I. Objectives

A system for approving new undergraduate academic programs demonstrates accountability to the public and to current and prospective students. Within the university's commitment to the principle of academic freedom, the approval process should be open, objective, critical, and constructive. The approval process is designed to evaluate:

• the coherence of the general objectives of the institution’s mission, its academic plans, its standards, and the educational goals of the program, which shall be designed, structured and delivered so that graduates may demonstrate achievement, in ways appropriate to the values and ambitions of the institution
• the clarity and consistency of the degree-, program-, and course-level expectations or learning outcomes, which shall be developed according to the Ontario Council of Academic Vice Presidents Guidelines for University Undergraduate Degree Level Expectations (See Appendix One)
• the appropriateness of the curricular and pedagogical policies and practices of the program for its learning objectives
• the appropriateness of the admission requirements, e.g., achievement and preparation, for the learning objectives of the institution and the program
• the appropriateness of the mode of delivery (including where applicable, distance or on-line delivery) to meet the program's learning objectives
• the appropriateness of the methods to be used for the evaluation of student progress
• whether there are sufficient faculty resources, including full-time appointments, with evidence of their quality and academic expertise in the area of the proposed program
• the appropriateness of the utilization of existing human/physical/Library/financial resources

At each stage of the approval process (see below) the approving bodies will ensure that the program proposal has addressed each of the items noted above.

II. Procedures

The administration of new undergraduate program approvals is the responsibility of the vice-president: academic.

All new undergraduate program proposals will be reviewed and approved by the department (or, in some cases, the program co-ordinating committee), reviewed by the divisional curriculum committee, and then approved by the faculty or school divisional council. Proposals are then submitted to the Senate Academic Planning Committee to address the question of their appropriateness relative to the university’s mission, academic plans, and standards. Following the review and approval by the Senate Academic Planning Committee, the program will be submitted to the university Senate for approval. In cases where the proposed new program is deemed to have significant financial implications, it will also be submitted to the Senate Finance Committee for approval prior to submission to Senate.

Following Senate approval, when the university applies for funding to the Ministry of Training, Colleges and Universities (MTCU) for authorization to count the students enrolled in a new non-core program toward BIU entitlement, the university will provide evidence that the university has evaluated and met the criteria established by MTCU for the approval and funding of new non-core programs and specifically, will provide documentation related to each of the six criteria identified in the Program Approvals Certification Form.

Appendix One

Ontario Council of Academic Vice Presidents (OCAV)

Guidelines for University Undergraduate Degree Level Expectations

Introduction

The globalization of higher education has led to the need to be able to compare and contrast the variety of qualifications granted by academic institutions for credit transfer, graduate study preparation and professional qualification. Similarly, jurisdictions with decentralized systems are looking for ways to measure academic equivalencies. In addition, in order to be able to evaluate and monitor the effectiveness of all aspects of instruction, institutions, accrediting authorities and funding bodies have begun to clarify the outcomes expected of graduates. In response to a national initiative to state degree expectations, the Executive heads of Ontario’s publicly assisted universities asked OCAV to prepare a framework, to reflect expectations of performance by the graduates of the Baccalaureate/Bachelors programs of Ontario’s publicly assisted universities. The document, “Guidelines for University Undergraduate Degree level Expectations,” developed by the Ontario Council of Academic Vice-Presidents was subsequently endorsed by the council of Ontario Universities on December 16, 2005.

The degree level expectations in OCAV’s “Guidelines” elaborate the intellectual and creative development of students and the acquisition of relevant skills that have been widely, yet implicitly, understood. Here they are explicitly stated. Ontario’s universities have agreed to use OCAV’s “Guidelines” as a threshold framework for the expression of their own degree level expectations, which will be consistent with this document -- or may indeed go beyond it. In articulating its statement of degree level expectations, each institution is free to use language that reflects its own mission, ethos, values and culture.

