Criterion 2

To what extent does your college’s quality assurance process ensure the existence and communication of information to support admission, credit for prior learning, promotion, graduation, and other related academic policies that support program development and student achievement of program learning outcomes?

Requirements:

2.1 Applicant and student requirements and obligations are clearly stated, communicated, and accessible, including:

• Requirements for admission to the program and to courses in the program;
• Provisions for awarding credit towards a credential or exemption from specific course requirements as a result of cross-crediting, exemptions, transfer credits, and/or recognition for prior learning;
• Advancement in programs, and maximum periods for completion;
• Provisions for dealing with instances of impaired performance (e.g., aegrotat passes, special accommodations, etc.);
• Assessment, including provisions for reassessment and appeals;
• Requirements for the awarding of the credential;
• Rules and criteria governing any awarding of merit, distinction, and other grades; and,
• Assurances that the title of any qualification awarded for a program or series of courses is consistent with the Credentials Framework for the college system and with any relevant professional standards and/or nomenclature

Since the completion of the 2009 Quality Audit, Mohawk has re-designed the College web site to enhance ease of access and student convenience. Admission requirements for both programs and courses within the program are easily accessed through this vehicle, as well as the OCAS web site (2.1.01a 2.1.01b). This information also appears in the College calendar, available in both digital and print formats, and in the course outlines. Individuals looking for more personal contact can visit Discover Mohawk and Admissions Advisement centrally located in The Square at Fennell Campus. After students have registered, advisement services are available through the Student Success Advisors, and the Academic Program Coordinators. Students also have the benefit of Degree Works(dubbed ‘My Academic Progress’ at Mohawk),  a web-based credential auditing and tracking tool accessed through Mocomotion that allows students to determine completed requirements and missing requirements in their current program of study.

Provisions for awarding credit towards a credential or exemption from specific course requirements as a result of cross-crediting, exemptions, transfer credits, and/or recognition for prior learning;

The College is committed to identifying and implementing lifelong learning strategies for students. The Academic Plan (2.1.02) identifies a number of pathways strategies including active pursuit of multilateral credit transfer agreements, and block credit transfer. As opportunities are identified and formalized, care is taken to ensure that communication vehicles are maintained and support strategies are in place to ensure that students are fully aware of potential pathways and can make informed decisions about their own learning paths. In support of making informed decisions about learning paths, Student Success Advisors, Counsellors, and Academic Coordinators all play an important role and are available to assist students in this manner.

Strengthening prior learning assessment and recognition practices has been identified in the Academic Plan as one of the strategies for enhancing and personalizing student learning experiences. Extensive information on Prior Learning Assessment and Recognition (PLAR) is available on the College website (2.1.03) in a dedicated section under the Student Services tab. In addition to general information on PLAR assessment processes, a comprehensive FAQ link covers all of the essential information about PLAR, and differentiates prior learning credits from transfer credits (exemptions), an area that is frequently confusing to students. Students can also access PLAR registration forms within the FAQ section. Corporate commitment to PLAR is formalized in the PLAR Policy, AC 511 which was recently reviewed and renewed.

A similar approach is used for Course Exemptions. A dedicated “Course Exemption” link under the Student Services tab (2.1.04) provides clear directions for requesting an exemption. An FAQ section covers common issues and directs students to personal assistance if they require it. Internal course equivalencies are expressed automatically and communicated via Degree Works.

Advancement in programs, and maximum periods for completion

The College position on advancement in programs and maximum periods for completion is articulated in Policy AC 700 – Program Promotion and Graduation Requirements policy (2.1.05) which is available on the College web site. In addition, a dedicated section on Advancement and Promotion under the Student Services tab (2.1.06) on the web site provides students with essential information and links to this policy. Students who have questions or specific issues regarding their own study can acquire additional information in consultation with their Academic Coordinator, Counsellor, Student Success Advisor, and/or Associate Dean.

Any additional guidelines specific to a particular program(s) are provided through program orientation sessions, program coordinators and program handbooks.

