Mohawk Followup 2011 - Ontario College Quality Assurance Service

Transcription

18-MONTH FOLLOW-UP REPORT TO THE
PROGRAM QUALITY ASSURANCE PROCESS
AUDIT FINAL REPORT
Submitted to:
Ontario College Quality Assurance Service
Submitted by:
Mohawk College
Date:
December 21, 2010
INTRODUCTION
Mohawk College expresses appreciation to the Ontario College Quality Assurance
Service (OCQAS) for the opportunity to take part in the Program Quality Assurance
Process Audit in March, 2009. The audit served as a catalyst to allow us to refine and
meet our goals for quality improvement. As a result of the comprehensive preparation
strategies completed by Mohawk College, the on-campus audit itself, and the Final
Report, our awareness of and commitment to program quality has been greatly
heightened. Quality processes are taking an ever-increasing place of importance as we
build upon the quality framework articulated in our self-study.
REPORT ON AUDIT COMMENDATIONS
Mohawk College is proud to report that the commendations cited below, which the Audit
Team identified as a demonstration of exemplary practice and leadership in the field of
quality assurance and improvement, continue to play a prominent role in our quality
efforts.

“Centre for Teaching, Learning and Research: A resource serving staff on a collegewide basis including Curriculum Development (Program and Curriculum Renewal,
Program Mapping, etc.), Faculty/Teaching and Learning Professional Development
(group and individual activities), E-Learning, Staff Professional Development and
Applied and Institutional Research. “
Post-Audit Action: Staff in the Centre for Teaching and Learning, which includes
the above-mentioned areas as well as Library and Quality services, continues to
focus their efforts on developing and implementing programs and services aligned
with the College’s three strategic priorities of Quality, Innovation and Sustainability.
A recent full-day retreat identified several opportunities which will be explored,
evaluated and developed appropriately in the 2011 to build further capacity to serve
faculty and students in a quality fashion.

“Learning Excellence Project: This project focused on the development of a program
map and the on-line course outline repository (CORE) for all postsecondary
programs balancing standards, accreditation, outcomes, key performance indicators
feedback, program hours and financial resources; the development of curriculum
expertise to support course and program quality was also the focus of this project.”
Post-Audit Action: We are currently pursuing upgrades to the system to ensure its
sustainability.
Mohawk College – 18-Month PQAPA Report
Page 1

“Mohawk College Program Review Process Chart: A multi-coloured chart that
summarizes the four stages of Program Review at Mohawk including Curriculum
Development, Environmental Scan, Program Assessment, Report Summary; team
members felt the chart represented an excellent visual aid for a complex process
that could, otherwise, be overwhelming to staff members.”
Post-Audit Action: Our Program Review Team continues to use the process
depicted in the chart to facilitate program improvements.

“Curriculum Development Team: The College has put together an impressive New
Program Development process that combines the skills of subject and curriculum
design experts; a detailed guide outlines an eight-step process that begins with the
development of “Program Concept Reports” and ends with “Finalize Marketing
Strategy and Program Launch”. Mohawk reviews the New Program Development
process on a regular basis for continuous improvement.”
Post-Audit Action: We have added a “Statement of Interest” phase to the
beginning of the process, and developed and implemented workshops to support
Associate Deans and faculty members in the preparation of new programs.

“Mohawk-McMaster Collaborative Programs: As indicated in Part I, Section, B,
Mohawk developed its Mohawk-McMaster Institute for Applied Health Sciences as a
center for a number of certificate, diploma, graduate certificate and collaborative
degree programs. Two of these programs, Medical Radiation Sciences and Nursing,
are offered as joint diploma/degree and degree programs respectively, through a
collaborative arrangement between the College and McMaster University. There was
every indication from both Mohawk and McMaster staff that the collaborative
processes are working extremely well from all perspectives – program, staffing,
facilities and administration.”
Post-Audit Action: The Medical Radiation Sciences Collaborative programs
consistently score above the provincial and Mohawk averages in most KPI
indicators, including Student Satisfaction, Graduate Satisfaction, Graduation Rate,
and Employer Satisfaction. Although these programs don’t qualify for the Provincial
KPI surveys, they are completed with the same external Consultants that MTCU
uses at Mohawk’s cost as a requirement for accreditation. In addition, in 2009-10
the Medical Radiation Sciences programs ranked in the top 10 programs for
Mohawk’s Program Performance Indicators Report.
The Collaborative Nursing programs consistently score above the provincial and
Mohawk averages for the Student Satisfaction KPI Survey. Although these
programs qualify for the Student KPI Survey do to an agreement between the
colleges and MTCU, they do not for the Graduate and Employer Satisfaction KPI
Surveys and are currently not surveyed at Mohawk. As a result, the Collaborative
Page 2
Nursing programs do not receive a complete Mohawk Program Performance
Indicators Report since they are missing two of the five indicators, but for those
indicators that they have results they do well.

