Bachelor of Behavioural Science - Postsecondary Education Quality ...

More documents

Recommendations

Info

external influences and areas requiring further study. As students investigate and use current research in the field to support any analysis they undertake, they are challenged to consider both the limitations in the practical application of the information to actual problems, as well as areas that need to be investigated further. Professional Capacity/Autonomy The program has been designed to address specific professional skills which provide the foundation for a student‘s academic, employment, professional, and personal success. These skills include initiative, personal responsibility, accountability, teamwork, decisionmaking, management of learning, and behaviour consistent with academic integrity and social responsibility. Graduates of this program emerge with the following skills: interpersonal skills derived from group assignments, interactions with faculty and representatives from the field, and relevant work experience, independent research and delivery skills developed from the research projects built into various courses throughout the program, problem solving and decision-making strategies developed through using simulations and case analyses, teamwork and negotiation skills developed through team assignments, time and project management skills gained through planning and completing a variety of projects and assignments, self-awareness, openness and sensitivity to diversity in terms of people, cultures, and through rigorous reflection, critique and analysis. In addition, the program emphasizes and promotes the need for independent and continuous learning. The program is delivered with this principle in mind, as well as with the need to strategically define areas of interest and expertise. This program produces highly competent behavioural science professionals while affording students the opportunity to develop their special areas of interest and expertise through selected assignments, presentations, project choices, and work experience. The program prepares students to take increasing responsibility for the content and direction of their work. It has been designed to support individual development, as well as the progressive acquisition of independent learning skills by promoting the value of additional reading and research into areas of discussion, and through the use of increasingly complex and independent study projects in the final years of the program. The need for continual updating of knowledge from the field is emphasized in all core courses. Throughout the program, students are made aware of opportunities to further their knowledge in the field, both through programs offered by professional associations as well as through graduate study. Continuing professional development and the need for currency and on-going learning are stressed. Through the review of the field, academic journals, discussions with leaders from the field and ongoing review of publications, students are able to identify their role in the dynamic and increasingly complex field of behavioural science. Bachelor of Behavioural Science Section D, Page 14
D2 Professional Accreditation D2.1 Professional / Accreditation Associations Requirements & Standards The Ontario Association for Behaviour Analysis (ONTABA) is an Affiliate Chapter of the Association for Behaviour Analysis International and supports the Behavior Analyst Certification Board (BACB). ONTABA currently has members from professions such as education, nursing, health care and psychology. ONTABA‘s vision is to foster a culture of excellence, integrity, and expertise for the advancement and promotion of the science of behaviour analysis. ONTABA‘s mission is to demonstrate leadership, knowledge, and innovation in education, training, and research for the ethical and effective application of behaviour analysis. In requesting the support of the program, the ONTABA Board drafted and voted on a criteria based on the BACB course sequence and ABAI accreditation criteria for undergraduate programs on which to base their support. The ONTABA Board compared Humber‘s program with course hours and ONTABA‘s criteria for support. This comparison is attached below. In light of this positive comparison and considering the role of ONTABA in the community, the ONTABA Board decided that they could support Humber‘s program in Behavioural Science and their letter of support follows. At this time, Humber is in the process of applying to the Behavior Analyst Certification Board (BACB) for formal approval of degree level training for the Board Certified Assistant Behavior Analyst (BCaBA). The application requires Humber‘s program to meet stringent behaviour analyst issues including theory, methodology, and ethics. The submission requires detailed mapping of course topics, learning outcomes, course outlines and faculty CV‘s for submission. The application will be submitted in full in January 2013. An update on the status of the submission will be provided at the time of review. Bachelor of Behavioural Science Section D, Page 31
Page 1 and 2: SECTION A: INTRODUCTION A1 College
Page 3 and 4: D7.3 Core Course Outlines ---------
Page 5 and 6: SECTION J: NOMECLATURE ------------
Page 7 and 8: Part-time programming in the School
Page 9 and 10: counselling labs. The applied aspec
Page 11 and 12: The program supports this priority
Page 13 and 14: emain out of long-term care facilit
Page 15 and 16: A4 Program Abstract This four year
Page 17 and 18: Ontario Qualifications Framework -
Page 23 and 24: SECTION C: ADMISSIO ON, PROMOTION A
Page 25 and 26: Board Requirements for Admission Hu