Provisions for dealing with instances of impaired performance (e.g., aegrotat passes, special accommodations, etc.);

As articulated in P1.2 - Appendix A - Policy AC702 – Grading and Transcripts (2.1.07), the College uses the “incomplete” transcript designation to address situations where students are unable to complete course requirements as the result of illness or other extenuating circumstances. Program handbooks address specific provisions related to missed tests, examinations, etc. , In exceptional circumstances, when students are unable for reasons of illness or other impairments to meet specific obligations associated with a course or program, the Associate Dean and Registrar and Dean of Students, as required, handle the issues on a case-by-case basis. This long-established College practice will be formalized in a new Assessment Policy.

Students with disabilities, registered with Accessible Learning Services (ALS), have access to a wide range of supports designed to ensure equal learning and participation opportunities. ALS works in collaboration with students, faculty and support staff to identify and implement strategies that optimize their learning potential to achieve their educational goals. ALS services are available at all campuses and include a wide range of academic accommodations, including: test and exam accommodations, reduced course load, adaptive technologies, alternative formats, learning strategies, communication supports (interpreters, computerized note takers, peer note takers, etc), financial support, etc. The official corporate position on college wide accessibility can be found in the Accessibility (AODA) Policy and the Academic Accommodations for Students with Disabilities Policy (2.1.08a 2.1.08b); both are available on the college website. Convenient, student-focused information on the nature of available supports and processes for accessing them is readily available in person and on the college website, in a variety of locations. Additionally, there is a new, fully accessible AODA/Accessibility website with a comprehensive set of resources and tools for all faculty, staff and students. The Accessible Learning Services location on the website also includes guidelines for faculty who are working with students who require accommodations and supports.

Assessment, including provisions for reassessment and appeals;

The corporate position on assessment standards is presented in policy AC 700 – Program Promotion and Graduation Requirements, and the AC 702 - Grading and Transcripts Policy. In addition, a policy on Student Evaluation and Assessment is under development (2.1.09). Students are provided with information on assessment strategies for specific courses through the Course Outline and the Learning Plan.

Academic Appeals are addressed in Policy AC 709 (2.1.10). The process accommodates both informal and formal resolution strategies, with an emphasis on resolving issues, informally, at the department level wherever possible. The Academic Appeals Policy is reviewed regularly to ensure that provisions remain appropriate. Students are provided with convenient access to these policies through Mocomotion and the College website.

Requirements for the awarding of the credential;

Corporate requirements associated with the awarding of credentials are presented in AC 700 – Program Promotion and Graduation Requirements policy (2.1.11); AC 702 – the Grading and Transcript Policy, and ACP 552 the Program of Studies Procedure (2.1.12a 2.1.12b). Students have access to all of these policies and procedures through the Mohawk College web site. However, the most immediate source of information on the credential associated with a specific program, and the requirements for earning it is the Program Description on the College web site.

Rules and criteria governing any awarding of merit, distinction, and other grades;

The Grading and Transcripts Policy – AC 702 outlines criteria for the award of the key academic distinctions of Dean’s Honours and Honours Graduate recognizing academic excellence (2.1.13a 2.1.13b 2.1.13c). A new policy, SS-3000-2014 Special Recognition Policy (2.1.13d) has recently been approved which combines four old policies into one and redefines awards that we are giving. This Policy also outlines the consistent college-wide approach to reporting grades. The new Student Assessment policy which is currently under development will also provide students and faculty with additional requirements on rules and issues related to grading. Students are able to access college policies through Mocomotion and the College web site.

Assurances that the title of any qualification awarded for a program or series of courses is consistent with the Credentials Framework for the college system and with any relevant professional standards and/or nomenclature.

In awarding credentials for the successful completion of programs of study, Mohawk College relies on the designated titles approved for use in the province of Ontario, specifically, Certificate (used for locally determined programs); Ontario College Certificate; Ontario College Diploma; Ontario College Advanced Diploma; and Ontario College Graduate Certificate. The title and assignation of these credentials are consistent with the revised Credentials Framework issued by the Ministry of Training, Colleges and Universities in 2005. Compliance with this standard as a corporate requirement is specified as Policy Statement # 1 in the Program Progression and Graduation Requirements Policy (AC 700). In addition, Principle # 2 of the Program Quality Policy (2.1.14) reinforces compliance with Ministry standards and the Credentials Framework, college system standards, and programming principles and external accrediting bodies where applicable.

