2024-25 CQAAP Package

The Board of Governors

Georgian College has established mechanisms that operationalize the Board of Governor’s responsibility to ensure that quality assurance is embedded in the strategic direction of the college. The Board establishes governance structures to enable the achievement of expected institutional outcomes with clear lines of communication and internal accountability.

• Board of Governors Webpage
• Board By-laws
  • By-law 1: General By-law, Board of Governors, p. 8-22
  • By-law 2: Program Advisory Committee, p. 23
  • By-law 3: College Council, p. 29
• Board Policies
  • I. Outcomes (pp. 3-4)
    • A. Mission, Vision, Values (p. 3)
    • B. Strategic Priorities (p. 4)
  • II. Governance Process (pp. 5-10)
    • A. Governing Style (p. 5)
    • B. Role of the Board (p. 6)
    • C. Role of the Chair of the Board (p. 7)
    • D. Board Committee Principles (p. 8)
    • E. Governors’ Code of Conduct (pp. 9-10)
  • III. Board / President and CEO relationship (pp. 11-16)
    • A. Delegation to the President and CEO (p. 11)
    • B. President and CEO’s Job Description (p. 12)
    • C. Monitoring and Evaluating the President and CEO’s Performance (pp. 13-14)
  • IV. Executive Limitations (pp. 17-30)
• Board Sub-committees
  • Finance and Audit Committee
  • Community Engagement Committee
  • Advancement Committee
  • Nominations Committee
• Board meetings (highlights)
• Board Scorecard (June 2024)

Strategic Documents

The college’s Policies, Procedures and Reports page houses the following College reports and plans that define and guide the operationalization of QA in the institution. Many of these documents are a part of Georgian’s Accountability Framework:

• Georgian College Strategic Plan 2022-24
• Strategic Mandate Agreement 2020-25
• Academic Plan 2022-24
• Indigenization Strategy 2022-24
• Georgian College Business Plan 2024-25
• Georgian College Annual Report 2023-24
• Georgian College Impact Report 2023-24

Organizational Structure

The college’s organizational structure supports the consistent implementation of the QA mechanisms, and those reviewing their effectiveness. The college’s Organizational charts are housed on the staff Intranet:

• Senior Leadership (President’s Leadership Team)
  • Academic
  • External Relations and Enrolment
  • Finance and Corporate Services
  • People and Culture
  • Student Success

Committees, Councils and Departments

A number of committees and councils play a critical role in quality assurance at Georgian. Terms of Reference (ToR) for most committees are housed on the Committees and Councils SharePoint page. Where ToR do not exist, policies are used to relay purpose and responsibility:

• Academic Council
• Academic Executive Team
• Academic Leadership Team
• Capacity Assessment Committee
• College Council (from Board By-law 15 above; see 4. Purpose, p. 4)
  • Quarterly report on AC activities
• Program Advisory Committee (Purpose, p. 1; Responsibility, p. 3)
  • Program Advisory Committee (PAC) Guidelines
• Program Innovation Review Committee (PIRC) – previously Program Innovation Committee (PIC)
• Student Academic Engagement Council (Purpose, p. 1; Responsibility, p. 2)
• Strategic Enrolment Management Steering Committee

The following departments are critical to supporting continuous quality of academic programs:

• Office of Academic Quality
• Institutional Research and Strategic Insights
• Centre for Teaching and Learning

Academic Policies

The college has numerous academic policies, procedures and guidelines that support the Board’s responsibility to ensure strategic alignment and quality of programming at the college:

• Academic Quality Assurance Policy #118 
• Program Suspension or Cancellation Policy #119 (BoG responsibility p. 4; Procedure statement 2.2.4 and 2.2.5, p 8)
• New Program Development Policy #120 (BoG responsibility p. 6; Policy statement 1.1, p. 10)
• Program Renewal Policy #121 (Policy statement 1.2, p. 8)
• Program Assessment Policy #126 (Policy statement 1.2, p. 4); Annual Program Quality Review Policy #126 – Draft (Policy statement 1.3, p. 4)
  • This policy is being updated to align with the new Annual Program Quality Review process and is currently undergoing the final stages of approval.
• Program Advisory Committees Policy #128 (BoG responsibility, p. 3; Policy statement 1.6, p. 6)
• Program Steering Committees Policy #129

Evidence of Board Engagement in Quality Assurance

• Board of Governors Orientation:
  • Board Orientation Agenda (Sept 2024)
  • New Governance Orientation documentation (includes agenda, mentor program, policy, and other information)
• Board Strategic Planning Documents (Vision 2030)
  • Vision 2030 – Discover 120+ Days of Listening Report
  • Vision 2030 – Board Retreat Discussion
• Board Meeting documentation
  • Review of Budget Development and Business Plan (Board Meeting Highlights)
  • Review of Annual PAC appointments and Annual Report (Board Meeting Highlights)

Program related evidence

Board Program Reviews and approvals

• New Programs Approvals
  • MAAJ
  • MHCC
• Program Renewals and Program Standards – Annual update for the Board
• Suspensions/Cancellations – Annual update for the Board

The Office of Academic Quality (OAQ) is the central point of support for all academic quality processes at the college, and supports academic teams in the maintenance of their programs throughout their lifecycle. The OAQ is made up of a Dean; Director; three permanent and two seconded full-time faculty who support curriculum development and design; a Curriculum Process Specialist who facilitates the new program and revision processes; and two Curriculum System Specialists who are responsible for managing and supporting the Curriculum Information Management system (CIM):

OAQ Structure

Program lifecycle processes

The OAQ ensures that programs remain current and relevant, and aligned with and further the college’s strategic priorities throughout program development, review, revision, renewal, and program suspension and cancellation.

New Program Development

New program development is conducted in alignment with New Program Development Policy #120. When programs are approved for development, the OAQ works with academic teams to support and guide the process.

• New Program Development Checklist
• New Program Development Process graphic

Before curriculum can be developed, academic teams compile the statement of interest which is based on research related to market viability, community/industry need, and extensive internal consultations to ensure the college has the capacity to deliver the program.

• Statement of Interest (from CIM)
  • CIM Program Form (pp. 3-7)

Once the proposed program is approved for development, the OAQ works with teams to develop the curriculum which includes extensive mapping and review by internal bodies, before external submissions for validation and funding approval. Curriculum is drafted in CIM, which includes prompts and help bubbles to support academic areas to build curriculum in alignment with best practices and requirements, and is put through an automated workflow:

• Curriculum Fields (from CIM)
  • CIM Program Form (pp. 7-11)
  • CIM Course Form
• Program Mapping
• Approval Workflow
  • MAAJ
  • MHCC

Once a program has launched, it is subject to a number of ongoing quality processes to ensure currency and relevance throughout its lifecycle.

Annual Program Quality Review (Previously Program Assessment)

Programs are reviewed annually. Please note, this process has been undergoing revision over the past three years. The following illustrates the previous and new process:

• Program Assessment home page (previous process)
  • Program Assessment Policy #126
  • Program Assessment Action Planning home page
    • Example Action Planning web form (ADMC)
• Annual Program Quality Review (new process, college-wide launch May 2025)
  • Annual Program Quality Review Policy – Draft (approval pending)
  • APQR template
  • Pilot Phase One communications
  • Pilot Phase Two communications
• For completed Program Assessment and Program Quality Review pilot documentation, see 1.5 below.

Program and Course Changes

Programs and courses may be revised due to recommendations arising from program quality review, a program standard implementation, a change in regulatory requirements, or a shift in industry. In these cases, academic teams make modifications in alignment with Curriculum Revision Policy #123.

The OAQ Website outlines parameters for change, and the OAQ supports teams through the process:

• Course Development and Curriculum Revision (for clarification of major versus minor change)
  • Course Revision
  • Program Revision

Program Renewal

Comprehensive Program renewal typically occurs every five years, as per Program Renewal Policy #121. The process is similar to new program development with the exception of the statement of interest phase. Instead, teams begin the process by examining the current state of the program in the context of recommendations that have arisen over the previous years through the annual program quality review process, the institutional research program renewal report, as well as input from critical internal and external parties. The OAQ supports and facilitates the process:

• Program Renewal Checklist
• Program Renewal CIM Form
• Program Mapping
• Approval Workflows in CIM
  • ADMC
  • CMPA
  • CVET
  • PRJM

Suspension or Cancellation of Program

Programs are identified for suspension or cancellation in accordance with the Program Suspension and Cancellation Policy #119.

• Program Suspension/Cancellation documentation
  • Enrolment communication re Intake Suspensions
  • MCU Dormant programs list
    • MCU communication
    • OAQ communication

Continuous Quality Improvement (CQI) of program lifecycle processes and supports

The Office of Academic Quality continually reviews its processes and makes improvements based on feedback from the college community. The following are examples of CQI mechanisms related to program lifecycle processes:

• OAQ 5-year review (relates to all processes and resources)
  • Survey
    • OAQ survey communication (launch and reminder emails)
    • IR report re results
    • OAQ staff news announcement and action planning
• New Program Development Surveys
  • Survey
• Program Renewal Surveys (distributed to teams upon completion of a renewal; OAQ uses feedback to improve the process and related resources)
  • Survey
  • Results
• APQR Surveys (distributed to teams participating in current pilot)
  • Survey
  • Responses (Phase 1 and Phase 2)

Institutional Research and Strategic Insights

Program Quality Assurance at Georgian depends upon evidence-based research and extensive consultation from both internal and external invested parties. Institutional Research and Strategic Insights is responsible for providing and analyzing the data used to support new program proposals and ongoing program quality improvement.

Institutional Research and Strategic Insights Structure

The Institutional Research and Strategic Insights (IR) Webpage includes a number of tabs with information used to support program quality:

• KPI Report Cards and Data
• Program Assessment (process being replaced by the Annual Program Quality Review)
• Retention Reporting
• Ontario College Student Experience Survey
• Course Feedback Survey
• The Self-Serve Data Hub includes a number of dashboards that can help academic teams inform decisions related to program quality, including academic outcomes, KPIs, Market and population trends and projections.

The following table outlines, in more detail, the data and information used throughout program quality assurance processes:

Data	Source	Related Processes	Evidence
Retention Information about which students within Georgian’s catchment choose to attend Georgian. Data includes retention by term and program.	IR Self-serve data hub (Georgian College)	New Program Development; Annual Program Quality Review Program Renewal Program Suspension/Cancellation Enrolment Planning	Retention Reporting
Application and Registration Analysis of OCAS application and registration data, highlighting high- and low-growth programs within the college sector and comparing trends with Georgian market share.	IR Self-serve Data Hub (OCAS)	New Program Development; Annual Program Quality Review Program Renewal Program Suspension/Cancellation Enrolment Planning	Market Trends – College Programs
Student Outcomes Analysis of academic performance data (course failure rates, average term GPA, Program withdrawals, etc.) for recent terms.	IR Self-serve Data Hub (Georgian College)	Annual Program Quality Review Program Renewal Enrolment Planning	Academic Outcomes Dashboard
Labour Market Presents information regarding labour market trends by industry, occupation category and geography. Includes recent trends as well as future projections.	IR Self-serve Data Hub (Stats Can data aggregated by Georgian College)	New Program Development Annual Program Quality Review Program Renewal Enrolment Planning	Labour Market Dashboard
Population Trends and Projections Population estimates and projections for Ontario regions and age groups. Also includes per capita analysis of first-year domestic enrolment data.	IR Self-serve Data Hub (Stats Can; Ontario Ministry of Finance; OCAS)	New Program Development Annual Program Quality Review Program Renewal Enrolment Planning	Population Trends and Projections Dashboard
Gain/Drain Analysis of geographic enrolment trends within Georgian’s catchment (retain/drain) and elsewhere in Ontario (gain).	IR Self-serve Hub (OCAS data)	New Program Development Annual Program Quality Review Program Renewal Program Suspension/Cancellation	Gain Drain and Retain Reporting
Enrolment (internal) A comparison of admissions target numbers, to planned targets (first day of classes) numbers, and to the audited numbers for both domestic and international students.	GC data (internal) Hyperion	New Program Development Annual Program Quality Review Program Renewal Program Suspension/Cancellation	Admissions Dashboard Admissions Comparison Report
Student, Graduate and Employer Key Performance Indicators Student, graduate and employer satisfaction information from existing comparator programs in the system (for proposed new programs), and from Georgian students, graduates and employers (for existing programs).	OCAS and MCU	New Program Development Annual Program Quality Review Program Renewal	Ontario College Student Experience Survey KPI Graduation and Employment
Institutional Input	Capacity Assessment Committee (CAC)	New Program Development Program Renewal	CIM Program form (Capacity to deliver section, pp 5-6) CAC Guide for Consultation
Employer/Industry Input	KPI Employment data (OCAS and MCU) Employer participation on Program Advisory and Steering Committees Employer surveys	New Program Development Annual Program Quality Review Program Renewal	KPI Graduation and Employment Program Advisory Committee minutes (see 1.4 below) Program Renewal PAC Survey Program Steering Committee minutes (see 1.4 below) Co-op Employer Survey
Student Input	Student Surveys for courses, programs and college Student participation on committees	Annual Program Quality Review Program Renewal	Course Feedback Survey Program Renewal Survey Ontario College Student Experience Survey – Dashboard and Report Student Academic Engagement Council (SAEC): – Computer Studies and Design and Visual Arts – SAEC – Engineering and Environmental Technologies and Skilled Trades – SAEC – Health, Wellness and Science – SAEC – Liberal Arts – SAEC
Faculty Input Input from faculty about program successes and opportunities for improvement related to curriculum, instructional design and delivery.	Program Faculty	New Program Development Annual Program Quality Review Program Renewal	Portfolio, department and program meetings (MHCC F24; MHCC W24) APQR Template (section 1, pp. 1-6) Program Renewal Summary section of CIM Program form (pp. 3-6)

