Health Administration

2025-2026 - UG - Major Program Modification (Modify Existing Calendar Entry)

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(A) Proposal summary
Next
  • STEP 1 - Complete the proposal summary information
  • Home faculty*
    Choose your faculty from the list of available options.
  • Content type*
    Choose the type of content imported from the calendar. Contact ciqe@ontariotechu.ca if you require assistance.
  • Major Program Modification type*
  • Summary of proposed changes*

    1. Program delivery change to fully online, including synchronous and asynchronous delivery


    2. Removing the following courses from the program requirements
    a. HLSC 1200U – Human Anatomy & Physiology I
    b. BUSI 1600U – Management of the Enterprise
    c. BUSI 2000U - Collaborative Leadership
    d. BUSI 2180U – Intro to Managerial Accounting
    e. BUSI 2200U – Marketing Management
    f. BUSI 2040U – Information Systems
    g. BUSI 3700U – Strategic Management for Professionals
    h. BUSI 2603U – Intro to Operations Management


    3. Adding the following courses to the program requirements
    a. PSYC 1000U - Introductory Psychology
    b. HLSC 3824U – Plagues, Pandemics, and People
    c. HLSC 4803U – Global Health
    d. HLSC 4805U – Non-communicable Diseases: Current Issues and Emerging Trends
    e. HLSC 4820U – Interdisciplinary Collaboration
    f. HLSC 4822U - Social Marketing for Public Health
    g. HLSC 4851U - Critical Perspectives on Health, Illness, and Healthcare
    h. New course: HLSC 4XXX Human Resources Management in Healthcare


    4. Seminar Series, no credit

    Include a brief point by point summary of the changes included in this proposal.
  • Is there a change to total credit hours in the program?*
  • Is a new course associated with this proposal?*
    Select 'yes' only if you are adding a brand new course to the calendar copy in this proposal.

  • If applicable, list new course codes, course titles and include hyperlinks to course proposals in Curriculog in the 'new courses' field below. To hyperlink, open a new window and search for the new course proposal in Curriculog. Copy the url from your web browser, return to this form and select the hyper link icon. Paste the url into the url field and save.

  • New courses

    1) HLSC 4855U - Human Resources Management in Healthcare
    2) HLSC 4993U - Bachelor of Health Administration Seminar Series

  • Calendar start date*
    Choose when the change should appear in the Academic Calendar.
  • Registration start date*
    Specify the first active term (e.g., Fall 2019).
  • STEP 2 - Attach supporting documents, if applicable

  • Visit the files section of the toolbox on the right-hand side of the form to attach any supporting documentation.

  • Are you attaching any supporting documents*
(B) Program information
Next
  • STEP 3 - Complete program modifications in Section B
  • Program or shared core name*
    Health Administration
    Health Administration
    This is the title of the program or shared core in the calendar.
  • Program type
  • Degree type

  • Note: If the program or shared core description does not import into the field below, it is captured in the calendar copy. In this case, do not add content to the program or shared core description field as it will import to the calendar. Admission requirements should be captured in the calendar copy.

  • Program or shared core description
  • Calendar copy*
  • Program structure

    Throughout their program students will take HLSC courses which integrate experiential learning through case studies and application problems. The BHA program includes a work-integrated learning experience, HLSC 4990U – Practicum Placement, which is comprised of a 120-hour practicum experience and training in a health-care institution or agency. This practicum placement will better prepare Ontario Tech University students for employment in the health care sector.


    The BHA program also includes specific applied learning opportunities in: HLSC 4991U – Case Study Analysis and Application for Bachelor of Health Administration Students, HLSC 4851U – Critical Perspectives on Health, Illness & Healthcare, HLSC 4820U: Interdisciplinary Collaboration, and HLSC 3710U – Ethics.

    Describe any experiential or other applied learning opportunities that are part of the program component.

  • Note: Program learning outcomes will not import from the calendar. If you are making changes to this field, please enter the current information now and make changes only after you have validated and launched the proposal.