The Program Description (2.1.15a 2.1.15b) on the college web site represents the most convenient source for student-focused information on the credential associated with the program and relevant professional standards.

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2.2 Clear statements of learning outcomes are developed and used as a starting point in new program development

Mohawk College has developed a consistent, structured process for the introduction of new programs that is clearly positioned within the Credentials Framework and standards determined by MTCU (2.2.01). Following submission and approval first of a new program statement of interest (2.2.02) and then a concept report (2.2.03) to confirm the viability of the proposed program, the College requires submission of a full New Program Proposal (2.2.04a 2.2.04b) for review by various college management representatives, including the Strategic Enrolment Management Committee, and ultimately by the Credentials Validation Service (2.2.05a 2.2.05b) and the Ministry of Training, Colleges and Universities (2.2.06a 2.2.06b). The proposal requires the inclusion of the Program Learning Outcomes, which are aligned with MTCU provincial standards, where they exist. If input from industry representatives, external standards and other data suggest the need for modification or enhancement of the provincial standards, the Credentials Validation Service is consulted before the proposal is submitted to College management. Final approval of the curriculum concept and design is sought from the Credentials Validation Service and the Ministry after internal College approvals have been secured.

These Learning Outcomes guide subsequent development of the new program curriculum. The program learning outcomes are the central reference for the curriculum mapping process known as “Clinking” which documents direct connections between course learning outcomes and the program standards. Documented links are identified for the student on the course outline. Consistent with curriculum design best practice, these course learning outcomes are then used to determine the learning and assessments that will be incorporated into each of the individual courses that comprise the program of study. The mapping process also ensures that the Program of Studies incorporates sufficient breadth, depth and complexity to address the learning outcomes and meet the provincial standard.

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2.3 Academic policies ensure that appropriate credits are allocated for each component of the program, and transfer and laddering options are stated.

The corporate position on credit value and weighting is articulated in Policy AC700 – the Grading and Transcripts Policy (2.3.01). Based on the definition from the National Transcript Guide (2.3.02), the number of credit hours of a course is determined by the number of hours of class per week multiplied by the number of weeks in a term or session. Information on course credits is communicated to students on the College web site as part of the program information, and course-specific credit information is presented on the course outline (2.3.03). The decision regarding total credits/hours assigned to each program component is made initially during the program development phase; regular assessment and validation of this decision occurs during annual program of studies and comprehensive program reviews. Any changes that result during review are reflected in the Program of Studies, consistent with corporate procedures outlined in the Program of Studies Procedure – ACP 552 (2.3.04).

General information on credit transfer and laddering options is presented in the program information section of the College web site. In the section titled “Graduate Opportunities” (2.3.05a 2.3.05b), students are advised of various educational pathways open to them. More specific information on special articulation agreements with universities in Canada, the United States and internationally is presented on the web site (2.3.06). These agreements facilitate credit transfer from specific Mohawk programs to degree programs, ensuring that students receive maximum recognition for their college studies. The Mohawk College Transfer Opportunities Database, accessed through the web, identifies opportunities by the Mohawk program or by the receiving institution. Students are also informed of the general transfer policy that applies at most postsecondary institutions, as well as the option to negotiate individual transfer credits. Students are also referred to an external web site, ONTransfer.ca for more information on provincial options.

Students can also consult advising or counselling staff about their educational options. Counsellors provide comprehensive educational and career planning related to college to university options. This approach is rooted in developmental and personal, academic and career counselling techniques. In addition, the College hosts an Annual Educational Pathways Fair (2.3.07) that provides participating universities and colleges with the opportunity to promote programs at their institution and speak directly to interested students about credit transfer, graduate certificate programs and degree completion pathways.

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2.4 Academic practices and policies govern program structure, including any specific pre- and co-requisites, mandatory and optional/elective components, practical/work-based components, and alternative entry and exit points.