The data and information described in 1.3 above are used throughout Georgian’s Quality Assurance processes to assess program performance and inform recommendations:

Evidence of Data informed Processes
New Program Development New Program Development Research Package: MAAJ, MHCC New Program Statements of Interest: MAAJ, pp. 9-14; MHCC, pp. 10-22 Program Steering Committee Minutes: MAAJ, MHCC New Program Proposed Curriculum: MAAJ, pp. 14-17; MHCC, pp. 22-25 Capacity Assessment Committee Minutes: MAAJ; MHCC
Annual Program Quality Review Annual Program Quality Review (APQR) – new process APQR Data Packages: CMPA, CVET, MHCC APQR Form (new process): CMPA, CVET, MHCC Annual Program Assessment (APA) – previous process APA Report Cards: ADMC, CMPA, CVET, MHCC APA Web form panning: ADMC, CMPA, CVET, MHCC
Program Renewal Program Renewal Research Report: ADMC, CMPA, CVET, PRJM PAC Minutes: ADMC, CMPA, CVET, PRJM Program Renewal Student Surveys (launched Fall 23): PRJM – Survey, Results; SPRT – Survey, Results; PHRM – Survey, Results Program Renewal PAC Surveys (launched Fall 23): SPRT – Survey, Results; PHRM – Survey, Results
Program Suspension and Cancellation Enrolment spreadsheet with programs indicated for intake suspension
Ongoing program quality PRJM Group administration guidelines pilot (as a result of SAEC feedback)

Once a new program has been approved and is included in the academic offerings, it is subject to a number of quality assurance processes designed to ensure and track continual quality improvement.

Academic Deans are responsible for ensuring the tracking and implementation of recommendations arising from quality assurance processes including Annual Program Quality Review (Program Assessment), Program Renewal, and any other major program change, such as the adoption or revision of a program standard. This includes assigning workload, and reviewing and approving all of the above.

The Office of Academic Quality tracks the completion of Program Development, Program Renewals, as well as adoptions or revisions of Program Standards. The Curriculum Process Specialist uses tracking sheets to ensure program teams adhere to timelines, and that the various stages of development or revision are completed within the Curriculum Information Management system (CIM).

Responsible Party	Process and related program evidence
Dean OAQ	Program Development New Program Development Tracking New Program Completed CIM Form: MAAJ; MHCC New Program Development workflows and approvals: MAAJ, MHCC
Dean OAQ	Program Renewal Program Renewal Tracking Program Renewal Summary – Recommendations and Action Plan: ADMC (pp. 4-7); CMPA (pp. 4-5); CVET (pp. 4-5) PRJM (pp. 4-6) Program Renewal workflows and approvals: ADMC, CMPA, CVET, PRJM CVET: Book 7 Training – Employer feedback; SAEC minutes (p. 3); PAC Renewal minutes – Meeting 1 (p. 2); Meeting 2 (pp. 2-3)
Dean OAQ	Annual Program Quality Review (APQR) APQR Action Plans: CMPA (pp. 12-13); CVET (p. 12); MAAJ (pp. 8, 12); MHCC (p. 13); PRJM (pp. 8 , 14) Program Assessment Web Form action Plans (Previous Process): ADMC, CMPA, CVET, MHCC
Dean Registrar OAQ	Program Suspension and Cancellation Decision emails re Program Intake Suspensions: JEIB, PRJM BoG program suspension report

Policy

Georgian programs are developed, revised, and changes communicated in accordance with the following policies:

• Academic Quality Assurance Policy #118 (policy statements 1.6 and 1.7, p. 5)
• New Program Development Policy #120 (policy statement 1.7, p. 12)
• Program Renewal Policy #121 (policy statement 1.7, p 8)
• Program Assessment Policy #126 (policy statement 1.3, p. 4); Annual Program Quality Review Policy #126 – Draft (policy statement 1.4, p. 4)
  • This policy is being updated to align with the new Annual Program Quality Review process and is currently undergoing the final stages of approval.
• Curriculum Revision Policy #123 (policy statement 1.8, p. 8; procedure statements 2.1.5, p. 8 and 2.2.7, p. 10)
• Program Suspension and Cancellation Policy #119 (policy statement 1.2, p. 6; procedures 2.1, p. 6 and 2.2 and 2.3, p. 8)

Timelines

The Office of Academic Quality establishes timelines for all curriculum development and revision, and the Curriculum Process Specialist schedules meetings for internal approval, based on key deadlines, such as the marketing and application cycle. Timelines are posted in the following locations:

• Office of Academic Quality website
  • The Curriculum Development and Revision page illustrates types of change, their level, and the approvals required:
    • The Course Revision page clarifies the process for major and minor course changes and provides submission timelines.
    • The Program Revision page clarifies the process for major and minor program changes and provides submission timelines.
• Curriculum Information Management system (CIM)
  • Course Form provides timelines for course changes
  • Program Form provides definitions for major and minor changes, and directs users to the OAQ website for timelines.

Communication of Changes

The Office of Academic Quality is responsible for communicating curricular changes to programs and courses to all invested parties and does so via the following:

• Curriculum Process Systems Specialist
  • email communications re validation, funding, and program modification approvals
• Curriculum Information Management System automated emails
  • workflow email template
    • Courses
    • Programs
  • Emails for committee review
    • Capacity Assessment Committee FYI
    • Program Innovation Review Committee FYI
  • FYI emails upon final approvals
    • Registrar FYI
    • Degree Works Scribestart FYI
• Curriculum Support Specialists
  • Email from OAQ to Office of the Registrar and Marketing: New Programs (including MAAJ) have been created in Banner
  • Email between OAQ and Marketing: Minor change to MHCC program description

Curriculum Information Management

The Curriculum Information Management system (CIM) is a database that houses all program curricula. Access is controlled by system administrators in the Office of Academic Quality. All new programs and courses or changes to existing programs and courses occur in CIM, which acts as the source of truth for curriculum. The program and course forms meet the needs of any type of curriculum proposal, so all historical versions of a program, as well as additional documentation, live with that program inside the system for its entire life cycle. Documentation includes original Credential Validation Service validation, Ministry funding approvals, Detailed Curriculum Maps, Program Development and Renewal Research Reports, New Program Statements of Interest, Program Renewal Summaries, Steering Committee/PAC minutes, and any other supporting documentation relevant to a program throughout its lifecycle.

• Video tour of documentation management in CIM (MAAJ)

Vocational Learning Outcomes in Policy

Georgian ensures the existence, relevance and dissemination of program Vocational Learning Outcomes (VLOs) as the starting point for any lifecycle activity and embeds this requirement in its academic policies:

• Academic Quality Assurance Policy #118 (policy statements 1.2, 1.3 and 1.5, p. 5)
• New Program Development Policy #120 (policy statement 1.3, p. 10)
• Program Renewal Policy #121 (policy statements 1.2, 1.3 and 1.4, p. 8)
• Program Assessment Policy #126 (policy statement 1.1, p. 4; procedure statement 2.6, p. 5); Annual Program Quality Review Policy #126 – Draft (policy statement 1.1, p. 4; procedure statement 2.5, p. 5)
  • Policy is being revised to align with Annual Program Quality Review process update and is currently undergoing the approval process
• Curriculum Revision Policy #123 (policy statement 1.3 and 1.4, p. 7)

Provincial Program Standards and Descriptions

All of Georgian’s Ontario College credentials at the diploma and certificate levels align with a provincial program standard or description.

• Developing a new diploma or certificate
  • Program Design – MTCU Code (Provincial Program Standards and Descriptions)
• Renewing a diploma or certificate
  • Curriculum Renewal – MTCU Code (Provincial Program Standards and Descriptions)
• Program Standards and Descriptions

Supports for Curriculum Mapping and VLO development

The Office of Academic Quality (OAQ) Program Development and Review Consultants and Curriculum Advisors work with academic teams during program development and review processes to ensure appropriate alignment and construction of VLOs. This includes working with the Credential Validation Service (CVS) through their informal review process, as well as through Georgian’s internal Detailed Curriculum Mapping process.

• Developing a diploma or certificate (OAQ website)
  • Program Design (Program Outline and Program Mapping sections)
    • Program Outline – Program Learning Outcomes
      • Writing Vocational Learning Outcomes
• Renewing a diploma or certificate (OAQ website)
  • Curriculum Renewal (Program Outline and Program Mapping sections)
    • Program Outline – Program Learning Outcomes
      • Writing Vocational Learning Outcomes
• Diploma and certificate – Program mapping (Detailed Mapping and CVS Informal review)
  • Detailed Curriculum Mapping tool (instructional video)
  • Detailed Curriculum Map template – Diplomas and Certificates
  • Detailed Curriculum Map template – Graduate Certificates

Program Related Evidence

VLOs are communicated to applicants, students, faculty, employers, and other invested parties through the program outlines which are published on the website. The following table includes program related evidence demonstrating alignment and dissemination of program VLOs:

Program	Program Standard or Description	Program Outline	Program Web Page
ADMC	Advertising and Marketing Communication (Standard)	ADMC outline	ADMC web
CVET	Civil Engineering Technician (Standard)	CVET outline	CVET web
CMPA	Computer Programming and Analysis (Standard)	CMPA outline	CMPA web
MAAJ	CVS Informal Review (Description)	MAAJ outline	MAAJ web
MHCC	CVS Informal Review (Description)	MHCC outline	MHCC web
PRJM	CVS Informal Reviews (Description) – Program Renewal – Program Modification	PRJM outline	PRJM web

Consistency across location and delivery

Each program of instruction at Georgian College is based on one official program outline and one official course outline per program course, regardless of location or mode of delivery. As such, assessment and instructional design stem from a single source of truth, helping to ensure a consistent learning experience for students (refer to 4.1 for more detail).

Course structure, Sequence and CLOs

As mentioned in 2.1 above, the OAQ Program Development and Review Consultants and Curriculum Advisors facilitate the detailed mapping process with the academic teams during development and renewal processes, to ensure that program courses and course sequence are appropriately scaffolded to meet the Vocational Learning Outcomes (VLOs) and the Essential Employability Skills (EESs). The mapping process consists of multiple sessions through which faculty and the OAQ review program courses in detail, learning outcome by learning outcome to ensure alignment with VLOs, EES (where relevant), and Institutional Priorities, and to ensure the course structure and sequence optimizes students’ ability to progress successfully through the program.

Academic Deans approve the detailed curriculum mapping, program sequence, and course requisites prior to final academic approval at Academic Council. The program progression, tracking and requisites are published in the official program outline and on the college website.