    If you do not have a recent version of your program’s learning outcomes and alignment with the Degree Level Expectations, or would like to make a modification to them, please contact ciqe@ontariotechu.ca

  • Program learning outcomes
(C) Detailed proposal information
Next
  • STEP 4 - Complete Section C
  • Introduction
  • Brief background on existing program*

    Focus on Recruitment
    It should be noted that the program did not receive final approval from the Ontario Ministry of Colleges and Universities until August 2021. As a result, there was delay in initiating recruitment activities as final approval is needed prior to advertising the program. The fall term (2021) is a key time for recruitment for enrollment in Fall 2022, as many high school students are completing their applications for entrance to university. The BHA program was first offered in September 2022-23. Prior to and throughout this first year of offering a variety of activities were undertaken including:
    1. Approval received for Program Director position Fall 2021.
    2. Program Director recruited and hired February 2022.
    3. Recruitment activities initiated Winter 2022 for enrollment Fall 2022
    a. Experience Day Winter 2022
    b. Presented to Health Studies Student Association Winter 2022
    c. Development of program postcard and website
    We continue to focus on recruitment for this program through yearly participation in the Ontario University Fair, Fall Open House, Experience Day, and Outreach Day, along with Classroom recruitments with first year BHSc Students.

    A focus on increasing awareness about the program, necessitated several activities that were undertaken to build relationships within the Durham Community (e.g., Established relationships with the Durham region high schools and guidance departments, and the Ajax Library.


    Throughout the Fall and Winter of 2023/2024 additional activities were undertaken including:
    1. Working with the BHA Program Advisory Committee (PAC), identified additional strategies to promote the BHA program within the Durham region.
    a. Further connected with local high schools and community hubs.
    b. BHA PAC members supported the program through distribution of program postcards.
    2. Updated program postcard to include QR code which links to the program website.
    3. Developed a short three minute video to promote the program and added it to the program website.
    4. Close collaboration with the Durham Catholic District School Board (DCDSB):
    a. DCDSB agreed to disseminate information about the program to high schools.
    b. Establishing a classroom experience for high school students; to include providing information about the university, the BHA program, and a health management case study for students to discuss in groups and then present to the “class.” 40 students attended this event.
    c. Durham District School Board (DCDSB) agreed to disseminate information about the program to high schools.

    CURRENT Program Status

    We have welcomed three cohorts of BHA students over three intake periods with a current total number of students sitting at 28 students.

    Level of Study

    1st year

    (New)

    1st year (Return)

    2nd year

    3rd year

    4th year

    5th year

    Total Enrolment

    2022 - 2023 (actual)

    5

    2 (program change)

    7

    2023-2024 (actual)

    8

    3

    7

    1

    19

    Fall 2024 (Day 10)

    7

    1

    13

    4

    2

    1

    28

  • Rationale for the modification*

    Shifting the program delivery mode to online will increase our reach to prospective students and provide flexibility for students. We envision that an exclusively online program will: a) help students transitioning from high school to the BHA program, including those who work part time out of necessity; b) provide flexibility for students living outside of the Durham Region who are unable to live in the region for either personal (e.g., due to family roles and responsibilities) and/or economic reasons; and c) reach students located across Canada.

    The changes will also allow for the future development of a bridging program geared specifically towards health workers already in the field seeking to complete an undergraduate degree in health administration (HA) for further career advancement; and/or individuals seeking a continuing learning certificate in HA.

