but also children and<br />

families. In 2011, the government released a comprehensive mental health and addictions<br />

strategy aimed at providing high-quality services for 50,000 children and youth including early<br />

identification and support, and helping vulnerable kids with unique needs. The government <strong>of</strong><br />

Ontario will invest $257 million over the next three years.<br />

This degree is a progressive step toward meeting these demands. It draws its strength from:<br />

<br />

<br />

recognition <strong>of</strong> the inter-relatedness <strong>of</strong> social, cultural and economic factors in<br />

determining the value <strong>of</strong> the <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> program as an addition to<br />

the available educational <strong>of</strong>ferings in behavioural science and an opportunity to build on<br />

an area <strong>of</strong> Humber’s strength;<br />

an analysis <strong>of</strong> other programs <strong>of</strong>fered by Ontario postsecondary degree granting<br />

institutions and the conclusion that there is an opportunity to <strong>of</strong>fer a broader and more<br />

contemporary program in behavioural science. The proposed program <strong>of</strong>fers a strong<br />

theoretical basis which fosters resiliency, flexibility and critical thinking in a fast-changing<br />

social and community services landscape. It prepares students with sought-after<br />

behavioural approaches, research, and interpr<strong>of</strong>essional skills, recognizing that the<br />

highest paid jobs to continue to be filled by those with degrees;<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section A, Page 13


the acknowledgement that the current diploma in Developmental Services Worker<br />

<strong>of</strong>fered by Humber attracts students who may already have requirements for degree<br />

level admission; and<br />

employer and Advisory Committee support for the program.<br />

Humber’s proposed <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> degree will provide graduates with a solid<br />

foundation for many positions in many the social, health, education and community services<br />

fields. This solid foundation will also serve well those who choose to further their education and<br />

complete graduate study and certifications in order to move ahead into a specialized area.<br />

Conclusion<br />

After a review <strong>of</strong> the need for a <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> program, Humber determined<br />

it was valuable to add it to its postsecondary <strong>of</strong>ferings because:<br />

<br />

<br />

<br />

<br />

Humber has the proven capacity to provide quality programming in related fields, on<br />

which to draw and build.<br />

The current employment prospects for graduates <strong>of</strong> the proposed program are strong, as<br />

evidenced by primary and secondary research.<br />

The proposed program is attractive to potential students, providing pathways from<br />

secondary school and from existing diploma programs towards degree-level education,<br />

with high levels <strong>of</strong> retention and graduation.<br />

Graduates <strong>of</strong> the proposed program will be prepared to make meaningful contributions in<br />

a range <strong>of</strong> organizations towards the prosperity, sustainability and resiliency <strong>of</strong> Ontario’s<br />

socio-economic future.<br />

Anticipated Enrolment<br />

Humber is planning for an initial cohort <strong>of</strong> 65 students.<br />

Anticipated Start Date<br />

The anticipated start date for the program is September 2014.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section A, Page 14


A4<br />

Program Abstract<br />

This four year <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> program provides students with the knowledge,<br />

skills and abilities required for indepth work in the field <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> with individuals<br />

throughout the lifespan. The program is firmly grounded in the theory, principles and practices <strong>of</strong><br />

<strong>Behavioural</strong> <strong>Science</strong> (applied behaviour analysis and cognitive behavioural approaches) and<br />

psychology. The program focuses on empirical data as it investigates behaviour and cognitive<br />

events and the influence <strong>of</strong> environmental factors on behaviour. A broad perspective within the<br />

field <strong>of</strong> psychology includes the study <strong>of</strong> motivation, emotion, perception, personality, mental<br />

disorders, and genetic factors on human behaviour within the social system.<br />

Courses in the first two years <strong>of</strong> the <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> program provide a strong<br />

foundation in behaviour analytic approaches, psychology, research, and ethics, while<br />

highlighting specific special populations. This is followed in the final two years with further<br />

indepth study <strong>of</strong> ethics and pr<strong>of</strong>essionalism, individual and group counselling, issues in<br />

behavioural psychology, further special populations, and two courses <strong>of</strong> senior thesis work.<br />

Overall, the program emphasizes critical thinking, analytical skills, interpr<strong>of</strong>essional practice,<br />

and leadership. General education is included in the degree to enrich the pr<strong>of</strong>ession. Curriculum<br />

is designed to prepare students to pursue certification as Board Certified Assistant Behaviour<br />

Analysts (BCaBA).<br />

Graduates <strong>of</strong> this program will have the knowledge and skills to pursue further graduate study in<br />

<strong>Behavioural</strong> <strong>Science</strong> or related fields. Graduates will be prepared to successfully gain<br />

employment as behaviour therapists, mental health workers, youth workers, addictions workers,<br />

autism instructor therapists, and/or serve as workers in a variety <strong>of</strong> social service settings with<br />

vulnerable populations. With additional education and experience, graduates may be<br />

considered for roles as counselors and therapists, behaviour analysts, gerontologists, or<br />

coordinators <strong>of</strong> programs in the social service sector.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section A, Page 15


SECTION B: DEGREE<br />

LEVEL STANDAR<br />

RD<br />

In order to ensure that a baccalaureate standard has been attained in each course and across<br />

the program, the program framework and courses were: :<br />

benchmarked against similar<br />

programs and courses in Canada and other jurisdictions,<br />

developed by faculty members who are familiar with degree-level study in the field <strong>of</strong><br />

practice,<br />

reviewed and approved by the program Advisory Committee which include one member<br />

who is currently a pr<strong>of</strong>essor (Dr. Lana Stermac/University <strong>of</strong> Toronto) and other members<br />

who have taught at Ontario universities,<br />

developed in consultation with Humber’s<br />

Planning and Development <strong>of</strong>fice which manages<br />

the development<br />

and approval processess <strong>of</strong> all <strong>of</strong> Humber’s degree level programs, and<br />

assessed by an external reviewer, Dr. Maurice Feldman/Brock University. Excluded from<br />

his<br />

review<br />

were the breadth electives which have been reviewed as<br />

part <strong>of</strong> previous Humber<br />

degree submissions.<br />

Ontario Qualifications<br />

Framework<br />

–<br />

Qualifications Standard for<br />

Baccalaureate/<strong>Bachelor</strong>’s<br />

Degree: Honours<br />

Depth and Breadth <strong>of</strong><br />

Knowledge<br />

a. A developed knowledge and<br />

critical understanding <strong>of</strong> the<br />

key concepts, methodologies,<br />

current<br />

advances, theoretical<br />

approaches and assumptions<br />

in a discipline overall, as well<br />

as in a specialized area <strong>of</strong> a<br />

discipline;<br />

b. A developed understanding <strong>of</strong><br />

many <strong>of</strong> the major fields in a<br />

discipline, including, where<br />

appropriate, from an<br />

interdisciplinary perspective,<br />

and how the fields may<br />

intersect with fields<br />

in related<br />

disciplines;<br />

c. A developed ability<br />

to: i)<br />

gather, review, evaluate and<br />

interpret information; and ii)<br />

compare the merits<br />

<strong>of</strong><br />

alternate hypotheses or<br />

creativee options, relevant to<br />

one or more <strong>of</strong> the major<br />

fields in<br />

a discipline;<br />

d. A developed, detailed<br />

knowledge <strong>of</strong> and experience<br />

How This<br />

Degree Meets the Degree Level Standard<br />

The degree program develops foundational and advanced<br />

knowledge in the assessment, design, applications, and<br />

implications <strong>of</strong> behavioural science practices. Core courses<br />

develop critical concepts, methodologies, and<br />

theoretical<br />

frameworks in the overall field <strong>of</strong> behavioural science.<br />

Students specialize inn areas <strong>of</strong> their interestss through<br />

projects, presentation<br />

ns, and senior level thesis projects<br />

where they deepen and broaden understanding in chosen<br />

areas.<br />

This degree focussess on the specific area <strong>of</strong> behavioural<br />

science which is strongly grounded in the research and<br />

application <strong>of</strong> applied behaviour analysis and<br />

cognitive<br />

behavioural approaches as applied to a wide range <strong>of</strong><br />

individuals<br />

throughout the lifespan including people with<br />

autism, developmental disabilitiess and dual diagnosis,<br />

addictions<br />

and those with dementia and agingg issues.<br />

Graduates<br />

<strong>of</strong> the program will be prepared to<br />

employ the<br />

necessary<br />

skills, knowledge and resilience to<br />

work in the<br />

diverse field <strong>of</strong> behavioural science. The program includes<br />

fundamental competencies found<br />

in Applied Behaviour<br />

Analysis 1 & 2, Cognitive <strong>Behavioural</strong> Approaches 1& 2, and<br />

<strong>Behavioural</strong> Assessment.<br />

In the first<br />

two years, there is a significant depth <strong>of</strong> study that<br />

incorporates special populations,<br />

psychology, research<br />

methods and ethics <strong>of</strong> the pr<strong>of</strong>ession. In senior years, this<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong><br />

Section B, Page 1


Ontario Qualifications<br />

Framework<br />

–<br />

Qualifications Standard for<br />

Baccalaureate/<strong>Bachelor</strong>’s<br />

Degree: Honours<br />

in research in an area <strong>of</strong> the<br />

discipline;<br />

e. Developed critical thinking<br />

and analytical skillss inside<br />

and outside the discipline;<br />

f. The ability to apply<br />

learning<br />

from one or more areas<br />

outside<br />

the discipline.<br />

How This<br />

Degree Meets the Degree Level Standard<br />

depth is continued and extended into advanced levels <strong>of</strong><br />

study where individual and group<br />

counselling<br />

skills are<br />

explored, as well as, research skills and interpr<strong>of</strong>essional<br />

collaboration to ground them in advanced skills required to<br />

work successfully as pr<strong>of</strong>essionals. Those behavioural<br />

science graduates aree pr<strong>of</strong>essionals who counsel, assess,<br />

and facilitate individuals and groups throughout the entiree<br />

lifespan who experience various issues including mental<br />

health issues, autism, , developmental disabilities, dual<br />

diagnosis, addictions, , and aging and dementia.<br />

Each course incorporates discussion <strong>of</strong> key issues, practice<br />

in applying concepts both orally and in writing, analysis and<br />

interpretation <strong>of</strong> material, and individual feedback on work<br />

produced. Students are required to undertakee independent<br />

reading to<br />

supplement and consolidate learning and to<br />

broaden their understanding. As students move into the<br />

upper levels <strong>of</strong> the program, they<br />

are expected to apply major<br />

and competing theoretical paradigms and models to the<br />

evaluation<br />

and resolution <strong>of</strong> behavioural science issues and<br />

problems.<br />

Both lecture and lab-based courses require students to<br />

gather, review and interpret texts, and online readings as<br />

they develop analytical skills. Assignments challenge<br />

students to explore and critically discuss alternative<br />

viewpoints<br />

in the history and theory <strong>of</strong> behavioural science, to<br />

respond critically to issues and themes and to<br />

develop<br />

compelling ideas and concepts.<br />

Students read and critique works by major theorists and<br />

researchers. Critical thinking and analytic skills are<br />

intentionally addressed in both lecture and lab-based<br />

courses, as students make links between theory and practice<br />

and critique the work <strong>of</strong> behavioural science pr<strong>of</strong>essionals<br />

working in<br />

the field. Special topics<br />

and issuess courses are<br />

designed to support students in applying learning and ideas<br />

from other discipliness and their own growing awareness <strong>of</strong><br />

contemporary issues. .<br />

Students are expected to demonstrate critical understanding<br />

<strong>of</strong> the influences in the field <strong>of</strong> behavioural science and the<br />

ways in which they are perceived<br />

by various pr<strong>of</strong>essionals<br />

and individuals from an interdisciplinary perspective. They<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong><br />

Section B, Page 2


Ontario Qualifications<br />

Framework<br />

–<br />

Qualifications Standard for<br />

Baccalaureate/<strong>Bachelor</strong>’s<br />

Degree: Honours<br />

How This<br />

Degree Meets the Degree Level Standard<br />

are encouraged to undertake independent reading to<br />

supplement and consolidate the material covered in the<br />

program and to broaden their knowledge and<br />

understanding<br />

<strong>of</strong> the subject area.<br />

Breadth courses are organized into the following three<br />

categories: Society, Culture and Commerce; <strong>Science</strong> and<br />

Technology; and Artss and Humanities. Students take a total<br />

<strong>of</strong> 10 non-coradvancedd level. Humber has recently expanded its breadth<br />

<strong>of</strong>ferings due to the growth in degree programs. More than<br />

100 courses from 8 academic schools allow students to<br />

courses with two or more courses at an<br />

explore areas <strong>of</strong> interest and passion to enhance their<br />

academicc experiencee and broaden their base<br />

<strong>of</strong> knowledge.<br />

The breadth courses <strong>of</strong>fer students an analytical framework<br />

through which to observe and learn about themselves, their<br />

vocational area <strong>of</strong> study, society, and culture. These courses<br />

<strong>of</strong>fer a perspective that encourages self-reflection and<br />

critique, and provide new opportunities for a rigorous<br />

exploration <strong>of</strong> the relationships between the self and others,<br />

social and<br />

political institutions, ethics and action, art and<br />

culture, and science and the natural world.<br />

Knowledge <strong>of</strong> Methodologies<br />

An understanding <strong>of</strong> methods <strong>of</strong><br />

enquiry or creative activity, or<br />

both, in their primary<br />

area <strong>of</strong><br />

study that enables the student<br />

to:<br />

a. Evaluate the appropriateness<br />

<strong>of</strong> different approaches to<br />

solving<br />

problems using well<br />

established ideas and<br />

techniques;<br />

b. Devise and sustain<br />

arguments or solve<br />

problems<br />

using these methods; and<br />

c. Describe and comment upon<br />

All breadth courses are designed to provide graduates with<br />

the skills, knowledge and awareness neededd for future roles<br />

as pr<strong>of</strong>essionals, citizens and members <strong>of</strong> the global<br />

community. Breadth courses provide more than an<br />

introductory knowledge in the humanities, sciences, social<br />

sciences and global cultures, and/or mathematics.<br />

Methodologies are presented, assessed and applied in all<br />

courses. In theory courses, the methodological traditions<br />

<strong>of</strong><br />

criticism and researchh are investigated and students are<br />

required to formulate, , sustain and<br />

defend critical arguments.<br />

In lecture/ /lab-based courses, a range <strong>of</strong> counselling<br />

techniques and methods are explored and applied. As<br />

students gain pr<strong>of</strong>iciency, they are invited to address<br />

behavioural science issues by assessing and<br />

using the most<br />

suitable therapeutic approaches.<br />

Each course has a list <strong>of</strong><br />

required and supplemental readings which are discussedd in<br />

class. Students are expected to engage in scholarly inquiry<br />

and discourse regarding current research and<br />

practice.<br />

Students investigate primary and secondary research and<br />

qualitative<br />

and quantitative research methodologies.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong><br />

Section B, Page 3


Ontario Qualifications<br />

Framework<br />

–<br />

Qualifications Standard for<br />

Baccalaureate/<strong>Bachelor</strong>’s<br />

Degree: Honours<br />

particular aspects <strong>of</strong> current<br />

research or equivalent<br />

advanced scholarship.<br />

Application <strong>of</strong> Knowledge<br />

a. The ability to review, present<br />

and critically evaluate<br />

qualitative and quantitative<br />

information to:<br />

i. develop lines <strong>of</strong> argument;<br />

ii. make sound judgments in<br />

accordance with<br />

the major<br />

theories, concepts and<br />

methods <strong>of</strong> the subject(s)<br />

<strong>of</strong> study;<br />

iii. apply underlying<br />

concepts,<br />

principles, and techniques<br />

<strong>of</strong> analysis, both<br />

within and<br />

outside the discipline;<br />

iv. where appropriate use this<br />

knowledge in the<br />

creative<br />

process; and<br />

b. The ability to use a range <strong>of</strong><br />

established techniques to:<br />

i. initiate and undertake<br />

critical evaluation <strong>of</strong><br />

arguments, assumptions,<br />

abstract concepts and<br />

How This<br />

Degree Meets the Degree Level Standard<br />

An essential outcomee <strong>of</strong> the program is the design, delivery<br />

and critical analysis and evaluation <strong>of</strong> behavioural<br />

interventions and behavioural science practices. This<br />

competency is introduced in courses throughout the program<br />

but specifically in foundational courses such as Applied<br />

Behaviour Analysis 1 & 2 and Cognitive <strong>Behavioural</strong><br />

Approaches 1 & 2, and developedd through courses such as<br />

Special Topics in Behaviour Analysis and Issues in<br />

<strong>Behavioural</strong> Psychology.<br />

The program requiress students to<br />

undertake sustained<br />

periods <strong>of</strong><br />

independent study in the form <strong>of</strong> a research project<br />

completed<br />

in the final two semesters. This requires students<br />

to complete a major research project and includes completion<br />

and evaluation <strong>of</strong> a comprehensive literature review, an<br />

academicc research paper, presentations and detailed<br />

journaling<br />

<strong>of</strong> the process. The paper will give them the<br />

opportunity to demonstrate the ability to <strong>of</strong>fer<br />

a detailed<br />

analysis <strong>of</strong> problems/topics relevant to the pr<strong>of</strong>essional field<br />

<strong>of</strong> study/practice.<br />

Critical analysis is a key component <strong>of</strong> all behavioural<br />

science courses. Students are expected to apply theories,<br />

concepts and understanding to the assessment,<br />

development, and application <strong>of</strong> the field <strong>of</strong> behavioural<br />

science. Specialized techniques are introduced in year 1 and<br />

extended in years 2,33 & 4 <strong>of</strong> the program, in such courses as<br />

Applied Behaviour Analysis 1 & 2, Cognitive <strong>Behavioural</strong><br />

Approaches 1 & 2, and Counselling courses. In special<br />

populations courses students assess and apply multiple<br />

therapeutic approaches to address various issues present<br />

while critically evaluating their work for its effectiveness.<br />

During lectures, students critically<br />

evaluate historical, social<br />

and cultural contexts <strong>of</strong> behavioural science and apply this<br />

understanding to frame questions, propose responses, and to<br />

develop and justify particular points <strong>of</strong> view. Students are<br />

expected to discuss the global perspectives <strong>of</strong> the role and<br />

function <strong>of</strong> the variouss theories and applications <strong>of</strong><br />

behavioural science inn contemporary society.<br />

The program stimulates inquiry, independent<br />

judgment,<br />

critical self-awareness, analysis and creative approaches<br />

to<br />

behavioural science. The use <strong>of</strong> active learning through case<br />

analysis and project-based inquiry encourages the<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong><br />

Section B, Page 4


Ontario Qualifications<br />

Framework<br />

–<br />

Qualifications Standard for<br />

Baccalaureate/<strong>Bachelor</strong>’s<br />

Degree: Honours<br />

information;<br />

ii. propose solutions;<br />

iii. frame appropriate<br />

questions for the<br />

purpose<br />

<strong>of</strong> solving a problem;<br />

iv. solve a problem or create a<br />

new<br />

work; and<br />

c. The ability to make<br />

critical<br />

use <strong>of</strong> scholarly reviews and<br />

primary<br />

sources.<br />

How This<br />

Degree Meets the Degree Level Standard<br />

development <strong>of</strong> both students’ capacities for independent<br />

learning and their ability to work with others. It develops<br />

students’ abilities to solve problems in creative ways, to<br />

identify and redefine problems, to<br />

raise and address<br />

appropriate issues and to make decisions. In their<br />

discussions, researchh papers and<br />

case analyses, students<br />

are required to present and evaluate relevant<br />

recent research<br />

findings, and to sustain persuasive and logical arguments<br />

that challenge underlying assumptions from a number <strong>of</strong><br />

informed perspectives.<br />

Graduates<br />

<strong>of</strong> the program develop an ability to apply<br />

behavioural science skills to effectively analyze and express<br />

themes and issues from a range <strong>of</strong> pr<strong>of</strong>essional contexts<br />

and<br />

perspectives. This competency is<br />

introduced in cognitive and<br />

applied behaviour analysis courses and is advanced in<br />

courses such as Group <strong>Behavioural</strong> Counselling and<br />

Individual <strong>Behavioural</strong> Counselling.<br />

Students are also expected to interpret and apply theoretical<br />

and ethical frameworks to identify<br />

and solve behavioural<br />

science problems in a variety <strong>of</strong> contexts. This competency is<br />

introducedd in coursess such as Ethics and Pr<strong>of</strong>essionalsm<br />

and<br />

developedd throughoutt the program<br />

in coursess in the<br />

psychology, research and special populations<br />

streams <strong>of</strong><br />

study.<br />

Many <strong>of</strong> the individual courses require case analyses,<br />

presentations, and research papers which provide<br />

increasingly sophisticated practice-based exercises preparing<br />

students for senior level applications required<br />

in the senior<br />

level thesis projects.<br />

Communication Skills<br />

The ability to communicate<br />

information, arguments, and<br />

analysess accurately and<br />

reliably, orally and in writing to<br />

Students participate inn one mandatory work term <strong>of</strong> 14 weeks<br />

<strong>of</strong> pr<strong>of</strong>essional experience, wheree they apply<br />

knowledge and<br />

skills to real life applications. Students research and develop<br />

a plan for their internship placement selecting<br />

from a wide<br />

variety <strong>of</strong> opportunities in community organizations,<br />

government organizations, not-for-pr<strong>of</strong>it organizations.<br />

The ability<br />

to communicate effectively with the level <strong>of</strong><br />

sophistication required for sustained employment and life-<br />

long learning is a coree outcome for all undergraduate<br />

programs. In this program, the focus is additionally on<br />

effectively<br />

communicating with a variety <strong>of</strong> pr<strong>of</strong>essionals<br />

and<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong><br />

Section B, Page 5


Ontario Qualifications<br />

Framework<br />

–<br />

Qualifications Standard for<br />

Baccalaureate/<strong>Bachelor</strong>’s<br />

Degree: Honours<br />

a range <strong>of</strong> audiences.<br />

Awareness <strong>of</strong> Limits <strong>of</strong><br />

Knowledge<br />

An understanding <strong>of</strong> the limits<br />

to their own knowledge and<br />

ability, and an appreciation <strong>of</strong><br />

the uncertainty, ambiguity and<br />

limits to knowledge and how<br />

this might influence analyses<br />

and interpretations.<br />

How This<br />

Degree Meets the Degree Level Standard<br />

specialistss within the field <strong>of</strong> behavioural science to enable<br />

the best outcomes forr clients and<br />

the pr<strong>of</strong>essional<br />

development <strong>of</strong> the graduate. Students are expected to<br />

prepare for classes byy reading and responding to textbooks,<br />

journal articles and websites and to write daily in journals,<br />

papers, critiques and annotations. Students are required to<br />

effectively<br />

communicate complex<br />

narratives and analysiss <strong>of</strong><br />

issues, appropriately<br />

recognizing the intended audience.<br />

Students are requiredd to demonstrate research and<br />

therapeutic skills in their analysis <strong>of</strong> behavioural science.<br />

A core competency too be demonstrated by graduates is to<br />

present ideas and information accurately and<br />

creatively using<br />

written, oral, audio-visual and web-based formats. The<br />

program is designed with recognition <strong>of</strong> the developmental<br />

nature <strong>of</strong> communication abilities. Courses are sequenced to<br />

support students’ learning and to gradually raise expectations<br />

for higher<br />

levels <strong>of</strong> sophistication<br />

and creativity over the four<br />

years <strong>of</strong> the program. .<br />

As students gain pr<strong>of</strong>iciency and become more fully<br />

immersed<br />

in theoretical language<br />

and practical skills, they<br />

become ncreasingly aware <strong>of</strong> the<br />

limits to their knowledge.<br />

This awareness is fostered intentionally through an emphasis<br />

on reflective practice, critique, analysis <strong>of</strong> new<br />

and emerging<br />

trends and<br />

practices and a relentless pursuit <strong>of</strong> excellence. In<br />

theoretical courses, students approach questions <strong>of</strong><br />

behavioural science from psychological, sociological,<br />

historical, and cultural viewpoints. The courses Issues in<br />

<strong>Behavioural</strong> Psychology and Senior Level Thesis Project<br />

1 &<br />

2 are designed to challenge students’ perceptions and<br />

assumptions in termss <strong>of</strong> their own<br />

practical work.<br />

Throughout the program, current standards <strong>of</strong> practice as<br />

well as legal, ethical and regulatory issues will be<br />

emphasized. Students are made aware as new issues arise,<br />

beyond current knowledge. For example, students are kept<br />

current in their understanding <strong>of</strong> the impacts <strong>of</strong> continued<br />

globalization, advances in technology, developing standards,<br />

and legislation. Throughout the program, students are<br />

encouraged to visit key organizations, associations and<br />

government websitess and to review periodicals and academic<br />

journals from the fieldd in order to recognize new<br />

developments that require study.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong><br />

Section B, Page 6


Ontario Qualifications<br />

Framework<br />

–<br />

Qualifications Standard for<br />

Baccalaureate/<strong>Bachelor</strong>’s<br />

Degree: Honours<br />

Pr<strong>of</strong>essional<br />

Capacity/Autonomyy<br />

a. Qualities and transferable<br />

skills necessary for<br />

further<br />

study, employment<br />

t,<br />

community involvement and<br />

other activities requiring:<br />

i. the exercise <strong>of</strong> initiative,<br />

personal responsibility and<br />

accountability in<br />

both<br />

personal and group<br />

contexts;<br />

ii. working effectively with<br />

others;<br />

iii. decision-making<br />

in<br />

complex contexts;<br />

b. The ability to manage their<br />

own learning in changing<br />

circumstances, both within<br />

and outside the discipline and<br />

to select an appropriate<br />

program<br />

<strong>of</strong> further study; and<br />

c. Behaviour consistent with<br />

academic integrity and social<br />

responsibility.<br />

How This<br />

Degree Meets the Degree Level Standard<br />

Throughout the program, students study various schools <strong>of</strong><br />

thought about behavioural science and its related disciplines,<br />

their foundations, explanatory power, limitations, external<br />

influences<br />

and areas requiring further study. As studentss<br />

investigate and use current research in the field to support<br />

any analysis they undertake, they<br />

are challenged to consider<br />

both the limitations in the practical application<br />

<strong>of</strong> the<br />

information to actual problems, as<br />

well as areas that need to<br />

be investigated further.<br />

Each course helps to foster pr<strong>of</strong>essional accountability<br />

through expectations<br />

for self-directed scholarly and<br />

therapeutic projects. Group critiques develop<br />

skills in<br />

providing,<br />

receiving and utilizing constructive feedback<br />

responsibly. Pr<strong>of</strong>essional coursess provide students with<br />

practical skills in organizational practices specific to the field<br />

<strong>of</strong> behavioural science and to general business applications.<br />

In preparation for the work term placement, students are<br />

expected to develop a working knowledge <strong>of</strong> the field to<br />

which they are assigned.<br />

Throughout the program, students are expected to consider<br />

the social and cultural consequences <strong>of</strong> their pr<strong>of</strong>essional<br />

activities and to makee responsiblee decisions. Creative<br />

problem-solving, conflict resolution, effective independent<br />

and group<br />

work are expectations<br />

for the program as<br />

indicators<br />

<strong>of</strong> readiness for pr<strong>of</strong>essional roles.<br />

The program prepares students to take increasing<br />

responsibility for the content and direction <strong>of</strong> their work. It has<br />

been designed to support individual development, as well as<br />

the progressive acquisition <strong>of</strong> independent learning skillss by<br />

promoting<br />

the value <strong>of</strong> additional reading and<br />

research into<br />

areas <strong>of</strong> discussion, and through the use <strong>of</strong> ncreasingly<br />

complex and independent study projects in the final years <strong>of</strong><br />

the program. The need for continual updating<br />

<strong>of</strong> knowledge<br />

from the field is emphasized in all core courses. Throughout<br />

the program, studentss are made aware <strong>of</strong> opportunities to<br />

further their knowledge in the field, both through programs<br />

<strong>of</strong>fered by<br />

pr<strong>of</strong>essional associations as well as through<br />

graduate study. Continuing pr<strong>of</strong>essional development and the<br />

need for currency andd on-going learning are stressed.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong><br />

Section B, Page 7


SECTION C: ADMISSIO<br />

ON, PROMOTION<br />

AND GRADUATION<br />

The following table indicates how<br />

the Humber program meets the Board’s requirements.<br />

Board Requirements for<br />

Admission<br />

Humber<br />

Program Specific<br />

Direct Entry<br />

Admission requirements are<br />

appropriate to the learning<br />

outcome goals <strong>of</strong> the program<br />

and the degree-level<br />

standard. Admission to a<br />

bachelor degree normally<br />

requires at a minimum an<br />

Ontario Secondary School<br />

Diploma or equivalent, six<br />

university or university/college<br />

courses at the Grade 12 level,<br />

a minimum average <strong>of</strong> 65 per<br />

cent and additional<br />

requirements as program<br />

requires.<br />

Ontarioo secondary<br />

school students must<br />

have completed a<br />

minimum <strong>of</strong> a<br />

secondary school<br />

diplomaa (OSSD) with<br />

six 12U, M (U/C) or<br />

OAC level courses,<br />

including Grade 12U<br />

Englishh or OAC<br />

Englishh 1, or<br />

equivalent and a<br />

minimum average <strong>of</strong><br />

65%. In addition to<br />

the minimum average<br />

<strong>of</strong> 65% %, the applicant<br />

must achieve a final<br />

grade <strong>of</strong> not less than<br />

65% in Grade 12U<br />

Englishh and 60% in<br />

each <strong>of</strong>f the other<br />

published subject<br />

requirements for<br />

his/her program <strong>of</strong><br />

interest.<br />

None<br />

Relatedd Policies<br />

See thee Academic<br />

Regulations for<br />

Degreee in the<br />

electronic policies file.<br />

Mature<br />

Students<br />

<br />

<br />

Mature students have<br />

demonstrated<br />

d academic<br />

abilities equivalent to<br />

those <strong>of</strong> Ontario high<br />

school graduates, verified<br />

by successful completion<br />

<strong>of</strong> courses at<br />

the<br />

postseconda<br />

ary level or an<br />

entrance examination.<br />

Credits awards and their<br />

transcript entries are<br />

monitored to avoid givingg<br />

Applicants entering<br />

as<br />

maturee students must<br />

possess the<br />

published subject<br />

requirements or<br />

equivalent in order r to<br />

be accepted for<br />

admission. This<br />

category <strong>of</strong> admission<br />

is for students who<br />

have not completed<br />

secondary school, are<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong><br />

Section C, Page 1


Board Requirements for<br />

Admission<br />

credit twice for the same<br />

learning.<br />

Policies and procedures<br />

applied to assessment,<br />

ncluding provision <strong>of</strong> for<br />

appeal are fully disclosedd<br />

and prominently available.<br />

All personnel involved in<br />

the assessment <strong>of</strong><br />

learning should receive<br />

adequate training for the<br />

functions they perform and<br />

there is provision for their<br />

continued pr<strong>of</strong>essional<br />

development<br />

t.<br />

Advanced standing<br />

decisions are<br />

regularly<br />

monitored, reviewed and<br />

evaluated to ensure their<br />

ongoing validity for the<br />

degree program.<br />

Humber<br />

at leastt 21, and who<br />

have been away from<br />

school for 2 years.<br />

The Humber<br />

Admissions and Study<br />

Committee (HASC)<br />

reviewss applications<br />

from mature students.<br />

Applications from<br />

Maturee Students will<br />

be assessed in<br />

competition with other<br />

new applicants and<br />

admissions will<br />

dependd on<br />

qualifications and the<br />

availability <strong>of</strong> seatss in<br />

the program. Students<br />

are given no<br />

advanced standing<br />

in<br />

the degree and start<br />

at Yearr 1. Admission<br />

policiess for mature<br />

students are clearly<br />

outlinedd in the<br />

academic regulations<br />

which are published<br />

on the college<br />

website.<br />

Maturee students who<br />

have completed<br />

secondary school<br />

apply under the direct<br />

entry requirements.<br />

Maturee students who<br />

have completed some<br />

previous<br />

postsecondary<br />

education apply as<br />

transfer students and<br />

are subject to the<br />

advanced standing<br />

policiess below.<br />

Relatedd Policies<br />

See thee Academic<br />

Program Specific<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong><br />

Section C, Page 2


Board Requirements for<br />

Admission<br />

Humber<br />

Program Specific<br />

Regulations for<br />

Degreee in the<br />

electronic policies file<br />

for the complete<br />

requirements.<br />

Advanced<br />

Standing<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

Credits accepted for<br />

admission to a degree<br />

program are in proportion<br />

to<br />

the affinity<br />

with and/or<br />

applicability to the<br />

specialist content <strong>of</strong> the<br />

program<br />

Are fair, reasonable and<br />

consistent<br />

Identify the bases on<br />

which the decision are<br />

made<br />

Limit the number <strong>of</strong> credits<br />

that will be awarded for<br />

prior diploma<br />

level study<br />

such that advanced<br />

standing to be awarded<br />

does not exceed:<br />

o<br />

67% credit for a 3<br />

year degree program<br />

from a 3 year diploma<br />

program<br />

o<br />

53% degree level<br />

credit for<br />

a 3-year<br />

degree program from<br />

a 2 year diploma<br />

program<br />

o<br />

65% degree level<br />

credit for<br />

a 4-year<br />

degree from a<br />

completed 3 year<br />

diploma<br />

o<br />

40% degree level<br />

credit for<br />

a 4 year<br />

degree program from<br />

a completed 2 year<br />

diploma program<br />

Require a gap analysis<br />

Ensure the degree level<br />

standard and<br />

program<br />

learning outcomes are met<br />

Identify any requirements<br />

Block transfer credits<br />

are based on program<br />

affinity and are<br />

determined throughh a<br />

gap analysis<br />

comparing provincial<br />

diplomaa outcomes to<br />

required degree<br />

outcomes. Block<br />

transfer credits do not<br />

exceedd the guidelines<br />

established in the<br />

PEQAB<br />

benchmarks.<br />

Students are required<br />

to meett all degree<br />

level outcomes in<br />

order too graduate.<br />

Students are also<br />

required to fulfill the<br />

20% breadth<br />

requirement.<br />

Residency<br />

requirement: Transfer<br />

<strong>of</strong> credit for courses,<br />

including those<br />

obtained through a<br />

Letter <strong>of</strong> Permission,<br />

may normally replace<br />

no more than 75% <strong>of</strong><br />

the course credits in<br />

apply program. Credit<br />

for courses obtained<br />

throughh Prior<br />

Learning Assessment<br />

and Recognition may<br />

normally replace no<br />

more than 50% <strong>of</strong> the<br />

course credits in any<br />

appliedd degree<br />

program. For degree<br />

programs, the limit on<br />

For this program,<br />

qualified transfer<br />

students from the<br />

two<br />

year Developmental<br />

Services Worker<br />

Ontario College<br />

Diploma program will<br />

receive a block<br />

transfer <strong>of</strong> 30 credits<br />

(25% <strong>of</strong> degree level<br />

study)<br />

towards the<br />

degree, which is<br />

within<br />

the guidelines<br />

set in the PEQAB<br />

benchmark.<br />

No bridging program<br />

is required. Students<br />

may be required to<br />

take some<br />

‘reachback‘ courses if<br />

they exhibit a greater<br />

gap than indicatedd in<br />

the analysis<br />

Qualified transfer<br />

students from two<br />

year Social Service<br />

Worker and the<br />

Community and<br />

Justice Services<br />

Ontario College<br />

Diploma programs will<br />

receive a block<br />

transfer <strong>of</strong> 15 credits<br />

(12.5%<br />

<strong>of</strong> degree level<br />

study)<br />

towards the<br />

degree, which is<br />

within<br />

the guidelines<br />

set in the PEQAB<br />

benchmark.<br />

No bridging program<br />

is required, although<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong><br />

Section C, Page 3


Board Requirements for<br />

Admission<br />

for bridging studies<br />

Humber<br />

the number <strong>of</strong> credits<br />

that will be awarded<br />

for prior diploma level<br />

study, with and<br />

withoutt affinity, toward<br />

the degree program<br />

(excluding any work<br />

experience/internship<br />

requirements) such<br />

that thee advanced<br />

standing to be<br />

awarded will not<br />

exceed:<br />

a. 65%<br />

<strong>of</strong> the course<br />

credits for a four<br />

yearr degree<br />

program from a<br />

completed threee<br />

yearr diploma<br />

program<br />

b. 40%<br />

<strong>of</strong> the course<br />

credits for a four<br />

yearr degree<br />

program from a<br />

completed two<br />

yearr diploma<br />

program.<br />

Advanced standing<br />

decisions are<br />

periodically reviewed.<br />

The performance <strong>of</strong><br />

students who receive<br />

advanced standing<br />

is<br />

assessed as part <strong>of</strong><br />

the program review<br />

process.<br />

Program Specific<br />

students may be<br />

required to take some<br />

“reach<br />

back” courses<br />

to fill in identified<br />

gaps.<br />

Related Sections <strong>of</strong><br />

Submission<br />

See Sections D9 and<br />

D10 for complete<br />

details<br />

on the block<br />

transfer arrangements<br />

and gap analysis for<br />

this program.<br />

Promotion &<br />

Graduation<br />

Promotion and graduation<br />

requirements are<br />

consistent<br />

Relatedd policies<br />

See thee Academic<br />

Regulations for<br />

Degreee in the<br />

electronic policies file<br />

for the complete<br />

requirements.<br />

Candidates for<br />

graduation will be<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong><br />

Section C, Page 4


Board Requirements for<br />

Admission<br />

with the learning outcome<br />

goals<br />

<strong>of</strong> the program and the<br />

degree level standard and<br />

include:<br />

Appropriate policies<br />

governing academic<br />

remediation,<br />

sanctions,<br />

and suspension<br />

A grading system that is<br />

easily understandable and<br />

meaningful<br />

Acceptable performance<br />

corresponds<br />

to student<br />

work that demonstrates<br />

the degree level has been<br />

achieved<br />

Minimum overall averagee<br />

acceptable achievement<br />

(across all degree<br />

equirements, breadth and<br />

discipline-rela<br />

ated) for<br />

progression in the<br />

program is not lower than<br />

the level typically<br />

designated by C- or 60-<br />

62%<br />

Minimum overall averagee<br />

acceptable achievement<br />

in<br />

discipline related<br />

equirements<br />

for<br />

progression in the<br />

program not lower than<br />

the level typically<br />

designated by a C- or 60-<br />

62%<br />

A higher level <strong>of</strong> overall<br />

achievement<br />

expected in<br />

the main field<br />

or discipline<br />

<strong>of</strong> study than<br />

the overall<br />

average<br />

Humber<br />

required to meet all <strong>of</strong><br />

the following:<br />

a) Students must<br />

complete the program<br />

within 175% <strong>of</strong> the<br />

normal program<br />

duration. For example<br />

a four (4) year<br />

program<br />

has a<br />

maximum completion<br />

timeframe <strong>of</strong> seven<br />

(7) years. Failure to<br />

complete the program<br />

within the 175%<br />

timeframe will require<br />

a student to apply for<br />

re-admission at which<br />

time thee student’s<br />

previous course work<br />

will be evaluated for<br />

currency and the<br />

studentt will be subject<br />

to the curriculum in<br />

place at the time <strong>of</strong>f<br />

re-admission.<br />

b) A 65% weighted<br />

overall cumulative<br />

program<br />

grade point<br />

average (CGPA)<br />

c) Students admitted<br />

to a Humber degree<br />

program<br />

beginningg in<br />

September 2012 must<br />

complete the following<br />

to be eligible to<br />

graduate:<br />

- Two lower-level<br />

breadthh courses from<br />

no lesss than two<br />

different breadth<br />

categories.<br />

Categories are<br />

Society, Culture &<br />

Commerce; <strong>Science</strong><br />

& Technology or Arts<br />

& Humanities.<br />

Completion <strong>of</strong> at least<br />

Program Specific<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong><br />

Section C, Page 5


Board Requirements for<br />

Admission<br />

Humber<br />

30% <strong>of</strong>f breadth<br />

coursess contained in<br />

the degree at the<br />

upper-level.<br />

d) A minimum 20%<br />

<strong>of</strong><br />

the courses taken<br />

must bee breadth<br />

coursess<br />

e) Students must<br />

have taken at leastt<br />

twenty-five percentt<br />

(25%) <strong>of</strong> their credits<br />

for the program at<br />

Humber in order to<br />

satisfy residency<br />

requirements<br />

f) No more than 50%<br />

<strong>of</strong> the program can<br />

be<br />

satisfied through the<br />

Prior Learning<br />

Assessment and<br />

Recognition (PLAR.)<br />

g) Satisfactory<br />

completion <strong>of</strong> the<br />

work term.<br />

Relatedd Policies<br />

See thee Academic<br />

Regulations for<br />

Degreee in the<br />

electronic policies file<br />

for the complete<br />

requirements.<br />

Program Specific<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong><br />

Section C, Page 6


C1<br />

Admission Requiremen<br />

nts for Direct Entry<br />

Academic<br />

Program Admission Requirements<br />

Ontario secondary school students must have completed a minimum<br />

<strong>of</strong> a secondary school diploma (OSSD) with six 12U,<br />

or M (U/C)<br />

courses and a minimum average <strong>of</strong> 65% including Grade 12U<br />

English or equivalent. In addition to the minimum average <strong>of</strong> 65% %,<br />

the applicant must achieve a final grade <strong>of</strong> not less than 60% in each<br />

<strong>of</strong> the<br />

published subject requirements forr his/her program <strong>of</strong> interest.<br />

Related work/volunte<br />

eer<br />

experience<br />

Other (e.g. portfolio,<br />

specialized testing,<br />

interview, G.R.R., etc.)<br />

N/A<br />

N/A<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong><br />

Section C, Page 7


C2<br />

Admission Requiremen<br />

nts for Mature Studentss<br />

See electronic policies file.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong><br />

Section C, Page 8


C3<br />

Promotion and Graduation Requirements<br />

See electronic policies file<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section C, Page 9


C4<br />

Advanced Standing Policies and Requiremen<br />

nts<br />

See electronic policies file.<br />

C4.1 Degree Completion Arrangements<br />

Humber will allow diploma-to-degree<br />

transfer for qualified applicants <strong>of</strong> related diploma<br />

programs according to the policies articulated in Section C4 <strong>of</strong> this proposal and with<br />

the<br />

maximum amount <strong>of</strong> transfer credits falling withinn the PEQAB<br />

benchmark.<br />

Specifically, block transfer will be granted for:<br />

• Qualified graduates <strong>of</strong> two year Development<br />

tal Services Worker Ontario Collegee<br />

Diploma programs, who will require six additional semesters <strong>of</strong> degree-level study to<br />

complete the requirements for the<br />

degree. Graduates would receive a block credit<br />

transfer <strong>of</strong> up to 25% <strong>of</strong> degree-level credits. Graduates must have an overall GPA <strong>of</strong><br />

70 per cent or better in their diploma program<br />

to be considered for admission to the<br />

degree. Graduates must also possess ENG4U or Humber’s ENG4U or Humber’s<br />

College Reading and Writing Skills (WRIT100) and Workplace Writing Skills<br />

(WRIT200) with an average grade<br />

<strong>of</strong> 70 per cent.<br />

• Qualified graduates <strong>of</strong> the two year Social Service Worker and the Community and<br />

Justice Services Ontario College Diploma programs, who<br />

will requiree seven<br />

additional<br />

semesters <strong>of</strong> degree-level study too complete the requirements for the<br />

degree. Graduates would receivee a block credit transfer <strong>of</strong> up to 12.5% <strong>of</strong> degree-<br />

level credits. Graduates must have an overall GPA <strong>of</strong> 70 per cent or better in their<br />

diploma program to be considered for admission to the degree. Graduates must also<br />

possess ENG4U or Humber’s College Reading and Writing Skills (WRIT100) and<br />

Workplace Writing Skills (WRIT200) with an average grade <strong>of</strong> 70 per<br />

cent.<br />

Notes:<br />

1 Qualified graduates <strong>of</strong> the above diploma programs who exhibit a greater gap in either<br />

non-core (breadth) or pr<strong>of</strong>essional core courses may be required to take<br />

additional<br />

coursework to<br />

complete requirement<br />

s for graduation from the<br />

degree.<br />

2 G<br />

Graduates <strong>of</strong> all other programs will be considered on an individual basis.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong><br />

Section C, Page 10


SECTION D: PROGRAM CONTENT STANDARD<br />

Humber has taken steps to confirm that the content <strong>of</strong> this proposed program, in both<br />

subject matter and final outcomes, meets the degree-level standard as stated in the<br />

Handbook for Ontario Colleges in the following ways:<br />

<br />

<br />

<br />

<br />

<br />

<br />

The non-core course component <strong>of</strong> the program meets PEQAB‘s standards where<br />

at least 20% <strong>of</strong> the curriculum credit hours are outside the field <strong>of</strong> study in order to<br />

further the student‘s breadth <strong>of</strong> knowledge. The non-core component in the<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> constitutes 25% <strong>of</strong> the program curriculum.<br />

The development team has conducted in-depth research to compare this program<br />

with other related diploma and degree programs in Ontario. This research confirms<br />

that the program addresses similar curriculum content as <strong>of</strong>fered in diploma level<br />

study but with greater emphasis on integration <strong>of</strong> theory with practice, intellectual<br />

rigour, scholarship, business acumen, and social/political/cultural awareness. In<br />

addition, this proposed program differs significantly from non-degree study in<br />

fostering a conceptual and applied understanding <strong>of</strong> the greater behavioural<br />

science field.<br />

Similar to diploma programs, there is an intentional focus on employability skills,<br />

but the degree program more acutely recognizes the need for graduates with<br />

greater capacity for conceptual and analytical thought.<br />

The proposed program has been designed in alignment with the undergraduate<br />

degree level expectations <strong>of</strong> the Ontario Qualifications Framework and compared<br />

with other baccalaureate programs in behavioural science in Ontario and<br />

elsewhere. It compares favourably in terms <strong>of</strong> breadth and rigour, as witnessed by<br />

letters <strong>of</strong> recognition from Brock University and the University <strong>of</strong> Toronto included<br />

in Section G.<br />

In terms <strong>of</strong> the curriculum quality and currency, an outside qualified academic in<br />

the field, Dr. Maurice Feldman <strong>of</strong> the Faculty <strong>of</strong> Social <strong>Science</strong>s Centre for Applied<br />

Disability Studies at Brock University thoroughly assessed the program during its<br />

development phases, and commended the program for its well-conceived and<br />

comprehensive curriculum <strong>of</strong> studies. He felt that the program highlighted well<br />

foundational principles, research and the most current developments in applied<br />

behaviour analysis, cognitive behaviour therapy and applied psychology.<br />

Additionally, Dr. Feldman commented that the applied nature <strong>of</strong> the program was a<br />

great strength as it impressively balanced basic science with application.<br />

He suggested modifications which were considered by the development team,<br />

program administration, coordinators and faculty and the curriculum was amended<br />

where appropriate. Dr. Feldman‘s CV, a summary <strong>of</strong> his report and Humber‘s<br />

detailed response have been included in this submission (see Section Q).<br />

In addition, one outside qualified academic in the field, Dr. Lana Stermac<br />

(University <strong>of</strong> Toronto) assessed the curriculum (except for non-core courses) as a<br />

member <strong>of</strong> the program advisory committee and provided specific feedback which<br />

has been incorporated into the final drafts <strong>of</strong> some curriculum outlines.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 1


The program has been endorsed by our Program Advisory Committee, as<br />

thorough, current and useful, addressing the pr<strong>of</strong>ound needs <strong>of</strong> the behavioural<br />

science field in the Greater Toronto Area and beyond.<br />

Program Overview<br />

Graduates <strong>of</strong> the <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> (BBS) program achieve an indepth<br />

understanding <strong>of</strong> the knowledge, skills and abilities required for work in the field <strong>of</strong><br />

behavioural science with individuals throughout the lifespan. The program is firmly<br />

grounded in the theory, principles and practices <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> (applied<br />

behaviour analysis and cognitive behavioural approaches) and psychology. The program<br />

focuses on empirical data as it investigates behaviour and cognitive events and the<br />

influence <strong>of</strong> environmental factors on behaviour. A broad perspective within the field <strong>of</strong><br />

psychology includes the study <strong>of</strong> motivation, emotion, perception, personality, mental<br />

disorders, and genetic factors on human behaviour within the social system.<br />

The program <strong>of</strong>fers indepth theoretical, conceptual and applied behavioural science skills.<br />

Introductory courses provide a comprehensive understanding <strong>of</strong> foundational courses in<br />

applied behaviour analysis, cognitive behavioural approaches, special populations,<br />

psychology courses and research and ethics courses. This is followed in the 3 rd and 4 th<br />

years by the application <strong>of</strong> theories, methods and techniques in various aspects <strong>of</strong><br />

behavioural science including counseling, interpr<strong>of</strong>essional collaboration, and issues in<br />

behavioural psychology. The curriculum is also enhanced by the inclusion <strong>of</strong> a strong<br />

breadth component. The program emphasizes a student-focused learning experience<br />

where theoretical concepts are integrated with practical applications. Case studies are<br />

used extensively throughout the program. The applied aspects <strong>of</strong> the program are<br />

reinforced by the work term and the final semester senior level thesis project where<br />

students work on a project from the field <strong>of</strong> behavioural science under the direction <strong>of</strong><br />

faculty.<br />

The degree meets all <strong>of</strong> the ethical and pr<strong>of</strong>essional standards and certification criteria <strong>of</strong><br />

the Behavior Analyst Certification Board (BACB), the certification standard for Behavioral<br />

Analysts in North America. One <strong>of</strong> the important functions <strong>of</strong> the BACB is the approval <strong>of</strong><br />

degree level training programs. Although graduates <strong>of</strong> the program would not be eligible<br />

for BACB Board Certified Assistant Behavior Analyst (BCaBA) certification without<br />

additional BACB supervised fieldwork and practicum experience after graduation, the<br />

program will meet the approved course work component <strong>of</strong> the requirements for the<br />

BCaBA certification.<br />

The Behavior Analyst Certification Board Fourth Edition Task List for BCaBA certification<br />

assesses the skills required for practice as a behaviour analyst including Basic Behavior-<br />

Analytic Skills, Client-Centred Responsibilities, and Foundational Knowledge. Each<br />

section explores mastered concepts, tasks, skills and procedures required for pr<strong>of</strong>essional<br />

practice as well as, pr<strong>of</strong>essional disciplinary and ethical standards, and guidelines for<br />

responsible conduct for pr<strong>of</strong>essional behaviour analysts.<br />

All <strong>of</strong> these required skills are introduced and developed within the <strong>Bachelor</strong> <strong>of</strong><br />

<strong>Behavioural</strong> <strong>Science</strong> program, producing graduates prepared to practice as behaviour<br />

analysts, behavioural therapists, mental health workers, youth workers, addictions<br />

workers, autism instructor therapists, and/or serve as workers in a variety <strong>of</strong> social service<br />

settings with vulnerable populations.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 2


Analytical, creative and problem solving skills are developed in both the core courses and<br />

in the breadth component <strong>of</strong> the program, enhancing graduates‘ capacities to meet the<br />

challenges <strong>of</strong> careers in a wide range <strong>of</strong> non-pr<strong>of</strong>it, community or governmental<br />

organizations.<br />

Depth and Breadth <strong>of</strong> Knowledge in the Field<br />

The larger discipline <strong>of</strong> behavioural science encompasses a diverse and far-ranging field<br />

which includes multiple disciplines that explore the work <strong>of</strong> organisms in the natural world<br />

and may include fields <strong>of</strong> study including psychology, neuropsychology, and cognitive<br />

science.<br />

This degree focusses on the specific area <strong>of</strong> behavioural science which is strongly<br />

grounded in the research and application <strong>of</strong> applied behaviour analysis and cognitive<br />

behavioural approaches as applied to a wide range <strong>of</strong> individuals throughout the lifespan<br />

including people with autism, developmental disabilities and dual diagnosis, addictions<br />

and those with dementia and aging issues. Behaviour Analysis has achieved mainstream<br />

attention through the application <strong>of</strong> principles <strong>of</strong> behaviour to children with autism. In<br />

Ontario, some postsecondary educational programs have developed and adapted<br />

curriculum to educate and train students in this field. <strong>Behavioural</strong> <strong>Science</strong> has wider<br />

application and the potential to contribute and develop in many ways in addition to autism.<br />

A degree level program with opportunities for students to pursue this field in diverse ways<br />

is needed. Humber‘s Ad-Hoc Advisory Committee have recommended a broader<br />

application that includes cognitive behavioural therapy, interpr<strong>of</strong>essional collaborations<br />

(IPC), knowledge translation, and adult education which is greatly reflected in this degree.<br />

<strong>Behavioural</strong> <strong>Science</strong> pr<strong>of</strong>essionals have the knowledge and skills to creatively utilize,<br />

apply and communicate, an empirically-based, behavioural framework. They work within a<br />

variety <strong>of</strong> interpr<strong>of</strong>essional settings, with a variety <strong>of</strong> client groups, across the lifespan.<br />

These pr<strong>of</strong>essionals adhere to strict ethical practices in the integration <strong>of</strong> behavioral<br />

theory and practice in the design, implementation and evaluation <strong>of</strong> all aspects <strong>of</strong> multidimensional<br />

assessment and intervention. <strong>Behavioural</strong> <strong>Science</strong> pr<strong>of</strong>essionals have the<br />

knowledge and skills in applied behaviour analysis and cognitive behaviour approaches<br />

and are eligible for certification with the Behaviour Analyst Certification Board (BACB) as<br />

a Board Certified Assistant Behaviour Analyst (BCaBA).<br />

In addition to their clinical and educative work, <strong>Behavioural</strong> <strong>Science</strong> pr<strong>of</strong>essionals also<br />

facilitate the future utilization and dissemination <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> through<br />

mediation, counselling, and consultation work, as well as, academic research and writing,<br />

in various settings for social, health and mental health benefits.<br />

Pr<strong>of</strong>essionals in this field are informed collaborators within interpr<strong>of</strong>essional (IPC)<br />

contexts and contribute to the dissemination <strong>of</strong> the principles and practice <strong>of</strong> behavioural<br />

science within their scope <strong>of</strong> practice. They use a scientist–practitioner model <strong>of</strong> practice<br />

and effectively communicate, orally and in writing, to individuals, teams and in groups.<br />

The <strong>Behavioural</strong> <strong>Science</strong> pr<strong>of</strong>essional practices in clinical and educational settings and<br />

has skills in group facilitation and mediator training applying knowledge and skills across<br />

all age groups, in settings such as schools, residential facilities, family homes, health and<br />

mental health care facilities, and the community. Pr<strong>of</strong>essionals possess knowledge and<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 3


selective experience in working with individuals with autism, developmental disabilities,<br />

mental health issues, addictions, dementia, and aging issues.<br />

Graduates <strong>of</strong> the program are prepared to employ the necessary skills, knowledge and<br />

resilience to work in the diverse field <strong>of</strong> behavioural science. The program includes<br />

fundamental competencies in found in Applied Behaviour Analysis 1 & 2, Cognitive<br />

<strong>Behavioural</strong> Approaches 1& 2, and <strong>Behavioural</strong> Assessment.<br />

In the first two years, there is a significant depth <strong>of</strong> study that incorporates special<br />

populations, psychology, research methods and ethics <strong>of</strong> the pr<strong>of</strong>ession. In senior years,<br />

this depth is continued and extended into advanced levels <strong>of</strong> study where<br />

individual and group counseling skills are explored, research skills and interpr<strong>of</strong>essional<br />

collaboration to ground them in advanced skills required to work successfully as<br />

pr<strong>of</strong>essionals who counsel, assess, and facilitate individuals and groups throughout the<br />

entire lifespan who experience various issues including mental health issues, autism,<br />

developmental disabilities, dual diagnosis, addictions, and aging and dementia.<br />

An essential outcome <strong>of</strong> the program is the the design, delivery and critical analysis and<br />

evaluation <strong>of</strong> behavioural interventions and behavioural science practices. This<br />

competency is introduced in courses throughout the program but specifically in<br />

foundational courses such as Applied Behaviour Analysis 1 & 2 and Cognitive <strong>Behavioural</strong><br />

Approaches 1 & 2, and developed through courses such as Special Topics in Behaviour<br />

Analysis and Issues in <strong>Behavioural</strong> Psychology.<br />

Each course incorporates discussion <strong>of</strong> key issues, practice in applying concepts both<br />

orally and in writing, analysis and interpretation <strong>of</strong> material, and individual feedback on<br />

work produced. Students are required to undertake independent reading to supplement<br />

and consolidate learning and to broaden their understanding. As students move into the<br />

upper levels <strong>of</strong> the program, they are expected to apply major and competing theoretical<br />

paradigms and models to the evaluation and resolution <strong>of</strong> behavioural science issues and<br />

problems.<br />

Depth and Breadth <strong>of</strong> Knowledge Outside the Field<br />

The program provides students with a range <strong>of</strong> theoretical frameworks drawn from<br />

business, the social sciences, arts, humanities and science as a basis for critical analysis<br />

and innovative decision-making. The blending <strong>of</strong> liberal arts with pr<strong>of</strong>essional programspecific<br />

curricula <strong>of</strong>fers opportunities for the enhancement <strong>of</strong> the workplace skills and the<br />

knowledge and understanding graduates need to take leadership roles in their pr<strong>of</strong>essions<br />

and within the broader community. Breadth courses are organized into the following three<br />

categories: Society, Culture and Commerce; <strong>Science</strong> and Technology; and Arts and<br />

Humanities. Students take a total <strong>of</strong> 10 non-core courses with two or more courses at an<br />

advanced level. Humber has recently expanded its breadth <strong>of</strong>ferings due to the growth in<br />

degree programs. More than 100 courses from 8 academic schools allow students to<br />

explore areas <strong>of</strong> interest and passion to enhance their academic experience and broaden<br />

their base <strong>of</strong> knowledge. Updates to Humber‘s breadth <strong>of</strong>ferings recently have been<br />

submitted to PEQAB as part <strong>of</strong> the <strong>Bachelor</strong> <strong>of</strong> Applied Technology (Industrial Design)<br />

Consent Renewal Application. The intent <strong>of</strong> breadth component underscores the adage<br />

coined by Michael P. Hart, an internationally recognized marketing and presentation skills<br />

speaker and trainer:<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 4


―The ability to speak eloquently is not to be confused with having something to say.―<br />

The breadth courses <strong>of</strong>fer students an analytical framework through which to observe and<br />

learn about themselves, their vocational area <strong>of</strong> study, society, and culture. These<br />

courses <strong>of</strong>fer a perspective that encourages self-reflection and critique, and provide new<br />

opportunities for a rigorous exploration <strong>of</strong> the relationships between the self and others,<br />

social and political institutions, ethics and action, art and culture, and science and the<br />

natural world. They are centred in, but not necessarily limited to, the liberal arts and<br />

sciences. These courses may be grounded in the modes <strong>of</strong> analysis <strong>of</strong> a particular<br />

discipline or they may assemble and integrate the insights <strong>of</strong> several subject areas in an<br />

interdisciplinary manner.<br />

History <strong>of</strong> Degree Level Breadth at Humber<br />

In its initial 2001 degree submissions, Humber included a package <strong>of</strong> eighteen degree<br />

level elective courses to be <strong>of</strong>fered to students registered in the first two degree programs.<br />

These elective courses were developed by faculty members in Humber‘s School <strong>of</strong> Liberal<br />

Arts and <strong>Science</strong>. At the time <strong>of</strong> the submissions to PEQAB, these faculty members were<br />

also developing elective courses for the joint degree/diploma programs <strong>of</strong>fered to students<br />

enrolled in University <strong>of</strong> Guelph-Humber programs. All <strong>of</strong> the courses were favourably<br />

reviewed by the breadth assessor designated by PEQAB.<br />

Following the initial PEQAB submissions, the School <strong>of</strong> Liberal Arts and <strong>Science</strong><br />

continued to add breadth courses to the pool as more degrees were developed, reviewed<br />

and implemented. By the time Humber was given Ministerial Consent in 2005 to <strong>of</strong>fer the<br />

<strong>Bachelor</strong> <strong>of</strong> Applied Music (Contemporary Music) degree, the School <strong>of</strong> Liberal Arts and<br />

<strong>Science</strong> had developed thirty-one courses addressing both the upper and lower level in<br />

the following breadth categories: Arts and Literature; Social <strong>Science</strong>s and Humanities;<br />

and Natural <strong>Science</strong>s and Technology. In addition, the School developed and <strong>of</strong>fered<br />

statistics and research methods courses for the various degree programs. The<br />

designation <strong>of</strong> the statistics and research methods courses as ―core‖ or ―non-core‖ shifts<br />

in relation to the degree area <strong>of</strong> study.<br />

In the development <strong>of</strong> the breadth courses, the School <strong>of</strong> Liberal Arts and <strong>Science</strong> sought<br />

the advice <strong>of</strong> discipline specialists outside <strong>of</strong> Humber as well as vocational faculty and<br />

students. Over the years, the breadth outlines which appeared in Humber‘s degree<br />

proposals included those which were not only to be reviewed by PEQAB assessors but<br />

many <strong>of</strong> which had also been reviewed by the University <strong>of</strong> Guelph‘s Senate and the<br />

Faculty <strong>of</strong> Nursing and Senate at the University <strong>of</strong> New Brunswick.<br />

The original design <strong>of</strong> Humber‘s breadth courses was guided by the PEQAB breadth<br />

benchmarks as well as the following five goals:<br />

<br />

<br />

<br />

Lifelong Learning: To afford students an opportunity to develop a foundation <strong>of</strong><br />

knowledge and skills necessary to a life <strong>of</strong> learning and adaptation.<br />

Self-knowledge: To help students develop the ability to critically analyze the forces<br />

that shape their values, ideas, and personal circumstances so that they can cultivate a<br />

thoughtful, realistic, and positive sense <strong>of</strong> themselves.<br />

Global Perspectives: To help students understand the global forces that are shaping<br />

their local community, through an examination <strong>of</strong> diverse theories, narratives and<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 5


histories about the environment, work, family, marketplace, politics, arts, sciences,<br />

and technology.<br />

Citizenship: To provide the community with educated graduates who are ethical,<br />

pr<strong>of</strong>essional, and productive in the public workplace and who are informed and<br />

engaged citizens.<br />

Relevance: To evolve in a manner that is responsive and relevant to students and the<br />

changing circumstances in which they live.<br />

The New PEQAB Breadth Standards – 2009<br />

When PEQAB released its new breadth standards in 2009, Humber was the first college<br />

to prepare and submit a comprehensive program breadth application. The PEQAB<br />

reviewer <strong>of</strong> that submission (Dr. Peter Emberley, Pr<strong>of</strong>essor <strong>of</strong> Political <strong>Science</strong>, Carleton<br />

University) concluded that Humber‘s capacity to <strong>of</strong>fer breadth education meets or exceeds<br />

the Board‘s requirements. Dr. Emberley‘s submitted a very positive and detailed report <strong>of</strong><br />

Humber‘s breadth package and provided Humber with some interesting suggestions for<br />

course areas <strong>of</strong> development for the future. In his report conclusion, he wrote:<br />

Over all, if my own students participated in Humber College’s breadth courses, I am<br />

certain that they would be animated, would experience the thrill <strong>of</strong> true intellectual<br />

discovery and debate, and in the process constitute themselves as a community <strong>of</strong> truly<br />

intellectual seekers.<br />

Following Dr. Emberley‘s review <strong>of</strong> Humber‘s breadth/liberal arts curriculum against the<br />

Board‘s new requirement and the Board assessment <strong>of</strong> that review, Humber received<br />

notification from the Ministry that ―the Board found Humber‘s overall capacity to <strong>of</strong>fer a<br />

liberal arts curriculum within its degree programs in applied areas <strong>of</strong> study to be<br />

satisfactory.‖<br />

The Humber Breadth Task Force<br />

The breadth component <strong>of</strong> its programs is an important consideration in the design <strong>of</strong><br />

each and every degree program at Humber. Over the past ten years, as the number <strong>of</strong><br />

degrees <strong>of</strong>fered increased and the fields <strong>of</strong> study expanded, there emerged a need to<br />

review the purpose and complexity <strong>of</strong> the degree breadth courses. Included in this<br />

assessment was the desire to consider the weighting <strong>of</strong> core and non-core courses (which<br />

affects not only the content <strong>of</strong> the core area <strong>of</strong> study but also affects student transferability<br />

and credit recognition), the overall goals and status <strong>of</strong> the non-core breadth courses,<br />

student satisfaction with the range <strong>of</strong> non-core course <strong>of</strong>ferings, the approval process for<br />

breadth courses and the areas <strong>of</strong> future growth <strong>of</strong> breadth education at Humber.<br />

In 2010 the Vice President Academic struck a Humber Breadth Task Force to review the<br />

comprehensiveness <strong>of</strong> the degree breadth package. Members from Humber‘s Degree<br />

Council were asked to sit on this committee in addition to other faculty representatives.<br />

This faculty-driven task force was asked to review the current state <strong>of</strong> breadth and<br />

prepare a list <strong>of</strong> recommendations to the Vice President Academic. The task force was<br />

supported by key academic administrators from two academic schools, the planning and<br />

development <strong>of</strong>fice and the <strong>of</strong>fice <strong>of</strong> the registrar.<br />

The Breadth Task Force solicited opinions from academic school heads, faculty members<br />

and students. Town hall sessions were held at both campuses and suggestions and<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 6


feedback were received verbally and in writing by a number <strong>of</strong> key stakeholders. The<br />

nature and purpose <strong>of</strong> breadth education was also discussed with a number <strong>of</strong> degree<br />

program advisory committee members. In addition, the Task Force reviewed the<br />

definitions and practices in a wide variety <strong>of</strong> postsecondary institutions in Canada and the<br />

U.S. as well as institutions in Europe, Britain, Australia and parts <strong>of</strong> Asia.<br />

Working from the PEQAB breadth requirements and its own findings, the Breadth Task<br />

Force formulated a plan for the future <strong>of</strong> breadth at Humber and submitted its<br />

recommendations to the <strong>of</strong>fice <strong>of</strong> the Vice President. The recommendations were also<br />

posted on the Humber breadth web site and presented to a range <strong>of</strong> committees including<br />

Degree Council, the Academic Operations Committee, Academic Council and the Deans‘<br />

Council. The breadth recommendations included:<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

Definitions <strong>of</strong> core and non-core courses<br />

The introduction <strong>of</strong> new breadth categories for all breadth courses and one<br />

foundations course per category.<br />

The characteristics and requirements expected <strong>of</strong> lower and upper level breadth<br />

courses<br />

The need to release designated breadth courses in current programs <strong>of</strong> study in<br />

order to give students more choice and more options<br />

The opportunity for any academic school to <strong>of</strong>fer breadth courses provided faculty<br />

members associated with the development and delivery <strong>of</strong> the courses possess<br />

the appropriate graduate credentials.<br />

The need for a breadth course approval and implementation committee to manage<br />

the process for breadth course submission and approval. Included in this<br />

recommendation was the need to ensure that the breadth courses would meet<br />

PEQAB requirements for degree level study and breadth.<br />

Clarification with regard to the role <strong>of</strong> the Registrar‘s Office in the management <strong>of</strong><br />

breadth course <strong>of</strong>ferings to ensure the appropriate rotation <strong>of</strong> courses to meet<br />

breadth category requirements as well as to ensure that all students gain access<br />

to an appropriate range <strong>of</strong> upper and lower level courses in each category. In the<br />

scheduling and timetabling process, the committee also recommended that<br />

Registration Office maintain the responsibility to ensure that the capacity <strong>of</strong> the<br />

school to <strong>of</strong>fer the course is verified, appropriate facilities are in place to support<br />

delivery and that there is a mechanism to track student progress.<br />

The committee also included a recommendation regarding future degree design and had<br />

the following two recommendations as a result <strong>of</strong> its discussions:<br />

<br />

<br />

With regard to existing degrees, it is recommended that Schools be encouraged to<br />

consider releasing designated breadth courses from their schedules <strong>of</strong> study. This<br />

will serve to increase the amount <strong>of</strong> choice for our existing degree students.<br />

With regard to new degree development, it is recommended that, the maximum<br />

80% core: minimum 20% breadth ratio be examined, so that our degree programs<br />

provide additional breadth opportunities for students.<br />

Breadth Implementation Committee – Current Status & New Courses<br />

After reviewing the Task Force Recommendations, the Vice President Academic agreed<br />

that a breadth implementation committee should be struck. The mandate <strong>of</strong> this<br />

committee (combination <strong>of</strong> faculty, administrators and representatives from the Office <strong>of</strong><br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 7


the Registrar) was to ―review, evaluate and categorize breadth courses to enable the<br />

implementation and maintenance <strong>of</strong> the degree program breadth requirements‖. It was<br />

recognized that not all <strong>of</strong> the recommendations from the task force could be addressed<br />

(e.g., one foundations course per category) until the new student registration system is in<br />

place (Fall 2013). Other changes such as the changes to degree design would be<br />

implemented gradually as new programs are developed and existing programs go through<br />

the consent renewal process. At the time <strong>of</strong> writing, the new model for degrees at Humber<br />

requires the inclusion <strong>of</strong> 10 free choice breadth electives. Conversions from designated<br />

electives to free choice electives have been a part <strong>of</strong> the recent consent renewal<br />

applications for the following degrees:<br />

<br />

<br />

<br />

<strong>Bachelor</strong> <strong>of</strong> Music<br />

<strong>Bachelor</strong> <strong>of</strong> Interior Design<br />

<strong>Bachelor</strong> <strong>of</strong> Creative Advertising<br />

The specific tasks and responsibilities <strong>of</strong> the Breadth Implementation committee were set<br />

in January 2012 as follows:<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

Establish a template or framework for breadth course proposal submissions.<br />

Review and evaluate breadth course proposals submitted by the Schools.<br />

Define and clarify the types <strong>of</strong> courses which belong to each <strong>of</strong> the three breadth<br />

categories.<br />

Designate breadth course proposals into upper or lower level <strong>of</strong>ferings.<br />

Identify gaps remaining in course <strong>of</strong>ferings.<br />

Examine breadth course restrictions and equates, this includes all core courses,<br />

from a particular degree program, which could be taken as breadth courses by a<br />

non-major student.<br />

Report to the Vice President Academic on any issues that may impede the<br />

implementation and maintenance <strong>of</strong> the breadth requirements.<br />

Generate interest for all School‘s to <strong>of</strong>fer breadth courses.<br />

Breadth Definitions:<br />

Working from the recommendations <strong>of</strong> the Breadth Task Force, the Committee adopted<br />

the following definitions for breadth education and breadth categories.<br />

1. Core Courses<br />

Core courses are those that contribute to the development <strong>of</strong> knowledge in the main<br />

field(s) <strong>of</strong> study. Core Courses can be in the main field(s) <strong>of</strong> study, or in related fields. 1<br />

Within this category <strong>of</strong> courses, there are:<br />

<br />

<br />

Mandated Courses: Courses designated by the Schedule <strong>of</strong> Studies.<br />

Core/Discipline-Related Electives: Courses within, or related to, the program‘s<br />

field <strong>of</strong> study <strong>of</strong> which the student is allowed a selection. Core electives may or<br />

may not exist within a given program.<br />

1 <strong>Postsecondary</strong> <strong>Education</strong> <strong>Quality</strong> Assessment Board, Degree Breadth Criteria, June 2010.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 8


2. Non-Core Courses (Breadth Courses):<br />

Non-core Courses are those that contribute to knowledge in fields unrelated to the main<br />

field(s) <strong>of</strong> study.<br />

All breadth courses are designed to provide graduates with the skills, knowledge, and<br />

awareness that they will need for their future roles as pr<strong>of</strong>essionals, citizens, and<br />

members <strong>of</strong> a global community. These courses will provide students with a more than<br />

introductory knowledge in the humanities, sciences, social sciences, global cultures,<br />

and/or mathematics.<br />

Within this category <strong>of</strong> courses, there are:<br />

<br />

<br />

Foundation Courses: Humber‘s breadth courses are <strong>of</strong>fered in three categories<br />

(Society, Culture and Commerce; <strong>Science</strong> and Technology; Arts and<br />

Humanities). All lower level courses are foundation courses. Degree level<br />

students are required to complete a lower course in at least one <strong>of</strong> the breadth<br />

categories.<br />

Breadth Electives: Courses which provide students with an opportunity to<br />

explore areas <strong>of</strong> interest. These courses could be used to explore a discipline<br />

the student hasn‘t been exposed to, or to augment knowledge in an area <strong>of</strong><br />

study.<br />

Definitions <strong>of</strong> Breadth Categories<br />

Breadth courses are to be classified into the following three categories:<br />

1. Society, Culture and Commerce (SCC)<br />

This category includes the social sciences, and commerce. Courses in this category<br />

examine: i) human society and social relationships, including anthropology, political<br />

science, psychology, sociology, education, communication, and law; and ii) the exchange<br />