Program	Detailed Curriculum Map (DCM)	Program Progression	Program Tracking	Course Requisites in CIM
ADMC	DCM PLO Pivot EES Pivot Semester Pivot Institutional Priority Pivot	CIM view Program outline view	CIM view Program outline view	Program tracking (course bubbles)
CMPA	DCM PLO Pivot EES Pivot Semester Pivot Institutional Priority Pivot	CIM view Program outline view	CIM view Program outline view	Program tracking (course bubbles)
CVET	DCM PLO Pivot EES Pivot Semester Pivot Institutional Priority Pivot	CIM view Program outline view	CIM view Program outline view	Program tracking (course bubbles)
MHCC	DCM PLO Pivot Semester Pivot Institutional Priority Pivot	CIM view Program outline view	CIM view Program outline view	Program tracking (course bubbles)

Communication of the Detailed Curriculum Map to internal parties

The detailed curriculum mapping process is well established and supported across all programs at Georgian College (refer to requirement 2.1 – Supports for Curriculum mapping and VLO development – Diploma and certificate – Program mapping).

The Detailed Curriculum Maps are stored within the program form in the Curriculum Information Management system (CIM), and remain available to all internal parties who have access to the system (see requirement 1.7 above). This includes administrators, faculty, and support staff connected with the program, as well as members of relevant bodies or departments connected to program development and revision processes, such as the Office of the Registrar, Cooperative Education, the Centre for Teaching and Learning, Program Innovation Review Committee (PIRC), Capacity Assessment Committee (CAC), Academic Executive Team (AET), Academic Council (AC), and the President’s Leadership Team (PLT).

Continuous Quality Improvement and the Detailed Curriculum Mapping process

The Office of Academic Quality seeks ongoing feedback about all of its process, including the effectiveness of the mapping process and supports through ongoing surveys after program renewal and development, and during a more comprehensive five-year QA survey (refer to 1.2 above):

OAQ 5-year survey (2023)

• questions re tool usefulness (DCM)

OAQ Program Renewal survey

• questions re mapping process usefulness

Georgian College has mature mechanisms to develop and review program/course activity and ensure that the learning activities and assessments (including PLAR) are aligned with course learning outcomes, Vocational Learning Outcomes (VLOs) and Essential Employability Skills (EESs).

• Evaluation of Student Learning Policy #124 (Purpose, p. 1; policy statements 1.1, 1.2, 1.3, p.5)

Office of Academic Quality: Curriculum Mapping

The Office of Academic Quality provides support for curriculum mapping in new program development and comprehensive program renewal, which includes discussion about how Course Learning Outcomes (CLOs) are measured in order to satisfy program VLOs, EESs, and institutional priorities (see 2.1 and 2.2 above). The OAQ also provides resources to support the development of meaningful learning outcomes:

• OAQ web page:
  • Program Outline page – Program Learning Outcomes section
    • Writing Learning Outcomes

The Centre for Teaching and Learning: Assessment and Instructional Design

The Centre for Teaching and Learning (CTL) supports faculty teams in assessment and instructional design, ensuring that learning activities and assessment stem from Course Learning Outcomes, which are linked to the VLOs and EES.

CTL Website

• Planning for Learning:
  • Syllabus
  • Essential Employability Skills
  • Lesson Planning
    • Lesson Plan – Basic Structure (includes checklist and template)
  • Learning Goals and Outcomes

• Assessment:
  • Assessment fundamentals
  • Authentic and alternative assessment
  • Testing practices

CTL Training Sessions

CTL Training sessions and programs embed the significance of building assessment and instructional design from learning outcomes:

• Full-time Faculty Journey (FTJ), formerly called the Academic Development Program (ADP). This is a mandatory program for all newly hired full-time faculty:
  • Program Syllabus (p. 6, Weeks 2-4)
  • Week 2 Slide deck:
    • Integrated Course Design (pp. 21-26)
    • Course Alignment (pp. 30-32); Course Alignment Worksheet
    • BOPPPS: Bridge-In, Outcomes, Pre-assessment, Participatory Learning, Post-assessment, and Summary (pp. 41-47)
  • Week 5: Curriculum Connections
• Partial Load Faculty Journey
• Part-time Faculty Journey
• CDS: Course Design Sprint (CDS) is a two-day opportunity in which faculty re-design one course.
  • CDS Worksheet

Pathways Programs

CTL Pathways programs support ongoing faculty development in different delivery modes, all of which include content related to the importance of building assessment and instructional design from CLOs. All courses with online components include Best Practices for Online Teaching, and are reviewed against the Quality Matters Higher Education Rubric:

• Course Design Base Camp (CDBC) Quality Matters Rubric – simplified checklist
• Quality Matters Checklist
• Quality Matters Rubric Standards

Hybrid Horizons

Faculty teaching hybrid for the first time participate in Hybrid Horizons:

• Hybrid Horizons Weekly Schedule
  • Module 1: An Overview of Hybrid Teaching and Your Role (p. 1)
  • Module 2: Hybrid Course Design (p. 2)
  • Module 3: Hybrid Course Development (p. 2)
  • Module 5: Assessment Strategies (p. 3)
• Sample Hybrid Syllabus (p. 4)

Course Design Base Camp

Faculty teaching online or GC Flex (Georgian College’s signature hybrid delivery option) for the first time participate in Course Design Base Camp (CDBC):

• CDBC weekly schedule
  • Module 1: Course Design Foundations, p. 1
  • Module 4: Understanding Assessments and Feedback, p. 4
  • Module 5: Designing Engaging Learning Environments, p. 5
• Sample Syllabus (p. 5)
• Sample Course Schedule (illustrates planning for multiple modalities)

Academic Pathways and PLAR support

The Partnerships and Pathways office provides support for faculty in the development and evaluation of Prior Learning Assessment Recognition, which are designed to measure informal learning against course learning outcomes:

• Prior Learning Assessment and Recognition policy #127 (purpose, p. 1; policy statement 1.3, p. 5).
• Credit for Prior Learning (CPL) – Guide and Resources
  • CPL – Resources for Assessing Credit Transfer and PLARS
    • PLAR Course Learning Outcome (CLO) Assessment
    • PLAR – Creating e-Portfolio Assessment
    • PLAR – Creating Challenge Evaluation
  • Coordinator training is delivered jointly by Partnerships and Pathways and Credit for Prior Learning (part of the Office of the Registrar), and covers information related to pathways systems and assessment.

Program Evidence

Program	Course Outline, Sample Syllabi, Lessons and Assessments
ADMC	ADVE 1003: Copywriting and Content Strategy ADVE 1003 – Course outline ADVE 1003 – Syllabus – Winter 25 ADVE 1003 – Flyer Design Lesson Flyer Design Assignment ADVE 2005: Professional Presentation Skills ADVE 2005 – Course outline ADVE 2005 Syllabus – Winter 24 Persuasive Pitch Lesson Persuasive Pitch Assignment ADVE 2020: Social Media Strategy ADVE 2020 – Course outline ADVE 2020 – Syllabus – Fall 24 Social Media Marketing Slide Deck Social Media Plan Assignment ADMC PLAR process – email string with PLAR candidate
CMPA	ENTR 1002: Introduction to Entrepreneurship ENTR 1002 – Course outline ENTR 1002 – Syllabus – Fall 24 ENTR 1002 Lesson Plans (see week 3, p. 3); Business Model Canvas lesson slide deck Business Model Canvas Assignment COMP 2068: Java Script Frameworks COMP 2068 – Course outline COMP 2068 – Syllabus – Fall 24 COMP 2068 – Lesson Alignment COMP 2068 – Lesson Plans (see week 4, p. 4); Lesson (week 4) – Express and the Express Generator Tool lesson Assignment – Creating a Hello World app using Express COMP 3025: Mobile and Pervasive Computing COMP 3025 – Course outline COMP 3025 – Syllabus – Winter 25 App Life Cycle Activities Lecture Assignment 1 – Lucky Number App
CVET	CONS 2000: Construction Practices and Methods CONS 2000 – Course outline CONS 2000 – Syllabus – Fall 24 Reinforced Concrete Lesson slide deck (assignment outline on pp. 40-41) CONS 2001: Construction Practices – Building Systems CONS 2001 – Course outline CONS 2001 – Syllabus – Winter 24 CONS 2001 – Floor joists and connectors – Week 8 Lesson Assignment 4 – Building Systems and OCB Part 9 SURV 1001: Civil Construction Surveying SURV 1001 – Course outline SURV 1001 – Syllabus – Winter 24 Practical Test #1 CIVL 1002: Physics for Civil Engineering CIVL 1002 – Course outline CVIL 1002 – PLAR challenge exam
MHCC	MHCC 1000: Major Mental Health Disorders MHCC 1000 – Course outline MHCC 1000 – Syllabus – Fall 23 MHCC 1000 – Film Assignment MHCC 1001: Determinants of Health: Mental Health Policy and Practice Perspectives MHCC 1001 – Course outline MHCC 1001 – Syllabus – Fall 24 Eight Wellness Dimensions Resource Booklet with Daily Plan Eight Wellness Dimensions Assignment and Rubric MHCC 1004: Working With Diverse Clients MHCC 1004 – Course outline MHCC 1004 – Syllabus – Fall 23 MHCC 1004 – Self-reflection on Social Location and Its Impact on Client/Patient Interaction: Assignment and Rubric

Titling Protocols

Georgian ensures that program titles are consistent with established CVS Titling Protocols. The Office of Academic Quality (OAQ) works with academic areas to ensure conformity to the protocols, prior to formal internal approvals:

• The Office of Academic Quality website:
  • OAQ New Program Development Page – Stage 2: Program Design
    • Titling Protocols Section
  • OAQ Curriculum Renewal Page – Stage 2: Curriculum Renewal
    • Titling Protocols Section
• Curriculum Information Management system program form builds in reference and alignment to Titling Protocols:
  • CIM Program Name/Title field (Help bubble includes link to CVS Titling Protocols)
  • Title Change proposal in CIM (reason for title change must be entered, and PAC endorsement indicated)

The OAQ Curriculum Development and Review Consultants and Curriculum Advisors work with academic teams to ensure alignment of titles to the protocols during new program development and any comprehensive review process. Additionally, if a request comes to modify a title, the OAQ team works with the academic areas and CVS to ensure alignment and proper internal and external approvals.

Program Evidence

• Examples of Recent Program Title Modification
  • Esthetician – Spa Management (title modification through Program Renewal)
    • CVS informal review
    • CIM Program Renewal Summary (p. 4)
    • CVS Validation Letter
    • MCU approval
  • Cybersecurity (title modification through program modification process)
    • CVS informal review
    • CIM Program Change Request
    • CVS Validation Letter
    • MCU Approval
• Example of title review process during New Program Development
  • MAAJ – CVS Informal review
  • MHCC – CVS Informal review (final title and outcomes and approval from January 2021)

Georgian College has mature processes in place to ensure that all programs of instruction meet or exceed the provincial Minister’s Binding Policy Directive – Framework for Programs of Instruction (MBPD-FPI).

MBPD-FPI in Academic Policy and Regulations

Academic Policy and Regulations ensure alignment with the MBPD-DPI:

• Academic Quality Assurance Policy #118 (purpose, p. 1, policy statements 1.2, p. 5)
• New Program Development Policy #120 (purpose, p. 1; policy statement 1.3, p. 10)
• Program Renewal Policy #121 (purpose, p. 1; policy statements 1.3, p. 8)
• Program Assessment Policy #126 (purpose, p. 1); Annual Program Quality Review Policy #126 – Draft (purpose, p. 1)
  • This policy is being updated to align with the new Annual Program Quality Review process and is currently undergoing the final stages of approval.
• Curriculum Revision Policy #123 (purpose, p. 1; policy statement 1.3, p. 7)
• Academic Regulations
  • 2. Admissions
    • 2.2 Program eligibility admission requirements by applicant category/type
  • 4. Registration
    • 4.2.3 General Education                                                                           

Resources to support alignment to the MBPD-FPI

The OAQ is responsible for ensuring alignment of curriculum to the MBPD-FPI (ensuring Titles, VLOs, admissions requirements, General Education, EES compliance, etc.)