Ontario Council of Academic Vice Presidents (OCAV)

Guidelines for University Undergraduate Degree Level Expectations

		Baccalaureate/Bachelor’s Degree	Baccalaureate/Bachelor’s Degree: Honours
		This degree is awarded to students who have demonstrated:	This degree is awarded to students who have demonstrated:
	1. Depth and Breadth of Knowledge	a) a general knowledge and understanding of many key concepts, methodologies, theoretical approaches and assumptions in a discipline	a) a developed knowledge and critical understanding of the key concepts, methodologies, current advances, theoretical approaches and assumptions in a discipline overall, as well as in a specialized area of a discipline
		b) a broad understanding of some of the major fields in a discipline, including, where appropriate, from an interdisciplinary perspective, and how the fields may intersect with fields in related disciplines	b) a developed understanding of many of the major fields in a discipline, including, where appropriate, from an interdisciplinary perspective, and how the fields may intersect with fields in related disciplines
		c) an ability to gather, review, evaluate and interpret information relevant to one or more of the major fields in a discipline	c) a developed ability to: i) gather, review, evaluate and interpret information; and ii) compare the merits of alternate hypotheses or creative options, relevant to one or more of the major fields in a discipline
		d) some detailed knowledge in an area of the discipline	d) a developed, detailed knowledge of and experience in research in an area of the discipline
		e) critical thinking and analytical skills inside and outside the discipline	e) developed critical thinking and analytical skills inside and outside the discipline
		f) the ability to apply learning from one or more areas outside the discipline	f) the ability to apply learning from one or more areas outside the discipline
	2. Knowledge of Methodologies	… an understanding of methods of enquiry or creative activity, or both, in their primary area of study that enables the student to:	… an understanding of methods of enquiry or creative activity, or both, in their primary area of study that enables the student to:
		evaluate the appropriateness of different approaches to solving problems using well established ideas and techniques; and	evaluate the appropriateness of different approaches to solving problems using well established ideas and techniques;
		devise and sustain arguments or solve problems using these methods.	devise and sustain arguments or solve problems using these methods; and describe and comment upon particular aspects of current research or equivalent advanced scholarship.
	3. Application of Knowledge	a) the ability to review, present, and interpret quantitative and qualitative information to:	a) the ability to review, present and critically evaluate qualitative and quantitative information to:
		i) develop lines of argument;	i) develop lines of argument;
		ii) make sound judgements in accordance with the major theories, concepts and methods of the subject(s) of study; and	ii) make sound judgements in accordance with the major theories, concepts and methods of the subject(s) of study;
			iii) apply underlying concepts, principles, and techniques of analysis, both within and outside the discipline;
			iv) where appropriate use this knowledge in the creative process; and
		b) the ability to use a basic range of established techniques to:	b) the ability to use a range of established techniques to:
		i) analyse information;	i) initiate and undertake critical evaluation of arguments, assumptions, abstract concepts and information;
		ii) evaluate the appropriateness of different approaches to solving problems related to their area(s) of study;	ii) propose solutions;
		iii) propose solutions; and	iii) frame appropriate questions for the purpose of solving a problem;
			iv) solve a problem or create a new work; and
		c) the ability to make use of scholarly reviews and primary sources.	c) the ability to make critical use of scholarly reviews and primary sources.
	4. Communication Skills	... the ability to communicate accurately and reliably, orally and in writing to a range of audiences.	...the ability to communicate information, arguments, and analyses accurately and reliably, orally and in writing to a range of audiences.
	5. Awareness of Limits of Knowledge	...an understanding of the limits to their own knowledge and how this might influence their analyses and interpretations.	...an understanding of the limits to their own knowledge and ability, and an appreciation of the uncertainty, ambiguity and limits to knowledge and how this might influence analyses and interpretations.
	6. Autonomy and Professional Capacity	a) qualities and transferable skills necessary for further study, employment, community involvement and other activities requiring:	a) qualities and transferable skills necessary for further study, employment, community involvement and other activities requiring:
		the exercise of personal responsibility and decision-making;	the exercise of initiative, personal responsibility and accountability in both personal and group contexts;
		working effectively with others;	working effectively with others;
			decision-making in complex contexts;
		b) the ability to identify and address their own learning needs in changing circumstances and to select an appropriate program of further study; and,	b) the ability to manage their own learning in changing circumstances, both within and outside the discipline and to select an appropriate program of further study; and
		c) behaviour consistent with academic integrity and social responsibility.	c) behaviour consistent with academic integrity and social responsibility.