Page 27 and 28: Board Requirements for Admission wi
Page 29 and 30: C1 Admission Requiremen nts for Dir
Page 31 and 32: C3 Promotion and Graduation Require
Page 33 and 34: SECTION D: PROGRAM CONTENT STANDARD
Page 35 and 36: Analytical, creative and problem so
Page 37 and 38: ―The ability to speak eloquently
Page 39 and 40: feedback were received verbally and
Page 41 and 42: 2. Non-Core Courses (Breadth Course
Page 43 and 44: Amount of writing required Required
Page 45: Students participate in one mandato
Page 49 and 50: D2.2 Letters from Professional/Accr
Page 51 and 52: Degree Level Learning Outcomes 5. C
Page 53 and 54: D3.2 Core Program Level Learning Ou
Page 55 and 56: D3.2.2 Core Program Level Learning
Page 57 and 58: Program Level Learning Outcomes 5.
Page 59 and 60: Program Level Learning Outcomes 10.
Page 61 and 62: Program Level Learning Outcomes Cou
Page 63 and 64: D.3.3 Non-Core Program Level Learni
Page 65 and 66: D4 Bachelor of Behavioural Science
Page 67 and 68: Year and Semester Course Title Cale
Page 79 and 80: Upper or Lower Lower Lower Lower Co
Page 81 and 82: Upper or Lower Upper Course Title B
Page 83 and 84: Upper or Lower Upper Lower Upper Co
Page 85 and 86: Upper or Lower Lower Upper Course T
Page 87 and 88: Upper Course Title Calendar Course
Page 89 and 90: Upper or Lower Upper Upper Course T
Page 91 and 92: Upper or Lower Lower Lower Lower Lo
Page 93 and 94: Upper or Lower Lower Lower Lower Lo
Page 95 and 96: Upper or Lower Lower Lower Lower Co
Page 97 and 98:
Upper Course Title Calendar Course
Page 99 and 100:
Upper or Lower Lower Lower Course T
Page 101 and 102:
Upper or Lower Lower Lower Upper Co
Page 103 and 104:
Upper or Lower Lower Course Title P
Page 105 and 106:
Page 107 and 108:
Upper or Lower Lower Lower Upper Co
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
Upper or Lower Upper Lower Course T
Page 115 and 116:
D5.2 Undergraduate Course Schedule
Page 117 and 118:
Year and Semester Semester 8 Course
Page 119 and 120:
Course Title City Life Cross Cultur
Page 121 and 122:
Course Title ECON 200 Money, Market
Page 123 and 124:
Course Title Betrayal in Contempora
Page 125 and 126:
Course Title PHIL 412 People, Mind
Page 127 and 128:
D6 Work Experience Required for Deg
Page 129 and 130:
Bachelor of Behavioural Science Sch
Page 131 and 132:
Mock interview 20 Employer database
Page 133 and 134:
D6.4 Work Experience Outcomes Work
Page 135 and 136:
Work Experience Outcomes How work e
Page 137 and 138:
D7 Program of Study D7.1 Program Ma
Page 139 and 140:
Online Social Networks Personality
Page 141 and 142:
D7.2 Core Courses Course Developmen
Page 143 and 144:
D7.2.2 Degree Level Standards and L
Page 145 and 146:
Psychometrics Organizational Behavi
Page 147 and 148:
D7.5 Identification of Previously A
Page 149 and 150:
D9 Gap Analysis - Diploma to Degree
Page 151 and 152:
Non-Core Courses: Humber graduates
Page 153 and 154:
D9.2 Gap Analysis Note: comparisons
Page 155 and 156:
Degree Program Level Learning Outco
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Page 167 and 168:
Page 169 and 170:
Page 171 and 172:
Page 173 and 174:
Page 175 and 176:
Page 177 and 178:
Page 179 and 180:
Page 181 and 182:
Page 183 and 184:
Page 185 and 186:
Page 187 and 188:
Page 189 and 190:
Page 191 and 192:
Page 193 and 194:
Page 195 and 196:
comparison) if appropriate (program
Page 197 and 198:
elated field of study. This indepen
Page 199 and 200:
drivers of satisfaction. In additio
Page 201 and 202:
Online Learning Humber‟s policies
Page 203 and 204:
B.Com (Marketing) April 2012 B.Com
Page 205 and 206:
learning commons providing quiet st
Page 207 and 208:
II. Books (Electronic) In addition
Page 209 and 210:
SAGE Premier includes leading inter
Page 211 and 212:
Appendix A: Core Curriculum for Bac
Page 213 and 214:
F1.2 COMPUTER RESOURCES Across the
Page 215 and 216:
F1.3 Existing Classroom Space This
Page 217 and 218:
F1.4 SPECIALIZED LABS Counselling L
Page 219 and 220:
Humber Capital Planning and Develop
Page 221 and 222:
Support Service Services for Intern
Page 223 and 224:
Support Service Brief Description o
Page 225 and 226:
F4 FACULTY F4.1 Projected Cumulativ
Page 227 and 228:
7. posts all positions internally a
Page 229 and 230:
Issues in Behavioural Psychology Ph
Page 231 and 232:
F5.4 Curriculum Vitae of Faculty As
Page 233 and 234:
G2 Consultation Post-Secondary Educ
Page 235 and 236:
G3 Letters of Credential Recognitio
Page 237 and 238:
Monday, October 29, 2012 6:28:01 PM
Page 239 and 240:
G4 Letters of Credential Recognitio
Page 241 and 242:
Record of Support I understand that
Page 243 and 244:
Record of Support I understand that
Page 245 and 246:
G5 Evidence of Employer Support Com
Page 247 and 248:
SECTION I: PROGRAM EVALUATION Not a
Page 249 and 250:
proposals. Humber’s programs rel
Page 251 and 252:
SECTION K: ACADEMIC FREEDOM AND INT
Page 253 and 254:
SECTION M: ECONOMIC NEED The need t
Page 255 and 256:
filter through Ontario‟s 14 Local
Page 257 and 258:
In the winter of 2012, Ontario orga
Page 259 and 260:
SECTION N: DUPLICATION Introduction
Page 261 and 262:
psychology/dual diagnosis, basic ph
Page 263 and 264:
N2 Similar/Related University Progr
Page 265 and 266:
SECTION O: OPTIONAL MATERIAL O1 Hum
Page 267 and 268:
Kenya, Lesotho, Malaysia, the Phili
Page 269 and 270:
employees to participate actively i
Page 271 and 272:
Communication Skills - the skills t
Page 273 and 274:
Bombardier, Jamestown Coalition, On
Page 275 and 276:
Non-Credit Certificate Ontario Coll
Page 277 and 278:
Page 279 and 280:
show all

Bachelor of Behavioural Science - Postsecondary Education Quality ...

Create successful ePaper yourself

Delete template?

Save as template?