“Gap Analysis and Work Plan: A key outcome of the PQAPA process at Mohawk
was the preparation of a “Gap Report” outlining 15 areas requiring further work,
identified either as requiring “Quick Fixes” or a “Work Plan” for resolution. The
College is to be commended for being clear and open in identifying the gaps and,
further, commended for developing Work Plans to address each of the identified
issues. Work Plans included a description of the issue, a proposed series of steps to
address them, assigned responsibility and provided a timeframe for resolution of the
issue. Timeframes appeared to be reasonable and realistic in most cases (exception
noted in Recommendation #3).”
Further Action: Please refer to our comments in the following section,
“Affirmations”.
REPORT ON AUDIT AFFIRMATIONS
As noted above, Mohawk identified 15 areas, arising out of the PQAPA process, which
require further work. We are pleased to report that we have addressed several gaps in
their entirety and are now in a straightforward quality maintenance phase for these
areas. With other gaps, we are either well underway or, at a minimum, in the early
stages in the development and implementation of realistic solutions intended to close
the gaps consistent with PQAPA criteria and to ensure future processes are in place to
prevent recurrence of the gaps. In all cases, action plans are being developed and
assigned for accountability purposes to appropriate staff via Annual Performance Plans.
The areas identified include:
 Preparing a schedule to ensure that all Ontario Credential (OC) programs have gone
through a comprehensive program review process, which includes program
mapping.
 Ensuring that all course descriptions are available on the Web.
 Updating some Corporate Policies and Procedures that are outdated.
 Establishing a committee to deal with exceptions to standard requirements of the
new Program Promotion and Graduation Requirements Policy.
 Establishing a formal annual review process informed by Program Reviews, KPI
Reports and other operational planning inputs.
 Ensuring that the Program Maps are updated to ensure currency.
 Establishing a consistent process for dealing with PLAR issues.
 Ensuring that all program Handbooks are prepared on a consistent basis and are
available to all students.
Page 3