    Modifying the program details and courses reflect the update that the AUPHA (certifying body) made to their knowledge domains. In response to this update, the program undertook an extensive mapping exercise and identified courses required to cover the knowledge domains as well as courses that could be removed. As a result of this exercise, it was evident that the following courses could be removed:

    • BUSI 1600U – Management of the Enterprise
    • HLSC 1200U – Human Anatomy & Physiology I
    • BUSI 2000U – Collaborative Leadership
    • BUSI 2180U – Introduction to Managerial Accounting
    • BUSI 2200U – Marketing Management
    • BUSI 2040U – Information Systems
    • BUSI 2603U – Introduction to Operations Management
    • BUSI 3700U – Strategic Management for Professionals

    Furthermore, new courses were needed to meet the knowledge domain update – the following courses have been added because of the program mapping exercise:


    1. Existing Faculty of Health Sciences courses

    • HLSC 4820U Interdisciplinary Collaboration
    • HLSC 4822U Social Marketing for Public Health
    • HLSC 4851U – Critical Perspectives on Health, Illness & Healthcare
    • HLSC 3824U Plaques Pandemics and Peoples
    • HLSC 4803U Global Health
    • HLSC 4805U Non-communicable Diseases Current Issues and Trends

    2. New FHSc courses

    • HLSC 4855U - Human Resources Management in Healthcare
    • HLSC 4993U- BHA Seminar Series
    How will this change or enhance the program and/or opportunities for students and graduates?
  • Fit with the mission, mandate, strategic plans of the University, and the broader array of program offerings.*

    University’s Vision, Mission and Values

    “We equip future leaders to solve complex problems. We respond to the needs of students, and the evolving world, by providing superior undergraduate, graduate, and lifelong learning experiences. To this end, what we do to achieve our mission and to tell our story is guided by a community-focused approach on our strategic priorities” (Integrated Academic-Research Plan 2023-2028)

    Based on the engagement of the FHSc with community members and employers, and specifically with the BHA Program Advisory Committee, it has been identified that there is a need for trained health (and social) care managers in the community. This algins with the current policy direction supported by the Ontario government to shift service delivery to the community. There is a need in the expanding long-term care sector for managers to address the ongoing challenges brought to light as a result of the COVID 19 pandemic. As well, with increased recognition and acceptance of the impact of the social determinants of health and well-being there is a greater demand for social services (e.g. health and well-being services) in the community.

    Tech with a conscience:

    “Innovating to improve lives and the planet by incorporating technology-enhanced learning strategies and promoting the ethical development and use of technology for good through intensive research and inquiry”. (Integrated Academic-Research Plan 2023-2028)

    The BHA program will train health managers who are technologically competent. Graduates will be able to use technology to create innovative managerial solutions and to model new ways of addressing organizational effectiveness. Additionally, graduates will be able to assess and address the impact of artificial intelligence (AI) on the management of the health work force. This will be accomplished through engagement with BHA Program Advisory Committee, with our practicum placement partners and the BHA program committee that includes Faculty members who are representative of diverse disciplines, research agendas and expertise.

    Learning re-imagined:

    • “Designed and incorporated flexible approaches to the scheduling, structuring and formatting of on‑campus and virtual program offerings.
    • Achieved at least a quarter of all undergraduate students participating in work integrated-learning opportunities, including co-operative education, internships, and practicums and entrepreneurial activities.
    • Increased enrolment in a suite of increasingly diversified Continuous Learning offerings.
    • Developed and launched at least one fully online degree program per academic faculty to access and meet the needs and expectations of newly emerging student markets”.

    The re-imagined BHA program addresses the four markers of goal success listed above. As indicated previously, the change to an online only program will increase the opportunities and give flexibility for a variety of students, including: a) students transitioning from high school to the BHA program, including those who work part time out of necessity; b) students living outside of the Durham Region who are unable to live in the region for either personal (e.g., due to family roles and responsibilities) and/or economic reasons; and c) students located across Canada. The changes will also allow the future development of a bridging program for a) health workers already in the field to complete an undergraduate degree in HA for further career advancement; and b) individuals seeking a continuing learning certificate in HA. In addition, the BHA program in the final year has a required practicum placement.

