Bachelor of Behavioural Science - Postsecondary Education Quality ...

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All students complete student feedback questionnaires in all of their courses. The Student Feedback Questionnaire developed for classroom and/or lab-based instruction focuses on the quality of instruction, including perceptions about whether or not: the professor was prepared for classes; instructional material was presented in a clear manner; the pace set for the course was appropriate; the professor helped student think critically about topics; a variety of teaching methods were used; students were treated with courtesy; the professor provided clear explanation about how student work would be evaluated; useful feedback was provided about student progress in the course; the professor was available for consultation outside of the classroom; the professor managed student classroom behaviour well; assignments were returned within a reasonable time. The Student Feedback Questionnaire also asks students to rate their own effort in the course and for feedback about what they liked most about the course, and how it might be improved. In addition, up to three (3) professor-generated questions may be added, specific to a particular course or course section. These items are not to be used for other types of research unrelated to the course itself. The data from student feedback questionnaires is compiled and the information is returned to the professor in both aggregate and individual form. School heads and key senior managers receive also receive feedback in aggregate form. Should the data reveal areas for improvement in teaching approaches, these are discussed with the individual professor. Each year the Vice President, Academic and the academic managers of each school review faculty whose performance falls short of college expectations, discuss development plans, and consider other interventions. Student Feedback and the Humber Engagement and Learning Profile (HELP) Key to informing strategies around student success and retention is the effective collection and reporting of student data. As a key institutional initiative, Humber administers the Humber Engagement and Learning Profile (HELP) survey to incoming certificate, diploma and degree students during Weeks 3 and 4 of the Fall semester. The survey asks first-semester students about their preparation for college, their educational and career goals, early opinions about their program and Humber generally, and to identify particularly student support services they may use. The objective is to find out more about new students in order to provide some “early warning signs” with respect to characteristics that best-practice research suggests may mean they are at risk of leaving their program early. Student Feedback and the Key Performance Indicator Survey Data Each year the student satisfaction data from the key performance indicator surveys is reviewed. Program satisfaction is analyzed across schools, across the college and across the system. Humber reviews its degrees against other degrees to determine the Bachelor of Behavioural Science Section E, Page 5
drivers of satisfaction. In addition, student success is measured course by course across the degree programs as are enrolment and financial projections. The Associate Vice President of Planning and Development reviews this data with the Vice President Academic and the Academic Dean responsible for each degree area. National Survey of Student Engagement (NSSE) For the past two years, Humber has participated in the National Survey of Student Engagement. NSSE was established in 2000 with a grant from the PEW Charitable Trusts and sponsored by the Carnegie Foundation for the Advancement of Teaching. Since its inception nearly 1,400 baccalaureate-granting colleges and universities have participated in NSSE. The survey is currently available in paper and Web versions. Humber opted for the Web version to make the survey truly voluntary and to avoid taking class time away from instruction. In 2009, the average institutional response rate was 36% and Humber‟s response rate in 2010 was 37%. Humber‟s results compare favourably with those of the 22 Canadian institutions participating in NSSE in 2010. Humber scored at or above the Canadian mean on each of the five benchmarks (see below). National Survey of Student Engagement Executive Snapshot 2010 Benchmarks of Effective Educational Practice To represent the multi-dimensional nature of student engagement, NSSE developed five indicators of effective educational practice. These “benchmarks” are created from clusters of NSSE questions that best represent these practices. The table below summarizes key benchmark results for your institution and institutions in your selected comparison group. The „+‟ symbol indicates that your institution‟s score is higher than the respective comparison group (p
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SECTION A: INTRODUCTION A1 College
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D7.3 Core Course Outlines ---------
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SECTION J: NOMECLATURE ------------
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Part-time programming in the School
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counselling labs. The applied aspec
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The program supports this priority
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emain out of long-term care facilit
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A4 Program Abstract This four year
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Ontario Qualifications Framework -
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SECTION C: ADMISSIO ON, PROMOTION A
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Board Requirements for Admission Hu
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Board Requirements for Admission wi
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C1 Admission Requiremen nts for Dir
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SECTION D: PROGRAM CONTENT STANDARD
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Analytical, creative and problem so
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―The ability to speak eloquently
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feedback were received verbally and
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2. Non-Core Courses (Breadth Course
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Amount of writing required Required
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Students participate in one mandato
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D2 Professional Accreditation D2.1
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D2.2 Letters from Professional/Accr
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Degree Level Learning Outcomes 5. C
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D3.2 Core Program Level Learning Ou
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D3.2.2 Core Program Level Learning
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Program Level Learning Outcomes 5.
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Program Level Learning Outcomes 10.
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Program Level Learning Outcomes Cou
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D4 Bachelor of Behavioural Science
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Course Title City Life Cross Cultur
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Course Title ECON 200 Money, Market
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Course Title Betrayal in Contempora
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Course Title PHIL 412 People, Mind
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D6 Work Experience Required for Deg
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Bachelor of Behavioural Science Sch
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Mock interview 20 Employer database
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D6.4 Work Experience Outcomes Work
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Work Experience Outcomes How work e
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D7 Program of Study D7.1 Program Ma
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Online Social Networks Personality
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Psychometrics Organizational Behavi
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proposals. Humber’s programs rel
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SECTION K: ACADEMIC FREEDOM AND INT
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SECTION M: ECONOMIC NEED The need t
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filter through Ontario‟s 14 Local
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In the winter of 2012, Ontario orga
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SECTION N: DUPLICATION Introduction
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psychology/dual diagnosis, basic ph
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N2 Similar/Related University Progr
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SECTION O: OPTIONAL MATERIAL O1 Hum
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Kenya, Lesotho, Malaysia, the Phili
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employees to participate actively i
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Communication Skills - the skills t
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Bombardier, Jamestown Coalition, On
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Non-Credit Certificate Ontario Coll
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