<strong>of</strong> goods and services between nations or people, including business studies, and<br />

economics.<br />

2. <strong>Science</strong> and Technology (ST)<br />

This category includes the natural sciences, the formal sciences, and technology. Courses<br />

in this category examine: i) the objects, phenomena, or laws <strong>of</strong> nature and the physical<br />

world, including biology, chemistry, and physics; ii) formal systems, including logic,<br />

mathematics, and statistics; and iii) the application <strong>of</strong> science to industry or commerce,<br />

including computer science and engineering.<br />

3. Arts and Humanities (AH)<br />

This category includes the humanities and the fine arts. Courses in this category examine:<br />

i) the human experience or condition, including languages, literature, history, philosophy,<br />

and religion; and ii) the fine arts, including music, art, dance, and drama.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 9


In the submission <strong>of</strong> courses to the breadth committee, developers are asked to provide a<br />

rationale as to why the course meets the criteria <strong>of</strong> the category identified.<br />

Lower and Upper Level Course Designation<br />

Breadth courses will be designated as lower or upper level <strong>of</strong>ferings, based on the range<br />

<strong>of</strong> complexity represented in the course learning outcomes, the course content, and/or the<br />

abilities required <strong>of</strong> the student, as reflected in the methods <strong>of</strong> evaluation.<br />

More specifically, lower level courses will be those that have learning outcomes consistent<br />

with the lower end <strong>of</strong> Bloom‘s Taxonomy, and upper level courses will be those with<br />

learning outcomes reflecting the greater content mastery required when working from the<br />

upper end <strong>of</strong> Bloom‘s Taxonomy.<br />

All lower level courses include a significant emphasis on the development <strong>of</strong><br />

competencies in one or more <strong>of</strong> the following areas:<br />

<br />

<br />

<br />

Writing<br />

Reading<br />

Numeracy<br />

Both lower and upper level courses will also contribute to the development <strong>of</strong> other<br />

competencies such as:<br />

<br />

<br />

<br />

<br />

Critical Thinking<br />

Research Skills<br />

Verbal/Presentation skills<br />

Other skills ________<br />

(Note: In the submission <strong>of</strong> new outlines developers are asked to indicate which<br />

competencies are emphasized in the course. Additionally, as identified as a PEQAB<br />

requirement, upper level breadth courses will contribute to more than an introductory<br />

knowledge in the humanities, sciences, social sciences, global cultures, and/or<br />

mathematics; and more than introductory knowledge <strong>of</strong> the distinctive assumptions and<br />

modes <strong>of</strong> analysis <strong>of</strong> a discipline outside the core field(s) <strong>of</strong> study.)<br />

In addition:<br />

Some courses may have a suggested pre-requisite. (At the current time, this is not the<br />

norm but as more degrees are <strong>of</strong>fered and more breadth courses become available,<br />

guidelines around prerequisites will likely evolve.)<br />

Students are required to complete one lower level breadth course in at least two <strong>of</strong> the<br />

three breadth categories.<br />

Students are required to complete one upper level breadth course in at least two <strong>of</strong><br />

the three breadth categories.<br />

Students complete the remaining breadth degree requirements as free choice from the<br />

courses <strong>of</strong>fered in the breadth categories. However, no more than 70% <strong>of</strong> their<br />

breadth courses may be at the lower level.<br />

The distinction between a lower-level and upper-level breadth course is assessed by the<br />

breadth implementation committee based on:<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 10


Amount <strong>of</strong> writing required<br />

Required reading<br />

Nature <strong>of</strong> the assignments and evaluations<br />

Current Breadth Status<br />

Since January 2012, the Committee has:<br />

<br />

<br />

<br />

<br />

<br />

Identified all lower level courses as foundation courses.<br />

Reviewed the existing and approved lower and upper level breadth courses and<br />

placed them in the appropriate category.<br />

Developed a course submission process, template and assessment form<br />

Received and reviewed 39 new breadth courses for future delivery. These<br />

courses were included in this submission for the <strong>Bachelor</strong> <strong>of</strong> Applied Technology<br />

(Industrial Design) Consent Renewal.<br />

Established a process for the management <strong>of</strong> the student records and schedules<br />

to ensure that there is a rotation <strong>of</strong> choice <strong>of</strong> lower and upper level courses and<br />

that at a minimum <strong>of</strong> 50% <strong>of</strong> the courses are taught by a faculty member with a<br />

terminal credential in the field <strong>of</strong> study or in a related field <strong>of</strong> study (normally a<br />

doctorate).<br />

The approval process is an iterative process and the committee ensures that it is satisfied<br />

that all <strong>of</strong> the breadth elements are adequately addressed before a course can be put on<br />

the approval list. All breadth course outlines must come back for review every four years<br />

noting that the appropriateness <strong>of</strong> the courses will also be reviewed as part <strong>of</strong> every<br />

degree self-study.<br />

Conceptual and Methodological Awareness<br />

All courses are designed to develop and employ critical thinking skills alongside the<br />

acquisition <strong>of</strong> knowledge and skills associated with behavioural science. The program<br />

immerses students in the field <strong>of</strong> behavioural science as an area for critical analysis while<br />

encouraging the continual indepth development <strong>of</strong> pr<strong>of</strong>essional skills. Students become<br />

critical practitioners as they experience various behavioural approaches enabling personal<br />

and pr<strong>of</strong>essional growth through readings, reflective practices, experiential learning,<br />

presentations, and research.<br />

Each course balances experiential learning and theoretical work where students are<br />

exposed to current research, disciplinary issues, and modes <strong>of</strong> analysis used in the area<br />

<strong>of</strong> study. In their experiential learning in these courses, students apply skills and learnings<br />

in cognitive and behavioural analysis, counselling techniques, and interpr<strong>of</strong>essional<br />

collaboration to design, implement and analytically evaluate specific behavioural science<br />

practices for individuals with diverse issues throughout the lifespan. In the senior years <strong>of</strong><br />

the program, students further develop and apply their methodological awareness to the<br />

field <strong>of</strong> behavioural science, as they study advanced research skills, counselling, and<br />

consultation skills. The use <strong>of</strong> counselling labs, case analyses, and visiting experts in<br />

many courses in the program provide opportunities to explore the implications <strong>of</strong> current<br />

issues and recent research findings. Students are also able to pursue graduate studies in<br />

the field <strong>of</strong> behavioural science and related fields. The successful completion <strong>of</strong> the<br />

research courses and senior level thesis projects 1 & 2 enables this option.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 11


Graduates <strong>of</strong> the program are able to gather, review, evaluate, interpret and express<br />

information using a range <strong>of</strong> well-developed analytic and scientific methodologies. This<br />

competency is introduced in first and second year behavioural approaches courses, and<br />

further developed in courses such as <strong>Behavioural</strong> Pharmacology, Psychometrics, and<br />

Special Topics in Behaviour Analysis.<br />

Students are expected to practice as behavioural science pr<strong>of</strong>essionals using cognitive<br />

and behavioural analysis recognizing the needs <strong>of</strong> individuals, the community, and the<br />

means <strong>of</strong> managing organizations, non-pr<strong>of</strong>its, government organizations, and community<br />

enterprises. This competency is introduced in courses such as Interpr<strong>of</strong>essional<br />

Collaboration and is advanced throughout the program in such courses as Issues in<br />

<strong>Behavioural</strong> Psychology and Consultation Skills.<br />

All courses develop students‘ methodological and conceptual awareness through<br />

readings, assignments, lectures, demonstrations, counselling labs, scenarios, projects<br />

and other learning activities which are designed to support pr<strong>of</strong>iciency in behavioural<br />

science while also fostering flexibility, and resilience to adapt to emerging trends,<br />

practices and challenges in this ever-changing landscape.<br />

Application <strong>of</strong> Knowledge<br />

A significant focus <strong>of</strong> the program is the integration <strong>of</strong> the conceptual and the applied<br />

aspects <strong>of</strong> the program. Coursework and the work placement experience provide<br />

opportunities for the application <strong>of</strong> practical skills. Students use current practices in<br />

behavioural science throughout the program to develop and apply their skills and develop<br />

knowledge and strategies based on real-world situations.<br />

The program stimulates inquiry, independent judgment, critical self-awareness, analysis<br />

and creative approaches to behavioural science. The use <strong>of</strong> active learning through case<br />

analysis and project-based inquiry encourages the development <strong>of</strong> both students‘<br />

capacities for independent learning and their ability to work with others. It develops<br />

students‘ abilities to solve problems in creative ways, to identify and redefine problems, to<br />

raise and address appropriate issues and to make decisions. In their discussions,<br />

research papers and case analyses, students are required to present and evaluate<br />

relevant recent research findings, and to sustain persuasive and logical arguments that<br />

challenge underlying assumptions from a number <strong>of</strong> informed perspectives.<br />

Graduates <strong>of</strong> the program develop an ability to apply behavioural science skills to<br />

effectively analyze and express themes and issues from a range <strong>of</strong> pr<strong>of</strong>essional contexts<br />

and perspectives. This competency is introduced in cognitive and applied behaviour<br />

analysis courses and is advanced in courses such as Group <strong>Behavioural</strong> Counselling and<br />

Individual <strong>Behavioural</strong> Counselling.<br />

Students are also expected to interpret and apply theoretical and ethical frameworks to<br />

identify and solve behavioural science problems in a variety <strong>of</strong> contexts. This competency<br />

is introduced in courses such as Ethics and Pr<strong>of</strong>essionalsm and developed throughout the<br />

program in courses in the psychology, research and special populations streams <strong>of</strong> study.<br />

Many <strong>of</strong> the individual courses require case analyses, presentations, and research papers<br />

which provide increasingly sophisticated practice-based exercises preparing students for<br />

senior level applications required in the senior level thesis projects.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 12


Students participate in one mandatory work term <strong>of</strong> 14 weeks <strong>of</strong> pr<strong>of</strong>essional experience,<br />

where they apply knowledge and skills to real life applications. Students research and<br />

develop a plan for their internship placement selecting from a wide variety <strong>of</strong> opportunities<br />

in community organizations, government organizations, not-for-pr<strong>of</strong>it organizations.<br />

Communication Skills<br />

The ability to communicate effectively with the level <strong>of</strong> sophistication required for<br />

sustained employment and life-long learning is a core outcome for all undergraduate<br />

programs. In this program, the focus is additionally on effectively communicating with a<br />

variety <strong>of</strong> pr<strong>of</strong>essionals and specialists within the field <strong>of</strong> behavioural science to enable<br />

the best outcomes for clients and the pr<strong>of</strong>essional development <strong>of</strong> the graduate. The<br />

advisory committee for this program and employer survey results overwhelmingly<br />

emphasized the core skills <strong>of</strong> precise writing and oral communication as highest priorities<br />

for new graduates as pr<strong>of</strong>essionals <strong>of</strong>ten write assessment and intervention plans in<br />

addition to counseling, facilitating and consulting. The program has been designed to<br />

support the development <strong>of</strong> these skills through direct and indirect means in every course<br />

in each year <strong>of</strong> the program. Students are expected to prepare for classes by reading and<br />

responding to textbooks, journal articles and websites and to write daily in journals,<br />

papers, critiques and annotations. In research courses, counseling and consultation<br />

courses, students are expected to communicate effectively in written and oral form.<br />

A core competency to be demonstrated by graduates is to present ideas and information<br />

accurately and creatively using written, oral, audio-visual and web-based formats. The<br />

program is designed with recognition <strong>of</strong> the developmental nature <strong>of</strong> communication<br />

abilities. Courses are sequenced to support students‘ learning and to gradually raise<br />

expectations for higher levels <strong>of</strong> sophistication and creativity over the four years <strong>of</strong> the<br />

program.<br />

Awareness <strong>of</strong> the Limits <strong>of</strong> Knowledge<br />

As students gain pr<strong>of</strong>iciency and become more fully immersed in theoretical language and<br />

practical skills, they become increasingly aware <strong>of</strong> the limits to their knowledge. This<br />

awareness is fostered intentionally through an emphasis on reflective practice, critique,<br />

analysis <strong>of</strong> new and emerging trends and practices and a relentless pursuit <strong>of</strong> excellence.<br />

In theoretical courses, students approach questions <strong>of</strong> behavioural science from<br />

psychological, sociological, historical, and cultural viewpoints. The courses Issues in<br />

<strong>Behavioural</strong> Psychology and Senior Level Thesis Project 1 & 2 are designed to challenge<br />

students‘ perceptions and assumptions in terms <strong>of</strong> their own practical work.<br />

Throughout the program, current standards <strong>of</strong> practice as well as legal, ethical and<br />

regulatory issues will be emphasized. Students are made aware as new issues arise,<br />

beyond current knowledge. For example, students are kept current in their understanding<br />

<strong>of</strong> the impacts <strong>of</strong> continued globalization, advances in technology, developing standards,<br />

and legislation. Throughout the program, students are encouraged to visit key<br />

organizations, associations and government websites and to review periodicals and<br />

academic journals from the field in order to recognize new developments that require<br />

study.<br />

Throughout the program, students study various schools <strong>of</strong> thought about behavioural<br />

science and its related disciplines, their foundations, explanatory power, limitations,<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 13


external influences and areas requiring further study. As students investigate and use<br />

current research in the field to support any analysis they undertake, they are challenged to<br />

consider both the limitations in the practical application <strong>of</strong> the information to actual<br />

problems, as well as areas that need to be investigated further.<br />

Pr<strong>of</strong>essional Capacity/Autonomy<br />

The program has been designed to address specific pr<strong>of</strong>essional skills which provide the<br />

foundation for a student‘s academic, employment, pr<strong>of</strong>essional, and personal success.<br />

These skills include initiative, personal responsibility, accountability, teamwork, decisionmaking,<br />

management <strong>of</strong> learning, and behaviour consistent with academic integrity and<br />

social responsibility. Graduates <strong>of</strong> this program emerge with the following skills:<br />

<br />

<br />

<br />

<br />

<br />

<br />

interpersonal skills derived from group assignments, interactions with faculty and<br />

representatives from the field, and relevant work experience,<br />

independent research and delivery skills developed from the research projects<br />

built into various courses throughout the program,<br />

problem solving and decision-making strategies developed through using<br />

simulations and case analyses,<br />

teamwork and negotiation skills developed through team assignments,<br />

time and project management skills gained through planning and completing a<br />

variety <strong>of</strong> projects and assignments,<br />

self-awareness, openness and sensitivity to diversity in terms <strong>of</strong> people, cultures,<br />

and through rigorous reflection, critique and analysis.<br />

In addition, the program emphasizes and promotes the need for independent and<br />

continuous learning. The program is delivered with this principle in mind, as well as with<br />

the need to strategically define areas <strong>of</strong> interest and expertise. This program produces<br />

highly competent behavioural science pr<strong>of</strong>essionals while affording students the<br />

opportunity to develop their special areas <strong>of</strong> interest and expertise through selected<br />

assignments, presentations, project choices, and work experience.<br />

The program prepares students to take increasing responsibility for the content and<br />

direction <strong>of</strong> their work. It has been designed to support individual development, as well as<br />

the progressive acquisition <strong>of</strong> independent learning skills by promoting the value <strong>of</strong><br />

additional reading and research into areas <strong>of</strong> discussion, and through the use <strong>of</strong><br />

increasingly complex and independent study projects in the final years <strong>of</strong> the program.<br />

The need for continual updating <strong>of</strong> knowledge from the field is emphasized in all core<br />

courses. Throughout the program, students are made aware <strong>of</strong> opportunities to further<br />

their knowledge in the field, both through programs <strong>of</strong>fered by pr<strong>of</strong>essional associations<br />

as well as through graduate study. Continuing pr<strong>of</strong>essional development and the need for<br />

currency and on-going learning are stressed.<br />

Through the review <strong>of</strong> the field, academic journals, discussions with leaders from the field<br />

and ongoing review <strong>of</strong> publications, students are able to identify their role in the dynamic<br />

and increasingly complex field <strong>of</strong> behavioural science.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 14


D2<br />

Pr<strong>of</strong>essional Accreditation<br />

D2.1 Pr<strong>of</strong>essional / Accreditation Associations Requirements & Standards<br />

<br />

<br />

<br />

The Ontario Association for Behaviour Analysis (ONTABA) is an Affiliate<br />

Chapter <strong>of</strong> the Association for Behaviour Analysis International and supports<br />

the Behavior Analyst Certification Board (BACB). ONTABA currently has<br />

members from pr<strong>of</strong>essions such as education, nursing, health care and<br />

psychology.<br />

ONTABA‘s vision is to foster a culture <strong>of</strong> excellence, integrity, and expertise for<br />

the advancement and promotion <strong>of</strong> the science <strong>of</strong> behaviour analysis.<br />

ONTABA‘s mission is to demonstrate leadership, knowledge, and innovation in<br />

education, training, and research for the ethical and effective application <strong>of</strong><br />

behaviour analysis.<br />

In requesting the support <strong>of</strong> the program, the ONTABA Board drafted and voted on<br />

a criteria based on the BACB course sequence and ABAI accreditation criteria for<br />

undergraduate programs on which to base their support. The ONTABA Board<br />

compared Humber‘s program with course hours and ONTABA‘s criteria for<br />

support. This comparison is attached below. In light <strong>of</strong> this positive comparison<br />

and considering the role <strong>of</strong> ONTABA in the community, the ONTABA Board<br />

decided that they could support Humber‘s program in <strong>Behavioural</strong> <strong>Science</strong> and<br />

their letter <strong>of</strong> support follows.<br />

At this time, Humber is in the process <strong>of</strong> applying to the Behavior Analyst<br />

Certification Board (BACB) for formal approval <strong>of</strong> degree level training for the<br />

Board Certified Assistant Behavior Analyst (BCaBA). The application requires<br />

Humber‘s program to meet stringent behaviour analyst issues including theory,<br />

methodology, and ethics. The submission requires detailed mapping <strong>of</strong> course<br />

topics, learning outcomes, course outlines and faculty CV‘s for submission. The<br />

application will be submitted in full in January 2013. An update on the status <strong>of</strong> the<br />

submission will be provided at the time <strong>of</strong> review.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 31


<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 32


D2.2 Letters from Pr<strong>of</strong>essional/Accreditation Associations<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 33


D3<br />

Learning Outcomes<br />

D3.1 Degree Level Learning Outcomes<br />

Degree Level Learning Outcomes<br />

Upon graduation <strong>of</strong> a baccalaureate degree<br />

program, the graduate will demonstrate sufficient<br />

rigour, breadth and depth required to satisfy<br />

Ontario Qualifications framework. Specifically, a<br />

graduate will:<br />

1. Demonstrate more than an introductory<br />

knowledge <strong>of</strong> the overall discipline/major<br />

field(s) as well as a specialized area within<br />

that discipline.<br />

2. Demonstrate more than an introductory<br />

knowledge <strong>of</strong> a discipline outside the core<br />

field(s) <strong>of</strong> study.<br />

3. Conduct modes <strong>of</strong> inquiry/analysis which<br />

reflect multiple perspectives found within and<br />

outside the field <strong>of</strong> study.<br />

4. Conduct inquiries and critically evaluate<br />

arguments, assumptions, abstract concepts<br />

and data (qualitative and quantitative) to make<br />

judgments and to frame appropriate questions,<br />

arguments and solutions using methodologies<br />

inherent in the discipline/field <strong>of</strong> study.<br />

Courses or course segments that<br />

contribute to achievement <strong>of</strong> outcome<br />

Note: All <strong>of</strong> the courses in the degree<br />

contribute to the attainment <strong>of</strong> the degree<br />

level outcomes but the following courses or<br />

course segments emphasize specific<br />

aspects <strong>of</strong> the outcomes.<br />

Research in <strong>Behavioural</strong> <strong>Science</strong><br />

Group <strong>Behavioural</strong> Counselling<br />

Individual <strong>Behavioural</strong> Counselling<br />

Interpr<strong>of</strong>essional Collaboration<br />

Senior Level Thesis Project 1 & 2<br />

Psychometrics<br />

Special Topics in Behaviour Analysis<br />

Issues in <strong>Behavioural</strong> Psychology<br />

Consultation Skills<br />

Breadth Courses Years 3 & 4<br />

Research in <strong>Behavioural</strong> <strong>Science</strong><br />

Senior Level Thesis Project 1 & 2<br />

Special Topics in Behaviour Analysis<br />

Issues in <strong>Behavioural</strong> Psychology<br />

Consultation Skills<br />

All Breadth Courses<br />

Applied Behaviour Analysis 1 & 2<br />

Cognitive <strong>Behavioural</strong> Approaches 1 &<br />

2<br />

Developmental Disabilities & Dual<br />

Diagnosis<br />

<strong>Behavioural</strong> Assessment<br />

Autism Spectrum Disorders<br />

Quantitative Research Methods<br />

Qualitative Research Methods<br />

Ethics and Pr<strong>of</strong>essionalism<br />

<strong>Behavioural</strong> Pharmacology<br />

Aging and Dementia<br />

Group <strong>Behavioural</strong> Counselling<br />

Addictions<br />

Interpr<strong>of</strong>essional Collaboration<br />

Individual <strong>Behavioural</strong> Counselling<br />

Research in <strong>Behavioural</strong> <strong>Science</strong><br />

Senior Level Thesis Project 1 & 2<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 34


Degree Level Learning Outcomes<br />

5. Communicate information, ideas, problems<br />

and solutions to both specialist and nonspecialist<br />

audiences.<br />

6. Analyze the historical and contemporary<br />

developments <strong>of</strong> the field.<br />

7. Plan, conduct and evaluate applied research<br />

and/or produce a body <strong>of</strong> original, creative<br />

work.<br />

8. Demonstrate leadership skills as well as,<br />

collaboration, cooperation and consultation<br />

skills as a team member.<br />

9. Demonstrate the skills, knowledge and abilities<br />

required for both further education and<br />

successful employment in the field <strong>of</strong> study.<br />

10. Adhere to academic, pr<strong>of</strong>essional, ethical and<br />

legal codes <strong>of</strong> conduct.<br />

Courses or course segments that<br />

contribute to achievement <strong>of</strong> outcome<br />

<br />

<br />

<br />

<br />

Psychometrics<br />

Special Topics in Behaviour Analysis<br />

Issues in <strong>Behavioural</strong> Psychology<br />

Consultation Skills<br />

Developmental Disabilities & Dual<br />

Diagnosis<br />

<strong>Behavioural</strong> Assessment<br />

Autism Spectrum Disorders<br />

Ethics and Pr<strong>of</strong>essionalism<br />

Aging and Dementia<br />

Group <strong>Behavioural</strong> Counselling<br />

Addictions<br />

Interpr<strong>of</strong>essional Collaboration<br />

Individual <strong>Behavioural</strong> Counselling<br />

Research in <strong>Behavioural</strong> <strong>Science</strong><br />

Senior Level Thesis Project 1 & 2<br />

Psychometrics<br />

Organizational Behaviour<br />

Special Topics in Behaviour Analysis<br />

Issues in <strong>Behavioural</strong> Psychology<br />

Consultation Skills<br />

<br />

<br />

<br />

<br />

Ethics and Pr<strong>of</strong>essionalism<br />

Research in <strong>Behavioural</strong> <strong>Science</strong><br />

Special Topics in <strong>Behavioural</strong> Analysis<br />

Issues in <strong>Behavioural</strong> Psychology<br />

Quantitative Research Methods<br />

Qualitative Research Methods<br />

Research in <strong>Behavioural</strong> <strong>Science</strong><br />

Work Placement<br />

Senior Level Thesis Project 1 & 2<br />

Interpr<strong>of</strong>essional Collaboration<br />

Work Placement<br />

Senior Level Thesis Project 1 & 2<br />

Special Topics in Behaviour Analysis<br />

Issues in <strong>Behavioural</strong> Psychology<br />

Consultation Skills<br />

All courses, specifically:<br />

Interpr<strong>of</strong>essional Collaboration<br />

Senior Level Thesis Project 1 & 2<br />

Special Topics in Behaviour Analysis<br />

Issues in <strong>Behavioural</strong> Psychology<br />

Consultation Skills<br />

All courses, specifically:<br />

Ethics and Pr<strong>of</strong>essionalism<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 35


Degree Level Learning Outcomes<br />

Courses or course segments that<br />

contribute to achievement <strong>of</strong> outcome<br />

<br />

Interpr<strong>of</strong>essional Collaboration<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 36


D3.2 Core Program Level Learning Outcomes<br />

D3.2.1 Design <strong>of</strong> Program Learning Outcomes:<br />

The development team aligned the design <strong>of</strong> program learning outcomes with the<br />

University Degree Level Expectations (UDLE) as set out by the Ontario Qualifications<br />

Framework. The six categories <strong>of</strong> expectations provided structure to a set <strong>of</strong> overall<br />

program outcomes.<br />

UDLE Category<br />

1. Depth and<br />

Breadth <strong>of</strong><br />

Knowledge<br />

2. Knowledge <strong>of</strong><br />

Methodologies<br />

3. Application <strong>of</strong><br />

Knowledge<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Program Learning Outcomes<br />

1. Critically review and utilize research and evidence in behavioural<br />

assessment, intervention and education.<br />

2. Analyze and review current theories, treatment options, and<br />

pr<strong>of</strong>essional practices in <strong>Behavioural</strong> <strong>Science</strong> and general<br />

psychology.<br />

3. Examine and explain the application <strong>of</strong> Behavioral <strong>Science</strong> with<br />

specific special populations.<br />

4. Design, implement and present single subject research.<br />

5. Research, analyze and interpret qualitative and quantitative<br />

information in <strong>Behavioural</strong> <strong>Science</strong> within the wider context <strong>of</strong><br />

clinical psychology and pharmacology.<br />

6. Apply theories and best practices for individual and group<br />

counselling in a behavioral context.<br />

7. Integrate and deliver behavioural services within a wide range <strong>of</strong><br />

community settings including social, health and educational.<br />

8. Design, conduct and analyze behavioural and cognitive<br />

behavioural assessments.<br />

9. Propose, design, write and evaluate, utilizing behavioural<br />

measures, behavioural and cognitive behavioural interventions for<br />

a variety <strong>of</strong> client groups.<br />

4.Communication<br />

Skills<br />

10. Plan, co-facilitate and evaluate cognitive behavioural groups.<br />

11. Design and deliver educational material using a variety <strong>of</strong> modes,<br />

utilizing principles <strong>of</strong> adult education and knowledge translation.<br />

12. Write pr<strong>of</strong>essional-style reports, behaviour assessment and<br />

intervention plans, and educational materials.<br />

13. Teach mediators to implement assessment and intervention<br />

plans.<br />

14. Explain and teach behavioural concepts using accessible<br />

language and/or terminology depending on the needs <strong>of</strong> the<br />

learner, colleague, client or other stakeholder.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 37


UDLE Category<br />

5. Awareness <strong>of</strong><br />

the Limits <strong>of</strong><br />

Knowledge<br />

6. Pr<strong>of</strong>essional<br />

Capacity /<br />

Autonomy<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Program Learning Outcomes<br />

15. Deliver pr<strong>of</strong>essional services according to ethical guidelines within<br />

the scope <strong>of</strong> practice.<br />

16. Acknowledge the limits <strong>of</strong> knowledge in the field <strong>of</strong> behavioural<br />

science through pr<strong>of</strong>essional practices and academic writing.<br />

17. Work collaboratively within an inter-pr<strong>of</strong>essional team to deliver<br />

behavioural services to a variety <strong>of</strong> clients.<br />

18. Practice leadership and adult education principles to contribute to<br />

the development <strong>of</strong> the field <strong>of</strong> behavioural science and<br />

organizational development.<br />

19. Manage and direct own continuous learning, pursuing<br />

opportunities for constant renewal <strong>of</strong> skills, knowledge and<br />

attitudes.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 38


D3.2.2 Core Program Level Learning Outcomes<br />

Program Level Learning Outcomes<br />

1. Critically review and utilize research and<br />

evidence in behavioural assessment,<br />

intervention and education.<br />

2. Analyze and review current theories,<br />

treatment options, and pr<strong>of</strong>essional<br />

practices in <strong>Behavioural</strong> <strong>Science</strong> and<br />

general psychology.<br />

Courses or course segments that<br />

contribute to achievement <strong>of</strong><br />

outcome<br />

Applied Behaviour Analysis 1 & 2<br />

Cognitive <strong>Behavioural</strong> Approaches 1<br />

& 2<br />

Communications for <strong>Behavioural</strong><br />

<strong>Science</strong><br />

Counselling and Facilitation Skills<br />

Developmental Disabilities and Dual<br />

Diagnosis<br />

<strong>Behavioural</strong> Assessment<br />

Autism Spectrum Disorders<br />

Ethics and Pr<strong>of</strong>essionalism<br />

Mental Health Across the Lifespan<br />

<strong>Behavioural</strong> Pharmacology<br />

Aging & Dementia<br />

Research in <strong>Behavioural</strong> <strong>Science</strong><br />

Group <strong>Behavioural</strong> Counselling<br />

Individual <strong>Behavioural</strong> Counselling<br />

Addictions<br />

Interpr<strong>of</strong>essional Collaboration<br />

Psychometrics<br />

Organizational Behaviour<br />

Senior Level Thesis Project 1 & 2<br />

Special Topics in Behaviour Analysis<br />

Issues in <strong>Behavioural</strong> Psychology<br />

Consultation Skills<br />

Applied Behaviour Analysis 1 & 2<br />

Introduction to Psychology<br />

Cognitive <strong>Behavioural</strong> Approaches 1<br />

& 2<br />

Communications for <strong>Behavioural</strong><br />

<strong>Science</strong><br />

Counselling and Facilitation Skills<br />

Developmental Disabilities and Dual<br />

Diagnosis<br />

<strong>Behavioural</strong> Assessment<br />

Autism Spectrum Disorders<br />

Ethics and Pr<strong>of</strong>essionalism<br />

Mental Health Across the Lifespan<br />

<strong>Behavioural</strong> Pharmacology<br />

Aging & Dementia<br />

Research in <strong>Behavioural</strong> <strong>Science</strong><br />

Group <strong>Behavioural</strong> Counselling<br />

Individual <strong>Behavioural</strong> Counselling<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 39


Program Level Learning Outcomes<br />

3. Examine and explain the application <strong>of</strong><br />

<strong>Behavioural</strong> <strong>Science</strong> with specific<br />

populations.<br />

4. Design, implement and present single<br />

subject research.<br />

Courses or course segments that<br />

contribute to achievement <strong>of</strong><br />

outcome<br />

Addictions<br />

Interpr<strong>of</strong>essional Collaboration<br />

Psychometrics<br />

Organizational Behaviour<br />

Senior Level Thesis Project 1 & 2<br />

Special Topics in Behaviour Analysis<br />

Issues in <strong>Behavioural</strong> Psychology<br />

Consultation Skills<br />

Applied Behaviour Analysis 1 & 2<br />

Cognitive <strong>Behavioural</strong> Approaches 1<br />

& 2<br />

Communications for <strong>Behavioural</strong><br />

<strong>Science</strong><br />

Counselling and Facilitation Skills<br />

Developmental Disabilities and Dual<br />

Diagnosis<br />

Developmental Psychology<br />

<strong>Behavioural</strong> Assessment<br />

Autism Spectrum Disorders<br />

Ethics and Pr<strong>of</strong>essionalism<br />

Mental Health Across the Lifespan<br />

<strong>Behavioural</strong> Pharmacology<br />

Aging & Dementia<br />

Research in <strong>Behavioural</strong> <strong>Science</strong><br />

Group <strong>Behavioural</strong> Counselling<br />

Individual <strong>Behavioural</strong> Counselling<br />

Addictions<br />

Interpr<strong>of</strong>essional Collaboration<br />

Psychometrics<br />

Organizational Behaviour<br />

Senior Level Thesis Project 1 & 2<br />

Special Topics in Behaviour Analysis<br />

Issues in <strong>Behavioural</strong> Psychology<br />

Consultation Skills<br />

Applied Behaviour Analysis 1 & 2<br />

Cognitive <strong>Behavioural</strong> Approaches 1<br />

& 2<br />

Counselling and Facilitation Skills<br />

Developmental Disabilities and Dual<br />

Diagnosis<br />

Developmental Psychology<br />

Quantitative Research Methods<br />

Qualitative Research Methods<br />

<strong>Behavioural</strong> Assessment<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 40


Program Level Learning Outcomes<br />

5. Research, analyze and interpret qualitative<br />

and quantitative information in <strong>Behavioural</strong><br />

<strong>Science</strong> within the wider context <strong>of</strong> clinical<br />

psychology and pharmacology.<br />

6. Apply theories and best practices for<br />

individual and group counselling in a<br />

behavioural context.<br />

Courses or course segments that<br />

contribute to achievement <strong>of</strong><br />

outcome<br />

Autism Spectrum Disorders<br />

Ethics and Pr<strong>of</strong>essionalism<br />

Mental Health Across the Lifespan<br />

<strong>Behavioural</strong> Pharmacology<br />

Aging & Dementia<br />

Family Dynamics<br />

Research in <strong>Behavioural</strong> <strong>Science</strong><br />

Group <strong>Behavioural</strong> Counselling<br />

Individual <strong>Behavioural</strong> Counselling<br />

Addictions<br />

Interpr<strong>of</strong>essional Collaboration<br />

Psychometrics<br />

Senior Level Thesis Project 1 & 2<br />

Special Topics in Behaviour Analysis<br />

Issues in <strong>Behavioural</strong> Psychology<br />

Consultation Skills<br />

Counselling and Facilitation Skills<br />

Developmental Disabilities and Dual<br />

Diagnosis<br />

Developmental Psychology<br />

Quantitative Research Methods<br />

Qualitative Research Methods<br />

<strong>Behavioural</strong> Assessment<br />

Autism Spectrum Disorders<br />

Ethics and Pr<strong>of</strong>essionalism<br />

Mental Health Across the Lifespan<br />

<strong>Behavioural</strong> Pharmacology<br />

Aging & Dementia<br />

Family Dynamics<br />

Research in <strong>Behavioural</strong> <strong>Science</strong><br />

Group <strong>Behavioural</strong> Counselling<br />

Individual <strong>Behavioural</strong> Counselling<br />

Addictions<br />

Interpr<strong>of</strong>essional Collaboration<br />

Psychometrics<br />

Senior Level Thesis Project 1 & 2<br />

Special Topics in Behaviour Analysis<br />

Issues in <strong>Behavioural</strong> Psychology<br />

Counselling and Facilitation Skills<br />

Group <strong>Behavioural</strong> Counselling<br />

Individual <strong>Behavioural</strong> Counselling<br />

Senior Level Thesis Project 1 & 2<br />

Special Topics in Behaviour Analysis<br />

Issues in <strong>Behavioural</strong> Psychology<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 41


Program Level Learning Outcomes<br />

7. Integrate and deliver behavioural services<br />

within a wide range <strong>of</strong> community settings<br />

including social, health and educational.<br />

8. Design, conduct and analyze behavioural<br />

and cognitive behavioural assessments.<br />

9. Propose, design, write and evaluate,<br />

utilizing behavioural measures, behavioural<br />

and cognitive behavioural interventions for<br />

a variety <strong>of</strong> client groups.<br />

Courses or course segments that<br />

contribute to achievement <strong>of</strong><br />

outcome<br />

Counselling and Facilitation Skills<br />

Developmental Disabilities and Dual<br />

Diagnosis<br />

Autism Spectrum Disorders<br />

Mental Health Across the Lifespan<br />

<strong>Behavioural</strong> Pharmacology<br />

Aging & Dementia<br />

Research in <strong>Behavioural</strong> <strong>Science</strong><br />

Group <strong>Behavioural</strong> Counselling<br />

Individual <strong>Behavioural</strong> Counselling<br />

Addictions<br />

Interpr<strong>of</strong>essional Collaboration<br />

Psychometrics<br />

Senior Level Thesis Project 1 & 2<br />

Special Topics in Behaviour Analysis<br />

Issues in <strong>Behavioural</strong> Psychology<br />

Consultation Skills<br />

Applied Behaviour Analysis 1 & 2<br />

Cognitive <strong>Behavioural</strong> Approaches 1<br />

& 2<br />

Counselling and Facilitation Skills<br />

Developmental Disabilities and Dual<br />

Diagnosis<br />

<strong>Behavioural</strong> Assessment<br />

Autism Spectrum Disorders<br />

Ethics and Pr<strong>of</strong>essionalism<br />

Mental Health Across the Lifespan<br />

Aging & Dementia<br />

Research in <strong>Behavioural</strong> <strong>Science</strong><br />

Group <strong>Behavioural</strong> Counselling<br />

Individual <strong>Behavioural</strong> Counselling<br />

Addictions<br />

Interpr<strong>of</strong>essional Collaboration<br />

Psychometrics<br />

Senior Level Thesis Project 1 & 2<br />

Special Topics in Behaviour Analysis<br />

Issues in <strong>Behavioural</strong> Psychology<br />

Consultation Skills<br />

Applied Behaviour Analysis 1 & 2<br />

Cognitive <strong>Behavioural</strong> Approaches 1<br />

& 2<br />

<br />

<br />

Counselling and Facilitation Skills<br />

Developmental Disabilities and Dual<br />

Diagnosis<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 42


Program Level Learning Outcomes<br />

10. Plan, co-facilitate and evaluate cognitive<br />

behavioural groups.<br />

11. Design and deliver educational material<br />

using a variety <strong>of</strong> modes, utilizing principles<br />

<strong>of</strong> adult education and knowledge<br />

translation.<br />

Courses or course segments that<br />

contribute to achievement <strong>of</strong><br />

outcome<br />

<strong>Behavioural</strong> Assessment<br />

Autism Spectrum Disorders<br />

Ethics and Pr<strong>of</strong>essionalism<br />

Mental Health Across the Lifespan<br />

<strong>Behavioural</strong> Pharmacology<br />

Aging & Dementia<br />

Research in <strong>Behavioural</strong> <strong>Science</strong><br />

Group <strong>Behavioural</strong> Counselling<br />

Individual <strong>Behavioural</strong> Counselling<br />

Addictions<br />

Interpr<strong>of</strong>essional Collaboration<br />

Psychometrics<br />

Senior Level Thesis Project 1 & 2<br />

Special Topics in Behaviour Analysis<br />

Issues in <strong>Behavioural</strong> Psychology<br />

Consultation Skills<br />

Cognitive <strong>Behavioural</strong> Approaches 1<br />

& 2<br />

Counselling and Facilitation Skills<br />

Developmental Disabilities and Dual<br />

Diagnosis<br />

Developmental Psychology<br />

<strong>Behavioural</strong> Assessment<br />

Autism Spectrum Disorders<br />

Ethics and Pr<strong>of</strong>essionalism<br />

Mental Health Across the Lifespan<br />

Aging & Dementia<br />

Research in <strong>Behavioural</strong> <strong>Science</strong><br />

Group <strong>Behavioural</strong> Counselling<br />

Individual <strong>Behavioural</strong> Counselling<br />

Addictions<br />

Interpr<strong>of</strong>essional Collaboration<br />

Psychometrics<br />

Senior Level Thesis Project 1 & 2<br />

Consultation Skills<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

Counselling and Facilitation Skills<br />

Developmental Disabilities and Dual<br />

Diagnosis<br />

Autism Spectrum Disorders<br />

Ethics and Pr<strong>of</strong>essionalism<br />

Mental Health Across the Lifespan<br />

Aging & Dementia<br />

Research in <strong>Behavioural</strong> <strong>Science</strong><br />

Group <strong>Behavioural</strong> Counselling<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 43


Program Level Learning Outcomes<br />

12. Write pr<strong>of</strong>essional-style reports, behavior<br />

assessment and intervention plans, and<br />

educational materials.<br />

13. Teach mediators to implement assessment<br />

and intervention plans, and educational<br />

materials.<br />

14. Explain and teach behavioural concepts<br />

using accessible language and/or<br />

terminology depending on the needs <strong>of</strong> the<br />

learner, colleague, client or other<br />

Courses or course segments that<br />

contribute to achievement <strong>of</strong><br />

outcome<br />

Individual <strong>Behavioural</strong> Counselling<br />

Addictions<br />

Interpr<strong>of</strong>essional Collaboration<br />

Psychometrics<br />

Senior Level Thesis Project 1 & 2<br />

Special Topics in Behaviour Analysis<br />

Issues in <strong>Behavioural</strong> Psychology<br />

Consultation Skills<br />

Applied Behaviour Analysis 1 & 2<br />

Cognitive <strong>Behavioural</strong> Approaches 1<br />

& 2<br />

Communications for <strong>Behavioural</strong><br />

<strong>Science</strong><br />

Counselling and Facilitation Skills<br />

Developmental Disabilities and Dual<br />

Diagnosis<br />

Developmental Psychology<br />

<strong>Behavioural</strong> Assessment<br />

Autism Spectrum Disorders<br />

Ethics and Pr<strong>of</strong>essionalism<br />

Mental Health Across the Lifespan<br />

<strong>Behavioural</strong> Pharmacology<br />

Aging & Dementia<br />

Research in <strong>Behavioural</strong> <strong>Science</strong><br />

Group <strong>Behavioural</strong> Counselling<br />

Individual <strong>Behavioural</strong> Counselling<br />

Addictions<br />

Interpr<strong>of</strong>essional Collaboration<br />

Psychometrics<br />

Organizational Behaviour<br />

Senior Level Thesis Project 1 & 2<br />

Special Topics in Behaviour Analysis<br />

Issues in <strong>Behavioural</strong> Psychology<br />

Consultation Skills<br />

Ethics and Pr<strong>of</strong>essionalism<br />

Interpr<strong>of</strong>essional Collaboration<br />

Senior Level Thesis Project 1 & 2<br />

Special Topics in Behaviour Analysis<br />

Issues in <strong>Behavioural</strong> Psychology<br />

Consultation Skills<br />

<br />

<br />

<br />

Communications for <strong>Behavioural</strong><br />

<strong>Science</strong><br />

Counselling and Facilitation Skills<br />

Autism Spectrum Disorders<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 44


Program Level Learning Outcomes<br />

Courses or course segments that<br />

contribute to achievement <strong>of</strong><br />

outcome<br />

stakeholder. Ethics and Pr<strong>of</strong>essionalism<br />

Mental Health Across the Lifespan<br />

Aging & Dementia<br />

Family Dynamics<br />

Research in <strong>Behavioural</strong> <strong>Science</strong><br />

Group <strong>Behavioural</strong> Counselling<br />

Individual <strong>Behavioural</strong> Counselling<br />

Addictions<br />

Interpr<strong>of</strong>essional Collaboration<br />

Organizational Behaviour<br />

Senior Level Thesis Project 1 & 2<br />

Special Topics in Behaviour Analysis<br />

Issues in <strong>Behavioural</strong> Psychology<br />

Consultation Skills<br />

15. Deliver pr<strong>of</strong>essional services according to<br />

ethical guidelines within the scope <strong>of</strong><br />

practice.<br />

16. Acknowledge the limits <strong>of</strong> knowledge in the<br />

field <strong>of</strong> behavioural science through<br />

pr<strong>of</strong>essional practices and academic<br />

writing.<br />

17. Work collaboratively within an interpr<strong>of</strong>essional<br />

team to deliver behavioural<br />

services to a variety <strong>of</strong> clients.<br />

Communications for <strong>Behavioural</strong><br />

<strong>Science</strong><br />

Counselling and Facilitation Skills<br />

Developmental Disabilities and Dual<br />

Diagnosis<br />

<strong>Behavioural</strong> Assessment<br />

Autism Spectrum Disorders<br />

Ethics and Pr<strong>of</strong>essionalism<br />

Mental Health Across the Lifespan<br />

Aging & Dementia<br />

Family Dynamics<br />

Group <strong>Behavioural</strong> Counselling<br />

Individual <strong>Behavioural</strong> Counselling<br />

Addictions<br />

Interpr<strong>of</strong>essional Collaboration<br />

Senior Level Thesis Project 1 & 2<br />

Special Topics in Behaviour Analysis<br />

Issues in <strong>Behavioural</strong> Psychology<br />

Consultation Skills<br />

Research in <strong>Behavioural</strong> <strong>Science</strong><br />

Senior Level Thesis Project 1 & 2<br />

Special Topics in Behaviour Analysis<br />

Issues in <strong>Behavioural</strong> Psychology<br />

<br />

<br />

<br />

<br />

<br />

<br />

Counselling and Facilitation Skills<br />

Developmental Disabilities and Dual<br />

Diagnosis<br />

Autism Spectrum Disorders<br />

Ethics and Pr<strong>of</strong>essionalism<br />

Mental Health Across the Lifespan<br />

Aging & Dementia<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 45


Program Level Learning Outcomes<br />

18. Practice leadership and adult education<br />

principles to contribute to the development<br />

<strong>of</strong> the field <strong>of</strong> behavioural science and<br />

organizational development.<br />

19. Manage and direct own continuous<br />

learning, pursuing opportunities for<br />

constant renewal <strong>of</strong> skills, knowledge and<br />

attitudes.<br />

Courses or course segments that<br />

contribute to achievement <strong>of</strong><br />

outcome<br />

Research in <strong>Behavioural</strong> <strong>Science</strong><br />

Group <strong>Behavioural</strong> Counselling<br />

Individual <strong>Behavioural</strong> Counselling<br />

Addictions<br />

Interpr<strong>of</strong>essional Collaboration<br />

Organizational Behaviour<br />

Senior Level Thesis Project 1 & 2<br />

Special Topics in Behaviour Analysis<br />

Issues in <strong>Behavioural</strong> Psychology<br />

Consultation Skills<br />

Ethics and Pr<strong>of</strong>essionalism<br />

Research in <strong>Behavioural</strong> <strong>Science</strong><br />

Group <strong>Behavioural</strong> Counselling<br />

Individual <strong>Behavioural</strong> Counselling<br />

Interpr<strong>of</strong>essional Collaboration<br />

Senior Level Thesis Project 1 & 2<br />

Special Topics in Behaviour Analysis<br />

Issues in <strong>Behavioural</strong> Psychology<br />

Consultation Skills<br />

Ethics and Pr<strong>of</strong>essionalism<br />

Research in <strong>Behavioural</strong> <strong>Science</strong><br />

Senior Level Thesis Project 1 & 2<br />

Special Topics in Behaviour Analysis<br />

Issues in <strong>Behavioural</strong> Psychology<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 46


D.3.3 Non-Core Program Level Learning Outcomes<br />

Definition <strong>of</strong> non-core courses:<br />

In accordance with the PEQAB requirements, breadth courses at Humber are those that<br />

contribute to knowledge in fields unrelated to the main field(s) <strong>of</strong> study. All breadth<br />

courses are designed to provide graduates with the skills, knowledge and awareness that<br />

they will need for their future roles as pr<strong>of</strong>essionals, citizens, and members <strong>of</strong> a global<br />

community. These courses provide students with more than an introductory knowledge in<br />

non-core areas <strong>of</strong> study. Within the non-core category <strong>of</strong> courses, there are:<br />

Foundation Breadth Elective Courses: Degree level students are required to complete a<br />

foundation course in one <strong>of</strong> the breadth categories. The purpose <strong>of</strong> the foundation course<br />

is to expose students to non-core areas <strong>of</strong> study while simultaneously giving them<br />

opportunities to build core competencies in the areas <strong>of</strong> reading, writing and/or numeracy<br />

as well as critical thinking skills, research skills, verbal/presentation skills and other skills<br />

for further study.<br />

Breadth Electives: These are courses that provide students with opportunities to explore<br />

areas <strong>of</strong> interest, to build competencies in literacy, numeracy and critical thinking skills<br />

and to acquire knowledge outside the program area <strong>of</strong> study.<br />

Humber‘s degree elective courses are <strong>of</strong>fered in three different categories: Society,<br />

Culture and Commerce; <strong>Science</strong> and Technology; and Arts and Humanities which are<br />

defined as follows:<br />

Society, Culture and Commerce<br />

This category includes the social sciences, and commerce. Courses in this category<br />

examine i) human society and social relationships, including anthropology, history,<br />

political science, psychology, sociology, education, communication, and law; and ii) the<br />

exchange <strong>of</strong> goods between nations or people, including business studies, and<br />

economics.<br />

<strong>Science</strong> and Technology<br />

This category includes the natural sciences, the formal sciences, and technology.<br />

Courses in this category examine i) the objects, phenomena, or laws <strong>of</strong> nature and the<br />

physical world, including biology, chemistry, and physics; ii) formal systems, including<br />

logic, mathematics, and statistics; and iii) the application <strong>of</strong> science to industry or<br />

commerce, including computer science and engineering.<br />

Arts and Humanities<br />

This category includes the humanities and the fine arts. Courses in this category examine<br />

i) the human experience or condition, including languages, literature, history, philosophy,<br />

and religion; and ii) the fine arts, including music, art, dance, and drama.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 47


Non-Core Program Level Learning Outcomes<br />

In addition to the demonstration <strong>of</strong> an<br />

introductory knowledge in a non-core area <strong>of</strong><br />

study, students who complete foundation<br />

courses will be able to demonstrate<br />

competencies at the degree-level in one (or<br />

more) <strong>of</strong> the following areas:<br />

<br />

<br />

Writing, reading, and/or numeracy as well<br />

as<br />

Critical thinking, research skills,<br />

verbal/presentation skills and skills for<br />

further study.<br />

Demonstrate creative and critical thinking,<br />

qualitative and quantitative reasoning, problem<br />

solving, research, written and oral<br />

communication skills<br />

Demonstrate more than an introductory<br />

knowledge in the humanities, sciences, social<br />

sciences, global cultures and/or mathematics<br />

Demonstrate the values and skills associated<br />

with being responsible, reflective individuals in a<br />

range <strong>of</strong> economic, social, political, cultural and<br />

personal environments.<br />

Critically analyze and evaluate the distinctive<br />

assumptions and modes <strong>of</strong> analysis <strong>of</strong> a<br />

discipline outside the core field <strong>of</strong> study.<br />

Engage in productive and informed dialogues<br />

that reflect current knowledge in a discipline<br />

outside the core field <strong>of</strong> study.<br />

Courses or course segments that<br />

contribute to achievement <strong>of</strong> outcome<br />

All foundation (lower level) non-core<br />

courses<br />

All non-core courses<br />

Upper level non-core courses<br />

All non-core courses<br />

All non-core courses<br />

All non-core courses<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 48


D4<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong><br />

D4.1 Program Map<br />

Courses and Other Graduation Requirements<br />

Sem<br />

<strong>Behavioural</strong><br />

Approaches<br />

Special<br />

Populations<br />

Psychology Research Methods Ethics and<br />

Pr<strong>of</strong>essionalism<br />

Breadth<br />

Electives<br />

F (1)<br />

Applied Behaviour<br />

Analysis 1<br />

Introduction to<br />

Psychology<br />

Communications for<br />

<strong>Behavioural</strong> <strong>Science</strong><br />

Elective 1<br />

Counselling and<br />

Facilitation Skills<br />

W (2)<br />

F (3)<br />

W (4)<br />

Cognitive <strong>Behavioural</strong><br />

Approaches 1<br />

<strong>Behavioural</strong><br />

Assessment<br />

Applied Behaviour<br />

Analysis 2<br />

Cognitive <strong>Behavioural</strong><br />

Approaches 2<br />

Developmental<br />

Disabilities and Dual<br />

Diagnosis<br />

Autism Spectrum<br />

Disorders<br />

Developmental<br />

Psychology<br />

Mental Health<br />

Across the Lifespan<br />

Quantitative<br />

Research Methods<br />

Qualitative<br />

Research Methods<br />

Ethics and<br />

Pr<strong>of</strong>essionalism<br />

Elective 2<br />

Elective 3<br />

Elective 4<br />

Elective 5<br />

F (5)<br />

<strong>Behavioural</strong><br />

Pharmacology<br />

Aging and Dementia Family Dynamics Research in<br />

<strong>Behavioural</strong> <strong>Science</strong><br />

Elective 6<br />

W (6)<br />

S<br />

F (7)<br />

W (8)<br />

Group <strong>Behavioural</strong><br />

Counselling<br />

Senior Level Thesis<br />

Project 1<br />

Individual <strong>Behavioural</strong><br />

Counselling<br />

Senior Level Thesis<br />

Project 2<br />

Addictions<br />

Interpr<strong>of</strong>essional<br />

Collaboration<br />

WORK PLACEMENT – Mandatory 14 week internship (no academic credit)<br />

Psychometrics<br />

Organizational<br />

Behaviour<br />

Special Topics in<br />

Behaviour Analysis<br />

Issues in<br />

<strong>Behavioural</strong><br />

Psychology<br />

Elective 7<br />

Elective 8<br />

Elective 9<br />

Consultation Skills Elective 10<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 49


D4.2 Core Course Descriptions<br />

Year and<br />

Semester Course Title Calendar Course Description<br />

YEAR 1<br />

Semester 1<br />

Semester 1<br />

Semester 1<br />

Semester 1<br />

Applied Behaviour<br />

Analysis 1<br />

Introduction to<br />

Psychology<br />

Communications for<br />

<strong>Behavioural</strong> <strong>Science</strong><br />

Counselling and<br />

Facilitation Skills<br />

This course provides a foundation <strong>of</strong> the<br />

principles and ethical practices <strong>of</strong> Applied<br />

Behaviour Analysis. Students explore the<br />

historical basis <strong>of</strong> Behaviour Analysis and the<br />

current application <strong>of</strong> theory and principles in<br />

a variety <strong>of</strong> environments. Students have the<br />

opportunity to apply their learning to identify,<br />

define and measure behaviour; evaluate,<br />

maintain and generalize behaviour change,<br />

and determine ways to conduct assessments<br />

and interventions. Students explore the<br />

application <strong>of</strong> behavioural science within<br />

interpr<strong>of</strong>essional teams and other community<br />

settings.<br />

This course is designed to introduce students<br />

to the field <strong>of</strong> psychology. Students will be<br />

exposed to a discipline that is rich in<br />

theoretical diversity, research findings, and<br />

practical applications. They will be<br />

encouraged to think critically and challenge<br />

their preconceptions.<br />

This course provides an overview <strong>of</strong><br />

pr<strong>of</strong>essional communication skills essential in<br />

the field <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong>. Students<br />

study the structure, process and content <strong>of</strong><br />

various pr<strong>of</strong>essional reports and essays.<br />

Interpersonal communication skills, including<br />

verbal and non-verbal communication, are<br />

explored and students practice developing<br />

both their written and verbal skills. Essay<br />

writing, resume writing, designing and<br />

delivering presentations and basic library<br />

research skills are covered. Students practice<br />

writing clear instructions and objective<br />

reporting. An introduction to teamwork and<br />

adult learning is included.<br />

This course prepares students to use<br />

counseling, interviewing and facilitation skills<br />

in their work with individuals in clinical<br />

settings. Skills and strategies <strong>of</strong> intentional<br />

interviewing, counseling and facilitation are<br />

examined and practiced in class. Students<br />

explore their personal style and determine<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 50


Year and<br />

Semester Course Title Calendar Course Description<br />

ways to incorporate micro skills including,<br />

active listening, observing, questioning,<br />

summarizing and reflecting. Students have the<br />

opportunity to apply and integrate their skills in<br />

<strong>Behavioural</strong> <strong>Science</strong> to scenarios involving<br />

various challenges including conflict and<br />

resistance and structuring and focusing<br />

sessions. Students develop and build on, their<br />

natural style, reflect on their strengths and<br />

identify personal goals.<br />

Semester 1 Breadth Elective Students select from a wide variety <strong>of</strong> courses<br />

outside their discipline drawn from the fields <strong>of</strong><br />

arts and humanities, social sciences, and<br />

natural sciences. See descriptions for breadth<br />

electives.<br />

Semester 2<br />

Semester 2<br />

Cognitive <strong>Behavioural</strong><br />

Approaches 1<br />

Developmental<br />

Disabilities and Dual<br />

Diagnosis<br />

The purpose <strong>of</strong> this course is to provide<br />

students with a clear understanding <strong>of</strong> the<br />

theoretical underpinnings <strong>of</strong> Cognitive<br />

Behaviour Therapy, as well as practical<br />

training and demonstration <strong>of</strong> cognitive<br />

behavioural techniques. This will be a handson<br />

class with students expected to participate<br />

in role plays, mock therapy sessions, and to<br />

practice CBT techniques on themselves. Case<br />

conceptualization and treatment planning from<br />

a cognitive behavioural perspective will be<br />

presented, as well as systematic application <strong>of</strong><br />

the CBT model to specific disorders and<br />

mental health problems.<br />

This course provides an overview <strong>of</strong><br />

developmental disabilities and their potential<br />

impact on the behaviour <strong>of</strong> individuals who are<br />

identified as having a developmental disability.<br />

Topics will include the definition <strong>of</strong><br />

developmental disability, causes <strong>of</strong><br />

developmental disabilities and the<br />

characteristics <strong>of</strong> specific disabilities. The<br />

history <strong>of</strong> developmental disabilities, current<br />

services, service trends and issues will be<br />

reviewed. Particular emphasis will be placed<br />

on factors that affect behaviour such as health<br />

problems, limited understanding, skill deficits,<br />

communication limitations and lack <strong>of</strong> control.<br />

A module on dual diagnosis covers symptom<br />

presentation <strong>of</strong> mental illnesses in people with<br />

developmental disabilities and the<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 51


Year and<br />

Semester Course Title Calendar Course Description<br />

Semester 2<br />

Semester 2<br />

Developmental<br />

Psychology<br />

Quantitative Research<br />

Methods<br />

biopsychosocial model <strong>of</strong> mental illness.<br />

Participants will be encouraged to consider<br />

the wide range <strong>of</strong> characteristics associated<br />

with developmental disabilities that should be<br />

incorporated into a functional behavioural<br />

assessment.<br />

This course is designed to introduce students<br />

to theory, methodology and research findings<br />

in the field <strong>of</strong> life-span developmental<br />

psychology. Students will explore human<br />

development from conception to death,<br />

focusing on biological, cognitive and emotional<br />

processes.<br />

This course prepares students for research<br />

projects by introducing and exploring various<br />

quantitative techniques. Students will learn to<br />

interpret, analyze and present statistical and<br />

other quantitative data from a variety <strong>of</strong><br />

sources. Topics include the role and<br />

characteristics <strong>of</strong> data in statistical studies; the<br />

principles <strong>of</strong> data collection, including<br />

sampling techniques and estimation; the<br />

statistical analysis <strong>of</strong> one and two-variable<br />

data; probability distributions; and the<br />

presentation <strong>of</strong> data using graphical tools.<br />

Semester 2 Breadth Elective Students select from a wide variety <strong>of</strong> courses<br />

outside their discipline drawn from the fields <strong>of</strong><br />

arts and humanities, social sciences, and<br />

natural sciences. See descriptions for breadth<br />

electives.<br />

YEAR 2<br />

Semester 3<br />

<strong>Behavioural</strong><br />

Assessment<br />

This course will provide students with the<br />

practical knowledge <strong>of</strong> how to conduct<br />

comprehensive and evidence-based<br />

biopsychosocial and functional behavioural<br />

assessments (indirect assessments,<br />

descriptive assessments, visual analyses,<br />

functional analyses) commonly performed by<br />

behaviour analysts in mental health,<br />

education, and community settings.<br />

The texts, readings and exercises in this<br />

course will provide the student with a bestpractice<br />

framework for understanding the<br />

function(s) <strong>of</strong> complex behaviour (why<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 52


Year and<br />

Semester Course Title Calendar Course Description<br />

individuals use inappropriate behaviour to get<br />

something or get out <strong>of</strong> something) while<br />

utilizing a function-based behavioural<br />

assessment and classification system.<br />

Students will begin to integrate and link<br />

assessment results to prescriptive behavioural<br />

interventions emphasizing function-based<br />

replacement behaviours. Students will also<br />

learn how to improve the quality <strong>of</strong><br />

assessments while considering the social<br />

validity, treatment integrity, and contextual fit<br />

<strong>of</strong> behavioural procedures as part <strong>of</strong> the<br />

assessment process.<br />

Semester 3<br />

Semester 3<br />

Semester 3<br />

Applied Behaviour<br />

Analysis 2<br />

Autism Spectrum<br />

Disorders<br />

Ethics and<br />

Pr<strong>of</strong>essionalism<br />

Principles <strong>of</strong> Behaviour Analysis are explored<br />

and ethical application in various<br />

environments is examined. Students study the<br />

principles <strong>of</strong> behaviour in depth and design<br />

functional behavioural assessments, functionbased<br />

interventions, and skills training for<br />

case studies representing various client<br />

groups. Current issues in Applied Behaviour<br />

Analysis are discussed and considered when<br />

designing assessment and interventions.<br />

Strategies to promote maintenance and<br />

generalization are examined and designed.<br />

This course is designed to provide the student<br />

with an understanding <strong>of</strong> the aetiology,<br />

symptomology, diagnostic issues, and<br />

treatment in Autism Spectrum Disorders<br />

(ASDs). The curriculum is based on selected<br />

readings from the most current research in the<br />

field. Particular focus will also be given to a<br />

critical analysis <strong>of</strong> popular controversies,<br />

evidence-based practices, the contributions <strong>of</strong><br />

ABA in the treatment <strong>of</strong> ASDs, and<br />

competency in working within an<br />

interdisciplinary team and with diverse cultural<br />

and familial systems.<br />

This course involves students in the<br />

exploration and consideration <strong>of</strong> issues <strong>of</strong><br />

ethical and pr<strong>of</strong>essional practice in the field <strong>of</strong><br />

<strong>Behavioural</strong> <strong>Science</strong>. Students study ethical<br />

principles and in particular ethics for<br />

Behaviour Analysts and responsible practice.<br />

Values and life experience are considered and<br />

current codes <strong>of</strong> ethics and relevant legislation<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 53


Year and<br />

Semester Course Title Calendar Course Description<br />

is covered. Issues <strong>of</strong> diversity,<br />

interpr<strong>of</strong>essional practice, multiculturalism and<br />

pr<strong>of</strong>essional competence are explored.<br />

Semester 3 Breadth Elective Students select from a wide variety <strong>of</strong> courses<br />

outside their discipline drawn from the fields <strong>of</strong><br />

arts and humanities, social sciences, and<br />

natural sciences. See descriptions for breadth<br />

electives.<br />

Semester 4<br />

Semester 4<br />

Cognitive <strong>Behavioural</strong><br />

Approaches 2<br />

Mental Health Across<br />

the Lifespan<br />

Cognitive behavioral therapy combines<br />

behavioral and cognitive interventions:<br />

behavioral interventions aim to decrease<br />

maladaptive behaviors and increase adaptive<br />

ones, and cognitive interventions aim to<br />

modify maladaptive thoughts, self-statements,<br />

or beliefs. Although a number <strong>of</strong> variations on<br />

the original theory have developed over the<br />

decades, all types <strong>of</strong> cognitive behavioral<br />

therapy are unified by their empirical<br />

foundation, reliance on the theory and science<br />

<strong>of</strong> behavior and cognition, and the centrality <strong>of</strong><br />

problem-focused goals. The objective <strong>of</strong> this<br />

advanced course is to provide an in-depth<br />

understanding <strong>of</strong> the cognitive-behavioural<br />

theory and model, as well as the application <strong>of</strong><br />

cognitive-behavioural principles in complex<br />

clinical situations. Case formulation from a<br />

cognitive-behavioural perspective will be<br />

emphasized in order to develop efficacious<br />

intervention plans. Several cognitive<br />

behaviour therapy treatment techniques will<br />

be presented, such as motivational<br />

interviewing, exposure-based therapies,<br />

behavioural activation, mindfulness-based<br />

CBT, dialectical behaviour therapy,<br />

acceptance and commitment therapy, as well<br />

as a new transdiagnostic approach to<br />

cognitive behaviour therapy. Hands-on,<br />

practical application <strong>of</strong> specific skills will be<br />

emphasized.<br />

This course is an introduction to mental health<br />

diagnoses outlined in the DSM IV-TR, their<br />

importance at different developmental stages,<br />

and how they are viewed by different cultural<br />

and ethnic groups. It covers the history <strong>of</strong> how<br />

work with individuals with psychiatric<br />

disabilities has changed, including the shift<br />

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Year and<br />

Semester Course Title Calendar Course Description<br />

Semester 4<br />

Qualitative Research<br />

Methods<br />

from a strictly biomedical to a<br />

Recovery/Empowerment approach. It includes<br />

new information from the fields <strong>of</strong><br />

neuropsychology and positive psychology that<br />

explains why some interventions such as<br />

cognitive behavioural and interpersonal<br />

therapy, mindfulness, the building <strong>of</strong><br />

community support systems, and a focus on<br />

spirituality and creative endeavours in art,<br />

music, and writing are helpful. Course<br />

participants are encouraged to think critically<br />

about mental health diagnoses and<br />

treatments, and consider what alternatives to<br />

conventional treatment exist that are<br />

evidence-based.<br />

The purpose <strong>of</strong> this course is to equip<br />

students with a knowledge and understanding<br />

<strong>of</strong> key concepts and methodologies<br />

associated with both qualitative and<br />

quantitative data analysis and research design<br />

in the social sciences. Students will learn how<br />

research studies are designed, why a<br />

particular research methodology is chosen<br />

and how that methodology is then carried out.<br />

Several research designs within quantitative<br />

and qualitative research methodologies will be<br />

presented. From a quantitative perspective,<br />

the course will look at surveys, a method<br />

which allows researchers to assess and<br />

quantify, for example, problems or needs<br />

within a community or client populations,<br />

patterns <strong>of</strong> service delivery, consumer<br />

satisfaction and public opinion. In regards to<br />

qualitative research, students will be<br />

introduced to methods such as ethnography,<br />

participant observation, interviewing and focus<br />

groups. In addition to covering ethical protocol<br />

in research, the course will investigate the<br />

interpretation <strong>of</strong> results, the writing up <strong>of</strong><br />

findings and effective communication <strong>of</strong> data.<br />

In providing students with some background in<br />

how research is conducted and presented, the<br />

course will <strong>of</strong>fer students the skills to think<br />

critically about research results that are<br />

presented to them in their coursework and in<br />

the media.<br />

Semester 4 Breadth Elective Students select from a wide variety <strong>of</strong> courses<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 55


Year and<br />

Semester Course Title Calendar Course Description<br />

outside their discipline drawn from the fields <strong>of</strong><br />

arts and humanities, social sciences, and<br />

natural sciences. See descriptions for breadth<br />

electives.<br />

Semester 4 Breadth Elective Students select from a wide variety <strong>of</strong> courses<br />

outside their discipline drawn from the fields <strong>of</strong><br />

arts and humanities, social sciences, and<br />

natural sciences. See descriptions for breadth<br />

electives.<br />

YEAR 3<br />

Semester 5<br />

<strong>Behavioural</strong><br />

Pharmacology<br />

This course will provide the student with the<br />

opportunity to develop knowledge about the<br />

psychopharamacological approaches to<br />

behavioural management. This course will<br />

give the student the opportunity to explore his<br />

or her individual perspective with regards to<br />

the use, management and ongoing<br />

assessment <strong>of</strong> medication to support<br />

behaviour across the lifespan and with special<br />

populations.<br />

Semester 5 Aging and Dementia In this course participants will critically<br />

examine current attitudes towards aging and<br />

how these manifest in the care and treatment<br />

<strong>of</strong> older adults within families and in care<br />

facilities. Participants will look at how older<br />

adults are portrayed in various media, and by<br />

policy makers, and explore the impact <strong>of</strong> this<br />

portrayal.<br />

The definitions and causes <strong>of</strong> dementia,<br />

current brain research, assessment strategies,<br />

and a range <strong>of</strong> conventional and creative<br />

models and approaches to dementia care will<br />

be discussed, including non-standardized<br />

cognitive behavioural interventions, Namaste;<br />

and the use <strong>of</strong> dramatization, laughter,<br />

narrative and reminiscing, creative<br />

communication, art, music, photography, and<br />

ways to strengthen and preserve the human<br />

spirit through various spiritual traditions,<br />

especially at the end <strong>of</strong> life.<br />

Semester 5 Family Dynamics This course will deal with family dynamics<br />

from a systemic and a developmental<br />

viewpoint. Students will become familiar with<br />

systems and ecological theory, family<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 56


Year and<br />

Semester Course Title Calendar Course Description<br />

Semester 5<br />

Research in<br />

<strong>Behavioural</strong> <strong>Science</strong><br />

structure and development, families in<br />

transition, history and cultural diversity.<br />

Students will become personally and<br />

pr<strong>of</strong>essionally aware <strong>of</strong> the impact <strong>of</strong> family<br />

history on future relationships.<br />

This course will provide an introduction to a<br />

variety <strong>of</strong> ways in which research is conducted<br />

in <strong>Behavioural</strong> <strong>Science</strong>, focusing specifically<br />

on single-subject designs. Other topics will<br />

include the analysis <strong>of</strong> single-subject designs,<br />

knowledge translation and implementation.<br />

The aim <strong>of</strong> this course is to prepare students<br />

to design, conduct and evaluate research that<br />

is commonly performed by Behaviour Analysts<br />

in both experimental and applied settings. A<br />

written component is required.<br />

Semester 5 Breadth Elective Students select from a wide variety <strong>of</strong> courses<br />

outside their discipline drawn from the fields <strong>of</strong><br />

arts and humanities, social sciences, and<br />

natural sciences. See descriptions for breadth<br />

electives.<br />

Semester 6<br />

Group <strong>Behavioural</strong><br />

Counselling<br />

This course is designed to provide a<br />

comprehensive overview <strong>of</strong> Group Therapy<br />

and Group Dynamics with a Behaviour<br />

Therapy approach. A review <strong>of</strong> <strong>Behavioural</strong><br />

Therapy strategies will be provided and<br />

emphasis will be placed on selecting<br />

strategies for group development <strong>of</strong> target<br />

populations. In addition, a major focus will be<br />

placed on evaluating the group process and<br />

identifying progress and impediments to group<br />

therapy, as well as on how to problem-solve<br />

when difficult issues arise.<br />

Semester 6 Addictions This course introduces participants to theories<br />

<strong>of</strong>, and types <strong>of</strong> addiction, its underlying<br />

causes, assessment and screening methods,<br />

cutting edge interventions with evidence <strong>of</strong><br />

high rates <strong>of</strong> success, and relapse prevention.<br />

Brain research and its implications in choosing<br />

treatment options will also be discussed, as<br />

will controversies related to philosophical<br />

frameworks <strong>of</strong> how to treat addiction,<br />

specifically abstinence versus harm reduction<br />

approaches.<br />

How addiction affects specific groups, as well<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 57


Year and<br />

Semester Course Title Calendar Course Description<br />

Semester 6<br />

Interpr<strong>of</strong>essional<br />

Collaboration<br />

as strategies for promoting individuals‘<br />

empowerment and recovery using Positive<br />

Psychology, Strengths-Based, Motivational,<br />

and Spirituality approaches will be covered.<br />

This course prepares students to work in<br />

various environments with teams <strong>of</strong><br />

pr<strong>of</strong>essionals from a variety <strong>of</strong> backgrounds.<br />

Students acquire knowledge, skills and<br />

attitudes to work and communicate<br />

collaboratively with others in order to provide<br />

and enhance clinical and educational services<br />

to client groups. Students practice facilitating<br />

interpr<strong>of</strong>essional teams and develop ways to<br />

enhance interpr<strong>of</strong>essional practice within<br />

<strong>Behavioural</strong> <strong>Science</strong> and other pr<strong>of</strong>essional<br />

areas. Students investigate and become<br />

familiar with pr<strong>of</strong>essional roles and issues <strong>of</strong><br />

interpr<strong>of</strong>essional practice and high performing<br />

teams. Students identify and contribute to,<br />

pr<strong>of</strong>essional community groups and<br />

organizations that seek to advance and<br />

advocate for interpr<strong>of</strong>essional practice.<br />

Semester 6 Breadth Elective Students select from a wide variety <strong>of</strong> courses<br />

outside their discipline drawn from the fields <strong>of</strong><br />

arts and humanities, social sciences, and<br />

natural sciences. See descriptions for breadth<br />

electives.<br />

Semester 6 Breadth Elective Students select from a wide variety <strong>of</strong> courses<br />

outside their discipline drawn from the fields <strong>of</strong><br />

arts and humanities, social sciences, and<br />

natural sciences. See descriptions for breadth<br />

electives.<br />

YEAR 4<br />

Semester 7<br />

Senior Level Thesis<br />

Project 1<br />

Senior Level Thesis Project 1 is the first <strong>of</strong> two<br />

courses providing students with an opportunity<br />

to integrate and apply their skills and<br />

knowledge in <strong>Behavioural</strong> <strong>Science</strong> developed<br />

through study and experiential learning. Over<br />

the course <strong>of</strong> the two senior level courses,<br />

students research a topic relevant to clinical<br />

work and/or research in the field and develop<br />

a comprehensive thesis. The thesis may<br />

involve primary and/or secondary research<br />

and may be related to their practicum<br />

experience or may be in another area <strong>of</strong><br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 58