    Creating a sticky campus:

    “Commit to being an educational and social leader in the community.“

    Offering an undergraduate program in health administration demonstrates the University’s commitment to “being an educational and social leader in the community” by responding to the need of entry level health (social) care managers. The goal of the program is to become a certified program by meeting the requirements of the Association of University Programs in Health Administration (AUPHA). AUPHA certifies undergraduate health administration programs, and this certification is recognized and highly valued by industry and graduate level programs. Currently only on other certified BHA program exist in Canada further demonstrating the University’s commitment to “being an educational and social leader in the community.“

    The program is in the process of developing an annual survey to “deliberately gather up-to-date and informed perspectives on their experiences, desires and career aspirations.” In fact, the program consulted with current students and future students to determine views on an online BHA program.

    As noted, the BHA program has an established Program Advisory Committee (PAC) representing employers and government. As well, the required practicum placement provides the opportunity for “greater participation from members of our local communities and region” The movement to an online program will extend the University’s reach beyond Ontario to other areas in Canada as the program seeks practicum placements.

    This program will also add to the growing number of online only undergraduate programs and courses within the University (e.g. Allied Health Sciences) – providing the University with an opportunity to expand the ‘sticky campus’ to those learning in an online only environment, and to better understand how we support and meaningfully engage students learning at a distance from our physical campus.

    Partnerships:

    “Leveraged our career-oriented programs to establish a growing number of partnerships with small- and medium-sized local businesses and industries to support experiential and work-integrated learning opportunities.

    Focus on strengthening and expanding current partnerships, philanthropy efforts and community connections to support student learning and employment opportunities, academic programs, and research priorities.

    Establish dynamic, synergistic partnerships with government, community, and alumni as a differentiator for Ontario Tech”.

    The BHA program has an established Program Advisory Committee representing employers and different levels of government. The BHA program requires students to complete a practicum placement in year four. The program will build on existing community partners and organizations for the practicum placements, while also developing new partnerships within the community. We are fully committed to working with the University’s legal advisors and the Partnership Office to guide this activity. This process is currently ongoing. Placement of BHA students in community agencies and institutions can increase the likelihood that Ontario Tech students will find a place of employment after graduation either at the site of their placement or through the connections made while in the practicum setting.

    Description of how the proposed modifications fit into the broader array of program offerings, particularly those areas of teaching and research strengths, and complementary areas of study.
  • Resource requirements
  • Faculty members*

    Although we can run this program with zero new faculty - this omits the hidden efforts and cost to existing faculty (e.g. increasing course sizes and thereby increased workload, increased service requirements of those existing faculty teaching in the program).

    As the program goes will we anticipate needs in the future to support the AUPHA certification requirements.

    List of core faculty associated with the program, including appointment status, home unit, areas of teaching and research interests, and any new faculty requirements and gaps they would be expected to fill.
  • Additional academic and non-academic human resources*

    We do not anticipate major additional academic human resources as the course map includes a majority of FHSc currently offered. There are exceptions associated with: 1) The development of a Human Resources Management in Healthcare course. However, this course will also be of interest to other FHSc students, e.g., BAHSc program and BHSc. There is currently a lack of electives for both the BAHSc and BHSc programs. 2) The development of the BHA Seminar Series (e.g., guest speaker honorariums, travel expenses). 3) The inclusion of BUSI 1130U – Intro to Financial Accounting will require FHSc to pay a service fee to FBIT. 4) Future additional academic human resources may include an increase in TA hours for existing courses, should we start to see an increase in student enrolment.

    From a non-academic perspective – increasing the online offering of courses and programs within the faculty will necessitate attention to best practices in online only programs that may require assistance from the Teaching and Learning Centre.