The OAQ website includes links to the MBPD-FPI and the Ontario Qualifications Framework:

• New Program Development
• New Program Development – Diploma and Certificates

The OAQ ensures that all program development and revision aligns with MTCU codes. The website includes information explaining the significance of MTCU code alignment, and the importance of working with Provincial Program Standards and Descriptions:

• New Program Development – Stage 2 Program Design section – MTCU Code (provincial program standards and descriptions)
• Program Renewal – Stage 2 Curriculum Renewal – MTCU codes (provincial program standards and descriptions)
• Provincial Program Standards and Description page

Vocational Learning Outcomes (VLOs) and Essential Employability Skills (EES)

VLOs are created and reviewed and EES are reviewed as part of new program development, program renewal, and any other major program change as part of the detailed curriculum mapping process:

• Detailed Curriculum Maps are built in line with the requirements (EES, VLOs)
  • DCMs for audited programs – PLO Pivot table (covered earlier in requirement 2.2) – New and Renewal
  • DCMs for audited programs – EES Pivot table (covered earlier in requirement 2.2) – New and Renewal
• VLO Mapping in CVS APP
• EES Mapping in CIM – built into the course outline form
• EES Mapping in CVS APP

General Education

The General Education Curriculum Committee is responsible for the departmental review and development of General Education (GNED) courses. The Office of Academic Quality provides guidance and support to facilitate GNED changes and new courses through the development, review and approval processes.

• Welcome letter to new General Education Curriculum Committee member

General Education (GNED) requirements are reviewed as a part of all major curricular processes including development, renewal and standards implementation. The Dean, Liberal Arts and Academic Quality must be consulted for changes regarding GNED (sequencing, number, development of new courses).

• Graduation Requirements on the Program outline Capture GNED compliance:
  • ADMC (3 GNEDs)
  • CMPA (4 GNEDs)
  • CVET (3 GNEDs)
• General Education themes indicated in CIM
  • GNED 1002 example (p. 1)
• General Education website

Admission Requirements

The OAQ supports academic teams in aligning admission requirements to the MBPD-FPI:

• ADMC – Admission Requirements
• CMPA – Admission Requirements
• CVET – Admission Requirements
• MHCC – Admission Requirements

The Office of the Registrar is responsible for approving Admissions:

• Office of the Registrar (RO) approval on New Program Development workflow in CIM

All programs of instruction leading to an Ontario College Credential have a Program Advisory Committee (PAC) who provide meaningful input into program relevance and quality.

Program Advisory Committee in Policy

• Program Advisory Committee Policy #128
• Board of Governors By-laws
  • Committees section #35 (Program and Other Advisory Committees) (p. 20)
  • Board By-law No. 2 (structure, terms of reference and procedures for PAC) (p. 23)

• Program Advisory Committee Guidelines

PAC alignment with the Minister’s Binding Policy Directive – Framework for Programs of Instruction (MBPD-FPI).

Board of Governors:

• Board Minutes – approval of new PAC appointments
• Annual PAC Report

The Office of the Vice President, Academic office manages PAC membership documentation:

• PAC Chair Tracking
• Program Advisory Committee Teams Site Resources:
  • PAC Agenda template
  • PAC Minutes template
  • PAC Strategic Questions

Program Evidence

The Academic Areas are responsible for convening PAC meetings according to policy. They maintain internal membership lists and track the meeting schedule as illustrated below. The Office of Academic Quality (OAQ) attends PAC meetings during program renewal years, to support the process and answer questions related to program curriculum and quality, throughout the life cycle of the program. PAC agenda and minutes related to program quality improvement processes can be seen in requirement 1.4 above.

• ADMC – Membership list and meeting schedule
• CMPG – Membership list and meeting schedule
• CVET – Membership list and meeting schedule
• MHCC – Membership list tracking and meeting schedule

Program Standards Implementation

The Office of Academic Quality ensures that changes to provincial program standards are communicated to all relevant invested parties and implemented in a timely manner as per Curriculum Revision Policy #123 (2.3 Program Revision – Adoption of a new Program Standard, pp. 11-12).

The Curriculum Process Specialist is responsible for managing the process:

• MCU three-year plan
• Emails between MCU, OAQ and Academic Areas

• Attestation letters

Program Evidence

• CMPA Program Standards implementation: Attestation letter
• MHCC Program Standards review: Internal communication – notification of review
• PRJM Program Standards review: Internal communication – notification of review

Georgian has mature mechanisms in place to ensure that students can reliably and consistently demonstrate capacity to meet course learning outcomes (CLOs) regardless of course offerings, delivery mode or strategies:

• Evaluation of Student Learning Policy #124 (Purpose, p. 1; policy statements 1.1, 1.2, 1.3, p. 5)
• Course Outline Policy #125 (policy statement 1.4, p. 5)
• Course Evaluation Categories
  • Guidelines for evaluation
  • Evaluation Categories

All changes to course outlines are subject to formal approvals in CIM. When changes are made to any section, including “Course Evaluation”, OAQ reviews the changes for alignment to CLOs, and the course is approved by the program Dean.

• MHCC 1000 – Evaluation modification in CIM; approval workflow
• MHCC 1011 – Evaluation modification in CIM; approval workflow

Faculty within each academic area are designated as Course Leads to provide academic leadership to faculty delivering multiple sections of the same course, in order to facilitate the appropriate and consistent academic standards across courses:

• Standard Workload form Development Guidelines for Academic Managers (2025-26) (Appendix C: Faculty Course Lead)
• VPA Protocol-01: Learning Management System (LMS) Operating Guidelines for Faculty
  • Use of LMS shells to support faculty teaching the same course; related to core instructional materials including resources such as sample syllabi, sample weekly lesson plans, and sample assessments (refer to Course Lead Course Shells, p. 3)

• Sample syllabi – Sample syllabi are attached to each course within the Curriculum Information Management system (CIM), which ensures new faculty have a consistent starting point from which to develop assessment and instruction.
  • Sample syllabi in CIM (Screenshots for ADMC, CMPA, CVET)

Program Evidence

All courses, regardless of section, location and delivery method are guided by the same course outline. Courses in the following table run via multiple sections, modalities, or at different locations:

Program	Course materials and delivery mode/location
ADMC	MKTG 1000: Introduction to Marketing (numerous sections taught by multiple faculty) MKTG 1000 – course outline MKTG 1000 – Master Syllabus (available in CIM for all faculty) Email from course lead to faculty teaching MKTG 1000 BlackBoard resources for faculty Marketing Retail Scan assignment
CMPA	COMP 3025: Mobile and Pervasive Computing (taught both online and face-to-face) COMP 3025 – Course outline COMP 3025 – Syllabus – Winter 25 Blackboard set up – Online Blackboard set up – Face-to-face App Life Cycle Lecture (lecture is live for face-to-face; recorded and posted for online section) Assignment 1 – Lucky Number App (same assignment outline for both modalities)
PRJM	PRJM 1010: Communication for Project Managers (GC Flex – delivered in all formats) PRJM 1010 – Course outline PRJM 1010 – Course syllabus (p. 3) Assignment #5 – Risk and Issue Management Plan; case study; template; rubric (same for all modalities) Group Presentation Assignment (same for all modalities) Public Private Partnership – Project Management at Georgian at ILAC Program delivered at both Georgian College and at the International Language Academy of Canada (ILAC) Georgian College Project Management Program Outline Georgian at ILAC Project Management Program Outline PRJM 1001 – Georgian – Course outline; PRJM 1001 – Georgian at ILAC – Course outline (ILAC uses GC outlines from CIM) PRJM 1002 – Georgian College outline; PRJM 1002 – Georgian at ILAC – Course outline (ILAC uses GC outlines from CIM)

The Centre for Teaching and Learning

Georgian exemplifies best practices for engaging faculty in regular experimentation, sharing and evaluation of new strategies, and methods and tools for teaching and learning through its Centre for Teaching and Learning (CTL).

• Centre for Teaching and Learning – Meet the Team

CTL offers faculty across the college professional development (PD) with emphasis on the quality of the student learning experience, both in and outside of the classroom. The CTL Annual Report provides a comprehensive review of all of CTL’s achievements and contributions to the teaching and learning community over an academic year:

• CTL Annual Report (2023-2024)
  • CTL 2022-2024 Strategy Map (p. 5)
  • Strategic Plan Alignment Highlights (p. 6)
  • Academic Plan Alignment 2023-2024 (p. 7)
  • Focus on Events (p. 8)
  • Modality Training Pathways 2023-2024 (p. 9)
  • Summary of CTL Offerings 2023-24 (p. 10)
  • Workshops Feedback (p. 11)
  • Faculty Competencies 2023-2024 (p. 12)
  • 2023-2024: The Year in Numbers (pp. 13-14)
  • CTL-Student Impact Highlights (p. 15)
  • CTL’s Commitment to Indigenization and EDIB (pp. 16-17)

Continuous Quality Improvement

CTL is continuously monitoring its practices and seeks feedback to support ongoing quality improvement, ensuring it delivers the appropriate resources and support in teaching and learning at Georgian:

• Faculty Teaching Development Needs Assessment Survey – This survey closed in early January. The results a will inform 2025/2026 planning.
• CTL PD opportunity survey (Qualtrics Survey – Occurs after every workshop/offering)
• CTL Workshops Feedback Dashboard

Participation in CTL Sessions

The Centre for Teaching and Learning tracks participation in its workshops and sessions through Sum Total:

• CTL Sessions Participation

Centre for Teaching and Learning – Faculty Supports

Teaching and Learning

The Teaching and Learning webpage includes information and resources related to a number of teaching and learning topics, such as academic integrity, changemaking and social innovation, instructional coaching and teaching methods, and universal design for learning.

Learning Technologies Support

The Learning Technologies page includes information about a variety of learning technologies that can be used to enrich the student learning experience.

Blackboard Support

CTL also provides support for Blackboard, Georgian’s Learning Management System (LMS):

• Faculty Blackboard Support
• Blackboard Workshops

CTL Communication

CTL communicates regularly with the college community to keep them informed of opportunities to engage in development:

• Media Hub
  • Newsletters
    • CTL weekly emails (every Monday morning)
    • CTL Connects newsletter
      • Issue 6 – Fall 2024
• CTL Workshop Schedule
• Faculty Calendar
• CTL Weekly Wins for Course Design
• Staff News Articles and Announcements:
  • Keys to Teaching and Learning series
  • Instructional Skills Workshop
  • Faculty are researchers – explore how to celebrate your skills

Channels for Sharing

The Centre for Teaching and Learning supports several channels to connect and share the exceptional work occurring in teaching and learning at Georgian College:

• CTL Media Hub
  • YouTube Channels
    • YouTube Channel (includes highlight videos for every event)
      • scroll down to bottom for Shorts
    • FreshForward YouTube Channel
  • Podcasts
  • CTL Social Media Channels
    • Instagram
    • X
    • LinkedIn

CTL also facilitates a variety of Focus On Events, days dedicated to the focus of one aspect of teaching and learning practice:

• Annual Events and Schedule

CTL’s annual Focus on Teaching Conference (FoTC) provides opportunities for faculty to come together to celebrate achievements in teaching excellence, and to share their expertise with fellow educators and the greater college community:

• Teaching Excellence Awards
• Calls for proposals – 2024 (faculty deliver workshops to faculty)
• FoTC Highlight video – 2024

Department of Research and Innovation

The department of Research and Innovation supports the college community in research, development and innovation. Specifically related to faculty development is their support for work in applied research:

• Researcher profiles
• Brown Bag Lunch and Learn Series
• Research, Innovation and Scholarship (RIS) Fund
• Research, Innovation, Scholarship and Entrepreneurship (RISE) Day

Program Specific approaches to sharing

The college supports the Academic Professional Development Leave providing faculty across all portfolios the opportunity to focus on an area of professional development. As part of the process, faculty are required to bring new knowledge and learning back to the Georgian Community:

• Academic Professional Development Leave Procedure #45 (Procedure guidelines, p. 5, Step 10)

Academic portfolios also conduct individual approaches to sharing expertise and developments in teaching and learning:

• Health, Wellness and Science – Share your achievements
• Liberal Arts – Speakers Series
  • Exploring Equity From the Perspectives of Black Students
  • Speaker Series – Email communication
• Liberal Arts 2023 Conference on Education and the Future of Work
  • Call for proposals

Faculty Reflection

Faculty at Georgian are encouraged to reflect on their practice in a variety of ways throughout each semester.

On CTL’s web page, Teaching Methods, each method described includes an opportunity to “Reflect on Practice” encouraging faculty to learn from their experiences and continuously strive to improve their practices.

Faculty also use a variety of informal approaches to support reflective practice, including reflecting on Course Feedback Survey responses, and soliciting feedback from students through stop start continue, ticket out the door, and other just-in-time teaching practice improvement strategies.

• ADMC – example of exit ticket for ADVE 2005

Beginning this spring, the college is implementing a formal Formative Faculty Reflection Procedure (Refer to Standard 6.1).

Georgian ensures fair and equitable evaluation of student achievement of course learning outcomes, accompanied by timely and constructive feedback.

