Proposal

Bachelor of [Name] in

[Name of New Program]

School of [Name]

Office of the Provost and Vice President, Academic

[Day Month Year]

Contents

Program Overview	5

a)	Overview of BCIT’s History, Vision, Mission and Values	5

BCIT Vision: Empowering people. Shaping BC. Inspiring global progress.	5

BCIT Mission: Partnering learners and industry for success through workforce development.	5

b)	Proposed Credential	5

c)	Location	6

d)	Name of School	6

e)	Anticipated Program Start Date	6

f)	Anticipated Completion Time in Years and Semesters	6

g)	Expected Student Numbers at Launch and at Steady State	6

h)	Summary of Proposed Program	6

i.	Aim and Goals	6

ii.	Strategic Contributions	6

iii.	Curriculum Linkages & Work-integrated Learning	7

iv.	Delivery Methods	7

v.	Program Strengths	7

vi.	Alignment with Provincial Strategic Priorities	7

vii.	Labour Market Outcomes	7

viii.	Classification of Instructional Program Code (CIP)	7

i)	Institute Contact Person	8

1.	Standard - Degree Level Standard	9

1.1	Depth and Breadth of Knowledge	9

1.2	Knowledge of Methodologies and Research	10

1.3	Application of Knowledge	10

1.4	Communication Skills	10

1.5	Awareness of Limits of Knowledge	10

1.6	Professional Capacity/Autonomy	11

2	Standard - Credential Recognition and Nomenclature	12

2.1	Credential Recognition – Employers, regulatory/licensing/professional bodies, post-secondary institutions	12

2.2	Pathways to Advanced Study	12

2.3	Nomenclature	12

3	Standard - Curriculum and Program Content	13

3.1	BCIT’s Governance Framework and Approvals	13

3.2	Consultations	13

3.2.1.	Internal Consultation	13

3.2.2.	External Consultation	14

3.2.3.	Consultations with Indigenous Peoples on Program Content	15

3.2.4.	Protection and Respectful Use of Indigenous Knowledge, Intellectual Property and Wisdom	15

3.3	Program Structure and Program Goals	15

3.3.1.	Program Aim and Goals	15

3.3.2.	Program Structure and Length	16

3.3.3.	Student Evaluation	16

3.4	Courses and Curriculum Requirements	16

3.4.1	Core and Prerequisite Courses	16

3.4.2	Alignment with Program Goals	17

3.4.3	Course Descriptions	17

3.5	Work-integrated Learning	17

4	Standard - Learning Methodologies and Program Delivery	19

4.1	Learning Methodologies	19

4.2	Academic Support of Indigenous Ways of Knowing, Methods for Assessment	20

4.3	Policies on technology, computer or web-based learning and modes of delivery	20

4.4	Expertise and Resources Available	20

5	Standard - Admissions, Transfer and Residency	22

5.1	Admission Process and Requirements	22

5.2	Promoting Admission, Retention and Success of Indigenous Students	22

5.3	Promoting Admission, Retention and Success of Students from Traditionally Underrepresented Groups	22

5.4	Enrolment Plan	23

5.5	Transfer Arrangements and Prior Learning Assessment and Recognition	23

5.6	Residency Requirements	23

6	Standard - Faculty and Staff	25

6.1	Faculty	25

6.1.1	Designated Complement of Continuing Faculty	25

6.1.2	Faculty Qualifications	25

6.2	Program Staff	26

6.3	Support for Applications from Qualified Indigenous Peoples and Traditionally Underrepresented Groups	27

6.4	Relevant Policies	27

6.5	Protection of Indigenous Data Collection Processes and Ownership, Control and Access	27

6.6	Faculty Research/Scholarly Activity	28

7	Standard - Program Resources and Infrastructure	29

7.1	Facilities, Equipment, and Learning Resources	29

7.2	Student Support Services	30

7.3	Program Implementation	30

8	Program Review and Assessment	31

8.1	Periodic Program Review	31

8.2	Internal Review Processes	32

8.3	External Review Processes	32

[Template dated: September 2025] [BEFORE YOU BEGIN: The text in the square brackets indicates guidelines for completing this document. Delete and/or replace this text as you work through the document. Keep the text that is not in the square brackets. Make sure you update the date on the cover with each revision so everyone involved knows they are working on the most recent version. When writing the proposal, be as succinct as possible and ensure key information is clearly articulated. Where appropriate, consider presenting information using tables, images, or bullet points, and incorporating examples to help clarify and insert them into the Appendix. Please note, there is a 10,000 word limit for Standards 1 – 8 (approximately 20-25 pages, excluding Program Overview and appendices), as required by the DQAB. There are several templates that will form part of the appendices. Each of these templates is found at this location: https://www.bcit.ca/academic-planning-quality-assurance/program-development/. The appendices should form a separate document from the proposal. Another appendix consisting of all BCIT policies will be provided by APQA. Program map Program structure map Needs assessment report Course outlines Curriculum vitae using template provided Appendices Appendix – BCIT Policies (Provided by APQA) When this proposal is ready to be submitted to Academic Planning and Quality Assurance (APQA) within the Provost & VP Academic Office, it must be accompanied by the following documents (templates located at URL above): Business plan (to be completed by the School in collaboration with Finance) Development report (to be completed by the Instructional Development Consultant)]

Program Overview

[Note: this section should be only 2-3 pages in length.]

Overview of BCIT’s History, Vision, Mission and Values

Established in 1964, the British Columbia Institute of Technology (BCIT) is one of British Columbia’s largest post-secondary institutions. The Institute offers a wide range of credentials in the trades and technologies, including certificates, diplomas and undergraduate and graduate degrees. It has five campuses in Greater Vancouver and numerous satellite locations around B.C. BCIT’s annual enrolment is approximately 17,000 full-time students and 30,000 part-time students. The Institute graduates over 7,000 students a year from over 300 different programs.

BCIT Vision: Empowering people. Shaping BC. Inspiring global progress.

BCIT Mission: Partnering learners and industry for success through workforce development.