Year and<br />

Semester Course Title Calendar Course Description<br />

Semester 7<br />

Individual <strong>Behavioural</strong><br />

Counselling<br />

<strong>Behavioural</strong> <strong>Science</strong>. Students meet in small<br />

groups guided by faculty, to design, research,<br />

critique and share their work. A proposal will<br />

be submitted to and approved by, the<br />

supervising college faculty. The first draft <strong>of</strong><br />

the project will be completed in Part 1. The<br />

project is completed in Senior Level Thesis<br />

Project 2 in the final semester <strong>of</strong> the BBS<br />

program.<br />

This course provides a detailed analysis <strong>of</strong> the<br />

theory and application <strong>of</strong> behavioural therapy<br />

techniques in contrast with cognitive<br />

techniques for use in individual counselling<br />

settings. <strong>Behavioural</strong> and cognitive strategies<br />

and their appropriate use in individual<br />

psychotherapy will be examined, followed by a<br />

thorough review <strong>of</strong> techniques to consider<br />

when conducting assessments and collecting<br />

behavioural observations. A strong emphasis<br />

will also be placed on preparing pr<strong>of</strong>essional<br />

reports and charting therapy outcomes for use<br />

in multidisciplinary settings.<br />

Semester 7 Psychometrics The objective <strong>of</strong> this course is to provide a<br />

thorough examination <strong>of</strong> the concepts and<br />

principles <strong>of</strong> statistical analysis and design<br />

that underpin evaluation and development in<br />

psychological testing.<br />

Semester 7<br />

Organizational<br />

Behaviour<br />

This course in Organizational Behaviour<br />

provides an opportunity for students to<br />

examine individual and group behaviour in<br />

public, private and nonpr<strong>of</strong>it organizations as<br />

well as, the implications for effective<br />

management and leadership roles. Beginning<br />

with the individual process to the broader<br />

organizational role, participants will explore<br />

their own motivations, decision making<br />

processes and leadership abilities. This work<br />

will in turn, create a solid foundation for<br />

understanding and transforming individual and<br />

group work behaviours based on values and<br />

attitudes, social behaviours, ABA & CBT<br />

strategies, and organizational processes.<br />

Students will be challenged to enrich their own<br />

individual careers through the application <strong>of</strong><br />

organizational behaviour theories and<br />

behavioural skills.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 59


Year and<br />

Semester Course Title Calendar Course Description<br />

Semester 7 Breadth Elective Students select from a wide variety <strong>of</strong> courses<br />

outside their discipline drawn from the fields <strong>of</strong><br />

arts and humanities, social sciences, and<br />

natural sciences. See descriptions for breadth<br />

electives.<br />

Semester 8<br />

Semester 8<br />

Semester 8<br />

Senior Level Thesis<br />

Project 2<br />

Special Topics in<br />

<strong>Behavioural</strong> Analysis<br />

Issues in <strong>Behavioural</strong><br />

Psychology<br />

Senior Level Thesis Project 2 involves the<br />

implementation <strong>of</strong> the approved research<br />

project proposed in Senior Level Thesis<br />

Project 1. Students have conceptualized an<br />

original, empirical research project and will<br />

now conduct primary or secondary research,<br />

analyze the research results, write a scholarly<br />

paper pertaining to the research and defend<br />

the project to a faculty committee. Students<br />

determine a schedule <strong>of</strong> activities and<br />

timelines with their faculty advisor and meet in<br />

seminars with other students to discuss<br />

progress and share experiences.<br />

The primary purpose <strong>of</strong> this course is to<br />

identify and analyze current issues in the field<br />

<strong>of</strong> Applied Behaviour Analysis. Students will<br />

learn about the process <strong>of</strong> critical thinking.<br />

They will apply critical thinking to these issues<br />

and produce arguments regarding these<br />

issues. As well, students will learn the skills <strong>of</strong><br />

critiquing arguments from others. Each<br />

student will be required to present one issue in<br />

full. There will be discussion regarding how<br />

these issues will impact the field <strong>of</strong> ABA in the<br />

future.<br />

In this course, students explore and share the<br />

research and application <strong>of</strong> <strong>Behavioural</strong><br />

Psychology in a wide range <strong>of</strong> areas. Current<br />

issues and historical perspectives are<br />

examined and analyzed. Each student selects<br />

an area <strong>of</strong> interest different and distinct from<br />

their thesis topic, and conducts thorough<br />

literature reviews and analyses <strong>of</strong> the issues<br />

in research and application. Students propose<br />

and share processes <strong>of</strong> knowledge translation<br />

and the application <strong>of</strong> theory and research to<br />

practice in various settings. Students host a<br />

poster presentation for fellow students,<br />

displaying their final assignment.<br />

Semester 8 Consultation Skills This advanced course provides students<br />

opportunities to explore and develop their<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 60


Year and<br />

Semester Course Title Calendar Course Description<br />

skills in clinical, educational and performancebased<br />

consultation in order to provide service<br />

and to expand and develop the knowledge<br />

and skills <strong>of</strong> various stakeholders. Students<br />

investigate and practice consultation skills in<br />

various scenarios, while integrating their<br />

accumulated knowledge and skills in<br />

<strong>Behavioural</strong> <strong>Science</strong>. Creativity, development<br />

and collaboration are emphasized and<br />

students identify personal strenghts and<br />

interests.<br />

Semester 8 Breadth Elective Students select from a wide variety <strong>of</strong> courses<br />

outside their discipline drawn from the fields <strong>of</strong><br />

arts and humanities, social sciences, and<br />

natural sciences. See descriptions for breadth<br />

electives.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 61


D4.3 Non-Core Elective Course Descriptions<br />

Upper Course Title<br />

or<br />

Lower<br />

Breadth Electives<br />

Upper 20 th Century<br />

Fashion<br />

Lower<br />

Upper<br />

Lower<br />

Abnormal<br />

Psychology<br />

Adolf Hitler and the<br />

Rise and Fall <strong>of</strong><br />

Nazi Germany<br />

Approaches to<br />

Literature<br />

ENGL 104<br />

Calendar Course Description<br />

This course examines 20th Century fashion from an economics,<br />

sociological, psychological, political, and environmental<br />

viewpoint. Perspectives <strong>of</strong> designers, theories <strong>of</strong> fashion, and<br />

the politics <strong>of</strong> fashion are analyzed. From the launch <strong>of</strong> the first<br />

―maison de couture‖ in 1858, through the colourful ―youthquake‖<br />

<strong>of</strong> the 1960s and the rise and decline <strong>of</strong> the ―supermodel‖,<br />

fashion has always been a reflection <strong>of</strong> society and its values.<br />

Fashion‘s ―who‘s who‖ is studied to analyze their influence on<br />

today‘s industry.<br />

Have you ever felt anxious or depressed without really knowing<br />

why Worried excessively Been afraid <strong>of</strong> something you<br />

―knew‖ couldn‘t hurt you Used alcohol or drugs to escape a<br />

problem Almost all <strong>of</strong> us can answer ―yes‖ to at least one <strong>of</strong><br />

these questions, which means that almost everyone has<br />

experienced the symptoms <strong>of</strong> a psychological disorder. This<br />

course will introduce students to psychological functioning that<br />

is considered unhealthy or abnormal, and to the tools and skills<br />

that help understand it. Students will learn about the history <strong>of</strong><br />

abnormal psychology, the changing definitions <strong>of</strong> abnormal<br />

behavior across time and culture, and the continuum from<br />

normal behaviour to abnormal behaviour. Our focus will be on<br />

identifying the behavioural signs and symptoms <strong>of</strong> many mental<br />

and emotional disorders, the psychological, biological, and<br />

environmental factors that contribute to these disorders, and the<br />

ways they can best be treated. Students will also be encouraged<br />

to think critically about stigmas and labels associated with the<br />

mentally ill. Through readings, lectures, discussions, videos, and<br />

exercises, students will develop a more accurate and empathic<br />

view <strong>of</strong> these prevalent conditions and the individuals who<br />

experience them.<br />

Adolf Hitler is widely considered history‘s ultimate mass<br />

murderer. And yet the country that came to regard him as its<br />

savior after its defeat in World War One, and followed him to<br />

ruin at the conclusion <strong>of</strong> World War Two, was famously known<br />

for its great music, art, literature, philosophy and science. How<br />

could such a civilized country as Germany become complicit in<br />

the genocide <strong>of</strong> six million Jews, and the deaths <strong>of</strong> millions <strong>of</strong><br />

other men, women and children considered by Hitler and the<br />

Nazis to be ―racially inferior‖ In ―Adolf Hitler and the Rise and<br />

Fall <strong>of</strong> Nazi Germany‖ we will try to answer this and related<br />

questions that have left a dark stain on the history <strong>of</strong> the 20th<br />

century.<br />

This course is an elective for students in Humber degree<br />

programs. It is designed to develop students‘ reading, writing,<br />

and critical skills through understanding, discussing, and writing<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 62


Upper<br />

or<br />

Lower<br />

Lower<br />

Lower<br />

Lower<br />

Course Title<br />

Astronomy:<br />

Discovering Our<br />

Place in the<br />

Universe<br />

SCIE 200<br />

Behaviour Change<br />

for Healthy Living<br />

and Personal<br />

Growth<br />

Betrayal in<br />

Contemporary<br />

Fiction<br />

ENGL 202<br />

Calendar Course Description<br />

about a variety <strong>of</strong> literary genres. Its main objectives are to<br />

develop students‘ critical skills and academic writing abilities by<br />

1) encouraging analytical depth in textual analysis and 2)<br />

developing students‘ breadth <strong>of</strong> understanding through a focus<br />

on the interrelatedness <strong>of</strong> the texts studied. These skills will be<br />

developed through lecture, class discussion, and a series <strong>of</strong><br />

written essay assignments that will increase in complexity and<br />

evaluative weight as the term progresses. The principles <strong>of</strong><br />

clear writing and reasoned argumentation will be emphasized in<br />

lectures and expected in all assignments. In the final essay and<br />

final exam, students will be expected to present a cumulative<br />

and synthetic understanding <strong>of</strong> all texts studied during the term.<br />

Using both historical and contemporary data, students examine<br />

the planets, the life cycle <strong>of</strong> stars, the nature <strong>of</strong> galaxies, and the<br />

origin and future <strong>of</strong> the cosmos. An understanding <strong>of</strong> the<br />

scientific process, from raw data to the formulation <strong>of</strong> physical<br />

laws, provides an underlying thread to the course. Students<br />

describe and explain the evolution <strong>of</strong> astronomical knowledge,<br />

and apply their understanding through direct observation.<br />

This course examines the process <strong>of</strong> making a healthy<br />

behaviour change. Specifically, students are introduced to the<br />

theoretical principles <strong>of</strong> behaviour change as well as techniques<br />

used to help people make a successful behaviour change.<br />

Throughout the course students apply theoretical principles to<br />

their own lives to make a healthy behaviour change. Students<br />

also apply theories and research to assist another person with<br />

their attempt to undergo a specific, self-identified behaviour<br />

change.<br />

―A story is never true…but to try and stop telling stories is to<br />

entangle yourself in an even deeper level <strong>of</strong> untruth.‖ (from a<br />

review <strong>of</strong> Monica Ali‘s Alentejo Blue)<br />

What does it mean to betray To be betrayed ―Betrayal in<br />

Contemporary Fiction‖ examines some answers to these<br />

questions as reflected in fiction. From the German invasion <strong>of</strong><br />

France to a lover‘s picnic in the English countryside, from<br />

Noah‘s Ark to the backlots <strong>of</strong> 1920s Hollywood, the novels we‘ll<br />

be reading will take us to places where we can find out more<br />

about the moral, social, psychological, and emotional<br />

dimensions <strong>of</strong> betrayal. But we‘ll also consider the extent to<br />

which fiction itself might be said to constitute a kind <strong>of</strong> betrayal<br />

<strong>of</strong> truth. To this end, we‘ll examine a variety <strong>of</strong> narrative<br />

strategies and think about some <strong>of</strong> the ways in which novelists<br />

―betray‖ us in the interests <strong>of</strong> their fiction. Literary theory will<br />

help us to frame our findings, think critically, and begin to<br />

answer the question: Does fictional ‗betrayal‖ take us further<br />

away from the truth or help us understand reality in entirely new<br />

ways<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 63


Upper<br />

or<br />

Lower<br />

Lower<br />

Lower<br />

Lower<br />

Course Title<br />

The Underground<br />

Economy<br />

Brainstorm: Ideas<br />

and Arguments<br />

(Advanced Level)<br />

PHIL 409<br />

Business and<br />

Politics<br />

(Advanced Level)<br />

ECON 402<br />

Calendar Course Description<br />

Have you ever purchased a counterfeit product Are you aware<br />

that the underground economy represents an estimated ten<br />

percent <strong>of</strong> GDP in Canada and the U.S. and over fifty percent in<br />

many less developed countries How can illegal trade and<br />

exchange be so hidden yet employ an estimated 1.8 billion<br />

people globally Transnational criminal activities such as the<br />

illegal trade <strong>of</strong> arms, gold, drugs, money, products, information,<br />

and people are among the least understood aspects <strong>of</strong><br />

globalization, and they contribute to growing tensions and<br />

conflict in domestic and world politics. This course will introduce<br />

students to the underground economy and illegal finance with a<br />

view to understanding their impact on and cost to the legitimate,<br />

law-governed economy. Students will also have the opportunity<br />

to understand both successful and unsuccessful strategies for<br />

restricting this activity as well as examining why political actors<br />

(like states and police forces) are more motivated to tackle<br />

some parts <strong>of</strong> the underground economy than others.<br />

We think and argue every day about matters both minor and<br />

important. But do we really know what it means to think Do<br />

we know how to argue Where do our thoughts and ideas<br />

come from How do we judge which ones to accept and which<br />

to doubt or discard In this course, we will critically examine<br />

what it means to think rationally and argue intelligently about a<br />

number <strong>of</strong> historically significant topics. The course will use<br />

original sources rather than secondary literature, thus<br />

strengthening student‘s ability to read and analyze university<br />

level academic material. We will consider applications <strong>of</strong><br />

specifically philosophical thought to questions about the<br />

existence <strong>of</strong> God, the nature and limits <strong>of</strong> human knowledge,<br />

our moral judgments <strong>of</strong> people and actions and, our aesthetic<br />

judgments <strong>of</strong> art.<br />

The last two decades have witnessed a momentous shift in the<br />

relationship between business and the state. Amid talk <strong>of</strong> ―the<br />

end <strong>of</strong> big government,‖ the post-World War II consensus in<br />

favour <strong>of</strong> a strong public sector regulating and supervising<br />

economic activity has come under attack from economists,<br />

public policy analysts, journalists, politicians, corporate elites,<br />

and even segments <strong>of</strong> the public. This course investigates this<br />

evolution, adopting an interdisciplinary approach that<br />

synthesizes insights from history, political science, economics,<br />

and political theory. After setting out the theoretical framework<br />

underlying contemporary policy debates concerning government<br />

and business, the course will address specific issues such as<br />

macroeconomic stabilization policy, international trade, anti-trust<br />

law, environmental regulation, labour unions, pensions,<br />

corporate liability, consumer protection, health care and<br />

education, as well as fairness/equality policies. This course<br />

encourages students to reflect on the implications <strong>of</strong> the<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 64


Upper<br />

or<br />

Lower<br />

Upper<br />

Course Title<br />

Business and<br />

Pr<strong>of</strong>essional Ethics:<br />

Your Money and…<br />

Calendar Course Description<br />

changing relationship between business and politics.<br />

What has been your reaction to the plethora <strong>of</strong> business<br />

scandals that have peppered the news Are you judgmental or<br />

indifferent, assuming that corruption is part <strong>of</strong> daily life, and<br />

possibly, even an indispensable ingredient <strong>of</strong> business life<br />

What is the place <strong>of</strong> ethical discourse in the business world --<br />

ought it to be essential, or tangential, a point <strong>of</strong> discussion<br />

raised for "damage control" when such scandals are brought to<br />

public light What is the place <strong>of</strong> ethics in your life, and how are<br />

you to steer that life if your "personal" ethical code is at odds<br />

with the ethical code <strong>of</strong> the workplace What is the place,<br />

value, and good <strong>of</strong> labour in your life, and how can you live a life<br />

<strong>of</strong> integrity Can you answer these questions, and defend your<br />

responses<br />

Lower<br />

Lower<br />

Business and<br />

Society<br />

ENGL 102<br />

Business<br />

Information<br />

Systems<br />

This course will help to do so by enabling you to understand,<br />

identify, critically evaluate and assess, both in theory and<br />

practice, ethical concepts and arguments as they pertain to<br />

business practice, pr<strong>of</strong>essional conduct, and personal life.<br />

Upon successful completion <strong>of</strong> the course, you should have the<br />

tools to help you navigate through, and calm the myriad moral<br />

storms that you will face in your pr<strong>of</strong>essional life<br />

This course is an elective for students in Humber degree<br />

programs. It is designed to develop students‘ reading, writing,<br />

and critical skills through understanding, discussing, and writing<br />

about a variety <strong>of</strong> non-fiction essays drawn from different<br />

academic disciplines and focused on the theme <strong>of</strong> business and<br />

society. Its main objectives are to develop students‘ critical skills<br />

and academic writing abilities by 1) encouraging analytical depth<br />

in textual analysis and 2) developing students‘ breadth <strong>of</strong><br />

understanding through a focus on the interrelatedness <strong>of</strong> the<br />

texts studied. These skills will be developed through lecture,<br />

class discussion, and a series <strong>of</strong> written essay assignments that<br />

will increase in complexity and evaluative weight as the term<br />

progresses. The principles <strong>of</strong> clear writing and reasoned<br />

argumentation will be emphasized in lectures and expected in<br />

all assignments. In the final essay and final exam, students will<br />

be expected to present a cumulative and synthetic<br />

understanding <strong>of</strong> all texts studied during the term.<br />

This course provides students with an overview <strong>of</strong> information<br />

technology and its use in the achievement <strong>of</strong> organizational<br />

goals and strategic objectives. Students examine the role <strong>of</strong><br />

information technology in managing operations, achieving a<br />

competitive advantage, and on organizational structure and<br />

employees. They also study the dynamics <strong>of</strong> information<br />

technology systems specific to various industry sectors.<br />

Lower Business Law Students are introduced to the complex legal system in which<br />

businesses and consumers operate. The Canadian Constitution,<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 65


Upper<br />

or<br />

Lower<br />

Lower<br />

Lower<br />

Lower<br />

Lower<br />

Course Title<br />

Business<br />

Presentations<br />

Canada and the<br />

World: Trade,<br />

Diplomacy and War<br />

POLS 202<br />

Canadian Families:<br />

Past, Present and<br />

Future<br />

SOCI 202<br />

Canadian Studies:<br />

The Challenge<br />

Calendar Course Description<br />

as well as statutory and common law relevant to business and<br />

consumer transactions are covered. Students are introduced to<br />

the laws <strong>of</strong> contracts and torts that form the basis <strong>of</strong> business<br />

relationships. Topics include sale <strong>of</strong> goods and consumer<br />

protection legislation, debtor-creditor relations, competition law,<br />

employment law, manufacturer‘s product liability and intellectual<br />

property rights.<br />

Effectively presenting oneself is essential in contemporary<br />

business where people must negotiate in increasingly complex<br />

and diverse workplaces. Students explore and practice<br />

methods <strong>of</strong> creating clear written, oral and interpersonal<br />

communication for proposals and presentations in business.<br />

They study communication theories, types <strong>of</strong> communication,<br />

and methods and vehicles that have an impact on their<br />

performance. Students enhance their ability to organize<br />

information based on purpose and audience; express ideas<br />

clearly, precisely and effectively; and use up-to-date technology<br />

for presentations.<br />

As Canadian soldiers continue to fight and die in the war in<br />

Afghanistan, Canadian citizens have been struggling to come to<br />

grips with their new international reputation. For people who<br />

thought <strong>of</strong> their soldiers more as peacekeepers rather than<br />

warriors, this transition has been unsettling. However, Canada‘s<br />

role in the world has undergone several transitions throughout<br />

its history. How we come to understand these transitions<br />

requires an in-depth examination <strong>of</strong> the different roles Canada<br />

has assumed in the world over the past 150 years. Since 1867,<br />

Canada‘s politicians, diplomats, pr<strong>of</strong>essionals, businesspeople,<br />

soldiers, and citizens have cultivated relations with their<br />

counterparts in the world‘s most powerful and poorest nations<br />

and engaged in some <strong>of</strong> the most significant events in all <strong>of</strong><br />

human history. This course examines Canada‘s past and<br />

present, and assesses the many different domestic and external<br />

influences that shaped Canada‘s foreign policy in the face <strong>of</strong> a<br />

changing world.<br />

No matter how it is organized, the family is the most basic social<br />

institution in all societies. Indeed, the family or more specifically<br />

―a married couple, or other group <strong>of</strong> adult kinfolk who co-operate<br />

economically, share in child rearing, and who usually share a<br />

common dwelling‖ can be traced back two million years<br />

(Conway 1990). The way the family is structured, how it<br />

functions, and who is considered a member may be factors that<br />

differ from one society to another, but all societies expect some<br />

form <strong>of</strong> family to be responsible for regulating long term<br />

relationships, reproduction, child development, and the care <strong>of</strong><br />

aged relatives.<br />

What does the twenty-first century hold in store for Canadians<br />

In order to understand the challenges confronting us now, and in<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 66


Upper<br />

or<br />

Lower<br />

Upper<br />

Lower<br />

Upper<br />

Course Title<br />

Ahead<br />

HIST 200<br />

City Life (Advanced<br />

Level)<br />

SOCI 450<br />

Cross Cultural<br />

Communications<br />

Cultural<br />

Psychology<br />

Calendar Course Description<br />

the future, it is necessary to understand how we got to be where<br />

we are. By concentrating on the development <strong>of</strong> Canadian<br />

political, economic, social, and cultural institutions, this course<br />

will assist us in understanding the serious challenges<br />

confronting Canada today and tomorrow--challenges that are<br />

serious enough to put the future existence <strong>of</strong> Canada in<br />

question.<br />

As a result <strong>of</strong> their magnetic attraction, cities concentrate<br />

people, money and power so that now three out <strong>of</strong> four North<br />

Americans live within their confines. What began as the natural<br />

growth <strong>of</strong> settlements around agriculture evolved into regional<br />

market towns and has now transformed into a space where<br />

millions live and struggle and work and play. The city has been<br />

thought to <strong>of</strong>fer a completely different form <strong>of</strong> life from that<br />

<strong>of</strong>fered in alternate spaces like the country. This course will<br />

investigate the character <strong>of</strong> urban form and experience by<br />

inquiring into the city‘s particularity and its divergent shapes.<br />

The city has been celebrated for making possible the figure <strong>of</strong><br />

the cosmopolitan, who took pleasure in the encounter with<br />

strangers. In its more recent forms, the city has been remade<br />

as both a pleasure garden and a fortress, necessitating both the<br />

free mobility <strong>of</strong> capital and the increasing surveillance <strong>of</strong> its<br />

citizens. The work <strong>of</strong> this course will be to raise the question <strong>of</strong><br />

the form <strong>of</strong> the city, to consider its strengths and its limits and its<br />

influence on human social relations and experience. This<br />

course will examine how it feels to live in cities and how different<br />

cities encourage different experiences among its citizens.<br />

Students are expected to utilize different theoretical texts to<br />

reflect on their own experience <strong>of</strong> the city.<br />

This course examines culture as encompassing national and<br />

cultural identity, race, ethnicity, gender, ability and indigenous<br />

knowledge. Students examine their own culture, values, beliefs,<br />

biases and identities and assess personal skills and<br />

interpersonal communications techniques needed to effectively<br />

work internationally and adapt cross-culturally. Conflict<br />

management techniques are covered. Students also explore<br />

strategies for living and working overseas, culture shock, reentry<br />

and working with international business counterparts.<br />

If you were born somewhere else, would you be the same<br />

person you are today Would you have a few different<br />

traditions, maybe celebrate a few different holidays, but still<br />

have, basically, the same set <strong>of</strong> beliefs, attitudes and values<br />

Alternatively, can the culture we are born into affect more than<br />

the languages we speak and religious rituals we practice Can it<br />

fundamentally alter us, shaping the way we develop, think,<br />

reason and see the world In the past 30 years, psychologists<br />

have begun to acknowledge the limitations in their previous<br />

assumptions that research conducted in North America would<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 67


Upper<br />

or<br />

Lower<br />

Lower<br />

Upper<br />

Lower<br />

Course Title<br />

Democracy and<br />

Dictatorship<br />

POLS 204<br />

Desire and<br />

Discontent<br />

(Advanced Level)<br />

HUMA 406<br />

Developmental<br />

Psychology<br />

(Advanced Level)<br />

PSYC 402<br />

Calendar Course Description<br />

apply globally by examining the similarities and differences in<br />

human behaviour across societies. In this course we aim to<br />

develop a more comprehensive understanding <strong>of</strong> ourselves by<br />

highlighting those behaviours<br />

that do appear across cultures, and by purposefully seeking and<br />

including those behaviours that vary widely across our diverse<br />

societies.<br />

From Ancient Greece to the Arab Spring, ideas <strong>of</strong> democracy<br />

have occupied a catalytic position at the heart <strong>of</strong> global politics.<br />

But what does it mean to say that one country is democratic and<br />

another is not On what grounds are these distinctions drawn<br />

Is democracy the ideal form <strong>of</strong> government for all countries<br />

How do differences in economic and cultural development<br />

shape processes <strong>of</strong> democratization Students are invited to<br />

explore these and related questions within the framework <strong>of</strong> this<br />

introductory course in comparative politics.<br />

The course begins by reflecting on the historical evolution <strong>of</strong><br />

comparative politics as a discipline, in the process, introducing<br />

students to the primary theoretical models and empirical<br />

methods used by researchers in the field. Students proceed by<br />

considering the history <strong>of</strong> democracy, before more<br />

systematically evaluating the diverse economic, cultural,<br />

systemic and institutional factors at play in processes <strong>of</strong><br />

democratization. This thematic investigation is rooted in a<br />

variety <strong>of</strong> empirical case studies that reflect both the regional<br />

and experiential diversity <strong>of</strong> global politics. At the end <strong>of</strong> this<br />

course, students will have gained insight into the complexities <strong>of</strong><br />

both democratization and comparative research methodologies.<br />

Focusing on our experiences <strong>of</strong> passion, acquisitiveness,<br />

success, and their attendant emotions <strong>of</strong> happiness, despair,<br />

guilt, hope, shame, regret and anger, this course examines the<br />

role which desire and discontent play in motivating human<br />

behaviour and shaping personality. In so doing, students<br />

undertake a critical reading <strong>of</strong> texts in philosophy,<br />

psychoanalysis, and psychology, including in their analysis<br />

thinkers such as Plato, Epicurus, Hegel, and Freud.<br />

This interdisciplinary course examines the insights <strong>of</strong><br />

philosophy, psychoanalysis, and psychology in the attempt to<br />

understand the human cycle <strong>of</strong> desire and discontent.<br />

This course is designed to introduce <strong>Bachelor</strong> <strong>of</strong> Nursing<br />

students to theory, methodology and research findings in the<br />

field <strong>of</strong> life-span developmental psychology. Organized<br />

topically, it will examine developmental changes from<br />

conception to death by focusing on biological, cognitive and<br />

socio-emotional processes. Students will learn about the<br />

development <strong>of</strong> intelligence, language, self, identity, personality,<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 68


Upper<br />

or<br />

Lower<br />

Lower<br />

Upper<br />

Course Title<br />

Ecology, Nature<br />

and Society<br />

ENGL 106<br />

Economic Boom &<br />

Bust: Capitalism In<br />

Question<br />

Calendar Course Description<br />

gender, sexuality, and morality across the human life span.<br />

Moreover, they will examine the social contexts <strong>of</strong> development<br />

including family relations, peer groups, and friendship. The<br />

course will end with an examination <strong>of</strong> death and grieving.<br />

This course is an elective for students in Humber degree<br />

programs. It is designed to develop students‘ reading, writing,<br />

and critical skills through understanding, discussing, and writing<br />

about a variety <strong>of</strong> non-fiction essays drawn from different<br />

academic disciplines and focused on the theme <strong>of</strong> ecology,<br />

nature, and society. Its main objectives are to develop students‘<br />

critical skills and academic writing abilities by 1) encouraging<br />

analytical depth in textual analysis and 2) developing students‘<br />

breadth <strong>of</strong> understanding through a focus on the<br />

interrelatedness <strong>of</strong> the texts studied. These skills will be<br />

developed through lecture, class discussion, and a series <strong>of</strong><br />

written essay assignments that will increase in complexity and<br />

evaluative weight as the term progresses. The principles <strong>of</strong><br />

clear writing and reasoned argumentation will be emphasized in<br />

lectures and expected in all assignments. In the final essay and<br />

final exam, students will be expected to present a cumulative<br />

and synthetic understanding <strong>of</strong> all texts studied during the term.<br />

The 2008 Subprime Mortgage Crisis shook the global economy<br />

with a force unseen in the developed world since the 1929 stock<br />

market crash. Our future prospects, in terms <strong>of</strong> employment and<br />

social stability, seem much less secure than a mere decade<br />

ago. Indeed, if we look back from our current vantage point, we<br />

see that the history <strong>of</strong> the world economy over the past hundred<br />

years has been characterized by cycles <strong>of</strong> crises, by speculative<br />

excess and financial fallout. The champions <strong>of</strong> capitalism tell us<br />

that in the long run things will get better. But taking a cue from a<br />

well-known social theorist who argued that ―only the<br />

exaggerations are true,‖ this course will critically investigate<br />

what economic crises can tell us about the very nature and<br />

underlying principles <strong>of</strong> our purportedly stable economic system.<br />

Specifically, from the vantage point <strong>of</strong> the most recent global<br />

economic crisis, this course will explore the contexts and<br />

consequences <strong>of</strong> the Great Depression (1929-1939), the Bretton<br />

Woods Conference and post-World War II global financial<br />

architecture, the 1973 oil crisis, and the polarization <strong>of</strong> North<br />

and South through economic relations <strong>of</strong> debt and dependence.<br />

Further, the international economic policies <strong>of</strong> the 1980s-2000s<br />

that preceded financial and food crises throughout the<br />

developing world will be examined. Lastly, the current economic<br />

crisis and the politics <strong>of</strong> austerity that are now shaping the very<br />

structure <strong>of</strong> the global economy urge us to consider what is<br />

more likely to come in the future, if not endless prosperity. We<br />

need to debate such questions since in a globalized economy<br />

what happens ―over there‖ can have a direct impact on the<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 69


Upper<br />

or<br />

Lower<br />

Lower<br />

Lower<br />

Lower<br />

Course Title<br />

Electronic<br />

Fundamentals<br />

Ethics & Moral<br />

Theory<br />

PHIL 203<br />

Evolution:<br />

Unravelling Life‘s<br />

Mysteries<br />

Calendar Course Description<br />

quality <strong>of</strong> life and the opportunities that we have ―here.‖<br />

This course introduces students to electronics components,<br />

circuits, and principles, with emphasis on common terms,<br />

devices, laws and principles used in the field <strong>of</strong> electronics.<br />

Students will be exposed to both AC and DC circuits, series and<br />

parallel circuits, and the concepts <strong>of</strong> inductive and capacitive<br />

reactances. To reinforce the concepts, common everyday<br />

applications such as power outlets in your home, the battery in<br />

your car, why the lights fixtures in your home are connected in<br />

parallel, etc., will be introduced.<br />

Whatever our cultural and socio-economic backgrounds, all <strong>of</strong><br />

us seek to achieve a good life. Though most people<br />

immediately identify that with happiness, there can be little<br />

doubt that the good life must also include being a moral person.<br />

For no matter how much pleasure, money and power we<br />

happen to have at our disposal, most people will ultimately find it<br />

unsatisfying unless they feel that they deserve their situation in<br />

life by virtue <strong>of</strong> the acts they‘ve performed and the causes<br />

they‘ve supported. The purpose <strong>of</strong> this course is to examine<br />

and clarify the moral component <strong>of</strong> the good life. Our focus will<br />

be on contemporary issues <strong>of</strong> the sort that people are likely to<br />

come across in their everyday lives. Hence, the course<br />

considers moral dilemmas that arise in our relations with family,<br />

friends, lovers, work, business, law, health care, animals, and<br />

the environment. Moral theories are discussed to ensure<br />

students can thoughtfully engage the issues, but the emphasis<br />

will be on resolving practical dilemmas critically and thoughtfully.<br />

How on earth did the giraffe get such a long neck Why do<br />

vaccines and pesticides become obsolete so quickly Who are<br />

the ancestors <strong>of</strong> modern humans The theory <strong>of</strong> evolution<br />

through natural selection is one <strong>of</strong> the most misunderstood, and<br />

controversial theories <strong>of</strong> science. Yet this biological theory is the<br />

central unifying thread for many fields <strong>of</strong> research and study. It<br />

explains the diversity <strong>of</strong> life, the similarities and differences<br />

among existing and extinct species, and the development <strong>of</strong><br />

new species. It provides the framework for understanding<br />

emerging diseases, antibiotic resistant bacteria, the control <strong>of</strong><br />

agricultural pests and the responses <strong>of</strong> endangered species to<br />

climate change. The theory <strong>of</strong> evolution is a key component <strong>of</strong><br />

scientific literacy, needed for innovation and competitiveness in<br />

the 21st century workplace.<br />

In this course we will look at the history, experimental evidence<br />

and controversies surrounding this famous theory. Students will<br />

explore scientific literature on evolution and answer questions<br />

through dry lab experiments. Topics covered include natural<br />

selection, fitness and adaptation, genetic change, speciation,<br />

extinction and human evolution.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 70


Upper Course Title Calendar Course Description<br />

or<br />

Lower<br />

Upper Existentialism If you are looking for clarity and certainty, there are many<br />

philosophies and religions that will tell you what is right and<br />

wrong, and describe for you the best way to live your life.<br />

Existentialism, in contrast, will argue that we can never know<br />

what is true, never know what is right, and that we can‘t even<br />

understand our own nature; any pretense that we have the<br />

answers to these questions is nothing more than a failure to<br />

honestly face up to the uncertainties <strong>of</strong> the human condition.<br />

Real life, the existentialists <strong>of</strong>ten say, is pr<strong>of</strong>oundly absurd,<br />

since we must make important choices every day <strong>of</strong> our lives,<br />

and yet we cannot really justify any <strong>of</strong> these choices; they spring<br />

from our passions, not our reason. And yet, while we cannot<br />

escape from the absurdity <strong>of</strong> life, this does not make our lives<br />

meaningless. On the contrary, the existentialists will argue that<br />

by throwing ourselves fully into a cause, a belief, or an<br />

understanding <strong>of</strong> what is best in life, we can take ownership <strong>of</strong><br />

our own lives, wresting back control from our slavery to the<br />

Lower<br />

Lower<br />

Lower<br />

Film: Styles,<br />

Narratives and<br />

Techniques <strong>of</strong><br />

Moving<br />

Fundamentals <strong>of</strong><br />

Digital Electronics<br />

Gender, Culture<br />

and Power<br />

opinions <strong>of</strong> others.<br />

Cinema is the foremost art <strong>of</strong> the last 100 years and as viewers<br />

we have developed habits <strong>of</strong> watching that sometime obscure<br />

our awareness <strong>of</strong> how the art <strong>of</strong> cinema achieves its effects and<br />

tells its stories. In this class we carefully examine the techniques<br />

<strong>of</strong> the moving image -- mise en scène, cinematography, editing,<br />

sound -- and the early formation <strong>of</strong> the now easily recognizable<br />

styles <strong>of</strong> most cinema. In assembling a technical and analytic<br />

vocabulary to understand and assess style in film art, students<br />

begin to evaluate the formal and narrative properties <strong>of</strong> fictional<br />

film. Form relates to how we experience feeling and meaning as<br />

film audiences; it also relates to the formal properties <strong>of</strong> film<br />

(such as repetition and variation <strong>of</strong> distinct themes or elements,<br />

development, and the overall effects <strong>of</strong> unity and disunity).<br />

Narrative relates to the structure <strong>of</strong> plots and the flow <strong>of</strong> story<br />

information in cinema. Once students understand the stylistic,<br />

formal and narrative properties <strong>of</strong> film they can then fulfill a main<br />

objective <strong>of</strong> this course: the critical analysis and evaluation <strong>of</strong><br />

recent examples <strong>of</strong> the cinematic art.<br />

This is an introductory course in Digital Electronics that will<br />

cover number systems, switches, logic gates, the analysis and<br />

design <strong>of</strong> combinational logic, encoders and decoders,<br />

multiplexexers and demultiplexers, analog-to-digital converters<br />

(ADC), digital-to-analog converters (DAC), and Boolean<br />

Algebra. To reinforce the concepts, common everyday<br />

applications such as digital clocks, digital TV signals, satellite<br />

signals, computers signals, etc., will be introduced.<br />

―Boys will be boys‖, ―you throw like a girl‖, ―Man-up‖, ―she‘s a<br />

‗girly-girl‘‖, ―he‘s a ‗man‘s man‘‖. These phrases are<br />

commonplace in our society, but what value judgments, beliefs<br />

and ideologies do they contain Being accepted as ―a man‖ in<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 71


Upper<br />

or<br />

Lower<br />

Lower<br />

Upper<br />

Course Title<br />

Global International<br />

Politics<br />

POLS 3200<br />

Good and Evil<br />

(Advanced Level)<br />

HUMA 408<br />

Calendar Course Description<br />

this culture seems to require rejecting everything associated<br />

with ―femininity‖. Consequently, female traits, and thereby girls<br />

and women, are <strong>of</strong>ten devalued and denigrated. Human traits<br />

tend to be sorted into rigid boxes <strong>of</strong> ―feminine‖ and ―masculine‖<br />

and straying out <strong>of</strong> one‘s socially-designated box regularly<br />

invites gender policing and enforcement by society in the form <strong>of</strong><br />

jokes, homophobia, bullying, and violence. In this course, we will<br />

examine the ways in which both masculinity and femininity are<br />

constructed throughout the lifespan, and then analyze their<br />

various cultural meanings and social implications. We will focus<br />

on evaluating prominent biological and psychoanalytic<br />

explanations <strong>of</strong> gender, and then move onto developing a<br />

thorough understanding <strong>of</strong> a range <strong>of</strong> current sociological and<br />

feminist perspectives on gender relations that are attentive to<br />

discourse, power, privilege, cultural difference, ‗race‘ and sexual<br />

diversity. Gender dynamics and gendered interactions will be<br />

analyzed in various realms <strong>of</strong> our cultural environment including<br />

the internet, media, film, art, education, health, work and<br />

intimate relationships.<br />

International relations is one <strong>of</strong> the most dynamic and important<br />

areas <strong>of</strong> political science today. Traditionally, international<br />

relations focused on relations between national governments,<br />

taking them as the dominant actors on the world stage. Over the<br />

past several decades, however, the world has shifted away from<br />

the traditional state-dominated model <strong>of</strong> international politics to<br />

a more complex one in which transnational corporations,<br />

financial markets, international institutions, non-governmental<br />

organizations, and terrorist groups have joined governments to<br />

give shape to a rapidly changing and, at times, highly<br />

unpredictable global political environment. In addition,<br />

challenges like the global economic crisis <strong>of</strong> 2008 and climate<br />

change have highlighted the growing need for cooperation<br />

between national governments and other important social and<br />

economic actors.<br />

These changes and challenges raise the question <strong>of</strong> what role<br />

conventional international politics will play in a world that is<br />

increasingly characterized by the mutual dependency <strong>of</strong><br />

different peoples and regions for things like food, water, energy,<br />

economic growth, and security. This course will introduce<br />

students to the study <strong>of</strong> international relations by placing it<br />

against the backdrop <strong>of</strong> the present day ―globalized‖ world. In<br />

this way, it will help students to not only better understand<br />

current global politics, but to comprehend and even anticipate<br />

future changes.<br />

Do good and evil really exist In the early years <strong>of</strong> this century,<br />

we have been exposed increasingly to the idea that there are<br />

still indisputable evils in the world – terrorism, war, ethnic<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 72


Upper<br />

or<br />

Lower<br />

Upper<br />

Upper<br />

Course Title<br />

Great<br />

Performances in<br />

Jazz<br />

History <strong>of</strong> Canadian<br />

Music<br />

Calendar Course Description<br />

violence, and the destruction <strong>of</strong> the environment, just to name a<br />

few. But does it still make sense to talk about good and evil, or<br />

are these concepts too simplistic, especially when applied to<br />

complex social, political, and economic issues Even if we think<br />

the terms still have meaning, are we as human beings<br />

responsible for the good and evil carried out in the world Such<br />

questions have ancient roots. With this in mind, we will explore<br />

conceptions <strong>of</strong> good and evil selected from various philosophical<br />

and religions traditions. We will also apply the different<br />

perspectives we examine to modern ethical and political<br />

problems. The aim <strong>of</strong> this course will be to encourage students<br />

to think critically about what it means to be a responsible<br />

human being and a citizen <strong>of</strong> the world in the 21 st century.<br />

Many realize that jazz has produced a wonderful body <strong>of</strong> music.<br />

Like all art however, jazz also presents the scholar with a host <strong>of</strong><br />

issues worth further exploration. In this course, we examine<br />

―great‖ performances in jazz history. These performances are<br />

―great‖ not only musically, but also for their ability to spark<br />

discussion. In this class, performances are approached as a<br />

semiotic text with which we can examine such issues as race<br />

relations in America, ideas <strong>of</strong> cultural hierarchy, concepts <strong>of</strong><br />

authenticity, political and popular definitions/uses <strong>of</strong> jazz and<br />

notions <strong>of</strong> virtuosity (among other issues). Further, as the<br />

usefulness <strong>of</strong> strict chronological approaches to history has<br />

been contested–it is argued that historical narratives result in an<br />

evolutionist or teleological aesthetic–issues structure this<br />

course. ―Great Performances in Jazz‖ engages history, music<br />

appreciation, cultural studies, historiography and sociology in an<br />

exciting and unique way.<br />

Canadian Music: Issues, History and Reception is an exciting<br />

upper-level course that examines the contributions <strong>of</strong> important<br />

Canadian musicians and musical styles while enriching the<br />

student‘s relationship, understanding and listening experience<br />

with Canadian music through selected musical examples and<br />

topics. As music is an excellent portal through which to analyze<br />

a host <strong>of</strong> extra-musical issues, Canadian Music: Issues, History<br />

and Reception <strong>of</strong>fers students the opportunity to explore a<br />

variety <strong>of</strong> issues and ideas while learning to identify, assess and<br />

differentiate between various historical periods, genres and<br />

geographical styles <strong>of</strong> Canadian music. Canadian musical<br />

genres to be examined in this course include, but are not limited<br />

to, rhythm and blues, rock ‗n‘ roll, hip-hop, rap, folk, classical<br />

and jazz.<br />

Lower History <strong>of</strong> Jazz History <strong>of</strong> Jazz is a survey course in jazz history that examines<br />

in lecture, text and recorded examples various styles <strong>of</strong> jazz<br />

from the last century. This course will enrich a student‘s<br />

relationship and listening experience with jazz by familiarizing<br />

the student with the basic rhythmic, harmonic, melodic and<br />

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Upper<br />

or<br />

Lower<br />

Lower<br />

Lower<br />

Course Title<br />

History <strong>of</strong> Popular<br />

Music<br />

History <strong>of</strong><br />

Technology<br />

Calendar Course Description<br />

formal conventions in jazz. Students will learn to differentiate<br />

various periods <strong>of</strong> jazz into geographical (New Orleans,<br />

Chicago, Kansas City, West Coast, New York) and historical<br />

periods (Early Jazz, Bebop, Swing, Cool, Avant-Garde, Hard<br />

Bop). Further, students will learn to identify key practitioners in<br />

each <strong>of</strong> the styles discussed, identify musical examples and<br />

gain a working familiarity with such musical terminology<br />

germane to jazz as trading fours, improvisation, swing feel, sax<br />

soli, riffs, blue notes etc. While students will not be required to<br />

memorize every musical name contained within this history<br />

(there are many), students will come to learn about the genre‘s<br />

key players, encounter what they sound(ed) like and learn to<br />

comprehend why they are important. Lastly, jazz, like all music,<br />

<strong>of</strong>fers an excellent portal through which to study America, race<br />

relations, social concerns and a host <strong>of</strong> extra- musical issues.<br />

This course will address many <strong>of</strong> these central issues in this<br />

course in order to enrich the student experience with this<br />

fascinating body <strong>of</strong> music.<br />

This course examines a huge, rich and varied body <strong>of</strong> music.<br />

While we are loosely examining so- called ―popular music‖ from<br />

the end <strong>of</strong> World War II to the Present, we also look at some <strong>of</strong><br />

the musical movements, ideas and history that predate WWII in<br />

order to contextualize our studies. Further, because the<br />

definition <strong>of</strong> popular or ―pop‖ music has changed over the years,<br />

we take an inclusive approach to ―pop music‖ here, examining<br />

jazz, blues, hip-hop, rap, trip-hop, ska, reggae, disco, funk, folk,<br />

heavy metal, hard rock, progressive rock, grunge, soul, R&B,<br />

house, acid jazz and mashup styles, to name but a few.<br />

Therefore, ―Popular Music‖ is less a musical style and more an<br />

ever-changing definition mediated by corporate radio and<br />

recording, cultural taste and fashion and a host <strong>of</strong> other social,<br />

political, musical, cultural and aesthetic considerations.<br />

Accordingly, in this class we look at, discuss and listen to music<br />

while touching upon many other issues. Hopefully this music will<br />

provide a portal through which we can examine history,<br />

sociology, race relations, corporate involvement in the arts and<br />

many other exciting topics.<br />

This course covers much <strong>of</strong> the foundation upon which the<br />

further study <strong>of</strong> Industrial Design will build. It investigates the<br />

evolution <strong>of</strong> applied technology during the past 500 years with<br />

particular attention to developments that are relevant to the<br />

industrial age and the development <strong>of</strong> contemporary commercial<br />

products and services. Studies demonstrate the impact <strong>of</strong><br />

pivotal innovations on contemporary life and behavior. Factors<br />

influencing technological breakthroughs (including available<br />

resources, social influences, economic conditions, scientific<br />

developments and design vision) are discussed. Classes,<br />

discussions and assignments develop the relationship between<br />

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Upper<br />

or<br />

Lower<br />

Lower<br />

Lower<br />

Lower<br />

Lower<br />

Course Title<br />

Hitler and Stalin:<br />

Architects <strong>of</strong> Evil<br />

HIST 201<br />

How is Society<br />

Possible Conflict,<br />

Cooperation and<br />

Social Theory<br />

(Advanced Level)<br />

PHIL 404<br />

Human Growth and<br />

Development<br />

Human Security<br />

and World Disorder<br />

POLS 201<br />

Calendar Course Description<br />

technological innovation and the evolution <strong>of</strong> design and society.<br />

No understanding <strong>of</strong> the 20 th century is complete without an<br />

awareness <strong>of</strong> the staggering crimes against humanity Adolf<br />

Hitler and Joseph Stalin committed in the name <strong>of</strong> communism<br />

and Nazism respectively. This course examines the social,<br />

political and economic conditions that produced these uniquely<br />

evil men and how, once they attained absolute power, their<br />

murderous policies resulted in the deaths <strong>of</strong> untold millions – in<br />

war, in the slave labour camps <strong>of</strong> the Soviet Gulag and in the<br />

Nazi death camps in German-occupied Poland whose primary<br />

aim was to liquidate European Jewry. ―Hitler and Stalin:<br />

Architects <strong>of</strong> Evil‖ raises fundamental questions about the<br />

nature <strong>of</strong> evil, the malevolent uses <strong>of</strong> propaganda and political<br />

terror, the ultimate crime <strong>of</strong> genocide, and the troubling question<br />

<strong>of</strong> assigning blame and bringing the guilty to justice.<br />

What constitutes the social glue that binds individuals together<br />

to form a society How is conflict accommodated and sufficient<br />

cooperation encouraged to ensure continuity How is society<br />

best organized Looking at issues such as the concept <strong>of</strong><br />

human nature, the dynamics <strong>of</strong> group behaviour, the<br />

development <strong>of</strong> social institutions, the distribution <strong>of</strong> scarce<br />

resources, and the notion <strong>of</strong> power and punishment, students<br />

reflect on these questions in a critical manner. Through a study<br />

<strong>of</strong> the works <strong>of</strong> Marx, Durkheim, Weber, Mead, Parsons, and<br />

Mills, this course provides an introduction to social theory.<br />

This course introduces concepts and theories related to the<br />

growth and development <strong>of</strong> children with focus on prenatal,<br />

infancy and early childhood. Students will examine the<br />

biological, social, intellectual, emotional aspects <strong>of</strong> development<br />

from conception to early childhood. Issues explored in this<br />

course will be approached though psychoanalytic, behavioural,<br />

cognitive, social, and humanistic theoretical perspectives with<br />

emphasis on the ethological understanding <strong>of</strong> human<br />

development.<br />

A survey <strong>of</strong> 20 th -century history reveals two disparate trends in<br />

world politics. States, nations, and individuals increasingly<br />

seem willing to abandon public goods in order to ensure a sense<br />

<strong>of</strong> security. Yet, even as such fundamental values as equality,<br />

liberty, and justice are bargained away in the name <strong>of</strong> peace<br />

and stability, the world seems to slip further into a state <strong>of</strong><br />

disorder—a state in which the conditions for the possibility <strong>of</strong><br />

security are undermined. How can security be achieved What<br />

are citizens willing to surrender in order to meet this objective<br />

And what cost are they willing to incur in order to feel secure<br />

Lower Human Sexuality Sex is <strong>of</strong>ten considered to be a powerful motivator <strong>of</strong> human<br />

behaviour. It is everywhere around us, used to attract our<br />

attention and sell us products. Is sex so primal that people all<br />

over the world are driven to similar sexual behaviour during<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 75


Upper<br />

or<br />

Lower<br />

Lower<br />

Lower<br />

Lower<br />

Course Title<br />

Individuals and<br />

Communities<br />

ENGL 105<br />

Introduction to<br />

Advertising<br />

Introduction to<br />

Canadian Justice<br />

System<br />

Calendar Course Description<br />

courtship, mating, and love making Or, is sex learned and<br />

shaped by our culture, context, and cohort Is the process <strong>of</strong><br />

becoming sexual encoded completely in our DNA, being purely<br />

maturational, dependent on hormones and time Or, is it also<br />

learned, through the perspective <strong>of</strong> our experiences and<br />

gender In this class we explore the interactive role that<br />

evolutionary, biological, psychological and cultural influences<br />

play in the development and expression <strong>of</strong> sexuality in our<br />

society. We will detail the maturational forces that begin the<br />

process but we will also explore the spectrum <strong>of</strong> human<br />

sexuality, and the influences contributing to our diversity. The<br />

goal is to be able to assess the role <strong>of</strong> these influences in<br />

shaping perceptions, attitudes and beliefs about our own and<br />

other‘s sexual behaviours<br />

This course is an elective for students in Humber degree<br />

programs. It is designed to develop students‘ reading, writing,<br />

and critical skills through understanding, discussing, and writing<br />

about a variety <strong>of</strong> non-fiction essays drawn from different<br />

academic disciplines and focused on the theme <strong>of</strong> individuals<br />

and communities. Its main objectives are to develop students‘<br />

critical skills and academic writing abilities by 1) encouraging<br />

analytical depth in textual analysis and 2) developing students‘<br />

breadth <strong>of</strong> understanding through a focus on the<br />

interrelatedness <strong>of</strong> the texts studied. These skills will be<br />

developed through lecture, class discussion, and a series <strong>of</strong><br />

written essay assignments that will increase in complexity and<br />

evaluative weight as the term progresses. The principles <strong>of</strong><br />

clear writing and reasoned argumentation will be emphasized in<br />

lectures and expected in all assignments. In the final essay and<br />

final exam, students will be expected to present a cumulative<br />

and synthetic understanding <strong>of</strong> all texts studied during the term.<br />

The course will present an overview <strong>of</strong> advertising from several<br />

perspectives: the early history <strong>of</strong> advertising, including the<br />

forces contributing to the development <strong>of</strong> the modern advertising<br />

agency; the elements <strong>of</strong> advertising campaigns; who does what<br />

– the structure <strong>of</strong> an advertising company; advertising media;<br />

recent industry developments; and the role <strong>of</strong> advertising in<br />

society.<br />

Individual assignments and group projects will have two goals:<br />

to build a critical awareness <strong>of</strong> the rhetoric <strong>of</strong> advertising; and to<br />

put into practice the students‘ understanding <strong>of</strong> the industry as<br />

developed by the course material<br />

This introductory course provides the student with an overview<br />

<strong>of</strong> the Canadian Criminal Justice System with a particular<br />

emphasis on the history, function, role and organization <strong>of</strong><br />

Canadian law enforcement services. The operation <strong>of</strong> the<br />

criminal justice system will be examined and analysed in light <strong>of</strong><br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 76


Upper<br />

or<br />

Lower<br />

Lower<br />

Lower<br />

Lower<br />

Lower<br />

Course Title<br />

Introduction to<br />

Criminology<br />

CRIM 151<br />

Introduction to<br />

Environmental<br />

Studies<br />

SCIE 202<br />

Introduction to<br />

Politics<br />

POLS 200<br />

Introduction to<br />

Psychology<br />

Calendar Course Description<br />

contemporary issues affecting the system. Each <strong>of</strong> the major<br />

components from enforcement through the courts and<br />

correctional services will be explored.<br />

This course provides an examination <strong>of</strong> various theoretical<br />

explanations <strong>of</strong> criminal and deviant behaviour including the<br />

sociological, biological and psychological perspectives.<br />

Criminological theory is related to various types <strong>of</strong> criminal<br />

activity. The reality <strong>of</strong> crime in Canada, including victimology, is<br />

examined through crime statistics and correlates <strong>of</strong> criminal<br />

behaviour. The impact <strong>of</strong> theory on the development and<br />

effectiveness <strong>of</strong> the criminal justice system is discussed with an<br />

emphasis on future trends within the system. The course also<br />

<strong>of</strong>fers an in-depth understanding <strong>of</strong> criminology as a scientific<br />

method <strong>of</strong> studying crime and criminals.<br />

Each <strong>of</strong> us is part <strong>of</strong> various environments and form<br />

relationships with nature every day <strong>of</strong> our lives such that our<br />

memories, identities and knowledge are wrapped up in how we<br />

understand nature and our links to environments.<br />

Environmental studies is fundamentally an attempt to integrate<br />

understandings <strong>of</strong> the natural world with knowledge about the<br />

social (or human) world. How we form connections among<br />

ourselves and with nature, what values underlie our<br />

understandings <strong>of</strong> nature, and how we can improve the<br />

environment are all questions worthy <strong>of</strong> exploration in this<br />

context. This introductory course to environmental studies will<br />

challenge students to investigate these questions through the<br />

themes <strong>of</strong> social justice, technology, sustainability, activism, and<br />

ethics. The overall purpose <strong>of</strong> this course is to develop greater<br />

knowledge and critical awareness about the complex<br />

relationships between natural environments and people. We will<br />

do this by actively engaging with the lecture materials, readings,<br />

tutorial discussions and case studies and by relating these ideas<br />

to our daily lives and our future hopes.<br />

Whether we like it or not, governments impinge on our lives,<br />

affecting our level <strong>of</strong> personal security, freedom, opportunities,<br />

and standard <strong>of</strong> living. This course is an introductory<br />

exploration <strong>of</strong> the forces determining the conduct <strong>of</strong><br />

governments. After outlining the essence <strong>of</strong> government and<br />

the sources <strong>of</strong> its authority, the course examines the different<br />

forms <strong>of</strong> government, with a special focus on the institutions <strong>of</strong><br />

Western liberal democracies and the struggles <strong>of</strong> emerging<br />

democracies. We then proceed to an analysis <strong>of</strong> the factors<br />

shaping public policy, such as interest groups, political parties,<br />

media, elections, and the courts. The course finishes with an<br />

analysis <strong>of</strong> the military, political, and economic facets <strong>of</strong><br />

international relations.<br />

This course is designed to introduce students to the field <strong>of</strong><br />

psychology. Students will be exposed to a discipline that is rich<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 77


Upper<br />

or<br />

Lower<br />

Lower<br />

Lower<br />

Upper<br />

Lower<br />

Upper<br />

Course Title<br />

PSYC 200<br />

Introduction to the<br />

Human Body<br />

Introductory<br />

Accounting<br />

Josef Stalin: Red<br />

Tsar <strong>of</strong> the USSR<br />

Justice: A<br />

Philosophical and<br />

Literary Approach<br />

(Advanced Level)<br />

HUMA 413<br />

Knowing and<br />

Believing:<br />

Epistemology<br />

Calendar Course Description<br />

in theoretical diversity, research findings, and practical<br />

applications. They will be encouraged to think critically and<br />

challenge their preconceptions.<br />

This course introduces the student to the study <strong>of</strong> human<br />

the human body, particularly the anatomy and physiology.<br />

Structure and function <strong>of</strong> the human body provides a<br />

background that enables students to understand the basic<br />

concepts <strong>of</strong> health and the physiologic aspects <strong>of</strong> aging. This<br />

course will explore each <strong>of</strong> the systems <strong>of</strong> the body, highlighting<br />

key organs along the way. Online laboratories will <strong>of</strong>fer a unique<br />

perspective into many <strong>of</strong> the anatomical features <strong>of</strong> the human<br />

body.<br />

Accounting systems are the universal language for business<br />

worldwide. This introductory course covers the complete<br />

accounting cycle, from the recording <strong>of</strong> transactions in journals<br />

to the preparation <strong>of</strong> common types <strong>of</strong> financial statements used<br />

by businesses in Canada. Students examine how to record and<br />

summarize transactions into financial statements used by<br />

external stakeholders, prospective investors and businesses to<br />

manage internal operations.<br />

Of all the major political leaders in the first half <strong>of</strong> the 20th<br />

century, Josef Stalin demonstrated an almost unique<br />

ruthlessness in his efforts to transform the Soviet Union into a<br />

global superpower, one that Communist Party propaganda<br />

claimed followed the liberating and humane principles <strong>of</strong><br />

Marxism-Leninism. While most historians agree that by the time<br />

<strong>of</strong> Stalin‘s death the USSR had indeed made great progress,<br />

these same historians point out that such progress came at far<br />

too high a price. For under Stalin the Soviet Union was the<br />

world‘s most repressive totalitarian dictatorship, a regime<br />

responsible for the deaths <strong>of</strong> millions in prisons, slave-labour<br />

camps, mass executions and war. Josef Stalin: Red Tsar <strong>of</strong> the<br />

USSR seeks to explain just how and why this tragedy<br />

happened.<br />

The demand for justice seems timeless and universal. Yet just<br />

what is it that we seek What is the nature <strong>of</strong> justice How can it<br />

be administered Is it a realizable goal or an unachievable<br />

ideal This course addresses these three issues through a<br />

reading <strong>of</strong> key texts in the philosophy and literature <strong>of</strong> law.<br />

Considering the relationship between law and morality, the<br />

nature <strong>of</strong> crime, the concept <strong>of</strong> due process, and the purpose <strong>of</strong><br />

punishment, students explore the ideas <strong>of</strong> such legal scholars<br />

as Hart, Fuller, Posner and Dworkin through a study <strong>of</strong><br />

Sophocles‘ Antigone, Dostoyevsky‘s Crime and Punishment,<br />

Kafka‘s The Trial and Camus‘s The Outsider.<br />

Not only does the theoretical investigation <strong>of</strong> knowledge –<br />

epistemology – occupy one <strong>of</strong> the main branches <strong>of</strong><br />

philosophical study, but as Louis Pojman has ventured, it is also<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 78


Upper<br />

or<br />

Lower<br />

Lower<br />

Lower<br />

Lower<br />

Course Title<br />

(Advanced Level)<br />

PHIL 402<br />

Leaders Through<br />

Time<br />

Leadership<br />

(Advanced Level)<br />

POLS 410<br />

Love and Sex:<br />

Philosophical<br />

Perspectives<br />

Calendar Course Description<br />

arguably ―the central subject in philosophy…basic to virtually<br />

everything else‖. Epistemologists have wrestled with such ageold<br />

questions as: What is the difference between knowledge and<br />

opinion How do I know the external world What counts as<br />

adequate justification for my beliefs And what, if anything, can<br />

I know for certain<br />

But while the approach to such questions has grown<br />

increasingly refined in the Anglo-American world since the early<br />

part <strong>of</strong> the 20 th century, challenges from feminist and other postcolonial<br />

writers have been gaining momentum in recent times,<br />

threatening the ―epistemological project‖ as it has traditionally<br />

been conceived. These challengers have insisted on new<br />

questions such as: What is the relationship between knowledge<br />

and power What political interests underlie the quest for<br />

objectivity And is the sex <strong>of</strong> the knower epistemologically<br />

significant<br />

These and other such questions will be examined throughout<br />

the course, as we navigate a path through the history <strong>of</strong><br />

epistemology – from a brief survey <strong>of</strong> its Ancient origins and<br />

Early Modern rebirth, to a more sustained investigation <strong>of</strong> its<br />

present-day concerns and outlook for the future.<br />

Leaders have had a significant impact throughout our history. In<br />

this course, students will study leadership styles and theories<br />

through readings, videos, case studies, research and classroom<br />

discussion. Various aspects <strong>of</strong> leadership and how leaders<br />

have helped shape the social movements that have defined our<br />

society will be explored.<br />

Leaders surround us – we find them in the political arena, the<br />

military, families, and the workplace. The quality <strong>of</strong> our lives<br />

depends on how well our leaders perform. This course explores<br />

what it means to be an effective leader. Using both classical and<br />

contemporary writings, the course examines the psychological,<br />

moral, and socially acquired characteristics <strong>of</strong> leaders. We will<br />

consider the tasks and challenges leaders face, such as<br />

initiating change, motivating people, formulating strategy,<br />

communications, decision-making, negotiations, and crisis<br />

management. The course ends with a case study <strong>of</strong> a famous<br />

leader.<br />

What is sexually ethical What is sexually normal Are men and<br />

women held to different standards <strong>of</strong> sexual conduct Should<br />

they be What is the nature <strong>of</strong> erotic love Do men and women<br />

love in the same way Do we love someone because he is<br />

beautiful or virtuous, or do we see him as beautiful or virtuous<br />

because we love him Can friendship and sex be successfully<br />

combined Are erotic love, friendship and love <strong>of</strong> family in<br />

conflict with a duty to love all human kind These are just some<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 79


Upper<br />

or<br />

Lower<br />

Lower<br />

Course Title<br />

Love Stories<br />

(Advanced Level)<br />

ENGL 403<br />

Calendar Course Description<br />

<strong>of</strong> the questions to be explored in Philosophical Perspectives on<br />

Sex and Love. We will use philosophical techniques <strong>of</strong> rational<br />

analysis to articulate contemporary problems concerning sex<br />

and love and to develop arguments for and against a variety <strong>of</strong><br />

viewpoints on these issues. This philosophical process aims to<br />

help us examine our own beliefs about sex and love so that we<br />

can better understand ourselves, our relationships, and the<br />

societies in which we live.<br />

A young man and woman sit next to each other in a garden,<br />

reading a love story. They look up from the page, their eyes<br />

meet, and … ―we read no more in the book that day,‖ the young<br />

woman later tells the poet Dante, who records their story in the<br />

Divine Comedy. Francesca and Paolo were condemned to hell<br />

for their adulterous affair, but they were not the first couple, nor<br />

the last, to be seduced by tales <strong>of</strong> sex, love and romance. In<br />

this course, we will enjoy stories <strong>of</strong> passion, obsession,<br />

perversity, sexual games and romantic transgression. From a<br />

proper English drawing room to a decidedly improper<br />

transsexual cabaret, from a sultan‘s bedchamber to a New<br />

Jersey funeral parlour, we‘ll meet some famous lovers and<br />

some infamous ones. We‘ll contemplate the diverse and<br />

sometimes ambiguous nature <strong>of</strong> passion, delve into the joys and<br />

pains <strong>of</strong> romance, and consider the connections between love,<br />

desire and storytelling.<br />

Lower Marketing This course provides an overview <strong>of</strong> all aspects <strong>of</strong> marketing as<br />

practiced by Canadian organizations today, both domestically<br />

and internationally. Students examine product, price, promotion<br />

and distribution frameworks as separate and integrated subsets<br />

<strong>of</strong> the marketing mix. These are explored as strategies to satisfy<br />

consumer wants and needs and to achieve organizational<br />

objectives. The course focuses on developing competencies in<br />

understanding the business environment and applying the tools<br />

and techniques <strong>of</strong> marketing research and analysis to develop<br />

effective marketing strategies. Legal, social, cultural and other<br />

elements <strong>of</strong> the marketing environment are considered in case<br />

studies requiring research <strong>of</strong> current materials and practical<br />

application <strong>of</strong> concepts.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 80


Upper Course Title Calendar Course Description<br />

or<br />

Lower<br />

Lower Material Culture Material culture refers to our social interaction with the multitude<br />

<strong>of</strong> everyday items, objects, and spaces that populate our shared<br />

milieu. Household objects, work environments, sacred items,<br />

roads, buildings and even written language itself are objects <strong>of</strong><br />

material culture through which we make ourselves sensible to<br />

others and to ourselves. This course concerns itself with our<br />

ongoing ability to make meaning <strong>of</strong> our world by naming,<br />

designating, and assigning attributes to things, something we<br />

do in everyday life <strong>of</strong>ten without reflection. Both as theorists<br />

and as users <strong>of</strong> objects, we can address how we come to see<br />

as normal and natural the everyday physical objects and built<br />

forms that we as a culture have created through the collective<br />

imagination.<br />

Human made objects are durable and persist through<br />

generations, making their presence known to subsequent<br />

generations, who may use them as devices to interpret past<br />

lives and past ways <strong>of</strong> acting and thinking. A sociology <strong>of</strong><br />

material culture, then, can be thought <strong>of</strong> as an archaeology <strong>of</strong><br />

the present, investigating how we understand ourselves and<br />

each other through the physical things around us.<br />

Lower Microbiology This course introduces students to the biology <strong>of</strong><br />

microorganisms such as bacteria, viruses, fungi, and protozoa.<br />

These organisms will be studied in terms <strong>of</strong> their classification,<br />

physiology and distribution with an emphasis on their medical<br />

significance. Epidemiology <strong>of</strong> infectious disease including<br />

disease transmission, control procedures and body defense<br />

mechanisms will also be studied.<br />

Lower Microeconomics Students are introduced to the concepts and analytical tools <strong>of</strong><br />

microeconomics to examine how society and individuals use<br />

limited resources to meet their needs. Students develop an<br />

understanding <strong>of</strong> current events in the context <strong>of</strong> microeconomic<br />

theories including supply, demand, prices, incomes, markets,<br />

competition and market structures. Students examine the<br />

concepts <strong>of</strong> market failure and market power and the need for<br />

government intervention to achieve social and political goals.<br />

Lower<br />

Money, Markets<br />

and Democracy<br />

ECON 200<br />

Over the past two-and-a-half decades, capital markets have<br />

markedly grown in influence, increasingly taking over from<br />

governments and banks the tasks <strong>of</strong> financing economic activity<br />

and serving the public‘s saving and retirement needs. After<br />

introducing students to the operational and regulatory<br />

framework <strong>of</strong> the currency, bond, equity, mutual/hedge funds,<br />

and derivative markets, the course poses the question: Do<br />

these markets, on balance, negatively or positively influence the<br />

social structure, economy, and politics <strong>of</strong> nations In assessing<br />

this issue, the course surveys the debate surrounding theories<br />

<strong>of</strong> capital market efficiency and rationality, the history <strong>of</strong><br />

recurring financial bubble and crash sequences, social justice<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 81


Upper<br />

or<br />

Lower<br />

Lower<br />

Lower<br />

Upper<br />

Course Title<br />

Music in<br />

Contemporary<br />

Society<br />

Music, Meaning<br />

and Values<br />

Online Social<br />

Networks<br />

Calendar Course Description<br />

issues raised by investment in morally suspect industries and<br />

emerging economies, the constraints imposed by the markets<br />

on governments‘ ability to manage their economies, the tension<br />

between democratic governance and central banking, the<br />

spread <strong>of</strong> an equity culture, and proposals for a new<br />

international financial architecture. Essentially, this course<br />

stresses the institutional details <strong>of</strong> capital markets, while placing<br />

them within their socio-economic and political contexts.<br />

Music may be ubiquitous but its role in society is multifaceted<br />

and complex. It has the power to move us to the greatest<br />

emotional heights or depths, act as an agent <strong>of</strong> ideology, assist<br />

in worship, celebrate life‘s events and memories, facilitate a<br />

sense <strong>of</strong> community, contribute to our own unique identity, or<br />

simply make our shopping environment or elevator ride more<br />

hospitable. But music does not just happen on its own; it is what<br />

we make it, and what we make <strong>of</strong> it. This course explores<br />

important sociological themes through the study <strong>of</strong> musical<br />

expression in North America. Students critically analyze the<br />

influence <strong>of</strong> technology, ideology, aesthetics, class, ethnicity,<br />

race, age and gender, on various genres <strong>of</strong> music including<br />

jazz, heavy metal, hip hop, punk rock, country music, World<br />

Beat and rock ‗n‘ roll. Class discussions centre on critical<br />

reading <strong>of</strong> texts and ideas from Adorno, Small, Frith, Hebdige,<br />

among others, with the purpose <strong>of</strong> engaging with some <strong>of</strong> the<br />

significant cultural issues <strong>of</strong> our time.<br />

How is it that even music without words can ―speak‖ to us And<br />

if it ―speaks‖ to me, does music speak to others in similar ways<br />

Another way <strong>of</strong> thinking about such questions is to ask: Does<br />

music involve meanings and values that address whole<br />

communities This course examines music across a range <strong>of</strong><br />

western musical genres in light <strong>of</strong> the notion <strong>of</strong> musical value.<br />

While different people find music valuable for a number <strong>of</strong><br />

reasons, this course asks how different musics themselves<br />

articulate different values and considers the extent to which<br />

those values support or contradict the values that we hold both<br />

as individuals and as members <strong>of</strong> the world community.<br />

Focusing on issues raised in Julian Johnson‘s provocative book,<br />

Who needs classical music the course is concerned, not with<br />

distinctions between ―popular‖ and ―classical‖ music, but with<br />

addressing questions related to human and musical meaning.<br />

These questions cut across boundaries <strong>of</strong> genre and probe the<br />

heart <strong>of</strong> why and how we make the musical judgments we do.<br />

Such questions demand that we engage music self-critically, as<br />

it unfolds, and that we consider why, years after its initial<br />

creation, the music <strong>of</strong> the Beatles or <strong>of</strong> Mozart remains central<br />

to our humanity.<br />

Life on the Social Network has transformed the way we<br />

communicate in the digital age. This course examines how<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 82


Upper<br />

or<br />

Lower<br />

Lower<br />

Lower<br />

Course Title<br />

People, Mind and<br />

Body: Selfish<br />

Thoughts<br />

(Advanced Level)<br />

PHIL 412<br />

Performance<br />

Enhancing Drugs<br />

Calendar Course Description<br />

digital technology, especially on the internet, enables people to<br />

connect with others in revolutionary new ways. Digital<br />

technology has transformed how we exchange information,<br />

communicate, and form intimate and pr<strong>of</strong>essional relationships.<br />

This course focuses on social networking sites and how they<br />

facilitate and enhance communication online and are used by<br />

people to coordinate, change, and organize events in the real<br />

world. In fact, as students will learn, the distinction between the<br />

real world and the digital-virtual world is blurred by such activity.<br />

Students will assess a number <strong>of</strong> quantitative and qualitative<br />

studies from an international and multi-disciplinary perspective,<br />

investigating how social networking has transformed privacy,<br />

impression management, strategic writing, word-<strong>of</strong>-mouth<br />

communication, intimacy, political protest, therapy, health<br />

research, and collaborative efforts in the workplace.<br />

In our daily lives, we <strong>of</strong>ten claim that we care a great deal about<br />

―self-expression.‖ We might also worry about being ―true to<br />

ourselves,‖ and about acquiring greater ―self-knowledge.‖ Our<br />

bookstores are increasingly full <strong>of</strong> books described as <strong>of</strong>fering<br />

―self help.‖ But what exactly is this ―self‖ that needs to know<br />

itself, express itself, be true to itself, and why does it need so<br />

much help in doing so<br />

In this course, we will explore some <strong>of</strong> the classic philosophical<br />

answers to the question <strong>of</strong> what makes a self. Some will say<br />

that it‘s all about having a soul. Others will say that it‘s our<br />

memories that make us who we are. We will even take a serious<br />

look at a theory which claims that there is no such thing as a<br />

self! But while we will have one eye trained on the grand<br />

philosophical visions <strong>of</strong> such figures as Rene Descartes, John<br />

Locke, David Hume, and Jean-Paul Sartre, we will have another<br />

eye directed towards the research <strong>of</strong> contemporary<br />

psychologists and neurologists such as Stanley Milgram, Philip<br />

Zimbardo, Antonio Damascio, and Oliver Sacks. These<br />

scientific perspectives sometimes support one or another <strong>of</strong> the<br />

philosophical theories about human nature, while at other times<br />

they give us excellent reason to think that the philosophers –and<br />

our common sense –has got things completely wrong. What<br />

they never do, however, is to put the philosophers out <strong>of</strong> work.<br />