Policy

• Evaluation of Student Learning Policy #124
  • Measurement of CLOs (Purpose, p. 1; faculty responsibility, p. 3; policy statements 1.1, 1.2, 1.3, p. 5)
  • Timely and constructive feedback (Purpose, p. 1; faculty responsibility, p. 3; policy statement 1.10, p. 7)
• VPA Protocol-01: Learning Management System (LMS) Operating Guidelines for Faculty
  • LMS to be used for sharing of course syllabus, and for student grade/progress (Scope, p. 1)

CTL Resources to support Evaluation and Grading

Faculty Developers and Instructional Designers in the Centre for Teaching and Learning (CTL) support faculty by providing the guidance and resources required to develop assessments and grading schemes, which are aligned to course learning outcomes (CLOs).

The Teaching and Learning page includes information and resources related to a number of teaching and learning topics, including assessment and frequency of feedback:

• Authentic and Alternative Assessment (webpage)
• Streamlining grading and feedback (webpage)

• Online, GC Flex and Hybrid Learning (webpage)
  • Engaging students in online and hybrid learning
  • Continuous improvement processes for your hybrid course
    • Use rubrics and other tools
      • OntarioLearn checklist
      • Quality Matters rubric standards
• Good Practices in Hybrid Teaching (From Hybrid Flex program)

Continuous Quality Improvement

Program faculty facilitate student learning, improvement and success in meeting the outcomes of their courses through prompt and constructive feedback, provided within ten business days of assignment submission, according to policy (as outlined above). The Course Feedback Survey which is administered every semester for every course also includes questions related to evaluation. Feedback is used by faculty to inform their practice on an ongoing basis (examples are included in the table below):

Program	Course Outline, Syllabus, Assignment and Evaluation
ADMC	ADVE 1003: Copywriting and Content Strategy ADVE 1003 – Course outline ADVE 1003 – Syllabus – Winter 25 (p 3, week 4) ADVE 1003 – Flyer Design Assignment Flyer Design – Student Feedback: Exemplary and Minimally Acceptable ADVE 2005: Professional Presentation Skills ADVE 2005 – Course outline ADVE 2005 – Syllabus – Winter 24 (p. 4, week 11) ADVE 2005 – Final Pitch “Charity Partnership” Assignment and marking scheme; Persuasive Pitch Self Reflection Rubric Final Pitch – example of student work and the graded rubric ADVE 2020: Social Media Strategy ADVE 2020 – Course outline ADVE 2020 – Syllabus – Fall 24 (p. 3, weeks 12-14) ADVE 2020: Social Media Plan Assignment and Social Media Plan Rubric Social Media Plan – examples of graded student work: Exemplary; Average ADVE 2020 – Blackboard Announcements re Grades
CMPA	ENTR 1002: Introduction to Entrepreneurship ENTR 1002 – Course outline ENTR 1002 – Syllabus – Fall 24 (week 3, p. 5) ENTR 1002 – Business Model Canvas Assignment Business Model Canvas Evaluation Business Model Canvas – student work examples from evaluation above: Exemplary; Average; Minimally Acceptable COMP 2068: Java Script Frameworks COMP 2068 – Course outline COMP 2068 – Syllabus – Fall 24 (week 5, p. 5) Lab 3 – Creating a Hello World app using Express and Rubric Course Feedback Survey – Evaluation page COMP 3025: Mobile and Pervasive Computing COMP 3025 – Course outline COMP 3025 – Syllabus – Winter 25 (week 5, p. 4) Assignment 1 – Lucky Number App Assignment 1 – examples of evaluation: Exemplary; Average; Minimally Acceptable
CVET	CONS 2000: Construction Practices and Methods CONS 2000 – Course outline CONS 2000 – Syllabus (week 3, p. 2) CONS 2000 – Reinforced Concrete Lesson slide deck (Project assignment outline on pp. 40-41) Project assignment graded work with feedback: Exemplary; Average; Fail Course Feedback Survey – Evaluation page CONS 2001: Construction Practices – Building Systems CONS 2001 – Course outline CONS 2001 – Syllabus (weeks 8 and 9, p. 4) CONS 2001 – Assignment 4 – Building Systems and OCB Part 9 Assignment 4 – examples of graded work with feedback: Exemplary; Average; Minimally Acceptable Course Feedback Survey – Evaluation page SURV 1001: Civil Construction Surveying SURV 1001 – Course outline SURV 1001 – Syllabus (p. 3 and p. 6, week 6) SURV 1001 – Graded Tests with feedback: Exemplary; Average; Fail Coordinator email re mid-semester grades
MHCC	MHCC 1000: Major Mental Health Disorders MHCC 1000 – Course Outline MHCC 1000 – Syllabus – Fall 23 (pp. 4, 9) MHCC 1000 – Film Assignment Student work example and self-graded rubric MHCC 1001: Determinants of Health: Mental Health Policy and Practice Perspectives MHCC 1001 – Course outline MHCC 1001 Syllabus – Fall 23 (pp. 3, 4, 6) MHCC 1001 – Eight Wellness Dimensions Assignment and Rubric Course Feedback Survey – Evaluation page MHCC 1004: Working With Diverse Clients MHCC 1004 – Course outline MHCC 1004 – Syllabus – Fall 23 (pp. 4, 6, 7) MHCC 1004 – Discussion – Self-reflection on Social Location and Its Impact on Client/Patient Interaction: Assignment (p. 1), Rubric (p. 2) and graded work (pp. 3-4) MHCC Program – Faculty test and assignment schedule from 2022

Georgian College has mature mechanisms in place to ensure imminent program graduates have opportunities to practice, and be assessed on, culminating performance of the program Vocational Learning Outcomes (VLO).

Experiential Learning in Georgian’s Strategic Direction

Experiential learning is built into the Strategic, Academic and Business Plans:

• Strategic Plan – Accelerated Success (p. 3)
  • Quality market-driven programs
  • Extraordinary experiences
• Academic Plan – Quality market-driven programs (p. 3)
  • Experiential learning
• Business Plan – Extraordinary experiences (p.5 – A18 and A19)

Experiential Learning in Program Curriculum

As an institutional priority, Experiential Learning (EL) is thoughtfully integrated into all curriculum. Each program embeds some type of EL, whether placements or coops, capstone courses, or applied research projects. These courses are designed to measure a student’s preparedness for work and are mapped to a number of VLOs:

Program	Course Outline, VLO Alignment, Assessment/Evaluation and Feedback
ADMC	ADVE 2011: Field Placement-ADMC ADVE 2011 – Course outline ADVE 2011 – VLO Mapping ADVE 2011 – Syllabus 2023-2024 Field Placement Employer Evaluation
CMPA	COOP 2043: Computer Programming Work Term 2 COOP 2043 – Course outline COOP 2043 – VLO Mapping Coop evaluation – Student report (VLOs pp. 2-4) and employer feedback
CVET	COOP 1028: Civil Engineering Work Term 1 COOP 1028: Civil Engineering Work Term 1 Work Term evaluation – VLOs measured Employer Evaluations (p. 2 measures against VLOs): Student 1, Student 2, Student 3
MAAJ	ANPD 1010: Anishnaabemdaa 1 ANPD 1010 – Course outline Syllabus – Fall 24 (p. 3, weeks 12 and 14) ANPD 1010 – VLO Mapping ANPD 1010 – Language Goals Paper – Part 2 Student work and feedback: Exemplary (submission and feedback); Average (submission and feedback); Minimally Acceptable (submission and feedback) Anishnaabemowin Student Assessment and Tracking Guide
MHCC	MHCC 1010: Clinical Field Placement MHCC 1010 – Course outline MHCC 1010 – VLO Mapping MHCC 1010 – Syllabus Field Placement Manual Field Placement Evaluation Fieldwork Learning Contract Assignment MHCC 1012: Mental Health Capstone Project MHCC 1012 – Course Outline MHCC 1012 – VLO Mapping MHCC 1012 – Syllabus Capstone Workshop Capstone Assignment Graded work is not available – currently running for the first time.
PRJM	PRJM 1009: Project Management Capstone Project PRJM 1009 – Course outline PRJM 1009 – VLO Mapping PRJM 1009 – Capstone Case Consulting Engagement Schedule Student work: Exemplary; Average; Minimally acceptable

Cooperative Education

As one of Ontario’s top Co-op colleges, Georgian takes pride in its commitment to Experiential Learning (EL) within programs. The Co-op Education and Career Success department supports students and academic areas with co-op work experience at the college:

• Experience co-operative education and work integrated learning (WIL) at Georgian!
  • Many of Georgian’s Co-op programs are accredited by Co-operative Education and Work-Integrated Learning Canada (CEWIL)
    • Civil Engineering Technician (Co-op) program page (Accreditation section)
• Alternatives to traditional Co-op:
  • iCo-op: Georgian’s Centre for Changemaking and Social Innovation (CCSI) offers Innovation Co-op (iCo-op), through which students join inter-disciplinary design teams and work alongside community partners to tackle complex social issues like affordable housing and food insecurity.
  • eCo-op: Georgian’s Henry Bernick Entrepreneurship Centre offers Entrepreneurship Co-op (eCo-op), giving full-time students the opportunity to work with mentors and experts on their startup ideas for their co-op credit.
• Hire Georgian students and grads
  • Employer Guarantee
• Cooperative Education and Student Internships Student Manual (2024-2025)

Continuous Quality Improvement of Co-operative education work experiences

Institutional Research and Strategic Insights has worked with the Co-op department to develop a feedback mechanism regarding student Co-op work experiences:

• Co-op Employer Survey (2024)

College Policies

Georgian has mature mechanisms in place for ensuring communication of and compliance with policies, regulations and guidelines. All Georgian policies include clearly defined roles and responsibilities of staff and invested parties, ensuring academic work is conducted in alignment.

Academic policies

Both Academic Policies (college facing) and Academic Regulations (student facing) are available on the college’s public website:

Final approval of Academic Policies and Regulations occur at Academic Council, which is responsible for updating respective departments of new policy or changes to existing policies:

• Academic Council – Terms of Reference (Mandate, p. 1; Roles and Responsibilities: Members-at-large, p. 4)

The Vice President, Academic (VPA) updates the President’s Leadership Team, Academic Leadership and College Council team members, after which the approved policy is published.

College-wide policies, including Administrative, Human Resources, and Campus Safety and Security, are developed by the department responsible and approved at College Council whose broad membership also provides updates to respective departments.

• College Administrative Policy Review Committee – Terms of Reference (Duties and functions, p. 2)

Internally, policies are posted to the Policy and Procedures SharePoint site.

VPA protocols

The Vice President Academic’s VPA SharePoint Site includes links to strategic documents, policies and resources, including a number of internal facing protocols relevant to faculty and academic administrators:

• VPA Protocols (for faculty)

• VPA Protocols (for Associate Deans)

Specific VPA protocols are communicated to faculty and administrators throughout the academic year at the beginning of each semester, to ensure critical information is provided for staff and students:

• Email from VPA to the Academic Areas

Communication of policy to program faculty and staff

• Portfolio SharePoint and Teams Sites are used to provide a source of information, including policy, to faculty and staff within academic portfolios:
  • Business and Management and Automotive – SharePoint Site
  • Health, Wellness and Science SharePoint – Policies and Procedures

• Semester start up emails provide academic areas with policy related reminders:
  • Engineering and Environmental Technologies, Skilled Trades
  • Health, Wellness and Science
  • Liberal Arts
• Ongoing communications throughout the semester are used to remind faculty and staff of pertinent policies:
  • Engineering Technologies – Mid-semester coordinator update (re testing regulations)
  • Health, Wellness and Science bi-weekly email (re campus lockdown and fire testing)

Communication of policy to students

Georgian has a number of mechanisms to ensure communication of academic policies and regulations to students:

• The College website:
  • Academic Regulations
  • Academic Policies
  • Campus Safety Services website
• The Student portal: MyGC Life
• Banner Registration:
  • All students are asked to acknowledge understanding of Academic Policies upon registration:
    • Registration Accept Payment and Accept Policies Page

• Students are provided access to their official Course Outlines and Course syllabi, via Learning Management System (LMS) – Blackboard.