All decisions regarding program structure are made initially as new programs are developed, and are validated regularly through the annual and comprehensive review practices mandated by the College (2.4.01). As part of the curriculum mapping process, the Curriculum Design Team works collaboratively with Associate Deans and faculty to determine appropriate pre- and co-requisites, practical work-based components and alternative entry and exit points. Decisions regarding mandatory and optional electives are made within the MTCU Credentials Framework.

A suite of academic policies and procedures developed by the College provide the operational framework to support this decision-making: these include Program Quality Policy (2.4.02); the General Education Policy (2.4.03); the Program Information Policy (2.4.04); and the Program of Studies Procedure (2.4.05).

In addition, the Academic Plan, within the “Learning” theme, champions a number of learning strategies which influence program structure. These include cross-disciplinary learning to involve both internal and external stakeholders in collaborative learning opportunities within and outside of the College, including industry-or community-based projects for academic credit. Flexibility in both design and delivery is another goal – increasing the number of specialized program options open to students, and offering completion options that include part-time study, fast-tracking, and compressed or accelerated course and program delivery formats (2.4.06).

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2.5 Changes to courses and program outcomes are introduced on a timely basis and are designed to maintain the relevance of the program.

Regular review of academic programs is a key Mohawk strategy in addressing quality, innovation and excellence. The College program review process is informed and guided by the New Charter for the Colleges (OCAAT Act 2002), quality assurance principles established by the Committee of Presidents of the Colleges of Applied Arts and Technology of Ontario in June 2003, and the Minister’s Binding Policy Directive – Framework for Programs of Instruction and Credentials Framework 2003. The Academic Plan reinforces the value of program review as a key continuous improvement strategy, enabling the College to ensure that both the content and delivery of academic programs continue to be responsive, current and relevant (2.5.01).

The Mohawk College Quality Assurance Process mandates a two-phased program review cycle. The redesigned annual review, which is to be conducted for every program offered by the College, increases the frequency and structure of program review. Points of reference for the new annual review include College strategic directions, feedback from faculty, advisory committee members, and students and analysis of supporting data such as the annual program scorecard (2.5.03). Annual Review includes a review of the program curriculum and updates as necessary to the program of studies. Changes addressed during the annual review may include addition or deletion of courses, changes in course title, duration, or scope, changes in pre-requisites or co-requisites, etc.

A more comprehensive Program Review is completed for each program every five years, according to established processes and criteria. Assessment of course outlines, assessment of program learning outcomes, analysis and updating of the program curriculum map are key inputs in determining the ongoing relevance and quality of the academic content. Changes arising from Program Review are communicated to students through the program information which appears on the College web site and in other student-focused communication vehicles referenced elsewhere in this report.

Assessment of Criterion #2

Does the evidence provided for each of the 5 requirements indicate the criterion is Met, Partially Met, or Not Met using the definitions provided on Page 20 of the PQAPA Orientation and Training Manual?

In the event the Criterion is rated as Partially Met or Not Met, what plans are being identified to improve on this?

Review of supporting evidence indicates that Mohawk College has met all 5 requirements for Criterion # 2. The official College position on requirements related to admission, credit for prior learning, promotion, graduation requirements and the development and review of academic programs has been communicated and formalized in College policies. Care has been taken to ensure that this information is clearly and conveniently conveyed to students, in its official ‘policy format’ and excerpted in student-focused publications and handbooks. Policy decisions have been operationalized and are communicated in formats that are at once readily accessible and easily understood by students. Mohawk has addressed previous communication weaknesses to ensure student access to program learning outcomes via the web.

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The chart below identifies initiatives currently in progress or planned to enhance quality assurance at Mohawk.

Initiative	Responsibility	Timeline	Current Status
Continue the FutureReady project, a key set of process improvement initiatives in Student Services	Registrar	2014/15	Ongoing implementation
Implement Student Assessment policy	Program Quality	2014/15	Policy under development
Implement Credit Transfer Policy	Program Quality	2014/15	Policy under development
Admissions Working Group	Registrar	ongoing	New policy approved; reviewing entrance requirements for oversubscribed programs.