The more that science has to tell us about human nature, the<br />

more deeply mysterious becomes that ―self‖ that I think I am.<br />

This course examines the science behind many <strong>of</strong> the<br />

commercially available ergogenic aids in today‘s society,<br />

including: caffeine, protein supplements, fat burning<br />

supplements, creatine, and sodium bicarbonate. Students will<br />

also explore the scientific aspects <strong>of</strong> illegal performance<br />

enhancing drugs (PED) used by both amateur and pr<strong>of</strong>essional<br />

athletes, musicians, and surgeons, including: Amphetamines,<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 83


Upper<br />

or<br />

Lower<br />

Upper<br />

Course Title<br />

Personality<br />

Psychology<br />

(Advanced Level)<br />

PSYC 404<br />

Calendar Course Description<br />

Steroids, Growth Hormone, IGF-1, Beta-blockers, and<br />

Erythropoeitin (EPO). Students in this course will investigate<br />

the mechanisms by which PED and Nutritional Supplements<br />

deliver their effects, and the detrimental side effects <strong>of</strong> improper<br />

or prolonged usage.<br />

We spend every moment <strong>of</strong> our waking hours dealing with<br />

personalities (even if it's just our own). This course will<br />

introduce students to the field <strong>of</strong> Personality Psychology by<br />

examining the theoretical approaches, assessment instruments,<br />

and research findings that help us understand the fascinating<br />

complexity <strong>of</strong> human personality. Students will become familiar<br />

with the main theoretical approaches to understanding<br />

personality, including Psychoanalytic, Trait, Humanistic, and<br />

Social-Learning, and the research generated by these<br />

approaches that have, in turn, informed their development.<br />

Lower Philosophy <strong>of</strong> Law This course will provide a context for our existing legal system<br />

by exploring the bodies <strong>of</strong> legal thought that theorize the<br />

sources and shaping <strong>of</strong> our laws. This course on legal<br />

philosophy seeks to reveal the historical, moral and cultural<br />

basis <strong>of</strong> our legal concepts, to examine the classical debate<br />

between positivist and naturalist schools <strong>of</strong> thought, and to<br />

critically compare the formalist and realist approaches to<br />

jurisprudence. The issue <strong>of</strong> morally motivated disobedience to<br />

particular unjust laws, and challenges to the legitimacy <strong>of</strong> entire<br />

legal orders are examined in exploring the limits <strong>of</strong> legal order.<br />

Students will also explore the tensions between law as a<br />

protector <strong>of</strong> individual liberty and as a tool <strong>of</strong> democratic selfrule<br />

by analyzing the writing <strong>of</strong> Catharine MacKinnon, John<br />

Stuart Mill, Patrick Devlin, and Ronald Dworkin. The study <strong>of</strong><br />

such contemporary issues as civil liberties, defining equality<br />

rights in the context <strong>of</strong> social justice and feminist approaches to<br />

the rule <strong>of</strong> law enable students to understand law in its function<br />

as a social institution.<br />

Lower<br />

Popular Culture:<br />

An Interdisciplinary<br />

Perspective<br />

(Advanced Level)<br />

HUMA 407<br />

Exactly what is popular culture We all see it, hear it, watch it,<br />

read it, dance to it, and even play it. But where does it come<br />

from What role does it fulfill Is it worth studying more<br />

closely Many sociologists certainly think it is a worthwhile topic<br />

<strong>of</strong> study. This course will explore how popular culture intersects<br />

with other social aspects such as class, race, and gender, and<br />

how it shapes our social history and participates in creating what<br />

George Lipsitz calls our ―collective memory.‖ By analyzing such<br />

areas <strong>of</strong> popular culture as popular film, narrative, music, and<br />

television, we shall evaluate how it formulates an important and<br />

<strong>of</strong>ten complex role in the cultural experience <strong>of</strong> our lives. We<br />

shall also examine how we can usefully apply the theoretical<br />

ideas <strong>of</strong> post-structuralism, Marxism, and feminism to help us<br />

analyze popular culture. Finally, we shall investigate popular<br />

culture‘s relation to politics and consider the following question:<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 84


Upper<br />

or<br />

Lower<br />

Lower<br />

Lower<br />

Upper<br />

Course Title<br />

Popular Diets and<br />

Metabolism<br />

Power<br />

POLS 250<br />

Power: The<br />

Question <strong>of</strong><br />

Legitimation<br />

(Advanced Level)<br />

POLS 451<br />

Calendar Course Description<br />

Are we simply foolish and ignorant consumers manipulated by<br />

the mass culture industries, or can we actually draw on popular<br />

culture as a form <strong>of</strong> individual expression and engage in a<br />

productive dialogue with others in society<br />

This course examines basic aspects <strong>of</strong> human nutrition which<br />

include but may not be limited to understanding the three<br />

macronutrients (carbohydrates, protein, and fat) and how the<br />

human body digests, processes, and stores them. Students will<br />

also be introduced to basic concepts in human metabolism<br />

(Basal Metabolic Rate, Total Daily Energy Expenditure, and<br />

tissue/organ specific metabolic rates), including the impact fad<br />

diets have on whole body energy expenditure. In addition, the<br />

course will cover alternative weight loss strategies to dieting (i.e.<br />

Gastric banding, gastric bypass) and the impact they have on<br />

metabolism.<br />

Power. It is something that most <strong>of</strong> us strive for but few <strong>of</strong> us<br />

obtain. Why do we desire power Why is it, that for many,<br />

power is allusive In order to address these questions, it is first<br />

necessary to ask: What is power How is power acquired<br />

How is power maintained In this course, we will examine the<br />

answers to these questions provided by some <strong>of</strong> the central<br />

figures in the history <strong>of</strong> political theory. In so doing, we will<br />

investigate underlying issues concerning the relation between<br />

ethics and politics, the notion <strong>of</strong> good government, the qualities<br />

<strong>of</strong> leaders, the rationality <strong>of</strong> the use <strong>of</strong> violence, the importance<br />

<strong>of</strong> property, and the relation between power and truth. Students<br />

will be asked to employ the theories and concepts studied in the<br />

analysis <strong>of</strong> issues in contemporary society and political issues.<br />

When historians in the future stand back and reflect upon the<br />

20 th century, they will no doubt see it as a time period marked by<br />

violence. That this will be the legacy <strong>of</strong> this century is surprising,<br />

for as the philosopher Hannah Arendt noted, ―All great<br />

nineteenth-century thinkers were convinced that the next<br />

century would be the one <strong>of</strong> progress and reason. And yet, from<br />

Auschwitz to the Gulag, the barbarians ruled.‖ Why was this the<br />

case Why, when the world had become smaller and we had<br />

mastered a vast array <strong>of</strong> technology, did we so vehemently turn<br />

against each other And what will be the repercussions <strong>of</strong> this<br />

violence and its increasing acceptance as we enter the 21 st<br />

century<br />

This course attempts to address these issues focusing on the<br />

problem <strong>of</strong> legitimation. In a time in which violence infiltrates our<br />

public and private lives, it is important to question when and<br />

under what circumstances, if any, violence can legitimately be<br />

employed. However, before addressing these issues, it is first<br />

necessary to examine the meaning <strong>of</strong> the term violence, to look<br />

at the conditions which give rise to violent action and to examine<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 85


Upper<br />

or<br />

Lower<br />

Lower<br />

Course Title<br />

Principles <strong>of</strong><br />

Anthropology<br />

ANTH 200<br />

Calendar Course Description<br />

the variety <strong>of</strong> contexts in which violence flourished in the 20 th<br />

century. Students will be challenged to reflect on these issues,<br />

considering how they inform not only our past but also our<br />

future.<br />

Why do people in different cultures think and act differently than<br />

we do Why do different cultures have such divergent economic<br />

systems and ways <strong>of</strong> life Why do some cultures seem to<br />

embrace ‗modern development‘ while others resist Why do<br />

people engage in practices that seem, to Western eyes, unfair<br />

or violent How are consumerism and the global economy<br />

reshaping cultural forms and beliefs How do gender, social<br />

class, caste, race, age, and indigenous status shape people‘s<br />

lives and the decisions they make<br />

Lower<br />

Principles <strong>of</strong><br />

Sociology<br />

SOCI 201<br />

This course will seek to answer these questions from an<br />

anthropological perspective. While providing grounding in the<br />

various fields <strong>of</strong> anthropology – biological/physical,<br />

archaeological, and linguistic, the course focuses on the<br />

social/cultural dimensions <strong>of</strong> anthropology. It uses these<br />

dimensions to examine people across nations and cultures,<br />

their socialization, the dynamics <strong>of</strong> their culture that shape the<br />

decisions they make, the impact <strong>of</strong> overarching forces, such as<br />

globalization, war, ethnic conflict, and nationalism and the<br />

various social categories <strong>of</strong> inequality, such as gender, class,<br />

ethnicity, and age, that shape these decisions. It exposes<br />

students to research methodologies that seek to explore and<br />

analyze human condition from as it is lived. Lastly, the course<br />

provides a focus on analyzing various forms <strong>of</strong> ―development‖<br />

and how they intersect with the impact <strong>of</strong> an integrating, global<br />

economic, political and cultural order.<br />

In a dynamic society, it is important for everyone to understand<br />

the social forces, cultural values, and ideological beliefs that<br />

frame and shape their behaviour and the pace and direction <strong>of</strong><br />

change. Sociology, as the scientific study <strong>of</strong> collective human<br />

life, attempts to understand why people think, function and<br />

behave the way they do. This course examines the classical<br />

sociological theories <strong>of</strong> Marx, Durkheim, and Weber, in addition<br />

to more contemporary social theorists. This theoretical<br />

examination is then applied to understanding the importance <strong>of</strong><br />

economic and political power, cultural and religious values,<br />

ethnic and racial identity, as well as gender, age, and class, in<br />

shaping who we are both as individuals and as members <strong>of</strong> a<br />

social group.<br />

Lower Prohibition We are currently living in an era <strong>of</strong> Prohibition: possession and<br />

trafficking <strong>of</strong> substances such as marijuana, heroin, and cocaine<br />

are illegal, as are behaviours such as polygamy, and procuring<br />

prostitution. Smoking in a bar used to be commonplace; now it<br />

can land you with a hefty fine. What motivates governments to<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 86


Upper<br />

or<br />

Lower<br />

Lower<br />

Course Title<br />

Project<br />

Management<br />

Calendar Course Description<br />

engage in such social control What members <strong>of</strong> society use<br />

their power to impose their values on others What are the<br />

consequences <strong>of</strong> these different forms <strong>of</strong> moral regulation This<br />

course examines three hundred years <strong>of</strong> the regulation <strong>of</strong><br />

behaviours and substances believed to be ‗bad‘ in North<br />

America. It introduces students to some <strong>of</strong> the most recent<br />

scholarship on social and moral regulation, focusing on issues<br />

such as smoking, gambling, alcohol and drug consumption,<br />

prostitution, venereal diseases and sex education,<br />

homosexuality, abortion, and pornography. Regulation <strong>of</strong> these<br />

practices has been the work <strong>of</strong> reformers, social and<br />

commercial interest groups, religious and morally based<br />

organizations, as well as the state through law enforcement<br />

agencies, courts, and educational systems. At different points in<br />

history these various groups worked together to have their views<br />

imposed on Canadian and American societies. In this course<br />

we will trace the evolution <strong>of</strong> these regulation movements and<br />

determine how successful they were in shaping discourse,<br />

influencing state policies, and creating a morally ‗better‘ world.<br />

This course provides students with the skills and knowledge to<br />

deliver change to organizations through the successful use <strong>of</strong><br />

projects. Students will learn and apply project management<br />

methodologies, tools, and techniques required to initiate, plan,<br />

execute, and close projects. The students' general<br />

understanding <strong>of</strong> project management is further developed by<br />

applying the skills and knowledge to business projects. Project<br />

management s<strong>of</strong>tware is employed.<br />

Upper Race and Gender When the internet was first introduced into homes, it was<br />

interpreted as a free space where issues <strong>of</strong> race and gender, in<br />

particular, could be left behind. But the digital reality, from dating<br />

and social networking sites to video games and porn, has turned<br />

out to be quite different from those idealized predictions. This<br />

course attempts to re-introduce the notions <strong>of</strong> race and gender<br />

in the study <strong>of</strong> the digital world, since visible minorities and<br />

women were functionally absent from the internet at precisely<br />

the time when its imagery was being cemented in our<br />

consciousness. We will commence the course by examining the<br />

major debates around race and gender in society. Once an<br />

understanding <strong>of</strong> these concepts is developed, we will examine<br />

digital technology in the forms <strong>of</strong> the internet and mobile<br />

technology. In particular, we will examine how race and gender<br />

happen online and in the digital world, focusing on how race,<br />

gender, and digital technology intersect from a multi-disciplinary<br />

perspective. Topics include gender and the digital world, race<br />

and the digital world, representations on social networking sites<br />

such as Facebook and MySpace and in video games such as<br />

Grand Theft Auto and The Sims2, and minority women‘s use <strong>of</strong><br />

mobile technologies, among others. We will ask: 1. How does<br />

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Course Title Calendar Course Description<br />

race and gender shape digital technologies; and 2. What gets<br />

revealed when we ask questions about race and gender in<br />

relation to digital technologies We will engage with a number <strong>of</strong><br />

case studies to serve as the foundation for students‘ own<br />

research<br />

Upper Religion in Society Is religion a force used for good or for evil in society Is it used<br />

to promote peace or is it more <strong>of</strong>ten a catalyst for warfare and<br />

violence For the last several hundred years questions about<br />

religion and its roles, for good or bad, have been intensely<br />

scrutinized. The debate swirls around us and touches on<br />

countless issues including cults, abortion, terrorism, religious<br />

wars and persecution, religious freedoms and liberation, and, <strong>of</strong><br />

course, creationism vs. evolution. In fact, recent and very<br />

popular ‗new atheists‘ have proclaimed religion as one <strong>of</strong> the<br />

world‘s great evils. Yet others have argued that religion<br />

historically (and even today) is one <strong>of</strong> the main forces for social<br />

cohesion and the promotion <strong>of</strong> non-violence. This course puts<br />

religion ‗on trial‘, examining evidence on both sides, drawing on<br />

evolution, history, sociology, psychology, and politics. And while<br />

students may reach no decisive conclusion on these issues,<br />

they will be better equipped to critically engage in this utterly<br />

Lower<br />

Religions <strong>of</strong> the<br />

World<br />

inescapable conversation.<br />

The majority <strong>of</strong> people in the world today consider themselves to<br />

be "religious" in some way or other. This is true despite the rise<br />

<strong>of</strong> secular society in the modern world. Religion continues to<br />

play a major role in culture, in world events, and in the ways<br />

individuals live their daily lives. To have knowledge <strong>of</strong> how<br />

people understand and express themselves religiously is<br />

important for any citizen in today‘s society, as it fosters moral<br />

insight, global awareness and cultural sensitivity. This course<br />

will introduce students to some <strong>of</strong> the world's most significant<br />

religious traditions, including Hinduism, Buddhism, Judaism,<br />

Christianity and Islam. Students may also be introduced to one<br />

<strong>of</strong> the following traditions: Jainism, Sikhism, Japanese traditions,<br />

Indigenous traditions, Chinese and Korean traditions, or New<br />

Religious Movements. Students will study the central beliefs,<br />

practices, teachings, people, institutions, histories, and writings<br />

<strong>of</strong> each tradition. Students will also consider more broadly the<br />

question <strong>of</strong> what it means to live ―religiously‖ in the<br />

contemporary world. Through this study, students will examine<br />

the impact religion has on perceptions <strong>of</strong> politics, society, ethics,<br />

law, war, the economy, the environment, and the status <strong>of</strong><br />

women.<br />

Lower Remix Culture Wired magazine recently pr<strong>of</strong>iled ―Remix Culture‖ as one <strong>of</strong> the<br />

―7 essential skills you didn‘t learn in college.‖ This course<br />

attempts to remedy the situation. The re-use <strong>of</strong> other people‘s<br />

work has become central to the creative practice not just <strong>of</strong><br />

many recognized artists but <strong>of</strong> everyone who can use a<br />

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Lower<br />

Lower<br />

Course Title<br />

Role <strong>of</strong> Media in<br />

Society<br />

<strong>Science</strong> and<br />

Pseudoscience<br />

Calendar Course Description<br />

computer. The explosion in remix and mashup is an exciting and<br />

rich new creative mode, but it also raises a number <strong>of</strong> politicallycharged<br />

questions: Who owns creative work Who benefits from<br />

our current legal system <strong>of</strong> intellectual property rights Should<br />

we accept works built on plagiarism, however artful they may<br />

seem, as serious artistic endeavors Is it necessary to know<br />

one‘s sources fully in their original historical contexts in order to<br />

appreciate, understand, or create truly meaningful remix art<br />

What do we owe to the creators <strong>of</strong> the past whose work we<br />

appropriate and remix This class will place contemporary<br />

artistic practices <strong>of</strong> remix and mashup within their historical<br />

context, looking at how variation and adaptation have been<br />

practiced (and <strong>of</strong>ten condemned) in the Western tradition. We<br />

will explore the use <strong>of</strong> remix-like forms <strong>of</strong> appropriation by 20th<br />

century avant-garde artists and writers, and we will focus on hip<br />

hop musical practice (and its antecedents and <strong>of</strong>fshoots).<br />

Finally, students will<br />

create their own remix in one <strong>of</strong> the arts, and will critically<br />

engage in analysis <strong>of</strong> their own creative work as remixers.<br />

In this course, students will be introduced to the historical<br />

foundations and purposes <strong>of</strong> modern media beginning with the<br />

emergence <strong>of</strong> rudimentary newspapers as purveyors <strong>of</strong> shipping<br />

schedules and trade data and continuing through the rise <strong>of</strong> the<br />

free press as a bulwark <strong>of</strong> democratic societies. Emphasis will<br />

be given to examining the role <strong>of</strong> modern media as witness to<br />

events <strong>of</strong> historical moment and in exposing corrupt practices<br />

and violations <strong>of</strong> the public interest in both government and<br />

private-sector contexts. Media will also be positioned as<br />

commercial enterprises with an historical interest in scandal and<br />

subject to their own deviations from their stated mandates to<br />

report with impartiality and balance. Contemporary<br />

developments to be analyzed include the impact on traditional<br />

media roles from 24-hour cable news, online news services and<br />

the increasing convergence between news media and the other<br />

industries <strong>of</strong> popular culture.<br />

<strong>Science</strong> permeates our lives with indispensable technologies,<br />

cures and discoveries – both subtle and pr<strong>of</strong>ound. Our<br />

understanding <strong>of</strong> the natural world has never been greater, yet,<br />

paradoxically, distrust <strong>of</strong> science has grown and the ideas <strong>of</strong><br />

science have been intermingled with myths or distorted into bad<br />

science. Strangely, one <strong>of</strong> scientific technology‘s most<br />

conspicuous successes, the internet, has become the greatest<br />

source <strong>of</strong> misinformation. Pseudoscientific claims are all around<br />

us, and old myths still persist in our information age.<br />

In this course we will study many <strong>of</strong> the amazing claims made in<br />

the name <strong>of</strong> science and analyze them using the guiding<br />

principles <strong>of</strong> science and scientific methodology. From astrology<br />

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Lower<br />

Upper<br />

Course Title<br />

<strong>Science</strong> Matters:<br />

Introduction to the<br />

<strong>Science</strong>s<br />

Scientific<br />

Achievements<br />

(Advanced Level)<br />

SCIE 403<br />

Calendar Course Description<br />

and Tarot cards to ESP and UFOs, we distinguish between<br />

science and pseudoscience and gain a better understanding <strong>of</strong><br />

the scientific method that has been at the heart <strong>of</strong> many <strong>of</strong><br />

science‘s truly great discoveries and innovations. This method<br />

allows us to test paradigms, challenge hoaxes and myths, and<br />

discover if there really is anything to all those claims about<br />

paranormal phenomena, telekinesis, numerology, aliens, and<br />

other topics on the fringes <strong>of</strong> science. Without a doubt, weird<br />

things are out there. This course helps us to find out which ones<br />

are real.<br />

<strong>Science</strong> and Pseudoscience is designed for students without<br />

any mathematics or science background.<br />

The effect <strong>of</strong> <strong>Science</strong> in our society is pr<strong>of</strong>ound, subtle and<br />

sometimes shocking. Its rich history has given us insights into<br />

our place in the universe, revealed our relationship with other<br />

species on this planet, and has yielded technologies that<br />

permeate our lives.<br />

<strong>Science</strong> is a way <strong>of</strong> understanding natural phenomena, a way <strong>of</strong><br />

seeking patterns in the smallest components <strong>of</strong> the atom to the<br />

grand expansion <strong>of</strong> the cosmos. We will cover topics such as<br />

Evolution, Astronomy, Modern Genetics, Ecosystems, Mass<br />

Extinctions, Extraterrestrial Life, the Atom, the Environment,<br />

Relativity, Plagues, and the bizarre world <strong>of</strong> the Quantum. Our<br />

studies will touch upon the lives <strong>of</strong> famous scientists such as<br />

Copernicus, Galileo, Newton, Darwin, Mendel, and Einstein, and<br />

we will find that at the heart <strong>of</strong> their great insights lay a simple,<br />

understandable idea.<br />

The twentieth century was a period <strong>of</strong> outstanding scientific<br />

achievements. Breakthroughs answered ancient questions: the<br />

source <strong>of</strong> heredity in the DNA molecule and the explanation <strong>of</strong><br />

earthquakes, volcanoes, and other geological mysteries through<br />

plate tectonics. There was an expansion <strong>of</strong> our universe from<br />

thousands to billions <strong>of</strong> light years and at the same time an<br />

implosion into the weird quantum features <strong>of</strong> the subatomic<br />

world, the mastery <strong>of</strong> which would lead to nanotechnologies that<br />

make GigaByte storage devices and GigaHz processors<br />

everyday terms by the end <strong>of</strong> the century. A shift occurred in<br />

our fundamental understanding <strong>of</strong> nature from the familiar,<br />

deterministic world <strong>of</strong> Newtonian Mechanics and Maxwell‘s<br />

Electromagnetism to the counterintuitive domains <strong>of</strong> Einstein‘s<br />

Relativity and Heisenbergs Uncertainty Principle. The productive<br />

reductionism <strong>of</strong> previous centuries was supplemented by the<br />

integrative approaches <strong>of</strong> ecology, systems and complexity<br />

theory. These themes and the breakthroughs that resulted are<br />

explored in a manner accessible and interesting to all students,<br />

even those with minimal scientific backgrounds. Advanced<br />

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Lower<br />

Lower<br />

Upper<br />

Course Title<br />

Shakespeare and<br />

Film<br />

Social and Digital<br />

Media<br />

Social<br />

Entrepreneurship<br />

Calendar Course Description<br />

mathematics is NOT required. Emphasis is be placed on a<br />

descriptive and numerical understanding <strong>of</strong> the themes and their<br />

implications to thought, society and our daily lives, rather than<br />

developing specific science skills.<br />

“Look here upon this picture and on this . . .” Hamlet, 3:4.<br />

When you read Hamlet do you see the title character as a noble<br />

philosopher or as a clueless college student Are Romeo and<br />

Juliet elevated figures <strong>of</strong> romance or victims <strong>of</strong> their own<br />

hormones Is Richard III a fascist Is Twelfth Night a simple<br />

comedy about mistaken identity or a complex meditation on<br />

gender Every filmmaker who approaches a Shakespearean<br />

play interprets the text differently—and film provides a wide<br />

range <strong>of</strong> strategies and techniques to express that specific<br />

vision. This course looks at some <strong>of</strong> the ways that film versions<br />

<strong>of</strong> Shakespeare‘s work have approached the task <strong>of</strong> uncovering<br />

different levels <strong>of</strong> meaning within the plays. Beginning with a<br />

careful reading <strong>of</strong> Hamlet, Twelfth Night, Richard III and Romeo<br />

and Juliet, we‘ll go on to consider how adaptation to film can<br />

add nuance, depth, and significance to the original texts.<br />

Social media is emerging, overtaking broadcast media as the<br />

dominant media form. It is reshaping institutions in all sectors<br />

everywhere, with a special relevance for the pr<strong>of</strong>ession <strong>of</strong> public<br />

relations. A power enabler focused on building communities <strong>of</strong><br />

special interest, social media technology <strong>of</strong>fers both risks and<br />

rewards. This course will contribute to the strategic basis that<br />

will permeate all aspects <strong>of</strong> the BPR by providing a strategic<br />

context and overview, defining best practices, critically analyzing<br />

major social media. Students will learn about a variety <strong>of</strong> social<br />

media applications, blog regularly, learn about metrics and SEO,<br />

and, as a capstone for the course, develop a social media client<br />

workshop. The course will foster a collaborative, peer to peer,<br />

open source, online, 24-7 culture that is essential to social<br />

media success. The course provides the foundation <strong>of</strong><br />

knowledge and skills in planning, executing and measuring<br />

effective use <strong>of</strong> social media.<br />

Can entrepreneurs operate in a free market where success is<br />

measured not just in financial pr<strong>of</strong>it but also in the improvement<br />

<strong>of</strong> the quality <strong>of</strong> people‘s lives What are social entrepreneurs<br />

and what is social entrepreneurship Social entrepreneurship<br />

has rapidly become the most influential idea <strong>of</strong> our time. It<br />

represents an exciting and emerging set <strong>of</strong> models for systemic,<br />

positive, social and environmental change. Our best hopes for<br />

the future <strong>of</strong> humanity lie in the power and effectiveness <strong>of</strong><br />

socially motivated, highly empowered individuals who will fight<br />

for changes in the way we live, think and behave. Social<br />

entrepreneurs are the practical dreamers who have the skill and<br />

the vision to solve problems and to change the world for the<br />

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Lower<br />

Upper<br />

Lower<br />

Course Title<br />

Social Psychology<br />

(Advanced Level)<br />

PSYC 403<br />

Sociology <strong>of</strong><br />

Consumption<br />

(Advanced Level)<br />

SOCI 401<br />

Sociology <strong>of</strong> Health<br />

SOCI 200<br />

Calendar Course Description<br />

better. Social entrepreneurs develop micro-level political<br />

structures to challenge established institutional patterns that<br />

block social change. Most social entrepreneurship is not the<br />

product <strong>of</strong> single charismatic individuals but <strong>of</strong> ideas generated,<br />

propagated, and implemented by groups, networks, and formal<br />

or informal organizations. In this course we will examine the<br />

growth in the number <strong>of</strong> socially entrepreneurial organizations<br />

globally that address various social and environmental issues<br />

and also look at how these organizations are moving into the<br />

mainstream. This course will synthesize research and lessons<br />

from practice by leading social entrepreneurs and scholars in<br />

the field. It aims to help future social entrepreneurs succeed in<br />

building a better world where all people, regardless <strong>of</strong><br />

geography, background, or economic status, enjoy and employ<br />

the full range <strong>of</strong> their talents and abilities.<br />

Social Psychology is an extremely diverse field that generally<br />

deals with people in social situations. Core topics include social<br />

behaviour such as aggression, obedience, conformity, intimate<br />

relationships, discrimination, and how groups function. They<br />

also include attitudes, social cognition, social perception,<br />

prejudice, and feelings <strong>of</strong> guilt, all <strong>of</strong> which are assumed to<br />

affect social behaviour. In addition, we will cover some applied<br />

areas, such as psychology and the law. We will also discuss<br />

basic methodological issues as they pertain to the above topics.<br />

Class discussion will be an integral part <strong>of</strong> the course.<br />

It‘s not who you know, but who you wear. Such is the advice<br />

from dedicated followers <strong>of</strong> fashion and others who might urge<br />

us to declare our identities and allegiances through the codes <strong>of</strong><br />

consumption. The pursuit <strong>of</strong> the good life has been replaced by<br />

that <strong>of</strong> the ―goods life.‖ As the globalization process seeks to<br />

expand the market economy, this expansion requires the<br />

manufacture <strong>of</strong> desire for ever more ―stuff‖ and an industry<br />

devoted to the creation <strong>of</strong> the false hope that just one more<br />

purchase may buy happiness. This course tackles some <strong>of</strong> the<br />

most compelling interpretations <strong>of</strong> the function <strong>of</strong> consumption.<br />

Through exposure to a variety <strong>of</strong> contemporary and classical<br />

theories, students reflect on the social patterns <strong>of</strong> consumption<br />

and how these patterns reproduce, subvert, or reformulate<br />

inequalities <strong>of</strong> class, gender, and ethnicity. In order to promote<br />

self-reflexivity about our own role in the marketplace, methods<br />

<strong>of</strong> resistance are studied and arguments for ecological<br />

constraint are considered.<br />

This course presents new ways to think about the body, health<br />

and illness and to see them not only as biological phenomena<br />

but also as culturally and socially mediated experiences.<br />

Students are asked to explore questions that frame mainstream<br />

views on health and health care, as well as perspectives that<br />

challenge these views. Medical practice traditionally sees the<br />

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Lower<br />

Lower<br />

Course Title<br />

Sociology <strong>of</strong> the<br />

Everyday<br />

SOCI 204<br />

Sport &<br />

Performance<br />

Psychology<br />

Calendar Course Description<br />

patient as a physical body, yet the social reality <strong>of</strong> the lived body<br />

is always present. The individual, and his/her family and<br />

friends, as well as nurses and other medical practitioners, play a<br />

key role in negotiating the contested territory between these two<br />

realities. Also, there are many different bodies—the body <strong>of</strong> the<br />

child, the pregnant woman, the athlete, the surgical body, the<br />

body in pain—and all are culturally framed.<br />

Our everyday lives are taken up with a myriad <strong>of</strong> practical<br />

accomplishments, and we routinely carry out activities and<br />

conversations and patterns <strong>of</strong>ten without thinking about how the<br />

world is constituted and negotiated in such work. Sociology <strong>of</strong><br />

the everyday topicalizes the ways in which we as social actors<br />

animate the world and establish its order and sensibility through<br />

our ongoing practices, while simultaneously acting as if the<br />

world is something outside and external to us. It makes a<br />

distinction between our orientation as everyday actors, who are<br />

caught up in successfully accomplishing and achieving what we<br />

need to do in the course <strong>of</strong> a day, and our orientation as social<br />

inquirers, who are interested in understanding the<br />

accomplishment <strong>of</strong> the world in and through what we routinely<br />

do and say. The readings and examples developed in this<br />

course will make vivid how we stand as both the everyday<br />

person who is immersed in the ‗natural attitude‘ <strong>of</strong> daily life and<br />

the social inquirer who seeks to raise the question <strong>of</strong> what in<br />

such practices and talk is taken-for-granted. In this difference<br />

and tension, the ‗seen but unnoticed‘ qualities and<br />

characteristics <strong>of</strong> everyday life can be brought into view,<br />

allowing us not only to orient to what actually occurs in our<br />

practices <strong>of</strong> living, but to what also could be. Sociology can<br />

then serve as an imaginative aid, inviting us to temporarily<br />

bracket our common sense orientations in the interest <strong>of</strong><br />

reflective understanding.<br />

This course examines the history, purpose, discipline, and basic<br />

techniques <strong>of</strong> sport and performance psychology. Students will<br />

be introduced to the basic concepts <strong>of</strong> sport and performance<br />

psychology including the characteristics <strong>of</strong> peak performance<br />

and barriers to performance. In addition, students will be<br />

exposed to the psychological skills training (PST) techniques<br />

used to enhance performance in a variety <strong>of</strong> settings. Topics<br />

will include but are not limited to anxiety and stress<br />

management, self-confidence, motivation, goal-setting,<br />

leadership, communication, imagery, focus and concentration,<br />

and group dynamics.<br />

Upper Strange <strong>Science</strong> In the last century, the landscape <strong>of</strong> science has been covered<br />

with some <strong>of</strong> the strangest ideas and discoveries in history: The<br />

Big Bang, Time Travel, Baby Universes, Black Holes,<br />

Wormholes, Superstrings, Warped Space-Time, Faster-Than-<br />

Light-Travel, Parallel Universes, Quantum Strangeness,<br />

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Calendar Course Description<br />

Teleportation, Dark Matter, Dark Energy, and, no doubt,<br />

something even weirder just around the corner. These are all<br />

terms that most people have heard and read about, and even<br />

seen them used as convenient plot devices in movies, TV, and<br />

literature. But, as is usually the case in modern physics, truth is<br />

<strong>of</strong>ten stranger than fiction.<br />

Lower<br />

Upper<br />

Lower<br />

Survey <strong>of</strong> Emerging<br />

Media<br />

Technology and<br />

Social Change<br />

(Advanced Level)<br />

SOCI 402<br />

The Body During<br />

Normal and<br />

Extreme Conditions<br />

In this course we will explore some <strong>of</strong> the strange discoveries,<br />

concepts, theories and interpretations that have riddled modern<br />

physics. This course is open to students without a mathematics<br />

or science background, although a willingness to engage in<br />

some basic mathematics and use <strong>of</strong> scientific notation will<br />

enrich the learning experience.<br />

A survey <strong>of</strong> the history <strong>of</strong> new media and its contemporary<br />

applications including a study <strong>of</strong> the parallel values and history<br />

<strong>of</strong> film. Through readings, online screenings, guest speakers<br />

and<br />

group projects, students will develop a greater understanding <strong>of</strong><br />

the inherent complexities <strong>of</strong> converging old and new media and<br />

the ethical considerations that occurs.<br />

The course introduces technology as a social concept rather<br />

than a term relating to the mechanics <strong>of</strong> artifacts. The main goal<br />

<strong>of</strong> this course is to explore the many ways in which technology<br />

enters into and structures our lives. Understanding technology<br />

as a social construct allows the students to uncover the<br />

economic, political and social characteristics <strong>of</strong> everyday<br />

technologies. A unique sociological understanding <strong>of</strong><br />

technology will allow the students to view technology as a<br />

method <strong>of</strong> practice and as a social movement. This course will<br />

examine technology in a variety <strong>of</strong> environments including local<br />

communities, the workplace and the marketplace, while<br />

analyzing diverse issues such as surveillance, gender issues,<br />

the information society and overall communication. The end<br />

result will be a well-rounded understanding <strong>of</strong> how technology<br />

affects our social systems and how social systems influence<br />

technology, thereby providing an understanding <strong>of</strong> technology<br />

as practice.<br />

This course, aimed at students who have not taken a physiology<br />

course at the degree level, will explore how the human body<br />

functions to meet the normal demands <strong>of</strong> everyday life and how<br />

this changes during extreme conditions such as altitude, breathhold<br />

and sport diving, extreme heat or cold, microgravity space<br />

flight, heart attack and prolonged exercise. Topics covered<br />

include structures and functions <strong>of</strong> the cell, overview <strong>of</strong> energy<br />

metabolism, physiology <strong>of</strong> muscular contraction, and physiology<br />

<strong>of</strong> the nervous, the cardiovascular, and the respiratory systems<br />

under normal and extreme conditions.<br />

Lower The Corporation in Traditionally, corporations have been permitted to operate free<br />

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or<br />

Lower<br />

Lower<br />

Lower<br />

Course Title<br />

Society<br />

POLS 212<br />

The Good Life: A<br />

Philosophic<br />

Investigation<br />

PHIL 201<br />

The Imagination:<br />

Self and Society<br />

ENGL 103<br />

Calendar Course Description<br />

from the moral and social obligations imposed on other<br />

institutions. The maximization <strong>of</strong> pr<strong>of</strong>its for shareholders has<br />

long been seen as the only appropriate object for corporations.<br />

Recently, however, this view has been challenged. A growing<br />

movement insists that corporations ought to subordinate the<br />

pursuit <strong>of</strong> pr<strong>of</strong>it to the fulfilment <strong>of</strong> social responsibilities. This<br />

course explores how socially responsible corporations should<br />

conduct their business affairs. The course begins by laying out<br />

the general principles <strong>of</strong> corporate social responsibility, while<br />

identifying the parties, known as stakeholders, whose interests<br />

corporations ought to heed. Afterwards, the course proceeds<br />

through each <strong>of</strong> the stakeholders, analyzing the particular<br />

challenges each pose to the socially responsible corporation. At<br />

the end <strong>of</strong> the course, a framework for the comprehensive social<br />

evaluation <strong>of</strong> corporations is developed in the form <strong>of</strong> a social<br />

audit.<br />

Why have you chosen to study at Humber College this year Do<br />

you think that doing so will make you more employable and<br />

therefore increase your income Are you hoping to satisfy your<br />

intellectual curiosity or develop new skills Do you hope that<br />

these skills will help you to make a difference in the lives <strong>of</strong><br />

others Or is school simply a good way to meet new friends and<br />

romantic partners<br />

If you answered ‗yes‘ to any <strong>of</strong> the above, you already have<br />

some ideas about ―the good life‖ –you have some thoughts, that<br />

is, on what sort <strong>of</strong> things make our lives as good as they can<br />

be. Rather than assuming that we already know what<br />

ingredients go into making ―the good life,‖ however, we will take<br />

a big step backwards in this course in order to study a broad<br />

range <strong>of</strong> thinkers as each attempts to find the key to the good<br />

life. For some, it will be found in the happiness <strong>of</strong> pleasurable<br />

experiences (Epicurus, Fischer, and Montaigne). For others, it<br />

will found in overcoming physical, psychological, or political<br />

obstacles to happiness (Marx, Freud, Sacks). For Rousseau,<br />

the good life consists in a tranquil celebration <strong>of</strong> nature; for<br />

Nietzsche and Emerson, in artistic individualism; and for Plato,<br />

in wisdom and knowledge. Our task will be to determine if any <strong>of</strong><br />

these approaches –alone or in combination –can <strong>of</strong>fer us any<br />

guidance as we ourselves seek to achieve ―the good life.‖<br />

This course is an elective for students in Humber degree<br />

programs. It is designed to develop students‘ reading, writing,<br />

and critical skills through understanding, discussing, and writing<br />

about a variety <strong>of</strong> non-fiction essays drawn from different<br />

academic disciplines and focused on the theme <strong>of</strong> the<br />

imagination. Its main objectives are to develop students‘ critical<br />

skills and academic writing abilities by 1) encouraging analytical<br />

depth in textual analysis and 2) developing students‘ breadth <strong>of</strong><br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 95


Upper<br />

or<br />

Lower<br />

Lower<br />

Course Title<br />

The Making <strong>of</strong> a<br />

Beautiful Mind<br />

Calendar Course Description<br />

understanding through a focus on the interrelatedness <strong>of</strong> the<br />

texts studied. These skills will be developed through lecture,<br />

class discussion, and a series <strong>of</strong> written essay assignments that<br />

will increase in complexity and evaluative weight as the term<br />

progresses. The principles <strong>of</strong> clear writing and reasoned<br />

argumentation will be emphasized in lectures and expected in<br />

all assignments. In the final essay and final exam, students will<br />

be expected to present a cumulative and synthetic<br />

understanding <strong>of</strong> all texts studied during the term.<br />

Borrowing from the University <strong>of</strong> Toronto‘s Rotman School <strong>of</strong><br />

Management‘s integrative thinking approach to solving realworld<br />

challenges – the kinds <strong>of</strong> challenges students will most<br />

certainly encounter in their lives and careers – this course aims<br />

to produce clear writers, strong thinkers, and aspiring leaders<br />

who, when faced with these challenges and no appealing<br />

solutions, see it as an exciting opportunity to build a new<br />

solution.<br />

Engaging with a variety <strong>of</strong> readings, case studies, and models,<br />

students will realize that writing and thinking are inseparably<br />

related and that good thinking requires good writing. Students<br />

will be encouraged to consider their personal knowledge system<br />

as they explore their stance, beliefs, and mental models through<br />

self‐reflection and analysis exercises.<br />

As a writing intensive course with a strong emphasis on<br />

expository, analytical, creative, and argumentative skills, this<br />

course will involve a number <strong>of</strong> in‐class and online writing<br />

activities and assignments that may take the form <strong>of</strong> group<br />

discussion and collaborative writing, essays, critical analyses,<br />

and journal responses. The course will culminate in a final group<br />

presentation that tackles and attempts to resolve a wicked realworld<br />

problem.<br />

Lower The Wireless Web This course is for non-specialists who would like to get an<br />

overview <strong>of</strong> some <strong>of</strong> the current technologies and standards<br />

used in the wireless field. Emphasis will be on terminology,<br />

scale <strong>of</strong> different networks, types <strong>of</strong> wireless networks,<br />

applications used on wireless networks, and the advantages<br />

and disadvantages <strong>of</strong> wireless networks.<br />

Lower<br />

Theories <strong>of</strong> Beauty<br />

(Advanced Level)<br />

PHIL 405<br />

Beauty is mesmerizing. It captures our attention, fuels our<br />

imagination and leads us to risk our money, our time, our<br />

energy, our values, and even on occasion, our lives in its<br />

pursuit. Yet despite its influence and power, we rarely sit back<br />

and consider the nature <strong>of</strong> beauty. What is beauty Where is it<br />

to be found And why is it so captivating To a great extent,<br />

beauty remains to us a mystery.<br />

This course explores the answers to these questions <strong>of</strong>fered by<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 96


Upper<br />

or<br />

Lower<br />

Upper<br />

Lower<br />

Course Title<br />

Trauma and<br />

Memory in<br />

Literature<br />

ENGL 201<br />

Understanding<br />

Mass<br />

Communication<br />

SOCI 203<br />

Calendar Course Description<br />

central figures in the history <strong>of</strong> aesthetics including Plato, Kant,<br />

Tolstoy, Bell, Benjamin, Danto and Bourdieu. In the course <strong>of</strong><br />

this investigation students consider how beauty is constructed,<br />

how it is appreciated and why it is <strong>of</strong> such importance to us.<br />

What is the purpose or goal <strong>of</strong> creating a work <strong>of</strong> art How do<br />

artists transform their ideas <strong>of</strong>/about beauty onto a canvas or<br />

into a poem How do they judge the success or failure <strong>of</strong> their<br />

own works Is beauty really in the eye <strong>of</strong> the beholder How<br />

do we judge works <strong>of</strong> art How do we address difference and<br />

diversity in the interpretation <strong>of</strong> artworks Reflecting on these<br />

issues, students apply the theoretical ideas/concepts developed<br />

in the lectures and readings to works <strong>of</strong> art from the fields <strong>of</strong> fine<br />

art, music, film, architecture and literature.<br />

―The term ‗trauma fiction‘ represents a paradox or contradiction:<br />

if trauma comprises an event or experience which overwhelms<br />

the individual and resists language or representation, how then<br />

can it be made into a narrative, made into fiction‖ from Anne<br />

Whitehead‘s Trauma Fiction.<br />

Telling stories is one <strong>of</strong> the main ways in which we make sense<br />

<strong>of</strong> our experiences. But what happens when experience is so<br />

harrowing that it overpowers the emotions and cannot be<br />

encompassed by the mind What kind <strong>of</strong> stories can contain,<br />

explain and perhaps even transcend horrors that overwhelm<br />

human consciousness In this course we will read a range <strong>of</strong><br />

fictional responses to trauma and hysteria and think about the<br />

relationship between narrative and memory. Can fiction provide<br />

what novelist Pat Barker calls ―regeneration‖—the recovery <strong>of</strong><br />

psychic and emotional wholeness in the wake <strong>of</strong> shattering<br />

events<br />

This course will lead students through an investigation <strong>of</strong> the<br />

impact <strong>of</strong> mass media on culture; specifically Canadian culture.<br />

The role <strong>of</strong> mass communication in society will be examined in<br />

terms <strong>of</strong> its theoretical and practical applications. The<br />

transmission and transformation <strong>of</strong> mass media content will be<br />

discussed in terms <strong>of</strong> political and corporate interests,<br />

behavioural dynamics, national and international concerns,<br />

advertising and marketing agendas and technological<br />

implications. An emphasis on Canadian cultural goods such as<br />

television, radio, film, print media and the Internet will lay the<br />

groundwork for an extensive discussion on the overall impact <strong>of</strong><br />

mass media on a national and global scale particularly the US<br />

and Europe.<br />

The role <strong>of</strong> mass communications in socialisation, the formation<br />

<strong>of</strong> public opinion, critical journalism, democracy and social<br />

change will also be investigated.<br />

Upper Visual The Visual Communications course provides students with the<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 97


Upper<br />

or<br />

Lower<br />

Course Title<br />

Communications<br />

Calendar Course Description<br />

experience <strong>of</strong> analyzing the visual artefacts <strong>of</strong> our contemporary<br />

culture. Students use the resulting knowledge in designing their<br />

own visual creations. They examine both static and dynamic<br />

imagery (advertisements, photographs, films, television<br />

programs and interactive media), as they broaden their<br />

understanding <strong>of</strong> the underlying principles <strong>of</strong> "massaging<br />

images" in our electronic age.<br />

Upper War and Morality The past century has seen a shocking increase in the power –<br />

and perhaps even the willingness – that human beings have to<br />

destroy each other. Two world wars, the targeting <strong>of</strong> civilians<br />

with atomic bombs, the development <strong>of</strong> even more deadly<br />

nuclear weapons, countless revolutions, military coups, civil<br />

wars, and the rise <strong>of</strong> international terrorism all testify to the<br />

continuing use <strong>of</strong> violence and war as means to achieve political<br />

ends. This tendency is even found in calls for ―humanitarian<br />

wars‖ that would be fought for the preservation <strong>of</strong> human rights<br />

and the protection <strong>of</strong> vulnerable populations.<br />

In light <strong>of</strong> the pervasiveness <strong>of</strong> war in many regions around the<br />

world today, it is important to critically examine the issue <strong>of</strong> how<br />

military force might be used for ―moral reasons.‖ This course will<br />

explore the possibilities <strong>of</strong> waging a moral war (if this is indeed<br />

possible) by applying various perspectives from political theory<br />

and philosophy to case studies.<br />

Lower Web Development This course addresses the creation <strong>of</strong> usable and accessible<br />

websites and how to achieve these objectives. It focuses on<br />

methods <strong>of</strong> integrating various forms <strong>of</strong> information (text,<br />

graphics, animation, sound and video) on to a website and<br />

analyzes the advantages <strong>of</strong> each <strong>of</strong> those methods. Students<br />

evaluate the integration <strong>of</strong> multimedia components as used in<br />

graphical user interfaces (GUI). Students are introduced to<br />

interactive programming on the web and build a web application<br />

using HTML, CSS, and scripting languages.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 98


D5.2 Undergraduate Course Schedule 2<br />

Year and<br />

Semester<br />

Year One<br />

Semester<br />

1<br />

Semester<br />

2<br />

Year Two<br />

Semester<br />

3<br />

Course Title<br />

Applied Behaviour<br />

Analysis 1<br />

Introduction to<br />

Psychology<br />

Communications for<br />

<strong>Behavioural</strong> <strong>Science</strong><br />

Counselling and<br />

Facilitation Skills<br />

Total<br />

Core<br />

Course<br />

Credit<br />

Hours<br />

Total<br />

Non-<br />

Core<br />

Course<br />

Credit<br />

Hours<br />

Course Pre-requisites<br />

and Co-Prerequisites<br />

Highest Qualification<br />

earned (or required <strong>of</strong><br />

faculty to be hired)<br />

and, only where<br />

applicable, highest<br />

qualifications in<br />

progress<br />

3 M.A./Ph.D./Ed.D.*<br />

3 Ph.D.<br />

3 M.A./M.Ed.*<br />

3 M.A./M.Ed.*<br />

Breadth Elective 3 Ph.D.<br />

Cognitive <strong>Behavioural</strong><br />

Approaches 1<br />

Developmental<br />

Disabilities and Dual<br />

Diagnosis<br />

Developmental<br />

Psychology<br />

Quantitative Research<br />

Methods<br />

3 M.A./M.Ed.*<br />

3 M.A./Ph.D./Ed.D.*<br />

3 Ph.D.<br />

3 Ph.D. (math and<br />

physics)<br />

Ph.D. (Math)<br />

M.A. (Applied Math –<br />

Statistics)<br />

Master <strong>of</strong> Mathematics<br />

(Statistics)<br />

M.S. (Mathematics)<br />

Ph.D. (applied<br />

mathematics)<br />

M.S. (applied statistics)<br />

Ph.D.<br />

M.Sc.<br />

Breadth Elective 3 Ph.D.<br />

<strong>Behavioural</strong><br />

Assessment<br />

Applied Behaviour<br />

Analysis 2<br />

Autism Spectrum<br />

Disorders<br />

Ethics and<br />

Pr<strong>of</strong>essionalism<br />

3 Applied Behaviour<br />

Analysis 1<br />

3 Applied Behaviour<br />

Analysis 1<br />

3 Developmental<br />

Disabilities and Dual<br />

Diagnosis<br />

3 Ph.D.<br />

M.A./M.Ed.*<br />

Breadth Elective 3 Ph.D.<br />

M.A./Ph.D./Ed.D.*<br />

M.A.; MADS<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 116


Year and<br />

Semester<br />

Semester<br />

4<br />

Year<br />

Three<br />

Semester<br />

5<br />

Semester<br />

6<br />

Year Four<br />

Semester<br />

7<br />

Course Title<br />

Cognitive <strong>Behavioural</strong><br />

Approaches 2<br />

Mental Health Across<br />

the Lifespan<br />

Qualitative Research<br />

Methods<br />

Total<br />

Core<br />

Course<br />

Credit<br />

Hours<br />

Total<br />

Non-<br />

Core<br />

Course<br />

Credit<br />

Hours<br />

Course Pre-requisites<br />

and Co-Prerequisites<br />

3 Cognitive <strong>Behavioural</strong><br />

Approaches 1<br />

3 Ph.D.<br />

3 Quantitative Research<br />

Methods<br />

Breadth Elective 3 Ph.D.<br />

Breadth Elective 3 Ph.D.<br />

<strong>Behavioural</strong><br />

Pharmacology<br />

Highest Qualification<br />

earned (or required <strong>of</strong><br />

faculty to be hired)<br />

and, only where<br />

applicable, highest<br />

qualifications in<br />

progress<br />

M.A./M.Ed.*<br />

3 MScN<br />

Ph.D. (adult education)<br />

Ph.D. (social and<br />

political thought)<br />

M.A. (developmental<br />

and cognitive<br />

processes)<br />

Ph.D.<br />

M.Ed.<br />

Aging and Dementia 3 M.A./MScN<br />

Family Dynamics 3 M.A./M.Ed.*<br />

Research in<br />

<strong>Behavioural</strong> <strong>Science</strong><br />

3 Quantitative Research<br />

Methods<br />

Qualitative Research<br />

Methods<br />

Ph.D.<br />

Breadth Elective 3 Dependent on Selection Ph.D.<br />

Group <strong>Behavioural</strong><br />

Counselling<br />

3 Cognitive <strong>Behavioural</strong><br />

Approaches 2<br />

<strong>Behavioural</strong> Assessment<br />

Ph.D.<br />

Addictions 3 Ph.D.*<br />

Interpr<strong>of</strong>essional<br />

Collaboration<br />

3 M.A./M.Ed.*<br />

Breadth Elective 3 Dependent on Selection Ph.D.<br />

Breadth Elective 3 Dependent on Selection Ph.D.<br />

Senior Level Thesis<br />

Project 1<br />

Individual <strong>Behavioural</strong><br />

Counselling<br />

3 Ph.D.<br />

3 Cognitive <strong>Behavioural</strong><br />

Approaches 2<br />

<strong>Behavioural</strong> Assessment<br />

Psychometrics 3 Quantitative Research<br />

Methods<br />

Ph.D.<br />

Ph.D.<br />

Organizational 3 Ph.D./Ed.D.*<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 117


Year and<br />

Semester<br />

Semester<br />

8<br />

Course Title<br />

Behaviour<br />

Total<br />

Core<br />

Course<br />

Credit<br />

Hours<br />

Total<br />

Non-<br />

Core<br />

Course<br />

Credit<br />

Hours<br />

Course Pre-requisites<br />

and Co-Prerequisites<br />

Breadth Elective 3 Dependent on Selection Ph.D.<br />

Senior Level Thesis<br />

Project 2<br />

Special Topics in<br />

Behaviour Analysis<br />

Issues in <strong>Behavioural</strong><br />

Psychology<br />

3 Senior Level Thesis<br />

Project 1<br />

Highest Qualification<br />

earned (or required <strong>of</strong><br />

faculty to be hired)<br />

and, only where<br />

applicable, highest<br />

qualifications in<br />

progress<br />

Ph.D.<br />

3 Ph.D.<br />

3 Ph.D.<br />

Consultation Skills 3 M.A./M.Ed.*<br />

Breadth Elective 3 Dependent on Selection Ph.D.<br />

Subtotal Course Credit Hours 90 30<br />

Total Program Credit Hours 120<br />

*Humber‘s policy for degree level courses is to assign faculty holding a minimum <strong>of</strong> a master‘s level degree in the<br />

field <strong>of</strong> study or related field. However, for the indicated courses, current Humber faculty members are proposed who<br />

hold either Ed.D.‘s or M.Ed‘s in Adult <strong>Education</strong>. All <strong>of</strong> the Ed.D.‘s and one <strong>of</strong> the M.Ed.‘s faculty members have<br />

taught as part <strong>of</strong> Humber‘s Child and Youth Care degree. Their unique backgrounds and academic experience make<br />

them acceptable as exceptions to Humber‘s policy. Please see Section F for the signed exception from Humber‘s<br />

President.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 118


D5.2.1 Non- Core Electives (Course Schedule 2)<br />

Lower versus Upper Level Course Characteristics<br />

• All lower level courses are foundation courses.<br />

• All upper level courses require that students have completed one lower level breadth<br />

course in at least two <strong>of</strong> the three breadth categories as a prerequisite.<br />

• Students are required to complete one upper level breadth courses in at least two <strong>of</strong> the<br />

three breadth categories.<br />

Course Title<br />

20 th Century<br />

Fashion<br />

Abnormal<br />

Psychology<br />

ACWR1004 -<br />

Approaches to<br />

Literature<br />

Behaviour<br />

Change for<br />

Healthy Living<br />

and Personal<br />

Growth<br />

Business<br />

Presentations<br />

Total<br />

Non-<br />

Core<br />

Course<br />

Credit<br />

Hours<br />

Level<br />

3 Lower M.A.<br />

Highest Qualification earned<br />

(or required <strong>of</strong> faculty to be<br />

hired) and, only where<br />

applicable, highest<br />

qualifications in progress<br />

M.B.A.<br />

3 Lower Ph.D. (Psychology)<br />

Ph.D (Psychology)<br />

Ph.D.(Psychology)<br />

3 Lower<br />

3 Lower Master‘s & Ph.D.(Sport and<br />

Exercise Psychology)<br />

3 Lower M.B.A.<br />

M.B.A.<br />

LLM<br />

Business Law 3 Lower LLM<br />

LLM<br />

Restrictions<br />

Fashion Management<br />

Criminal Justice, Nursing, Child<br />

& Youth Care, <strong>Bachelor</strong> <strong>of</strong><br />

<strong>Behavioural</strong> <strong>Science</strong><br />

None<br />

None<br />

B.Comm. Degrees<br />

ECON 402<br />

Business and<br />

Politics<br />

AWCR 1002 –<br />

Business Society<br />

POLS 202 -<br />

Canada and the<br />

World: Trade,<br />

Diplomacy and<br />

War<br />

SOCI 202<br />

Canadian<br />

Families: Past,<br />

Present and<br />

Future<br />

LLM (PhD in progress)<br />

LLM<br />

3 Lower MBA (business Administration<br />

PhD (social and political<br />

thought)<br />

3 Lower<br />

3 Lower MA (History)<br />

PhD (History)<br />

3 Lower PhD (Sociology in <strong>Education</strong>)<br />

PhD(Sociology)<br />

Successful completion <strong>of</strong> any<br />

two lower level breadth courses<br />

or letter <strong>of</strong> permission.<br />

TBD<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong><br />

<strong>Science</strong><br />

SOCI 405 3 Upper PhD (Sociology) Successful completion <strong>of</strong> any<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 119


Course Title<br />

City Life<br />

Cross Cultural<br />

Communication<br />

Cultural<br />

Psychology<br />

POLS 204 -<br />

Democracy and<br />

Dictatorship<br />

PSYC 402<br />

Developmental<br />

Psychology<br />

ENGL 106<br />

Ecology, Nature<br />

and Society<br />

Economic Boom<br />

& Bust:<br />

Capitalism In<br />

Question<br />

Gender, Culture &<br />

Power<br />

Global<br />

International<br />

Politics<br />

Human Growth<br />

and Development<br />

POLS 201<br />

Human Security<br />

and World<br />

Disorder<br />

Total<br />

Non-<br />

Core<br />

Course<br />

Credit<br />

Hours<br />

Level<br />

Highest Qualification earned<br />

(or required <strong>of</strong> faculty to be<br />

hired) and, only where<br />

applicable, highest<br />

qualifications in progress<br />

PhD (Sociology)<br />

MA (sociology)<br />

3 Lower M.B.A. (IT)<br />

M.Sc. (business science)<br />

M.A.<br />

3 Upper PhD<br />

PhD<br />

PhD<br />

3 Lower M.A.<br />

Ph.D. (Social & Political<br />

Thought)<br />

3 Lower PhD (Psychology)<br />

MA (Psychology)<br />

PhD (Psychology)<br />

3 Lower PhD (English)<br />

PhD (English)<br />

3 Upper PhD<br />

M.B.A.<br />

PhD<br />

3 Lower MA<br />

PhD<br />

PhD<br />

3 Lower Ph.D. (Social & Political<br />

Thought)<br />

M.A.<br />

Ph.D.<br />

3 Lower MES (Pediatric Ergonomics)<br />

Ph.D. (Child Development)<br />

M.Sc. (Family)<br />

3 Lower PhD (Social and Political<br />

Thought)<br />

MA (Philosophy)<br />

PhD(Social and Political<br />

Thought)<br />

Human Sexuality 3 Lower Ph.D. (Psychology)<br />

Ph.D. (Psychology)<br />

Ph.D. (Psychology)<br />

ACWR 1005<br />

Individuals and<br />

Communities<br />

3 Lower PhD (English)<br />

PhD (English)<br />

Restrictions<br />

two lower level breadth courses<br />

or letter <strong>of</strong> permission.<br />

TBD<br />

None<br />

None<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong><br />

<strong>Science</strong><br />

Successful completion <strong>of</strong> any<br />

two lower level breadth courses<br />

or letter <strong>of</strong> permission.<br />

None<br />

None<br />

None<br />

<strong>Bachelor</strong> Child & Youth Care<br />

Child & Youth Care,<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong><br />

<strong>Science</strong><br />

Introduction to 3 Lower Ph.D.(Criminology) Criminal Justice, Paralegal<br />

None<br />

TBD<br />

None<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 120


Course Title<br />

Canadian Justice<br />

System<br />

Introduction to<br />

Criminology<br />

Introductory<br />

Accounting<br />

Total<br />

Non-<br />

Core<br />

Course<br />

Credit<br />

Hours<br />

Level<br />

Highest Qualification earned<br />

(or required <strong>of</strong> faculty to be<br />

hired) and, only where<br />

applicable, highest<br />

qualifications in progress<br />

Ph.D. (Higher Ed)<br />

M.Sc..(Criminal Justice)<br />

Ph.D.(Political <strong>Science</strong>)<br />

M.A. (Criminology)<br />

Ph.D. (student faculty <strong>of</strong> social<br />

work)<br />

3 Lower Ph.D., (Sociology)<br />

Ph.D. (Criminology)<br />

Ph.D. (Higher Ed)<br />

M.Sc. (Criminal Justice)<br />

Ph.D. (Political <strong>Science</strong>)<br />

M.A. (Criminology)<br />

3 Lower Ph.D. (economics)<br />

CMA<br />

M.B.A.<br />

M.Acc.<br />

M.B.A. (financial management)<br />

Restrictions<br />

Paralegal<br />

Criminal Justice<br />

B. Comm. Degrees<br />

POLS 200<br />

Introduction to<br />

Politics<br />

PSYC 200<br />

Introduction to<br />

Psychology<br />

POLS 410<br />

Leadership<br />

Leaders Through<br />

Time<br />

3 Lower PhD (Social and Political<br />

Thought)<br />

MA(Political <strong>Science</strong>)<br />

MA(history)<br />

PhD (social and political<br />

thought)<br />

3 Lower PhD (developmental process<br />

psychology)<br />

MA (Psychology)<br />

PhD (Psychology)<br />

None<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong><br />

<strong>Science</strong><br />

3 Lower MBA (Business Administration) Successful completion <strong>of</strong> any<br />

two lower level breadth courses<br />

or letter <strong>of</strong> permission.<br />

3 Lower Ph.D. (Economics)<br />

Ph.D. (management)<br />

Ph.D. (business)<br />

Ph.D. (economics)<br />

Marketing 3 Lower Ph.D. (international marketing)<br />

M.B.A.<br />

Ph.D. (management)<br />

None<br />

<strong>Bachelor</strong> <strong>of</strong> Digital<br />

Communications<br />

Material Culture 3 Lower PhD<br />

PhD<br />

PhD<br />

Microeconomics 3 Lower Ph.D. (economics)<br />

None<br />

B.Comm. Degrees<br />

PhD<br />

Ph.D. (economics)<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 121


Course Title<br />

ECON 200<br />

Money, Markets<br />

and Democracy<br />

Online Social<br />

Networks<br />

PSYC 404<br />

Personality<br />

Psychology<br />

Total<br />

Non-<br />

Core<br />

Course<br />

Credit<br />

Hours<br />

Level<br />

Highest Qualification earned<br />

(or required <strong>of</strong> faculty to be<br />

hired) and, only where<br />

applicable, highest<br />

qualifications in progress<br />

3 Lower MBA (business Administration<br />

PhD (social and political<br />

thought)<br />

3 Upper PhD<br />

M.A.<br />

PhD<br />

3 Upper PhD (psychology)<br />

PhD (psychology)<br />

PhD (psychology)<br />

Restrictions<br />

None<br />

<strong>Bachelor</strong> <strong>of</strong> Digital<br />

Communications<br />

Successful completion <strong>of</strong> any<br />

two lower level breadth courses<br />

or letter <strong>of</strong> permission<br />

Philosophy <strong>of</strong> Law 3 Lower L.L.M. (PhD in progress) Paralegal, Criminal Justice<br />

POLS 250<br />

Power<br />

POLS 451<br />

Power: The<br />

Question <strong>of</strong><br />

Legitimation<br />

ANTH 200 –<br />

Principles <strong>of</strong><br />

Anthropology<br />

SOC 201<br />

Principles <strong>of</strong><br />

Sociology<br />

3 Lower MA (Philosophy)<br />

PhD (Political Theory)<br />

PhD (Social and Political<br />

Thought)<br />

PhD (Philosophy)<br />

3 Upper MA (Philosophy)<br />

PhD (Social and Political<br />

Thought)<br />

None<br />

3 Lower PhD (anthropology) None<br />

3 Lower PhD (Sociology)<br />

PhD (Sociology)<br />

PhD (Sociology)<br />

Successful completion <strong>of</strong> any<br />

two lower level breadth courses<br />

or letter <strong>of</strong> permission.<br />

None<br />

PhD (Sociology)<br />

PhD (Sociology in <strong>Education</strong>)<br />

Race and Gender 3 Upper Ph.D.<br />

Ph.D<br />

None<br />

Role <strong>of</strong> Media in<br />

Society<br />

Social and Digital<br />

Media<br />

Social<br />

Entrepreneurship<br />

Sport &<br />

Performance<br />

Psychology<br />

PSYC 403<br />

Social Psychology<br />

3 Lower Ph.D.<br />

M.A.<br />

3 Lower Ph.D.<br />

M.A. (politics and international<br />

affairs)<br />

3 Upper Ph.D.<br />

M.A.<br />

<strong>Bachelor</strong> <strong>of</strong> Journalism<br />

<strong>Bachelor</strong> <strong>of</strong> Digital<br />

Communications<br />

<strong>Bachelor</strong> <strong>of</strong> Digital<br />

Communications<br />

None<br />

3 Lower Ph.D. (Sport Psychology) None<br />

3 Lower MA (Psychology)<br />

PhD(Psychology)<br />

Successful completion <strong>of</strong> any<br />

two lower level breadth courses<br />

or letter <strong>of</strong> permission.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 122


Course Title<br />

SOCI 401<br />

Sociology <strong>of</strong><br />

Consumption<br />

Total<br />

Non-<br />

Core<br />

Course<br />

Credit<br />

Hours<br />

Level<br />

Highest Qualification earned<br />

(or required <strong>of</strong> faculty to be<br />

hired) and, only where<br />

applicable, highest<br />

qualifications in progress<br />

3 Upper PhD (Sociology)<br />

MA (Sociology)<br />

PhD (Sociology)<br />

PhD (Sociology in <strong>Education</strong>)<br />

Restrictions<br />

Successful completion <strong>of</strong> any<br />

two lower level breadth courses<br />

or letter <strong>of</strong> permission.<br />

SOCI 200<br />

Sociology <strong>of</strong><br />

Health<br />

SOCI 204<br />

Sociology <strong>of</strong> the<br />

Everyday<br />

Survey <strong>of</strong><br />

Emerging Media<br />

SOCI 402<br />

Technology and<br />

Social Change<br />

POLS 212<br />

The Corporation<br />

& Society<br />

AWCR 1003<br />

The Imagination –<br />

Self and Society<br />

The Making <strong>of</strong> a<br />

Beautiful Mind<br />

The Underground<br />

Economy<br />

SOCI 203 –<br />

Understanding<br />

Mass<br />

Communication<br />

Visual<br />

Communication<br />

POLS 401 -War<br />

and Morality<br />

HIST 401 - Adolf<br />

Hitler and the<br />

Rise and Fall <strong>of</strong><br />

Nazi Germany<br />

3 Lower PhD (sociology)<br />

PhD (sociology)<br />

PhD (sociology)<br />

PhD (Sociology)<br />

3 Lower PhD (Sociology)<br />

PhD (Sociology)<br />

3 Lower M.A. (English language and<br />

literature)<br />

Ph.D.<br />

3 Upper PhD (Sociology)<br />

MA(Sociology)<br />

PhD(Communications and<br />

Culture)<br />

3 Lower MBA (Business Administration)<br />

PhD (Social and Political<br />

Thought)<br />

PhD (Social and Political<br />

Thought)<br />

3 Lower PhD (English)<br />

PhD (English)<br />

PhDEnglish)<br />

3 Lower M.A.<br />

M.B.A.<br />

3 Lower M.B.A.<br />

PhD<br />

Masters (Economics)<br />

3 Lower PhD(Communication and<br />

Culture)<br />

3 Upper M.A. (English language and<br />

literature)<br />

Ph.D.<br />

3 Upper PhD (social and political<br />

thought)<br />

3 Upper MA (History)<br />

Ph.D. (History)<br />

ENGL 202 3 Lower PhD (English)<br />

None<br />

None<br />

<strong>Bachelor</strong> <strong>of</strong> Digital<br />

Communications<br />

None<br />

None<br />

None<br />

TBD<br />

None<br />

<strong>Bachelor</strong> <strong>of</strong> Digital<br />

Communications<br />

<strong>Bachelor</strong> <strong>of</strong> Digital<br />

Communications<br />

TBD<br />

TBD<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 123


Course Title<br />

Betrayal in<br />

Contemporary<br />

Fiction<br />

PHIL 409<br />

Brainstorm: Ideas<br />

and Arguments<br />

PHIL 413 -<br />

Business and<br />

Pr<strong>of</strong>essional<br />

Ethics: Your<br />

Money and…<br />

HIST 200<br />

Canadian<br />

Studies: The<br />

Challenge Ahead<br />

HUMA 406<br />

Desire and<br />

Discontent<br />

PHIL 203<br />

Ethics and Moral<br />

Theory<br />

Total<br />

Non-<br />

Core<br />

Course<br />

Credit<br />

Hours<br />

Level<br />

Highest Qualification earned<br />

(or required <strong>of</strong> faculty to be<br />

hired) and, only where<br />

applicable, highest<br />

qualifications in progress<br />

PhD (English)<br />

3 Lower PhD, (Social & Political<br />

Thought)<br />

PhD (Philosophy)<br />

PhD (Philosophy)<br />

MA (Philosophy)<br />

3 Upper PhD (philosophy) TBD<br />

3 Lower MA History<br />

MA History<br />

3 Upper MA (Philosophy)<br />

PhD (social and political<br />

thought)<br />

3 Lower PhD (Philosophy)<br />

PhD (Philosophy)<br />

PhD (Social and Political<br />

Thought)<br />

PhD (theology)<br />

PhD (social and political<br />

thought)<br />

PhD (philosophy)<br />

MA (comparative literature)<br />

PhD (Philosophy)<br />

Existentialism 3 Upper PhD<br />

PhD<br />

PhD<br />

HUMA 200<br />

Film: Styles,<br />

Narratives and<br />

Techniques <strong>of</strong> the<br />

Moving Image<br />

3 Lower MA (comparative literature)<br />

PhD (Culture and<br />

Communications)<br />

PhD (Communication and<br />

Culture)<br />

Restrictions<br />

None<br />

Successful completion <strong>of</strong> any<br />

two lower level breadth courses<br />

or letter <strong>of</strong> permission.<br />

None<br />

None<br />

<strong>Bachelor</strong> <strong>of</strong> Digital<br />

Communications<br />

HUMA 408<br />

Good and Evil<br />

Great<br />

Performances in<br />

Jazz<br />

3 Upper PhD (Social and Political<br />

Thought)<br />

PhD (Religious Studies)<br />

3 Upper Ph.D.<br />

M.A.<br />

M. Music<br />

M.M.<br />

Successful completion <strong>of</strong> any<br />

two lower level breadth courses<br />

or letter <strong>of</strong> permission.<br />

Music<br />

History <strong>of</strong> 3 Upper Ph.D. Music<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 124