Program Specific Policy Communication to Students

Academic administrators and faculty also provide access to pertinent college and program policies through a number of channels:

Program	Mechanism for Policy Communication
ADMC	Program Outline (Admissions, credit transfer, graduate requirements and eligibility, graduation window) Course Outlines (Select an ADVE outline and refer to bottom of page for course passing grade info, PLAR eligibility and appeals) Course Syllabus template for Business and Management, Automotive Business portfolio (p. 4) Program Orientation Presentation (pp. 7-10; 26-28)
CMPA	Program Outline Course Outlines (search any COMP outline) Course Syllabi: COMP 1068 (pp. 3-4; 6-7); ENTR 1002 (pp. 10-11); Program Orientation Presentation (pp. 7-14, 21-24)
CVET	Program Outline Course Outlines (search any CONS outline) Course Syllabi: CONS 2001 (pp. 2-3, 4-6); SURV 1001 (pp. 4-5) Program Orientation Presentation (pp. 7-11)
MHCC	Program Outline Course Outlines (search any MHCC outline) Course Syllabi: MHCC 1000 (pp. 1-4); MHCC 1003 (pp. 3-4) Program Orientation Presentation Student Handbook (Program Policies, pp. 9-21) Placement Orientation and Prep Presentation (pp. 4, 6, 11, 18) Placement Manual (Fieldwork Policies and Procedures, pp. 20-28)

Georgian has mature mechanisms in place to ensure that academic policies and procedures are reviewed and monitored regularly and consistently.

• Policy Development and Review Framework Policy #137
• Policy and Procedures SharePoint resource for Document Owners, Writers, Reviewers (Policy Holders) and Approvers

The Office of the Registrar oversees the creation and annual review of the Academic Regulations, and the Office of the Vice President, Academic oversees the creation and revision of Academic Policies. The two main bodies of approval for Academic Policies and Academic Regulations are the Academic Policy Review Committee (APRC) and Academic Council (AC).

• Academic Policy Review Committee (Terms of Reference)
• Academic Council  (Terms of Reference) – (refer to Mandate, p.1)

The Office of the Vice President, Academic is responsible for tracking academic policy development and review:

• Academic Policy Tracking
  • Academic Policy Review Committee (APRC) meeting minutes with policy approvals
    • 2024 – 2025 Academic Regulations approval (p. 1)
    • Academic Integrity Policy approval (p. 1)
  • Academic Council (AC) meeting minutes with policy approvals
    • 2024 – 2025 Academic Regulations approval (p. 1)
    • Academic Integrity Policy approval (p. 1)

PolicyTech

The college has recently implemented PolicyTech, a software used to create and revise policies, facilitate workflows and approvals, and to communicate changes to the college community. The full implementation of PolicyTech is anticipated Spring of 2025. This will be accompanied by a number of resources to support the development and review of policies at the college.

• Policy Playbook

Georgian has mature mechanisms for managing admission processes and criteria. The Office of the Registrar (RO) ensures the existence and equitable application of policies and procedures regarding Admissions. All program admissions requirements are developed from the Minister’s Binding Policy Directive: Admissions Criteria, in consultation with the Office of Academic Quality, and with approval from the RO.

The Office of the Registrar is responsible for admissions processes in alignment with the policies and regulations below. They execute those responsibilities according to established work instructions:

• Work Instruction: Full-time Registration
• Work Instruction: Part-time Registration
• Work Instructions: Catalogue Term
• Letters, Transcripts and Other Documentation (for Letter of Acceptance, Confirmation of Registration, Proof of Enrollment)

The Admissions Department of the RO has a dedicated working group to review, update and edit work instructions as needed. They typically meet monthly, but connect more frequently when it is determined something within the work instruction requires modification. Changes are made and communicated to the admissions team.

Policy/Procedure/Regulation	Detail
Minister’s Binding Policy Directive: Admissions Criteria	Ministry criteria for general admissions to ensure a clear and consistent method for consideration of applicants for entrance to all college programs of instruction.
Academic Regulation 2. Admissions	Parameters for all domestic and international applicants. Students are offered admission to programs in adherence to admissions requirements on the Program Outline, as well as admission processes.
2.1 College eligibility requirements	Eligibility requirements as per the Minister’s Binding Policy Directive.
2.2 Program eligibility admission requirements by applicant category/type	Basic admission requirements for secondary, non-secondary, home schooled, mature applicants, and applicants with accessibility needs.
2.3 Full-time and part-time credit program application process	Process for domestic and international students applying to both full- and part-time credit programs.
2.4 English language proficiency	English language requirements for admission into programs for applicants for whom English is not their first language.
2.5 Other admission requirements	Notification of program acceptance, confirmation of acceptance, and deposit payment, and waitlists.
2.6 College preparatory programs/academic and career preparation	Eligibility for applicants who have successfully completed college preparatory programs.
2.7 Admissions requirements course equivalencies	Parameters for determining equivalencies to admission requirements.
2.8 Highly competitive programs	Selection techniques used when there are more qualified applicants than spaces available.
2.9 Admission decisions	Priority of admissions, waitlists, international selection, letters of acceptance (LOA); conditional acceptance; deposits; unsuccessful applicants.
2.10 Other program requirements	Placement, practical experience.
2.12 Program transfer	Parameters for students enrolled in one program and wishing to transfer to another program or campus.
9.1 Circumstances for an academic appeal	Process for academic appeals, including a final admission appeal.

Georgian has mature mechanisms in place for monitoring and managing student progression. Georgian College views progression as the advancement of students through their programs of instruction. This includes the following:

• appropriate passing grades for courses and for graduation requirements (which can differ) and for promotion from semester to semester, and to graduation;
• proper implementation of requisites so that students take their courses in the appropriate order so that they attain the required learning before advancing;
• adherence to the graduation timelines after admission into a set curriculum of a program of study; and
• adherence to residency requirements so that students can be granted a Georgian credential upon meeting all of the graduation requirements.

The Office of the Registrar is responsible for overseeing student progression in adherence to the Academic Regulations below. They execute those responsibilities according to established work instructions, which are reviewed regularly and updated as necessary, typically twice per year:

• Work Instruction: Full-time Registration
• Work Instruction: Part-time Registration
• Work Instruction: Graduation

Academic Regulation	Detail
Academic Regulation 4. Registration	4.2.1 Registration Definitions Definitions of registration status and requisites, including, pre-requisites, co-requisites, concurrent requisites, and anti-requisites.
Academic Regulation 5. Academic grade record promotion	The overarching regulation that includes the college’s grading system and promotional status.
5.2 Promotional status	Passing grades for courses in various programs and credential types; parameters for taking repeat courses; and an explanation of types of academic standing used to determine promotional status of students as they progress through their programs.
5.2.3 Promotional status and eligibility for co-op	Parameters under which students may proceed to a co-op work term.
Academic Regulation 6. Graduation	The overarching regulation that explains how students can meet graduation requirements in terms of grades and timelines.
6.1 Graduation residency requirements	The percentage of a program in terms of semesters or number of courses required for a student to graduate with a Georgian credential.
6.3 Graduation timelines	Maximum completion time for each credential based on start date and curriculum in place at that time, otherwise known as the Graduation Window. Also appears on the bottom of official Program Outlines: ADMC; CVET; CMPA; MHCC

Georgian is committed to giving credit to students for previous learning, both formal and non-formal, where warranted. As such, the college is dedicated to rigorous and efficient Prior Learning and Credit Transfer processes. Credit for Prior Learning (CPL) processes, including Prior Learning Assessment and Recognition (PLAR), are overseen and managed by the following:

• The Partnerships and Pathways office liaises between the student, subject matter experts (faculty who advise students and assess equivalencies and candidacy for PLAR), and the Office of the Registrar which advises on and supports the CPL process:
  • Partnerships and Pathways: Credit for Prior Learning – Guide and Resources
  • Partnerships and Pathways: College Wide Audit Report – Fall 2024
• The Office of the Registrar (RO) processes the CPL documentation and confirms it on the student record.
  • Transfer Services webpage
  • How to evaluate course comparables in the Transfer Credit System (employee resource)
• The RO process transfer and PLAR according to established work instructions, which are reviewed regularly and updated as necessary, typically twice per year :
  • Transfer Experience System (TES) Work Instructions:
    • Triaging – Assigning Petitions to Advisor
    • PLAR Faculty Process Overview
    • Entering Prior Learning Assessment and Recognition (PLAR)
    • User Guide for Reviewers and Assessors
    • Email Management – Credit for Prior Learning Email
    • Associating a Transfer Institution with a Student (SHATRNS)

The CPL processes are conducted in alignment with the following academic policies and regulations:

Policy/Procedure/Regulation	Detail
Credit for Prior Learning – Credit Transfer Policy #133	Academic policy that outlines the college’s approach to granting credit for prior learning via individual transfer credits and block transfers.
Academic Regulation 3. Credit for Prior Learning	Describes the ways in which students with previous formal and non-formal learning can be assessed for credit toward a Georgian College Program.
3.1 Transfer credit/course exemptions	Defines and outlines parameters for transfer and exemptions including the following: 3.1.4 Co-op transfer credit exemption 3.1.5 Communications credit (COMM) 3.1.6 General Education credit (GNED) 3.1.7 Georgian to Georgian transfer credits 3.1.8 Transfer credit exemption petition process
3.3 Advanced Standing	This regulation outlines policy for transferring postsecondary credits from recognized and accredited institutions, and from a variety of credentials. Regulations include the following: 3.3.1 Certificate to diploma 3.3.2 Diploma to graduate certificate 3.3.3 Diploma to degree 3.3.4 Degree to diploma, graduate certificate or certificate 3.3.5 Degree to degree
Prior Learning Assessment and Recognition Policy #127 This policy is currently under review.	Academic policy that outlines the requirements for the development and administration of Prior Learning Assessment and Recognition (PLAR).
Academic Regulation 3.2: Prior Learning Assessment and Recognition (PLAR) exemptions	Regulation that outlines the parameters under which learning gained through informal education or life and work experience can be recognized for credit, and describes the process for students.

Georgian has mature mechanisms in place to ensure that policies and procedures regarding accommodation and assessment are established and applied for all programs offered by the college:

• The Vice President, Academic is responsible for the development and application of Evaluation of Student Learning policy #124 .

• The Registrar is responsible for overseeing student promotion and the appeals process as per Academic Regulation 9 (see below).
• The Executive Director, Student Success oversees the development and implementation of policies related to accessibility and accommodation for students.
  • How to view an accommodation Letter
    • Example Letter of Accommodation – MHCC
  • Accessibilities Services
• The Vice President, People and Culture is responsible for developing and overseeing policy related to accessibility and accommodation of Georgian employees. The Campus Safety and Security department provides resources and templates to support Georgian students, staff and visitors with accessibility and accommodation requirements.

Policy/Procedure/ Regulation	Detail
Assessment
Evaluation of Student Learning policy #124	Policy to ensure transparency and timeliness in the assessment of student performance, and to ensure that evaluation of student work adheres to standards laid out by OCQAS and PEQAB.
Academic Regulation 5. Academic grade record and promotion	5.1 Grading system Grading scales, conversions and symbols, transcripts, calculation of GPA, and incomplete grade designation.
Academic Regulation 9. Academic Appeals	9.2 Academic appeals process and 9.3 College Academic Appeal Panel (CAAP) Information for students about the academic appeals process.
Accommodation
Academic Regulation 2. Admissions	2.2.5 Applicants with accessibility needs Provides information for applicants to obtain assistance or support, and outlines the college’s commitment to providing accommodations for students, in order that they have an equal opportunity to meet standards of courses and programs.
CS-42 Accessibility Procedure	Procedure to establish standards to ensure an accessible environment at Georgian related to learning, working and visiting the college.
Ontario Human Rights Code (OHRC) policy on accessible education	Information for applicants to obtain assistance or support, and outlines the college’s commitment to providing accommodations for students, in order that they have an equal opportunity to meet standards of courses and programs.
Accessibility for Ontarians with Disabilities Act (AODA)	Establishes standards in accordance with the Accessibility of Ontarians with Disabilities Act (AODA) to ensure an accessible environment for all members of the college community. AODA and Accessibility at Georgian College webpage: – Accessibility at Georgian – Accessibility for Ontarians with Disabilities Act (AODA) – Web standards – Accessibility plan – Archives – Additional resources – Ontario Universities Accessible Campus – Templates and Guides – Creating Accessible Office Documents and Choosing Accessible Applications – Provide your feedback

The Office of the Registrar is responsible for monitoring and reviewing the application of certification policies and procedures, according to their Work Instructions, which are reviewed regularly and updated as necessary:

• Work Instruction: Grad List and Credentials
• Letters, Transcripts and Other Documentation (for Graduation Letter, Graduation Credential, Transcripts)
• Work Instruction: Graduation (Dean’s List, Program Distinction, and Governor General’s Academic Medal, p. 7)

Awarding of credentials occurs in alignment with the following Academic Regulations:

Policy/Regulation	Detail
Academic Regulation 5 Academic Grade Record and Promotion 5.2 Promotional Status	Passing grades necessary to fulfill graduation requirements for courses in various programs and credential types; includes promotion for both semester and graduation.
Academic Regulation 6: Graduation	Overarching regulation that explains how students are determined to have met graduation requirements in terms of grades and timelines.
6.1 Graduation residency requirements	Percentage of a program in terms of semesters or number of courses required for a student to graduate with Georgian credentials.
6.2 Second programs	Graduation requirements for students pursuing a program of study leading to a second credential.
6.3 Graduation timelines	Maximum completion time for each credential based on start date and curriculum in place at that time; referred to as the Graduation Window. Also appears on the bottom of official Program Outlines: ADMC; CVET; CMPA; MHCC
6.4 Georgian scholar	Overall GPA required of a graduate of a ministry-approved postsecondary program to graduate with honours.
6.5 Program distinction	Overall GPA required of an apprenticeship student to graduate with Program Distinction.
6.6 Governor General’s Academic Medal	Requirements for a student in a post-secondary diploma program to receive the Governor General’s Academic Medal.