    Details of any administrative requirements, including support staff, adjunct and part-time faculty, supervision of experiential learning opportunities, and any other additional academic and non-academic human resources.
  • Physical resource requirements*

    N/A

    Details of any physical resource requirements, including library holdings, information technology support and student services, special equipment, and space requirements (classrooms, laboratory, graduate student work/study space, other).
  • Business plan
  • Statement of funding requirements*

    N/A as the program is already running

    A summary statement of the funding required to support the modification, including projected enrolments, start-up and continuing costs, if applicable.
  • Statement of resource/funding availability*

    N/A

    Statements attesting to the adequacy of resources to support the modification from Deans who may have faculty members involved in or are contributing resources, the Registrar or the Dean of Graduate Studies, the Chief Librarian and the Provost.
  • Transition and communication plan
  • Transition plan for both new and current students*

    For students who began the existing program in the Fall 2022, 2023, or 2024 we will maintain the existing program map for all students currently enrolled (n=28) until the winter of 2028.

    Specifically, this will require that our students continue to take the FBIT courses while we transition to an online environment. Students will also be provided opportunity a to transfer into the new program with the understanding that discontinued courses in BUSI would count towards the open electives and that their time in program may be extended slightly.

    Semester (e.g., Fall 2025) for the implementation of the proposed changes; include a plan for all current students in the program, by year level. If this change impacts students that are not new and/or 1st year students as of the start date, then a transition plan is required. Please remember to consider off-map students.
  • Communication plan for both new and current students*

    The BHA Program Director will be responsible for notifying students under the direction of the Dean. The Director will hold two online information sessions to communicate the changes for students currently enrolled in the program. These sessions will be video recorded and placed on the BHA program website. Email notifications about the changes and transition plans will be sent to students. The Program Director will be available to meet with students one on one. Academic Advising will be made aware of the changes and will reach out individually to students currently enrolled in the program.

    Please explain how the current students will be made aware of this change (e.g., Who will be responsible for notifying students? How? Is Academic Advising aware?). Please remember to consider off-map students.
  • Converting to online options
  • Does this proposal contain any intended conversion of program components to online options? If yes, please complete the remaining items below*
  • Adequacy of technological platform

    The current learning platforms in use, Canvas and Google Meets, are adequate

    Describe the adequacy of the technological platform to be used for online delivery
  • Maintenance of and/or changes to program-level learning outcomes

    The Faculty of Health Sciences already has one program that is online in its delivery. We anticipate that given faculty expertise in managing online programs that the quality of education will not change in this transition.

    However, given that the Allied Health Program is delivered to more mature students – the Program Director will work closely with the Associate Dean, Undergraduate Programs (SD), and the Dean of the Faculty of Health Sciences to assess student needs, and create new supports and/or modify existing supports for students. The Associate Dean, Undergraduate Program will work closely with Academic Advising and Student Life to ensure that all services currently available to students are easily accessible by students completing their degree online. This will provide the opportunity for the University to extend its commitment to a ‘sticky campus’ to the online environment. In addition, the AD and Dean will work with TLC to help support faculty in managing the transition to online courses and perhaps larger class sizes. Note a synchronous online Seminar series has been added to the BHA program to support students throughout their enrollment in the program.

    Describe how the current program-level learning outcomes will be maintained and/or changed when moving to online delivery.
  • Maintenance of and/or changes to program objectives

    The current program objectives will be maintained based on discussion and feedback with the Program Committee, Curriculum Committee and Faculty Council, all guided by the AUPHA knowledge domains and CIQE. Ongoing advice will be sought form the BHA Program Advisory Committee.

    Describe how the current program objectives will be maintained and/or changed when moving to online delivery.
  • Maintenance of and/or changes to the quality of education

    The current program learning outcomes will be maintained based on discussion and feedback with the BHA Program Committee. FHSc Curriculum Committee and Faculty Council, all guided by the AUPHA knowledge domains and CIQE. Advice will also be sought form the BHA Program Advisory Committee.

    Describe how the quality of education will be maintained and/or changed when moving to online delivery.
  • Sufficiency of support services and training for teaching staff

    The FHSc offers many courses online and currently offers an online Bachelor of Allied Health Sciences (BAHSc) program. The faculty have the expertise, and experience in offering online courses.

    New faculty members will be encouraged to access the resources and services offered by the Teaching and Learning Centre.