BCIT Values: BCIT adheres to a set of core values and strives to

Achieve excellence in everything it does and to accomplish real and measurable results;

Embrace innovation, ignited by imagination and creativity, to improve its approaches, opportunities, and outcomes;

Champion diversity and inclusion – ideas, cultures, and perspectives, fostering a community permeated with equality and inclusivity;

Pursue collaboration – believe in the power of collaboration to amplify its efforts; and

Engage with respect – work from a position of respect for others’ expertise, insight, and inherent worth, and reflect a respect for future generations in its passion for sustainability.

BCIT achieves our vision, mission, values, and provincial mandate for strategic workforce development through the commitments in our Strategic Plan (2025 – 2030):

Commitment 1: Transform teaching and learning experiences to continuously equip students with future-proof skills for a rapidly changing world

Commitment 2: Catalyze digital transformation to modernize and streamline systems, secure data, and improve experiences and efficiency

Commitment 3: Foster vibrant and inclusive communities – on and off campus – to enhance experiences of connection, wellbeing, and belonging

Commitment 4: Enrich partner and industry experiences to amplify student learning and real world impact

Proposed Credential

BCIT is proposing to offer a [Bachelor of … in Subject Area].

Location

The program will be based at [name and location of BCIT campus].

Name of School

The credential will be awarded by the School of [enter name]. [Describe any collaboration with other BCIT schools or external institutions.]

Anticipated Program Start Date

The anticipated start date of the program is [Month Year].

Anticipated Completion Time in Years and Semesters

[State whether the program will be offered full-time, via Flexible Learning, or both.]

Full-time students can expect to complete the program in [number of years or terms]. Flexible Learning (i.e. Part-time students) can expect to complete the program in [number of years or terms]. [Be consistent in usage of either years or terms throughout proposal].

Expected Student Numbers at Launch and at Steady State

[Identify expected number of students at launch and at steady state.]

Summary of Proposed Program

Aim and Goals

[Paragraph summary of program aim and goals.]

Strategic Contributions

Mandate & Strategic Plan

[Summarize the anticipated contribution of the program to BCIT’s mandate and Strategic Plan.]

Education Plan

BCIT’s Education Plan 2026-2031 identifies three commitments focused on equipping faculty as applied educators and leaders, ensuring learning and assessment are meaningful and relevant, and cultivating conditions for student success.

[Summary of how the program is aligned with BCIT’s Education Plan.]

IDEAS Framework

BCIT has established an IDEAS framework to orient our work, guiding how we collaborate, relate, and achieve our goals. The framework is a holistic lens, grounded in truth, that unites Indigenous reconciliation, inclusivity, diversity, equity, accessibility, sustainability, and student wellbeing. The roadmap for application of the IDEAS lens is focused on four key areas at BCIT: (1) Governance & Accountability, (2) Operationalization, (3) Teaching & Learning, and (4) Engaging with Students. Please refer to specific sections in the proposal that speak to alignment with our IDEAS framework, as well as Appendix 5.1 – IDEAS framework.

Curriculum Linkages & Work-integrated Learning

[Describe curriculum structure and its links to program goals/learning outcomes.]

[Indicate whether a work-integrated learning experience is required for degree completion, and if so, include a brief description.]

Delivery Methods

[Brief description of delivery methods. Describe whether delivery will be in-person, online, combination of in-person/online, or other (explain).]

Program Strengths

The program will focus on the following areas of strength:

[List and briefly describe the major areas of strength in the program, drawing on the relevant sections of the proposal. Areas of strength can include focus on application, applied research, specialization, uniqueness of the proposed program, etc.]

Alignment with Provincial Strategic Priorities

[Describe how the proposed program aligns with provincial direction and strategy related to employment.]

Labour Market Outcomes

[Include a list of anticipated employment destinations for graduates of this program. Refer specifically to employment data for the proposed program found in the current British Columbia Labour Market Outlook Report: https://www.workbc.ca/Labour-Market-Industry/Labour-Market-Outlook.aspx. If the proposed program is included in the Report’s list of “High Opportunity Occupations”, be sure to highlight this alignment. Reference should be made to applicable National Occupation Classification (NOC) codes.]

See Appendix 3.4 for Needs Assessment Report.

Classification of Instructional Program Code (CIP)

[Include the CIP code. Contact Institutional Research and Planning if CIP code is unknown]

Institute Contact Person

Please contact Jennifer Figner, Provost and Vice President Academic, (604-451-6758 or Jennifer_Figner@bcit.ca) for further information about this program.

Standard - Degree Level Standard

[In this section, demonstrate that the proposed program meets or exceeds the degree level standards in sections 1.1-1.6. The BCIT Credential Standards incorporate the degree level standards defined by the DQAB, which in turn align with the Canadian Degree Qualifications Framework (endorsed by the Council of Ministers of Education Canada). Demonstrating alignment with these standards ensures the proposed program will meet national and international standards for degrees and be comparable in quality to similar programs.]

[Please refer to the bachelor’s degree credential standards in Policy 5401 (Program Development & Credentials, http://www.bcit.ca/files/pdf/policies/5401.pdf) and Procedure 5401-PR1 (Credentialing of Programs, http://www.bcit.ca/files/pdf/policies/5401_pr1.pdf)]

[The curriculum design must ensure that teaching is purposefully structured and logically sequenced throughout the degree program so that students are building on what they have learned and are acquiring the knowledge and skills that will progressively prepare them for more challenging, higher-level work within the degree.]

[In each section below, provide evidence that the degree program demonstrates transferable learning skills and level of mastery of a body of specialized knowledge in the six dimensions of the degree level standards.]

[Describe which specific courses or course clusters emphasize specific degree level standards or whether and how the standards are woven throughout the curriculum. Ensure learning outcomes in relevant course outlines demonstrate this alignment.]

[In the case of pathways or block transfer credits from specific partner institutions and/or programs, provide evidence that the institutional partner sending students has provided an adequate foundation for entrance into the degree program.]