Quality Assurance of Third Party Agreements

Georgian has established College-Agreements with Third Parties Procedure #34 to oversee the establishment of external informal and formal arrangements. Georgian’s Academic Policies ensure curriculum quality standards of programs leading to a Georgian College credential, regardless of whether the program is delivered by Georgian or a third party:

• Academic Quality Assurance policy #118 (Scope, p. 1)
• Program Renewal policy #121 (Scope, p. 2)
• Program Assessment Policy #126 (Scope, p. 1); Annual Program Quality Review Policy #126 – Draft (Scope, p. 2)
  • This policy is being updated to align with the new Annual Program Quality Review process and is currently undergoing the final stages of approval.

Articulation Agreements

Academic Pathways and Partnerships and the Office of the Registrar’s Credit for Prior Learning (CPL) department work with the academic areas to develop, review, and operationalize articulation agreements. Agreements are monitored, and copies are housed in the Academic Pathways and Partnerships office. This includes all documents related to the specific agreement or renewal of an agreement. Once signed, a copy is sent to the Office of the Registrar which keep it for its records and facilitates the posting on the website.  Articulation agreements and other pathways are revisited as part of the Program Renewal process to anticipate any impacts and ensure currency.

Students can search the CPL Outgoing transfer and articulation agreements web page for agreements related to programs. The following are a few examples related to programs selected for audit:

• Advertising and Marketing Communications – ADMC
• Annishnaabemowin Language Programming – ANPD (MAAJ is year one)
• Civil Engineering Technology – CVTY (CVET is years one and two)

Public Private Partnerships

Georgian has established a clear quality assurance framework for work with private partners to ensure quality delivery of Georgian programs:

• Quality Assurance Framework for Public College-Private Partnerships (from Georgian’s partnership agreement with the International Language Academy of Canada ILAC)

Academic Pathways and Partnerships is responsible for ensuring continuous quality improvement for private deliverers of Georgian College programming in alignment with the framework. In addition to ensuring all curriculum delivered aligns with Georgian quality assurance development, renewal and review policies, they have developed extensive quality assurance processes for the ongoing review of the partnership, including routine site visits by Georgian staff. While Georgian has developed these specifically for its partnership with ILAC, they are to be used as the template for all quality assurance activities involving third-party deliverers of Georgian programs:

• College Wide Audit Report (Fall 2024)
• Georgian at ILAC – Fall 2023 Quality Assurance Review
• Georgian at ILAC – Winter 2024 Quality Assurance Review

Georgian has mature processes in place to ensure qualified, experienced faculty are hired and provide quality learning experiences for students in programs throughout their careers.

Selection and Hiring

The Manager, Talent Acquisition works with the hiring manager to determine the hiring requirement:

• Recruitment and Selection Procedure #47 (Principles, 2.1.1, p. 3; 2.4 Recruitment and Selection process, p. 5; and 2.6 Checking references, p. 6)
  • Reference Consent Form
  • Reference Check Form (Full-Time Faculty)
  • Interview Resources – Talent Acquisition SharePoint site

Program Specific Faculty Job Postings

Program	Recent Job Postings
ADMC	Part-time professor – Marketing
CMPA	Part-time professor – Computer Programming
MAAJ	Part-time professor – Maajii and Anishnaabemowen and Program Development Professor Indigenous Studies
PRJM	Part-time professor – Project Management

Academic Guidance and Onboarding

• Reference Guide for New Employees

Campus Safety and Security conducts mandatory training for all new employees, which is outlined on its Safety Training SharePoint Site. Upon being hired, staff are provided an Employee Learning Quick Reference Guide, and are required to complete training through the Halogen Learning Management System.

New Faculty Onboarding

New faculty attend faculty onboarding and orientation facilitated by the Centre for Teaching and Learning:

• Faculty Onboarding
  • Teaching@Georgian Journey – Kick-off session
  • Non-full-time Faculty Orientation
• New Faculty Handbook
  • Basic Classroom Podium Introduction (YouTube Video)
  • GC Flex Classroom Introduction (YouTube Video)

All newly hired full-time faculty are downloaded one course to attend the Full-time Faculty Development Journey (refer to Professional Development below).

Professional Responsibilities

Faculty perform their professional responsibilities within the parameters of the Academic Policies and Academic Regulations (outlined in Standards 2, 3, 4, and 5 above). Both provide key policies regarding curricular and quality assurances processes, student evaluation, academic misconduct, appeals and other topics related to the role and responsibilities of faculty members. A number of other college policies also provide parameters around employee professionalism and conduct:

• Employee and Student Personal Relationships Policy #138
  • Employee/Student Personal Relationship: Employee FAQ
• Employee Code of Conduct Policy #53
  • Investigation Process Map
• Conflict of Interest Procedure #48
• Academic Freedom Procedure #134
• Intellectual Property Procedure #135

Program Specific Onboarding and Orientation

Each academic dean provides onboarding and orientation to new faculty within their respective portfolios:

Portfolio/ Program	Onboarding Communication
Business and Management (ADMC)	Start up email from the Dean includes numerous attachments with pertinent information for new faculty: Syllabus Template; Portfolio Contact list; Evaluation of Student Learning policy #124; Portfolio Course Lead contacts; Important Dates; New faculty – Job specific Health and Safety Checklist; Student Success advisors; Syllabus Addendum; Who to Call – Student in Distress document.
Computer Studies and Design and Visual Arts (CMPA and PRJM)	Welcome email from Associate Dean to new part-time faculty Coordinator correspondence – PRJM
Engineering and Environmental Technologies and Skilled Trades (CVET)	Portfolio Meeting Agenda (Fall 24) Portfolio Meeting Presentation (Fall 24) CVET New Faculty Orientation presentation
Health Wellness and Science (MHCC)	Portfolio – Start up presentation Health, Wellness and Science – SharePoint site (includes information re Policy and Procedure and Forms and Templates) Bi-weekly emails: end of semester (grades due) info
Liberal Arts (MAAJ)	Liberal Arts – Semester start up email

Professional Development

Faculty are provided professional development (PD) opportunities related to their teaching and learning as well as field of practice. PD is determined based on individual need, in consultation with the academic manager and in accordance with college policy and the Collective Agreement for Academic Employees:

Performance Development Procedure for Professors policy/procedure #50 (Principle 2, p. 1)

• Academic Professional Development Leave Procedure #45 (Policy 1.1, p. 3)

• Employee Tuition Assistance Program Policy #73
  • Tuition Assistance Request Form
  • Tuition Assistance Reimbursement Form

• Learning and Development (SharePoint Site)

Portfolio Specific PD Engagement

Portfolio/Program	Professional Development Engagement Evidence
Business and Management (ADMC)	PD Tracking
Computer Studies and Design and Visual Arts (CMPA and PRJM)	PD Tracking
Engineering Technology (CVET)	PD Leave tracking and signed letter example
Health Wellness and Science (MHCC)	PD process and request form MHCC Faculty CVs for most recent PD: Faculty 1 (p. 2); Faculty 2; Faculty 3 (pp. 1, 4)
Liberal Arts (MAAJ)	PD request form PD tracking

Centre for Teaching and Learning – Faculty Professional Development

Georgian Faculty Competency Framework

The Centre for Teaching and Learning (CTL) has developed the Georgian Faculty Competency Framework to help educators consider and engage in conversation about the many roles they assume, while supporting their continuous growth toward transformative teaching:

• Goals of the Innovative GC Faculty Competency Framework
• Faculty competencies and roles
• Stages of growth in competence
• Earning badges while you grow your teaching practice
• Competencies and badges
• How our badging system works
• The Innovative Georgian College Faculty Certificate 

Professional Development Resources

Faculty Professional Development page of the CTL website includes a number of resources to support full-time and non-full-time faculty in their roles:

• Full-time Faculty Development Journey (FDJ)
• Non-full-time Faculty Journey
  • Partial Load Faculty Journey
    • Partial Load Faculty Journey Syllabus
  • Part-time Faculty Journey
• CTL Workshops
  • ISW: Instructional Skills Workshop
  • CDS: Course Design Sprint (CDS) is a two-day opportunity in which faculty re-design one course (CDS Worksheet)
• Online Self-Paced Asynchronous PD Courses
  • GenAI in Education Challenge
  • Culturally Attuned Teaching Toolkit Micro-Certificate
  • Accessibility and Copyright Guide for Faculty
  • Universal Design for Learning
• Delivery Modalities (Pathways Overview)
• SumTotal (access to ongoing CTL offerings)
• Blackboard Ultra training for all faculty

CTL Central for Faculty is a Blackboard site dedicated to a variety of tools, strategies and learning opportunities including the following:

• New Faculty Journey – Course Essentials
• CTL Knowledge Base – links to a variety of articles

Centre for Teaching and Learning – Pathways Programs Participant Tracking

Faculty who teach online, hybrid or GC Flex courses for the first time are required to participate in paid development. The Centre for Teaching and Learning tracks faculty enrolled in all of these pathways programs, capturing information related to the course being developed, including delivery modality, status of bi-weekly reviews and more:

• Course Design Base Camp – tracking
• Hybrid Horizons – tracking
• OnlineLink – tracking
• FlexLink – tracking
• HybridLink – tracking

Developmental Feedback

Current Process

Georgian provides the following resources to support development of faculty, all of which are available on the Vice President, Academic SharePoint site:

• Performance Development Procedure for Professors
• VPA-Protocol-06: Performance Development Protocol for Probationary Faculty – Semesters 1 and 2
• VPA-Protocol-09: Annual Faculty Non-Contact Period (NCP) Process
• Classroom Observation Worksheet

Probationary Faculty

• Probationary professors are assessed each teaching semester during the probationary period. This includes participation in the Full-time Development Faculty Journey (formerly Academic Development Plan – ADP), classroom/lab observation by the Dean or Associate Dean, Student feedback (Course Feedback Survey), and a review of the faculty’s goals and professional development plan with the Dean/Associate Dean providing a written summary of their progress.
  • Example Liberal Arts – Classroom Observation for Probationary Faculty (MAAJ)

Full-time faculty

• Post-probationary professors engage annually with their academic administrators during Standard Workload planning for the upcoming academic year. During this time, faculty discuss plans for their non-contact period, professional development opportunities and goals. Full-time faculty are also evaluated each semester in every course via the Course Feedback Survey process, the feedback from which is reviewed by the Dean/Associate Dean, and used to inform their teaching practice.
  • Liberal Arts – Email follow up from Course Feedback Survey (FT Faculty)
  • Health Wellness and Science – FT Faculty review schedule; Faculty Goals form

Non-full-time Faculty

• Non Full-time Faculty (NFT) are evaluated by their students once per semester, as part of the Course Feedback Survey. Deans/Associate Deans review all faculty evaluation results, and meet with faculty to discuss the results of the feedback where necessary.
  • Liberal Arts – NFT faculty review schedule

New Formative Faculty Reflection procedure

Commencing Spring of 2025, full-time faculty will participate in a new Formative Faculty Reflection Procedure. This process was informed by sector practices and developed in alignment with the Georgian Faculty Competency Framework in an effort to provide fair, consistent, and inclusive guidelines that support the ongoing process of formative reflection and professional development of Georgian faculty. This process will enable the college to monitor and track ongoing full-time faculty engagement in professional development.