Course Title<br />

Canadian Music<br />

Total<br />

Non-<br />

Core<br />

Course<br />

Credit<br />

Hours<br />

Level<br />

History <strong>of</strong> Jazz 3 Lower Ph.D.<br />

M.A.<br />

M. Music<br />

M.M.<br />

History <strong>of</strong> Popular<br />

Music<br />

History <strong>of</strong><br />

Technology<br />

HIST 201<br />

Hitler and Stalin:<br />

Architects <strong>of</strong> Evil<br />

PHIL 404<br />

How is Society<br />

Possible<br />

Conflict,<br />

Cooperation &<br />

Social Theory<br />

Introduction to<br />

Advertising<br />

HIST 402 - Josef<br />

Stalin: Red Tsar<br />

<strong>of</strong> the USSR<br />

HUMA 413<br />

Justice: A<br />

Philosophical and<br />

Literary Approach<br />

PHIL 402<br />

Knowing and<br />

Believing:<br />

Epistemology<br />

PHIL 205 -Love<br />

and Sex:<br />

Philosophical<br />

Perspectives<br />

ENG 403<br />

Love Stories<br />

Music in<br />

Contemporary<br />

Society<br />

HUMA 203 -<br />

Music, Meaning<br />

and Values<br />

Highest Qualification earned<br />

(or required <strong>of</strong> faculty to be<br />

hired) and, only where<br />

applicable, highest<br />

qualifications in progress<br />

Restrictions<br />

Music<br />

3 Lower Ph.D. Music<br />

3 Lower Ph.D.<br />

Ph.D<br />

M.Ed.<br />

3 Lower MA History<br />

3 Lower MA (Philosophy)<br />

MA (comparative literature)<br />

3 Lower Ph.D.<br />

M.A. (advertising design)<br />

M.A.<br />

3 Upper MA (History)<br />

Ph.D. (History)<br />

3 Lower MA (Philosophy)<br />

3 Upper PhD (Philosophy)<br />

PhD (Philosophy)<br />

MA (Philosophy)<br />

TBD<br />

3 Lower MA (philosophy) TBD<br />

3 Lower PhD (English)<br />

PhD (English)<br />

3 Lower M. Music <strong>Education</strong><br />

Ph.D.<br />

Ph.D.<br />

3 Lower Ph.D.<br />

Ph.D.<br />

Successful completion <strong>of</strong> any<br />

two lower level breadth courses<br />

or letter <strong>of</strong> permission.<br />

<strong>Bachelor</strong> <strong>of</strong> Creative<br />

Advertising<br />

<strong>Bachelor</strong> <strong>of</strong> Digital<br />

Communications<br />

POLS 411 Business and<br />

Politics<br />

Successful completion <strong>of</strong> any<br />

two lower level breadth courses<br />

or letter <strong>of</strong> permission.<br />

Successful completion <strong>of</strong> any<br />

two lower level breadth courses<br />

or letter <strong>of</strong> permission.<br />

Music<br />

Music<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 125


Course Title<br />

PHIL 412<br />

People, Mind and<br />

Body: Selfish<br />

Thoughts<br />

HUMA 407<br />

Popular Culture:<br />

An<br />

Interdisciplinary<br />

Approach<br />

HIST 202 -<br />

Prohibition<br />

Religion in<br />

Society<br />

Religions <strong>of</strong> the<br />

World<br />

Total<br />

Non-<br />

Core<br />

Course<br />

Credit<br />

Hours<br />

Level<br />

Highest Qualification earned<br />

(or required <strong>of</strong> faculty to be<br />

hired) and, only where<br />

applicable, highest<br />

qualifications in progress<br />

3 Lower PhD (philosophy)<br />

3 Lower PhD (sociology)<br />

PhD (Culture and<br />

Communications)<br />

PhD (Communication and<br />

Culture)<br />

3 Lower Ph.D. (History)<br />

Ph.D.<br />

3 Upper Ph.D.<br />

Ph.D. (Philosophy)<br />

Ph.D.(Theology)<br />

3 Lower Ph.D. (Philosophy)<br />

Ph.D.<br />

Ph.D. (Theology)<br />

Remix Culture 3 Lower PhD<br />

MA<br />

HUMA 405 -<br />

Shakespeare and<br />

Film<br />

PHIL 201<br />

The Good Life: A<br />

Philosophic<br />

Investigation<br />

PHIL 405<br />

Theories <strong>of</strong><br />

Beauty<br />

ENGL 201<br />

Trauma and<br />

Memory in<br />

Literature<br />

SCIE 200<br />

Astronomy:<br />

Discovering our<br />

Place in the<br />

Universe<br />

Business<br />

Information<br />

Systems<br />

Electronic<br />

Fundamentals<br />

Evolution:<br />

Unraveling Life‘s<br />

Mysteries<br />

3 Lower PhD (English)<br />

PhD (English)<br />

Restrictions<br />

Successful completion <strong>of</strong> any<br />

two lower level breadth courses<br />

or letter <strong>of</strong> permission.<br />

None<br />

None<br />

None<br />

None<br />

TBD<br />

3 Lower PhD (Philosophy) None<br />

3 Lower MA (Philosophy)<br />

PhD (Philosophy)<br />

PhD (Philosophy)<br />

3 Upper PhD (English)<br />

PhD(English)<br />

3 Lower MSc. (Astronomy)<br />

PhD (theoretical physics)<br />

3 Lower M.Sc. (advanced computing)<br />

Ph.D. (computer science)<br />

M.A.<br />

3 Lower Ph.D.<br />

Ph.D.<br />

3 Lower M.Sc.<br />

PhD<br />

Successful completion <strong>of</strong> any<br />

two lower level breadth courses<br />

or letter <strong>of</strong> permission.<br />

None<br />

B. Comm. Degrees<br />

None<br />

None<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 126


Course Title<br />

Fundamentals <strong>of</strong><br />

Digital Electronics<br />

SCIE 202<br />

Introduction to<br />

Environmental<br />

Studies<br />

Introduction to the<br />

Human Body<br />

Total<br />

Non-<br />

Core<br />

Course<br />

Credit<br />

Hours<br />

Level<br />

3 Lower Ph.D.<br />

Ph.D.<br />

Highest Qualification earned<br />

(or required <strong>of</strong> faculty to be<br />

hired) and, only where<br />

applicable, highest<br />

qualifications in progress<br />

Restrictions<br />

None<br />

3 Lower PhD (biology) None<br />

3 Lower Ph.D. (Animal Physiology and<br />

Genetics)<br />

PhD (Philosophy in Biology)<br />

PhD (medical sciences)<br />

Microbiology 3 Lower PhD (medical sciences)<br />

PhD. (Animal Physiology and<br />

Genetics)<br />

PhD (Philosophy in Biology)<br />

Performance<br />

Enhancing Drugs<br />

Popular Diets &<br />

Metabolism<br />

MGT. 354 -<br />

Project<br />

Management<br />

<strong>Science</strong> and<br />

Pseudoscience<br />

SCIE 203 -<br />

<strong>Science</strong> Matters:<br />

Introduction to the<br />

<strong>Science</strong>s<br />

SCIE 403<br />

Scientific<br />

Achievements<br />

3 Lower PhD<br />

PhD<br />

3 Lower Ph.D. (Human Metabolism)<br />

Ph.D. (Physiology)<br />

3 Lower M.Eng. (mechanical & industrial<br />

engineering), DBA candidate,<br />

P.Eng., PMP<br />

M.B.A. (IT)<br />

3 Lower PhD<br />

M.Sc<br />

<strong>Bachelor</strong> <strong>of</strong> Nursing<br />

<strong>Bachelor</strong> <strong>of</strong> Nursing<br />

None<br />

None<br />

TBD<br />

None<br />

3 Lower PhD (theoretical physics) TBD<br />

3 Upper PhD (theoretical physics)<br />

MSc (Astronomy)<br />

Strange <strong>Science</strong> 3 Upper PhD<br />

M.Sc<br />

Successful completion <strong>of</strong> any<br />

two lower level breadth courses<br />

or letter <strong>of</strong> permission.<br />

The Body During<br />

Normal and<br />

Extreme<br />

Conditions<br />

The Wireless<br />

Web<br />

Web<br />

Development<br />

3 Lower Ph.D. (Physiology)<br />

Ph.D. (Human Metabolism)<br />

Ph.D. (Physiology)<br />

Ph.D.(philosophy)<br />

3 Lower Ph.D.<br />

M.A.Sc.<br />

Ph.D.<br />

3 Lower M.Sc. (advanced computing)<br />

M.B.A.<br />

None<br />

<strong>Bachelor</strong> <strong>of</strong> Digital<br />

Communications<br />

<strong>Bachelor</strong> <strong>of</strong> Digital<br />

Communications<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 127


D6<br />

Work Experience Required for Degree Completion<br />

D6.1 Program Structure<br />

Year September January April<br />

Semester 1 Semester 2 Semester 3<br />

Year One On-campus studies On-campus studies Vacation<br />

Year Two On-campus studies On-campus studies Vacation<br />

Year Three On-campus studies On-campus studies Paid or Unpaid fulltime<br />

work term<br />

Year Four On-campus studies On-campus studies GRADUATION<br />

Paid/Unpaid full-time work term = __14___ consecutive weeks<br />

D6.2 Nature <strong>of</strong> Work Placement<br />

Students will participate in one mandatory 14-week work term. The placement may be in a<br />

social service, community, educational or health agency or organization where they will have an<br />

opportunity to work in the behavioural science field. During their work placement, students may<br />

have a variety <strong>of</strong> responsibilities including clinical assessments, research based work, working<br />

directly with vulnerable populations, as well as, supporting health care workers, educators,<br />

and/or social science pr<strong>of</strong>essionals. Students will have an opportunity to identify a specific area<br />

<strong>of</strong> interest for their work placement. Similar to the placement <strong>of</strong> students in Humber‘s<br />

Developmental Services Worker diploma program, it is expected that not all <strong>of</strong> these positions<br />

will be paid positions. In the employer needs assessment survey conducted for this proposal, it<br />

was found that the majority <strong>of</strong> organizations would provide more unpaid placements than paid.<br />

Every effort will be made to assist students to find paid work placements; however, there will be<br />

unpaid work opportunities which will be more appealing to some students depending on their<br />

career interests and the work that is available. Humber has a history <strong>of</strong> successfully finding<br />

quality work placements for students in its social and community services programs. It is<br />

anticipated that many <strong>of</strong> the employers who provided placements in the past will provide<br />

opportunities for degree students. In addition, all but two <strong>of</strong> the employers who returned the<br />

needs assessment survey indicated an interest in accepting students for a work placement.<br />

Based on the experience in the School, it is not expected that there will be any difficulties finding<br />

both paid and unpaid work for the students. The School currently places 100% <strong>of</strong> its diploma<br />

students.<br />

D6.3 Support for Work Experience<br />

Students will be supported by a placement advisor from the School <strong>of</strong> Social and Community<br />

Services. Currently the placement advisor provides tools and resources for securing placements<br />

and will continue to do so for students in the proposed program. Each year, the school<br />

establishes new employer contacts, permitting students to be better informed about the field‘s<br />

functions, needs and career opportunities. Students are responsible for identifying the nature <strong>of</strong><br />

their work experience, setting up an interview with the industry partner and discussing and<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 128


agreeing to the job functions and proposed learning outcomes from the job experience, and<br />

gaining faculty approval. This process prepares students for real life job search skills.<br />

Students are also required to take a non-credit one-hour course, Pr<strong>of</strong>essional Practice, in the<br />

first semester <strong>of</strong> the third year <strong>of</strong> the degree program (see attached course outline). In this<br />

course, students complete a job/work placement search and document the process through a<br />

series <strong>of</strong> assignments. This allows them to practice the skills required in self-assessment,<br />

resume and cover letter preparation, Internet and telephone research, job interviews and<br />

networking. Guest speakers from program related industries are invited to speak on employer<br />

expectations, the industry environment and potential career opportunities.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 129


<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong><br />

School <strong>of</strong> Community and Social Services<br />

Year 3 Semester 1<br />

Course Outline<br />

Course Name:<br />

Pre-requisite(s):<br />

Co-requisite(s):<br />

Course Restrictions:<br />

Pr<strong>of</strong>essional Practice<br />

None<br />

None<br />

N/A<br />

Credit Value: 0<br />

Hours <strong>of</strong> Instruction: 14<br />

% <strong>of</strong> course that will be delivered<br />

on line:<br />

Minimum qualifications required to<br />

facilitate/supervise course:<br />

0%<br />

Degree in <strong>Behavioural</strong> <strong>Science</strong> or related field,<br />

and experience in career advising<br />

Faculty Name / Credentials:<br />

Note: Non Credit Pr<strong>of</strong>essional Practice courses have been previously assessed and approved<br />

as part <strong>of</strong> Humber’s degree programs.<br />

1.0 Course Description<br />

This course provides students with the skills and knowledge necessary to prepare for a<br />

work placement in today‘s challenging employment environment. Preparation for the<br />

work placement includes job search techniques and discussion <strong>of</strong> such issues as<br />

employer expectations, organizational policies, pr<strong>of</strong>essionalism and self management.<br />

The need for career planning, lifelong learning and interpersonal communication skills is<br />

also discussed.<br />

Students conduct a self-assessment <strong>of</strong> their personality and skills and perform<br />

organizational research. Students prepare covering letters and resumes, create their<br />

own database <strong>of</strong> potential employers within the field, and practice their interview skills in<br />

mock interviews and by conducting information interviews. Guest speakers from the<br />

child and youth care field provide students with a range <strong>of</strong> perspectives on current and<br />

future trends.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 130


2.0 Course Learning Outcomes<br />

Upon completion <strong>of</strong> this course, students will be able to:<br />

1. Develop a personal career plan by identifying areas <strong>of</strong> interest, preferences, values,<br />

strengths, weaknesses, aptitudes, and transferable skills.<br />

2. Develop future employment contacts through networking and information interviews<br />

and develop a database <strong>of</strong> potential employers in the field.<br />

3. Prepare a pr<strong>of</strong>essional resume and cover letter targeted to a specific employer,<br />

organization and position.<br />

4. Complete the components <strong>of</strong> a job search (research labour market and employers,<br />

network, make cold calls, follow-up on applications submitted).<br />

5. Role play in a mock job interview situation.<br />

6. Demonstrate time management skills and pr<strong>of</strong>essional behaviour with respect to<br />

punctuality, attendance and appropriate attire.<br />

3.0 Methods <strong>of</strong> Instruction/Delivery Format<br />

• Lectures, seminars, workshops, guest speakers and on-line learning.<br />

• Role plays<br />

• Course notes, resources, assignments and job postings are available on-line<br />

(Blackboard), allowing students to access information and communicate with the<br />

facilitator and each other, outside regularly scheduled class hours.<br />

4.0 ReferenceTexts and Supplies<br />

Breidenbach, Dr. Monica E., Career Development: Life and Career Strategies and<br />

Technologies, Prentice Hall, 2001.<br />

Bolles, Richard Nelson, What Color Is Your Parachute 2008: A Practical Manual for<br />

Job-hunters and Career Changes, Sept 4, 2007.<br />

Tieger, Paul D., Barron Tieger, Barbara, The Personality Type Tool Kit,<br />

PersonalityType.com, West Hartford, CT 06119, 2001.<br />

Recommended:<br />

Current related literature, related websites, career directories.<br />

5.0 Evaluation<br />

TypeFocus Assignment (self-assessment) 10<br />

Draft resume and cover letter 10<br />

Research assignment 20<br />

Final resume and cover letter 10<br />

Information interview 10<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 131


Mock interview 20<br />

Employer database 20<br />

Total 100<br />

6.0 Course Schedule<br />

Weeks Topics Readings/Assignments<br />

1 Work placement orientation<br />

Outline <strong>of</strong> the job search and<br />

career development process<br />

Blackboard notes<br />

2 Self-assessment Blackboard notes<br />

3 Marketing Tools<br />

Resumes and cover letters<br />

Portfolios<br />

4 Self assessment<br />

Guest speaker<br />

5 Marketing Tools<br />

Resumes and cover letters<br />

Portfolios<br />

6 Occupation and organizational<br />

research<br />

7 Occupation and organizational<br />

research<br />

8 Networking<br />

Building and expanding<br />

employment contacts<br />

9 Interviewing<br />

Process and questions<br />

Guest speaker<br />

Blackboard notes<br />

Draft resume and cover<br />

letter (10%)<br />

Blackboard notes<br />

TypeFocus Assignment<br />

(10%)<br />

Blackboard notes<br />

Final resume and cover<br />

letter (10%)<br />

Blackboard notes<br />

Labour market conditions<br />

Job related websites:<br />

HRSDC, worklink,<br />

workopolis, association<br />

websites<br />

Blackboard notes<br />

Research assignment<br />

(20%)<br />

Blackboard notes<br />

Employer database (20%)<br />

Blackboard notes<br />

10 Conduct information interview Blackboard notes<br />

Information interview<br />

assignment (10%)<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 132


11 Videotape mock interviews<br />

12 Critique mock interviews<br />

13 Critique mock interviews Mock interview (20%)<br />

14 Work placement report guidelines<br />

(expectations <strong>of</strong> student and<br />

employer)<br />

Handouts<br />

7.0 Classroom Requirements<br />

The Humber ―A‖ Standard Electronic Classroom<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 133


D6.4 Work Experience Outcomes<br />

Work Experience Outcomes<br />

Describe the organizational and operational<br />

functions <strong>of</strong> their workplace.<br />

How work experience puts into practice the<br />

program outcomes<br />

During their work experience, students may<br />

perform some or all <strong>of</strong> the following types <strong>of</strong><br />

tasks which support achievement <strong>of</strong> program<br />

outcomes:<br />

Observe, record and evaluate existing<br />

conditions, behaviours and decisions made<br />

within the field and/or organization noting the<br />

organizational hierarchy and reporting<br />

structures.<br />

Supports program learning outcomes: 1, 2, 3,<br />

4, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18,<br />

19<br />

Demonstrate and evaluate the components <strong>of</strong><br />

pr<strong>of</strong>essionalism at work.<br />

Adhere to company conduct, dress code and<br />

communication styles. Follow protocols with<br />

respect to schedules and the roles <strong>of</strong> the<br />

various employees and teams.<br />

Supports program learning outcomes: 2, 15,<br />

16, 17, 18, 19<br />

Synthesize the many facets <strong>of</strong> the discipline‘s<br />

decision-making, planning and problem<br />

solving.<br />

Function in a workplace setting by working<br />

effectively both individually and as a member<br />

<strong>of</strong> a team. Participate in broad level decisions<br />

by being a member <strong>of</strong> a departmental team or<br />

work group recording the processes <strong>of</strong> the<br />

discipline.<br />

Supports program learning outcomes: 2, 5, 6,<br />

7, 8, 9, 10, 11, 12, 14, 15, 17<br />

Solve problems, make decisions and evaluate<br />

the outcomes <strong>of</strong> decisions.<br />

Research and analyze data and make<br />

recommendations. Identify and analyze the<br />

needs and goals <strong>of</strong> the discipline. Assess<br />

resources and limitations in a decision making<br />

context. Assist in formulating plans and<br />

concepts to satisfy a particular need or<br />

strategy. Assess strategies used.<br />

Supports program learning outcomes: 4, 5, 7,<br />

8, 9, 10, 11, 12, 13, 14, 15, 16<br />

Communicate clearly, concisely and correctly<br />

as appropriate to the requirements <strong>of</strong> the<br />

position.<br />

Participate in meetings. Meet with clients.<br />

Communicate with managers, supervisors,<br />

team colleagues, employees. Assist with<br />

presentations. Communicate information,<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 134


Work Experience Outcomes<br />

How work experience puts into practice the<br />

program outcomes<br />

interpretations, conclusions and<br />

recommendations to all parties involved.<br />

Prepare memos, letters, e-mail or other written<br />

documentation.<br />

Supports program learning outcomes: 2, 3, 4,<br />

5, 6, 7, 9, 10, 11, 12, 13, 14, 15, 17, 18<br />

Manage the use <strong>of</strong> time and other resources<br />

effectively, to attain work goals within<br />

established timelines.<br />

Assist in the preparation <strong>of</strong> schedules,<br />

adhering to deadlines and timeframes and<br />

monitoring progress. Adjust timeframes if<br />

necessary or redesign work assignments to<br />

meet deadlines. Complete assigned work on<br />

schedule<br />

Supports program learning outcomes: 4, 7, 8,<br />

9, 10, 11, 12, 13, 14, 15, 17, 18<br />

Demonstrate improvement after receiving<br />

constructive feedback and take responsibility<br />

for own actions and decisions.<br />

Solicit and respond to supervisor feedback on<br />

performance. Refine work output in line with<br />

internal managerial and external client<br />

feedback.<br />

Supports program learning outcomes: 12, 15,<br />

16, 17, 18, 19<br />

Interact with others in groups or teams in ways<br />

that contribute to effective working<br />

relationships and the achievement <strong>of</strong> mutual<br />

goals.<br />

Meet with managers/supervisors to determine<br />

organizational relationships, department<br />

functionality and decision-making processes.<br />

Participate in and contribute to team meetings.<br />

Collaborate with accounting and other<br />

organizational functions to enhance mutual<br />

relationships.<br />

Supports program learning outcomes: 7, 9, 10,<br />

13, 17<br />

Employ current techniques, methods,<br />

technologies and tools supporting the<br />

pr<strong>of</strong>ession while observing generally accepted<br />

working practices.<br />

Articulate ideas and information<br />

comprehensibly in oral and written forms.<br />

Use tools, techniques, technologies, s<strong>of</strong>tware,<br />

Internet, etc. to facilitate work requirements,<br />

test concepts and articulate recommendations.<br />

Supports program learning outcomes: 1, 2, 3,<br />

4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17,<br />

18<br />

Recognize the importance <strong>of</strong> the discipline‘s<br />

practices, program management, schedules<br />

and deadlines. Prepare effective written<br />

documentation as required and make clear<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 135


Work Experience Outcomes<br />

How work experience puts into practice the<br />

program outcomes<br />

and achievable program suggestions<br />

accordingly.<br />

Supports program learning outcomes: 1, 2, 3,<br />

4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17,<br />

18<br />

Apply, consolidate and extend learning in<br />

different contextual frameworks and situations.<br />

Apply learning from program to contribute to<br />

the discipline‘s changes and challenges on the<br />

job.<br />

Supports program learning outcomes: 1, 2, 3,<br />

4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17,<br />

18, 19<br />

Generate ideas, concepts, proposals,<br />

solutions or arguments independently and/or<br />

collaboratively in response to new challenges<br />

or opportunities.<br />

Conduct research, analyze and prepare<br />

reports, proposals and recommendations.<br />

Assist in the planning, programming, and<br />

facilitation strategies with individuals and<br />

groups. Interact with the pr<strong>of</strong>essional team to<br />

achieve goals.<br />

Supports program learning outcomes: 1, 2, 3,<br />

4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17,<br />

18, 19<br />

Methods <strong>of</strong> Evaluating Student During Placement<br />

All on-the-job performance will be evaluated as follows:<br />

A letter <strong>of</strong> agreement outlining types <strong>of</strong> work and expected outcomes will be agreed upon by the<br />

employer, student and Humber.<br />

The employer will (using a format provided by Humber):<br />

review the agreed upon outcomes and the records maintained by the student and evaluate<br />

the student‘s performance against each <strong>of</strong> those outcomes, providing specific examples <strong>of</strong><br />

tasks the student performed related to each objective and a rating <strong>of</strong> how well he/she<br />

performed them;<br />

complete a checklist evaluating basic characteristics such as punctuality, willingness to take<br />

on different tasks, contribution to the team, etc.; and<br />

provide an overall rating using a scale provided by Humber which highlights the student‘s<br />

strengths and weaknesses.<br />

The student will prepare a journal on the work experience to include:<br />

a summary <strong>of</strong> major job responsibilities;<br />

a summary <strong>of</strong> agreed upon work outcomes and an analysis <strong>of</strong> the extent to which each<br />

outcome was accomplished;<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 136


a record <strong>of</strong> job tasks completed during the work experience and an assessment <strong>of</strong> how they<br />

contributed to achieving the learning outcomes;<br />

an assessment <strong>of</strong> classroom learning used to complete job-related tasks during the work<br />

experience;<br />

a list <strong>of</strong> new learning acquired on the job;<br />

a discussion <strong>of</strong> problems encountered on the job and how they were resolved;<br />

a self-assessment <strong>of</strong> performance on the job based on the agreed upon work outcomes; and<br />

identification <strong>of</strong> personal strengths and competency areas needing additional development<br />

in the final year <strong>of</strong> study.<br />

Both employer and student reports will be reviewed by college staff and a final grade will be<br />

assigned.<br />

Each student will be assigned an advisor for their work term. The advisor will be the student‘s<br />

point <strong>of</strong> contact for the work experience. The advisor will monitor the student during the work<br />

term. In addition to discussing expectations and performance with the student, the advisor<br />

holds similar discussions with the employer. The advisor serves as a mediator in the event <strong>of</strong><br />

problems with the work experience and ensures that the experience is meaningful and at an<br />

appropriate level.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 137


D7<br />

Program <strong>of</strong> Study<br />

D7.1 Program Map <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong><br />

Sem<br />

<strong>Behavioural</strong><br />

Approaches<br />

Special<br />

Populations<br />

Core Courses<br />

Psychology Research Methods Ethics and<br />

Pr<strong>of</strong>essionalism<br />

Non-Core<br />

Courses<br />

Breadth<br />

Electives<br />

F (1)<br />

Applied Behaviour<br />

Analysis 1<br />

Introduction to<br />

Psychology<br />

Communications for<br />

<strong>Behavioural</strong> <strong>Science</strong><br />

Elective 1<br />

Counselling and<br />

Facilitation Skills<br />

W (2)<br />

F (3)<br />

W (4)<br />

Cognitive <strong>Behavioural</strong><br />

Approaches 1<br />

<strong>Behavioural</strong><br />

Assessment<br />

Applied Behaviour<br />

Analysis 2<br />

Cognitive <strong>Behavioural</strong><br />

Approaches 2<br />

Developmental<br />

Disabilities and Dual<br />

Diagnosis<br />

Autism Spectrum<br />

Disorders<br />

Developmental<br />

Psychology<br />

Mental Health<br />

Across the Lifespan<br />

Quantitative<br />

Research Methods<br />

Qualitative<br />

Research Methods<br />

Ethics and<br />

Pr<strong>of</strong>essionalism<br />

Elective 2<br />

Elective 3<br />

Elective 4<br />

Elective 5<br />

F (5)<br />

<strong>Behavioural</strong><br />

Pharmacology<br />

Aging and Dementia Family Dynamics Research in<br />

<strong>Behavioural</strong> <strong>Science</strong><br />

Elective 6<br />

W (6)<br />

Group <strong>Behavioural</strong><br />

Counselling<br />

Addictions<br />

Interpr<strong>of</strong>essional<br />

Collaboration<br />

Elective 7<br />

Elective 8<br />

S<br />

F (7)<br />

W (8)<br />

Senior Level Thesis<br />

Project 1<br />

Individual <strong>Behavioural</strong><br />

Counselling<br />

Senior Level Thesis<br />

Project 2<br />

WORK PLACEMENT – Mandatory 14 week internship (no academic credit)<br />

Psychometrics<br />

Organizational<br />

Behaviour<br />

Special Topics in<br />

Behaviour Analysis<br />

Issues in<br />

<strong>Behavioural</strong><br />

Psychology<br />

Elective 9<br />

Consultation Skills Elective 10<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section B, Page 138


D7.2 Non-Core Courses – Breadth Electives<br />

The Humber Breadth Task Force has recently received and reviewed 39 new breadth courses<br />

for future delivery. These courses and the CV‘s <strong>of</strong> the proposed instructors were included in this<br />

submission for the <strong>Bachelor</strong> <strong>of</strong> Applied Technology (Industrial Design) Consent Renewal.<br />

CV‘s for faculty responsible for delivery <strong>of</strong> existing non-core courses have been submitted in a<br />

previous submission and are on file with PEQAB.<br />

Note: Those marked “R” are restricted, and not available to <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong><br />

students.<br />

Society, Culture and Commerce<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

20 th Century Fashion<br />

Abnormal Psychology “R”<br />

Approaches to Literature<br />

Behaviour Change for Healthy Living and Personal Growth<br />

Business Presentations<br />

Business Law<br />

Business and Politics<br />

Business Society<br />

Canada and the World: Trade, Diplomacy and War<br />

Canadian Families: Past, Present and Future “R”<br />

City Life<br />

Cross Cultural Communication<br />

Cultural Psychology<br />

Democracy and Dictatorship<br />

Developmental Psychology “R”<br />

Ecology, Nature and Society<br />

Economic Boom & Bust: Capitalism In Question<br />

Gender, Culture & Power<br />

Global International Politics<br />

Human Growth and Development “R”<br />

Human Security and World Disorder<br />

Human Sexuality<br />

Individuals and Communities<br />

Introduction to Canadian Justice System<br />

Introduction to Criminology<br />

Introductory Accounting<br />

Introduction to Politics<br />

Introduction to Psychology “R”<br />

Leadership<br />

Leaders Through Time<br />

Marketing<br />

Material Culture<br />

Microeconomics<br />

Money, Markets and Democracy<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section B, Page 139


Online Social Networks<br />

Personality Psychology<br />

Philosophy <strong>of</strong> Law<br />

Power<br />

Power: The Question <strong>of</strong> Legitimation<br />

Principles <strong>of</strong> Anthropology<br />

Principles <strong>of</strong> Sociology<br />

Race and Gender<br />

Role <strong>of</strong> Media in Society<br />

Social and Digital Media<br />

Social Entrepreneurship<br />

Sport & Performance Psychology<br />

Social Psychology<br />

Sociology <strong>of</strong> Consumption<br />

Sociology <strong>of</strong> Health<br />

Sociology <strong>of</strong> the Everyday<br />

Survey <strong>of</strong> Emerging Media<br />

Technology and Social Change<br />

The Corporation & Society<br />

The Imagination – Self and Society<br />

The Making <strong>of</strong> a Beautiful Mind<br />

The Underground Economy<br />

Understanding Mass Communication<br />

Visual Communication<br />

War and Morality<br />

Arts and Humanities<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

Adolf Hitler and the Rise and Fall <strong>of</strong> Nazi Germany<br />

Betrayal in Contemporary Fiction<br />

Brainstorm: Ideas and Arguments<br />

Business and Pr<strong>of</strong>essional Ethics: Your Money and…<br />

Canadian Studies: The Challenge Ahead<br />

Desire and Discontent<br />

Ethics and Moral Theory<br />

Existentialism<br />

Film: Styles, Narratives and Techniques <strong>of</strong> the Moving Image<br />

Good and Evil<br />

Great Performances in Jazz<br />

History <strong>of</strong> Canadian Music<br />

History <strong>of</strong> Jazz<br />

History <strong>of</strong> Popular Music<br />

History <strong>of</strong> Technology<br />

Hitler and Stalin: Architects <strong>of</strong> Evil<br />

How is Society Possible Conflict, Cooperation & Social Theory<br />

Introduction to Advertising<br />

Josef Stalin: Red Tsar <strong>of</strong> the USSR<br />

Justice: A Philosophical and Literary Approach<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 140


Knowing and Believing: Epistemology<br />

Love and Sex: Philosophical Perspectives<br />

Love Stories<br />

Music in Contemporary Society<br />

Music, Meaning and Values<br />

People, Mind and Body: Selfish Thoughts<br />

Popular Culture: An Interdisciplinary Approach<br />

Prohibition<br />

Religion in Society<br />

Religions <strong>of</strong> the World<br />

Remix Culture<br />

Shakespeare and Film<br />

The Good Life: A Philosophic Investigation<br />

Theories <strong>of</strong> Beauty<br />

Trauma and Memory in Literature<br />

<strong>Science</strong> and Technology<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

Astronomy: Discovering our Place in the Universe<br />

Business Information Systems<br />

Electronic Fundamentals<br />

Evolution: Unraveling Life‘s Mysteries<br />

Fundamentals <strong>of</strong> Digital Electronics<br />

Introduction to Environmental Studies<br />

Introduction to the Human Body<br />

Microbiology<br />

Performance Enhancing Drugs<br />

Popular Diets & Metabolism<br />

Project Management<br />

<strong>Science</strong> and Pseudoscience<br />

<strong>Science</strong> Matters: Introduction to the <strong>Science</strong>s<br />

Scientific Achievements<br />

Strange <strong>Science</strong><br />

The Body During Normal and Extreme Conditions<br />

The Wireless Web<br />

Web Development<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 141


D7.2 Core Courses<br />

Course Development and External Review<br />

In order to ensure that a baccalaureate standard has been attained in each course and across<br />

the program, the program framework and courses were:<br />

benchmarked against similar programs and courses in Canada and other jurisdictions,<br />

developed by faculty members who are familiar with university level study in the field <strong>of</strong><br />

practice,<br />

reviewed and approved by the program Advisory Committee which include members who<br />

are currently pr<strong>of</strong>essors (Dr. George Anthanassakos, Pr<strong>of</strong>essor Finance, Ben Graham Chair<br />

in Value Investing & Director, Richard Ivey School <strong>of</strong> Business, The University <strong>of</strong> Western<br />

Ontario; and Dr. Peter Carr, Director, M.M.Sc. Management <strong>of</strong> Technology Online,<br />

Department <strong>of</strong> Management <strong>Science</strong>s, University <strong>of</strong> Waterloo)<br />

developed in consultation with Humber‘s Planning and Development <strong>of</strong>fice which takes the<br />

lead on the development <strong>of</strong> all <strong>of</strong> Humber‘s degree level programs and manages the<br />

approval process, and<br />

Course Outline Submission Requirements<br />

The outlines have been developed in conformity with the Board‘s course outline content<br />

requirements as follows:<br />

The Board appreciates the curriculum planning challenge presented by programs that have not been<br />

<strong>of</strong>fered previously. The Board recognizes that once the program is running, the information required<br />

below is likely to change, especially in the upper-year courses, to reflect the current state <strong>of</strong> knowledge in<br />

the field. Nevertheless, the Board wishes to see how the course would be structured if the applicant<br />

<strong>of</strong>fered the course today.<br />

With respect to the course content, the Board specifies that each outline should include:<br />

Course Title:<br />

Year and Semester:<br />

• course/subject description<br />

• method(s) <strong>of</strong> instruction<br />

• a content outline by topic<br />

• length in actual contact hours<br />

• method(s) and frequency <strong>of</strong> evaluation <strong>of</strong> student performance (e.g., assignments,<br />

presentations, term papers, exams)<br />

• resources to be purchased/provided by students (e.g., course kits, equipment,<br />

s<strong>of</strong>tware)<br />

• textbook requirements (for new programs, indicate illustrative textbooks and<br />

other course materials)<br />

• learning outcomes<br />

• a list <strong>of</strong> the faculty qualified to teach the course and/or statement “faculty to be<br />

hired”<br />

• faculty qualifications required to teach/supervise the course (include academic<br />

credentials and pr<strong>of</strong>essional experience)<br />

• classroom and equipment requirements<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 142


D7.2.1 Classroom and Equipment Requirements<br />

The program will be delivered at the Humber Lakeshore campus. Humber has sufficient<br />

classroom space at the Lakeshore Campus to accommodate 4,800 students.<br />

The Humber “A” Standard Electronic Classroom Facility<br />

Where course outlines refer to The Humber “A” Standard Electronic Classroom facility under the<br />

―classroom and equipment requirements‖ section <strong>of</strong> the course outlines, these classrooms<br />

contain the following equipment:<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

Crestron Touch Panel w/ standard user interface GUI<br />

Crestron lighting control with Crestron wall switch, plus lighting ―scene‖ selection via the<br />

touch panel<br />

HD 16x10 projector (Humber standard)<br />

9‘ to 10‘ electric projection screen (controllable via the touch panel)<br />

Dell PC (latest Humber standard) with 19‖ monitor (16x10)<br />

BluRay player<br />

Audio amplifier<br />

4+ ceiling speakers (depending on room size)<br />

Wall mounted ―program speakers‖ (in addition to the ceiling speakers) in tiered<br />

classrooms<br />

Auxiliary input: HDMI, VGA w/audio, and Composite RCA video w/audio located on the<br />

podium<br />

Data jack and electrical outlet on the podium<br />

Tech Help phone<br />

―e-control‖ for remote login to the room AV system (for technical assistance)<br />

Connection to Crestron ―Room View‖ which monitors the status <strong>of</strong> the room AV (what‘s<br />

―on‖, lighting scenes, sound levels, projector lamp life/filter life/internal temperatures,<br />

etc.)<br />

Media Services is the central group at Humber responsible for the equipment installation and<br />

maintenance in these rooms. This group is also able to electronically obtain status checks (room<br />

and equipment operation) and usage data (percentage <strong>of</strong> time equipment has been used) from<br />

these rooms.<br />

Counselling Labs<br />

There are four Counselling Labs in the School <strong>of</strong> Social and Community Services that provide<br />

students with an opportunity to practice their counselling skills in an environment equipped with<br />

state <strong>of</strong> the art technology. Students can engage in role plays while being taped by cameras<br />

installed within each <strong>of</strong> the labs. The role plays can be streamed live to any classroom within the<br />

building, so that students within the class can view the role play as it is happening. Student<br />

counselling assignments can be completed in the labs – enabling students to leave a session<br />

with a DVD recording <strong>of</strong> the counselling exercise for the purpose <strong>of</strong> reflection or evaluation.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 143


D7.2.2 Degree Level Standards and Learning Outcomes<br />

The development <strong>of</strong> course outlines were guided by the Ontario Qualifications Framework to<br />

ensure that learning outcomes were aligned with the undergraduate honours degree level<br />

standards. All learning activities, readings and evaluation methods were designed to facilitate<br />

the achievement <strong>of</strong> these learning outcomes. Each course outline includes a section entitled<br />

―Learning Outcomes‖ under which specific course outcomes are listed following the sequence<br />

laid out in the Ontario Qualifications Framework, with one or more specific outcomes directed<br />

towards each standard, namely: depth and breadth <strong>of</strong> knowledge, knowledge <strong>of</strong> methodologies,<br />

application <strong>of</strong> knowledge, communication skills, awareness <strong>of</strong> limits <strong>of</strong> knowledge, and<br />

pr<strong>of</strong>essional capacity / autonomy.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 144


D7.2.3<br />

Identification <strong>of</strong> Previously Assessed Core Course Outlines<br />

Core Course Title Previously Assessed Program in Which<br />

Previously Assessed<br />

Applied Behaviour Analysis 1<br />

Introduction to Psychology Yes <strong>Bachelor</strong> <strong>of</strong> Child &<br />

Youth Care<br />

Communications <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong><br />

Counselling and Facilitation Skills<br />

Cognitive <strong>Behavioural</strong> Approaches 1<br />

Developmental Disabilities and Dual<br />

Diagnosis<br />

Developmental Psychology Yes <strong>Bachelor</strong> <strong>of</strong> Child &<br />

Youth Care<br />

Quantitative Research Methods Yes <strong>Bachelor</strong> <strong>of</strong> Child &<br />

Youth Care<br />

<strong>Behavioural</strong> Assessment<br />

No<br />

No<br />

No<br />

No<br />

No<br />

No<br />

Applied Behaviour Analysis 2<br />

Autism Spectrum Disorders<br />

Ethics and Pr<strong>of</strong>essionalism<br />

Cognitive <strong>Behavioural</strong> Approaches 2<br />

Mental Health Across the Lifespan<br />

No<br />

No<br />

No<br />

No<br />

No<br />

Qualitative Research Methods Yes <strong>Bachelor</strong> <strong>of</strong> Child &<br />

Youth Care<br />

<strong>Behavioural</strong> Pharmacology<br />

No<br />

Aging and Dementia<br />

No<br />

Family Dynamics Yes <strong>Bachelor</strong> <strong>of</strong> Child &<br />

Youth Care<br />

Research in <strong>Behavioural</strong> <strong>Science</strong><br />

No<br />

Group <strong>Behavioural</strong> Counselling<br />

Addictions<br />

Interpr<strong>of</strong>essional Collaboration<br />

Senior Level Thesis Project 1<br />

Individual <strong>Behavioural</strong> Counselling<br />

No<br />

No<br />

No<br />

No<br />

No<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 145


Psychometrics<br />

Organizational Behaviour<br />

Core Course Title Previously Assessed Program in Which<br />

Previously Assessed<br />

Senior Level Thesis Project 2<br />

Special Topics in Behaviour Analysis<br />

Issues in <strong>Behavioural</strong> Psychology<br />

Consultation Skills<br />

No<br />

No<br />

No<br />

No<br />

No<br />

No<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 146


D7.4 Online and Hybrid Core Course Offerings<br />

Humber intends to <strong>of</strong>fer several <strong>of</strong> the <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> degree core courses<br />

online or in hybrid form in the future. The list below details the specific courses that are intended<br />

to be <strong>of</strong>fered in various formats in the future. Additionally, Humber has already been granted<br />

consent to <strong>of</strong>fer non-core breadth courses online or in hybrid formats.<br />

Core Course Online Offering Hybrid Offering<br />

Applied Behaviour Analysis 1<br />

•<br />

Introduction to Psychology • •<br />

Developmental Disabilities and Dual Diagnosis • •<br />

Developmental Psychology<br />

•<br />

Quantitative Research Methods<br />

•<br />

<strong>Behavioural</strong> Assessment<br />

•<br />

Autism Spectrum Disorders • •<br />

Ethics and Pr<strong>of</strong>essionalism<br />

•<br />

Mental Health Across the Lifespan • •<br />

Qualitative Research Methods • •<br />

<strong>Behavioural</strong> Pharmacology • •<br />

Aging and Dementia<br />

•<br />

Family Dynamics<br />

•<br />

Research in <strong>Behavioural</strong> <strong>Science</strong> • •<br />

Addictions • •<br />

Interpr<strong>of</strong>essional Collaboration<br />

•<br />

Senior Level Thesis Project 1<br />

•<br />

Psychometrics • •<br />

Organizational Behaviour • •<br />

Senior Level Thesis Project 2<br />

•<br />

Special Topics in Behaviour Analysis<br />

•<br />

Issues in <strong>Behavioural</strong> Psychology<br />

•<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 358


D7.5 Identification <strong>of</strong> Previously Assessed Non-Core Courses<br />

Non-Core Course Title<br />

There are no new breadth courses for this submission.<br />

Previously Assessed<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 359


D8<br />

Bridging Courses<br />

D8.1 Bridging Course Descriptions<br />

Not applicable to this submission<br />

D8.2 Bridging Course Outlines<br />

Not applicable to this submission<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 360


D9<br />

Gap Analysis – Diploma to Degree Transfer<br />

D9.1 Summary <strong>of</strong> Gaps<br />

It is anticipated that some graduates from two year social and community services diploma<br />

programs will be interested in transferring into the <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong>.<br />

Humber‘s methodology for identifying and bridging the learning gaps that inevitably exist<br />

between parallel diploma and degree programs has been well documented in its earlier<br />

submissions for degree level study. Following this established practice, the <strong>Bachelor</strong> <strong>of</strong><br />

<strong>Behavioural</strong> <strong>Science</strong> program learning outcomes were compared to the MTCU program<br />

standards <strong>of</strong> related two year diploma programs. Outlined below are the degree and diploma<br />

learning outcomes, skill and knowledge gaps, and a summary <strong>of</strong> the learning required to bridge<br />

those gaps.<br />

Gaps Identified<br />

Graduates <strong>of</strong> two year Developmental Services Worker diploma program will have studied the<br />

various functional areas <strong>of</strong> applied behaviour analysis, many psychology courses, and work with<br />

special populations addressed in the first two years <strong>of</strong> the degree. Gaps tend to be found in<br />

knowledge <strong>of</strong> cognitive behavioural approaches, advanced counselling skills, research methods<br />

and the level <strong>of</strong> analytical skills to analyze and evaluate behavioural science problems with the<br />

expected depth <strong>of</strong> criticism and rigour <strong>of</strong> degree-level education, as well as in depth and breadth<br />

<strong>of</strong> knowledge in the specialization.<br />

Transfer students will receive block transfer for 25% <strong>of</strong> the courses in the degree (two<br />

semesters). The gap will be remediated by having graduates complete an additional six<br />

semesters <strong>of</strong> degree-level study, with the emphasis on courses in the specialization. Any gaps<br />

in depth and breadth <strong>of</strong> study will be addressed in the completion <strong>of</strong> two cognitive behaviour<br />

analysis courses and the senior courses in the final two years <strong>of</strong> the degree in combination with<br />

the learning experiences, volume <strong>of</strong> reading and the nature <strong>of</strong> assignments associated with the<br />

degree level courses. This transfer would fall within the Port Hope Accord, which allows for<br />

transfer <strong>of</strong> 40% <strong>of</strong> degree-level credit for a 4-year degree program from a completed 2 year<br />

diploma (see table below).<br />

Note that while the comparisons were made with the MTCU program<br />

standards for a Developmental Services Worker diploma and the degree<br />

program outcomes, specific transfer recommendations have been included for<br />

students transferring from the 2-year diploma <strong>of</strong>fered at Humber. Graduates <strong>of</strong><br />

the diploma from other Colleges may not have sufficient non-core breadth<br />

courses for transfer and/or may be asked to complete additional “reach back”<br />

courses and thus would have to complete additional courses to meet the<br />

degree requirements.<br />

Graduates <strong>of</strong> the two-year Social Service Worker or the Community and Justice Services<br />

diploma programs will have a basic understanding <strong>of</strong> some functional areas <strong>of</strong> working with<br />

special populations, and counselling and psychology courses sufficient to receive block transfer<br />

for one semester <strong>of</strong> degree-level study. Gaps are found in some functional areas such as<br />

applied behaviour analysis and cognitive behavioural approaches, knowledge <strong>of</strong> statistics and<br />

research methods, the level <strong>of</strong> analytical skills to analyze and evaluate the field <strong>of</strong> behavioural<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 361


science with the expected depth <strong>of</strong> criticism and rigour <strong>of</strong> degree level education, as well as in<br />

depth and breadth <strong>of</strong> knowledge in the specialization.<br />

Transfer students from the two-year Social Service Worker or the Community and Justice<br />

Services diploma program will receive block transfer for 12.5% <strong>of</strong> the courses in the degree<br />

(one semester). The gap will be remediated by having graduates complete an additional seven<br />

semesters <strong>of</strong> degree-level study, with the emphasis on courses in the specialization. Any gaps<br />

in depth and breadth <strong>of</strong> study will be addressed in one year and one semester <strong>of</strong> lower-level<br />

courses and the completion <strong>of</strong> senior courses in the final two years <strong>of</strong> the degree in combination<br />

with the learning experiences, volume <strong>of</strong> reading and the nature <strong>of</strong> assignments associated with<br />

the degree level courses. This transfer would fall within the Port Hope Accord, which allows for<br />

transfer <strong>of</strong> 40% <strong>of</strong> degree-level credit for a 4-year degree program from a completed 2-year<br />

diploma (see table below).<br />

Note that while the comparisons were made with the MTCU program standards<br />

for Social Service Worker and Community and Justice Services diplomas and<br />

the degree program outcomes, specific transfer recommendations have been<br />

included for students transferring from the 2-year diplomas <strong>of</strong>fered at Humber.<br />

Graduates <strong>of</strong> those diplomas from other Colleges may not have sufficient noncore<br />

breadth courses for transfer and/or may be asked to complete additional<br />

“reach back” courses and thus would have to complete additional courses to<br />

meet the degree requirements.<br />

In summary, the Port Hope Accord allows for:<br />

• Transfer <strong>of</strong> 65% <strong>of</strong> degree-level credit for a 4-year degree program from a completed 3-year<br />

diploma. For a degree with 120 credits/40 courses, this means a maximum transfer <strong>of</strong> 78<br />

credits/26 courses.<br />

• Transfer <strong>of</strong> 40% <strong>of</strong> degree level credit for a 4-year degree program from a completed 2-year<br />

diploma program. For a degree with 120 credits/40 courses, this means a maximum transfer<br />

<strong>of</strong> 48 credits/16 courses.<br />

In the case <strong>of</strong> this gap analysis:<br />

Students who have successfully completed a 2-year Developmental Services Worker<br />

diploma program with a GPA <strong>of</strong> 75% or above may be granted a maximum block credit<br />

<strong>of</strong> 10 out <strong>of</strong> 40 courses (core and non-core).<br />

Students who have successfully completed a two-year Community and Justice Services<br />

or Social Service Worker diploma program with a GPA <strong>of</strong> 75% or above may be granted<br />

a maximum block credit <strong>of</strong> 5 out <strong>of</strong> 40 courses (core and non-core).<br />

1 Otherwise qualified graduates <strong>of</strong> the above diploma programs who exhibit a greater gap in<br />

either breadth or pr<strong>of</strong>essional core courses may be required to take additional coursework to<br />

complete requirements for graduation from the degree.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 362


Non-Core Courses:<br />

Humber graduates <strong>of</strong> the two year Social and Community Services diplomas will have taken<br />

one general education course (Humanities) and 2 general education elective courses (College<br />

writing courses). If graduates <strong>of</strong> the diploma program have met the 75% grade requirement,<br />

they will receive credit for 3 breadth courses towards the degree.<br />

Humber graduates <strong>of</strong> the two year diploma will have taken one designated general education<br />

course and 2 general education elective courses. If graduates <strong>of</strong> the diploma program have met<br />

the 75% grade requirement, they will receive credit for 3 breadth courses towards the degree.<br />

Non-Core Requirements for Transfer Students:<br />

In the case <strong>of</strong> Humber transfer students, students who have completed the two year Social and<br />

Community Services diploma programs will have completed three non-core courses (provided<br />

they achieve a 75% average in each course).<br />

<strong>Bachelor</strong> <strong>of</strong><br />

<strong>Behavioural</strong><br />

<strong>Science</strong> Non-Core<br />

Requirements<br />

Non-core elective 1<br />

Non-core elective<br />

2<br />

Non-core Elective 3<br />

Developmental<br />

Services Worker, Social<br />

Service Worker,<br />

Community and Justice<br />

Services Diploma-Level<br />

Courses which meet the<br />

criteria for approved<br />

baccalaureate level<br />

credit transfer<br />

Humanities completed at<br />

75%<br />

General education<br />

elective completed at<br />

75%<br />

General education<br />

elective completed at<br />

75%<br />

Additional Degree Level<br />

Transfer Students<br />

Non-Core Requirements<br />

Explanation <strong>of</strong><br />

Non-Core Credit<br />

Meets requirements for a<br />

non-core course<br />

Meets requirements for a<br />

non-core course<br />

Meets requirements for a<br />

non-core course<br />

Non-core Elective 4 Degree breadth elective Completed in second<br />

year <strong>of</strong> degree<br />

Non-core Elective 5 Degree breadth elective Completed in second<br />

year <strong>of</strong> degree<br />

Non-core Elective 6 Degree breadth elective Completed in third year <strong>of</strong><br />

degree<br />

Non-core Elective 7 Degree breadth elective Completed in third year <strong>of</strong><br />

degree<br />

Non-core elective 8 Degree breadth elective Completed in third year <strong>of</strong><br />

degree<br />

Non-core elective 9 Degree breadth elective Completed in fourth year<br />

<strong>of</strong> degree<br />

Non-core elective Degree breadth elective Completed in fourth year<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 363


10 <strong>of</strong> degree<br />

Total: 10<br />

The 10 non-core degree<br />

level course requirement<br />

is met through 3 transfer<br />

courses from diploma<br />

studies and the<br />

completion <strong>of</strong> 7 degree<br />

level non-core electives<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 364


D9.2 Gap Analysis<br />

Note: comparisons were made with the MTCU program standards for Developmental Services<br />

Worker, Social Service Worker, and Community and Justice Services diploma programs.<br />

Graduates <strong>of</strong> the DSW diploma from other Colleges may not have sufficient non-core courses<br />

for transfer and/or may be asked to complete additional “reach back” core courses.<br />

D9.2.1 Developmental Services Worker Diploma to <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong><br />

Degree Program<br />

Level Learning<br />

Outcomes<br />

Developmental<br />

Services Worker<br />

MCU 51641<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

1. Critically review<br />

and utilize<br />

research and<br />

evidence in<br />

behavioural<br />

assessment,<br />

intervention and<br />

education.<br />

1. Provide support to<br />

persons with<br />

disabilities which<br />

facilitates personal<br />

growth and<br />

empowerment in<br />

ways which<br />

respects their<br />

dignity, autonomy,<br />

and decisionmaking<br />

capacity.<br />

2. Facilitate the<br />

development <strong>of</strong><br />

skills <strong>of</strong> everyday<br />

life.<br />

3. Support the<br />

promotion and<br />

maintenance <strong>of</strong><br />

health and wellbeing.<br />

4. Promote the<br />

development <strong>of</strong><br />

inclusive<br />

communities.<br />

Diploma students are<br />

introduced to these<br />

concepts but a gap<br />

exists in the depth<br />

required.<br />

This gap will be<br />

addressed in 3 rd and<br />

4 th year degree<br />

courses. Specifically<br />

Research in<br />

<strong>Behavioural</strong><br />

<strong>Science</strong><br />

Special Topics in<br />

Behaviour Analysis<br />

2. Analyze and<br />

review current<br />

theories,<br />

treatment options,<br />

and pr<strong>of</strong>essional<br />

practices in<br />

<strong>Behavioural</strong><br />

<strong>Science</strong> and<br />

general<br />

psychology.<br />

1. Provide support to<br />

persons with<br />

disabilities which<br />

facilitates<br />

personal growth<br />

and<br />

empowerment in<br />

ways which<br />

respects their<br />

dignity, autonomy,<br />

and decisionmaking<br />

capacity.<br />

3. Support the<br />

promotion and<br />

Graduates <strong>of</strong> the<br />

diploma will have<br />

achieved this learning<br />

outcome.<br />

No significant gap<br />

exists.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 365


Degree Program<br />

Level Learning<br />

Outcomes<br />

Developmental<br />

Services Worker<br />

MCU 51641<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

maintenance <strong>of</strong><br />

health and wellbeing.<br />

4. Promote the<br />

development <strong>of</strong><br />

inclusive<br />

communities.<br />

3. Examine and<br />

explain the<br />

application <strong>of</strong><br />

<strong>Behavioural</strong><br />

<strong>Science</strong> with<br />

specific special<br />

populations.<br />

4. Design,<br />

implement and<br />

present single<br />

subject research.<br />

1. Provide support to<br />

persons with<br />

disabilities which<br />

facilitates<br />

personal growth<br />

and<br />

empowerment in<br />

ways which<br />

respects their<br />

dignity, autonomy,<br />

and decisionmaking<br />

capacity.<br />

2. Facilitate the<br />

development <strong>of</strong><br />

skills <strong>of</strong> everyday<br />

life.<br />

3. Support the<br />

promotion and<br />

maintenance <strong>of</strong><br />

health and wellbeing.<br />

4. Promote the<br />

development <strong>of</strong><br />

inclusive<br />

communities.<br />

1. Provide support to<br />

persons with<br />

disabilities which<br />

facilitates<br />

personal growth<br />

and<br />

empowerment in<br />

ways which<br />

respects their<br />

dignity, autonomy,<br />

and decisionmaking<br />

capacity.<br />

2. Facilitate the<br />

development <strong>of</strong><br />

Diploma students are<br />

introduced to these<br />

concepts but a gap<br />

exists in the study <strong>of</strong><br />

Cognitive <strong>Behavioural</strong><br />

Approaches 1 & 2<br />

and the application <strong>of</strong><br />

ABA & CBT to special<br />

populations including<br />

Aging and Dementia<br />

and Addictions.<br />

Diploma students are<br />

introduced to these<br />

concepts but a gap<br />

exists in the depth<br />

required.<br />

The gap will be<br />

addressed in all 3 rd and<br />

4 th year degree<br />

courses. Specifically<br />

Cognitive<br />

<strong>Behavioural</strong><br />

Approaches 1 & 2<br />

Aging & Dementia<br />

Addictions<br />

The gap will be<br />

addressed in all 3 rd and<br />

4 th year degree<br />

courses.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 366


Degree Program<br />

Level Learning<br />

Outcomes<br />

Developmental<br />

Services Worker<br />

MCU 51641<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

skills <strong>of</strong> everyday<br />

life.<br />

3. Support the<br />

promotion and<br />

maintenance <strong>of</strong><br />

health and wellbeing.<br />

4. Promote the<br />

development <strong>of</strong><br />

inclusive<br />

communities.<br />

5. Research,<br />

analyze and<br />

interpret<br />

qualitative and<br />

quantitative<br />

information in<br />

<strong>Behavioural</strong><br />

<strong>Science</strong> within the<br />

wider context <strong>of</strong><br />

clinical<br />

psychology and<br />

pharmacology.<br />

6. Apply theories<br />

and best practices<br />

for individual and<br />

group counselling<br />

in a behavioural<br />

context.<br />

1. Provide support to<br />

persons with<br />

disabilities which<br />

facilitates<br />

personal growth<br />

and<br />

empowerment in<br />

ways which<br />

respects their<br />

dignity, autonomy,<br />

and decisionmaking<br />

capacity.<br />

2. Facilitate the<br />

development <strong>of</strong><br />

skills <strong>of</strong> everyday<br />

life.<br />

3. Support the<br />

promotion and<br />

maintenance <strong>of</strong><br />

health and wellbeing.<br />

4. Promote the<br />

development <strong>of</strong><br />

inclusive<br />

communities.<br />

1. Provide support to<br />

persons with<br />

disabilities which<br />

facilitates<br />

personal growth<br />

and<br />

empowerment in<br />

ways which<br />

respects their<br />

dignity, autonomy,<br />

Diploma students are<br />

introduced to these<br />

concepts but a gap<br />

exists in the depth<br />

required.<br />

Diploma students are<br />

introduced to these<br />

concepts but a gap<br />

exists in the depth<br />

required.<br />

The gap will be<br />

addressed in all <strong>of</strong> the<br />

3 rd and 4 th year degree<br />

courses.<br />

The gap will be<br />

addressed in all 3 rd and<br />

4 th year degree<br />

courses.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 367


Degree Program<br />

Level Learning<br />

Outcomes<br />

Developmental<br />

Services Worker<br />

MCU 51641<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

and decisionmaking<br />

capacity.<br />

2. Facilitate the<br />

development <strong>of</strong><br />

skills <strong>of</strong> everyday<br />

life.<br />

3. Support the<br />

promotion and<br />

maintenance <strong>of</strong><br />

health and wellbeing.<br />

4. Promote the<br />

development <strong>of</strong><br />

inclusive<br />

communities.<br />

5. Display<br />

competent,<br />

responsible, and<br />

pr<strong>of</strong>essional<br />

behaviour and<br />

attitudes.<br />

7. Integrate and<br />

deliver<br />

behavioural<br />

services within a<br />

wide range <strong>of</strong><br />

community<br />

settings including<br />

social, health and<br />

educational.<br />

1. Provide support to<br />

persons with<br />

disabilities which<br />

facilitates<br />

personal growth<br />

and<br />

empowerment in<br />

ways which<br />

respects their<br />

dignity, autonomy,<br />

and decisionmaking<br />

capacity.<br />

2. Facilitate the<br />

development <strong>of</strong><br />

skills <strong>of</strong> everyday<br />

life.<br />

3. Support the<br />

promotion and<br />

maintenance <strong>of</strong><br />

health and wellbeing.<br />

4. Promote the<br />

development <strong>of</strong><br />

inclusive<br />

communities.<br />

5. Display<br />

Diploma students<br />

have a solid<br />

foundation <strong>of</strong> these<br />

concepts where ABA<br />

is concerned but a<br />

gap exists in terms <strong>of</strong><br />

the study <strong>of</strong> cognitive<br />

behavioural<br />

approaches.<br />

The gap will be<br />

addressed in Cognitive<br />

<strong>Behavioural</strong><br />

Approaches 1 & 2<br />

courses and all special<br />

populations courses.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 368


Degree Program<br />

Level Learning<br />

Outcomes<br />

Developmental<br />

Services Worker<br />

MCU 51641<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

competent,<br />

responsible, and<br />

pr<strong>of</strong>essional<br />

behaviour and<br />

attitudes.<br />

8. Design, conduct<br />

and analyze<br />

behavioural and<br />

cognitive<br />

behavioural<br />

assessments.<br />

9. Propose, design,<br />

write and<br />

evaluate, utilizing<br />

behavioural<br />

measures,<br />

behavioural and<br />

cognitive<br />

behavioural<br />

interventions for a<br />

variety <strong>of</strong> client<br />

1. Provide support to<br />

persons with<br />

disabilities which<br />

facilitates<br />

personal growth<br />

and<br />

empowerment in<br />

ways which<br />

respects their<br />

dignity, autonomy,<br />

and decisionmaking<br />

capacity.<br />

2. Facilitate the<br />

development <strong>of</strong><br />

skills <strong>of</strong> everyday<br />

life.<br />

3. Support the<br />

promotion and<br />

maintenance <strong>of</strong><br />

health and wellbeing.<br />

4. Promote the<br />

development <strong>of</strong><br />

inclusive<br />

communities.<br />

5. Display<br />

competent,<br />

responsible, and<br />

pr<strong>of</strong>essional<br />

behaviour and<br />

attitudes.<br />

1. Provide support to<br />

persons with<br />

disabilities which<br />

facilitates<br />

personal growth<br />

and<br />

empowerment in<br />

ways which<br />

respects their<br />

dignity, autonomy,<br />

Diploma students are<br />

introduced to the<br />

concepts <strong>of</strong> applied<br />

behaviour analysis<br />

but a gap exists in the<br />

study <strong>of</strong> cognitive<br />

behavioural<br />

approaches and<br />

assessments.<br />

Diploma students are<br />

introduced to these<br />

concepts but a gap<br />

exists in the depth<br />

required and study <strong>of</strong><br />

cognitive behavioural<br />

approaches and<br />

interventions.<br />

The gap will be<br />

addressed in Cognitive<br />

<strong>Behavioural</strong><br />

Approaches 1 & 2.<br />

The gap will be<br />

addressed in Cognitive<br />

<strong>Behavioural</strong><br />

Approaches 1 & 2 and<br />

all 3 rd and 4 th year<br />

degree courses.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 369


Degree Program<br />

Level Learning<br />

Outcomes<br />

Developmental<br />

Services Worker<br />

MCU 51641<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

groups.<br />

and decisionmaking<br />

capacity.<br />

2. Facilitate the<br />

development <strong>of</strong><br />

skills <strong>of</strong> everyday<br />

life.<br />

3. Support the<br />

promotion and<br />

maintenance <strong>of</strong><br />

health and wellbeing.<br />

4. Promote the<br />

development <strong>of</strong><br />

inclusive<br />

communities.<br />

5. Display<br />

competent,<br />

responsible, and<br />

pr<strong>of</strong>essional<br />

behaviour and<br />

attitudes.<br />

10. Plan, co-facilitate<br />

and evaluate<br />

cognitive<br />

behavioural<br />

groups.<br />

1. Provide support to<br />

persons with<br />

disabilities which<br />

facilitates<br />

personal growth<br />

and<br />

empowerment in<br />

ways which<br />

respects their<br />

dignity, autonomy,<br />

and decisionmaking<br />

capacity.<br />

2. Facilitate the<br />

development <strong>of</strong><br />

skills <strong>of</strong> everyday<br />

life.<br />

3. Support the<br />

promotion and<br />

maintenance <strong>of</strong><br />

health and wellbeing.<br />

4. Promote the<br />

development <strong>of</strong><br />

inclusive<br />

communities.<br />

5. Display<br />

Significant gap exists.<br />

This gap will be<br />

addressed in Cognitive<br />

<strong>Behavioural</strong><br />

Approaches 1 & 2 and<br />

3 rd and 4 th year degree<br />

courses. Specifically<br />

Group <strong>Behavioural</strong><br />

Counselling<br />

Individual<br />

<strong>Behavioural</strong><br />

Counselling<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 370


Degree Program<br />

Level Learning<br />

Outcomes<br />

Developmental<br />

Services Worker<br />

MCU 51641<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

competent,<br />

responsible, and<br />

pr<strong>of</strong>essional<br />

behaviour and<br />

attitudes.<br />

11. Design and<br />

deliver<br />

educational<br />

material using a<br />

variety <strong>of</strong> modes,<br />

utilizing principles<br />

<strong>of</strong> adult education<br />

and knowledge<br />

translation.<br />

12. Write<br />

pr<strong>of</strong>essional-style<br />

1. Provide support to<br />

persons with<br />

disabilities which<br />

facilitates<br />

personal growth<br />

and<br />

empowerment in<br />

ways which<br />

respects their<br />

dignity, autonomy,<br />

and decisionmaking<br />

capacity.<br />

2. Facilitate the<br />

development <strong>of</strong><br />

skills <strong>of</strong> everyday<br />

life.<br />

3. Support the<br />

promotion and<br />

maintenance <strong>of</strong><br />

health and wellbeing.<br />

4. Promote the<br />

development <strong>of</strong><br />

inclusive<br />

communities.<br />

5. Display<br />

competent,<br />

responsible, and<br />

pr<strong>of</strong>essional<br />

behaviour and<br />

attitudes.<br />

6. Identify and use<br />

personal<br />

development<br />

resources and<br />

activities which<br />

promote<br />

pr<strong>of</strong>essional<br />

growth.<br />

1. Provide support to<br />

persons with<br />

Significant gap exists.<br />

Diploma students are<br />

introduced to these<br />

This gap will be<br />

addressed in 3 rd and<br />

4 th year degree<br />

courses. Specifically<br />

Special Topics in<br />

Behaviour Analysis<br />

Issues in<br />

<strong>Behavioural</strong><br />

Psychology<br />

The gap will be<br />

addressed in all 3 rd and<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 371


Degree Program<br />

Level Learning<br />

Outcomes<br />

Developmental<br />

Services Worker<br />

MCU 51641<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

reports, behaviour<br />

assessment and<br />

intervention plans,<br />

and educational<br />

materials.<br />

13. Teach mediators<br />

to implement<br />

assessment and<br />

intervention plans.<br />

disabilities which<br />

facilitates<br />

personal growth<br />

and<br />

empowerment in<br />

ways which<br />

respects their<br />

dignity, autonomy,<br />

and decisionmaking<br />

capacity.<br />

2. Facilitate the<br />

development <strong>of</strong><br />

skills <strong>of</strong> everyday<br />

life.<br />

3. Support the<br />

promotion and<br />

maintenance <strong>of</strong><br />

health and wellbeing.<br />

4. Promote the<br />

development <strong>of</strong><br />

inclusive<br />

communities.<br />

5. Display<br />

competent,<br />

responsible, and<br />

pr<strong>of</strong>essional<br />

behaviour and<br />

attitudes.<br />

1. Provide support to<br />

persons with<br />

disabilities which<br />

facilitates<br />

personal growth<br />

and<br />

empowerment in<br />

ways which<br />

respects their<br />

dignity, autonomy,<br />

and decisionmaking<br />

capacity.<br />

2. Facilitate the<br />

development <strong>of</strong><br />

skills <strong>of</strong> everyday<br />

life.<br />

3. Support the<br />

promotion and<br />

concepts but a gap<br />

exists in the depth<br />

required.<br />

Significant gap exists.<br />

4 th year degree<br />

courses.<br />

This gap will be<br />

addressed in 3 rd and<br />

4 th year degree<br />

courses. Specifically<br />

Special Topics in<br />

Behaviour Analysis<br />

Consultation Skills<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 372


Degree Program<br />

Level Learning<br />

Outcomes<br />

Developmental<br />

Services Worker<br />

MCU 51641<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

maintenance <strong>of</strong><br />

health and wellbeing.<br />

4. Promote the<br />

development <strong>of</strong><br />

inclusive<br />

communities.<br />

5. Display<br />

competent,<br />

responsible, and<br />

pr<strong>of</strong>essional<br />

behaviour and<br />

attitudes.<br />

6. Identify and use<br />

personal<br />

development<br />

resources and<br />

activities which<br />

promote<br />

pr<strong>of</strong>essional<br />

growth.<br />

14. Explain and teach<br />

behavioural<br />

concepts using<br />

accessible<br />

language and/or<br />

terminology<br />

depending on the<br />

needs <strong>of</strong> the<br />

learner,<br />

colleague, client<br />

or other<br />

stakeholder.<br />

1. Provide support to<br />

persons with<br />

disabilities which<br />

facilitates<br />

personal growth<br />

and<br />

empowerment in<br />

ways which<br />

respects their<br />

dignity, autonomy,<br />

and decisionmaking<br />

capacity.<br />

2. Facilitate the<br />

development <strong>of</strong><br />

skills <strong>of</strong> everyday<br />

life.<br />

3. Support the<br />

promotion and<br />

maintenance <strong>of</strong><br />

health and wellbeing.<br />

4. Promote the<br />

development <strong>of</strong><br />

inclusive<br />

communities.<br />

5. Display<br />

Diploma students are<br />

introduced to these<br />

concepts but a gap<br />

exists in the depth<br />

required.<br />

The gap will be<br />

addressed in all 3 rd and<br />

4 th year degree<br />

courses.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 373


Degree Program<br />

Level Learning<br />

Outcomes<br />

Developmental<br />

Services Worker<br />

MCU 51641<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

competent,<br />

responsible, and<br />

pr<strong>of</strong>essional<br />

behaviour and<br />

attitudes.<br />

15. Deliver<br />

pr<strong>of</strong>essional<br />

services<br />

according to<br />

ethical guidelines<br />

within the scope<br />

<strong>of</strong> practice.<br />

16. Acknowledge the<br />

limits <strong>of</strong><br />

knowledge in the<br />

field <strong>of</strong><br />

behavioural<br />

science through<br />

pr<strong>of</strong>essional<br />

practices and<br />

academic writing.<br />

1. Provide support to<br />

persons with<br />

disabilities which<br />

facilitates<br />

personal growth<br />

and<br />

empowerment in<br />

ways which<br />

respects their<br />

dignity, autonomy,<br />

and decisionmaking<br />

capacity.<br />

2. Facilitate the<br />

development <strong>of</strong><br />

skills <strong>of</strong> everyday<br />

life.<br />

3. Support the<br />

promotion and<br />

maintenance <strong>of</strong><br />

health and wellbeing.<br />

4. Promote the<br />

development <strong>of</strong><br />

inclusive<br />

communities.<br />

5. Display<br />

competent,<br />

responsible, and<br />

pr<strong>of</strong>essional<br />

behaviour and<br />

attitudes.<br />

1. Provide support to<br />

persons with<br />

disabilities which<br />

facilitates<br />

personal growth<br />

and<br />

empowerment in<br />

ways which<br />

respects their<br />

dignity, autonomy,<br />

Diploma students are<br />

introduced to these<br />

concepts but a gap<br />

exists in the depth<br />

required.<br />

Diploma students are<br />

introduced to these<br />

concepts but a gap<br />

exists in the depth<br />

required.<br />

The gap will be<br />

addressed in all 3 rd and<br />

4 th year degree<br />

courses.<br />

The gap will be<br />

addressed in all 3 rd and<br />

4 th year degree<br />

courses.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 374


Degree Program<br />

Level Learning<br />

Outcomes<br />

Developmental<br />

Services Worker<br />

MCU 51641<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

and decisionmaking<br />

capacity.<br />

2. Facilitate the<br />

development <strong>of</strong><br />

skills <strong>of</strong> everyday<br />

life.<br />

3. Support the<br />

promotion and<br />

maintenance <strong>of</strong><br />

health and wellbeing.<br />

4. Promote the<br />

development <strong>of</strong><br />

inclusive<br />

communities.<br />

5. Display<br />

competent,<br />

responsible, and<br />

pr<strong>of</strong>essional<br />

behaviour and<br />

attitudes.<br />

6. Identify and use<br />

personal<br />

development<br />

resources and<br />

activities which<br />

promote<br />

pr<strong>of</strong>essional<br />

growth.<br />

17. Work<br />

collaboratively<br />

within an interpr<strong>of</strong>essional<br />

team<br />

to deliver<br />

behavioural<br />

services to a<br />

variety <strong>of</strong> clients.<br />

1. Provide support to<br />

persons with<br />

disabilities which<br />

facilitates<br />

personal growth<br />

and<br />

empowerment in<br />

ways which<br />

respects their<br />

dignity, autonomy,<br />

and decisionmaking<br />

capacity.<br />

2. Facilitate the<br />

development <strong>of</strong><br />

skills <strong>of</strong> everyday<br />

life.<br />

3. Support the<br />

promotion and<br />

Although graduates <strong>of</strong><br />

the diploma have a<br />

solid grounding in<br />

collaborative working<br />

relationships, a gap<br />

exists in indepth study<br />

<strong>of</strong> interpr<strong>of</strong>essional<br />

collaboration.<br />

The gap will be<br />

addressed in 3 rd and<br />

4 th year degree<br />

courses. Specifically<br />

Interpr<strong>of</strong>essional<br />

Collaboration<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 375


Degree Program<br />

Level Learning<br />

Outcomes<br />

Developmental<br />

Services Worker<br />

MCU 51641<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

maintenance <strong>of</strong><br />

health and wellbeing.<br />

4. Promote the<br />

development <strong>of</strong><br />

inclusive<br />

communities.<br />

5. Display<br />

competent,<br />

responsible, and<br />

pr<strong>of</strong>essional<br />

behaviour and<br />

attitudes.<br />

18. Practice<br />

leadership and<br />

adult education<br />

principles to<br />

contribute to the<br />

development <strong>of</strong><br />

the field <strong>of</strong><br />

behavioural<br />

science and<br />

organizational<br />

development.<br />

1. Provide support to<br />

persons with<br />

disabilities which<br />

facilitates<br />

personal growth<br />

and<br />

empowerment in<br />

ways which<br />

respects their<br />

dignity, autonomy,<br />

and decisionmaking<br />

capacity.<br />

2. Facilitate the<br />

development <strong>of</strong><br />

skills <strong>of</strong> everyday<br />

life.<br />

3. Support the<br />

promotion and<br />

maintenance <strong>of</strong><br />

health and wellbeing.<br />

4. Promote the<br />

development <strong>of</strong><br />

inclusive<br />

communities.<br />

5. Display<br />

competent,<br />

responsible, and<br />

pr<strong>of</strong>essional<br />

behaviour and<br />

attitudes.<br />

6. Identify and use<br />

personal<br />

development<br />

A gap exists as it<br />

relates to the required<br />

leadership skills.<br />

The gap will be<br />

addressed in 3 rd and<br />

4 th year degree<br />

courses. Specifically<br />

Senior Level<br />

Thesis Project 1 &<br />

2<br />

Special Topics in<br />

Behaviour Analysis<br />

Issues in<br />

<strong>Behavioural</strong><br />

Psychology<br />

Consultation Skills<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 376


Degree Program<br />

Level Learning<br />

Outcomes<br />

Developmental<br />

Services Worker<br />

MCU 51641<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

resources and<br />

activities which<br />

promote<br />

pr<strong>of</strong>essional<br />

growth.<br />

19. Manage and<br />

direct own<br />

continuous<br />

learning, pursuing<br />

opportunities for<br />

constant renewal<br />

<strong>of</strong> skills,<br />

knowledge and<br />

attitudes.<br />

1. Provide support to<br />

persons with<br />

disabilities which<br />

facilitates<br />

personal growth<br />

and<br />

empowerment in<br />

ways which<br />

respects their<br />

dignity, autonomy,<br />

and decisionmaking<br />

capacity.<br />

2. Facilitate the<br />

development <strong>of</strong><br />

skills <strong>of</strong> everyday<br />

life.<br />

3. Support the<br />

promotion and<br />

maintenance <strong>of</strong><br />

health and wellbeing.<br />

4. Promote the<br />

development <strong>of</strong><br />

inclusive<br />

communities.<br />

5. Display<br />

competent,<br />

responsible, and<br />

pr<strong>of</strong>essional<br />

behaviour and<br />

attitudes.<br />

6. Identify and use<br />

personal<br />

development<br />

resources and<br />

activities which<br />

promote<br />

pr<strong>of</strong>essional<br />

growth.<br />

Diploma students are<br />

introduced to these<br />

concepts but a gap<br />

exists in the depth<br />

required.<br />

The gap will be<br />

addressed in all <strong>of</strong> the<br />

3 rd and 4 th year degree<br />

courses.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 377


D9.2.2 Social Service Worker Diploma to <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong><br />