Depth and Breadth of Knowledge

[a) Knowledge and critical understanding in a field of study that builds upon the student’s secondary education and include the key assumptions, methodologies, and applications of the discipline and/or field of practice.

b) Basic understanding of the range of fields within in the discipline/field of practice and of how the discipline may intersect with fields in related disciplines.

c) The ability to gather, review, evaluate, and interpret information, including new information relevant to the discipline, and to compare the merits of alternate hypotheses or creative options relevant to one or more of the major fields in a discipline.

d) The capacity to engage in independent research or practice in a supervised context.

e) Critical thinking and analytical skills inside and out the discipline.

f) The ability to apply learning from one or more areas outside the discipline.]

Knowledge of Methodologies and Research

[An understanding of methods of enquiry or creative activity, or both, in their primary area of study that enables the student to:

Evaluate the appropriateness of different approaches to solving problems using well-established ideas and techniques;

Devise and sustain arguments or solve problems using these methods; and,

Describe and comment upon particular aspects of current research or equivalent advanced scholarship in the discipline and how these are relevant to the evolution of the discipline.]

Application of Knowledge

[a) The ability to review, present, and critically evaluate qualitative and quantitative information to:

develop lines of argument;

make sound judgments in accordance with the major theories, concepts, and methods of the subject(s) of study;

apply underlying concepts, principles, and techniques of analysis, both within and outside the discipline; and,

where appropriate, use this knowledge in the creative process.

b) The ability to use a range of established techniques to:

initiate and undertake critical evaluation of arguments, assumptions, abstract concepts, and information;

propose solutions;

frame appropriate questions for the purpose of solving a problem; and

solve a problem or create a new work.

c) The ability to make critical use of scholarly reviews and primary sources.]

Communication Skills

[The ability to communicate information, arguments, and analyses accurately and reliably, orally and in writing, to a range of audiences, to specialist and non-specialist audiences, using structured and coherent arguments, and, where appropriate, informed by key concepts and techniques of the discipline.]

Awareness of Limits of Knowledge

[An understanding of the limits to their own knowledge and ability, and an appreciation of the uncertainty, ambiguity, and limits to knowledge and how this might influence analyses and interpretations.]

Professional Capacity/Autonomy

[Qualities and transferable skills necessary for further study, employment, community involvement, and other activities requiring:

the exercise of initiative, personal responsibility and accountability in both personal and group contexts;

working effectively with others; and,

c) behaviour consistent with academic integrity.]

Please refer to Appendix 1.1 Program Map to see the curriculum structure across program clusters and terms. Please refer to Appendix 1.2 Program Goals Integration and Appendix 1.3 Program Goals Assessment Matrix to see alignment of courses with program goals and evidence of how program goals are assessed throughout the program.

Standard - Credential Recognition and Nomenclature

Credential Recognition – Employers, regulatory/licensing/professional bodies, post-secondary institutions

[Demonstrate that the program’s learning outcomes and standards are sufficiently clear and are at a level that will facilitate recognition of the credential by employers, relevant occupational and professional bodies, and other post-secondary institutions.]

[If there is a regulatory, licensing, or professional credentialing body related to the program, include a description of its role and the steps taken to ensure graduates will be eligible to meet the education requirements of the body (e.g. certification exams).]

[If the program leads to a profession that is subject to government regulation, describe the consultations undertaken to ensure the credential, learning outcomes, standards, and other requirements for graduation reflect requirements of the regulatory, licensing, or credentialing body.]

[In Appendix 2.1, provide letters from regulatory, licensing, or professional credentialing bodies indicating that there are no concerns that the degree and learning outcomes will be recognized.]

Pathways to Advanced Study

[IProvide evidence that other post-secondary institutions will consider the credential as a basis for admission to advanced study.]

Nomenclature

[Provide evidence that the name conveys long-term meaning and there is an appropriate fit between the nomenclature of the credential and the content of the degree.]

[Demonstrate how the degree name is consistent with nomenclature conventions used in BC. If the degree name is not consistent with established nomenclature conventions in BC, provide a compelling rationale for diverging from these conventions. Refer to the DQAB guidelines for naming of programs, embedded in Procedure 5401-PR1 (http://www.bcit.ca/files/pdf/policies/5401_pr1.pdf).]

Standard - Curriculum and Program Content

BCIT’s Governance Framework and Approvals

BCIT has a rigorous academic governance framework involving several stages of review and approvals. For degree proposals, reviews include departmental curriculum committees, Deans Council, School Quality Committees, internal and external expert panels, and operational/service groups. Aligned with expectations under the College & Institute Act, BCIT’s senior academic governance body is our Education Council with representation from all academic Schools. Education Council’s role is to review curricular changes and proposals for new programs, incorporating detailed review and recommendations by the Education Council Programming Committee formed primarily of faculty members.

Once approved at Education Council, proposals are forwarded to our Board of Governors (BOG) for final internal approval. Please see Policy 5401 PR 1 (Appendix BCIT Policies) for the complete development/approval process for master’s degrees, and Appendix 3.1 for BOG minutes confirming approval of the proposed degree. [Attach Appendix 3.1: Board of Governors approval]

Consultations

As part of BCIT’s robust degree development process (Policy 5401 PR 1 – Appendix BCIT Policies), program teams conduct a comprehensive needs analysis and consultation to assess the uniqueness of the proposed offering and how it complements existing programs in the discipline, determine demand for the program, incorporates inclusive curriculum, and confirm support from key interested parties both internal and external to the institution. Contributions from external participants in industry, professional bodies, and other post-secondary institutions are critical components informing the design of programs from a diversity of perspectives.

Internal Consultation

During the program proposal development process, the working group consulted with many key internal parties at BCIT across leadership, academic and service areas to ensure a wide range of perspectives were considered. This includes areas such as BCIT’s Respect, Diversity and Inclusion team, the Indigenous Initiatives team, BCIT International , and the Student Association, etc. All feedback was collected, reviewed, considered, and incorporated into the drafting of the proposal. See Appendix 3.2 for details on internal consultations.

As part of the degree development process, an Internal Review Panel provided a critical and objective review of the full proposal to ensure educational integrity, consistency, and standards across all programs. The Panel is comprised of faculty members from all Academic Schools, who have extensive experience in developing and/or delivery degree programs at BCIT. The Panel’s report is provided in Appendix 3.3.

[Provide a high-level summary of the findings and recommendations of the Internal Review Panel. Insert the report in Appendix 3.3].