Ensuring that complete listings of Program Learning Outcomes are readily available
to all students and applicants.
Ensuring consistency in the development of Learning Plans (prepared for guidance
of students).
Ensuring that all OC programs are compliant in meeting General Education
requirements.
Develop a consistent and college-wide framework to provide students with
consistent and early feedback leading to course evaluation.
Full implementation of the “Academic Staff Performance Feedback Program”.
Establish a plan and process to assure assessment methods are appropriate and
linked to course outcomes.
Establish quality processes for OC programs run exclusively through Continuing
Education.
REPORT ON AUDIT RECOMMENDATIONS
The Audit Team identified several areas that will assist in improving program quality at
the College. A short description and rationale for each of these items follows.
Recommendation #1: “Students expressed concern about the lack of “quiet space” in
the College, particularly within the Learning Resource Centre. Students felt they needed
the space to pursue their own, individual studies as well as small group work which is
integral to many of their programs. Audit Team Members concurred that the provision of
quiet study spaces within the College is consistent with PQAPA criteria and
understands and supports the need for students to do some of their “homework” on
college premises.”
Action Taken: Mohawk is thrilled with the construction of new facilities and
improvements to our existing facilities at Fennell Campus. The focus throughout all
construction and renovation was to create a student friendly environment which will
contribute to students’ academic success and overall college experience. Please refer
to the following article, published in The Hamilton Spectator, November 18, 2010, which
attests to our accomplishments in this area.
http://www.thespec.com/news/local/article/277075--mohawk-construction-turns-thecollege-around
With specific reference to increased study space, as cited in the recommendation,
Mohawk has developed a tracking report to document on-going improvements to
student study space. Of particular note is the increase in quiet spaces from 29 in June
2010 to 65 by November 2010; greater growth has occurred in the amount of group
study space available – from 226 to 312 in the Fennell Library and Collaboratory, and 0
to 178 in the C-wing Hub. There is a total increase of 288 study spaces for students in
Page 4
the last 5 months. Please see Appendix A for our 2010 report. Progress will be
monitored on an annual basis.
Recommendation #2: “Students expressed concern about overcrowding in the open
access computer laboratories and their inability to gain access to a computer within a
reasonable waiting period. They observed that some students misused their computer
time by accessing programs outside of the scope of their studies, e.g. Facebook.
Students also noted that there is no organized “wait line” for computer resources
resulting in some students waiting much longer than others. Audit Team Members
concurred that the requirement to have reasonable access computer resources is
consistent with PQAPA criteria. It was suggested, at the very least, that a process be
put in place to monitor computer use and to establish an organized wait line process.”
Action Taken: As in Recommendation #1, our new and renovated facilities at Fennell
Campus have increased student access to computing, with a focus on increasing our
wireless capabilities. We have developed a tracking report on computer space at all
campuses and will monitor student satisfaction over the coming year to determine if
further actions are required. Please see Appendix B for our 2010 report.
Recommendation #3: “The Gap Report identifies that not all of Mohawk’s Ontario
Credential programs are compliant in meeting General Education requirements. The
associated Gap Report and Work Plan indicates a time frame of 2013/14 for
implementation and also expresses reservations that budget constraints may further
constrain implementation. It is the opinion of the Audit Team that the Framework for
Programs of Instruction and the Credentials Framework require colleges to ensure
adherence to General Education requirements without exception. The Audit Team
suggests that the College pursue a more aggressive implementation schedule and also
suggests that budget constraints should not be used to delay such implementation.”
Action Taken: The Mohawk Executive Group (MEG) has mandated that our corporate
policy on General Education (AC530) be reviewed and revised to ensure clarity of
definitions of General Education courses and hours/credit requirements. The policy will
also ensure clarity on the mandate and authority of the General Education Committee.
Additionally, MEG has authorized that a new internal General Education audit be done
to baseline changes to General Education courses since the PQAPA audit. This work is
underway and expected to be completed by end-December, 2010. Future work,
beginning in January 2011, will involve the application of the revised policy AC530,
General Education, to all courses currently identified as General Education to ensure
compliance.
Recommendation #4: “One of the programs interviewed by the Audit Team indicated
that they did not have a dedicated Program Advisory Committee but, rather, a schoolwide Advisory Committee advising on a number of programs. It is the opinion of the
Page 5
Audit Team that input from the professionals that hire College graduates is essential to
maintain currency and relevancy in programs and that this advice can only be provided
by an Advisory Committee that is focused on a particular set of skills, i.e. a program.
The College is encouraged to review its Advisory Committee structure to ensure that
each program has an Advisory Committee with membership related to its area of
expertise.”
Action Taken: We have developed a reporting mechanism to track the status of all
Program Advisory Committees (PACs) to ensure compliance with MTCU’s Framework
for Programs of Instruction regarding Program Advisory Committees: “The board of
governors is to ensure that an advisory committee for each program of instruction or