    Describe the support services and training for teaching staff that will be made available when moving to online delivery.
  • Sufficiency and type of support for students in the new learning environment

    The BHA program will hold yearly interactive online Orientation sessions for incoming students. This has been successfully implemented for students entering the BAHSc program. FHSc’ Academic Advisors have the expertise and experience in providing support to online students (i.e., BAHSc). Information about how to be successfully in an online learning environment will be posted on the BHA website, and include access to the Student Learning Centre, (https://studentlife.ontariotechu.ca/current-students/academic-support/index.php) for additional resources.

    BHA students will be required to attend the BHA Seminar Series, a zero-credit course. The purpose of the seminar series (that includes a first-year online orientation, i.e., Seminar one) is to support student success through synchronous online seminars held 8 times throughout the four-year program. BHA students are required to attend all 8 seminars. The seminars will include guest speakers, team formative assignments and collaboration, and information on required program courses. The seminars will provide an opportunity for program students to engage in meaningful dialogue with each other to reflect on the course content. Seminars will also be an opportunity for BHA students to provide feedback on the BHA program. The feedback will be used to enhance the program and the student experience.

    Describe the sufficiency and type of supports that will be available to students when moving to online delivery.
  • Other
  • Additional supporting information, if applicable

    Online/ Academic Integrity – the purpose of moving this online was to open the program up to new students where the need exists (e.g. northern Ontario, working professionals) and having it online makes the learning flexible enough that they do not have to travel to campus. With that said, this opens up new challenges and opportunities for the Faculty. We will work closely with the TLC in the design of assignments that challenge the use of AI, online exams will be proctored using existing software, and we are actively exploring the use of regional testing centres as many other universities use in the event that we are not confident in the current systems. This program also highlights existing challenges that many Faculty are facing – including a lack of an online exam policy and the need for more formal Artificial Intelligence Policies at the University level – which would benefit all programs and online courses being offered at Ontario Tech University. Ultimately our goal is be student centred while also upholding the integrity of the program. We will be working closely with both faculty and sessionals assigned to teach in this program regarding both online community building and the effective design of assessments that uphold integrity.

    Describe any additional information needed to support the proposal.
(D) Impact and consultation
Next
  • STEP 5 - Complete Section D

  • Consultation is central to governance at Ontario Tech. Faculties are required to consult with all areas impacted by this change, and the home faculty dean is responsible for all consultation decisions in this section of the form. Note that any false statements related to consultation may require re-submission of proposals.

  • Faculty Consultation
  • Will this change impact any other faculties? Some examples may include, but are not limited to, the scenarios listed below.*

  • Examples:

    • A course from another faculty is being added or removed from the program map.
    • Changes to joint and/or service programs (e.g., 'and Management' programs, targeted minors).
    • Changes to year of offering for courses from another faculty (e.g., moving a course from Year 1 to Year 2).

    Additional examples can be found in the Resources section of the CIQE website.

  • If you answered yes to the question above, please explain and outline the consultation process in detail. Attach relevant documents (emails, Faculty Council minutes, etc.) or include links to corresponding documents.*

    Consulted with the FBIT, May 29, and November 12, 2024, about moving the program to online. At that time, it was indicated that the preference was not to move to an online delivery format. FBIT also understood that the content required for the BHA program could be captured elsewhere and that realistically there would be no negative impact for FBIT.

    In FHSc, consultations have been completed with Faculty Council (November 6, 2024), Executive Committee (September 23, 2024), Curriculum Committee (October 21, 2024) Program Committee (Sept 18 and October 21-25, 2024) and Program Advisory Committee (September 18, 2024).

    BUSI course – The intent is that this course will be delivered exclusively online beginning in 26/27 (scheduled for year 2 of the program). A standalone course specific to HLSC student interest would be a long goal – but we would like the time to survey other programs and build something that could be available to all HLSC students. Current discussions are underway between the Faculty of Health Sciences DPO and FBIT DPO to arrange for this – and discussions are taking place with upper administration to determine how best to compensate FBIT.

