Bachelor of Behavioural Science - Postsecondary Education Quality ...

SECTION D: PROGRAM CONTENT STANDARD
Humber has taken steps to confirm that the content of this proposed program, in both
subject matter and final outcomes, meets the degree-level standard as stated in the
Handbook for Ontario Colleges in the following ways:
The non-core course component of the program meets PEQAB‘s standards where
at least 20% of the curriculum credit hours are outside the field of study in order to
further the student‘s breadth of knowledge. The non-core component in the
Bachelor of Behavioural Science constitutes 25% of the program curriculum.
The development team has conducted in-depth research to compare this program
with other related diploma and degree programs in Ontario. This research confirms
that the program addresses similar curriculum content as offered in diploma level
study but with greater emphasis on integration of theory with practice, intellectual
rigour, scholarship, business acumen, and social/political/cultural awareness. In
addition, this proposed program differs significantly from non-degree study in
fostering a conceptual and applied understanding of the greater behavioural
science field.
Similar to diploma programs, there is an intentional focus on employability skills,
but the degree program more acutely recognizes the need for graduates with
greater capacity for conceptual and analytical thought.
The proposed program has been designed in alignment with the undergraduate
degree level expectations of the Ontario Qualifications Framework and compared
with other baccalaureate programs in behavioural science in Ontario and
elsewhere. It compares favourably in terms of breadth and rigour, as witnessed by
letters of recognition from Brock University and the University of Toronto included
in Section G.
In terms of the curriculum quality and currency, an outside qualified academic in
the field, Dr. Maurice Feldman of the Faculty of Social Sciences Centre for Applied
Disability Studies at Brock University thoroughly assessed the program during its
development phases, and commended the program for its well-conceived and
comprehensive curriculum of studies. He felt that the program highlighted well
foundational principles, research and the most current developments in applied
behaviour analysis, cognitive behaviour therapy and applied psychology.
Additionally, Dr. Feldman commented that the applied nature of the program was a
great strength as it impressively balanced basic science with application.
He suggested modifications which were considered by the development team,
program administration, coordinators and faculty and the curriculum was amended
where appropriate. Dr. Feldman‘s CV, a summary of his report and Humber‘s
detailed response have been included in this submission (see Section Q).
In addition, one outside qualified academic in the field, Dr. Lana Stermac
(University of Toronto) assessed the curriculum (except for non-core courses) as a
member of the program advisory committee and provided specific feedback which
has been incorporated into the final drafts of some curriculum outlines.
Bachelor of Behavioural Science Section D, Page 1