cluster of related programs offered at the college is established and is made up of a
cross-section of persons external to the college who have a direct interest in and a
diversity of experience and expertise related to the particular occupational area
addressed by the program. The board of governors is to establish in by-law the
structure, terms of reference, and procedures for program advisory committees.”
Please refer to Appendix C for our 2010 report. Mohawk’s Vice President Academic will
ensure annual monitoring of the status of our PACs to ensure compliance with MTCU
policy.
CONCLUSION
The quality journey continues at Mohawk College and we remain committed to a
comprehensive quality assurance and improvement process. As recently as November
30, 2010, Mohawk’s President announced that a new President’s Advisory Council will
convene in January, 2011, to provide Mohawk’s Executive Group with valued advice
and guidance on issues that matter to students and staff. The 36-member council will
play a key role in strengthening strategic decision-making at Mohawk and driving
continuous improvement across our College. Students are the central focus for our
ongoing quality initiatives, as articulated in our umbrella Vision statement: “Students and
learning are at the heart of all we do”. Achievements are many and activity is intense,
with significant effort dedicated to sustainability of quality initiatives. With constant
attention to our quality agenda, Mohawk College intends to advance its well-deserved
reputation for quality and excellence.
Page 6
APPENDIX A
REPORT ON AVAILABILITY OF “QUIET SPACE”
PQAPA RECOMMENDATION #1 IN AUDIT REPORT, MARCH, 2009:
“Students expressed concern about the lack of “quiet space” in the College, particularly within the Learning Resource Centre (LRC). Students felt they needed the space to pursue their own, individual studies
as well as small group work which is integral to many of their programs. Audit team members concurred that the provision of quiet study spaces within the College is consistent with PQAPA criteria and
understands and supports the need for students to do some of their “homework” on college premises.”
PROGRESS TO DECEMBER 1, 2010
STATUS OF ACTIVITY AS OF MARCH, 2009
(PQAPA AUDIT DATE)
Number of student study spaces:
Number of student study spaces: Note - No
change from PQAPA audit date.
FF
FF
BF
STARRT
IAHS
eLIB
EVIDENCE
DATA
PROGRESS TO JUNE 23, 2010
BF
STARRT
IAHS
eLIB
Number of student study spaces:
Total
Total
Quiet
29
0
0
0
0
29
Quiet
29
0
0
0
0
29
Quiet
Individual
184
55
115
205
135
694
Individual
184
55
115
205
135
694
Individual
Group
TOTAL
226
70
63
37
0
396
1119
Group
TOTAL
226
70
63
37
0
396
1119
FUTURE PLANS TO
CONTINUE
PROGRESS
Group
TOTAL
FF
Lib&
Coll
ab
65
172
312
BF
STARRT
IAHS
eLIB
0
0
0
0
55
115
205
135
70
63
37
0
C Hub
0
Physical
count
Total
65
682
178
660
1407
No future Quiet study plans
Sept 2011 – additional School
Learning Hubs will be added to
the learning landscape.
Distinction between Group and
Individual becomes blurred in
new learning landscape –
either/or.
Page 7
APPENDIX B
REPORT ON AVAILABILITY OF COMPUTER SPACE
PQAPA RECOMMENDATION #2 IN AUDIT REPORT, MARCH, 2009:
“Students expressed concern about overcrowding in the open access computer laboratories and their inability to gain access to a computer within a reasonable waiting period. They observed that some students misused
their computer time by accessing programs outside of the scope of their studies, e.g. Facebook. Students also noted that there is no organized “wait line” for computer resources resulting in some students waiting much
longer than others. Audit team members concurred that the requirement to have reasonable access to computer resources is consistent with PQAPA criteria. It was suggested, at the very least, that a process be put in
place to monitor computer use and to establish an organized wait line process.”
STATUS OF ACTIVITY AS OF MARCH,
2009 (PQAPA AUDIT DATE)
Number of computer stations:
PROGRESS TO JUNE 23, 2010
PROGRESS TO DECEMBER 1, 2010
EVIDENCE DATA
Physical count
PCs
Laptops
Express
DS
Open
Access
FF
40
5
3
1
BF
18
5
3
1
STARRT
19
0
2
1
IAHS
45
0
2
1
eLIB
49
0
0
4
Total
171
10
10
8
129
PCs
Laptops
Express
DS
Open
Access
FF
40
5
3
1
BF
18
5
3
1
STARRT
19
0
2
1
IAHS
45
0
2
1
FUTURE PLANS TO CONTINUE
PROGRESS
eLIB
49
0
0
4
Total
171
10
10
8
129
PCs
Laptops
Express
DS
Wireless
FF
80
70
4
1
BF
18
5
3
1
STARRT
19
0
2
1
IAHS
45
0
2
1
eLIB
49
0
0
4
Total
211
75
11
8
Average
2500
Monitor wireless capacity .
Monitor bandwidth capacity.
Adjust as required.
PCs added to School Learning Hubs for
Sept 2011
simultaneous users
TOTAL
328
TOTAL
328
TOTAL
305 +
wireless
Page 8
APPENDIX C
REPORT ON PROGRAM ADVISORY COMMITTEES
FACULTY OF ENGINEERING TECHNOLOGY
PROGRAM
STAND-ALONE PAC
(Check 
if yes)
Mechanical Engineering
Technology
PROGRAM CLUSTERED WITH
OTHER PROGRAMS UNDER ONE
PAC
(If yes, list other programs in
cluster.)
Programs clustered under
Mechanical /NDE Advisory
Committee
Quality Engineering Technician
- NDE
Chemical Engineering
Technology
Chemical Engineering
Technology – Environmental
Environmental Technician
Chemical / Environmental /
Biotechnology
Advisory Committee
RATIONALE FOR PAC WITH
CLUSTERED PROGRAMS
Both Programs are accredited to
National Standards. CTAB for
Mechanical, and NRCan for NDE.
Investigating with CINDE the
possibility of a separate PAC for
NDE. There may not be enough
industry support to enable a
separate Quality Engineering
Technician – NDE PAC
Present PAC members cover all
these program specialties.
Insufficient Industry Support for
separate individual Program
Advisory Committees
Biotechnology Technician
Biotechnology – Health
Technician
Page 9
APPENDIX C
PROGRAM
STAND-ALONE PAC
(Check 
if yes)
Aviation Technician – Aircraft
Maintenance
Aviation Flight Technology
(waiting MTCU funding
approval)
Aircraft Structural Repair (In
proposal stage)
Avionics (pre-concept stage)
Computer Systems Technician Network Systems,
(447), Optional Co-op Internship
Program (455)
PAC includes programs
447/455/555/548/558/559
Computer Systems Technology Network Engineering & Security
Analyst,
Co-op (555)
447/455/555/548/558/559
PAC
cluster.)
Aviation Advisory Committee