External Consultation

External consultation is critical component of BCIT’s program development process, as outlined in Policy 5401 PR 1 (Appendix BCIT Policies). As part of the process, the program area consulted with external experts to inform the need, relevance, and graduate outcomes of the proposed program.

[Provide high-level summary of external consultations from the following types of sources. Summarize evidence of demand, support and interest to proceed with the degree. Include a brief summary of the benchmarking with other post-secondary offerings. Insert a completed Needs Assessment Report in Appendix 3.4. The template is located at: http://www.bcit.ca/ltc/curriculum/developprograms.shtml. Highlight how these consultations ensure the curriculum is inclusive and promotes a diversity of perspectives.

relevant employers;

program advisory committees;

other British Columbia institutions (this will include comments provided through the peer review process on the Post-Secondary Institution Proposal System/PSIPS);

institutions outside British Columbia;

experts in the proposed field of study; and,

external academic consultants.]

Please refer to Appendix 3.5 for details on external consultations and Appendix 3.7 Letters of Support (External and Industry). Please refer to Appendix 3.4 for the complete Needs Assessment Report.

[Health-related programs: The provincial government is the key employer in the health field, and as such, the Ministry requires that institutions consult with the Ministry regarding the development of new health programs, or revisions to existing health programs according to specific criteria (referred to as the Health Education Program (CIP 51) Review process). Describe the outcomes of the CIP51 review.]

BCIT includes an External Review Panel as part of its institutional degree development process to provide an independent third party assessment from an academic and industry perspective. The External Review Panel will visit BCIT to conduct the review on [ENTER DATE]. The panel will submit a report summarizing its findings to the Provost & Vice President, Academic via the Academic Planning and Quality Assurance (APQA) Office. The report is expected [ENTER DATE]. The Panel’s report will be provided in Appendix 3.6.

[Summarize the External Review Panel meeting and the makeup of the committee, and include the external review report and the response to the report in Appendix 3.6. If the External Review has not yet occurred, use the wording above, customized as necessary. Remember to update this section once the External Panel has met and the report is integrated into Appendix 3.6]

Consultations with Indigenous Peoples on Program Content

BCIT’s Indigenous Vision outlines priorities for action, including building awareness and understanding around Truth, Reconciliation, Indigenization, the legacy of colonization, and the contemporary reality of Canada and Indigenous people.

[If this program is related to the areas of social work, health care, law, public administration, education, and journalism/media, consult with Indigenous Initiatives and Partnerships/LTC early for guidance on program content.

[For all programs, describe how Indigenous curriculum will be incorporated into the program, and how Indigenous People were involved in the development of this curriculum]

[Include the following paragraph if relevant:

In developing curriculum, the program received guidance from the Indigenous Curriculum Specialist in BCIT’s Learning and Teaching Centre focused on Indigenous content. In addition, the program referred to BC Campus’ Indigenization guide for Curriculum Developers.]

Protection and Respectful Use of Indigenous Knowledge, Intellectual Property and Wisdom

BCIT’s Indigenous Initiatives team provides the BCIT community with leadership in implementing the Indigenous Vision and guidance on developing agreements, protocols, and respectful use of practices of Indigenous knowledge. BCIT’s Indigenous Vision (see Appendix – Policies) identifies priorities for action including: (1) ensuring that governance structures respect Indigenous peoples, (2) implement Indigenous intellectual and cultural traditions in teaching and learning, and (3) build relationships with Indigenous communities by supporting the creation of meaningful agreements and joint endeavours. With support from Indigenous Initiatives and the Information Access Privacy Office (IAPO), BCIT endeavours to comply with the First Nations principles of ownership, control, access, and possession (OCAP).

Program Structure and Program Goals

Program Aim and Goals

[Insert program aim and program goals from Notice of Intent, or revised as appropriate. Ensure program goals are reflective of the degree level standards and includes both discipline-specific goals and others focused on areas such as communication, contribution to the scholarly community, and leadership, among others.]

Specifically, graduates of the program will be able to:

Program Structure and Length

[Provide an overview of the structure of the program, including:

Description of the Program Structure Map (insert map in this section). Referring to the Program Structure Map, describe potential pathways for incoming students and graduates of the program (entry and exit paths related to the program).

the number of credits for the program

length of the program in years or terms (include description of time allotments assigned to the program as a whole, and to components in the program to show how these are appropriate to the stated learning outcomes). If time for program completion differs from BCIT Policy 5103 – Student Evaluation (http://www.bcit.ca/files/pdf/policies/5103.pdf), please describe. Refer to the policy as appropriate and include it in Appendix- BCIT Policies.

whether the program will be offered full-time or part-time.]

Student Evaluation

[Describe the general student evaluation strategy for the program and describe how this strategy aligns with the program goals (complete the Program Goals Assessment Matrix in Appendix 1.3). Demonstrate how the type and frequency of evaluations of student learning are commensurate with the stated learning outcomes, flexible to reasonably accommodate students with diverse learning needs, provide appropriate information to students about their achievement levels and allow for confirmation that a student is making satisfactory progress in the program.]

[Incorporate the following text:]

Evaluation of learning outcomes and expectations is set by each instructor and described in the approved course outlines (see Appendix 3.8), which provide information to students about expectations of satisfactory achievement levels. Assessment and grading practices are detailed in Policy 5103 Student Evaluation Policy and the Grading Procedure in Policy 5103-PR1. These policies are included in Appendix BCIT Policies.

[Outline requirements and process for monitoring student progression through the program, including the minimum cumulative grade point average (CGPA) students are expected to maintain.]

Courses and Curriculum Requirements

Core and Prerequisite Courses

[Identify the prescribed set of core and prerequisite courses (show these in a table with the number of credits for each course).]

[Demonstrate how the curriculum is current and reflects the state of knowledge in the field and the needs of the field in practice.]

[Demonstrate how courses provide exposure to increasingly complex theory, and in programs with an applied or professional focus, the application of that theory to practice in the field.]

[Discuss how the learning outcomes and standards for the program demonstrate how graduates will be prepared with a sound basis in theory, as well as the intellectual, communication, collaboration, teamwork, innovation, intercultural understandings, and other skills necessary to be effective in the workplace upon graduation and to remain current in their field.]