Degree Program<br />

Level Learning<br />

Outcomes<br />

1. Critically review<br />

and utilize<br />

research and<br />

evidence in<br />

behavioural<br />

assessment,<br />

intervention and<br />

education.<br />

2. Analyze and<br />

review current<br />

theories,<br />

treatment options,<br />

and pr<strong>of</strong>essional<br />

practices in<br />

<strong>Behavioural</strong><br />

<strong>Science</strong> and<br />

general<br />

psychology.<br />

Social Service<br />

Worker<br />

MCU 50721<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

Significant gap exists. Significant gap exists. The gap will be<br />

addressed in all<br />

courses throughout<br />

the degree.<br />

Specifically<br />

Applied<br />

<strong>Behavioural</strong><br />

Analysis 1& 2<br />

Cognitive<br />

<strong>Behavioural</strong><br />

Approaches 1 & 2<br />

Senior Level<br />

Thesis Project 1 &<br />

2<br />

1. Develop and<br />

maintain<br />

pr<strong>of</strong>essional<br />

relationships which<br />

adhere to<br />

pr<strong>of</strong>essional, legal,<br />

and ethical<br />

standards aligned<br />

to social service<br />

work.<br />

2. Identify strengths,<br />

resources, and<br />

challenges <strong>of</strong><br />

individuals,<br />

families, groups,<br />

and communities<br />

to assist them in<br />

achieving their<br />

goals.<br />

3. Recognize diverse<br />

needs and<br />

experiences <strong>of</strong><br />

individuals,<br />

groups, families,<br />

and communities<br />

to promote<br />

accessible and<br />

responsive<br />

programs and<br />

services.<br />

Significant gap exists.<br />

The gap will be<br />

addressed in all<br />

courses throughout<br />

the degree.<br />

Specifically<br />

Applied<br />

<strong>Behavioural</strong><br />

Analysis 1& 2<br />

Cognitive<br />

<strong>Behavioural</strong><br />

Approaches 1 & 2<br />

Group<br />

<strong>Behavioural</strong><br />

Counselling<br />

Individual<br />

<strong>Behavioural</strong><br />

Counselling<br />

Senior Level<br />

Thesis Project 1 &<br />

2<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 378


Degree Program<br />

Level Learning<br />

Outcomes<br />

Social Service<br />

Worker<br />

MCU 50721<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

4. Identify current<br />

social policy,<br />

relevant<br />

legislation, and<br />

political, social,<br />

and/or economic<br />

systems and their<br />

impacts on service<br />

delivery.<br />

5. Advocate for<br />

appropriate access<br />

to resources to<br />

assist individuals,<br />

families, groups,<br />

and communities.<br />

6. Develop and<br />

maintain positive<br />

working<br />

relationships with<br />

colleagues,<br />

supervisors, and<br />

community<br />

partners.<br />

7. Develop strategies<br />

and plans that lead<br />

to the promotion <strong>of</strong><br />

self-care,<br />

improved job<br />

performance, and<br />

enhanced work<br />

relationships.<br />

8. Integrate social<br />

group work and<br />

group facilitation<br />

skills across a<br />

wide range <strong>of</strong><br />

environments,<br />

supporting growth<br />

and development<br />

<strong>of</strong> individuals,<br />

families, and<br />

communities.<br />

9. Work in<br />

communities to<br />

advocate for<br />

change strategies<br />

that promote social<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 379


Degree Program<br />

Level Learning<br />

Outcomes<br />

Social Service<br />

Worker<br />

MCU 50721<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

and economic<br />

justice and<br />

challenge patterns<br />

<strong>of</strong> oppression and<br />

discrimination.<br />

3. Examine and<br />

explain the<br />

application <strong>of</strong><br />

<strong>Behavioural</strong><br />

<strong>Science</strong> with<br />

specific special<br />

populations.<br />

4. Design,<br />

implement and<br />

1. Develop and<br />

maintain<br />

pr<strong>of</strong>essional<br />

relationships which<br />

adhere to<br />

pr<strong>of</strong>essional, legal,<br />

and ethical<br />

standards aligned<br />

to social service<br />

work.<br />

2. Identify strengths,<br />

resources, and<br />

challenges <strong>of</strong><br />

individuals,<br />

families, groups,<br />

and communities<br />

to assist them in<br />

achieving their<br />

goals.<br />

3. Recognize diverse<br />

needs and<br />

experiences <strong>of</strong><br />

individuals,<br />

groups, families,<br />

and communities<br />

to promote<br />

accessible and<br />

responsive<br />

programs and<br />

services.<br />

4. Identify current<br />

social policy,<br />

relevant<br />

legislation, and<br />

political, social,<br />

and/or economic<br />

systems and their<br />

impacts on service<br />

delivery.<br />

1. Develop and<br />

maintain<br />

Diploma students are<br />

introduced to these<br />

concepts regarding<br />

working with various<br />

special populations<br />

but a gap exists in the<br />

specific study <strong>of</strong> ABA<br />

& CBT.<br />

Diploma students are<br />

introduced to these<br />

The gap will be<br />

addressed in Applied<br />

Behaviour Analysis 1<br />

& 2, Cognitive<br />

<strong>Behavioural</strong><br />

Approaches 1 & 2,<br />

and all <strong>of</strong> the 3 rd and<br />

4 th year degree<br />

courses.<br />

The gap will be<br />

addressed in all <strong>of</strong> the<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 380


Degree Program<br />

Level Learning<br />

Outcomes<br />

Social Service<br />

Worker<br />

MCU 50721<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

present single<br />

subject research.<br />

pr<strong>of</strong>essional<br />

relationships<br />

which adhere to<br />

pr<strong>of</strong>essional,<br />

legal, and ethical<br />

standards aligned<br />

to social service<br />

work.<br />

2. Identify strengths,<br />

resources, and<br />

challenges <strong>of</strong><br />

individuals,<br />

families, groups,<br />

and communities<br />

to assist them in<br />

achieving their<br />

goals.<br />

3. Recognize<br />

diverse needs and<br />

experiences <strong>of</strong><br />

individuals,<br />

groups, families,<br />

and communities<br />

to promote<br />

accessible and<br />

responsive<br />

programs and<br />

services.<br />

4. Identify current<br />

social policy,<br />

relevant<br />

legislation, and<br />

political, social,<br />

and/or economic<br />

systems and their<br />

impacts on<br />

service delivery.<br />

5. Advocate for<br />

appropriate<br />

access to<br />

resources to<br />

assist individuals,<br />

families, groups,<br />

and communities.<br />

7. Develop<br />

strategies and<br />

plans that lead to<br />

concepts but a gap<br />

exists in the depth<br />

required.<br />

3 rd and 4 th year<br />

degree courses.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 381


Degree Program<br />

Level Learning<br />

Outcomes<br />

Social Service<br />

Worker<br />

MCU 50721<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

the promotion <strong>of</strong><br />

self-care,<br />

improved job<br />

performance, and<br />

enhanced work<br />

relationships.<br />

5. Research,<br />

analyze and<br />

interpret<br />

qualitative and<br />

quantitative<br />

information in<br />

<strong>Behavioural</strong><br />

<strong>Science</strong> within the<br />

wider context <strong>of</strong><br />

clinical<br />

psychology and<br />

pharmacology.<br />

6. Apply theories<br />

and best practices<br />

for individual and<br />

group counselling<br />

2. Identify strengths,<br />

resources, and<br />

challenges <strong>of</strong><br />

individuals,<br />

families, groups,<br />

and communities<br />

to assist them in<br />

achieving their<br />

goals.<br />

3. Recognize<br />

diverse needs and<br />

experiences <strong>of</strong><br />

individuals,<br />

groups, families,<br />

and communities<br />

to promote<br />

accessible and<br />

responsive<br />

programs and<br />

services.<br />

4. Identify current<br />

social policy,<br />

relevant<br />

legislation, and<br />

political, social,<br />

and/or economic<br />

systems and their<br />

impacts on<br />

service delivery.<br />

5. Advocate for<br />

appropriate<br />

access to<br />

resources to<br />

assist individuals,<br />

families, groups,<br />

and communities.<br />

1. Develop and<br />

maintain<br />

pr<strong>of</strong>essional<br />

relationships<br />

Diploma students are<br />

introduced to these<br />

concepts but a gap<br />

exists in the depth<br />

The gap will be<br />

addressed in all <strong>of</strong> the<br />

3 rd and 4 th year<br />

degree courses.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 382


Degree Program<br />

Level Learning<br />

Outcomes<br />

Social Service<br />

Worker<br />

MCU 50721<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

in a behavioural<br />

context.<br />

7. Integrate and<br />

deliver<br />

behavioural<br />

services within a<br />

wide range <strong>of</strong><br />

community<br />

settings including<br />

social, health and<br />

educational.<br />

which adhere to<br />

pr<strong>of</strong>essional,<br />

legal, and ethical<br />

standards aligned<br />

to social service<br />

work.<br />

2. Identify strengths,<br />

resources, and<br />

challenges <strong>of</strong><br />

individuals,<br />

families, groups,<br />

and communities<br />

to assist them in<br />

achieving their<br />

goals.<br />

3. Recognize<br />

diverse needs and<br />

experiences <strong>of</strong><br />

individuals,<br />

groups, families,<br />

and communities<br />

to promote<br />

accessible and<br />

responsive<br />

programs and<br />

services.<br />

8. Integrate social<br />

group work and<br />

group facilitation<br />

skills across a<br />

wide range <strong>of</strong><br />

environments,<br />

supporting growth<br />

and development<br />

<strong>of</strong> individuals,<br />

families, and<br />

communities.<br />

1. Develop and<br />

maintain<br />

pr<strong>of</strong>essional<br />

relationships<br />

which adhere to<br />

pr<strong>of</strong>essional,<br />

legal, and ethical<br />

standards aligned<br />

to social service<br />

work.<br />

required.<br />

Diploma students are<br />

introduced to these<br />

concepts but a gap<br />

exists in the depth<br />

required.<br />

The gap will be<br />

addressed in all <strong>of</strong> the<br />

3 rd and 4 th year<br />

degree courses.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 383


Degree Program<br />

Level Learning<br />

Outcomes<br />

Social Service<br />

Worker<br />

MCU 50721<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

2. Identify strengths,<br />

resources, and<br />

challenges <strong>of</strong><br />

individuals,<br />

families, groups,<br />

and communities<br />

to assist them in<br />

achieving their<br />

goals.<br />

3. Recognize<br />

diverse needs and<br />

experiences <strong>of</strong><br />

individuals,<br />

groups, families,<br />

and communities<br />

to promote<br />

accessible and<br />

responsive<br />

programs and<br />

services.<br />

4. Identify current<br />

social policy,<br />

relevant<br />

legislation, and<br />

political, social,<br />

and/or economic<br />

systems and their<br />

impacts on<br />

service delivery.<br />

5. Advocate for<br />

appropriate<br />

access to<br />

resources to<br />

assist individuals,<br />

families, groups,<br />

and communities.<br />

6. Develop and<br />

maintain positive<br />

working<br />

relationships with<br />

colleagues,<br />

supervisors, and<br />

community<br />

partners.<br />

7. Develop<br />

strategies and<br />

plans that lead to<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 384


Degree Program<br />

Level Learning<br />

Outcomes<br />

8. Design, conduct<br />

and analyze<br />

behavioural and<br />

cognitive<br />

behavioural<br />

assessments.<br />

9. Propose, design,<br />

write and<br />

evaluate, utilizing<br />

behavioural<br />

measures,<br />

behavioural and<br />

cognitive<br />

behavioural<br />

interventions for a<br />

variety <strong>of</strong> client<br />

Social Service<br />

Worker<br />

MCU 50721<br />

the promotion <strong>of</strong><br />

self-care,<br />

improved job<br />

performance, and<br />

enhanced work<br />

relationships.<br />

8. Integrate social<br />

group work and<br />

group facilitation<br />

skills across a<br />

wide range <strong>of</strong><br />

environments,<br />

supporting growth<br />

and development<br />

<strong>of</strong> individuals,<br />

families, and<br />

communities.<br />

9. Work in<br />

communities to<br />

advocate for<br />

change strategies<br />

that promote<br />

social and<br />

economic justice<br />

and challenge<br />

patterns <strong>of</strong><br />

oppression and<br />

discrimination.<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

Significant gap exists. Significant gap exists. The gap will be<br />

addressed in courses<br />

throughout the degree<br />

specifically in Applied<br />

Behaviour Analysis 1<br />

& 2 and Cognitive<br />

<strong>Behavioural</strong><br />

Approaches 1 & 2.<br />

1. Develop and<br />

maintain<br />

pr<strong>of</strong>essional<br />

relationships<br />

which adhere to<br />

pr<strong>of</strong>essional,<br />

legal, and ethical<br />

standards aligned<br />

to social service<br />

work.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 385


Degree Program<br />

Level Learning<br />

Outcomes<br />

groups.<br />

10. Plan, co-facilitate<br />

and evaluate<br />

cognitive<br />

behavioural<br />

groups.<br />

11. Design and<br />

deliver<br />

educational<br />

material using a<br />

Social Service<br />

Worker<br />

MCU 50721<br />

2. Identify strengths,<br />

resources, and<br />

challenges <strong>of</strong><br />

individuals,<br />

families, groups,<br />

and communities<br />

to assist them in<br />

achieving their<br />

goals.<br />

3. Recognize<br />

diverse needs and<br />

experiences <strong>of</strong><br />

individuals,<br />

groups, families,<br />

and communities<br />

to promote<br />

accessible and<br />

responsive<br />

programs and<br />

services.<br />

7. Develop<br />

strategies and<br />

plans that lead to<br />

the promotion <strong>of</strong><br />

self-care,<br />

improved job<br />

performance, and<br />

enhanced work<br />

relationships.<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

Significant gap exists. Significant gap exists. The gap will be<br />

addressed in<br />

Cognitive <strong>Behavioural</strong><br />

Approaches 1 & 2<br />

and in all <strong>of</strong> the 3 rd &<br />

4 th degree courses.<br />

Specifically<br />

Group<br />

<strong>Behavioural</strong><br />

Counselling<br />

Individual<br />

<strong>Behavioural</strong><br />

Counselling<br />

1. Develop and<br />

maintain<br />

pr<strong>of</strong>essional<br />

relationships<br />

Diploma students are<br />

introduced to these<br />

concepts but a gap<br />

exists in the depth<br />

The gap will be<br />

addressed in all <strong>of</strong> the<br />

3 rd and 4 th year<br />

degree courses.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 386


Degree Program<br />

Level Learning<br />

Outcomes<br />

Social Service<br />

Worker<br />

MCU 50721<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

variety <strong>of</strong> modes,<br />

utilizing principles<br />

<strong>of</strong> adult education<br />

and knowledge<br />

translation.<br />

which adhere to<br />

pr<strong>of</strong>essional,<br />

legal, and ethical<br />

standards aligned<br />

to social service<br />

work.<br />

2. Identify strengths,<br />

resources, and<br />

challenges <strong>of</strong><br />

individuals,<br />

families, groups,<br />

and communities<br />

to assist them in<br />

achieving their<br />

goals.<br />

3. Recognize<br />

diverse needs and<br />

experiences <strong>of</strong><br />

individuals,<br />

groups, families,<br />

and communities<br />

to promote<br />

accessible and<br />

responsive<br />

programs and<br />

services.<br />

4. Identify current<br />

social policy,<br />

relevant<br />

legislation, and<br />

political, social,<br />

and/or economic<br />

systems and their<br />

impacts on<br />

service delivery.<br />

5. Advocate for<br />

appropriate<br />

access to<br />

resources to<br />

assist individuals,<br />

families, groups,<br />

and communities.<br />

6. Develop and<br />

maintain positive<br />

working<br />

relationships with<br />

colleagues,<br />

required.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 387


Degree Program<br />

Level Learning<br />

Outcomes<br />

Social Service<br />

Worker<br />

MCU 50721<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

supervisors, and<br />

community<br />

partners.<br />

7. Develop<br />

strategies and<br />

plans that lead to<br />

the promotion <strong>of</strong><br />

self-care,<br />

improved job<br />

performance, and<br />

enhanced work<br />

relationships.<br />

8. Integrate social<br />

group work and<br />

group facilitation<br />

skills across a<br />

wide range <strong>of</strong><br />

environments,<br />

supporting growth<br />

and development<br />

<strong>of</strong> individuals,<br />

families, and<br />

communities.<br />

9. Work in<br />

communities to<br />

advocate for<br />

change strategies<br />

that promote<br />

social and<br />

economic justice<br />

and challenge<br />

patterns <strong>of</strong><br />

oppression and<br />

discrimination.<br />

12. Write<br />

pr<strong>of</strong>essional-style<br />

reports, behaviour<br />

assessment and<br />

intervention plans,<br />

and educational<br />

materials.<br />

1. Develop and<br />

maintain<br />

pr<strong>of</strong>essional<br />

relationships<br />

which adhere to<br />

pr<strong>of</strong>essional,<br />

legal, and ethical<br />

standards aligned<br />

to social service<br />

work.<br />

2. Identify strengths,<br />

resources, and<br />

challenges <strong>of</strong><br />

Significant gap exists.<br />

The gap will be<br />

addressed in courses<br />

throughout the<br />

degree. Specifically<br />

Applied Behaviour<br />

Analysis 1 & 2<br />

Cognitive<br />

<strong>Behavioural</strong><br />

Approaches 1 & 2<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 388


Degree Program<br />

Level Learning<br />

Outcomes<br />

Social Service<br />

Worker<br />

MCU 50721<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

individuals,<br />

families, groups,<br />

and communities<br />

to assist them in<br />

achieving their<br />

goals.<br />

3. Recognize<br />

diverse needs and<br />

experiences <strong>of</strong><br />

individuals,<br />

groups, families,<br />

and communities<br />

to promote<br />

accessible and<br />

responsive<br />

programs and<br />

services.<br />

5. Advocate for<br />

appropriate<br />

access to<br />

resources to<br />

assist individuals,<br />

families, groups,<br />

and communities.<br />

13. Teach mediators<br />

to implement<br />

assessment and<br />

intervention plans.<br />

8. Integrate social<br />

group work and<br />

group facilitation<br />

skills across a<br />

wide range <strong>of</strong><br />

environments,<br />

supporting growth<br />

and development<br />

<strong>of</strong> individuals,<br />

families, and<br />

communities.<br />

Significant gap exists.<br />

The gap will be<br />

addressed in 3 rd and<br />

4 th year degree<br />

courses. Specifically<br />

Special Topics in<br />

Behaviour<br />

Analysis<br />

Consultation Skills<br />

14. Explain and teach<br />

behavioural<br />

concepts using<br />

accessible<br />

language and/or<br />

terminology<br />

depending on the<br />

needs <strong>of</strong> the<br />

learner,<br />

colleague, client<br />

or other<br />

8. Integrate social<br />

group work and<br />

group facilitation<br />

skills across a<br />

wide range <strong>of</strong><br />

environments,<br />

supporting growth<br />

and development<br />

<strong>of</strong> individuals,<br />

families, and<br />

communities.<br />

Significant gap exists.<br />

The gap will be<br />

addressed in 3 rd and<br />

4 th year degree<br />

courses. Specifically<br />

Special Topics in<br />

Behaviour<br />

Analysis<br />

<br />

<br />

Consultation Skills<br />

Senior Level<br />

Thesis Project 1 &<br />

2<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 389


Degree Program<br />

Level Learning<br />

Outcomes<br />

Social Service<br />

Worker<br />

MCU 50721<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

stakeholder.<br />

15. Deliver<br />

pr<strong>of</strong>essional<br />

services<br />

according to<br />

ethical guidelines<br />

within the scope<br />

<strong>of</strong> practice.<br />

1. Develop and<br />

maintain<br />

pr<strong>of</strong>essional<br />

relationships<br />

which adhere to<br />

pr<strong>of</strong>essional,<br />

legal, and ethical<br />

standards aligned<br />

to social service<br />

work.<br />

Significant gap exists.<br />

The gap will be<br />

addressed in the<br />

degree course<br />

entitled Ethics &<br />

Pr<strong>of</strong>essionalism and<br />

3 rd and 4 th year<br />

degree courses.<br />

16. Acknowledge the<br />

limits <strong>of</strong><br />

knowledge in the<br />

field <strong>of</strong><br />

behavioural<br />

science through<br />

pr<strong>of</strong>essional<br />

practices and<br />

academic writing.<br />

1. Develop and<br />

maintain<br />

pr<strong>of</strong>essional<br />

relationships<br />

which adhere to<br />

pr<strong>of</strong>essional,<br />

legal, and ethical<br />

standards aligned<br />

to social service<br />

work.<br />

Significant gap exists.<br />

The gap will be<br />

addressed throughout<br />

the four years <strong>of</strong><br />

degree courses.<br />

17. Work<br />

collaboratively<br />

within an interpr<strong>of</strong>essional<br />

team<br />

to deliver<br />

behavioural<br />

services to a<br />

variety <strong>of</strong> clients.<br />

6. Develop and<br />

maintain positive<br />

working<br />

relationships with<br />

colleagues,<br />

supervisors, and<br />

community<br />

partners.<br />

8. Integrate social<br />

group work and<br />

group facilitation<br />

skills across a<br />

wide range <strong>of</strong><br />

environments,<br />

supporting growth<br />

and development<br />

<strong>of</strong> individuals,<br />

families, and<br />

communities.<br />

Diploma students are<br />

introduced to this<br />

concept but a gap<br />

exists in the depth<br />

required and the<br />

specific study <strong>of</strong><br />

interpr<strong>of</strong>essional<br />

collaboration.<br />

The gap will be<br />

addressed in<br />

Interpr<strong>of</strong>essional<br />

Collaboration and all<br />

3 rd and 4 th year<br />

degree courses.<br />

18. Practice<br />

leadership and<br />

adult education<br />

principles to<br />

contribute to the<br />

5. Advocate for<br />

appropriate<br />

access to<br />

resources to<br />

assist individuals,<br />

Significant gap exists.<br />

The gap will be<br />

addressed in all 3 rd<br />

and 4 th year degree<br />

courses.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 390


Degree Program<br />

Level Learning<br />

Outcomes<br />

Social Service<br />

Worker<br />

MCU 50721<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

development <strong>of</strong><br />

the field <strong>of</strong><br />

behavioural<br />

science and<br />

organizational<br />

development.<br />

19. Manage and<br />

direct own<br />

continuous<br />

learning, pursuing<br />

opportunities for<br />

constant renewal<br />

families, groups,<br />

and communities.<br />

6. Develop and<br />

maintain positive<br />

working<br />

relationships with<br />

colleagues,<br />

supervisors, and<br />

community<br />

partners.<br />

7. Develop<br />

strategies and<br />

plans that lead to<br />

the promotion <strong>of</strong><br />

self-care,<br />

improved job<br />

performance, and<br />

enhanced work<br />

relationships.<br />

8. Integrate social<br />

group work and<br />

group facilitation<br />

skills across a<br />

wide range <strong>of</strong><br />

environments,<br />

supporting growth<br />

and development<br />

<strong>of</strong> individuals,<br />

families, and<br />

communities.<br />

9. Work in<br />

communities to<br />

advocate for<br />

change strategies<br />

that promote<br />

social and<br />

economic justice<br />

and challenge<br />

patterns <strong>of</strong><br />

oppression and<br />

discrimination.<br />

1. Develop and<br />

maintain<br />

pr<strong>of</strong>essional<br />

relationships<br />

which adhere to<br />

pr<strong>of</strong>essional,<br />

Significant gap exists.<br />

The gap will be<br />

addressed throughout<br />

the four years <strong>of</strong><br />

degree courses.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 391


Degree Program<br />

Level Learning<br />

Outcomes<br />

Social Service<br />

Worker<br />

MCU 50721<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

<strong>of</strong> skills,<br />

knowledge and<br />

attitudes.<br />

legal, and ethical<br />

standards aligned<br />

to social service<br />

work.<br />

6. Develop and<br />

maintain positive<br />

working<br />

relationships with<br />

colleagues,<br />

supervisors, and<br />

community<br />

partners.<br />

7. Develop<br />

strategies and<br />

plans that lead to<br />

the promotion <strong>of</strong><br />

self-care,<br />

improved job<br />

performance, and<br />

enhanced work<br />

relationships.<br />

D9.2.3 Community and Justice Services Diploma to <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong><br />

Degree Program<br />

Level Learning<br />

Outcomes<br />

Community and<br />

Justice Services<br />

MCU 50705<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

1. Critically review<br />

and utilize<br />

research and<br />

evidence in<br />

behavioural<br />

assessment,<br />

intervention and<br />

education.<br />

3. Intervene with<br />

clients,<br />

individually and in<br />

groups, in order<br />

to address and<br />

manage problems<br />

and to facilitate<br />

constructive<br />

behaviour<br />

change.<br />

4. Observe, monitor,<br />

record, and<br />

assess client<br />

behaviour<br />

accurately, and<br />

respond<br />

appropriately in<br />

compliance with<br />

legal and<br />

Diploma students are<br />

introduced to this<br />

concept but a gap<br />

exists in the depth<br />

required.<br />

The gap will be<br />

addressed throughout<br />

the four year degree<br />

courses.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 392


Degree Program<br />

Level Learning<br />

Outcomes<br />

Community and<br />

Justice Services<br />

MCU 50705<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

organizational<br />

requirements.<br />

5. Assist in the<br />

prevention and<br />

resolution <strong>of</strong><br />

conflict, crisis,<br />

and emergency<br />

situations using<br />

methods<br />

consistent with<br />

legal<br />

requirements and<br />

organizational<br />

policy.<br />

6. Establish and<br />

maintain<br />

constructive<br />

relationships with<br />

clients, staff,<br />

pr<strong>of</strong>essionals,<br />

and the<br />

community.<br />

7. Participate in<br />

program planning,<br />

implementation,<br />

assessment, and<br />

evaluation to<br />

meet the needs <strong>of</strong><br />

clients, staff, and<br />

administration<br />

within the<br />

organizational<br />

environment.<br />

8. Apply knowledge<br />

<strong>of</strong> social sciences<br />

concepts when<br />

interacting with<br />

clients, staff,<br />

pr<strong>of</strong>essionals,<br />

and the public.<br />

2. Analyze and<br />

review current<br />

theories,<br />

treatment options,<br />

and pr<strong>of</strong>essional<br />

practices in<br />

<strong>Behavioural</strong><br />

1. Work and<br />

communicate in a<br />

manner consistent<br />

with pr<strong>of</strong>essional<br />

ethics and<br />

practice, a respect<br />

for self, others,<br />

Significant gap exists.<br />

The gap will be<br />

addressed throughout<br />

all four years <strong>of</strong> the<br />

degree courses.<br />

Specifically<br />

Applied Behaviour<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 393


Degree Program<br />

Level Learning<br />

Outcomes<br />

Community and<br />

Justice Services<br />

MCU 50705<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

<strong>Science</strong> and<br />

general<br />

psychology.<br />

and relevant law<br />

and legislation.<br />

3. Intervene with<br />

clients,<br />

individually and in<br />

groups, in order to<br />

address and<br />

manage problems<br />

and to facilitate<br />

constructive<br />

behaviour<br />

change.<br />

4. Observe, monitor,<br />

record, and<br />

assess client<br />

behaviour<br />

accurately, and<br />

respond<br />

appropriately in<br />

compliance with<br />

legal and<br />

organizational<br />

requirements.<br />

5. Assist in the<br />

prevention and<br />

resolution <strong>of</strong><br />

conflict, crisis, and<br />

emergency<br />

situations using<br />

methods<br />

consistent with<br />

legal<br />

requirements and<br />

organizational<br />

policy.<br />

6. Establish and<br />

maintain<br />

constructive<br />

relationships with<br />

clients, staff,<br />

pr<strong>of</strong>essionals, and<br />

the community.<br />

7. Participate in<br />

program planning,<br />

implementation,<br />

assessment, and<br />

evaluation to meet<br />

<br />

Analysis 1 & 2<br />

Cognitive<br />

<strong>Behavioural</strong><br />

Approaches 1 & 2<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 394


Degree Program<br />

Level Learning<br />

Outcomes<br />

Community and<br />

Justice Services<br />

MCU 50705<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

the needs <strong>of</strong><br />

clients, staff, and<br />

administration<br />

within the<br />

organizational<br />

environment.<br />

8. Apply knowledge<br />

<strong>of</strong> social sciences<br />

concepts when<br />

interacting with<br />

clients, staff,<br />

pr<strong>of</strong>essionals, and<br />

the public.<br />

3. Examine and<br />

explain the<br />

application <strong>of</strong><br />

<strong>Behavioural</strong><br />

<strong>Science</strong> with<br />

specific special<br />

populations.<br />

1. Work and<br />

communicate in a<br />

manner consistent<br />

with pr<strong>of</strong>essional<br />

ethics and<br />

practice, a respect<br />

for self, others,<br />

and relevant law<br />

and legislation.<br />

3. Intervene with<br />

clients,<br />

individually and in<br />

groups, in order to<br />

address and<br />

manage problems<br />

and to facilitate<br />

constructive<br />

behaviour<br />

change.<br />

6. Establish and<br />

maintain<br />

constructive<br />

relationships with<br />

clients, staff,<br />

pr<strong>of</strong>essionals, and<br />

the community.<br />

8. Apply knowledge<br />

<strong>of</strong> social sciences<br />

concepts when<br />

interacting with<br />

clients, staff,<br />

pr<strong>of</strong>essionals, and<br />

the public.<br />

Diploma students are<br />

introduced to this<br />

concept but a gap<br />

exists in the depth<br />

required and specific<br />

study <strong>of</strong> ABA & CBT<br />

as applied to work<br />

with special<br />

populations.<br />

The gap will be<br />

addressed throughout<br />

all four years <strong>of</strong> the<br />

degree courses.<br />

Specifically<br />

Applied Behaviour<br />

Analysis 1 & 2<br />

Cognitive<br />

<strong>Behavioural</strong><br />

Approaches 1 & 2<br />

Special<br />

Populations<br />

stream <strong>of</strong> studies<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 395


Degree Program<br />

Level Learning<br />

Outcomes<br />

Community and<br />

Justice Services<br />

MCU 50705<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

4. Design,<br />

implement and<br />

present single<br />

subject research.<br />

5. Research,<br />

analyze and<br />

interpret<br />

qualitative and<br />

quantitative<br />

information in<br />

<strong>Behavioural</strong><br />

<strong>Science</strong> within the<br />

wider context <strong>of</strong><br />

clinical<br />

psychology and<br />

pharmacology.<br />

3. Intervene with<br />

clients,<br />

individually and in<br />

groups, in order to<br />

address and<br />

manage problems<br />

and to facilitate<br />

constructive<br />

behaviour<br />

change.<br />

4. Observe, monitor,<br />

record, and<br />

assess client<br />

behaviour<br />

accurately, and<br />

respond<br />

appropriately in<br />

compliance with<br />

legal and<br />

organizational<br />

requirements.<br />

7. Participate in<br />

program planning,<br />

implementation,<br />

assessment, and<br />

evaluation to meet<br />

the needs <strong>of</strong><br />

clients, staff, and<br />

administration<br />

within the<br />

organizational<br />

environment.<br />

4. Observe, monitor,<br />

record, and<br />

assess client<br />

behaviour<br />

accurately, and<br />

respond<br />

appropriately in<br />

compliance with<br />

legal and<br />

organizational<br />

requirements.<br />

7. Participate in<br />

program planning,<br />

implementation,<br />

assessment, and<br />

Significant gap exists.<br />

Significant gap exists.<br />

The gap will be<br />

addressed throughout<br />

all four years <strong>of</strong> the<br />

degree courses.<br />

The gap will be<br />

addressed throughout<br />

all four years <strong>of</strong> the<br />

degree courses.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 396


Degree Program<br />

Level Learning<br />

Outcomes<br />

Community and<br />

Justice Services<br />

MCU 50705<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

evaluation to meet<br />

the needs <strong>of</strong><br />

clients, staff, and<br />

administration<br />

within the<br />

organizational<br />

environment.<br />

8. Apply knowledge<br />

<strong>of</strong> social sciences<br />

concepts when<br />

interacting with<br />

clients, staff,<br />

pr<strong>of</strong>essionals, and<br />

the public.<br />

6. Apply theories<br />

and best practices<br />

for individual and<br />

group counselling<br />

in a behavioural<br />

context.<br />

1. Work and<br />

communicate in a<br />

manner consistent<br />

with pr<strong>of</strong>essional<br />

ethics and<br />

practice, a respect<br />

for self, others,<br />

and relevant law<br />

and legislation.<br />

3. Intervene with<br />

clients,<br />

individually and in<br />

groups, in order to<br />

address and<br />

manage problems<br />

and to facilitate<br />

constructive<br />

behaviour<br />

change.<br />

6. Establish and<br />

maintain<br />

constructive<br />

relationships with<br />

clients, staff,<br />

pr<strong>of</strong>essionals, and<br />

the community.<br />

8. Apply knowledge<br />

<strong>of</strong> social sciences<br />

concepts when<br />

interacting with<br />

clients, staff,<br />

pr<strong>of</strong>essionals, and<br />

the public.<br />

Diploma students are<br />

introduced to this<br />

concept but a gap<br />

exists in the depth<br />

required.<br />

The gap will be<br />

addressed throughout<br />

the four year degree<br />

courses.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 397


Degree Program<br />

Level Learning<br />

Outcomes<br />

Community and<br />

Justice Services<br />

MCU 50705<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

7. Integrate and<br />

deliver<br />

behavioural<br />

services within a<br />

wide range <strong>of</strong><br />

community<br />

settings including<br />

social, health and<br />

educational.<br />

1. Work and<br />

communicate in a<br />

manner consistent<br />

with pr<strong>of</strong>essional<br />

ethics and<br />

practice, a respect<br />

for self, others,<br />

and relevant law<br />

and legislation.<br />

3. Intervene with<br />

clients,<br />

individually and in<br />

groups, in order to<br />

address and<br />

manage problems<br />

and to facilitate<br />

constructive<br />

behaviour<br />

change.<br />

4. Observe, monitor,<br />

record, and<br />

assess client<br />

behaviour<br />

accurately, and<br />

respond<br />

appropriately in<br />

compliance with<br />

legal and<br />

organizational<br />

requirements.<br />

5. Assist in the<br />

prevention and<br />

resolution <strong>of</strong><br />

conflict, crisis, and<br />

emergency<br />

situations using<br />

methods<br />

consistent with<br />

legal<br />

requirements and<br />

organizational<br />

policy.<br />

6. Establish and<br />

maintain<br />

constructive<br />

relationships with<br />

clients, staff,<br />

Diploma students are<br />

introduced to this<br />

concept but a gap<br />

exists in the depth<br />

required.<br />

The gap will be<br />

addressed throughout<br />

the four year degree<br />

courses.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 398


Degree Program<br />

Level Learning<br />

Outcomes<br />

Community and<br />

Justice Services<br />

MCU 50705<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

pr<strong>of</strong>essionals, and<br />

the community.<br />

7. Participate in<br />

program planning,<br />

implementation,<br />

assessment, and<br />

evaluation to meet<br />

the needs <strong>of</strong><br />

clients, staff, and<br />

administration<br />

within the<br />

organizational<br />

environment.<br />

8. Apply knowledge<br />

<strong>of</strong> social sciences<br />

concepts when<br />

interacting with<br />

clients, staff,<br />

pr<strong>of</strong>essionals, and<br />

the public.<br />

8. Design, conduct<br />

and analyze<br />

behavioural and<br />

cognitive<br />

behavioural<br />

assessments.<br />

3. Intervene with<br />

clients,<br />

individually and in<br />

groups, in order to<br />

address and<br />

manage problems<br />

and to facilitate<br />

constructive<br />

behaviour<br />

change.<br />

4. Observe, monitor,<br />

record, and<br />

assess client<br />

behaviour<br />

accurately, and<br />

respond<br />

appropriately in<br />

compliance with<br />

legal and<br />

organizational<br />

requirements.<br />

7. Participate in<br />

program planning,<br />

implementation,<br />

assessment, and<br />

evaluation to meet<br />

the needs <strong>of</strong><br />

Diploma students are<br />

introduced to this<br />

concept but a gap<br />

exists in the depth<br />

required.<br />

The gap will be<br />

addressed throughout<br />

the four year degree<br />

courses.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 399


Degree Program<br />

Level Learning<br />

Outcomes<br />

Community and<br />

Justice Services<br />

MCU 50705<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

clients, staff, and<br />

administration<br />

within the<br />

organizational<br />

environment.<br />

9. Propose, design,<br />

write and<br />

evaluate, utilizing<br />

behavioural<br />

measures,<br />

behavioural and<br />

cognitive<br />

behavioural<br />

interventions for a<br />

variety <strong>of</strong> client<br />

groups.<br />

10. Plan, co-facilitate<br />

and evaluate<br />

3. Intervene with<br />

clients,<br />

individually and in<br />

groups, in order to<br />

address and<br />

manage problems<br />

and to facilitate<br />

constructive<br />

behaviour<br />

change.<br />

4. Observe, monitor,<br />

record, and<br />

assess client<br />

behaviour<br />

accurately, and<br />

respond<br />

appropriately in<br />

compliance with<br />

legal and<br />

organizational<br />

requirements.<br />

7. Participate in<br />

program planning,<br />

implementation,<br />

assessment, and<br />

evaluation to meet<br />

the needs <strong>of</strong><br />

clients, staff, and<br />

administration<br />

within the<br />

organizational<br />

environment.<br />

8. Apply knowledge<br />

<strong>of</strong> social sciences<br />

concepts when<br />

interacting with<br />

clients, staff,<br />

pr<strong>of</strong>essionals, and<br />

the public.<br />

3. Intervene with<br />

clients,<br />

Diploma students are<br />

introduced to this<br />

concept but a gap<br />

exists in the depth<br />

required.<br />

Significant gap exists.<br />

The gap will be<br />

addressed throughout<br />

the four year degree<br />

courses.<br />

The gap will be<br />

addressed throughout<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 400


Degree Program<br />

Level Learning<br />

Outcomes<br />

Community and<br />

Justice Services<br />

MCU 50705<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

cognitive<br />

behavioural<br />

groups.<br />

11. Design and<br />

deliver<br />

educational<br />

material using a<br />

variety <strong>of</strong> modes,<br />

utilizing principles<br />

<strong>of</strong> adult education<br />

and knowledge<br />

translation.<br />

individually and in<br />

groups, in order to<br />

address and<br />

manage problems<br />

and to facilitate<br />

constructive<br />

behaviour<br />

change.<br />

4. Observe, monitor,<br />

record, and<br />

assess client<br />

behaviour<br />

accurately, and<br />

respond<br />

appropriately in<br />

compliance with<br />

legal and<br />

organizational<br />

requirements.<br />

7. Participate in<br />

program planning,<br />

implementation,<br />

assessment, and<br />

evaluation to meet<br />

the needs <strong>of</strong><br />

clients, staff, and<br />

administration<br />

within the<br />

organizational<br />

environment.<br />

8. Apply knowledge<br />

<strong>of</strong> social sciences<br />

concepts when<br />

interacting with<br />

clients, staff,<br />

pr<strong>of</strong>essionals, and<br />

the public.<br />

1. Work and<br />

communicate in a<br />

manner consistent<br />

with pr<strong>of</strong>essional<br />

ethics and<br />

practice, a respect<br />

for self, others,<br />

and relevant law<br />

and legislation.<br />

7. Participate in<br />

Diploma students are<br />

introduced to this<br />

concept but a gap<br />

exists in the depth<br />

required.<br />

all four years <strong>of</strong> the<br />

degree courses.<br />

Specifically<br />

Cognitive<br />

<strong>Behavioural</strong><br />

Approaches 1 & 2<br />

Group<br />

<strong>Behavioural</strong><br />

Counselling<br />

Individual<br />

<strong>Behavioural</strong><br />

Counselling<br />

The gap will be<br />

addressed throughout<br />

the four year degree<br />

courses.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 401


Degree Program<br />

Level Learning<br />

Outcomes<br />

Community and<br />

Justice Services<br />

MCU 50705<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

program planning,<br />

implementation,<br />

assessment, and<br />

evaluation to meet<br />

the needs <strong>of</strong><br />

clients, staff, and<br />

administration<br />

within the<br />

organizational<br />

environment.<br />

8. Apply knowledge<br />

<strong>of</strong> social sciences<br />

concepts when<br />

interacting with<br />

clients, staff,<br />

pr<strong>of</strong>essionals, and<br />

the public.<br />

12. Write<br />

pr<strong>of</strong>essional-style<br />

reports, behaviour<br />

assessment and<br />

intervention plans,<br />

and educational<br />

materials.<br />

13. Teach mediators<br />

to implement<br />

1. Work and<br />

communicate in a<br />

manner consistent<br />

with pr<strong>of</strong>essional<br />

ethics and<br />

practice, a respect<br />

for self, others,<br />

and relevant law<br />

and legislation.<br />

7. Participate in<br />

program planning,<br />

implementation,<br />

assessment, and<br />

evaluation to meet<br />

the needs <strong>of</strong><br />

clients, staff, and<br />

administration<br />

within the<br />

organizational<br />

environment.<br />

8. Apply knowledge<br />

<strong>of</strong> social sciences<br />

concepts when<br />

interacting with<br />

clients, staff,<br />

pr<strong>of</strong>essionals, and<br />

the public.<br />

1. Work and<br />

communicate in a<br />

Significant gap exists.<br />

Significant gap exists.<br />

The gap will be<br />

addressed throughout<br />

all four years <strong>of</strong> the<br />

degree courses.<br />

Specifically<br />

Applied Behaviour<br />

Analysis 1 & 2<br />

Cognitive<br />

<strong>Behavioural</strong><br />

Approaches 1 & 2<br />

<strong>Behavioural</strong><br />

Assessment<br />

The gap will be<br />

addressed throughout<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 402


Degree Program<br />

Level Learning<br />

Outcomes<br />

Community and<br />

Justice Services<br />

MCU 50705<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

assessment and<br />

intervention plans.<br />

14. Explain and teach<br />

behavioural<br />

concepts using<br />

accessible<br />

language and/or<br />

terminology<br />

depending on the<br />

needs <strong>of</strong> the<br />

learner,<br />

colleague, client<br />

or other<br />

stakeholder.<br />

manner consistent<br />

with pr<strong>of</strong>essional<br />

ethics and<br />

practice, a respect<br />

for self, others,<br />

and relevant law<br />

and legislation.<br />

7. Participate in<br />

program planning,<br />

implementation,<br />

assessment, and<br />

evaluation to meet<br />

the needs <strong>of</strong><br />

clients, staff, and<br />

administration<br />

within the<br />

organizational<br />

environment.<br />

8. Apply knowledge<br />

<strong>of</strong> social sciences<br />

concepts when<br />

interacting with<br />

clients, staff,<br />

pr<strong>of</strong>essionals, and<br />

the public.<br />

1. Work and<br />

communicate in a<br />

manner consistent<br />

with pr<strong>of</strong>essional<br />

ethics and<br />

practice, a respect<br />

for self, others,<br />

and relevant law<br />

and legislation.<br />

7. Participate in<br />

program planning,<br />

implementation,<br />

assessment, and<br />

evaluation to meet<br />

the needs <strong>of</strong><br />

clients, staff, and<br />

administration<br />

within the<br />

organizational<br />

environment.<br />

8. Apply knowledge<br />

<strong>of</strong> social sciences<br />

Significant gap exists.<br />

all four years <strong>of</strong> the<br />

degree courses.<br />

Specifically<br />

Special Topics in<br />

Behaviour<br />

Analysis<br />

Issues in<br />

<strong>Behavioural</strong><br />

Psychology<br />

The gap will be<br />

addressed throughout<br />

all four years <strong>of</strong> the<br />

degree courses.<br />

Specifically<br />

Special Topics in<br />

Behaviour<br />

Analysis<br />

Issues in<br />

<strong>Behavioural</strong><br />

Psychology<br />

Consultation Skills<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 403


Degree Program<br />

Level Learning<br />

Outcomes<br />

Community and<br />

Justice Services<br />

MCU 50705<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

concepts when<br />

interacting with<br />

clients, staff,<br />

pr<strong>of</strong>essionals, and<br />

the public.<br />

15. Deliver<br />

pr<strong>of</strong>essional<br />

services<br />

according to<br />

ethical guidelines<br />

within the scope<br />

<strong>of</strong> practice.<br />

1. Work and<br />

communicate in a<br />

manner consistent<br />

with pr<strong>of</strong>essional<br />

ethics and<br />

practice, a respect<br />

for self, others,<br />

and relevant law<br />

and legislation.<br />

8. Apply knowledge<br />

<strong>of</strong> social sciences<br />

concepts when<br />

interacting with<br />

clients, staff,<br />

pr<strong>of</strong>essionals, and<br />

the public.<br />

Diploma students are<br />

introduced to this<br />

concept but a gap<br />

exists in the depth<br />

required.<br />

The gap will be<br />

addressed throughout<br />

the four year degree<br />

courses.<br />

16. Acknowledge the<br />

limits <strong>of</strong><br />

knowledge in the<br />

field <strong>of</strong><br />

behavioural<br />

science through<br />

pr<strong>of</strong>essional<br />

practices and<br />

academic writing.<br />

17. Work<br />

collaboratively<br />

within an interpr<strong>of</strong>essional<br />

team<br />

to deliver<br />

behavioural<br />

services to a<br />

variety <strong>of</strong> clients.<br />

1. Work and<br />

communicate in a<br />

manner consistent<br />

with pr<strong>of</strong>essional<br />

ethics and<br />

practice, a respect<br />

for self, others,<br />

and relevant law<br />

and legislation.<br />

8. Apply knowledge<br />

<strong>of</strong> social sciences<br />

concepts when<br />

interacting with<br />

clients, staff,<br />

pr<strong>of</strong>essionals, and<br />

the public.<br />

6. Establish and<br />

maintain<br />

constructive<br />

relationships with<br />

clients, staff,<br />

pr<strong>of</strong>essionals, and<br />

the community.<br />

7. Participate in<br />

program planning,<br />

Significant gap exists.<br />

Diploma students are<br />

introduced to this<br />

concept but a gap<br />

exists in the depth<br />

required.<br />

The gap will be<br />

addressed throughout<br />

all four years <strong>of</strong> the<br />

degree courses.<br />

Specifically<br />

Senior Level<br />

Thesis Project 1 &<br />

2<br />

Issues in<br />

<strong>Behavioural</strong><br />

Psychology<br />

The gap will be<br />

addressed throughout<br />

the four year degree<br />

courses.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 404


Degree Program<br />

Level Learning<br />

Outcomes<br />

Community and<br />

Justice Services<br />

MCU 50705<br />

Gap Analysis<br />

Remediation <strong>of</strong> Gap<br />

implementation,<br />

assessment, and<br />

evaluation to meet<br />

the needs <strong>of</strong><br />

clients, staff, and<br />

administration<br />

within the<br />

organizational<br />

environment.<br />

8. Apply knowledge<br />

<strong>of</strong> social sciences<br />

concepts when<br />

interacting with<br />

clients, staff,<br />

pr<strong>of</strong>essionals, and<br />

the public.<br />

18. Practice<br />

leadership and<br />

adult education<br />

principles to<br />

contribute to the<br />

development <strong>of</strong><br />

the field <strong>of</strong><br />

behavioural<br />

science and<br />

organizational<br />

development.<br />

19. Manage and<br />

direct own<br />

continuous<br />

learning, pursuing<br />

opportunities for<br />

constant renewal<br />

<strong>of</strong> skills,<br />

knowledge and<br />

attitudes.<br />

1. Work and<br />

communicate in a<br />

manner consistent<br />

with pr<strong>of</strong>essional<br />

ethics and<br />

practice, a respect<br />

for self, others,<br />

and relevant law<br />

and legislation.<br />

8. Apply knowledge<br />

<strong>of</strong> social sciences<br />

concepts when<br />

interacting with<br />

clients, staff,<br />

pr<strong>of</strong>essionals, and<br />

the public.<br />

8. Apply knowledge<br />

<strong>of</strong> social sciences<br />

concepts when<br />

interacting with<br />

clients, staff,<br />

pr<strong>of</strong>essionals, and<br />

the public.<br />

Significant gap exists.<br />

Diploma students are<br />

introduced to this<br />

concept but a gap<br />

exists in the depth<br />

required.<br />

The gap will be<br />

addressed throughout<br />

all four years <strong>of</strong> the<br />

degree courses.<br />

Specifically<br />

Senior Level<br />

Thesis Project 1 &<br />

2<br />

Special Topics in<br />

Behaviour<br />

Analysis<br />

Issues in<br />

<strong>Behavioural</strong><br />

Psychology<br />

The gap will be<br />

addressed throughout<br />

the four year degree<br />

courses.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section D, Page 405


SECTION E: PROGRAM DELIVERY<br />

Humber ensures the quality <strong>of</strong> degree program delivery through a number <strong>of</strong> practices,<br />

processes and strategies. These include:<br />

1. Formal processes for the development and review <strong>of</strong> new programs by institutional<br />

committees and councils, program advisory committees and the Board <strong>of</strong> Governors.<br />

2. Formal processes for course development, course outline review and curriculum changes<br />

3. Annual Review <strong>of</strong> Student Satisfaction Data<br />

4. Additional mechanisms such as:<br />

Review <strong>of</strong> student feedback data<br />

Faculty development and review process<br />

A formal program review process<br />

Annual assessments and upgrading <strong>of</strong> college facilities and program specific resources.<br />

These mechanisms are described further in the following sections.<br />

1. The Development <strong>of</strong> New Programs<br />

At Humber, program quality starts with the development <strong>of</strong> new programs. New program<br />

ideas for degrees are initially reviewed by the Vice President Academic, the Academic<br />

Deans and the Associate Vice President <strong>of</strong> Planning and Development. The first step in<br />

the development <strong>of</strong> a new degree program is to address a number <strong>of</strong> key variables<br />

which are then further researched and analyzed as needed for the development <strong>of</strong> the<br />

full submission. These include a review <strong>of</strong> the:<br />

1. Background, Program Description and Rationale:<br />

Title and description <strong>of</strong> the program (What type <strong>of</strong> program is it How does it fit<br />

with other programs What opportunities exist for students to experience<br />

industrial placements, field placements and/or cooperative education)<br />

The identification <strong>of</strong> occupations toward which the program is directed<br />

The identification <strong>of</strong> relevant licensing and regulatory requirements<br />

An analysis <strong>of</strong> the strategic fit <strong>of</strong> the new program (How is the proposed program<br />

relevant to Humber‟s mission and goals and specific school mandate. What<br />

impact will this program have on other current Humber programs How does it<br />

complement other program areas Will it overlap with any other Humber program<br />

areas What adjustments are needed in other programs <strong>of</strong>fered by the school in<br />

order to accommodate the new program (e.g., decreases in enrolment, program<br />

rationalization)<br />

Target Market (Define the target market and rationale. What type <strong>of</strong> student is<br />

likely to enrol in the program (e.g., high school graduates, college/university<br />

graduates, those already employed, international students). Where are they<br />

likely to come from (e.g., GTA, outside GTA)<br />

2. Market Research and Competitive Analysis:<br />

Labour Demand - What are the economic trends in the industry What is the<br />

level <strong>of</strong> employer demand for this program What job opportunities exist for<br />

graduates<br />

Student Interest - What is the level <strong>of</strong> student or graduate (if appropriate) interest<br />

in the proposed program Include KPI student related employment data (relative<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section E, Page 1


comparison) if appropriate (program similar). Establish enrolment estimate for<br />

start-up and steady state.<br />

Analysis <strong>of</strong> Competition - How does the program compare with those <strong>of</strong>fered by<br />

other colleges and Ontario universities (particularly in the GTA)<br />

The development <strong>of</strong> the program proposal includes an analysis <strong>of</strong> the Humber‟s capacity<br />

to deliver the program which involves assessments <strong>of</strong>:<br />

<br />

<br />

<br />

<br />

Human Resource Requirements - Identify the human resources needed to complete<br />

the development and implementation <strong>of</strong> the program. Will the program rely on<br />

existing faculty or will there be new hires Does the school have the faculty<br />

members with the appropriate academic and pr<strong>of</strong>essional credentials to develop and<br />

deliver the program If not, what will be required<br />

Physical Resource Requirements - What new physical resources, facilities and<br />

equipment (if any) are required to deliver the program (including renovations, lab and<br />

<strong>of</strong>fice space, installation, capital costs such as new equipment, furniture) Is there<br />

current space for the program Are space improvements required How will space<br />

for the program be accommodated<br />

Library Resources Required - What library resources are available and/or need to be<br />

purchased to support the new program<br />

Financial Requirements - A cash flow statement for 6 years that includes all <strong>of</strong> the<br />

revenue that is available and needed and all <strong>of</strong> the costs <strong>of</strong> the program. The<br />

statement addresses a number <strong>of</strong> questions listed here. What is the proposed<br />

funding model What external partnerships exist to help support the program and the<br />

effect <strong>of</strong> these partnerships on program costs What are the specific start up costs<br />

((estimated program development costs (e.g., faculty release time), library costs,<br />

capital costs (furniture, new lab, equipment), renovations, installation costs,<br />

marketing costs)) What are the estimated delivery costs (faculty, technicians salary<br />

and benefits) for each year What are the operating expenses (e.g., lab supplies,<br />

new s<strong>of</strong>tware, chemicals) What are the direct administrative costs (includes direct<br />

support costs) What is the level <strong>of</strong> risk (sunk costs) How will start-up be funded<br />

(by the School from current revenues or other sources)<br />

The development <strong>of</strong> the degree submission is managed by the Planning and<br />

Development <strong>of</strong>fice whose staff members work with faculty and admin representatives<br />

from the academic schools and program advisory committees to prepare those<br />

submissions.<br />

2. A formal process for the review <strong>of</strong> new programs by institutional committees and<br />

councils, program advisory committees and the Board <strong>of</strong> Governors.<br />

Institutional Operations and Advisory Committees<br />

New programs are reviewed by the following operations committees and councils:<br />

The Vice President Academic and the Deans<br />

The Vice Presidents‟ Operations Committee<br />

The Academic Operations Committee<br />

Degree Council<br />

The Academic Council <strong>of</strong> the College<br />

The Board <strong>of</strong> Governors<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section E, Page 2


New programs are reviewed at both the conceptual stage as well at the proposal stage.<br />

At the conceptual stage for degree programs, the discussion normally addresses the<br />

following:<br />

<br />

<br />

<br />

<br />

Program description<br />

An analysis <strong>of</strong> why Humber wants to <strong>of</strong>fer the degree program (How does it fit with<br />

the College Mission, strengths <strong>of</strong> the College and School, and College and School<br />

strategic plans What are the indications that there is an economic and educational<br />

need for such a program)<br />

An analysis <strong>of</strong> how the proposed degree program will affect any related diploma<br />

program(s) as well an evaluation <strong>of</strong> the relationship <strong>of</strong> the proposed degree program<br />

to programs in other Schools<br />

The identification <strong>of</strong> when is the proposal expected to be ready and when the<br />

program is likely to be <strong>of</strong>fered.<br />

Once a program proposal has been prepared, executive summaries are prepared for<br />

review by the Academic Council and the Board <strong>of</strong> Governors. These summaries<br />

include:<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

Program description<br />

Credential to be awarded<br />

Strategic fit analysis<br />

Evidence <strong>of</strong> need<br />

Competitive analysis<br />

Entrance requirements<br />

Academic course schedule<br />

Target market analysis<br />

Costs<br />

In addition the Board <strong>of</strong> Governors requires confirmation that the program has passed<br />

through all <strong>of</strong> the approval stages and that it is satisfied with the projected enrolment and<br />

student satisfaction rates. Formal approval <strong>of</strong> the program by the Board is required<br />

before programs may be submitted to the Minister for referral to PEQAB for review.<br />

Additional Advisory Committees & Reviews<br />

New programs and courses are reviewed by program advisory committees and<br />

licensing, pr<strong>of</strong>essional or regulatory groups. Advisory committees play a vital role in the<br />

development <strong>of</strong> the new program. Every program (or cluster <strong>of</strong> programs) has an active<br />

voluntary Advisory Committee <strong>of</strong> 8 to 12 members. Membership reflects both the private<br />

and public sector and includes representatives from companies, trade and pr<strong>of</strong>essional<br />

associations, accreditation bodies, government and program graduates in the same or<br />

related program areas. In the case <strong>of</strong> degrees every effort is made to have university<br />

academics join the advisory committees or provide some level <strong>of</strong> external consultation.<br />

Advisory Committees help to ensure that the curriculum is both current and relevant.<br />

Desk Reviews by University Academics<br />

In addition to the input from advisory committees, at the development stage the degree<br />

curriculum is normally sent out for a desk review by a university faculty member in a<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section E, Page 3


elated field <strong>of</strong> study. This independent review is to help assure that the program is at<br />

the degree level, is comprehensive in depth and scope and relevant to the field <strong>of</strong> study.<br />

Degree Council<br />

Formed in 2002, Humber‟s Degree Council also reviews new degree plans and the<br />

progress <strong>of</strong> existing degrees. The majority <strong>of</strong> the Council members are faculty members<br />

from across the eight academic schools who teach in the degree programs <strong>of</strong>fered<br />

directly by Humber and/or in partnership with the University <strong>of</strong> New Brunswick and the<br />

University <strong>of</strong> Guelph.<br />

The Council serves in an advisory capacity to the <strong>of</strong>fice <strong>of</strong> the Vice President, Academic<br />

by reviewing and advising on new program ideas and degrees including those to be<br />

<strong>of</strong>fered in partnership with other postsecondary institutions.<br />

3. Formal Processes for Course Development, Course Outline Review and<br />

Curriculum Changes<br />

Course Development & Course Review:<br />

The Degree Council and the Planning and Development Office are kept up to date with<br />

respect to the development and the delivery <strong>of</strong> the courses for the programs. For<br />

PEQAB applications, the academic Dean or his/her designate is responsible for ensuring<br />

that the courses are delivered as per the degree submission. Any program changes<br />

beyond changes which are permitted during the period <strong>of</strong> consent, must be documented<br />

and submitted to the Minister for consideration.<br />

Every year, program coordinators and faculty members review the degree program<br />

courses to ensure that the most up to date textbooks and course materials are included<br />

in the delivery <strong>of</strong> each <strong>of</strong> the courses as well as to ensure that the delivery method and<br />

evaluation strategies are achieving the desired results. Detailed plans and schedules<br />

are developed annually for the renewal and upgrading <strong>of</strong> program related resources<br />

such as library, computers, classrooms, labs and equipment.<br />

Any changes beyond the requirements set by the Ministry require that the school notify<br />

the Planning and Development Office. No curriculum changes for any program in the<br />

college can be entered into the registration system without approval from the academic<br />

school and the Planning and Development Office. .<br />

Each program has an active Advisory Committee that is composed <strong>of</strong> practitioners and<br />

other academics and the faculty members and Associate Dean responsible for the<br />

program consult with the committees in the twice yearly meetings.<br />

Advisory committee members are also contacted in between meetings with regular<br />

emails and phone discussions to discuss program-related matters as needed.<br />

Student Feedback<br />

Student Feedback Questionnaires<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section E, Page 4


All students complete student feedback questionnaires in all <strong>of</strong> their courses. The<br />

Student Feedback Questionnaire developed for classroom and/or lab-based instruction<br />

focuses on the quality <strong>of</strong> instruction, including perceptions about whether or not:<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

the pr<strong>of</strong>essor was prepared for classes;<br />

instructional material was presented in a clear manner;<br />

the pace set for the course was appropriate;<br />

the pr<strong>of</strong>essor helped student think critically about topics;<br />

a variety <strong>of</strong> teaching methods were used;<br />

students were treated with courtesy;<br />

the pr<strong>of</strong>essor provided clear explanation about how student work would be<br />

evaluated;<br />

useful feedback was provided about student progress in the course;<br />

the pr<strong>of</strong>essor was available for consultation outside <strong>of</strong> the classroom;<br />

the pr<strong>of</strong>essor managed student classroom behaviour well;<br />

assignments were returned within a reasonable time.<br />

The Student Feedback Questionnaire also asks students to rate their own effort in the<br />

course and for feedback about what they liked most about the course, and how it might<br />

be improved. In addition, up to three (3) pr<strong>of</strong>essor-generated questions may be added,<br />

specific to a particular course or course section. These items are not to be used for other<br />

types <strong>of</strong> research unrelated to the course itself.<br />

The data from student feedback questionnaires is compiled and the information is<br />

returned to the pr<strong>of</strong>essor in both aggregate and individual form. School heads and key<br />

senior managers receive also receive feedback in aggregate form. Should the data<br />

reveal areas for improvement in teaching approaches, these are discussed with the<br />

individual pr<strong>of</strong>essor. Each year the Vice President, Academic and the academic<br />

managers <strong>of</strong> each school review faculty whose performance falls short <strong>of</strong> college<br />

expectations, discuss development plans, and consider other interventions.<br />

Student Feedback and the Humber Engagement and Learning Pr<strong>of</strong>ile (HELP)<br />

Key to informing strategies around student success and retention is the effective<br />

collection and reporting <strong>of</strong> student data. As a key institutional initiative, Humber<br />

administers the Humber Engagement and Learning Pr<strong>of</strong>ile (HELP) survey to incoming<br />

certificate, diploma and degree students during Weeks 3 and 4 <strong>of</strong> the Fall semester.<br />

The survey asks first-semester students about their preparation for college, their<br />

educational and career goals, early opinions about their program and Humber generally,<br />

and to identify particularly student support services they may use.<br />

The objective is to find out more about new students in order to provide some “early<br />

warning signs” with respect to characteristics that best-practice research suggests may<br />

mean they are at risk <strong>of</strong> leaving their program early.<br />

Student Feedback and the Key Performance Indicator Survey Data<br />

Each year the student satisfaction data from the key performance indicator surveys is<br />

reviewed. Program satisfaction is analyzed across schools, across the college and<br />

across the system. Humber reviews its degrees against other degrees to determine the<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section E, Page 5


drivers <strong>of</strong> satisfaction. In addition, student success is measured course by course<br />

across the degree programs as are enrolment and financial projections. The Associate<br />

Vice President <strong>of</strong> Planning and Development reviews this data with the Vice President<br />

Academic and the Academic Dean responsible for each degree area.<br />

National Survey <strong>of</strong> Student Engagement (NSSE)<br />

For the past two years, Humber has participated in the National Survey <strong>of</strong> Student<br />

Engagement. NSSE was established in 2000 with a grant from the PEW Charitable<br />

Trusts and sponsored by the Carnegie Foundation for the Advancement <strong>of</strong> Teaching.<br />

Since its inception nearly 1,400 baccalaureate-granting colleges and universities have<br />

participated in NSSE.<br />

The survey is currently available in paper and Web versions. Humber opted for the Web<br />

version to make the survey truly voluntary and to avoid taking class time away from<br />

instruction. In 2009, the average institutional response rate was 36% and Humber‟s<br />

response rate in 2010 was 37%.<br />

Humber‟s results compare favourably with those <strong>of</strong> the 22 Canadian institutions<br />

participating in NSSE in 2010. Humber scored at or above the Canadian mean on each<br />

<strong>of</strong> the five benchmarks (see below).<br />

National Survey <strong>of</strong> Student Engagement<br />

Executive Snapshot 2010<br />

Benchmarks <strong>of</strong> Effective <strong>Education</strong>al Practice<br />

To represent the multi-dimensional nature <strong>of</strong> student engagement, NSSE developed five<br />

indicators <strong>of</strong> effective educational practice. These “benchmarks” are created from clusters <strong>of</strong><br />

NSSE questions that best represent these practices.<br />

The table below summarizes key benchmark results for your institution and institutions in your<br />

selected comparison group. The „+‟ symbol indicates that your institution‟s score is higher than<br />

the respective comparison group (p


Comparison Group<br />

Humber<br />

Class<br />

inside and outside the classroom Senior 41 +<br />

Enriching <strong>Education</strong>al Experiences (EEE)<br />

Do your students take advantage <strong>of</strong><br />

complementary learning opportunities<br />

Supportive Campus Environment (SCE)<br />

Do your students feel the institution is<br />

committed to their success<br />

Comparison Group Institutions:<br />

First-Year<br />

Senior<br />

First-Year<br />

Senior<br />

National Survey <strong>of</strong> Student Engagement<br />

NSSE 2010 Selected Comparison Groups<br />

Ambrose University College<br />

Brandon University<br />

Brescia University College<br />

Capilano University<br />

Grant MacEwan University<br />

King‟s University College at the University <strong>of</strong> Western Ontario<br />

Kwantlen Polytechnic University<br />

Mount Royal University<br />

Quest University Canada<br />

Simon Fraser University<br />

Thompson Rivers University<br />

Trent University<br />

Trinity Western University<br />

Tyndale University College and Seminary<br />

Université d‟Ottawa/University <strong>of</strong> Ottawa<br />

Université de Hearst<br />

Université de Sherbrooke<br />

University <strong>of</strong> New Brunswick – Fredericton<br />

University <strong>of</strong> the Fraser Valley<br />

University <strong>of</strong> Victoria<br />

University <strong>of</strong> Winnipeg, The<br />

Vancouver Island University<br />

Other mechanisms which contribute to the quality <strong>of</strong> program delivery include<br />

Humber‟s faculty development and review process (See electronic policies file)<br />

A formal program review process (See electronic policies file)<br />

25<br />

37<br />

62<br />

56<br />

Canada<br />

+<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section E, Page 7


Online Learning<br />

Humber‟s policies and practices relating to online learning have been reviewed and approved as<br />

a separate submission to the Minister and PEQAB. The policies on file with PEQAB are current.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section E, Page 8


SECTION F: CAPACITY TO DELIVER<br />

Evidence <strong>of</strong> Humber‟s capacity to <strong>of</strong>fer degree-level programming:<br />

Humber‟s vision is excellence in polytechnic education and it has been developing the<br />

programming and resources to make this vision a reality.<br />

Humber has been <strong>of</strong>fering degree-level education since 2001. Humber‟s experience with<br />

degree delivery began with the launch <strong>of</strong> the collaborative nursing program in conjunction with<br />

the University <strong>of</strong> New Brunswick in September 2001. This four-year B.N. program is delivered<br />

by Humber faculty using UNB‟s curriculum. The following year saw the launch <strong>of</strong> the University<br />

<strong>of</strong> Guelph-Humber. In partnership with the University <strong>of</strong> Guelph, Humber <strong>of</strong>fers integrated 4-<br />

year honours degree/diploma programs in Business, Early Childhood, Family & Community<br />

Social Services, Justice Studies, Kinesiology, Media Studies and Psychology. Development<br />

and delivery <strong>of</strong> the programs is shared between the two institutions.<br />

Humber received its first consent to <strong>of</strong>fer degrees in 2002 and launched its first three degrees in<br />

September 2003. It currently <strong>of</strong>fers the following degrees:<br />

Degree<br />

B.A.A. (Paralegal Studies) May 2002<br />

B.Com (eBusiness Marketing) May 2002<br />

Date <strong>of</strong> First Consent<br />

B.A.T. (Industrial Design) September 2003<br />

B.C.A. - <strong>Bachelor</strong> <strong>of</strong> Creative Advertising December 2004<br />

B.I.D. - <strong>Bachelor</strong> <strong>of</strong> Interior Design March 2005<br />

B.Mus - <strong>Bachelor</strong> <strong>of</strong> Music March 2005<br />

B.Com (Hospitality & Tourism Management) March 2005<br />

B.Com (Human Resources Management) February 2007<br />

B.Com (Fashion Management) February 2007<br />

B.Com (International Business) February 2007<br />

B.A.A. (Film and Media Production) June 2008<br />

B.A.A. (Criminal Justice) September 2008<br />

B.Com (Accounting) August 2010<br />

B.C.Y.C. - <strong>Bachelor</strong> <strong>of</strong> Child and Youth Care August 2010<br />

B.P.R. - <strong>Bachelor</strong> <strong>of</strong> Public Relations August 2010<br />

B.Journ - <strong>Bachelor</strong> <strong>of</strong> Journalism November 2010<br />

B.I.D. - <strong>Bachelor</strong> <strong>of</strong> International Development October 2011<br />

B.Com (Finance) April 2012<br />

B.Com (Management Studies) April 2012<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section F, Page 1


B.Com (Marketing) April 2012<br />

B.Com (Supply Chain Management) April 2012<br />

The first graduating class from Humber degrees occurred in 2007. Since then graduates <strong>of</strong><br />

Humber degrees have found success both in the workplace and in continuing their education.<br />

Graduates have been accepted for entrance into law school and into graduate programs both<br />

here and abroad. For example, some <strong>of</strong> our graduates have been accepted into masters<br />

programs at York University, Vancouver Island University, Queensland University <strong>of</strong> Technology<br />

(Australia), UMEA University (Sweden), George Washington University, The B.Ed. program at<br />

York and law at University <strong>of</strong> Windsor, Bond University (Australia), University <strong>of</strong> British<br />

Columbia, University <strong>of</strong> Leicester (England), University <strong>of</strong> Birmingham (England), Thomas M.<br />

Cooley Law School (USA), University <strong>of</strong> London (England)<br />

Over the last 10 years, Humber has undertaken numerous initiatives to enhance the resources<br />

to support degree delivery, including:<br />

Faculty – Humber recognizes the importance <strong>of</strong> increasing the number <strong>of</strong> faculty with terminal<br />

credentials as degrees are planned and implemented. Since 2002, Humber has hired 68 faculty<br />

with Ph.D.s. In planning for each new degree, the School prepares a detailed faculty plan which<br />

identifies current faculty with credentials in the discipline, as well as the need for any new hires<br />

and a recruitment plan is developed. Since launching its first degree in 2008, The School <strong>of</strong><br />

Social and Community Services has hired 11 faculty members with Ph.D.s and two faculty are<br />

currently considered A.B.D.s. In addition, two current faculty members have completed their<br />

doctorates since the first degree launched.<br />

Scholarship – Humber recognizes the importance <strong>of</strong> having faculty engage in a level <strong>of</strong><br />

scholarship and research or creative activity to ensure their currency in the field. Humber is<br />

committed to providing opportunities for faculty to attend conferences, present papers, and<br />

produce some scholarly work and encourages faculty members to identify and pursue such<br />

activities.<br />

In 2009, Humber introduced a new position, Dean <strong>of</strong> Research, to advance the research<br />

agenda at the college. For Humber, research is a fundamental element for:<br />

<br />

<br />

<br />

<br />

Enriching the Humber experience for our students by providing direct and indirect<br />

benefits including differentiating and enhancing academic programming<br />

Enhancing the teaching, learning, and scholarship capabilities <strong>of</strong> Humber‟s faculty,<br />

including fostering teaching, advancing disciplinary knowledge, and promoting<br />

interdisciplinary activities<br />

Fostering Humber‟s polytechnic vision, agenda, and goals, including key priorities in<br />

Humber‟s Strategic Plan 2008-2013, Business Plan 2009-2010 and Institutional<br />

Research Plan<br />

Facilitating positive economic development outcomes for Ontario and beyond through<br />

applied innovation and research and development<br />

Humber Research reflects the tradition <strong>of</strong> building on Humber strengths as well as the<br />

institution‟s commitment to innovation and excellence. It reflects Humber‟s desire to meet the<br />

challenges <strong>of</strong> a changing post-secondary landscape within a limited-resource context that<br />

emphasizes highly effective educational experiences for its learners. The quality <strong>of</strong> its students,<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section F, Page 2


faculty, staff, and research-related infrastructure provides a strong basis for Humber‟s evolving<br />

research enterprise that will position the institute as a leader in applied innovation and research<br />

within Canada.<br />

Library Collections – To support the requirements <strong>of</strong> degree students and faculty, Humber has<br />

invested $7,564,730 in expanding library collections over the past 12 years. Working in<br />

collaboration with faculty, the librarians identify key new resources.<br />

The Lakeshore Library was renovated and now has more capacity to handle larger print<br />

collections. There are also more student computers and increased study space. The total<br />

square footage is 15,580. Student seating now totals 219. Student computers number 30, and<br />

there is wireless Internet capacity throughout the Library. Lakeshore's newer features include<br />

three individual DVD/video viewing stations, five group study rooms (all five have computers,<br />

three have high-end computer/multimedia equipment), an adaptive technology room, and a<br />

multipurpose library instruction/quiet study room. The Library is open seven days a week during<br />

the fall and winter semesters.<br />

Facilities - Humber is committed to providing quality facilities to our students and continues to<br />

acquire new property, renovate and build. The Humber Lakeshore campus, which houses most<br />

<strong>of</strong> Humber‟s degrees, has undergone significant expansion and classroom facilities have been<br />

enhanced. Some recent examples include the following:<br />

<br />

<br />

<br />

<br />

<br />

conversion <strong>of</strong> a Mercedes dealership (3120 Lake Shore Blvd. W) into the Centre for<br />

Justice Leadership. This facility contains classrooms, a forensic studio and simulated<br />

crime scenes, including a mock crime scene apartment. As well there are mock interview<br />

rooms complete with an overhead viewing theatre to allow an entire class to observe<br />

and critique interviews.<br />

recent long term lease (99 years) and conversion <strong>of</strong> the Lions Hockey Arena. This ten<br />

million dollar plus renovation produced the Humber Arts and Media Studios, the new<br />

home for Creative and Performing Arts programs including Theatre, Comedy, and Acting<br />

for Film and T.V. Specialty facilities include rehearsal studios, a comedy cabaret, prop<br />

and scene building shops, and a 100 seat Black Box Theatre. This facility also houses<br />

two new film studios (2,600 square feet each) for the new degree program in Film and<br />