CLUSTERED PROGRAMS
All Programs require Transport
Canada Approval and Canadian
Aviation and Aerospace Council
(CAAC - formerly CAMC)
Accreditation. Strong Aviation
Advisory committee with
members covering all these
program specialties.


Network Engineering &
Security Analyst
Software Support
Software Development
All programs
(447/455/555/548/558/559)
share a common first semester.



Network Systems
Software Support
All programs
(447/455/555/548/558/559)
Semesters 2 to 4 are common for
(447/455) Computer Systems
Technician - Network Systems
Technician - Network Systems and
(555) Computer Systems Technology
- Network Engineering & Security
Analyst.
Advisory Committee members
represent both Networking and
Software programs.
Page 10
APPENDIX C
PROGRAM
STAND-ALONE PAC
(Check 
if yes)
PAC
cluster.)
CLUSTERED PROGRAMS
and (555) Computer Systems
Technology - Network
Engineering & Security Analyst.
Software programs.
Computer Systems Technician Software Support,
(548), Co-op (558)
Computer Systems Technology Software Development,
Co-op(559)
447/455/555/548/558/559
447/455/555/548/558/559






Security Analyst
Network Systems
All programs
(447/455/555/548/558/559)
Security Analyst
Network Systems
Software Support
All programs
(447/455/555/548/558/559)
Technician - Software Support and
- Software Development.
Software programs.
Technician - Software Support and
- Software Development.
Software programs.
Page 11
APPENDIX C
PROGRAM
STAND-ALONE PAC
(Check 
if yes)
PAC
cluster.)