[Demonstrate how the program has sufficient breadth (i.e., courses outside the professional or main field of studies, some of which are free electives) and/or an appropriate balance of professional and liberal studies.]

[Briefly comment on how the program will foster a culture of respect and inclusivity, in alignment with BCIT’s value of championing diversity and inclusion. Demonstrate how the curriculum is inclusive of a diversity of peoples and perspectives, including those whose physical and cultural characteristics have been traditionally under-represented and under-served in BC’s post-secondary system.]

Alignment with Program Goals

Courses are designed to address the program goals in cohesive and integrated manner. All courses have been mapped to the program goals to demonstrate alignment. See Appendix 1.1 Program Map and Appendix 1.2 Program Goal Integration Matrix.

Course Descriptions

[Include course descriptions for all courses (at the level of detail found in the academic calendar), identify which are new courses for this program and which are existing courses. Include course outlines in Appendix 3.8. Ensure all sections of course outlines (each should be no more than 5 pages long) including details of relevant and up-to-date learning resources are completed, clearly demonstrating how courses are at a graduate level.]

Work-integrated Learning

[At the Bachelors level, demonstrate that there are accessible work integrated learning (WIL) components available for students. Or, provide a satisfactory reason why not. (refer to BCIT’s Glossary of Education Terms and/or Centre for Workplace Education for more information)]

[Describe the anticipated learning outcome goals, how the WIL experience will provide the opportunity to put the stated learning outcomes into practice, how students will be evaluated by the instructor and employer during their placements, and how the program will ensure all eligible students have equity of access to placement opportunities, regardless of financial and/or other barriers.]

[If work integrated learning opportunities are anticipated to take place within First Nation communities, consult with the WIL department and Indigenous Initiatives for support for connecting with communities. Provide a summary of agreements made related to research practices and culturally appropriate research methods.]

[Ensure appropriate benchmarking with other graduate-level work-integrated learning practices provincially/nationally. Note that the credit calculation policy for graduate-level work-integrated learning components provides flexibility based on existing post-secondary practices (Procedure 5012-PR1).]

Standard - Learning Methodologies and Program Delivery

Learning Methodologies

[Learning methodologies are the methods of delivery that will be used to achieve the desired learning outcomes at the degree level standard and at an acceptable level of quality. The institution must demonstrate that it has the expertise and resources to support the proposed method of delivery effectively and reasonably accommodate students with physical and health-related challenges.]

Faculty are committed to using learning methodologies that foster inquiry, critical thinking, analysis, problem solving, collaboration, teamwork, competent hands-on performance, reflective practice, and effective communication in all delivery modes. BCIT encourages faculty to incorporate innovative and diverse teaching methodologies to accommodate students with different learning needs and provides appropriate supports through our Student Services Department.

[Explain the learning methodology/methodologies and resources (including Open Education Resources https://open.bcit.ca/) to be used. Indicate which methodologies will be incorporated into the learning environment of the new degree program, how they will be used, and rationale for their inclusion in the program. Some examples include:

Case studies

Work-integrated/experiential learning (e.g., applied research projects, co-operative education, practicums, field placements, internships, clinical, work term, or simulated work experience)

Problem-based learning

Independent study, computer-assisted instruction etc.

Simulation, virtual reality, augmented reality

Distance education

Hybrid learning

Lectures, labs, tutorials

Collaborative learning (describe how students gain experience in teamwork and collaboration)

Etc.

]

[Describe how learning methodologies will be selected to be appropriate to course content and how they will support achievement of the learning outcomes.]

[Describe how learning methodologies will be accessible for all students (including those with physical, mental health, or other health-related challenges). Describe how students will have ready access to faculty in all delivery modes]

[Describe how students are advised about the competencies, the self-discipline, and the equipment they will need in order to successfully participate in the program. Describe options for students who do not have access to the equipment needed for the program.]

Academic Support of Indigenous Ways of Knowing, Methods for Assessment

BCIT’s Indigenous Gathering Place offers academic supports for Indigenous students through advisors and senior student champions who act as mentors. An Indigenous student champion is a guide and knowledgeable resource who assists fellow students (Indigenous mentees) in developing strategies for success in their post-secondary education.

Programs can seek advice from the Indigenous Curriculum Specialist in the Learning and Teaching Centre on Indigenous knowledge systems, world views and pedagogies.

[Describe program-specific supports that are in place, if any. Indicate if there are plans for accommodating Indigenous students with methods for grading and providing feedback, taking into account Indigenous ways of knowing.]

Policies on technology, computer or web-based learning and modes of delivery

[Describe the availability of appropriate hardware, software, and other technological resources and media. Describe the appropriate safeguards in place to assure the authentication of learner identity and integrity of learner work in blended, distributed, and distance programs. Confirm appropriate storage protocols are in place to assure that security of personal information is protected in conducting assessment and evaluations and in the dissemination of results. Confirm that the technology and equipment is well-maintained and current.]

[Refer to LTC’s Guide for Course Delivery Decision-making: https://www.bcit.ca/files/ltc/pdf/september_guidance_course_delivery.pdf. If delivery formats will include technology-based approaches, refer to BCIT’s E-Learning Strategy (https://www.bcit.ca/files/ltc/pdf/2020-bcit-e-learning-strategy.pdf) and include a reference to BCIT Policy 5900 – Educational Technology Policy (https://www.bcit.ca/files/pdf/policies/5900.pdf) and Policy 3501 – Acceptable Use of Information Technology (http://www.bcit.ca/files/pdf/policies/3501.pdf), and include the policies in Appendix – BCIT Policies.]

Expertise and Resources Available

[Provide evidence that BCIT has the expertise and resources (both human and material) available to ensure there is broad access to technological resources and learning methodologies, and to implement and support the delivery method. Example: refer to training/experience of instructors, support from Learning and Teaching Centre, and/or other expertise available to support the proposed delivery format.]