Media Production. As well, a gymnasium to be shared with the community provides<br />

additional recreational space for students.<br />

purchase <strong>of</strong> a building at the corner <strong>of</strong> Lake Shore Blvd. and Kipling Avenue which was<br />

renovated to house the Fashion Institute, a key component <strong>of</strong> the Fashion Management<br />

degree. This two storey structure includes a 66 seat classroom, 36 seat computer lab,<br />

display areas and display windows, a meeting room, student lounge and faculty <strong>of</strong>fices.<br />

purchase <strong>of</strong> the Medical Arts Building at 3170 Lake Shore Blvd. W. This building has<br />

some long term leases, and these tenants are being relocated to the ground floor freeing<br />

the upper two floors for academic use. For fall, 2011 a play therapy lab for the Child and<br />

Youth Care degree will be constructed. As other degrees are added, this building will<br />

house a variety <strong>of</strong> special purpose labs and studios.<br />

building L on the East campus is now fully operational having opened in fall, 2011 and<br />

replaces a smaller older building which housed programs relocated to the Humber Arts<br />

and Media Studios. This four-storey, 100,000 square foot building represents an<br />

investment in excess <strong>of</strong> $55 million. In addition to specialized academic space, this<br />

building provides extensive formal and informal space for study and student interaction.<br />

The first floor contains an art gallery, eight 65 seat tiered classrooms as well as a<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section F, Page 3


learning commons providing quiet study, group study and informal space for over 150<br />

students at any given time. In addition, there is a 2,500 square foot community room for<br />

special events. The second floor is a cafeteria/lounge and study area with a capacity <strong>of</strong><br />

330 seats. (This facility replaces the cafeteria in Building H allowing this space to be<br />

repurposed for classrooms and labs.) The third floor houses eight classrooms ranging in<br />

size from 35 to 80 seats. Two 46 seat PC labs and one 46 seat MAC lab will also be<br />

located here. A number <strong>of</strong> the classrooms have been built so that they can be easily<br />

converted to computer labs as needs shift. The fourth floor contains two editing suites<br />

and a digital media centre primarily for media related degree programs. As well, there<br />

are faculty <strong>of</strong>fices and a meeting room.<br />

In the period 2007 to Fall, 2011 the college had invested over $80 million in construction<br />

projects at the Lakeshore campus and continues to source properties in the area to meet the<br />

needs <strong>of</strong> this growing, complex campus.<br />

Humber is committed to providing the space for the proposed <strong>Bachelor</strong> <strong>of</strong> Digital<br />

Communications program at the Lakeshore Campus beginning with available existing space<br />

and moving into additional studios, labs and teaching spaces as the campus facilities grow in<br />

the future.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section F, Page 4


F1<br />

LEARNING AND PHYSICAL RESOURCES<br />

F1.1 LIBRARY RESOURCES<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong><br />

Number <strong>of</strong> Holdings (print)<br />

On-site Library Core curriculum:<br />

Resources relevant<br />

to degree program # <strong>of</strong> books (print)<br />

area<br />

(L) = 5,098 (N) = 13,162<br />

# <strong>of</strong> print journal subscriptions<br />

L = 0<br />

Number <strong>of</strong> Holdings (online)<br />

Core curriculum:<br />

# <strong>of</strong> books (online) = 5,335<br />

# <strong>of</strong> journal subscriptions (fulltext)<br />

(online) = 59<br />

# <strong>of</strong> databases = 6<br />

Other Library<br />

Access<br />

Interlibrary Loan support<br />

Direct Borrowers Agreement<br />

I. Library Support for the Degree Program<br />

Humber Library has a core book collection to support the <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong><br />

Degree.<br />

Humber Library has 115,769 print books in its collection, 87,465 at the North campus<br />

and 28,304 at the Lakeshore campus. Within this larger collection, the Library has a core<br />

book collection that supports the <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Degree.<br />

Appendix A identifies the current book holdings, both print and ebooks, available to<br />

curriculum. This document shows Humber‟s holdings by call number range, and<br />

campus location in order to identify the strengths <strong>of</strong> the book collection as well as to<br />

identify potential gaps.<br />

Overall, Humber‟s book collection is generally strong in the core subject areas that cover<br />

<strong>Behavioural</strong> <strong>Science</strong>. There are, however, still some call number ranges that could be<br />

augmented in order to provide a greater depth <strong>of</strong> resources for some areas.<br />

Specifically, having reviewed the course descriptions for this degree, a number <strong>of</strong><br />

recommended book titles are not in the library‟s collection.<br />

Based on 2012 book prices, the average cost <strong>of</strong> a book is $80.00. In order to address<br />

the collection issues noted above and to update the collection on an annual basis, the<br />

following book budget is recommended:<br />

Core and general <strong>Behavioural</strong> <strong>Science</strong> subjects – one-time budget to address collection<br />

gaps $8,000<br />

(100 books $80, per book)<br />

Core subjects – annual commitment to continually update collection $4,000 (allocated as<br />

follows: $4,000 print and ebooks; the costs <strong>of</strong> journals and databases are absorbed by<br />

other budgets/programs)<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section F, Page 5


II. Books (Electronic)<br />

In addition to print books, the Library purchases ebooks. Access to ebooks is through<br />

our library catalogue, or through EBSCO host‟s Audiobook and eBook Collection.<br />

III. Periodicals. Print and Electronic<br />

The Library has access to over 29,925 eJournals and 334 are print subscriptions. The print<br />

subscriptions are divided between the two campuses: North Campus holds 218 and<br />

Lakeshore Campus has 116. Full text e-journals are part <strong>of</strong> some <strong>of</strong> the electronic<br />

database subscriptions.<br />

Many <strong>of</strong> the readings from the recommended periodicals are available through our online<br />

databases, and can be embedded into Humber‟s online WebCT courses. Please see<br />

Appendix B.<br />

Appendix B<br />

Core electronic journals available through Humber‟s collection<br />

Addiction<br />

Administration and Policy in Mental Health<br />

American Journal <strong>of</strong> Drug and Alcohol Abuse<br />

American Journal <strong>of</strong> Geriatric Psychiatry<br />

American Journal <strong>of</strong> Psychiatry<br />

American Psychologist<br />

Annals <strong>of</strong> Family Medicine<br />

Australian Prescriber<br />

Behavior Analysis in Practice (limited access)<br />

Behavior Analyst Today<br />

Behavior Modification<br />

Behavior Therapy<br />

Behavioral Disorders<br />

Behavioral Interventions<br />

Behaviour Research and Therapy<br />

British Journal <strong>of</strong> Psychiatry<br />

Child Abuse & Neglect<br />

Child and Adolescent Mental Health<br />

Child and Adolescent Psychiatry and Mental Health<br />

Clinical Psychology: <strong>Science</strong> and Practice – Wiley<br />

Clinical Psychology Review<br />

Cognitive and Behavioral Practice<br />

Depression and Anxiety (one year embargo)<br />

Employee Responsibilities and Rights Journal<br />

European Journal <strong>of</strong> Psychological Assessment<br />

Exceptional Children<br />

Focus on Autism and other Developmental Disabilities<br />

Health and Social Care in the Community<br />

Implementation <strong>Science</strong><br />

Journal <strong>of</strong> Applied Behavior Analysis<br />

Journal <strong>of</strong> Applied Research in Intellectual Disabilities<br />

Journal <strong>of</strong> Child and Family studies<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section F, Page 6


Journal <strong>of</strong> Clinical Psychology<br />

Journal <strong>of</strong> Cognitive Psychotherapy (2005 – 2011)<br />

Journal <strong>of</strong> Cognitive Psychotherapy: an International Quarterly<br />

Journal <strong>of</strong> Consulting and Clinical Psychology<br />

Journal <strong>of</strong> the Canadian Academy <strong>of</strong> Child and Adolescent Psychiatry<br />

Journal <strong>of</strong> Evaluation in clinical Practice<br />

Journal <strong>of</strong> Humanistic Psychology<br />

Journal <strong>of</strong> Interpr<strong>of</strong>essional Care (JIC)<br />

Journal <strong>of</strong> Organizational Behavior Management<br />

Journal <strong>of</strong> Positive Behavior Interventions<br />

Journal <strong>of</strong> Substance Abuse Treatment<br />

Mental Retardation and Developmental Disabilities Research Reviews (1995 – 2007)<br />

Molecular Psychiatry<br />

New Directions for Evaluation<br />

Nonpr<strong>of</strong>it Management & Leadership<br />

OD Practitioner<br />

Pediatrics – no access to current material<br />

Post Graduate Medicine<br />

Psychiatric Times<br />

Psychiatry Research<br />

Psychology <strong>of</strong> Addictive Behavior<br />

Research in Autism Spectrum Disorders<br />

Research in Developmental Disabilities<br />

Social Work in Mental Health<br />

The Behavior Analyst<br />

Topics in Early childhood Special <strong>Education</strong><br />

World Journal <strong>of</strong> Pediatrics<br />

IV. Electronic Databases<br />

The Library currently subscribes to over 121 electronic databases.<br />

Core databases for <strong>Behavioural</strong> <strong>Science</strong>s include:<br />

<br />

Academic Search Complete (EBSCO host)<br />

This is a comprehensive multi-disciplinary database with more than 3000<br />

journal titles. Coverage includes business, social sciences, music,<br />

humanities, general academic, general science, and education.<br />

<br />

<br />

Key Thinkers in Psychology (Credo Reference)<br />

PsyArticles (EBSCO host)<br />

From the American Psychological Association (APA), this database is a<br />

definitive source <strong>of</strong> full-text, peer-reviewed scholarly and scientific articles<br />

in psychology.<br />

<br />

Sage Premier<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section F, Page 7


SAGE Premier includes leading international peer-reviewed journals,<br />

including high-impact research titles published on behalf <strong>of</strong> over 245<br />

scholarly and pr<strong>of</strong>essional societies. Interdisciplinary coverage for subjects<br />

in the humanities, social sciences, science, technology, medicine and<br />

many more.<br />

<br />

<strong>Science</strong> Direct<br />

This database includes the Health & Life <strong>Science</strong>s and Social &<br />

<strong>Behavioural</strong> <strong>Science</strong>s.<br />

<br />

SocINDEX (EBSCO host)<br />

A comprehensive high quality sociology database that features more than<br />

1.9 million records. It includes full text coverage <strong>of</strong> journal articles,<br />

textbooks, monographs, and conference papers. The extensive scope and<br />

content <strong>of</strong> this database provide users with a wealth <strong>of</strong> extremely useful<br />

information encompassing the broad spectrum <strong>of</strong> sociology.<br />

Library Services<br />

The Lakeshore Library was renovated and now has more capacity to handle larger print<br />

collections. There are also more student computers and increased study space. The<br />

total square footage is 15,580. Student seating now totals 219. Student computers<br />

number 30, and there is wireless Internet capacity throughout the Library. Lakeshore's<br />

newer features include three individual DVD/video viewing stations, five group study<br />

rooms (all five have computers, three have high-end computer/multimedia equipment),<br />

an adaptive technology room, and a multipurpose library instruction/quiet study room.<br />

The Library is open seven days a week during the fall and winter semesters.<br />

In 2011, the Lakeshore Commons was <strong>of</strong>ficially opened. This building is the hub <strong>of</strong> the<br />

Lakeshore campus and has room for 2,000 students. The building provides access to<br />

five study rooms, computers, printers, photocopies, and library research help.<br />

Library staff are available to provide circulation, support (in-person, by phone, email or<br />

web chat), and class instruction (upon faculty request). Intercampus loan services<br />

(resource sharing among Humber's three campuses) and interlibrary loan services<br />

(resource sharing with external libraries) are provided to Humber students and faculty to<br />

directly borrow library materials from any Ontario community college library.<br />

Reference and research support for Humber students is available at two service points -<br />

the Reference Desk in the Lakeshore Library, and the Inquiry Desk in the Lakeshore<br />

Learning Commons in the L building.<br />

The Library's content-rich website (http://library.humber.ca) provides both on-campus<br />

and remote access to the Library's catalogue and various online resources such as<br />

electronic journals and databases.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section F, Page 8


Additionally, a number <strong>of</strong> technology enhanced services have been introduced in the last<br />

three years, including virtual reference chat, and streamed video. The library maintains a<br />

blog newsletter, a Twitter and Facebook account.<br />

The Library is also taking part in AskON, a real-time chat reference service staffed<br />

collectively by participating academic and public libraries in Ontario. At the time <strong>of</strong> this<br />

assessment, 12 colleges were <strong>of</strong>fering the service, which provides students with<br />

reference assistance even when they are not in the Library.<br />

Submitted by:<br />

1 November 2012<br />

Humber Library collection statistics<br />

Books (print):<br />

eBooks<br />

Journals (print):<br />

eJournals<br />

87,465 (N) + 28,304 (L) = 115,769 print book volumes<br />

48,026 eBooks<br />

218 (N) + 116 (L) = 334 print journal subscriptions<br />

29,925 online journal subscriptions<br />

Databases: 121<br />

DVDs/Videos: 4,526 (N) + 1,298(L) = 5,824 items<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section F, Page 9


Appendix A: Core Curriculum for <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong><br />

LC Range Subject Areas Courses Holdings Holdings Holdings<br />

Lake North E-Books<br />

BF 1 - 209 Psychology Mental Health Across the Lifespan 74 549 428<br />

BF 199<br />

Behaviorisms<br />

Applied Behaviour Analysis 1; Applied<br />

Behaviour Analysis 2; Special Topics in<br />

Behaviour Analysis; Issues in <strong>Behavioural</strong><br />

Psychology 0 11 20<br />

BF 636 - 637<br />

Applied Psychology<br />

Individual Behavioral Counseling;<br />

Consultation Skills 162 434 29<br />

BF 713 Developmental psychology Developmental Psychology 36 64 36<br />

BJ 1 - 1725<br />

Ethics<br />

Mental Health Across the Lifespan;<br />

Addictions; Ethics and Pr<strong>of</strong>essionalism 52 537 123<br />

HA 29 - 32<br />

Statistics<br />

Qualitative Research Methods;<br />

Quantitative Research Methods; Research<br />

in <strong>Behavioural</strong> <strong>Science</strong>; Psychometrics;<br />

Senior Level Theses Project 1 & 2 8 74 41<br />

HD58.7-58.95<br />

Organizational Behaviour,<br />

changes and effectiveness Organizational Behaviour 60 236 52<br />

HF 5717 - 5734.7 Business Communication Communications for <strong>Behavioural</strong> <strong>Science</strong> 79 209 55<br />

HM 711 - 806<br />

Groups and Organizations<br />

Counselling and Facilitation Skills; Group<br />

<strong>Behavioural</strong> Counselling; Interpr<strong>of</strong>essioal<br />

Collaboration; Consultation Skills 10 99 3<br />

HM 811 - 821<br />

Deviant behaviour. Social<br />

deviance Addictions 12 31 102<br />

HQ503-1064 The family. Marriage. Home Family Dynamics 412 1,967 536<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section F, Page 10


Appendix A: Core Curriculum for <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong><br />

LC Range Subject Areas Courses Holdings Holdings Holdings<br />

Lake North E-Books<br />

HQ 1061 - 1064<br />

Aged. Gerontology, (Social<br />

aspects) Aging & Dementia 27 222 202<br />

HV 1 - 9960<br />

Social Pathology, Social and<br />

public welfare, criminology Addictions 2,730 4,142 2,233<br />

HV 1551 - 3024 People with disabilities<br />

Developmental Disabilities and Dual<br />

Diagnosis 205 235 6<br />

LB 1050.9 - 1091 <strong>Education</strong>al psychology 0 154 15<br />

QP 1- 981 Physiology 71 856 165<br />

RB 1 -214 Pathology 5 198 128<br />

RC 435 - 571<br />

Psychiatry<br />

Aging & Dementia; Addictions; Cognitive<br />

<strong>Behavioural</strong> Approaches 1 & 2;<br />

<strong>Behavioural</strong> Assessment 611 1,417 510<br />

RC 512 - 528<br />

Psychoses<br />

Mental Health Across the Lifespan;<br />

Autism Spectrum Disorders 55 138 34<br />

RC 554 - 569.5<br />

Personality disorders. Behavior<br />

problems. Including sexual<br />

problems, drug abuse, suicide,<br />

child abuse Addictions 136 221 100<br />

RC 569.7 - 571<br />

Mental Retardation.<br />

Developmental disabilities<br />

Developmental Disabilities and Dual<br />

Diagnosis 25 17 73<br />

RJ 409 - 507<br />

Mental disorders, Child<br />

psychiatry Autism Spectrum Disorders 307 548 34<br />

RZ 400 - 408 Mental healing Aging & Dementia 0 22 202<br />

RM 1 - 950 Therapeutics / Pharmacology <strong>Behavioural</strong> Pharmacology 21 781 208<br />

TOTAL 5,098 13,162 5,335<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section F, Page 11


F1.2 COMPUTER RESOURCES<br />

Across the college, Humber students have access to more than 2400 computers in both open<br />

access (e-link) labs and computer labs, many <strong>of</strong> which are available for student use when<br />

classes are not scheduled.<br />

Wireless services are available across the college in classrooms, public areas, and <strong>of</strong>fices. The<br />

wireless network allows faculty, staff, students, and visitors Internet and network resources such<br />

as email and the web from many different on campus locations without having to plug in a<br />

network cable. Humber <strong>of</strong>fers both a secure and an open public wireless network service.<br />

• HumberSecure is a secure wireless network service that connects to the Internet using<br />

WPA2 (Wi-Fi Protected Access 2). WPA2 encrypts data before it is transmitted over the<br />

wireless network. HumberSecure is available to Humber faculty, students, and staff with<br />

an active HCnet username and password.<br />

• HumberPublic is an open, unsecured, wireless network service. It does not encrypt data.<br />

Therefore, information sent across the wireless network using HumberPublic is "in the<br />

clear."<br />

Students can print to select printers at North and Lakeshore through the wireless network.<br />

No special s<strong>of</strong>tware or drivers are needed. Although designed for students, the service is also<br />

available for staff to use. Wireless printing supports both black and white and colour printing.<br />

Printers are located in all E-link labs and select Library locations.<br />

S<strong>of</strong>tware for Students<br />

Beginning in September 2010, students have access to select Micros<strong>of</strong>t s<strong>of</strong>tware at no<br />

additional cost for use on their personal computers. Information Technology Services has<br />

partnered with the Humber Students' Federation to expand its licensing agreement with<br />

Micros<strong>of</strong>t. The following s<strong>of</strong>tware is covered by the agreement:<br />

• Windows 7<br />

• Office 2007 Pro<br />

• Office for Mac 2008<br />

Office Pro includes Word, Excel, Access, PowerPoint, Outlook, and Publisher.<br />

Open Access Labs<br />

E-link computer labs (also known as Open Access Labs) are funded-in-part by HSF and are<br />

open to all students actively enrolled in courses.<br />

North Campus E-Link labs<br />

HSF partially funds the supplies to enable these labs to continue to operate with current<br />

technology. E-Link labs are open to all students and have both black and white and colour<br />

printing.<br />

H205 is the first and largest <strong>of</strong> the E-Link labs. It is located in the centre <strong>of</strong> the North Campus on<br />

the second floor just east <strong>of</strong> the main staircase. H205 has 110 computers and a group study<br />

area equipped with white boards.<br />

N205 features s<strong>of</strong>tware for technical programs. It is located on the way to the catwalk<br />

connecting Humber to the University <strong>of</strong> Guelph-Humber. N205 has 37 computers and access to<br />

plotting printers.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section F, Page 12


Lakeshore Campus E-Link labs<br />

HSF partially funds the supplies to enable these labs to continue to operate with current<br />

technology. E-Link labs are open to all students and have both black and white and colour<br />

printing.<br />

A240 has s<strong>of</strong>tware musicians need. It is located in the centre <strong>of</strong> the A/B building on the second<br />

floor. A240 has 50 computers. Assistance is available across the hall from the Support Centre at<br />

A212.<br />

FB102 is an E-Link lab with access to poster-size and quality printing. It is located in the<br />

basement <strong>of</strong> F building. It has 46 computers. Assistance is available down the hall from the<br />

Support Centre in FB111.<br />

FB103 is an E-Link Mac lab with access to poster-size and quality printing. FB103 is next door<br />

and attached to FB102 in the basement <strong>of</strong> F building. It has 30 Mac computers. Assistance is<br />

available down the hall from the Support Centre in FB111.<br />

H205 is housed within HSF's quiet study hall. It is located at the north end <strong>of</strong> H-building on the<br />

second floor. It has computers and access to poster-size and quality printing.<br />

Computer Labs<br />

Computer labs are open to students actively enrolled in courses. There are 75 computer labs at<br />

the North Campus, plus an additional 15 that are located in the University <strong>of</strong> Guelph-Humber<br />

building, 42 at Lakeshore, 7 at the Centre for Trades and Technology and 2 at the Orangeville<br />

Campus. Some <strong>of</strong> these labs allow public access when classes are not scheduled.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section F, Page 13


F1.3 Existing Classroom Space<br />

This degree will be delivered at the Lakeshore campus where just over 7,032 full-time students<br />

attend classes and 400 live in residence. The Lakeshore campus is currently home to a number<br />

<strong>of</strong> Humber‟s degree programs including:<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<strong>Bachelor</strong> <strong>of</strong> Applied Arts – Criminal Justice<br />

<strong>Bachelor</strong> <strong>of</strong> Applied Arts – Film and Media Production<br />

<strong>Bachelor</strong> <strong>of</strong> Applied Arts – Paralegal Studies<br />

<strong>Bachelor</strong> <strong>of</strong> Applied Technology – Industrial Design<br />

<strong>Bachelor</strong> <strong>of</strong> Child and Youth Care<br />

<strong>Bachelor</strong> <strong>of</strong> Commerce – Accounting<br />

<strong>Bachelor</strong> <strong>of</strong> Commerce – e-Business Marketing<br />

<strong>Bachelor</strong> <strong>of</strong> Commerce – Fashion Management<br />

<strong>Bachelor</strong> <strong>of</strong> Commerce – Finance<br />

<strong>Bachelor</strong> <strong>of</strong> Commerce – Hospitality and Tourism Management<br />

<strong>Bachelor</strong> <strong>of</strong> Commerce – Human Resources Management<br />

<strong>Bachelor</strong> <strong>of</strong> Commerce – International Business<br />

<strong>Bachelor</strong> <strong>of</strong> Commerce – Management Studies<br />

<strong>Bachelor</strong> <strong>of</strong> Commerce – Marketing<br />

<strong>Bachelor</strong> <strong>of</strong> Commerce – Supply Chain Management<br />

<strong>Bachelor</strong> <strong>of</strong> Creative Advertising<br />

<strong>Bachelor</strong> <strong>of</strong> Interior Design<br />

<strong>Bachelor</strong> <strong>of</strong> International Development<br />

<strong>Bachelor</strong> <strong>of</strong> Journalism<br />

<strong>Bachelor</strong> <strong>of</strong> Music<br />

<strong>Bachelor</strong> <strong>of</strong> Public Relations<br />

Lakeshore Classroom Space:<br />

With regard to dedicated classroom space, the School <strong>of</strong> Social and Community Services has<br />

access to classrooms and labs, accommodating class sizes <strong>of</strong> 30 to 60 students in addition to a<br />

counselling lab which accommodates 15 students.<br />

All classrooms at the Lakeshore campus are electronic classrooms which contain the following<br />

equipment:<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

Crestron Touch Panel w/ standard user interface GUI<br />

Crestron lighting control with Crestron wall switch, plus lighting “scene” selection via the<br />

touch panel<br />

HD 16x10 projector (Humber standard)<br />

9‟ to 10‟ electric projection screen (controllable via the touch panel)<br />

Dell PC (latest Humber standard) with 19” monitor (16x10)<br />

BluRay player<br />

Audio amplifier<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section F, Page 14


4+ ceiling speakers (depending on room size)<br />

Wall mounted “program speakers” (in addition to the ceiling speakers) in tiered<br />

classrooms<br />

Auxiliary input: HDMI, VGA w/audio, and Composite RCA video w/audio located on the<br />

podium<br />

Data jack and electrical outlet on the podium<br />

Tech Help phone<br />

“e-control” for remote login to the room AV system (for technical assistance)<br />

Connection to Crestron “Room View” which monitors the status <strong>of</strong> the room AV (what‟s<br />

“on”, lighting scenes, sound levels, projector lamp life/filter life/internal temperatures,<br />

etc.)<br />

Media Services is the central group at Humber responsible for the equipment installation and<br />

maintenance in these rooms. This group is also able to electronically obtain status checks (room<br />

and equipment operation) and usage data (percentage <strong>of</strong> time equipment has been used) from<br />

these rooms.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section F, Page 15


F1.4 SPECIALIZED LABS<br />

Counselling Labs<br />

There are four Counselling Labs in the School <strong>of</strong> Social and Community Services that provide<br />

students with an opportunity to practice their counselling skills in an environment equipped with<br />

state <strong>of</strong> the art technology. Students can engage in role plays while being taped by cameras<br />

installed within each <strong>of</strong> the labs. The role plays can be streamed live to any classroom within the<br />

building, so that students within the class can view the role play as it is happening. Student<br />

counselling assignments can be completed in the labs – enabling students to leave a session<br />

with a DVD recording <strong>of</strong> the counselling exercise for the purpose <strong>of</strong> reflection or evaluation.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section F, Page 16


F2 RESOURCE RENEWAL AND UPGRADING<br />

Lakeshore Campus Development<br />

The federal Knowledge Infrastructure Program (KIP) is a $2-billion, two-year economic stimulus<br />

program to support infrastructure enhancement at postsecondary institutions across Canada<br />

while supporting job creation and strengthening the economy. The program will provide $800<br />

million to colleges and universities in Ontario. Through the Government <strong>of</strong> Ontario‟s 2009<br />

Budget, overall matching funds ($780 million) were invested by the province. This joint<br />

infrastructure funding initiative will modernize facilities and boost long-term research and skills<br />

training capacity at Ontario colleges and universities. The program responds directly to needs<br />

identified by the institutions, which were encouraged to submit deferred maintenance and<br />

revitalization projects.<br />

Humber has been awarded $35 million ($29.8 million from the province and $5.1 million from<br />

the federal government) for Lakeshore revitalization. The funding has been used to support<br />

three phases <strong>of</strong> work: completion <strong>of</strong> the Centre for Justice Leadership; repurposing <strong>of</strong> an<br />

existing sports complex for use as studios for the School <strong>of</strong> Creative and Performing Arts and<br />

School <strong>of</strong> Media Studies and Information Technology Programming; and the replacement <strong>of</strong> the<br />

existing Building L at Lakeshore Campus East.<br />

Building L, which opened in September 2011, is a four-storey, 100,000 square foot building<br />

costing in excess <strong>of</strong> $55 million. In addition to specialized academic space, this building<br />

provides extensive formal and informal space for study and student interaction.<br />

The first floor contains an art gallery, eight 65 seat tiered classrooms as well as a learning<br />

commons providing quiet study, group study and informal space for over 150 students at a time.<br />

In addition, there is a 2,500 square foot community room for special events. The second floor<br />

includes a cafeteria/lounge and study area with a capacity <strong>of</strong> 330. The third floor houses eight<br />

classrooms ranging in size from 35 to 80 seats. In addition, two 46 seat PC labs and one 46<br />

seat MAC lab are located here. A number <strong>of</strong> classrooms have been built so that they can be<br />

easily converted to computer labs as needs shift. There is also a conference room with<br />

moveable walls to create one or two meeting rooms. The fourth floor contains two editing suites<br />

and a digital media centre primarily for media related degree programs. Floors three and four<br />

also house some faculty <strong>of</strong>fice space.<br />

The KIP investment is an integral component <strong>of</strong> Humber‟s long term Lakeshore revitalization<br />

plans, and will improve existing facilities for a variety <strong>of</strong> programs and academic schools.<br />

Enrolment at the Lakeshore Campus has grown by 53% since 2005 and Humber is challenged<br />

with accommodating an additional 3,000 undergraduate degree spaces at Lakeshore over the<br />

next 5 years.<br />

The KIP funded Lakeshore revitalization projects will:<br />

Optimize classroom capacities and flexibility<br />

Contribute to the establishment <strong>of</strong> school identity and Centres <strong>of</strong> Excellence by<br />

clustering specialized facilities<br />

Repurpose existing facilities<br />

Create much-needed student individual and group study space.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section F, Page 17


Humber Capital Planning and Development<br />

Annual resource planning and development is managed through a number <strong>of</strong> standing<br />

committees and funds.<br />

1. Capital New Start Fund – Managed by the Finance Department<br />

This is yearly set aside capital funds to cover new program start-up capital costs.<br />

2. College Equipment and Research Fund (CERF) – Managed by the Planning and<br />

Development Office. Funded by MTCU – approximately $800,000 per year.<br />

3. Annual Capital Fund (for equipment) – Managed through the VP Academic Office. For<br />

the last 3 years, Humber has set aside 4 million dollars to support requests from across<br />

the schools for funds for equipment renewal.<br />

4. Facility Renewal Fund – Managed by the Facility Planning Committee. For 2010-2011, 3<br />

million dollars was set aside for the renovation <strong>of</strong> facilities (classroom and labs).<br />

All plans and expenditures are approved by the Board <strong>of</strong> Governors.<br />

In addition, each academic school is responsible for conducting an annual review to assess<br />

needed capital items, renewal <strong>of</strong> resources, and the upgrading <strong>of</strong> equipment and supplies.<br />

Where resources are shared, such as labs and studio space, priority ranking is higher and costs<br />

are shared among programs. All items are itemized and prioritized by the associate deans and<br />

addressed in priority order. Much <strong>of</strong> the equipment is replaced on a cyclical basis (i.e., computer<br />

labs). A yearly curriculum review identifies new equipment/capital/space requirements that<br />

programs may have.<br />

Library Resources<br />

Humber has annual budget for library collections. In addition the library receives funds from the<br />

Humber Student Federation, the Office <strong>of</strong> the VP Academic and the Academic Schools.<br />

Humber is in partnership with the University <strong>of</strong> New Brunswick for the delivery <strong>of</strong> a nursing<br />

degree program. There is a separate collections budget for the nursing degree program.<br />

Similarly, there is a separate budget for the collections associated with the joint blended<br />

degree/diploma programs <strong>of</strong>fered with the University <strong>of</strong> Guelph.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section F, Page 18


F3<br />

SUPPORT SERVICES<br />

Student Services is committed to ensuring that the quality <strong>of</strong> student life at Humber is conducive<br />

to intellectual and personal growth and to the achievement <strong>of</strong> academic success. Student<br />

Services‟ departments provide advising, counseling and support services to assist all students<br />

to achieve their personal, academic and career goals. Qualified and trained staff members work<br />

directly with individual students and in partnership with faculty and others in contributing to<br />

student development.<br />

The functions in Student Services include: Alumni Services, Athletics and Recreation, Awards,<br />

Career Services, Chaplaincy, Counseling Services, Disability Services, Health Services,<br />

International Student Services, Orientation, Peer Services, Residence Life, Student<br />

Responsibilities and Rights and linkage with student government.<br />

Support Service<br />

Counseling Services<br />

Overview<br />

Academic Advising<br />

Career Counseling<br />

Personal Counseling<br />

Student/Graduate<br />

Employment<br />

Brief Description <strong>of</strong> Service<br />

Counseling Services assist a diverse community <strong>of</strong> students in<br />

functioning effectively as individuals and as learners. The primary<br />

function <strong>of</strong> Counseling is to provide students with services that optimize<br />

their psychological well-being by addressing their emotional,<br />

developmental and adjustment needs, thus enabling them to focus on<br />

their goals and to achieve academic success. The various domains <strong>of</strong><br />

Counseling are Academic Advising, Academic Counseling, Career<br />

Counseling and Personal Counseling.<br />

Counselors assist students in accurately assessing their strengths,<br />

limitations and abilities in order to make academic decisions and plans<br />

that lead to the realization <strong>of</strong> their life/career goals. Further advisement<br />

involves assisting students in identifying and working through academic<br />

difficulties; teaching skills and strategies to enhance learning; and<br />

aiding students in research and locating resources to further their<br />

educational options and careers.<br />

Counselors assist students in formulating career goals by helping them<br />

to identify their interests, skills and aptitudes and by helping them to<br />

make the connection between themselves and the qualities and<br />

education/training necessary to be successful in their chosen career.<br />

Counseling Services <strong>of</strong>fer confidential, pr<strong>of</strong>essional counseling to help<br />

students deal with personal or psychological problems in order to foster<br />

personal and academic growth. Areas <strong>of</strong> expertise include: trauma,<br />

relationship issues, stress, anxiety, depression, sexual harassment,<br />

eating disorders, substance abuse and others.<br />

Career Services <strong>of</strong>fer many different programs and services to assist<br />

students in their career planning and job search. The service is<br />

provided directly by staff on both a one-to-one and group basis and<br />

includes the use <strong>of</strong> appropriate technology. Programs and services<br />

include career and labour market information and resources,<br />

employment preparation tools and techniques (e.g., resume writing,<br />

interview practice and self-marketing tips), as well as a job posting and<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section F, Page 19


Support Service<br />

Services for<br />

International<br />

Students<br />

Services for<br />

Students with<br />

Disabilities<br />

Peer Tutoring<br />

Brief Description <strong>of</strong> Service<br />

referral services for part-time, summer and permanent employment. A<br />

Graduate Employment Plan provides a systematic service outreach to<br />

all graduating students through in class presentations, the distribution<br />

<strong>of</strong> a Grad Toolkit, and individual student follow-up, when requested.<br />

Service responses are matched to specific needs. Career Services coordinate<br />

the Work Study Program which assists approximately 900<br />

students in finding part-time jobs on campus.<br />

Over the past five years, there has been a significant increase in the<br />

number <strong>of</strong> International students studying at Humber. In order to meet<br />

the needs <strong>of</strong> our international students, four International Student<br />

Advisors (ISA‟s) assist the academic schools in their support <strong>of</strong><br />

International Students. The goal is to work with program coordinators<br />

to support international students and positively influence retention.<br />

Each school has one student advisor assigned to them who will be their<br />

main contact within the International Centre for student support issues.<br />

<strong>Postsecondary</strong> education should be open to every student who is<br />

academically qualified. Humber‟s Services for Students with Disabilities<br />

work towards removing physical and educational barriers and<br />

encouraging healthy open communication among faculty, staff and<br />

students, regarding disabilities.<br />

To assist the Humber community with its shared commitment to an<br />

open, supportive learning environment, the Disability Services Office<br />

has produced a Policies and Procedures Manual on Disabilities. In<br />

addition, Disability Services staff work directly with students who have<br />

hearing, visual, learning, medical, physical or psychological disabilities<br />

and arrange accommodations that are intended to <strong>of</strong>fset the effects <strong>of</strong><br />

the student‟s particular disability. The goal is to assist students in<br />

functioning as independently as possible within the academic and<br />

social context <strong>of</strong> Humber. Services include assessment, disabilityrelated<br />

counseling and support, referral to community agencies, test<br />

invigilation, note takers, interpreters, computer assisted technology,<br />

learning strategy instruction, advocacy and help with accessing<br />

financial resources to cover the cost <strong>of</strong> equipment and services.<br />

Humber‟s Peer Tutoring program <strong>of</strong>fers one-on-one assistance to any<br />

student who wants to improve his/her grades. Extra practice and review<br />

<strong>of</strong> previously taught material is provided by fellow students outside <strong>of</strong><br />

regularly scheduled class time. Tutors are students who have<br />

demonstrated high levels <strong>of</strong> competence in the subject to be tutored<br />

and they have the necessary interpersonal skills to be effective tutors.<br />

Tutors receive specific training in teaching and group skills, and they<br />

are monitored and supported by Humber staff during their employment<br />

as tutors. Tutors also take on the role <strong>of</strong> mentors to the students that<br />

they work with and in this role they may identify other issues or<br />

concerns and either provide peer advice or refer to appropriate Humber<br />

services.<br />

Peer Tutors are available in all learning labs where they provide on-call<br />

support.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section F, Page 20


Support Service<br />

Student Awards<br />

Alumni Services<br />

Athletics –<br />

Varsity/Intramural<br />

Brief Description <strong>of</strong> Service<br />

Humber hires and trains students to provide peer services in many<br />

different departments. There are peer Resume Assistants, peer Web<br />

Helpers, peer Lab Monitors, peer Guides/Ambassadors, peer Event<br />

Organizers, peer Advisors and others.<br />

The Awards Office, with the assistance <strong>of</strong> an Awards Committee,<br />

administers a large program <strong>of</strong> over 500 donor awards and over 600<br />

College awards that recognize and reward student achievement. The<br />

awards are presented at a series <strong>of</strong> evening celebration ceremonies in<br />

October/November each year attended by the donors, parents and<br />

friends <strong>of</strong> recipients, Humber staff, faculty and administrators. The<br />

awards are in the form <strong>of</strong> money, plaques and trophies and educational<br />

materials and equipment. Additionally, the Awards Office co-ordinates<br />

two events each year that recognize student creative talent with the<br />

Juried Art Show and student contribution to student life outside the<br />

classroom with the Student Appreciation Banquet.<br />

While still pursuing their diploma, degree or certificate studies, Humber<br />

students are introduced to the benefits <strong>of</strong> staying connected to the<br />

organization after graduation through an alumni affiliation. The Alumni<br />

Office <strong>of</strong>fers the usual range <strong>of</strong> personal and business services,<br />

reunion events and publications as well as ongoing access to Humber<br />

facilities and services such as the Athletics Centre, the Library and the<br />

Career Centre for job search assistance. To further Humber‟s strategic<br />

priority <strong>of</strong> lifelong learning, an educational and career planning service<br />

for Alumni has been developed. The Career Advancement Service<br />

<strong>of</strong>fers career coaching/counseling, testing and assessment, the<br />

development <strong>of</strong> a career and educational plan and the building <strong>of</strong> a<br />

lifelong learning portfolio.<br />

The Athletic Department <strong>of</strong>fers a wide range <strong>of</strong> quality activities and<br />

programs to complement any student‟s leisure time and to maximize<br />

personal growth in the areas <strong>of</strong> fitness, recreation,<br />

varsity/intercollegiate, intramural, sports and instruction. There is<br />

something for everyone whatever the level <strong>of</strong> individual skill and<br />

interest.<br />

Varsity/Intercollegiate – for skilled and competitive student athletes<br />

dedicated to the pursuit <strong>of</strong> excellence, men‟s and women‟s programs<br />

are <strong>of</strong>fered in basketball, volleyball, soccer, golf, cross country and<br />

badminton. Humber‟s varsity teams have a history <strong>of</strong> competing and<br />

winning at both the provincial and national level.<br />

Intramural Sports and Recreation – There is an organized program <strong>of</strong><br />

male, female, co-ed and individual activities both <strong>of</strong> a friendly<br />

competitive nature and “just for fun” that includes basketball, volleyball,<br />

hockey, swimming, indoor soccer, badminton, squash and gymnasium<br />

activities.<br />

Fitness –Many students take advantage <strong>of</strong> fitness classes as well as<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section F, Page 21


Support Service<br />

Brief Description <strong>of</strong> Service<br />

pursuing personal training programs in the Athletic Centre. Jogging,<br />

walking and cycling are popular activities on Humber‟s extensive<br />

system <strong>of</strong> trails.<br />

Instruction – The Athletic Department <strong>of</strong>fers a number <strong>of</strong> certificate<br />

programs in the areas <strong>of</strong> fitness leadership, outdoor education and<br />

coaching. In addition, the Athletic Department provides a range <strong>of</strong><br />

student support and developmental services including: the Student<br />

Athletic Association, a peer leadership organization; the PASS program<br />

which provides academic advising and tutoring for student athletes;<br />

athletic scholarships, awards, recognition events and part-time jobs for<br />

approximately 100+ students in the Athletic and Recreation facility.<br />

Chaplaincy Services<br />

Health Services<br />

Residences<br />

Student Government<br />

The Chaplaincy Service exists to respond to the spiritual needs <strong>of</strong><br />

students. Humber‟s chaplain is committed to an interfaith and<br />

intercultural ministry. All contact by appointment, telephone or email is<br />

confidential. An Interfaith Prayer Room is available for use by all<br />

students.<br />

Health Services provide the support and resources to enable students<br />

to address and solve health problems that may interfere with their<br />

ability to learn. Health Services encourage students to take<br />

responsibility for their own health and to adopt a healthy lifestyle that<br />

will improve their ability to learn. The nurse practitioner/manager,<br />

nurses and physicians <strong>of</strong> the Health Centre provide primary health care<br />

for the treatment <strong>of</strong> physical illness and the treatment <strong>of</strong><br />

mental/emotional health. Health Services is also very involved in health<br />

education, sexual education and preventive medicine utilizing the<br />

medical staff and a trained student team <strong>of</strong> Peer Health Educators.<br />

Health Services provide a supervised clinical placement for one or<br />

more nursing students.<br />

Residence Life is a Student Services function within Humber‟s<br />

Residence. The role <strong>of</strong> Residence Life is to provide not only a<br />

convenient, secure living/learning community environment but to also<br />

provide highly trained staff and social and educational programs that<br />

are responsive to student needs and that support the personal and<br />

academic growth <strong>of</strong> students in residence. The Residence Life staff (a<br />

Residence Life Manager, three live-in Residence Life Coordinators and<br />

40 student Resident Assistants) are responsible for providing<br />

counseling, advising, extensive social and educational programming,<br />

room assignments, conduct monitoring/discipline and emergency<br />

response. Specific Humber Counselors are assigned to the residence<br />

to assist with peer training, counseling/advising and crisis intervention.<br />

The more than 20,500 full-time students at Humber are represented by<br />

the Humber Students‟ Federation (HSF) – the <strong>of</strong>ficial student<br />

government elected by all full-time students every year. HSF represents<br />

the full-time students <strong>of</strong> Humber to the provincial and federal<br />

governments, Humber Administration, the Board <strong>of</strong> Governors and<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section F, Page 22


Support Service<br />

Brief Description <strong>of</strong> Service<br />

various Humber Committees, Task Forces and Councils as they arise.<br />

HSF provides a range <strong>of</strong> services and activities to enhance the campus<br />

life experience for students.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section F, Page 23


F4<br />

FACULTY<br />

F4.1 Projected Cumulative Enrolment<br />

Method used to calculate cumulative enrolment:<br />

Year<br />

Retention<br />

Rate<br />

Year 1 Year 2 Year 3 Year 4<br />

2009/10 2010/11 2011/12 20012/13<br />

1 65 65 65 65<br />

2 85% 55 55 55<br />

3 88% 48 48<br />

4 86% 41<br />

Total 65 120 168 209<br />

F4.1.1 Ratio <strong>of</strong> Full Time Students/Faculty:<br />

Lecture/Classroom 65:1<br />

Counselling Lab 15:1<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section F, Page 24


F4.2 Faculty Plan<br />

The School <strong>of</strong> Social and Community Services has increased the number <strong>of</strong> faculty with<br />

terminal credentials since first beginning to <strong>of</strong>fer degrees in 2008. However, additional faculty<br />

with appropriate doctorate credentials are necessary to be hired to meet the requirement to<br />

have a minimum <strong>of</strong> 50% <strong>of</strong> the core courses delivered by a faculty member holding a doctorate<br />

degree. The School has currently identified 1 full-time faculty member who holds a Ph.D. who<br />

could deliver core courses in this degree.<br />

In reviewing the faculty complement for the <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> degree, the School<br />

has identified the need to hire 4 additional faculty members with doctorates in the following<br />

areas:<br />

o One PhD in Psychology to be hired part-time for Fall 2014.<br />

o One PhD in Psychology with a specialization in ABA & CBT and Counselling;<br />

Assessment and knowledge <strong>of</strong> Test Development & Testing Principles; experience in<br />

Group Therapy. BCBA certification suggested. To be hired part-time for Fall 2015.<br />

o One PhD in <strong>Behavioural</strong> <strong>Science</strong> or equivalent with solid experience in qualitative and<br />

quantitative research methods to be hired for Fall 2016.<br />

o One PhD in Psychology or <strong>Behavioural</strong> <strong>Science</strong> or related field with a specialty in<br />

Individual Assessment and CBT to be hired for Fall 2017.<br />

1) Hiring Plans<br />

Faculty Recruitment and Development Plan<br />

Together, the Vice President, Academic, the Academic Deans and the Director <strong>of</strong> Human<br />

Resources develop human resource hiring and development plans for each <strong>of</strong> the academic<br />

Schools. From these plans, the number <strong>of</strong> faculty members to be hired is determined for all<br />

levels <strong>of</strong> study <strong>of</strong>fered by the School. The recruitment <strong>of</strong> faculty with the requisite qualifications<br />

to teach at the degree level includes a national advertising strategy. Humber employs a number<br />

<strong>of</strong> strategies to search for faculty to teach in degree level programming. Briefly, the College:<br />

1. advertises positions in key industry publications as well as the Journal <strong>of</strong> Higher<br />

<strong>Education</strong>;<br />

2. advertises positions and networks with related associations;<br />

3. approaches American universities which have masters and doctoral programs in related<br />

areas to recruit graduates who might be interested in a teaching position at Humber;<br />

4. enters into discussions with local universities such as Guelph, University <strong>of</strong> Toronto,<br />

McMaster, Ryerson, York and others with related programs, to promote part-time<br />

teaching opportunities at Humber;<br />

5. enters into discussions with other Canadian universities regarding the recruitment <strong>of</strong><br />

qualified faculty;<br />

6. assesses potential cross-appointments <strong>of</strong> other degree level faculty within the institution.<br />

For example, Humber has introduced baccalaureate degrees in Criminal Justice and<br />

Child and Youth Care. There are related courses in some <strong>of</strong> these programs, providing<br />

potential opportunities for the sharing <strong>of</strong> faculty across Schools. In addition, at the<br />

University <strong>of</strong> Guelph-Humber, faculty are selected from both Humber and Guelph to<br />

teach in the joint programs. It is not unusual for a Humber faculty member to teach<br />

degree level courses at both the University <strong>of</strong> Guelph-Humber and Humber.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section F, Page 25


7. posts all positions internally at Humber, as is normal practice, and on Humber‟s website.<br />

These postings are also available to faculty at other colleges in Ontario.<br />

In addition to recruiting new faculty, as part <strong>of</strong> its commitment to pr<strong>of</strong>essional development,<br />

Humber provides tuition assistance and sabbaticals for current faculty members who are<br />

committed to pursuing doctoral degrees in appropriate areas <strong>of</strong> study.<br />

Specific Hiring Plans for Core Courses:<br />

The hiring plan is divided into 4 sections:<br />

Section One – The table in the first section shows the proposed academic credential required <strong>of</strong><br />

faculty teaching each <strong>of</strong> the core courses in the degree.<br />

Section Two – This section details the current <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> faculty<br />

complement, the number <strong>of</strong> sections to be delivered by faculty with doctorates and the<br />

anticipated number <strong>of</strong> new hires required.<br />

Section Three – In this section <strong>of</strong> the hiring plan, a sample plan has been created to show how<br />

this program could be delivered using existing resources. As well, the plan highlights where<br />

gaps occur and hiring is needed. This plan represents Humber‟s best projections for the<br />

program.<br />

Section Four – This section summarizes the anticipated results <strong>of</strong> faculty recruitment and<br />

development plans.<br />

SECTION ONE:<br />

Required Qualification by Core Course<br />

Humber is fully committed to having 50% <strong>of</strong> the courses delivered by a faculty member who<br />

holds a doctorate degree. The following chart identifies those courses where we propose to<br />

require a Ph.D. as the required credential. Humber does not currently meet this target, but<br />

proposes to achieve it no later than the fourth year <strong>of</strong> operation.<br />

Year and<br />

Semester<br />

Year One<br />

Course Title<br />

Highest Qualification earned (or<br />

required <strong>of</strong> faculty to be hired) and, only<br />

where applicable, highest qualifications<br />

in progress<br />

Semester 1 Applied Behaviour Analysis 1 MA or PhD (specialty in ABA)<br />

Semester 2<br />

Year Two<br />

Introduction to Psychology<br />

Developmental Disabilities & Dual<br />

Diagnosis<br />

Developmental Psychology<br />

Quantitative Research Methods<br />

PhD (Psychology)<br />

MA or PhD (specialty in ABA); BCBA<br />

suggested<br />

PhD (Psychology)<br />

PhD (Statistics, Math)<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section F, Page 26


Year and<br />

Semester<br />

Course Title<br />

Highest Qualification earned (or<br />

required <strong>of</strong> faculty to be hired) and, only<br />

where applicable, highest qualifications<br />

in progress<br />

Semester 3 Applied Behaviour Analysis 2 MA or PhD (specialty in ABA)<br />

Ethics & Pr<strong>of</strong>essionalism<br />

Semester 4 Mental Health Across the Lifespan PhD (Psychology)<br />

Year Three<br />

Qualitative Research Methods<br />

PhD (Psychology with specialty in<br />

Assessment and knowledge <strong>of</strong> Test<br />

Development & Testing Principles;<br />

experience in Group Therapy; specialty in<br />

ABA & CBT and Counselling); BCBA<br />

PhD (Statistics, Math)<br />

Semester 5 Research in <strong>Behavioural</strong> <strong>Science</strong> PhD (<strong>Behavioural</strong> <strong>Science</strong> or equivalent<br />

with solid experience in qualitative and<br />

quantitative research methods)<br />

Semester 6 Group <strong>Behavioural</strong> Counselling PhD (Psychology with specialty in<br />

Assessment and knowledge <strong>of</strong> Test<br />

Development & Testing Principles;<br />

experience in Group Therapy; specialty in<br />

ABA & CBT and Counselling); BCBA<br />

Year Four<br />

Addictions<br />

MA or PhD (in human services discipline)<br />

Semester 7 Senior Level Thesis Project 1 PhD (Psychology; <strong>Behavioural</strong> <strong>Science</strong> or<br />

equivalent; specialty in Individual<br />

Assessment and CBT)<br />

Individual <strong>Behavioural</strong> Counselling<br />

Psychometrics<br />

Organizational Behaviour<br />

PhD (Psychology; <strong>Behavioural</strong> <strong>Science</strong> or<br />

equivalent; specialty in Individual<br />

Assessment and CBT)<br />

PhD (Psychology with specialty in<br />

Assessment and knowledge <strong>of</strong> Test<br />

Development & Testing Principles;<br />

experience in Group Therapy; specialty in<br />

ABA & CBT and Counselling); BCBA<br />

PhD (<strong>Education</strong> or Psychology)<br />

Semester 8 Senior Level Thesis Project 2 PhD (Psychology; <strong>Behavioural</strong> <strong>Science</strong> or<br />

equivalent; specialty in Individual<br />

Assessment and CBT)<br />

Special Topics in Behaviour<br />

Analysis<br />

Issues in <strong>Behavioural</strong> Psychology<br />

PhD (Psychology; <strong>Behavioural</strong> <strong>Science</strong> or<br />

equivalent; specialty in Individual<br />

Assessment and CBT)<br />

PhD (Psychology with specialty in<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section F, Page 27


Issues in <strong>Behavioural</strong> Psychology PhD (Psychology with specialty in<br />

Assessment and knowledge <strong>of</strong> Test<br />

Development & Testing Principles;<br />

experience in Group Therapy; specialty in<br />

ABA & CBT and Counselling); BCBA<br />

SECTION FOUR:<br />

As a result <strong>of</strong> these plans, it is anticipated that:<br />

• For the first year <strong>of</strong> delivery, 5 out <strong>of</strong> 8 core courses (62.5%) will be delivered by a<br />

faculty member who holds a doctoral degree.<br />

• For the second year <strong>of</strong> delivery, 9 out <strong>of</strong> 15 core courses (60%) will be delivered by a<br />

faculty member who holds a doctoral degree.<br />

• For the third year <strong>of</strong> delivery, 12 out <strong>of</strong> 22 (54.5%) core courses will be delivered by a<br />

faculty member who holds a doctoral degree.<br />

• For the fourth year <strong>of</strong> delivery, 19 out <strong>of</strong> 30 core courses (63%) will be delivered by a<br />

faculty member who holds a doctoral degree.


F5<br />

CURRICULUM VITAE OF FACULTY ASSSIGNED TO THE DEGREE PROGRAM<br />

F5.1 Curriculum Vitae Release<br />

The college has on file and available for inspection, from all faculty and staff whose CVS are<br />

included in this submission, signatures that attest to the truthfulness and completeness <strong>of</strong> the<br />

information contained in their CV and agreeing to the inclusion <strong>of</strong> their curriculum vitae in any<br />

documents/web sites associated with the submission, review and final status <strong>of</strong> the program<br />

application.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section F, Page 33


F5.4 Curriculum Vitae <strong>of</strong> Faculty Assigned to Deliver Non-Core Courses<br />

The Humber Breadth Task Force has recently received and reviewed 39 new breadth<br />

courses for future delivery. These courses and the CV‟s <strong>of</strong> the proposed instructors were<br />

included in the submission for the <strong>Bachelor</strong> <strong>of</strong> Applied Technology (Industrial Design)<br />

Consent Renewal.<br />

CVs for faculty responsible for delivery <strong>of</strong> existing non-core courses have been<br />

submitted in a previous submission and are on file with PEQAB.<br />

F5.4.1 Faculty Assigned to Deliver Non-Core Courses<br />

Non-Core Faculty Members<br />

There are no new non-core CVs submitted as part <strong>of</strong><br />

this application.<br />

CV Previously Assessed<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section F, Page 61


SECTION G: CREDENTIAL RECOGNITION STANDARD<br />

G1<br />

Program Design and Credential Recognition<br />

The design <strong>of</strong> this program is expected to facilitate credit transfer to and credential recognition<br />

by other postsecondary institutions. This is based on the content and academic rigour <strong>of</strong> the<br />

program, the expertise <strong>of</strong> the faculty, and the fact that many courses <strong>of</strong>fered by Humber are<br />

already recognized by universities in Canada, the United States, and Australia.<br />

Issues <strong>of</strong> transferability and equivalence <strong>of</strong> credit have been a focus <strong>of</strong> Humber’s attention in<br />

order to facilitate the mobility needs <strong>of</strong> its graduates. Efforts have been made to ensure that<br />

courses are commensurate with undergraduate instruction (both at the lower and upper levels)<br />

at other postsecondary institutions. For example, the curriculum designers have compared the<br />

proposed curriculum to other similar baccalaureate programs to ensure the curriculum is at a<br />

comparable level. A university pr<strong>of</strong>essor from a related program at University <strong>of</strong> Toronto (Dr.<br />

Lana Stermac, Pr<strong>of</strong>essor, Counselling Psychology Program, Department <strong>of</strong> Applied Psychology<br />

& Human Development) served as an advisory committee member and provided advice and<br />

feedback as the program was developed. In terms <strong>of</strong> the curriculum quality and currency, an<br />

outside qualified academic in the field, Dr. Maurice Feldman, Pr<strong>of</strong>essor <strong>of</strong> Centre for Applied<br />

Disability Studies, Brock University, has thoroughly assessed the program (excepting non-core<br />

courses and previously reviewed core-courses) and the resulting outcome has been that the<br />

program meets expectations related to bachelor degree work in this field. He found that the<br />

program content is current and comprehensive for students interested in a behavioural science<br />

career and thought that one <strong>of</strong> the program’s greatest strengths is the applied aspect. His<br />

feedback has been considered by the development team, program administration, coordinators<br />

and faculty and at times, the curriculum has been amended where appropriate. Dr. Feldman’s<br />

formal review has been included in this submission (see Section Q).<br />

In addition, the breadth elective courses should, in most cases, be transferable. Many <strong>of</strong><br />

Humber’s existing courses (for example, courses <strong>of</strong>fered through the Liberal Arts and <strong>Science</strong><br />

Division) have already been recognized as equivalent by universities such as the University <strong>of</strong><br />

Guelph, the University <strong>of</strong> New Brunswick, York University and Thompson Rivers University, as<br />

well as various universities in the United States and Australia.<br />

Rigorous assessments have been built into each course <strong>of</strong> the <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong><br />

including examinations and a variety <strong>of</strong> assignments such as case studies, essays and research<br />

projects. These assessment strategies parallel degree course requirements in other jurisdictions<br />

and will provide graduates with samples <strong>of</strong> degree-level work to include in their applications to<br />

other postsecondary institutions.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section G, Page 1


G2<br />

Consultation<br />

Post-Secondary <strong>Education</strong> Consultation and Credential Recognition<br />

Humber is committed to ensuring recognition <strong>of</strong> its degrees by other post-secondary institutions.<br />

As discussed above, throughout the design <strong>of</strong> the program, Humber staff consults with<br />

academics from other institutions to ensure the program is at a baccalaureate level and meets<br />

the requirements <strong>of</strong> the field <strong>of</strong> study. These efforts have helped to ensure that graduates have<br />

the depth and breadth <strong>of</strong> knowledge to be considered for advanced degrees and this is<br />

evidenced in the success <strong>of</strong> Humber graduates in applying to graduate and pr<strong>of</strong>essional<br />

degrees.<br />

In 2007, the first students graduated from Humber degrees. Since then graduates <strong>of</strong> Humber’s<br />

degrees have found success both in the workplace and in continuing their education.<br />

Graduates have been accepted for entrance into law school and into graduate programs both<br />

here and abroad. For example, some <strong>of</strong> our graduates have been accepted into masters<br />

programs at York University, Vancouver Island University, Queensland University <strong>of</strong> Technology<br />

(Australia), UMEA University (Sweden), George Washington University, the B.Ed. program at<br />

York and law at University <strong>of</strong> Windsor, Bond University (Australia), University <strong>of</strong> British<br />

Columbia, University <strong>of</strong> Leicester (England), University <strong>of</strong> Birmingham (England), Thomas M.<br />

Cooley Law School (USA), and the University <strong>of</strong> London (England).<br />

With respect to Humber’s social and community service degrees specifically, Humber has<br />

formal transfer/articulation agreements with Griffith University (Australia). Under the terms <strong>of</strong><br />

these agreements, graduates <strong>of</strong> Humber’s <strong>Bachelor</strong>s <strong>of</strong> Applied Arts in Criminal Justice are<br />

considered for direct admission into their Master <strong>of</strong> Criminology and Criminal Justice program.<br />

Ontario universities, through a statement issued by the Council <strong>of</strong> Ontario Universities (see<br />

attached), have indicated they will consider graduates <strong>of</strong> college degree programs on an<br />

individual basis.<br />

Humber’s commitment to developing articulation and transfer credit arrangements with<br />

universities and university programs can be seen in the annual publication <strong>of</strong> the Humber<br />

College University Transfer Guide, available in print upon request and on the web at<br />

http://transferguide.humber.ca/. In addition over the years, Humber has developed several<br />

examples <strong>of</strong> innovative and extensive credit transfer/recognition arrangements with universities.<br />

They include:<br />

the University <strong>of</strong> Guelph-Humber which <strong>of</strong>fers students an opportunity to earn<br />

both a diploma and a degree in four years;<br />

the General <strong>Education</strong> electives which have been approved by the York<br />

University Senate so that students receive credit for them at Humber and then<br />

credit for them at York University when they register at York.<br />

Humber continues to work with institutions both here and abroad to develop opportunities for its<br />

students.<br />

Employer Consultation<br />

In the development <strong>of</strong> this submission, Humber consulted the Advisory Committee and<br />

surveyed potential employers regarding the need for a baccalaureate program in <strong>Behavioural</strong><br />

<strong>Science</strong> and to confirm recognition <strong>of</strong> the credential and program. Employers are willing to<br />

support the proposed degree in a number <strong>of</strong> ways including providing work placements, hiring<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section G, Page 2


graduates, acting as student mentors, and serving as guest lecturers. A summary <strong>of</strong> these<br />

employer commitments as well as letters <strong>of</strong> support follow. The Advisory Committee<br />

enthusiastically supported the introduction <strong>of</strong> a <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong>.<br />

Association Consultation<br />

The Ontario Association for Behaviour Analysis (ONTABA) was contacted about the program to<br />

determine if they believed it was relevant to the pr<strong>of</strong>ession and to see if they would support<br />

Humber’s application to <strong>of</strong>fer this degree. The association contacted enthusiastically supported<br />

the introduction <strong>of</strong> a baccalaureate program in <strong>Behavioural</strong> <strong>Science</strong>. For detailed<br />

documentation, please see the attached letter <strong>of</strong> support in Section D2.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section G, Page 3


G3<br />

Letters <strong>of</strong> Credential Recognition – Universities<br />

<br />

<br />

<br />

Council <strong>of</strong> Ontario Universities<br />

Brock University<br />

University <strong>of</strong> Toronto<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section G, Page 4


<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section G, Page 5


Monday, October 29, 2012 6:28:01 PM<br />

Dear Gail:<br />

Please find attached my review <strong>of</strong> the proposed BBS program. I enjoyed the opportunity to review what<br />

will be an ambitious and much needed program. I realized after completing the report that I may have<br />

gone beyond my mandate by commenting on the map. However, I could not adequately review some<br />

courses without addressing their sequence in the program. If you wish, I would be pleased to speak to<br />

you about my review once you have gone through it.<br />

I wish you and Humber all the best with this endeavour, and I look forward to one day seeing your BBS<br />

students being accepted into our Master in Applied Disability Studies/ABA program at Brock.<br />

Sincerely yours,<br />

Maurice<br />

__________________________________________________________________<br />

Maurice Feldman, Ph.D., C.Psych., BCBA-D | Pr<strong>of</strong>essor and Director<br />

Brock University | Centre for Applied Disability Studies |<br />

Niagara Region | 500 Glenridge Ave., St. Catharines, ON L2S 3A1<br />

http://www.brocku.ca/disabilitystudies<br />

tele 905 688 5550 x4894 | fax 905 378 5719 | email mfeldman@brocku.ca<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section G, Page 6


<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section G, Page 7


G4<br />

Letters <strong>of</strong> Credential Recognition from Organizations and Employers<br />

Letters <strong>of</strong> support have been received from the following organizations:<br />

<br />

<br />

<br />

<br />

<br />

Centre for Addiction and Mental Health<br />

Erinoakkids Centre for Treatment and Development<br />

Kinark Child and Family Services<br />

Peel <strong>Behavioural</strong> Services, The Credit Valley Hospital and Trillium Health Centre<br />

Toronto District School Board<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section G, Page 8


<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section G, Page 9


Record <strong>of</strong> Support<br />

I understand that Humber College Institute <strong>of</strong> Technology and Advanced Learning is planning to submit<br />

an application to the Ontario Ministry <strong>of</strong> Training, Colleges and Universities to <strong>of</strong>fer a <strong>Bachelor</strong> <strong>of</strong><br />

<strong>Behavioural</strong> <strong>Science</strong> beginning in 2014.<br />

This is to acknowledge that based on the information provided, my organization supports the<br />

development <strong>of</strong> the <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> program at Humber.<br />

Specifically, my organization would consider supporting the program in the following ways: (please check<br />

all that apply)<br />

o √ Provide a 14-week work placement opportunity for a 3 rd year student<br />

o Act as a student mentor<br />

o √ Hire graduates<br />

o √ Serve as a guest lecturer<br />

o Provide scholarships<br />

o Other ____________________________________________<br />

Name_Pauline Eaton<br />

Title__Director, Autism Services<br />

Organization____Erinoakkids Centre for Treatment and Development<br />

Address___2695 North Sheridan Way Ste 120 Mississauga, ON<br />

Telephone number___905-855-2690 ext 4310<br />

email address peaton@erinoakkids.ca<br />

Signature____________________________________________________________________<br />

Date____October 25, 2012<br />

Additional Comments____This will be valuable option for those interested in pursuing a career<br />

in this field. The challenge is ensuring those entering this type <strong>of</strong> educational commitment are<br />

fully aware <strong>of</strong> the field they are indeed pursuing – as it is unique and not for everyone.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section G, Page 10


<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section G, Page 11


Record <strong>of</strong> Support<br />

I understand that Humber College Institute <strong>of</strong> Technology and Advanced Learning is planning to<br />

submit an application to the Ontario Ministry <strong>of</strong> Training, Colleges and Universities to <strong>of</strong>fer a<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> beginning in 2014.<br />

This is to acknowledge that based on the information provided, my organization supports the<br />

development <strong>of</strong> the <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> program at Humber.<br />

Specifically, my organization would consider supporting the program in the following ways:<br />

(please check all that apply)<br />

X Provide a 14-week work placement opportunity for a 3 rd year student<br />

o Act as a student mentor<br />

X Hire graduates<br />

X Serve as a guest lecturer<br />

o Provide scholarships<br />

o Other ____________________________________________<br />

Name<br />

Leanne Baldwin, M.A., BCBA<br />

Title_____Manager<br />

Organization Peel <strong>Behavioural</strong> Services, The Credit Valley Hospital and Trillium Health Centre<br />

Address 5770 Hurontario Street, Suite 101, Mississauga ON L5R 3G5<br />

Telephone number__ 905-712-4124 ext 225<br />

email address<br />

lbaldwin@thc.on.ca<br />

Signature____________________________________________________________________<br />

Date____Nov. 7, 2012<br />

Additional Comments: I have reviewed the proposed curriculum and feel that it will provide<br />

excellent training in ABA and CBT with both the populations we serve and the settings we work<br />

in.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section G, Page 12


<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section G, Page 13


G5<br />

Evidence <strong>of</strong> Employer Support<br />

Company<br />

Co-op<br />

Placement<br />

(indicate #<br />

<strong>of</strong> students)<br />

Hire<br />

Graduate<br />

Student<br />

Award or<br />

Bursaries<br />

Advisory<br />

Committee<br />

Guest<br />

Lecturer<br />

Mentor<br />

Letter <strong>of</strong><br />

Support<br />

Other<br />

Centre for<br />

Addiction & Mental<br />

Health<br />

Child Development<br />

Institute<br />

• • • • • •<br />

•<br />

Erinoakkids • • • • • •<br />

Kerry’s Place<br />

Autism Services<br />

Kinark Child &<br />

Family Services/<br />

Syl Apps Youth<br />

Centre<br />

Peel <strong>Behavioural</strong><br />

Services, Credit<br />

Valley & Trillium<br />

Heath Centre<br />

Peel Halton<br />

Dufferin Acquired<br />

Brain Injury<br />

Services<br />

Roy McMurtry<br />

Youth Centre<br />

Toronto District<br />

School Board<br />

TPAS, Surry Place<br />

Centre<br />

Waypoint Centre<br />

for Mental Health<br />

Care<br />

West Park<br />

Healthcare Centre<br />

• • • •<br />

• • • • •<br />

• • • • •<br />

• • • •<br />

• • •<br />

• •<br />

• •<br />

• • • •<br />

• • •<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section G, Page 14


SECTION H: REGULATION AND ACCREDITATION<br />

Not applicable to this submission.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section H, Page 1


SECTION I: PROGRAM EVALUATION<br />

Not applicable.<br />

Humber has previously submitted a program evaluation/review process that meets all <strong>of</strong><br />

the Board’s benchmarks.<br />

See electronic policy file for Humber’s policy on program evaluation.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section I, Page 1


SECTION J: NOMENCLATURE<br />

Until fall 2009, colleges were required to include the term “applied” in all <strong>of</strong> their degree titles.<br />

This followed a standard convention which included both the applied “faculty area” (<strong>Bachelor</strong> <strong>of</strong><br />

“Applied” Arts, Technology Business, and Information <strong>Science</strong> etc.) and the specific subject<br />

area in brackets following the degree title. Changes to the Board’s nomenclature requirements<br />

have given the CAATs/ITALs greater choice when determining an appropriate degree title.<br />

More significantly, this change gives the colleges the opportunity to benchmark and align their<br />

degree <strong>of</strong>ferings/curriculum with those more commonly found in the province to better reflect the<br />

nature <strong>of</strong> the degree and the discipline <strong>of</strong> study. The change also continues to respect that the<br />

degrees <strong>of</strong>fered by the colleges are aligned with the definitions/requirements (e.g. normally 4<br />

years, 120 credits etc) <strong>of</strong> an honours baccalaureate degree in an applied area <strong>of</strong> study as<br />

determined by the PEQAB degree level framework and, by extension, the baccalaureate criteria<br />

published in the Canadian Degree Qualifications Framework.<br />

Historically, at many postsecondary institutions the degrees conferred by the institution were<br />

named after faculties or departments and given to students who “majored” in a specific<br />

subject/discipline area(s) associated with those departments. To date, Humber’s “academic<br />

schools” reflect areas <strong>of</strong> concentration and, while limited, begin to parallel some <strong>of</strong> the<br />

established conventions in the relationship between faculty and degree area <strong>of</strong> study found in<br />

Ontario universities. The degrees currently <strong>of</strong>fered by Humber can be clustered into several<br />

main academic/faculty areas: 1) Arts, Design and Media; 2) Humanities, Literature, and Social<br />

<strong>Science</strong>; 3) Business and Commerce; 4) <strong>Science</strong> and Technology; 5) Health; and 6)<br />

Multidisciplinary. These areas are supported by the Humber Academic Schools which also<br />

support the delivery <strong>of</strong> interdisciplinary degrees.<br />

Main Academic/Faculty Area<br />

Arts, Design and Media<br />

Humanities, Literature and Social <strong>Science</strong><br />

Business and Commerce<br />

<strong>Science</strong> and Technology<br />

Health<br />

Interdisciplinary/Multidisciplinary<br />

Humber Schools<br />

Applied Technology – Design Programs<br />

Creative and Performing Arts<br />

Media Studies & IT<br />

Liberal Arts and <strong>Science</strong>*<br />

Social and Community Services<br />

Liberal Arts and <strong>Science</strong><br />

Business<br />

Hospitality Recreation and Tourism<br />

Liberal Arts and <strong>Science</strong><br />

Applied Technology<br />

Health <strong>Science</strong>s<br />

Liberal Arts and <strong>Science</strong><br />

Health <strong>Science</strong>s<br />

Hospitality, Recreation and Tourism<br />

Liberal Arts and <strong>Science</strong><br />

All Schools<br />

Notes:<br />

To date, the Liberal Arts and <strong>Science</strong> School has provided the majority <strong>of</strong> non-core breadth<br />

electives for all <strong>of</strong> the academic areas and degrees in addition to specific core courses as<br />

needed. Humber currently has before PEQAB a submission which reflects a change to this<br />

strategy. All academic areas have been given the opportunity to submit breadth course<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section J, Page 1


proposals.<br />

Humber’s programs relating to legal studies are located in the Business School.<br />

The degrees which have been created at Humber:<br />

reflect the academic expertise found in the Schools and have been based on the<br />

program areas <strong>of</strong> strength not only at the diploma level, but also at the graduate level <strong>of</strong><br />

study. (Humber <strong>of</strong>fers 32 graduate certificates to baccalaureate degree holders);<br />

demonstrate varying levels <strong>of</strong> collaboration between the schools to develop and deliver<br />

curriculum;<br />

have formed a good foundation for Humber’s degree development strategy. By design,<br />

they reflect the PEQAB requirement for a maximum <strong>of</strong> 80% in the core area <strong>of</strong> study and<br />

a minimum <strong>of</strong> 20% breadth; and<br />

have specific characteristics which distinguish them from the degrees <strong>of</strong>fered by Ontario<br />

universities without jeopardizing the intent/focus <strong>of</strong> study or the potential for credit<br />

recognition.<br />

As Humber moves forward with its applications for new degree programs and consent renewal<br />

for existing degrees, the initial “applied” nomenclature will be reviewed for each <strong>of</strong> its existing<br />

programs.<br />

The proposed nomenclature for the proposed Humber degree is <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong><br />

<strong>Science</strong>, following the PEQAB benchmark for naming the bachelors credential to denote the<br />

subject <strong>of</strong> study. This nomenclature is recognizable in North America, Australia and Europe with<br />

precedents in the many post-secondary institutions.<br />

The nomenclature for a degree should convey accurate information about the degree level, the<br />

nature <strong>of</strong> the degree and the discipline <strong>of</strong> study. In selecting a nomenclature for the <strong>Bachelor</strong> <strong>of</strong><br />

<strong>Behavioural</strong> <strong>Science</strong> degree, Humber considered:<br />

- whether the name clearly conveys the focus <strong>of</strong> the degree;<br />

- whether the degree meets the degree-level standards expected <strong>of</strong> a program in<br />

behavioural science;<br />

- the orientation <strong>of</strong> the degree in terms <strong>of</strong> approach and preparation <strong>of</strong> students<br />

Of the many Ontario models for framing the types <strong>of</strong> credentials, Humber’s Board <strong>of</strong> Governors<br />

has agreed that the nomenclature <strong>Bachelor</strong> <strong>of</strong> Subject is the most appropriate from for a<br />

number <strong>of</strong> its degree <strong>of</strong>ferings. Such titles clearly convey the intense applied focus <strong>of</strong> the<br />

degree; acknowledge that its graduates have studied with the expected academic rigour <strong>of</strong><br />

bachelor’s level program; and that the program’s orientation is differentiated from those<br />

commonly associated with universities’ research-based <strong>of</strong>ferings. Examples include the<br />

<strong>Bachelor</strong> <strong>of</strong> Child and Youth Care, <strong>Bachelor</strong> <strong>of</strong> Journalism and <strong>Bachelor</strong> <strong>of</strong> Public Relations.<br />