No
Energy Systems Engineering
Technology – Clean and
Renewable Energy, Co-op (260)

Electrical Engineering Technology
- Control
Hydro One Partnership Program,
(536), Co-op
536/537/552
Electronics Engineering
Technology Telecommunications
(537), Optional Co-op Internship
Program
Computer Engineering
Technology, Co-op (552)
536/537/552

536/537/552


Industrial Woodworking
Techniques (107)

Technology –
Telecommunications
Technology
Electrical Engineering
Technology – Control
Technology
Technology –
Telecommunications

Technology - Control
 Industrial Woodworking
Technician
CLUSTERED PROGRAMS
PAC under development.
All programs (260/536/537/552)
share a common semester 1, 2
and 3. Semester 1 and 3 in
program 260 include an optional
Clean and Renewable course that
can be taken at anytime during
the program. These courses are
not prerequisites for future
program courses.
All programs (536/537/552)
and 3 as well, as courses in each
of semesters 4, 5, and 6.
Programs share a common first
year
Page 12
APPENDIX C
PROGRAM
STAND-ALONE PAC
(Check 
if yes)
Technician (464)
Construction Engineering
Technician (451)
Technician – Building
Renovation (462)
PAC
cluster.)

Techniques
Civil Engineering Technician (421)
Civil Engineering Technology
(534)
Architectural Technician (420)
Architectural Technology (531)
CLUSTERED PROGRAMS
year
Construction Engineering was
originally clustered with Civil
Engineering under the change to
an apprenticeship-technician
model. Current program of
studies remains under the
purview of the Civil/Construction
Program Advisory Committee.
Approximately 50% of the
Technician POS is considered
equivalent to Civil Engineering
Technician. Documented
pathways exist between 451 and
other BCS diploma programs
Concept and program of studies
for the Building Renovation
Technician program first
proposed through the
Architectural Program Advisory
Committee. Current program of
studies remains under the
purview of the Architectural PAC
due to the nature of the learning
Page 13
APPENDIX C
PROGRAM
STAND-ALONE PAC
(Check 
if yes)
PAC
cluster.)
Technician – Building Renovation
(462)
Technician – Building Renovation
(462)
Civil Engineering Technician
(421)
(534)
Technician (451)
(534)
Civil Engineering Technician (421)
Technician (451)
CLUSTERED PROGRAMS
outcomes. Documented
pathways exist between 462 and
other BCS diploma programs.
420 and 531 clustered for first
year and share other course
curriculum. Documented
pathways between all three
programs and other BCS program
offerings
offerings
offerings
Page 14
APPENDIX C
PROGRAM
STAND-ALONE PAC
(Check 
if yes)
PAC
cluster.)
CLUSTERED PROGRAMS
offerings
Transportation Engineering
Technology (543)
Urban & Regional Planning
Technician – GIS


Page 15
APPENDIX C
FACULTY OF SKILLED TRADES AND APPRENTICESHIP
PROGRAM
STANDALONE PAC
(Check 
if yes)
PROGRAM CLUSTERED WITH OTHER
PROGRAMS UNDER ONE PAC
(If yes, list other programs in cluster.)
Manufacturing Engineering
Technician – Automation (413
and 473)
Manufacturing Techniques
Electrical Engineering Technician - Power
(115)
Manufacturing Engineering Technician –
Automation
Electrical Engineering Technician - Power
Technician – Power (403 and
433)
Manufacturing Engineering Technician –
Automation
Motive Power Fundamentals
(187)
Motive Power Technician
CLUSTERED PROGRAMS
Programs share many common
courses, common first year, all three
are Co-op Diploma Apprenticeship
(CODA) programs with special Advisory
Committee requirements for
apprenticeship employers. Same
employers hire graduates.
PAC under development
Page 16
APPENDIX C
PROGRAM
STANDALONE PAC
(Check 
if yes)
Motive Power Technician (446)
Motive Power Fundamentals
Heating, Refrigeration and Air
Conditioning (HRAC) – (180)
Utility Systems Operator
Gas and oil Burner Technician
Power Engineer Techniques
Utility Systems Operator (486)
HRAC
(049)
HRAC
Power Engineer Techniques (
482)
HRAC
CLUSTERED PROGRAMS
semester. Same employers will hire
our graduates.
PAC under development
semester. Same employers will hire
our graduates.
All programs are one year certificate
programs. All programs share common
courses and curriculum is similar.
Same employers on the PAC will hire
our graduates. PAC under
development
development
development
Page 17
APPENDIX C
PROGRAM
STANDALONE PAC
(Check 
if yes)
CLUSTERED PROGRAMS
development
Page 18
APPENDIX C
FACULTY OF HEALTH SCIENCES
PROGRAM
Bridging For Internationally Educated
Nurses
Bridging Program For Medical
Laboratory Technology
Food Services (CE and DE)
STANDALONE
PAC
(Check 
if yes)
PROGRAM CLUSTERED WITH OTHER PROGRAMS
UNDER ONE PAC
CLUSTERED PROGRAMS