BCIT places a high value on quality educational experiences, including those that incorporate educational technology. BCIT’s Education Council has established a dedicated committee with pan-institutional representation (Educational Technology and Learning Design Committee) to provide strategic guidance and recommendations regarding the implementation and use of educational technology across the Institute. Key aspects of the committee’s mandate include:

engaging with the community regarding educational technology in curriculum

supporting the innovative, effective, and ethical use of educational technology in teaching and learning, and

ensuring that programs, educational services, and resource centres provide effective educational technology support for learning and teaching.

BCIT has comprehensive instructional and technical support services —the Learning & Teaching Centre—that provides faculty training on pedagogical methods and technology, student and faculty orientations, program and curriculum development, instructional and multimedia design services, and accessible technical assistance for students and faculty. The Learning & Teaching Centre oversees all aspects of BCIT’s learning management system to ensure students and faculty have access and support for online, hybrid, and technology-enhanced course offerings. In addition, BCIT’s IT Helpdesk provides faculty and student support on all other aspects of technology use, including user authentication services, hardware/software issues, and advice on technology requirements.

Standard - Admissions, Transfer and Residency

Admission Process and Requirements

BCIT’s policy on admissions and recognition of prior learning is guided by a commitment to academic excellence, inclusivity, and equitable access. The policy aims to establish admission criteria for BCIT programs to support academic success, seek applicants from diverse backgrounds, actively eliminate barriers and discrimination, establish transparent and accessible criteria for admission consideration, incorporate measures to foster Indigenous inclusion and support Indigenous applicants, and create a culturally safe and inclusive environment that supports student success.

[Describe the admissions process and requirements for the program, including both prior undergraduate programs and any required courses in specific disciplines. Describe the procedure for admission decisions. Refer to the relevant sections of the Admissions and Recognition of Prior Learning Policy (http://www.bcit.ca/files/pdf/policies/5003.pdf) and the related Procedure (http://www.bcit.ca/files/pdf/policies/5003_pr1.pdf).]

[Ensure admission requirements are in line with institutional practices regarding graduate level programs and the degree level standards, including prior educational attainment and minimum grade point average (GPA).]

[Clearly identify the English language requirements appropriate to the proposed program, referring to the Institute’s information on English Language proficiency: http://www.bcit.ca/admission/english.shtml]

[Describe if the program will have conditional admission pathways. Describe whether bridging options will be available to certain applicants. Identify specific courses (or equivalent) that would be available as bridging options.]

Promoting Admission, Retention and Success of Indigenous Students

The supports and resources available through the Indigenous Gathering Place as described in Section 4 are aimed at improving student retention and success. BCIT’s Admissions Policy outlines the general approach to prioritizing admission for Indigenous students through designated Indigenous seats. In addition, BCIT Housing has a policy to provide priority to Indigenous students.

[Describe any program-specific practices or supports in place to promote admission and retention.]

Promoting Admission, Retention and Success of Students from Traditionally Underrepresented Groups

[Describe the policies, practices and supports in place to promote the admission, retention and success of traditionally underrepresented groups.]

[Describe admission pathways for traditionally underrepresented groups to promote a diversity of perspectives and prepare graduates for an increasingly diverse, inclusive and culturally safe workforce and society.]

Refer to Appendix 5.1 for this program’s alignment with BCIT’s Indigenization, Inclusion, Diversity, Equity, Accessibility, Sustainability and Student Well Being (IDEAS) framework which supports student retention and success. [attach completed IDEAS table in Appendix 5.1].

Enrolment Plan

BCIT’s Enrolment Planning Office provides advice and guidance to academic departments on best practices for projecting program enrolment capacity and growth over time.

[Provide an enrolment plan for the length of the program (e.g. four-year projection of cumulative enrolment) that accounts for projected attrition and indicates the number of current and new faculty and staff (advisors, technical staff, teaching assistants etc.) required to support the program. Demonstrate how the program will manage enrolment growth within its current capacity (human and physical) to ensure students are appropriately supported to achieve the program learning outcomes.]

Transfer Arrangements and Prior Learning Assessment and Recognition

[Demonstrate how the program provides flexible admission and transfer arrangements, including recognition of prior learning, so that students are not required to repeat comparable courses. Refer to the relevant sections of the Admissions and Recognition of Prior Learning Policy (http://www.bcit.ca/files/pdf/policies/5003.pdf) and the related Procedure (http://www.bcit.ca/files/pdf/policies/5003_pr1.pdf).]

BCIT recognizes the importance of collaboration with other post-secondary institutions and actively engages in the development of education agreements to facilitate the mobility of students between institutions. These agreements aim to clearly articulate course equivalencies, promote accessibility to education by recognizing credits earned at other institutions, and uphold rigorous academic standards. The process for establishing agreements is outlined in Policy 5003 (see Appendix – BCIT Policies).

BCIT has a link to the BCCAT transfer guide and has identified transfer articulations for all BC institutions. .

Residency Requirements

In order to satisfy academic residency requirements for a BCIT credential, a student must satisfactorily complete a minimum of 50% of the total required program of study at BCIT.

[If specific courses must be completed at BCIT to establish residency, identify the courses (see sample below regarding research proposal and thesis courses). See Policy 5003: Admissions and Recognition of Prior Learning for details on academic residency requirements, http://www.bcit.ca/files/pdf/policies/5003.pdf).]

[Identify which components of the program must be completed at BCIT, for example: Students must complete the capstone project at BCIT.]

Standard - Faculty and Staff

Faculty

Designated Complement of Continuing Faculty

[In this section, demonstrate that the degree program will be anchored by a designated complement of qualified permanent faculty who are primarily responsible for the delivery and continuity of the degree program. New degree programs must start with a minimum of one continuing (permanent) faculty member, who is to be in place prior to the start of the program. Permanent faculty are expected to be actively and deeply engaged in the activities of the institution and program in matters beyond direct teaching responsibilities (e.g. governance, curricula and policy development, advising, scholarly activity, service, etc.). Demonstrate how the program maintains an engaged, diverse, and inclusive faculty culture.]

[Describe the faculty complement and in which Departments within BCIT faculty reside. State the number and qualifications of faculty potentially teaching in the program, demonstrating how this aligns with expectations for appropriate credentials to develop and deliver the degree being proposed. Indicate whether any new faculty will need to be hired, and if so, describe how the selection criteria outlined below will be applied. Faculty numbers need to be appropriate for the proposed program and student intake size. Commitments to hiring faculty need to be realistic and may need to be phased in over time. Describe whether new/existing faculty will be continuing or temporary appointments and provide the numbers for each category.]