The following are the existing documents, currently awaiting final approval:

• Formative Faculty Reflection Procedure
• Formative Faculty Reflection Completion Confirmation form
• Formative Faculty Reflection Faculty Guide

Student and Learning Services at Georgian College is dedicated to serving students by supporting their academic, workplace, health and social needs. The Student and Learning Services Strategic Plan outlines five strategies by which they ensure the quality and adequacy of their services:

• Increase collaboration across Student and Learning Services teams to work together to support students (p. 7)
• Develop integrated and coordinated communications of Student and Learning Services (p. 8)
• Prioritize data-driven decision making to continuously improve our support of students (p. 9)
• Create and deliver an integrated/collaborative Student and Learning Services professional development plan to support continuous learning and excellent service delivery (p. 10)
• Embed equity, diversity, inclusion and belonging, Indigenization and internationalization into Student and Learning Services policies, processes and practices. (p. 11)

Each student services department aligns academic support and advising services with the needs of students, and ensures they are working effectively and applied consistently. Student Success consists of Student Operations, Co-p and Career Services, Access Programs, Libraries and Learning Success, Well-being, and Indigenous Strategies:

• Student Success Organizational chart

Georgian has mature processes in place to ensure qualified, experienced staff are hired and provide quality support services for students throughout their careers.

Selection and Hiring

The Manager, Talent Acquisition works with the hiring manager to determine the hiring requirements in accordance with the Recruitment and Selection Procedure #47.

Talent Acquisition Service Level Agreements:

• Administrator positions
• Full-time Support Staff positions
• Part-time Support Staff positions

Interview Resources – Talent Acquisition SharePoint:

• Reference Consent Form
• Reference Check Form (Administrators)
• Reference Check Form (Full-Time Support & Appendix D Staff)
• Reference Check Form (Full-Time Faculty, includes Counsellors and Librarians)
• Reference Check Form (Part-Time Support Staff)

Student and Learning Services Job Postings

Student and Learning Service Department	Recent Related Job Postings
Co-operative Education and Career Preparation	Co-op Consultant (Full-time) Employer Engagement Consultant (Full-time) Employer Relations Consultant (Full-time)
Mental Health and Well-being	Counsellor (Full-time) Counsellor (Indigenous – Full-time) Counsellor (Sessional) International Student Counsellor Mental Health and Well-being Coordinator Interview Guide
Credit for Prior Learning, Office of the Registrar	Admissions and Credit for Prior Learning Officer Credit for Prior Learning Officer Transfer Officer
Library and Academic Success	Librarian Library Technician Library Technician Web Specialist
Placement Support (Academic Area)	Community Studies Placement Officer (Appendix D) Field Placement Officer (Part-time) Health Sciences Placement Officer (Full-time) Health Sciences Placement Officer (Appendix D)
Student Advising	Student Success Advisor Student Success Advisor Lead Student Success Advisor (Appendix D) Indigenous Student Advisor
Testing and Accommodation	Testing Centre Advisor

Orientation, Guidance and Onboarding

• Employee Code of Conduct Policy #53
  • Investigation Process Map
• Employee and Student Personal Relationships Policy #138
  • Employee/Student Personal Relationship: Employee FAQ
• Conflict of Interest Procedure #48

Student and Learning Services Onboarding

Student and Learning services administrators and support staff undergo relevant college-wide onboarding practices, including the following:

• Manager Onboarding
  • Onboarding Guidelines – New Employee
• Onboarding checklist (example – International Experience Consultant)
• Job Specific Health and Safety Checklist

In addition to the college-wide onboarding above, Student and Learning Services departments also provide area specific support through team meetings and a variety of resources:

Student and Learning Services Department	Onboarding examples
Cooperative Education and Career Preparation	Co-op and Career Internal Guidelines
Mental Health and Well-being	Culturally Attuned Teaching Tool Kit
Library and Academic Success	Library and Academic Success Strategic Plan
Advising and Student Learning Services	Onboarding Plan – example Fall 2024 Student Success and Advising Strategy Winter 2025 Student Success Advising Strategy Guide for E-mail Communications Growler Get Together event – briefing note Student Success Advisor Facilitation Guides: – Exploring Your Transition to College – Goal Setting – Study Skills – Building your college confidence – Time Management
Student Operations	GC Orientation and Transition programming – Communications re college orientation and transition programming – Monthly group meeting re campus orientations – agenda

Professional Development

Professional Development (PD) opportunities are available to staff within the Student and Learning Services areas, and are determined based on individual need, in consultation with the manager, and in accordance with college policy:

Learning and Development (SharePoint Site)

Employee Tuition Assistance Program Policy #73

• Tuition Assistance Request Form
• Tuition Assistance Reimbursement Form

Faculty Counsellors and Librarians receive 10 days of professional development as per the Performance Development Procedure for Professors #50 outlined in 6.1 above.

Staff within Student Advising and Support departments participate in development opportunities relevant to their roles. Some examples are listed below:

Student and Learning Services Department	Professional Development examples
All	LivingWorks ASIST Anima Conference
Mental Health and Well-being	Step UP Truth and Reconciliation Learning Opportunity Caste: The Origins of our Discontents by Isabel Wilkerson Book Club Narrative Therapy Workshop – Laurier University The Brain Architecture Game
Library and Academic Success	Beyond Marrakesh: Fair Dealing and Creating Accessible Copies of Works for Disabled Persons PD goals – Artificial Intelligence
Advising and Student Learning Services	High Incidents Disability conference Learning to Thrive: Unleashing your Potential – Coaching Model Universal Design for Learning Institute Hidden Potential Team Book Club
Operations	National Conference on Students in Transition 2024 CACUSS Conference (Canadian Association of College and University Student Services)

Developmental Feedback

Administrators participate in the Administrator Performance Management Cycle, through which they complete the Performance and Development Plan (PDP) process. The Administrator PDP process is triggered by People and Culture who provide reminders, track completion and house completed documentation.

All support staff are evaluated annually according to the Performance Appraisal Procedure for Support Staff #69. People and culture notify relevant managers of the process each year via email and include relevant resources and timelines. People and Culture track completion and store completed appraisals which are due by July 31 of each year:

• People and Culture email

• Support Staff Performance Appraisal
• Support Staff Performance Appraisal – condensed format
• Support Staff Performance Appraisal – probationary period
• Support Staff Classification Review Process Policy #39
• Performance appraisal tracking

In addition to the mandatory appraisal process, student support services department administrators conduct mid-term check-ins to review progress toward goals.

Georgian College ensures that there are effective processes for identifying, reviewing and addressing needs related to the necessary resources required to responsibly deliver quality programs and learning experiences to students.

Integrated Planning

Georgian uses a cyclical, integrated planning process to align planning efforts across the organization to enable timely and informed decision-making, optimize efficiency, and add value to the student experience. This approach ensures the college meets its strategic commitments and can achieve the targets outlined in the SMA. The integrated planning process (formerly called the Integrated Resource Planning process) is an annual cycle that begins each fall and includes college, departmental and program planning processes such as space planning, enrolment planning, and budget planning:

• Integrated Planning Timeline
• Integrated Planning – 2023-2024 Guidelines
• Integrated Planning – Staffing request template

• Budget planning process

Integrated planning provides the overarching framework through which critical program planning and resource allocation processes intersect, including the Program Innovation Plan, and Capacity Assessment and Implementation.

Program Innovation Planning

The program innovation plan examines the need for new programs within the context of the strategic and academic plans, the college’s existing program mix and program viability. Previously, viability was part of the College’s Capacity Assessment process, described below; however, as an additional step starting in Fall 2024, new programs identified for development must first be reviewed for viability at the Program Innovation Review Committee (PIRC). PIRC membership includes Enrolment, Marketing and Recruitment, and Institutional Research and Strategic Insights, among others.

• PIRC Preparation Guide
• PIRC Minutes
  • Airline Crew Management; Recreation Facilities Management
  • Hospitality and Tourism Foundations; Supply Chain Management – Food Supply and Sustainability

Capacity Assessment

If deemed viable, the program proposal moves forward for review by the Capacity Assessment Committee (CAC), whose membership determines whether the college has the capacity to deliver the program. Existing programs that are determined to require considerable additional resources must also be examined at Capacity Assessment.

The Capacity Assessment Committee (CAC) consists of representatives from resource areas across the college who review the program proposal and together determine the college’s capacity to invest in programming. They review each program proposal through the lens of their respective departments, in alignment with the proposed Program Costing.

• CAC Consultation Guide
• CAC – New Programs
  • MAAJ – CAC approval minutes; CAC approved program costing
  • MHCC – CAC approval minutes; CAC approved program costing
• CAC – Program Changes
  • Honours Bachelor of Industrial Design – CAC approved minutes; CAC approved program costing

Critical members related specifically to this requirement are Human Resources, Facilities Management, Information Technology, and Student Services. Their particular departmental processes are described below.

Human Resources

The college ensures the adequacy and quality of faculty and support learning service employees. People and Culture is responsible for working with Academic areas and service departments to ensure recruitment of necessary staff (see 6.1 and 6.3 above).

Facilities and Space

The Facilities department is responsible for ensuring the adequacy and quality of facilities needed for instruction:

• Facilities and Space Planning Procedure #100
• Space Planning Timeline (aligns with integrated planning timeline)
• Space Management SharePoint site
• Space Management Request form

Equipment

The college has other means of funding projects, including via the Capital Equipment Reserve Fund (CERF) and the Apprenticeship Capital Grant (ACF).

CERF is used strategically by the college to focus on equipment procurement that supports curriculum development, accreditation and renewals, and updates to equipment that is essential to meeting learning outcomes. Equipment requests are vetted by an internal review committee that consists of the Vice President, Academic or Associate Vice President, Academic, and representatives from Information Technology, Facilities and Finance.

• Applications for funding process
• Non-competitive interim report (procurement to support renewals and equipment updates)
• Competitive Stream Proposal (request for expansion and acquisition of instructional and learning resources Veterinary Programs)

Scheduling

Scheduling is a function of the Registrar’s Office (RO), but the RO team works closely with Facilities to ensure the college can adequately schedule labs and classrooms to meet program needs.

• Academic Scheduling Policy/Procedure #21

Information Technology

Georgian has mature mechanisms in place to ensure adequate information technology (IT) related to program delivery and student use. The Manager, IT Client Experience, has regular meetings with various academic groups to ensure that IT can meet academic needs. Meeting attendees include Deans, Associate Deans, Business Managers and any additional required support staff depending on the need.

• IT Plan – 2024
• IT SharePoint – home page
• IT Software Request
• IT practices and guidelines
• IT Knowledge (hub for help articles and instructions)

Learning Resources

Georgian has mature mechanisms in place to ensure adequate and quality learning resources for students in all Georgian Programs. Student Services representative/s, also representing the library, sit on the CAC, and academic areas consult extensively with the Library to ensure they have sufficient resources to support programming. The following pertains to the determination of library resources to support academic programs:

• Collection Management #135
• Library Collection/Budget Allocation Process
• Library Key Actions document
• Collection Management Profiles for audited programs:
  • Advertising and Marketing Communications
  • Civil Engineering Technician
  • Computer Programming and Analysis
  • Indigenous Studies programs (including MAAJ)
  • Project Management
  • Mental Health – Interprofessional Practice
• Program Research Guides exist for all Georgian Programs, or clusters of related programs where warranted. These are updated as necessary through the life-cycle of a program:
  • Advertising and Marketing Communications
  • Civil Engineering Technician
  • Computer Programming and Analysis
  • Indigenous Studies (MAAJ)
  • Project Management
  • Mental Health – Interprofessional Practice

Capacity Assessment Committee – Implementation Planning

Once programs have completed the full curriculum development and approval process, including Ministry Funding Approval, resource requirements are tracked until program launch. Members of the Capacity Assessment Committee reconvene for Implementation Planning meetings to ensure all parties are aware of and prepared for launch. (Committee was formalized spring of 2024).

• Program Implementation Tracking Sheet
• CAC – Implementation Meeting Minutes
  • Honours Bachelor of Industrial Design
  • Health Informatics
  • Dental Administration