Bridging Program For Medical Laboratory Technology,
Medical Laboratory Technician

Studies in Aging (CE and DE)
Health Continuing Education PartTime (CE and DE)
Dementia Studies
Gerontology
Personal Support Workers
Palliative Care for Personal Support Workers
Working With Dementia Clients
Working With The Aged
Bridging Personal Support Worker to Practical Nursing
Diabetes Education
Disability Management Return to Work
Medical Device Reprocessing
Psychosocial Rehabilitation
Palliative Care
Registered Nurse - Advanced Cardiac Care Nursing
Registered Nurse - Critical Care Nursing
Registered Nurse - Nephrology Nursing
Registered Nurse - Neuroscience Nursing
Registered Nurse - Occupational Health Nursing
Registered Nurse - Oncology Nursing
Registered Nurse - Operating Room
Registered Nurse - First Assistant
Registered Nurse – Perinatal Nursing
Post Graduate Certificates
Post Graduate Certificates
Page 19
APPENDIX C
PROGRAM
STANDALONE
PAC
(Check 
if yes)
UNDER ONE PAC
Registered Nurse – Refresher Registered
Practical Nurse - Maternal Newborn Nursing
Registered Practical Nurse - Operating Room
Registered Practical Nurse - Mental Health Nursing
Registered Practical Nurse – Refresher
Practical Nursing to RPN Diploma Completion:
RPN Diploma completion
BScN
Practical Nursing
Personal Support Worker
Nursing Education Advisory Full-Time
Medical Radiation Sciences
Cardiovascular Technology
Diagnostic Cardiac Sonography
√
Occupational Therapist and
Physiotherapist
Pharmacy Technician
√
Diagnostic Cardiac Sonography
Cardiovascular Technology
CLUSTERED PROGRAMS
Full Time Nursing
Employer base is the same for
program graduates for both of
these programs.
√
Page 20
APPENDIX C
PROGRAM
STANDALONE
PAC
(Check 
if yes)
UNDER ONE PAC
CLUSTERED PROGRAMS
FACULTY OF COMMUNITY AND URBAN STUDIES
PROGRAM
STANDALONE PAC
(Check 
if yes)
Advanced Police Studies (graduate
certificate)
Police Foundations
Law & Security Admin-Private Security
Pre-Justice
Pre-Justice (Ontario college
certificate)
Police Foundations
Advanced Police Studies
CLUSTERED PROGRAMS
All lead to various law enforcement
careers; advisory committee sees the
‘fit’ (May and November, 2010) ; LASA
and PF share a common first year
program of studies and programs
ladder from college certificate to
diploma to graduate certificate
Page 21
APPENDIX C
PROGRAM
STANDALONE PAC
(Check 
if yes)
Law & Security Admin-Private
Security (LASA) (diploma)
Police Foundations
Pre-Justice
Police Foundations (PF) (diploma)
Pre-Justice
Health, Wellness and Fitness

Autism & Behavioural Sciences

Child & Youth Worker

CLUSTERED PROGRAMS
Advisory Committee requested a crossover report between the separate
advisory committees as a standing
item (November, 2010)
Page 22
APPENDIX C
PROGRAM
Educational Assistant
STANDALONE PAC
(Check 
if yes)

Early Childhood Education

Instructor for the Blind &
Visually Impaired
Recreation & Leisure Services

CLUSTERED PROGRAMS
IBVI – O & M
IBVI – Rehab.
Advisory Members are from the same
common agencies
Developmental Service Worker
Apprenticeship
Concurrent Disorders
Advisory Members are from the same
common agencies