The proposed <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> is consistent with this nomenclature convention,<br />

and will continue to facilitate public recognition <strong>of</strong> Humber’s degree qualifications.<br />

The <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> degree nomenclature reflects both the field <strong>of</strong> study and<br />

the nature <strong>of</strong> the discipline. Humber’s social and community services degrees, including the<br />

behavioural science degree, consist <strong>of</strong> 120 credits, including 10 core courses which address the<br />

fundamental and advanced approaches to behavioural science including courses on applied<br />

behaviour analysis and cognitive behavioural approaches, 5 courses in specific special<br />

populations, 6 psychology courses, 3 research methods courses, 6 courses in ethics and<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section J, Page 2


pr<strong>of</strong>essionalism, and 10 breadth electives. They have been designed to be similar to <strong>Bachelor</strong><br />

degrees with regard to pr<strong>of</strong>essional outcomes and to meet the Board’s Baccalaureate/<strong>Bachelor</strong><br />

Honours Degree Standard, as outlined in the Ontario Credentials Framework. They are<br />

academically rigorous and designed to develop students’ capacities to analyze, formulate, judge<br />

and solve challenging behavioural science problems.<br />

The <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> degree will prepare students for entry into an occupational<br />

field <strong>of</strong> practice by incorporating into the degree a reciprocal relationship between theory and<br />

practice. There is a substantial use <strong>of</strong> case studies to provide students the opportunity to<br />

develop and demonstrate these skills. Students are expected to address increasingly<br />

challenging behavioural science problems and exhibit more sophisticated and complex levels <strong>of</strong><br />

analysis as they move into upper level courses. This aligns directly with the approach taken at<br />

other institutions for the delivery <strong>of</strong> <strong>Bachelor</strong> degrees. In addition, the work experience and the<br />

Senior Level Thesis Project, provide hands-on experience in the field.<br />

All Humber degrees prepare students for advanced level study, as well as for entry into a<br />

pr<strong>of</strong>ession. The degrees are not terminal degrees and this provides the opportunity for students<br />

to apply to graduate schools. Evidence <strong>of</strong> this is provided in this submission in the form <strong>of</strong><br />

credential recognition from other educational institutions in Canada and the U.S. which have<br />

agreed to consider graduates for admission to Masters-level programs.<br />

The degree title and the courses are all aligned with the postsecondary conventions and the<br />

Board’s nomenclature standard. Given that Humber’s degree meets the same degree level<br />

standards and covers similar content areas to other behavioural science degrees, the<br />

nomenclature <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> provides clarity and truthfulness as to the nature<br />

and level <strong>of</strong> the degree and the field <strong>of</strong> study. Furthermore, our credit recognition experience in<br />

degree delivery to date has shown us that unless our students graduate with a recognizable<br />

degree credential, they face considerable barriers in their attempts to apply for graduate studies<br />

in Ontario universities.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section J, Page 3


SECTION K: ACADEMIC FREEDOM AND INTEGRITY<br />

Not applicable.<br />

Humber has previously submitted policies on academic freedom and integrity that meet all <strong>of</strong><br />

the Board’s benchmarks.<br />

See electronic policy file for Humber’s policies on academic freedom and integrity.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section K, Page 1


SECTION L: STUDENT PROTECTION<br />

Not applicable.<br />

Humber has previously submitted a student protection policy that meets all <strong>of</strong> the Board’s<br />

benchmarks.<br />

See electronic policy file for Humber’s policy on student protection.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section L, Page 1


SECTION M: ECONOMIC NEED<br />

The need to develop a <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> degree was based on an analysis <strong>of</strong><br />

the field, student interest, employer support, current program <strong>of</strong>ferings and several other factors.<br />

These included:<br />

1. An assessment <strong>of</strong> the field and resulting educational and training requirements. These<br />

were assessed to be far more complex in scope and depth compared with the skills and<br />

knowledge addressed in diploma programs.<br />

2. The recognition <strong>of</strong> the growing trend in behavioural science for the highest paid jobs to<br />

continue to be filled by those with degrees.<br />

3. An analysis <strong>of</strong> other programs <strong>of</strong>fered by other Ontario postsecondary degree granting<br />

institutions and the conclusion that while there are no behavioural science programs<br />

<strong>of</strong>fered by Ontario universities there is an opportunity to <strong>of</strong>fer a broad and contemporary<br />

program specialty in behavioural science with emphasis on Applied Behaviour Analysis,<br />

Cognitive <strong>Behavioural</strong> Therapy, and Interpr<strong>of</strong>essional Collaboration.<br />

4. The acknowledgement that the current diploma in Developmental Services Worker<br />

<strong>of</strong>fered by Humber attracts students who already have requirements for degree level<br />

admission.<br />

5. The opportunity to build on a program area <strong>of</strong> strength <strong>of</strong> the college.<br />

6. Employer and Advisory Committee support for the program.<br />

This section <strong>of</strong> the application is an examination <strong>of</strong> the economic need for the program, which<br />

has been evaluated from a number <strong>of</strong> perspectives. Data was gathered through a number <strong>of</strong><br />

mechanisms including a literature review, a search <strong>of</strong> related websites and surveys <strong>of</strong><br />

employers and students. The appendix includes not only an analysis <strong>of</strong> the trends and data, but<br />

also indicates how the program curriculum was developed in response to the findings. A<br />

detailed list <strong>of</strong> the organizations and the type <strong>of</strong> support each <strong>of</strong>fered can be found in Section G<br />

<strong>of</strong> this submission.<br />

1.0 Overview <strong>of</strong> the <strong>Behavioural</strong> <strong>Science</strong> Field<br />

The term behavioural science encompasses a diverse and far-ranging field which includes<br />

multiple disciplines that “explore the activities <strong>of</strong> and interactions among organisms in the<br />

natural world. It involves the systematic analysis and investigation <strong>of</strong> human and animal<br />

behavior through controlled and naturalistic observation, and disciplined scientific<br />

experimentation. It attempts to accomplish legitimate, objective conclusions through rigorous<br />

formulations and observation” (Wikipedia, 2012). The disciplines <strong>of</strong> study may include<br />

psychology, neuropsychology, and cognitive science.<br />

This degree focusses on the specific area <strong>of</strong> behavioural science which is strongly grounded in<br />

the research and application <strong>of</strong> applied behaviour analysis and cognitive behavioural<br />

approaches as applied to a wide range <strong>of</strong> individuals throughout the lifespan including people<br />

with autism, developmental disabilities and dual diagnosis, addictions and those with dementia<br />

and aging issues. Behaviour Analysis has achieved mainstream attention through the<br />

application <strong>of</strong> principles <strong>of</strong> behaviour to children with autism. In Ontario, some postsecondary<br />

educational programs have developed and adapted curriculum to educate and train students in<br />

this field. <strong>Behavioural</strong> <strong>Science</strong> has wider application and the potential to contribute and develop<br />

in many ways in addition to autism. A degree level program with opportunities for students to<br />

pursue this field in diverse ways is needed. Humber‟s Ad-Hoc Advisory Committee have<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section M, Page 1


ecommended a broader application that includes CBT, interpr<strong>of</strong>essional collaborations (IPC),<br />

knowledge translation, and adult education which is greatly reflected in this degree.<br />

<strong>Behavioural</strong> <strong>Science</strong> pr<strong>of</strong>essionals have the knowledge and skills to creatively utilize, apply and<br />

communicate, an empirically-based, behavioural framework. They work within a variety <strong>of</strong><br />

interpr<strong>of</strong>essional settings, with a variety <strong>of</strong> client groups, across the lifespan. These<br />

pr<strong>of</strong>essionals adhere to strict ethical practices in the integration <strong>of</strong> behavioral theory and<br />

practice in the design, implementation and evaluation <strong>of</strong> all aspects <strong>of</strong> multi-dimensional<br />

assessment and intervention. <strong>Behavioural</strong> <strong>Science</strong> pr<strong>of</strong>essionals have the knowledge and skills<br />

in applied behaviour analysis and cognitive behaviour approaches and are eligible for<br />

certification with the Behaviour Analyst Certification Board (BACB) as a Board Certified<br />

Assistant Behaviour Analyst (BCaBA).<br />

In addition to their clinical and educative work, <strong>Behavioural</strong> <strong>Science</strong> pr<strong>of</strong>essionals also facilitate<br />

the future utilization and dissemination <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> through mediation, counselling,<br />

and consultation work, as well as, academic research and writing, in various settings for social,<br />

health and mental health benefits.<br />

Pr<strong>of</strong>essionals in this field are informed collaborators within interpr<strong>of</strong>essional (IPC) contexts and<br />

contribute to the dissemination <strong>of</strong> the principles and practice <strong>of</strong> behavioural science within their<br />

scope <strong>of</strong> practice. They use a scientist–practitioner model <strong>of</strong> practice and effectively<br />

communicate, orally and in writing, to individuals, teams and in groups. The <strong>Behavioural</strong><br />

<strong>Science</strong> pr<strong>of</strong>essional practices in clinical and educational settings and has skills in group<br />

facilitation and mediator training applying knowledge and skills across all age groups, in settings<br />

such as schools, residential facilities, family homes, health and mental health care facilities, and<br />

the community. Pr<strong>of</strong>essionals possess knowledge and selective experience in working with<br />

individuals with autism, developmental disabilities, mental health issues, addictions, dementia,<br />

and aging issues.<br />

Need for a <strong>Behavioural</strong> <strong>Science</strong> Degree<br />

The rationale for the <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> program is evident in the research<br />

conducted for this program. All <strong>of</strong> the <strong>Behavioural</strong> <strong>Science</strong> issues discussed above will all be<br />

addressed by the program. There is both an economic need and a social need for highly<br />

educated <strong>Behavioural</strong> <strong>Science</strong> pr<strong>of</strong>essionals in the current Ontario landscape. It is evident<br />

through the secondary research that follows that both the provincial and federal governments<br />

recognize the critical and imminent economic and social needs and are prepared to contribute<br />

economically to those varied needs.<br />

The Ontario <strong>Behavioural</strong> Support Systems Project has been recently launched and is the first <strong>of</strong><br />

its kind in Canada. The project aims at enabling individuals to live in their homes longer and<br />

remain out <strong>of</strong> long-term care facilities for as long as possible. Additionally, it is aimed at<br />

reducing the use <strong>of</strong> medication and restraints for patients who are already institutionalized (The<br />

Globe & Mail, 2011). The number <strong>of</strong> seniors in Ontario is projected to increase by 43% over the<br />

next decade (Ontario‟s Action Plan to Transform Health Care News Release, 2012). Hundreds<br />

<strong>of</strong> new health care pr<strong>of</strong>essionals will be recruited to long-term care homes and community<br />

settings across Ontario (Local Health Integration Network, 2012).<br />

As part <strong>of</strong> the <strong>Behavioural</strong> Supports Ontario program, there are various projects including the<br />

Aging at Home Strategy where the province <strong>of</strong> Ontario invested $702 million. This funding will<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section M, Page 2


filter through Ontario‟s 14 Local Health Integration Networks (LHINs) and will positively impact<br />

the work <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> pr<strong>of</strong>essionals (Heaman Communication Services, 2012).<br />

In 2011, Ontario‟s Health Ministry stated that they would be hiring 700 health-care workers<br />

specially training in how to recognize and deal with behavioural issues in dementia patients as<br />

part <strong>of</strong> a new program to provide better care for aggressive and „difficult‟ patients with<br />

Alzheimer‟s disease and other neurological disorders (The Globe & Mail, 2011). Pr<strong>of</strong>essionals<br />

questioned whether the province would find enough qualified pr<strong>of</strong>essionals as the training is<br />

rarely <strong>of</strong>fered (The Globe & Mail, 2011).<br />

The Alzheimer Knowledge Exchange Resource Centre states that over 65% <strong>of</strong> long-term care<br />

residents have dementia <strong>of</strong> mental health issues (The Alzheimer Knowledge Exchange<br />

Resource Centre, 2012). Mental health issues greatly affect not only this group <strong>of</strong> individuals but<br />

also the general population where mental health conditions, particularly anxiety and depression,<br />

are the fastest rising causes <strong>of</strong> workplace disability. It is estimated that mental health disorders<br />

cost the Canadian economy approximately $53 billion annually (Banff International Conferences<br />

on <strong>Behavioural</strong> <strong>Science</strong>, 2012). There is a strong link between mental health and addiction<br />

issues where approximately 20% <strong>of</strong> people with a mental disorder have a co-occurring<br />

substance use problem, and one in ten Canadians 15 years <strong>of</strong> age and over report symptoms<br />

consistent with alcohol or illicit drug dependence (Centre for Addiction and Mental Health,<br />

2012). As such, since 2003 the Ontario government as increased funding to community mental<br />

health services by 80% and there has been a 49% increase in funding towards addiction<br />

programs (Ontario Health News Release, 2011).<br />

Ontario is not only aiming to improve mental health supports for adults but also children and<br />

families. In 2011, the government released a comprehensive mental health and addictions<br />

strategy aimed at providing high-quality services for 50,000 children and youth including early<br />

identification and support, and helping vulnerable kids with unique needs. The government <strong>of</strong><br />

Ontario will invest $257 million over the next three years (Ontario Health News Release, 2011).<br />

2.0 Employment Outlook<br />

This proposed program has been designed to provide students with the necessary skills,<br />

knowledge and resilience to work in the diverse field <strong>of</strong> behavioural science. The program<br />

includes fundamental competencies in Applied Behaviour Analysis, Cognitive <strong>Behavioural</strong><br />

Approaches, counselling skills, research skills and interpr<strong>of</strong>essional collaboration to ground<br />

them in advanced skills required to work successfully as pr<strong>of</strong>essionals who counsel, assess,<br />

and facilitate individuals and groups throughout the entire lifespan who experience various<br />

issues including mental health issues, autism, developmental disabilities, dual diagnosis,<br />

addictions, and aging and dementia.<br />

In analyzing the labour market, the development team has consulted with faculty members in<br />

Canadian educational institutions as well as administrators <strong>of</strong> community organizations in the<br />

field <strong>of</strong> behavioural science and they have agreed that the proposed program reflects the<br />

elements deemed crutial in the current field and those required to advance the field.<br />

Primary research conducted by Humber‟s Planning and Development <strong>of</strong>fice and the School for<br />

Social and Community Services (Humber Institute Employer Needs Assessment, March 2012)<br />

confirmed that employers in Ontario consider a degree to be a plus when making hiring<br />

decisions (86% <strong>of</strong> survey respondents). A survey <strong>of</strong> respondents from organizations and<br />

institutions shows that jobs are going to individuals who have a range <strong>of</strong> behavioural science<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section M, Page 3


skills including behavioural assessment, behaviour analysis, behavioural management,<br />

knowledge <strong>of</strong> evidence-based practices and programming, cognitive behaviour counselling,<br />

team work, pr<strong>of</strong>essional communication, and knowledge <strong>of</strong> special populations including<br />

individuals with autism and developmental disabilities. These pr<strong>of</strong>essionals are prepared to take<br />

on roles such as case facilitators, behaviour therapists, mental health workers, youth workers,<br />

addictions workers, autism instructor therapists, and/or serve as workers in a variety <strong>of</strong> social<br />

service settings with vulnerable populations.<br />

Primary research conducted also confirms that Ontario employers are finding it somewhat<br />

difficult to hire qualified behavioural science pr<strong>of</strong>essionals (Humber Institute Employer Needs<br />

Assessment, March 23, 2012). This lack <strong>of</strong> qualified pr<strong>of</strong>essionals is likely to increase<br />

significantly as the need for staff and managers in health, education, and social and community<br />

services continue to rise (HRSDC Looking-Ahead: A 10-Year Outlook for the Canadian Labour<br />

Market (2006–2015) Report, October 2006).<br />

Given the significant trends and changes within the field <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong>, combined with<br />

the fact that many community organizations and institutions currently hire individuals with<br />

degrees and will increasingly be looking for individuals with skills in behavioural science, the<br />

School <strong>of</strong> Social and Community Services at Humber concluded that the addition <strong>of</strong> a<br />

baccalaureate degree in this area would provide the opportunity to address the depth, breadth<br />

and complexity <strong>of</strong> knowledge and skills required in the field.<br />

Secondary research sources also indicate that:<br />

o Community and Social Service Workers‟ employment prospects are considered good<br />

over the next five years and pr<strong>of</strong>essionals educated in mental health issues,<br />

substance abuse issues and aging and dementia are particularly in required<br />

(Employment Ontario Job Futures).<br />

o The health-related occupations has become one <strong>of</strong> the fastest growing and indemand<br />

career fields in the world (The Toronto Star, November 11, 2011).<br />

o The Ontario Ministry <strong>of</strong> Health and Long-Term Care has invested $40 million in<br />

<strong>Behavioural</strong> Supports Ontario which works with individuals with behaviour issues<br />

associated with dementia, mental illness, addictions and other neurological<br />

conditions (Alzheimer Knowledge Exchange Resource Centre).<br />

o Mental health is the number one cause <strong>of</strong> disability in Canada (Centre for Addiction<br />

and Mental Health Stats).<br />

It may be concluded that there is a high degree <strong>of</strong> employer support for this program and a<br />

willingness to provide entry-level jobs for graduates.<br />

3.0 Employer Support<br />

In addition to reviewing trends in the field with respect to the educational requirements <strong>of</strong> people<br />

employed in the field, the Planning and Development Office normally conducts primary research<br />

as a part <strong>of</strong> the program needs assessment and obtains an initial list <strong>of</strong> employers who are<br />

interested in supporting the program. In addition, the School responsible for the program<br />

creates an Ad-Hoc program Advisory Committee by contacting organizations who have<br />

indicated an interest in the program or related programs at the college. In the case <strong>of</strong> the<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong>, there was no difficulty finding employers to serve as Advisory<br />

Committee members.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section M, Page 4


In the winter <strong>of</strong> 2012, Ontario organizations (with a concentration in the GTA) were contacted<br />

and invited to complete an online employment survey aimed at deepening our knowledge base<br />

regarding the employment opportunities for <strong>Behavioural</strong> <strong>Science</strong> pr<strong>of</strong>essionals. A number <strong>of</strong><br />

large organizations responded to our survey providing employment information for <strong>Behavioural</strong><br />

<strong>Science</strong> pr<strong>of</strong>essionals in large scale organizations including the educational school boards,<br />

mental health and rehabilitation hospitals, and community service providers. The respondents<br />

represented governmental, non-governmental, and public organizations.<br />

Overall, when asked to rate the job opportunities for graduates with baccalaureate degrees in<br />

behavioural science, the majority <strong>of</strong> respondents were optimistic in this regard with most rating<br />

the opportunities for work from excellent to fair (80% <strong>of</strong> respondents). Respondents indicated a<br />

strong hiring potential for those qualified employment seekers in the next 3 years.<br />

A detailed list <strong>of</strong> the organizations, quality <strong>of</strong> support <strong>of</strong>fered, and records <strong>of</strong> support are<br />

detailed in Section G.<br />

4.0 Student Demand<br />

A recent survey <strong>of</strong> Humber College‟s Developmental Services Worker diploma, Child and Youth<br />

Worker diploma, and Social Service Worker diploma students provided strong indicators <strong>of</strong><br />

support for the proposed program. 81% <strong>of</strong> the diploma students surveyed indicated that they<br />

believe that <strong>of</strong>fering the degree is a good idea. If the option <strong>of</strong> a <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong><br />

<strong>Science</strong> degree had been available, 89% <strong>of</strong> the respondants would have chosen the degree<br />

program. 91% <strong>of</strong> diploma student respondants would be interested in definitely or maybe<br />

considering pursuing degree completion opportunities. 74% <strong>of</strong> the students surveyed cited their<br />

belief that completion <strong>of</strong> this degree program would improve their employment prospects over a<br />

diploma (Humber College ITAL Student Survey, 2012). According to Humber statistics, 78% <strong>of</strong><br />

the current 206 students enrolled in the Developmental Services Worker diploma program fulfill<br />

the admission requirements for the proposed degree program (Humber Office <strong>of</strong> the Registrar,<br />

2012).<br />

The introduction <strong>of</strong> degrees into the CAAT system has resulted in an increase in the number <strong>of</strong><br />

Humber students who are interested in completing a degree as part <strong>of</strong> their postsecondary<br />

plans. In the fall student survey referenced above, the Humber Planning and Development<br />

<strong>of</strong>fice discovered that over 90% <strong>of</strong> respondents indicated that they would be interested in<br />

eventually completing a baccalaureate degree in behavioural science (Humber College ITAL<br />

Student Survey, 2012).<br />

While there is no way <strong>of</strong> knowing with certainty how program interest would translate into actual<br />

program admissions, the survey numbers do indicate that this is an attractive credential for<br />

students the School currently attracts.<br />

5.0 Conclusion<br />

After a review <strong>of</strong> the need for a <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> program, Humber determined<br />

it was valuable to add it to its postsecondary <strong>of</strong>ferings because:<br />

<br />

<br />

The behavioural science field is growing and actively seeking employees with the<br />

knowledge and skills learned in the program.<br />

The one comparable degree program in Ontario are in high demand, with hundreds <strong>of</strong><br />

qualified applicants turned away.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section M, Page 5


Related programs at Humber are very popular and many students entering these<br />

programs already possess the qualifications for degree level admission.<br />

The <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> degree program would provide opportunities for<br />

Developmental Services Worker, Social Service Worker, Community & Justice Services,<br />

and other related diploma graduates to complete a degree.<br />

Bibliography and References:<br />

Banff International Conferences on <strong>Behavioural</strong> <strong>Science</strong>. (2012). Banff XLV: Psychological<br />

Health in the Workplace. Retrieved October 17, 2012 from www.banffbehavsci.ubc.ca.<br />

<strong>Behavioural</strong> <strong>Science</strong>s. (2012). Wikipedia. Retrieved November 13, 2012 from<br />

http://en.wikipedia.org/wiki/<strong>Behavioural</strong>_sciences.<br />

<strong>Behavioural</strong> Supports Ontario. (2012). Local Health Integration Network. Retrieved October 16,<br />

2012 from www.lhns.on.ca.<br />

Elash, Anita. (2011). Ontario to expand help for aggressive dementia patients. The Globe &<br />

Mail. July 19, 2011. Retrieved October 23, 2012 from<br />

http://www.theglobeandmail.com/life/health-and-fitness/ontario-to-expand-help-for-aggressivedementia-patients/article587353/<br />

Goddard, John. (2011). Where the jobs will be. The Star. Retrieved October 16, 2012 from<br />

www.thestar.com/printarticle/1085290.<br />

Heaman Communication Services. (2012). Ontario to invest $700 million in Aging at Home<br />

program. Retrieved October 16, 2012 from www.heamancommunication.ca.<br />

Humber College ITAL. (2012). <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Employer Needs Assessment.<br />

Research collected March 2012.<br />

Humber College ITAL. (2012). <strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Student & Alumni Needs<br />

Assessment. Research collected April 2012.<br />

Humber College ITAL. (2012). Developmental Services Worker Ontario College Diploma<br />

Statistics. Office <strong>of</strong> the Registrar.<br />

Mental Health and Addiction Statistics. (2012). Centre for Addiction and Mental Health.<br />

Retrieved October 16, 2012 from www.camh.ca/en/hospital/about_camh/newsroom.<br />

Ontario Ministry <strong>of</strong> Health and Long-Term Care. (2011). Improving Mental Health Suports for<br />

Ontario Kids and Families News Release. Retrieved October 16, 2012 from<br />

www.health.gov.on.ca/en/news/release/2011/jun.<br />

Ontario Ministry <strong>of</strong> Health and Long-Term Care. (2012). Ontario’s Action Plan to Transform<br />

Health Care News Release. Retrieved October 16, 2012 from<br />

www.health.gov.on.ca/en/news/release/2012/jan.<br />

The Alzheimer Knowledge Exchange Resource Centre. (2012). BSO – Readiness for Change.<br />

Retrieved October 16, 2012 from www.akersourcecentre.org.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section M, Page 6


SECTION N: DUPLICATION<br />

Introduction<br />

Canadian postsecondary institutions have responded to the educational needs <strong>of</strong> people<br />

interested in or currently employed in the behavioural science field by developing and <strong>of</strong>fering a<br />

range <strong>of</strong> diplomas, certificates, and degrees. Some <strong>of</strong> the programs provide a broad approach<br />

to behavioural science, and some programs <strong>of</strong>fer students the opportunity to develop<br />

specialized skills in specific areas <strong>of</strong> practice. There are obvious similarities amongst the<br />

programs since they all deal with behavioural science in some fashion.<br />

N1<br />

Similar/Related College Programs<br />

In this section <strong>of</strong> the comparative summary, programs <strong>of</strong>fered by Ontario colleges have been<br />

clustered by credential and duration. The college analysis starts with the related degrees <strong>of</strong>fered<br />

in the CAAT system. This is followed by an examination <strong>of</strong> three-year Ontario College Advanced<br />

Diplomas, two-year Ontario College Diplomas, and Ontario College Graduate Certificates in<br />

similar or related fields. Included in each cluster is a summary <strong>of</strong> the definition and general<br />

characteristics <strong>of</strong> each credential as defined by the College Credentials Framework (see<br />

complete copy <strong>of</strong> Credentials Framework in Section O3). These defining characteristics help to<br />

differentiate the credential levels, thus highlighting the primary differences between the<br />

baccalaureate degree level study in <strong>Behavioural</strong> <strong>Science</strong>, and college diploma, advanced<br />

diploma and graduate certificates in <strong>Behavioural</strong> <strong>Science</strong> program areas. Information about the<br />

programs was drawn from each institution’s website.<br />

A. Degree programs<br />

Degrees with an applied focus such as these meet the degree-level standard established by the<br />

<strong>Postsecondary</strong> <strong>Education</strong> <strong>Quality</strong> Assessment Board.<br />

Institution: St. Lawrence College<br />

Program Name and Credential: <strong>Bachelor</strong> <strong>of</strong> Applied Arts (<strong>Behavioural</strong> Psychology)<br />

Program Description: The program is based on a behavioural framework which has been<br />

scientifically demonstrated to be effective in developing life skills with a wide range <strong>of</strong> clients in<br />

institutional and community settings. The behavioural approach increases the client’s desirable<br />

behaviours through teaching, practice and encouragement.<br />

Similarities and Differences:<br />

Similarities: Courses in applied behaviour analysis and cognitive behavioural approaches<br />

Differences: Humber <strong>of</strong>fers courses in interpr<strong>of</strong>essional collaboration, counselling,<br />

facilitation and consultation skills.<br />

B. Three-Year Ontario College Advanced Diplomas<br />

For general Characteristics as defined by the Ontario Colleges <strong>of</strong> Applied Arts and Technology<br />

Credentials Framework see Appendix O3.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section N, Page 1


These diplomas meet the provincial requirements for Ontario College Advanced Diplomas, but<br />

not degree-level study. These requirements include:<br />

Vocational learning outcomes, breadth and depth <strong>of</strong> knowledge and skills as specified by<br />

provincial standards for advanced diplomas, but not the same as the degree-level<br />

standards;<br />

Fundamental generic employability skills as defined for college diplomas and advanced<br />

diplomas;<br />

3-5 general education courses but not necessarily <strong>of</strong> increasing complexity as specified<br />

for degree-level study; and<br />

Admission requirements as established in Regulations and Minister’s Binding Policy<br />

Directives, but not equivalent to degree-level admission requirements.<br />

Institutions: George Brown, St. Lawrence<br />

Program Name and Credential: <strong>Behavioural</strong> <strong>Science</strong> Technology<br />

Program Description: This program provides students with an opportunity to study applied<br />

behaviour analysis and behavioural intervention. The themes in the program include:<br />

behavioural theory and application, program development, scientific method, ethics and<br />

pr<strong>of</strong>essionalism, diversity and general education with an emphasis on practical application in<br />

the field. Practicum and course work is <strong>of</strong>ten related to Autism and developmental disabilities.<br />

Similarities and Differences:<br />

Similarities: Courses in applied behaviour analysis and ethics and pr<strong>of</strong>essionalism.<br />

Differences: Humber’s degree <strong>of</strong>fers a broader study with courses including cognitive<br />

behavioural approaches, interpr<strong>of</strong>essional collaboration, and issues in behavioural sciences.<br />

C. Two-Year Ontario College Diplomas in Related Fields<br />

These diplomas meet the provincial requirements for Ontario College Diplomas, but not degreelevel<br />

study. These requirements include:<br />

Vocational learning outcomes, breadth and depth <strong>of</strong> knowledge and skills as specified by<br />

provincial standards for college diplomas, but not the same as the degree-level<br />

standards;<br />

Fundamental generic employability skills as defined for college diplomas and advanced<br />

diplomas;<br />

3-5 general education courses but not necessarily <strong>of</strong> increasing complexity as specified<br />

for degree-level study; and<br />

Admission requirements as established in Regulations and Minister’s Binding Policy<br />

Directives, but not equivalent to degree-level admission requirements.<br />

Institutions: Humber, Algonquin, Centennial, Confederation, Fanshawe, Fleming, Georgian,<br />

Lambton, Loyalist, Northern, St. Clair<br />

Program Name and Credential: Developmental Services Worker<br />

Program Description: This program teaches students the skills to effectively promote the<br />

physical, mental and emotional health <strong>of</strong> individuals with special needs. Studies include human<br />

development, types <strong>of</strong> developmental disabilities and the range <strong>of</strong> available community support<br />

services for this population, intervention techniques, person-centered planning, abnormal<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section N, Page 2


psychology/dual diagnosis, basic pharmacology, supporting people with the autism,<br />

augmentative forms <strong>of</strong> communication, and effective responses to people who have been<br />

abused. Senior courses include developing skills in building interpersonal relationships and<br />

counselling.<br />

Similarities and Differences:<br />

Similarities: Courses in applied behaviour analysis and counselling.<br />

Differences: Humber’s degree <strong>of</strong>fers more indepth and advanced study <strong>of</strong> ABA and <strong>of</strong>fers a<br />

broader study with courses including cognitive behavioural approaches, interpr<strong>of</strong>essional<br />

collaboration, and issues in behavioural sciences.<br />

D. Ontario College Graduate Certificates<br />

These certificates meet the provincial requirements for Ontario College Graduate Certificates,<br />

but not degree-level study. These requirements include:<br />

Vocational learning outcomes, breadth and depth <strong>of</strong> knowledge and skills as specified by<br />

provincial standards for Ontario College Graduate Certificates. The intent is to provide a<br />

complex understanding/greater depth in a narrow range <strong>of</strong> skills;<br />

Fundamental generic employability skills not required but locally determined;<br />

General education courses not required but locally determined; and<br />

Admission requirements necessitate possession <strong>of</strong> an Ontario College Diploma, Ontario<br />

College Advanced Diploma or University Degree, as established in Regulations and<br />

Minister’s Binding Policy Directives.<br />

Institutions: Humber<br />

Program Name and Credential: <strong>Behavioural</strong> <strong>Science</strong><br />

Program Description: Graduates <strong>of</strong> this program are prepared for roles as behaviour<br />

technicians, technologists, consultants or therapists, depending upon previous academic<br />

background. All <strong>of</strong> these pr<strong>of</strong>essionals will acquire enhanced skills to support individuals with<br />

challenging behaviours. This includes people who have developmental disabilities, dual<br />

diagnosis, autism, and other complex needs. The curriculum teaches skills with respect to<br />

behaviour program development and evaluation, such as observing behaviours, recording data,<br />

reporting, implementing behavioural techniques and strategies and participating as a team<br />

member.<br />

Similarities and Differences:<br />

Similarities: Courses in applied behaviour analysis and counselling.<br />

Differences: Humber’s degree <strong>of</strong>fers more indepth and advanced study <strong>of</strong> ABA and <strong>of</strong>fers a<br />

broader study with courses including cognitive behavioural approaches, interpr<strong>of</strong>essional<br />

collaboration, research, and issues in behavioural sciences.<br />

Institutions: Algonquin, Fanshawe, George Brown, Lambton, Mohawk, Niagara, St. Clair<br />

Program Name and Credential: Autism & <strong>Behavioural</strong> <strong>Science</strong><br />

Program Description: This program focuses on autism spectrum disorders and therapies,<br />

mainly Intensive <strong>Behavioural</strong> Intervention (IBI), for application within the children’s sector. You<br />

will gain practical experiences working with families and treatment teams.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section N, Page 3


Similarities and Differences:<br />

Similarities: Courses in applied behaviour analysis and counselling.<br />

Differences: Humber’s degree <strong>of</strong>fers a broader study with courses including cognitive<br />

behavioural approaches, interpr<strong>of</strong>essional collaboration, research, and issues in behavioural<br />

sciences for individuals with many issues throughout the lifespan. Graduates are equipped<br />

to work in the autism field but also addictions, mental health, and issues <strong>of</strong> aging and<br />

dementia.<br />

Institutions: Durham, Georgian<br />

Program Name and Credential: Addictions and Mental Health<br />

Program Description: Designed for students with previous, relevant education, this highly<br />

specialized program was developed in consultation with recognized experts in the fields <strong>of</strong><br />

addiction and mental health. It is consistent with the competencies required by the College <strong>of</strong><br />

Registered Psychotherapists and Registered Mental Health Therapists <strong>of</strong> Ontario<br />

(CRPRMHTO) and delivered by experienced and skilled practitioners from the field.<br />

Similarities and Differences:<br />

Similarities: Courses in counselling, addictions, and working with families.<br />

Differences: Humber’s degree <strong>of</strong>fers a indepth and broader field <strong>of</strong> study in applied<br />

behaviour analysis, cognitive behavioural approaches, interpr<strong>of</strong>essional collaboration,<br />

research, and issues in behavioural sciences for individuals with many issues throughout<br />

the lifespan. Graduates are equipped to work in the addictions and mental health fields but<br />

also work with individuals with different issues including autism and dementia.<br />

The College has on file and available upon request the research undertaken to complete this<br />

section.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section N, Page 4


N2<br />

Similar/Related University Programs<br />

There is only one Ontario university program which bears resemblance to the proposed<br />

program (Brock University & St. Lawrence College Collaborative Program) and one which has a<br />

slight affinity (University <strong>of</strong> Windsor).<br />

Note: Information about the programs was drawn from each university’s website.<br />

Institution: Brock University & St. Lawrence College Collaborative Program<br />

Program Name & Credential: BA & <strong>Behavioural</strong> <strong>Science</strong> Technology diploma<br />

Program Description: Students earn both a twenty-credit BA degree from Brock University and<br />

a diploma in <strong>Behavioural</strong> <strong>Science</strong> Technology from St. Lawrence College in four years. This<br />

program is designed to include both theoretical and practical knowledge that provide students<br />

with a variety <strong>of</strong> career and post-graduate opportunities.<br />

Similarities and Differences:<br />

Similarities: There is indepth study into applied behaviour analysis and psychology.<br />

Differences: This program focuses greatly on applied behaviour analysis as a therapeutic<br />

approach to people with autism, acquired brain injury, and addictions while Humber’s<br />

degree explores cognitive and behavioural analysis as therapeutic approaches.<br />

Institution: Bellevue University, New York<br />

Program Name & Credential: <strong>Bachelor</strong> <strong>of</strong> <strong>Science</strong> (<strong>Behavioural</strong> <strong>Science</strong>)<br />

Program Description: The foundation <strong>of</strong> this degree includes the major concepts and theories<br />

<strong>of</strong> psychology, sociology, and counseling, with an emphasis on helping the student deepen a<br />

reflective understanding <strong>of</strong> self, diverse clients, and service providing agencies. This Behavioral<br />

<strong>Science</strong> degree program in combination with a course in descriptive statistics fully prepares<br />

graduates for the M.A. in Human Services or Master's in Clinical Counseling degrees.<br />

Similarities and Differences:<br />

Similarities: Courses in the human services field, counselling, and interpersonal<br />

collaboration.<br />

Differences: Humber <strong>of</strong>fers courses in behavioural pharmacology, psychometrics and<br />

indepth research courses.<br />

Institution: Canadian University College, Alberta<br />

Program Name & Credential: BA in <strong>Behavioural</strong> <strong>Science</strong><br />

Program Description: This program is an interdisciplinary program encompassing the fields <strong>of</strong><br />

psychology and sociology. Additional cognate courses are in the areas <strong>of</strong> Anthropology, Social<br />

work, and Ethics. The program is designed to equip graduates to function within the rapidly<br />

changing field <strong>of</strong> mental health care or the areas <strong>of</strong> government and business which require<br />

behavioural science skills, such as a personnel department.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section N, Page 5


Similarities and Differences:<br />

Similarities: Courses in the psychology and sociology field.<br />

Differences: Humber <strong>of</strong>fers courses in behavioural pharmacology, psychometrics and<br />

interpr<strong>of</strong>essional collaboration.<br />

Institution: Booth University College, Winnipeg (associated with The Salvation Army)<br />

Program Name & Credential: <strong>Bachelor</strong> <strong>of</strong> Arts (<strong>Behavioural</strong> <strong>Science</strong>)<br />

Program Description: This program combines both psychology and sociology. The integration<br />

<strong>of</strong> these separate areas <strong>of</strong> study gives students the advantage <strong>of</strong> viewing the human condition<br />

from multiple perspectives. From the psychological perspective, students examine intrapersonal<br />

aspects <strong>of</strong> human behavior from the structure and development <strong>of</strong> personality to what<br />

constitutes a mental disorder. From the sociological perspective, students examine how people<br />

are shaped by social behaviour from the effects <strong>of</strong> globalization and social institutions to the<br />

interaction between small groups and the socialization <strong>of</strong> the self. Students <strong>of</strong> the Behavioral<br />

<strong>Science</strong>s program gain a unique perspective <strong>of</strong> the human condition, incorporating an<br />

understanding <strong>of</strong> the person as an individual and social agent in society.<br />

Similarities and Differences:<br />

Similarities: Both programs explore courses in the psychology and sociology field and have<br />

a strong research foundation.<br />

Differences: Humber <strong>of</strong>fers courses in behavioural pharmacology, psychometrics and<br />

interpr<strong>of</strong>essional collaboration. The program at Booth University is more focused on<br />

graduates working in the human resources field.<br />

Institution: University <strong>of</strong> Windsor<br />

Program Name & Credential: BSc in Behaviour, Cognition & Neuroscience (BCN)<br />

Program Description: This program combines the biological aspects <strong>of</strong> psychology and<br />

biology relating to the brain and behaviour. Interdisciplinary and designed for students<br />

interested in undergraduate research in the life/behavioural sciences. Involves directed,<br />

research-based courses with one or more faculty members.<br />

Similarities and Differences:<br />

Similarities: Both programs explore courses in psychology and have a strong research<br />

foundation.<br />

Differences: Humber <strong>of</strong>fers indepth courses in cognitive behavioural psychology,<br />

psychometrics and interpr<strong>of</strong>essional collaboration. The program at Windsor entails courses<br />

in the life science and biology.<br />

The College has on file and available upon request the research undertaken to complete this<br />

section.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section N, Page 6


SECTION O: OPTIONAL MATERIAL<br />

O1<br />

Humber Overview<br />

Established in 1967, Humber is one <strong>of</strong> Canada’s leading educational institutions, <strong>of</strong>fering<br />

postsecondary certificates and diplomas, apprenticeship education, as well as specialized<br />

bachelor’s degree programs. In addition, Humber <strong>of</strong>fers distinctive programs for university and<br />

college graduates. Its mandate is to provide a comprehensive and balanced mix <strong>of</strong> educational<br />

programs and services, which assist students and corporate clients to identify and pursue<br />

educational, career and life goals. Located in Toronto, Humber receives more than 56,000<br />

applications annually; more than any other Ontario college. In Fall 2012, Humber enrolled<br />

24,384 full-time students and had 56,000 part-time registrations. Humber also provides<br />

customized corporate training through business-to-business partnerships to thousands <strong>of</strong><br />

employees annually. Over 90 per cent <strong>of</strong> Humber students find employment within six months <strong>of</strong><br />

graduating.<br />

In February 2003, Humber received a new designation as an Institute <strong>of</strong> Technology and<br />

Advanced Learning, which builds upon the strategic direction that was embarked on several<br />

years ago. Humber will continue to provide a comprehensive range <strong>of</strong> programming including<br />

apprenticeships, certificates, advanced diplomas, diplomas and graduate certificates. The<br />

designation allows Humber to further expand its <strong>of</strong>ferings to meet changing skill requirements<br />

and provide up to 15% <strong>of</strong> its programming in degree programs. In September 2003, Humber’s<br />

first three honours bachelor degree programs with an applied focus were launched in <strong>Bachelor</strong><br />

<strong>of</strong> Applied Arts (Paralegal), <strong>Bachelor</strong> <strong>of</strong> Applied Business (Electronic Business) and <strong>Bachelor</strong> <strong>of</strong><br />

Applied Technology (Industrial Design). Since that time, the following degrees have been<br />

approved:<br />

Degree<br />

B.A.A. (Paralegal Studies) May 2002<br />

B.Com (eBusiness Marketing) May 2002<br />

Date <strong>of</strong> First Consent<br />

B.A.T. (Industrial Design) September 2003<br />

B.C.A. - <strong>Bachelor</strong> <strong>of</strong> Creative Advertising December 2004<br />

B.I.D. - <strong>Bachelor</strong> <strong>of</strong> Interior Design March 2005<br />

B.Mus - <strong>Bachelor</strong> <strong>of</strong> Music March 2005<br />

B.Com (Hospitality & Tourism Management) March 2005<br />

B.Com (Human Resources Management) February 2007<br />

B.Com (Fashion Management) February 2007<br />

B.Com (International Business) February 2007<br />

B.A.A. (Film and Media Production) June 2008<br />

B.A.A. (Criminal Justice) September 2008<br />

B.Com (Accounting) August 2010<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section O, Page 1


B.C.Y.C. - <strong>Bachelor</strong> <strong>of</strong> Child and Youth Care August 2010<br />

B.P.R. - <strong>Bachelor</strong> <strong>of</strong> Public Relations August 2010<br />

B.Journ - <strong>Bachelor</strong> <strong>of</strong> Journalism November 2010<br />

B.I.D. - <strong>Bachelor</strong> <strong>of</strong> International Development October 2011<br />

B.Com (Finance) April 2012<br />

B.Com (Management Studies) April 2012<br />

B.Com (Marketing) April 2012<br />

B.Com (Supply Chain Management) April 2012<br />

Over the years Humber has embarked on a number <strong>of</strong> innovative partnerships with other<br />

postsecondary institutions to increase access to degree completion for our students. Some<br />

examples <strong>of</strong> these include:<br />

• The University <strong>of</strong> Guelph–Humber, which opened its campus in the fall <strong>of</strong> 2003, <strong>of</strong>fering<br />

a unique blend <strong>of</strong> integrated diplomas and honours degrees in four years <strong>of</strong> full time<br />

study<br />

• A <strong>Bachelor</strong> <strong>of</strong> Nursing degree at Humber in partnership with the University <strong>of</strong> New<br />

Brunswick<br />

• A York University Senate approved transfer agreement for a number <strong>of</strong> Humber general<br />

education courses<br />

• Formal transfer agreements with Ontario and other Canadian and international<br />

universities<br />

Humber has a number <strong>of</strong> unique areas <strong>of</strong> specialization that provide services for niche markets.<br />

They provide a wide array <strong>of</strong> learning services for employers and individuals, many <strong>of</strong> which are<br />

fee-for-service <strong>of</strong>ferings. These include:<br />

• Centre for Employee Benefits<br />

• Sailing and Powerboating Centre<br />

• Transportation Training Centre<br />

• Digital Imaging Training Centre<br />

• Humber School for Writers<br />

• Ontario Post-Production Training Centre<br />

• IT Certification Centre<br />

• The Language Centre<br />

• Project Management Centre<br />

• Five Community Job Search/Career Planning Services<br />

Humber International Centre<br />

As a strong supporter <strong>of</strong> International involvement and multicultural values, Humber is<br />

committed to being a good neighbour in a global sense. Since 1968, Humber has engaged in<br />

international partnerships and activities, aiming to develop infrastructure to support technical<br />

and vocational education overseas, and to create new opportunities for staff development. Over<br />

the years these partnerships have included educational activities in countries such as<br />

Bangladesh, Barbados, Botswana, Brunei, China, Egypt, Grenada, Guyana, India, Indonesia,<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section O, Page 2


Kenya, Lesotho, Malaysia, the Philippines, Singapore, South Africa, St. Vincent, Swaziland,<br />

Taiwan, Tanzania, Thailand, Ukraine, and Zimbabwe. From its inception, some 40 years ago,<br />

Humber has prided itself on quality services, programming, academic processes, continuous<br />

improvement and a global mission.<br />

Humber has a number <strong>of</strong> successful partnerships with universities and colleges abroad in which<br />

students study at both Humber and at the overseas institution. These partnerships include The<br />

Humber-Ningbo Program in International Business Administration, Administration and The<br />

Humber – National Kaohsiung Hospitality Program, all aimed at uniting efforts between Humber<br />

and students abroad to ensure quality education for in-demand careers and an introduction to<br />

Canadian life and values before studying at Humber.<br />

Humber also has over 25 years’ experience in the development and delivery <strong>of</strong> international<br />

development projects around the world. This work is built on principles <strong>of</strong> global citizenship,<br />

equity, reciprocity, responsiveness, accountability and sustainability.<br />

Over the last fifteen years Humber has worked with partner institutions primarily in Africa and<br />

Asia. Among the many Humber projects are: Bhutan: Management Development Program<br />

(MDP), Tanzania: Rural Micr<strong>of</strong>inance Management Project, Bangladesh: Women<br />

Entrepreneurship Development Project and Botswana: E-Learning Capacity Building Project.<br />

Vision<br />

Humber – excellence in polytechnic education.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section O, Page 3


Humber Mission<br />

Humber develops broadly educated, highly skilled and adaptable citizens who significantly<br />

contribute to the educational, economic and social development <strong>of</strong> their communities. We<br />

accomplish this by:<br />

• preparing learners for careers through a comprehensive choice <strong>of</strong> educational<br />

credentials in a broad range <strong>of</strong> programming;<br />

• developing informed and engaged citizens through an applied and liberal education;<br />

• enabling organizations to enhance their effectiveness through customized training and<br />

lifelong learning opportunities; and<br />

• supporting our local communities through outreach activities.<br />

Humber Values<br />

Excellence… by maintaining high academic standards and emphasizing quality academic<br />

programming and services<br />

Learner Focus… by placing students at the centre <strong>of</strong> all decisions<br />

Innovation… by anticipating changes in global society and the workplace and responding with<br />

creative and flexible learning approaches<br />

Respect... by acknowledging the dignity and contribution <strong>of</strong> each individual in our diverse<br />

community through fair, ethical and courteous actions and communications<br />

Goals<br />

1.0 Lifelong Learning – Provide a high quality learning experience through a variety <strong>of</strong><br />

options and pathways that students and clients choose throughout their lives.<br />

Today’s increasingly competitive and changing global marketplace makes it imperative<br />

for Humber to become a learning community that learners choose throughout their lives.<br />

Their decision will be based on Humber’s competence and reputation for best meeting<br />

the needs <strong>of</strong> learners and clients. Humber will be known for its learning-first approach<br />

and the quality <strong>of</strong> its programs and services.<br />

2.0 Learner Centered – Cultivate an organizational culture in which policies, programs,<br />

practices and personnel place learning as the top priority.<br />

Over the last few years, Humber has taken action to increase the level <strong>of</strong> learner and<br />

learning-centered activities, thereby enhancing learner success, improving institutional<br />

effectiveness, reinforcing values and behaviours consistent with a lifelong learning<br />

culture and ensuring a commitment to staff development and recruitment. This journey is<br />

ongoing and fundamental to our future success.<br />

3.0 Enabling Employees – Enhance the skill levels <strong>of</strong> Humber employees to reach their<br />

personal potential and meet the changing learning and service needs <strong>of</strong> Humber’s<br />

students and clients.<br />

For Humber to find and respond effectively to current and potential markets, all<br />

employees must understand and assimilate the vision. This goal challenges all<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section O, Page 4


employees to participate actively in developing their own learning plans and accessing<br />

appropriate pr<strong>of</strong>essional development to remain current and to prepare for future roles. It<br />

also challenges the Humber community to provide all employees with the tools they need<br />

to do the best job possible and to recognize and appreciate employees for their<br />

contribution.<br />

4.0 Market Responsiveness – Position Humber to anticipate, assess and respond to learning<br />

needs to reflect changing workplace needs in select Canadian and global markets.<br />

Humber must respond faster to shifts in traditional markets including the development <strong>of</strong><br />

new initiatives in select Canadian and global markets. To maintain its position as a leader<br />

in education and training, strategic partnerships and alliances are essential to infuse new<br />

ideas and promote growth. Humber must continue to align its strengths in program<br />

delivery in conjunction with the marketplace. Programs and services need to keep pace<br />

with the rapidly changing job market for full time students and to meet the continuous<br />

learning needs <strong>of</strong> these students, part time learners, and our corporate clients. Each<br />

employee carries the responsibility for being Humber’s “eyes and ears”. Research<br />

practices and information systems need to be developed to track market intelligence that<br />

employees gather. Employees and partners must keep market responsiveness in their<br />

thinking, and all planning decisions must be based on a Humber-wide marketing plan.<br />

5.0 Financial Sustainability – Create a financial environment that will support high quality<br />

learning and service experiences.<br />

Government funding cuts and caps have eroded our traditional revenue base. At the<br />

same time, changes in learning modes present new costs and <strong>of</strong>fer new revenue<br />

opportunities. These factors affect the financial planning framework and necessitate the<br />

evolution <strong>of</strong> financial processes at Humber, as well as the alignment <strong>of</strong> organization<br />

policies to support new initiatives.<br />

Humber Code <strong>of</strong> Ethics<br />

Humber Institute <strong>of</strong> Technology and Advanced Learning has established principles and values<br />

governing the conduct <strong>of</strong> all Humber employees which honour and promote the preservation<br />

and protection <strong>of</strong> fundamental freedoms and human rights. Humber’s Code <strong>of</strong> Ethics stresses<br />

the importance <strong>of</strong> fairness, honesty, pr<strong>of</strong>essional integrity, respect, and trust, and the Code<br />

spells out, in detail, what is expected <strong>of</strong> employees in relation to each <strong>of</strong> these principles.<br />

The Code <strong>of</strong> Ethics forms an integral part <strong>of</strong> Humber’s quality assurance system in that it sets<br />

out the principles, and some <strong>of</strong> the practices, against which performance is measured through<br />

the Operational Review and Program Review Self-Assessment Reports.<br />

The Code <strong>of</strong> Ethics outlines the principles and values that guide the conduct <strong>of</strong> all Humber<br />

employees and honours the preservation and protection <strong>of</strong> fundamental human rights.<br />

Underlying the code is a belief that each employee has the right to dignity and respect. By<br />

supporting and abiding by this Code, the employees <strong>of</strong> Humber will demonstrate by their<br />

behaviour that they have concern for the fundamental rights and freedoms <strong>of</strong> students, other<br />

employees, and the community at large.<br />

We support the following principles:<br />

Fairness – In our relationships with others, we strive to be fair and just in our decisions and<br />

actions. To provide fair and just treatment, we carefully weigh the circumstances and variables<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section O, Page 5


linked with any decisions and make the best attempt to be consistent and equitable in the<br />

application <strong>of</strong> our principles.<br />

Honesty – We can achieve an open working and learning environment when we feel secure<br />

enough to provide honest commentary about the operation and management <strong>of</strong> the<br />

organization. From our work in the classroom to the delivery <strong>of</strong> administrative and support<br />

services, we strive to encourage a climate <strong>of</strong> honesty, which serves the interests <strong>of</strong> the<br />

institution and protects the well being <strong>of</strong> all individuals.<br />

Pr<strong>of</strong>essional Integrity – In educating students, we strive to act in their best interests. As a<br />

community dedicated to providing education, we demonstrate pr<strong>of</strong>essional integrity and<br />

exemplary behaviour in all that we do in and for Humber.<br />

Respect – We demonstrate a high regard for the rights and opinions <strong>of</strong> others. It is our<br />

responsibility to establish a climate <strong>of</strong> mutual respect; to protect the rights and freedoms <strong>of</strong><br />

others; and to be discreet in dealing with confidential matters.<br />

Trust – A healthy organization is built on trust. The development <strong>of</strong> trust relies on our ability to<br />

recognize threats to the psychological and/or physical safety <strong>of</strong> others and to eliminate those<br />

threats by treating others equitably, fairly, and in a non-exploitive manner. We strive to provide a<br />

secure learning and work environment.<br />

Generic/Employability Skills<br />

Generic/employability skills form a critical component across the curriculum in Humber College<br />

programs, and their inclusion stresses Humber’s commitment to a learning culture that fosters<br />

critical thinking, communication skills, and cultural and social understanding in our learners.<br />

Humber recognizes the part that generic skills play in fostering social inclusion and good<br />

citizenship, and Humber’s staff, faculty, and administration take this role seriously.<br />

In the mid-1990’s, Humber set up the Generic/Employability Skills Task Force to identify, and<br />

then implement across the institution, a set <strong>of</strong> identifiable and measurable core generic skills.<br />

These are abilities, attitudes and behaviours that employers look for in recruits and <strong>of</strong>ten<br />

develop through training programs for current employees. These skills are developed in school<br />

and through a variety <strong>of</strong> life experiences outside <strong>of</strong> school. The concept <strong>of</strong> generic/employability<br />

skills originated with educators, especially those working on programs specifically designed to<br />

facilitate finding, keeping, and progressing in a career. Generic skills are <strong>of</strong>ten defined as<br />

transferable, “preparatory or foundational” skills upon which a person builds job specific and<br />

lifelong learning skills.<br />

Historically, assessment for the purpose <strong>of</strong> employment has consisted <strong>of</strong> general ability and<br />

personal skills assessment tests supplemented by job-specific assessments. Recently, that has<br />

changed with ever increasing numbers <strong>of</strong> employers testing foundational skills before hiring.<br />

This trend underlines the importance <strong>of</strong> developing generic skills in our graduates. The best<br />

results in developing these skills seem to be achieved when generic skills are integrated with<br />

academic and vocational skills training, forming a set <strong>of</strong> foundational, employability skills.<br />

In the past few years, Humber has made a concerted effort to ensure that generic skills are<br />

included on course outlines and that pr<strong>of</strong>essors and program coordinators track where they are<br />

introduced, reinforced, and assessed. Humber’s list <strong>of</strong> Generic Skills is as follows:<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section O, Page 6


Communication Skills - the skills that allow human beings to respond to written and oral<br />

instructions; to communicate ideas and concepts in written and oral forms; to write assignments<br />

and reports; to respond to questions and documentation.<br />

Personal Skills – the skills that help people understand how to manage their lives. They include<br />

effective resource management, working in time frames, an ability to meet deadlines,<br />

appropriate stress management strategies, and the feeling and demonstration <strong>of</strong> self-confidence<br />

and self-directedness. These skills are especially helpful in the workplace and in effective career<br />

development strategies.<br />

Interpersonal Skills – the skills that help human beings adjust to life in society and with others.<br />

They include the ability to recognize diversity and individual differences; to accept responsibility<br />

for one’s actions in groups; to lead a group effectively; to evaluate the behaviour <strong>of</strong> others and<br />

provide constructive feedback; and more.<br />

Thinking Skills – the skills that allow people to reason, to use logic, to hypothesize, to rationalize<br />

and understand, to conceptualize, to contemplate, to invent, and to create.<br />

Mathematics Skills – the skills that allow people to cope confidently with the mathematical<br />

demands <strong>of</strong> adult life. They allow people to perform various tasks such as managing finances,<br />

estimating amounts, verifying discounts, reading graphs and charts, and making reliable<br />

judgments on the information presented.<br />

Computer Skills – the skills needed to use electronic technology devices including computer<br />

s<strong>of</strong>tware programs, the Internet, e-mail, and more. Humber’s generic skill set was accepted in<br />

its entirety by the University <strong>of</strong> Guelph in the development <strong>of</strong> courses for all joint programs.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section O, Page 7


O2<br />

School Overview<br />

The School <strong>of</strong> Social and Community Services is one <strong>of</strong> eight academic schools at Humber<br />

College. Offering programs on all three Humber campuses, the school <strong>of</strong>fers six full-time postsecondary<br />

diploma programs and two degrees to approximately 2600 students. The diploma<br />

programs are:<br />

<br />

<br />

<br />

<br />

<br />

<br />

Police Foundations Program<br />

Child and Youth Worker Program (regular and accelerated)<br />

Social Service Worker<br />

Developmental Service Worker (regular and accelerated)<br />

Community and Justice Service Worker<br />

Protection, Security and Investigation.<br />

The degree programs are:<br />

<br />

<br />

<strong>Bachelor</strong> <strong>of</strong> Child and Youth Care<br />

<strong>Bachelor</strong> <strong>of</strong> Applied Arts in Criminal Justice<br />

In addition, the School <strong>of</strong>fers the Pre-Service Firefighter full-time certificate, as endorsed by the<br />

Ontario Fire Marshalls Office.<br />

In addition to traditional program delivery modes, many <strong>of</strong> the programs are <strong>of</strong>fered on a parttime<br />

basis or in an online format.<br />

The School <strong>of</strong> Social and Community Services is also involved in providing programming at the<br />

University <strong>of</strong> Guelph-Humber. The Police Foundations and the Community and Justice Services<br />

diplomas are <strong>of</strong>fered within the Honours <strong>Bachelor</strong> <strong>of</strong> Applied <strong>Science</strong> (Justice Studies) and the<br />

Social Service Worker diploma is <strong>of</strong>fered within the Honours <strong>Bachelor</strong> <strong>of</strong> Applied <strong>Science</strong><br />

(Family and Community Social Services).<br />

Part-time programming in the School <strong>of</strong> Social and Community Services is extensive. The<br />

following part-time programs are currently being <strong>of</strong>fered:<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

<br />

Behaviour <strong>Science</strong>: An Application <strong>of</strong> Technology<br />

Advanced Client-Directed Case Management<br />

Advanced Crisis Intervention and Counselling<br />

Ontario Graduate Certificate in Forensic Practice<br />

Psychosocial Rehabilitation in Mental Health<br />

Municipal Bylaw Certificate<br />

Gerontology Graduate Certificate<br />

Border and Immigration Services Certificate<br />

Private Investigation Certificate<br />

Transformative Community Justice Certificate<br />

Settlement Counsellor Certificate<br />

Emergency and Risk Management Certificate<br />

In addition the School provides customized training and education to agencies and institutions in<br />

the sectors that we serve. Examples <strong>of</strong> these agencies that include: Go Transit, Toronto District<br />

School Board, Christian Horizons, Dufferin County Association for Community Living,<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section O, Page 8


Bombardier, Jamestown Coalition, Ontario Association <strong>of</strong> College and University Administrators<br />

to name a few.<br />

The School has initiated a number <strong>of</strong> learning partnerships with various organizations including<br />

the Ontario Provincial Police, the Toronto Police Service, the Law Foundation <strong>of</strong> Ontario and the<br />

Association <strong>of</strong> Black Law Enforcement Officers. There are hundreds <strong>of</strong> partnerships with<br />

community agencies which <strong>of</strong>fer field placement opportunities to students which emphasize the<br />

commitment to field placement providing students with an applied learning experience,<br />

supported by faculty.<br />

Each <strong>of</strong> the full-time and part-time programs in the School has an Advisory Committee to advise<br />

the program faculty on curriculum, placement opportunities and trends in the field. The Advisory<br />

Committees for each program meet between and one and three times per year.<br />

The School <strong>of</strong> Social and Community Services is committed to empowering students to become<br />

positive agents for social change, providing them with the skills and tools they require through<br />

academics and experiential training. It is the School’s belief that the students continually live up<br />

to the school slogan by “making a difference”.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section O, Page 9


O3 Ontario Colleges <strong>of</strong> Applied Arts and Technology – Credentials Framework (02/03)<br />

1. SCOPE OF<br />

CURRICULUM<br />

OUTCOMES:<br />

BREADTH AND<br />

DEPTH<br />

1.1 Complexity<br />

<strong>of</strong><br />

Knowledge<br />

and<br />

Vocational<br />

Outcomes<br />

Non-Credit<br />

Locally<br />

Determined<br />

Certificate<br />

Complexity <strong>of</strong><br />

knowledge may<br />

focus on preparing<br />

graduates to begin<br />

postsecondary<br />

studies or may<br />

focus on targeted<br />

vocationally<br />

specific skills.<br />

Ontario College<br />

Certificate<br />

Meets all specific<br />

vocational learning<br />

outcomes as defined<br />

by provincial<br />

program standards,<br />

where these exist.<br />

Breadth, depth, and<br />

complexity <strong>of</strong><br />

knowledge would<br />

prepare graduates to<br />

perform in a range <strong>of</strong><br />

varied activities or<br />

knowledge<br />

application situations<br />

where the range <strong>of</strong><br />

contexts in which the<br />

choice <strong>of</strong> actions<br />

required is usually<br />

clear, and there is<br />

limited complexity in<br />

the range <strong>of</strong> options<br />

to be applied.<br />

Complexity <strong>of</strong><br />

knowledge prepares<br />

graduate for further<br />

postsecondary<br />

studies.<br />

Ontario College<br />

Diploma<br />

Meets all specific<br />

vocational learning<br />

outcomes as defined<br />

by provincial<br />

program standards,<br />

where these exist.<br />

Breadth, depth, and<br />

complexity <strong>of</strong><br />

knowledge cover the<br />

planning and<br />

initiation <strong>of</strong><br />

alternative<br />

approaches to skill<br />

and knowledge<br />

application across a<br />

broad range <strong>of</strong><br />

technical and/or<br />

administrative<br />

requirements,<br />

coordination, and<br />

evaluation.<br />

Ontario College<br />

Advanced Diploma<br />

Meets all specific<br />

vocational learning<br />

outcomes as defined<br />

by provincial<br />

program standards,<br />

where these exist.<br />

Breadth, depth and<br />

complexity <strong>of</strong><br />

knowledge involve<br />

analysis, diagnosis,<br />

design, planning,<br />

execution, and<br />

evaluation across a<br />

broad range <strong>of</strong><br />

technical and/or<br />

management<br />

functions.<br />

Opportunities may<br />

exist for new /<br />

additional<br />

applications <strong>of</strong><br />

technical, creative, or<br />

conceptual<br />

knowledge to<br />

practical and/or real<br />

world situations.<br />

Ontario College<br />

Graduate Certificate<br />

Meets all specific<br />

vocational learning<br />

outcomes as defined<br />

by provincial<br />

program standards,<br />

where these exist.<br />

Breadth, depth, and<br />

complexity <strong>of</strong><br />

knowledge would<br />

enhance the ability <strong>of</strong><br />

graduates to perform<br />

a more specialized<br />

range <strong>of</strong> activities,<br />

most <strong>of</strong> which would<br />

be complex or nonroutine.<br />

Leadership<br />

and guidance may be<br />

involved when<br />

organizing self or<br />

others as well as<br />

contributing to<br />

technical solutions <strong>of</strong><br />

a non-routine or<br />

contingency nature.<br />

Applied Degree<br />

Degree level<br />

standards are<br />

established by the<br />

<strong>Postsecondary</strong><br />

<strong>Education</strong> <strong>Quality</strong><br />

Assessment Board<br />

(PEQAB) under<br />

the authority <strong>of</strong> the<br />

Post-secondary<br />

<strong>Education</strong> Choice<br />

and Excellence<br />

Act, 2000.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section O, Page 10


Non-Credit<br />

Certificate<br />

Ontario College<br />

Certificate<br />

Performance <strong>of</strong> a<br />

prescribed range <strong>of</strong><br />

functions involving<br />

known routines and<br />

procedures and some<br />

accountability for the<br />

quality <strong>of</strong> outcomes.<br />

Ontario College<br />

Diploma<br />

Performance <strong>of</strong> a<br />

range <strong>of</strong> skills, with<br />

associated<br />

knowledge, showing<br />

substantial depth in<br />

some areas where<br />

judgment is required<br />

in the planning and<br />

selecting <strong>of</strong><br />

appropriate<br />

equipment, services,<br />

or techniques for self<br />

and others.<br />

Ontario College<br />

Advanced Diploma<br />

Performance <strong>of</strong> a<br />

significant range <strong>of</strong><br />

skills associated with<br />

fundamental<br />

principles and<br />

complex techniques<br />

across a wide and<br />

<strong>of</strong>ten unpredictable<br />

variety <strong>of</strong> contexts in<br />

relation to either<br />

varied or highly<br />

specific functions.<br />

Contributions to the<br />

development <strong>of</strong> a<br />

broad plan, budget, or<br />

strategy are involved,<br />

as is accountability<br />

for self and others in<br />

achieving the<br />

outcomes for a team.<br />

Ontario College<br />

Graduate Certificate<br />

Performance <strong>of</strong> a<br />

prescribed range <strong>of</strong><br />

skilled operations that<br />

includes the<br />

requirement to<br />

evaluate and analyze<br />

current practices,<br />

develop new criteria,<br />

and may include the<br />

provision <strong>of</strong> some<br />

leadership and<br />

guidance to others in<br />

the application and<br />

planning <strong>of</strong> skills.<br />

Applied Degree<br />

Applications may<br />

include some<br />

complex or nonroutine<br />

activities<br />

involving individual<br />

responsibility or<br />

autonomy and/or<br />

collaboration with<br />

others as part <strong>of</strong> a<br />

group or team.<br />

Applications involve<br />

participation in the<br />

development <strong>of</strong><br />

strategic initiatives,<br />

as well as personal<br />

responsibility and<br />

autonomy in<br />

performing complex<br />

technical operations<br />

or organizing others.<br />

It may include<br />

participation in<br />

teams, including<br />

teams concerned with<br />

planning and<br />

evaluation functions.<br />

Group or team<br />

coordination may be<br />

involved.<br />

Applications <strong>of</strong> skill<br />

and knowledge<br />

involve significant<br />

judgment in the<br />

planning, design, and<br />

technical leadership<br />

and / or guidance<br />

functions related to<br />

products, services<br />

operations, or<br />

procedures.<br />

Applications may<br />

involve some<br />

complex or nonroutine<br />

activities<br />

involving individual<br />

responsibility or<br />

autonomy and/or<br />

leadership and<br />

guidance for others as<br />

part <strong>of</strong> a team or<br />

group.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section O, Page 11


Non-Credit<br />

Certificate<br />

Ontario College<br />

Certificate<br />

Ontario College<br />

Diploma<br />

Ontario College<br />

Advanced Diploma<br />

Ontario College<br />

Graduate Certificate<br />

Applied Degree<br />

The degree <strong>of</strong><br />

emphasis on breadth<br />

as against depth <strong>of</strong><br />

knowledge and skills<br />

may vary, with most<br />

weighting placed on<br />

depth.<br />

The qualification may<br />

involve broadening<br />

the skills <strong>of</strong><br />

individuals already<br />

gained in a<br />

postsecondary<br />

program <strong>of</strong><br />

instruction, or<br />

developing vocational<br />

knowledge and skills<br />

in a new pr<strong>of</strong>essional<br />

area.<br />

<br />

Portions <strong>of</strong> the above section are reproduced by kind permission <strong>of</strong> the Australian<br />

Qualifications Framework Advisory Board to the Ministerial Council on <strong>Education</strong>,<br />

Employment, Training and Youth Affairs, Australia<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section O, Page 12


Non-Credit<br />

Certificate<br />

Ontario College<br />

Certificate<br />

Ontario College<br />

Diploma<br />

Ontario College<br />

Advanced Diploma<br />

Ontario College<br />

Graduate Certificate<br />

Applied Degree<br />

1.2 Generic<br />

Employability<br />

Skills<br />

Locally<br />

Determined<br />

Graduates have<br />

achieved the<br />

fundamental,<br />

personal<br />

management, and<br />

teamwork skills to<br />

get, keep, and<br />

progress in a job-<strong>of</strong>choice,<br />

or to enter<br />

further postsecondary<br />

studies. There is an<br />

appropriate depth <strong>of</strong><br />

achievement,<br />

consistent with the<br />

Generic<br />

Employability Skills<br />

learning outcomes,<br />

identified for this<br />

level <strong>of</strong> credential<br />

(i.e., the current<br />

generic skills learning<br />

outcomes for<br />

certificate programs).<br />

Graduates have achieved the fundamental,<br />

personal management, and teamwork skills to<br />

get, keep, and progress in a job-<strong>of</strong>-choice.<br />

There is an appropriate depth <strong>of</strong> achievement,<br />

consistent with the Generic Employability<br />

Skills learning outcomes, identified for these<br />

levels <strong>of</strong> credentials (i.e., the current generic<br />

skills learning outcomes for diploma<br />

programs).<br />

Locally Determined<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section O, Page 13


1.3 General<br />

<strong>Education</strong><br />

Non-Credit<br />

Certificate<br />

Locally<br />

Determined<br />

Ontario College<br />

Certificate<br />

Locally determined,<br />

however it is<br />

desirable that<br />

graduates at this<br />

level will have been<br />

engaged in learning<br />

that incorporates<br />

some breadth beyond<br />

the vocational field<br />

<strong>of</strong> study, especially<br />

in programs <strong>of</strong><br />

instruction intended<br />

to lead to further<br />

postsecondary study<br />

in a related field.<br />

Ontario College<br />

Diploma<br />

Ontario College<br />

Advanced Diploma<br />

Consistent with the General <strong>Education</strong> Policy<br />

for colleges <strong>of</strong> applied arts and technology,<br />

graduates have been engaged in learning that<br />

exposes them to at least one discipline outside<br />

their main field <strong>of</strong> study, and increases their<br />

awareness <strong>of</strong> the society and culture in which<br />

they live and work. This will typically<br />

involve students taking 3 – 5 courses (or the<br />

equivalent) designed discretely from<br />

vocational learning opportunities. This<br />

learning would normally be delivered using a<br />

combination <strong>of</strong> required and elective<br />

processes.<br />

Ontario College<br />

Graduate Certificate<br />

Locally Determined<br />

Applied Degree<br />

2. TYPICAL<br />

DURATION FOR<br />

COMPLETION<br />

Specific design, delivery, and duration <strong>of</strong> curriculum is locally determined, and may vary amongst programs and<br />

disciplines, recognizing that some colleges may use a system other than hours (e.g., credits) to determine program<br />

completion.<br />

It is understood that there may be a range <strong>of</strong> hours that will apply to the achievement <strong>of</strong> program learning outcomes<br />

leading to any particular credential.<br />

1. This framework outlines the typical duration <strong>of</strong> a program at this level for students entering with the<br />

minimum admission requirements.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section O, Page 14


Non-Credit<br />

Certificate<br />

Ontario College<br />

Certificate<br />

Ontario College<br />

Diploma<br />

Ontario College<br />

Advanced Diploma<br />

Ontario College<br />

Graduate Certificate<br />

Applied Degree<br />

Locally<br />

Determined<br />

Typically the<br />

duration to achieve<br />

this credential is 2<br />

academic semesters<br />

or approximately 600<br />

- 700 instructional<br />

hours or equivalent.<br />

Typically the<br />

duration to achieve<br />

this credential is 4<br />

academic semesters<br />

or approximately<br />

1200 - 1400<br />

instructional hours or<br />

equivalent.<br />

Typically the<br />

duration to achieve<br />

this credential is 6<br />

academic semesters<br />

or approximately<br />

1800 - 2100<br />

instructional hours or<br />

equivalent.<br />

Typically the<br />

duration to achieve<br />

this credential is 2<br />

academic semesters<br />

or approximately 600<br />

- 700 instructional<br />

hours or equivalent.<br />

3. ADMISSION<br />

REQUIREMENT<br />

S<br />

Locally<br />

Determined<br />

Locally<br />

Determined<br />

Admission requirements are established in Regulations and Minister’s<br />

Binding Policy Directives.<br />

Ontario College<br />

Diploma,<br />

Ontario College<br />

Advanced Diploma,<br />

Degree,<br />

Or<br />

Equivalent<br />

4. NAME OF<br />

CREDENTIAL<br />

Locally<br />

Determined,<br />

excluding the use<br />

<strong>of</strong> the words<br />

contained in any<br />

provincially<br />

approved<br />

credential titles.<br />

May use such<br />

terminology as<br />

Attestation,<br />

Award, Statement,<br />

etc.<br />

Certificate<br />

Certificat<br />

Ontario College<br />

Certificate<br />

Certificat d’études<br />

collégiales de<br />

l’Ontario<br />

Ontario College<br />

Diploma<br />

Diplôme d’études<br />

collégiales de<br />

l’Ontario<br />

Ontario College<br />

Advanced Diploma<br />

Diplôme d’études<br />

collégiales de<br />

l’Ontario – niveau<br />

avancé<br />

Ontario College<br />

Graduate Certificate<br />

Certificat postdiplôme<br />

de l’Ontario<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section O, Page 15


SECTION P: POLICIES<br />

Humber submitted an electronic policy file as part <strong>of</strong> a previous submission. The policies on file<br />

with PEQAB are current.<br />

<strong>Bachelor</strong> <strong>of</strong> <strong>Behavioural</strong> <strong>Science</strong> Section P, Page 1

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