  • Student Consultation
  • How have current or prospective students been consulted about this change? (e.g., informal conversations, attendance at meetings, survey, indirectly through academic advising). Please provide details below.*

    Current students

    An online survey was distributed to all current Health Sciences’ students. The survey was available for a one week period during the month of October 2024.

    Results

    A total of 172 students responded, including students enrolled in the following programs Allied Health (13), Health Administration (13), Health Sciences Human Health (21), Health Sciences Public Health (13), Kinesiology (29), Medical Laboratory Science (19), and Nursing (64).

    The results presented have been reported as a number and percentage for the a) total number of students who responded overall (N-172), and b) total number of BHA students who responded. There are 28 students enrolled in the BHA program, 13 BHA students responded to the survey (46%). Results demonstrate overall there is interest in an online BHA program across all FHSc programs, including an online undergraduate BHA program (72%), transfer to an online BHA program (52%), online minor in Health Administration (HA) (81%), online certificate in HA (86%), and an online micro-credential in HA (81%). Results from students currently enroll in the BHA program demonstrate support for all potential online BHA offerings (85-92%). The 13 (100%) BHA students reported that they would consider a master’s program in HA. Note the current and the online BHA program have been built based on competencies that give the BHA graduates a competitive edge for entry into accredited master’s HA programs. Fifty-six percent of the overall total respondents indicated that they would consider a master’s HA program.

    Future students

    A pencil and paper survey was distributed to 47 Durham Region high school students who attended a BHA workshop held in the FHSc on October 17, 2024. The students were asked the same closed-ended questions that populated the online current student BHA survey. Note, while the purpose of the BHA workshop was to recruit students for the BHA program, students were also interested in coming to the Ontario Tech Campus (communication with high school coordinator). A tour was provided to students at the end of the BHA workshop.

    Results

    40 students completed the survey. Thirty-five (88%) of the students indicated that they were interested in an online BHA program be it an undergraduate degree, minor, certificate, and/or micro-credential. Twenty-two (55%) students indicated interest in a master’s program in health administration.

  • Equity, Diversity and Inclusion
  • What considerations have been made for equity, diversity, inclusion and decolonization?*

    A drive to moving this program online is to increase accessibility to university education in health administration for a broader group of individuals. Allowing people to study where they live, and work will provide opportunities to provide this area of expertise in a variety of geographical regions – some of which may not have easy access to post-secondary education – but who’s home communities need the expertise that our program will provide. This is a consideration for equity, diversity, inclusion, and decolonization. The program also features several courses that explore health and related concepts (promotion, disease, policy) through equity lenses. Overall, the program encourages the development of future health administrators who will be able to consider hidden biases and existing ideologies/policies/practices that serve to reinforce existing inequities/biases with the health care system.

  • For more information and guidance on incorporating equity, diversity and inclusion principles in curricula, please visit the Diversity, Inclusion and Belonging resource section of the CIQE website.

  • Indigenous Content and Consultation
  • Does this change include any Indigenous content?*

  • For more information on how Indigenous content is defined at Ontario Tech University and how to consult with the Indigenous Education Advisory Circle, please refer to the Protocol for Consultation with the Indigenous Education Advisory Circle.

  • Has the IEAC been contacted?
  • If Yes, when?
  • What was the advice you received from the IEAC? And, how has it been included in your proposal? Please attach or provide links to documents that outline the consultation process and advice given.

    HLSC 3823 Health and Indigenous People in Canada has been added as a required course. This course has previously been reviewed by IEAC so no additional consultation was required.