Social Service Worker
Page 23
APPENDIX C
FACULTY OF INTERDISCIPLINARY STUDIES
PROGRAM
Gas/AC (Changing to gas - EAP)
General Arts and Science
STANDPROGRAM CLUSTERED WITH OTHER
ALONE PAC
(Check 
if yes)
TBA
New PAC to be formed for GAS - EAP
program pending MTCU approval of
program
Pre-Health
Pre-Health
General Arts and Science
CONTINUING EDUCATION
Not For Profit Sector Studies
(CE)
Library and Information
Technician (CE)
Creative Arts (CE)
Labour Studies (CE)

Not for Profit Leadership Development
Certificate Program
Volunteer Management Certificate
Program
Fundraising/Development Associate
Certificate Program
Workplace Leadership Certificate Program
Library and Information Technician
Diploma
Records and Information Management
Certificate Program
Photography Certificate Program
Performing Arts Certificate Program
Visual Arts Certificate Program
Labour Studies Certificate Program
CLUSTERED PROGRAMS
Both programs share same course
availability – difference is in elective
courses taken to satisfy Pre-health
requirement
These are certificate programs in the
School of Continuing Education and
members are selected from across the
community to represent these sectors.
These programs enlist the support of
individuals from the same employment
and vocational areas.
Members from various creative arts
organizations comprise the
membership of this committee
Page 24
APPENDIX C
STANDALONE PAC
(Check 
if yes)
PROGRAM
Bereavement and Counselling
(CE)
Bereavement Counselling Certificate
Program
Concepts in Bereavement Support
Certificate program
Counselling Techniques Certificate
Program
Career Counselling Certificate Program
CLUSTERED PROGRAMS
These programs enlist the support of
individuals from the same employment
and vocational areas.
FACULTY OF BUSINESS, MEDIA AND ENTERTAINMENT
PROGRAM
Advertising
Business - Accounting
STANDALONE PAC
(Check 
if yes)

Business - Accounting Co-op
Business - Accounting Co-op
Business - Accounting
Business - Financial Services
Business - General
Insurance
Business Administration
Business Foundations
Human Resources Management
International Business Management
Small Business & Entrepreneurship
CLUSTERED PROGRAMS
Same program, different delivery
model
model
Complementary industries
Same employer group
Page 25
APPENDIX C
PROGRAM
STANDALONE PAC
(Check 
if yes)
Business - Marketing
Business - Marketing Co-op
Event Management
Human Resources
Management
Insurance
International Business
Management
Office Administration Mohawk College – 18-Month PQAPA Report
Business - Marketing Co-op
Business – Marketing
Business – General
Tourism & Travel
Business - Financial Services
Office Administration General
CLUSTERED PROGRAMS
model
model
Same employer group
Same employer group
Same employer group
Same employer group
Same employer group
Page 26
APPENDIX C
PROGRAM
STANDALONE PAC
(Check 
if yes)
Executive
Office Administration Legal
Office Administration Medical
Office Administration Executive
Office Administration - General
Office Administration - Legal
Office Administration - Medical
Public Relations
Small Business &
Entrepreneurship
Tourism & Travel
Broadcasting Radio
Broadcasting Television
Journalism: Print and
Broadcast
Pre Media and Entertainment
Applied Music
Graphic Design – Integrated
Media
Graphic Design Production –
CLUSTERED PROGRAMS
Same employer group
Same employer group
Same employer group

Event Management
Same employer group
Prep Music
Prep is a feeder to Applied






Page 27
APPENDIX C
PROGRAM
STANDALONE PAC
(Check 
if yes)
Packaging
Graphic Design – Digital Media
Graphic Design – Creative
Studio
Art and Design Foundations
Graphic Media Foundations
Graphic Design – Creative Studio
Graphic Design – Digital Media
Graphic Media Foundations
Art and Design Foundations
CLUSTERED PROGRAMS
Employment through same industry
reps
Employment through same industry
reps
Two programs are merging into one
Two programs are merging into one
Page 28

Mohawk Followup 2011 - Ontario College Quality Assurance Service

Transcription

Similar documents

Salad Bar - Dragon Lake Elementary School

Model 2300QC

Please note this newsletter is for this week and

Science Direct

Bistango Event - Diane Harkey for Board of Equalization

What is the Primary Adult Care Program?

with Susan Jackson

Using a Pac-Rt® on an Astro-Spectra