[Provide a rationale of how this faculty model supports the institutions’ mission, the overall quality of the program, and the continuous improvement of the degree program.]

Faculty Qualifications

[Demonstrate alignment with the faculty qualification definitions shown in the table below. The expectation is that 90% of faculty engaged in teaching in the program meet the standards of being either “academically qualified” or “professionally qualified” as defined below. Delete table.]

DQAB Definition of Faculty Qualifications: Academically Qualified: Hold a Doctorate in the program area with: a graduate level specialization in the field in which they are teaching, or professional certification in the field of teaching, or five or more years of current professional experience in the field of teaching, or Hold an out of field Doctorate with: demonstrated content knowledge of the field, such as a professional certificate in the field, and demonstrated teaching effectiveness, and demonstrated scholarly evidence considered as expert work or significant professional practice experience Professionally Qualified: Hold a Master’s degree in a related field with a specialization in the field in which they are teaching and a professional certification in the field in which they are teaching, or Hold a Master’s degree in the field in which they are teaching, and have extensive and documented successful teaching experience in the area they are teaching in, and demonstrate involvement in meaningful research, or, have five or more years of current professional and management experience in the field in which they are teaching; or Is recognized by professional peers as exemplary in the profession.

[In Appendix 6.1, include a short description for each faculty including academic credentials, professional qualifications, teaching/industry experience, and current research and scholarly activities in the table provided. In Appendix 6.2, include a CV for each faculty member using the CV template available on APQA site. Each faculty member’s list of scholarship/research works must not exceed 10 pages in length]

[Describe how faculty maintain continuing academic and professional competence and accreditation in their discipline or field appropriate to the specific degree program.]

See Appendix 6.1 for a summary of faculty qualifications and Appendix 6.2 for the faculty members’ detailed curriculum vitae.

BCIT’s Faculty Qualifications Policy 5601 outlines the general guidelines with respect to qualifications expected for BCIT faculty, reflecting the diverse nature of BCIT’s programming. Faculty appointments are based on academic qualifications, industry experience, and applied research experience. Criteria for faculty selection will include:

academic and/or professional/industry credentials to teach graduate level courses and supervise research projects in the program

employment experience relevant to the program area and curriculum, demonstrating an appropriate level of success or mastery in the field

commitment to teaching excellence, demonstrated by maintaining currency with relevant industry practice, advancement of credentials, and scholarly activity

proven ability in conducting research in the [subject area], and record of active applied research in areas related to the program

[Describe how the criteria for faculty selection are fair, equitable, and appropriate to sustain the degree program. Describe the institution’s policies and practices on the type of academic appointment of faculty specific to this program (i.e., continuing, term, etc.)]

Program Staff

[Beyond faculty, describe other staff needed for the program to operate effectively (e.g. program assistants, administrative and academic support services staff etc.)]

[Provide evidence that the program has the necessary staff to provide appropriate student support services necessary to mount and sustain a quality program at the proposed degree level and to ensure students, including Indigenous students, have the appropriate supports and resources they need to succeed. If applicable, demonstrate that there is an adequate number of program-specific professional staff with appropriate qualifications (education and experience) to support student, faculty, and staff use of resources at the locations where the program is offered. Indicate the number of staff who will be permanent, term or sessional appointments. Include the minimum qualifications of senior professional staff and the number of staff providing support for learning and information resources.]

BCIT’s Indigenous Initiatives team provides support to Indigenous students and the BCIT community. In addition, the Indigenous Gathering Place provides a welcoming safe place for students. It hosts events, provides mentorship for Indigenous students, and hosts elders on campus.

Refer to Section 7.2 Student Support Services for information on Institute-wide senior professional staff who provide student support services.

Support for Applications from Qualified Indigenous Peoples and Traditionally Underrepresented Groups

BCIT is committed to the principles of equity, diversity & inclusion and to promoting opportunities in hiring for traditionally underrepresented groups. This includes Indigenous Peoples, women, racialized persons, persons with disabilities and those who identify as 2S/LGBTQIA+. All qualified candidates are encouraged to apply. One of the priorities for action in the Indigenous Vision (Appendix – BCIT Policies) is to review and revise recruitment practices and orientation to help drive growth in the number of Indigenous employees.

[Describe how applications from qualified Indigenous Peoples and traditionally underrepresented groups were/are encouraged for faculty and staff positions.]

Relevant Policies

Policies and practices pertaining to faculty issues such as academic/professional credentials, faculty performance, teaching loads, professional development, and maintaining professional currency are addressed in the Faculty and Staff Association Collective Agreement and in the Faculty and Staff Association Performance Development System. BCIT also has a policy on Academic Freedom.

Protection of Indigenous Data Collection Processes and Ownership, Control and Access

BCIT’s Information and Privacy Office (IAPO) and Indigenous Initiatives departments provide guidance to the BCIT community on First Nation’s principles of ownership, control, access, and protection, as outlined by OCAP.

[If program content or faculty has work that involve Indigenous Peoples, give a high level summary on how data management practices support Indigenous data sovereignty. See B.C.’s Post-Secondary Ethical Educational Toolkit – Chapter 8 Indigenous Intellectual Property, Information Governance, and Data Sovereignty for guidance]

Faculty Research/Scholarly Activity

BCIT encourages faculty to pursue individual interests in research and scholarly activity that advances the state of practice.

[Describe expectations and what constitutes scholarship and/or research for academic staff teaching in this program. Demonstrate that faculty have an appropriate level of scholarly output and/or research or creative/experiential activity for the proposed program.]

BCIT’s Scholarly Activity Guideline includes institute-wide guiding principles and support mechanisms for scholarly activity. BCIT’s Intellectual Property policy can be found in Policy 6601. Any research involving human subjects must be approved by the BCIT Research Ethics Board (Policy 6500). BCIT's policy on Integrity in Research can be found in Policy 6600 (Appendix – BCIT Policies).