  • Did the IEAC ask you to return the proposal to them for review?
    If Yes, have they completed their review?
  • Other Consultation
  • Have you consulted with the Office of the Registrar, Student Life, the Library and/or any other areas on campus that may be impacted?*
  • If yes, please explain and outline the consultation process in detail.*

    N/A

  • Does this change involve co-op?*
  • If yes, please acknowledge that you have consulted with Lindsay Coolidge, Director, External Relations and Partnerships by checking the box below.
(E) Routing
Next
  • STEP 6 - Enter routing information

  • Important note: it is imperative that you choose the correct routing path as it cannot be changed once a proposal has been launched. If you have made a routing error after launching the proposal, the proposal will be cancelled and a new proposal will be required. If you require assistance with routing, please contact ciqe@ontariotechu.ca.

    Please note that changes to joint or collaborative programs do require approval at Faculty Council of each faculty involved in the program. You do not need to include other faculties in the routing, however, consultation with other faculties should be noted and any required approval by other Faculty Councils (and date of approval) should be noted in the comments section as approval is logged on the home Faculty Council step.

  • Should this proposal be routed to the Program Approval step prior to Curriculum Committee?*
    If your curriculum committee is organized by program, or if program-level approval prior to curriculum committee is not required, select 'no'.
  • Faculty or program-level group*
    Choose your faculty or program-level group from the list of options. If your faculty has program-level committees, choose the corresponding program group from the list. Otherwise, choose the home faculty. You may choose more than one option, but please note that your proposal will go to the committees of all options selected. The proposal will not move on to the next step until all faculties have approved at their respective committees. Note: If you are making a change for a Bachelor of Engineering program in FESNS, you must select both the Faculty of Energy Systems and Nuclear Science, and the Faculty of Engineering and Applied Science from the list of options.
  • Is this change for a Bachelor of Engineering program or program which requires Engineering Curriculum Committee approval?*
  • Are there departments associated with your faculty?*
  • Is this change for the Sustainability Studies program?*
(F) End of proposal
Next
  • STEP 7 - Save and ensure all required fields are complete
  • STEP 8 - Validate and launch proposal
  • STEP 9 - Review program modifications

  • To view the proposal with mark-up, navigate to the discussion section of the toolbox on the right-hand side of the form and change the ‘User-Tracking’ setting to ‘Show current with mark-up’. To view the calendar copy with mark-up, click the ‘Preview Curriculum’ icon and then the red pencil icon.

  • STEP 10 - Approve proposal

  • As the originator, you must approve the proposal to send it on to the next step. To approve, navigate to the decisions section of the toolbox on the right-hand side of the form.

(G) CIQE use only
Next
  • Program or shared core OID
    16869
    16869
  • Code

  • User Tracking

    Help: Show Original: This option displays the proposal as it appeared at launch. No markup will be visible on the form. There will be no differentiation between fields that contain imported content and content that was created or selected by the originator by hand.

    Help: Show Current: This option displays the proposal as it appears currently. No markup will be visible on the form. There will be no differentiation between fields that contain imported content and content that was created or selected by the originator by hand.

    Help: Show Current with Markup: This option displays the proposal with all of its current content marked to show different editors. Text fields that include imported content are indicated by a blue highlight, and may also include additional changes within, indicated by each editor’s unique color. Fields containing selects, checkboxes, radio buttons, or widgets (such as the curriculum) provide an activity log above the field, indicating each editor’s selection and unique color.

    Comments

    You have not saved your changes to all the assessment fields you edited. You have the following options:

    • Click "Save All Changes" now to save every change you made
    • Click "Abandon Changes" to destroy all unsaved changes
    • Click "Cancel" to continue working on assessments and save each field individually

    What would you like to do?

      You must be logged in, in order to approve.

      Please upload the form that you just printed and signed.

      This will be used as your signature to sign this proposal upon approval.


      Listed below are the symbols and colors utilized in Curriculum:

      • = has not made a decision
      • = approved
      • = rejected
      • = held
      • = suspended
      • = cancelled
      • = multiple decisions
      • = task
      • = mine
      • = stuck
      • = urgent, out of date import source
      x

      #{title}

      #{text}

      x
      warning

      #{title}

      #{text}

      x
      warning

      #{title}

      #{text}