[If animal research is involved, confirm that there is an Animal Care Committee in place and refer to Policy 6505 Animal Care Policy.]

Standard - Program Resources and Infrastructure

[This section demonstrates that the institution has the student support services, and the physical, learning, and information resources (both start-up and at steady state) needed to mount and sustain a program of acceptable quality. These include facilities, equipment, library services and resources, laboratories, computing facilities, shops, specialized equipment, student support services, and work-integrated learning placement supports.]

Facilities, Equipment, and Learning Resources

[Describe the facilities, equipment, and learning resources required to mount and sustain the program, including classrooms, computer labs, specialized laboratories, shops, equipment, computers, and other special facilities such as a woodlot. Describe the Institute’s plans for determining the adequacy and appropriateness of its resources related to this program and their renewal and upgrade. If additional facilities or equipment or resources are required to operate the program, and these are not yet available, describe the plan to implement the required resources. Consult BCIT’s Campus Planning, if appropriate.]

[Describe any agreements with other institutions where resources and services will be shared. Include agreements in Appendix 7.1.]

The BCIT library provides access to print and media collections housed primarily at the Burnaby campus. Online, electronic information from sources around the world is also available through the library’s website. Research journals such as ACM Digital Library, and interlibrary loans are readily available to faculty and students. The BCIT Library also provides electronic full-text access to required journals and other course materials. For more information, visit the library web site.

[Through consultation with the Library, specify the current number of print holdings relevant to the field of study and the number of electronic holdings available as program-specific databases. Describe whether additional Library resources will be needed to support the program and what the plan is to secure these resources (ensure consultation with the Library). Describe other library resources available to students. .]

The BCIT Library hosts a Learning Commons providing students with peer tutors, a writing centre, and a series of workshops and tutorials to assist students in achieving their academic goals. In addition, students have access to MediaWorks (a digital workshop and makerspace where students can create, innovate, and collaborate with guidance from dedicated staff) and the ehPod (a 24 hour computer lab on the Burnaby Campus).

[If the program will be offering First Nations in-community delivery, be sure to reach out early to Indigenous Initiatives for guidance on how to ensure all aspects have been considered (such as culturally appropriate practices, qualified faculty, partnership on teaching practices, framework for successful delivery, process for negotiating costs, etc.) These considerations should be outlined in this section.]

[Indicate how students and faculty (including those with physical disabilities) have reasonable and equitable access to the program resources mentioned above.]

Student Support Services

BCIT has an extensive complement of student support services to guide and support students through their academic journey at the Institute. Institute services include admissions and registration, financial aid and awards, program advising, workplace education office, student housing, accessibility services, IT helpdesk, Learning and Teaching Centre, health and wellness services (e.g. recreation services, medical centre, counselling, and healthy food options) and student life and housing. In addition, the Institute has an Indigenous Gathering Place and an international student centre to provide relevant and culturally safe support. Senior level staff in these areas are appropriately qualified, often with academic preparation at the masters or doctorate level in their discipline, and/or extensive post-secondary experience.

The Student Association provides a range of services for students, including student advocacy support, clubs and events, an awards program, workshops, health and dental support, a food support hub, a childcare centre, and career and entrepreneurship services.

[Describe arrangements to facilitate and support work-integrated learning placements where this is a component of the program.]

Program Implementation

[State the intended start date of the program and the number of expected students. Demonstrate how this is an appropriate implementation schedule given the timing of the proposal and readiness of the institution to offer the program.]

[Outline the five-year enrolment plan for the program, using a table as shown below. Insert the number of students anticipated to be enrolled in the program, allowing for attrition. Customize the table as appropriate to reflect the structure of the proposed program and the relevant 5-year range. Customize the table where necessary to show student numbers per program path/option (e.g. if there are multiple options)]

The following table outlines the program enrolment plan:

Year of degree program	Year 1 202x	Year 2 202x	Year 3 202x	Year 4 202x	Year 5 202x
1st year students
2nd year students
Total

Program Review and Assessment

[In order to ensure the ongoing currency of the new program and the quality of its learning outcomes, BCIT must provide evidence that a program review and assessment procedure is in place.]

This section describes BCIT’s policy and procedures for program review and assessment.

Periodic Program Review

BCIT is committed to developing and maintaining high quality educational programs and to the ongoing renewal of those programs. BCIT systematically reviews and assesses its programs for quality, currency, and relevance to the needs of key partners. Degrees are reviewed on a 5-year cycle. The procedure for reviewing and assessing the proposed program is documented in BCIT’s Program Review Policy 5402 and Program Review Procedure 5402. Briefly, the process involves:

An internal self-study report written by a team of faculty and administrators in the program area, incorporating data, analysis, and resulting recommendations. This study includes discussion on:

Quality of the educational design - including currency and relevance of curriculum, achievement of program goals, credential standards (depth and breadth), admission requirements, program structure, assessment and delivery methods, faculty qualifications and scholarly activity

Quality of the educational experience - including enrolment rates, graduation rates, relevance of program to further studies and employment, skills development, and satisfaction with the learning experience including quality of instruction

Quality of institutional/program services, resources, and facilities

Quality of program relationships and connections – articulation, accreditation, alignment with provincial and BCIT strategic directions, program advisory committee, employer satisfaction, credential recognition and nomenclature, alignment with BCIT policies

Quality reviews undertaken by program – annual reviews, accreditation, curriculum reviews, changes since previous review, benchmarking with comparable programs at peer institutions

Recommendations for program improvement

An external review conducted by a team of three external academic and industry experts, including a site visit, to validate the findings of the self-study report with a focus on recommendations for program improvement

A program response to the external review team report, incorporating findings from the team

An institutional response, by way of reporting of final recommendations and action plan to Education Council which is publicly available

A one-year progress update at Education Council on the status of implementing the recommendations.

Internal Review Processes

[Describe processes that will be implemented on an ongoing basis in the Department to ensure the currency and relevancy of the program (e.g. annual feedback from students and industry, review of Program Mix Analysis data, etc.). Describe how these processes connect with the comprehensive program review every five years to ensure the quality and currency of the new program’s learning outcomes. Identify whether a Curriculum Committee will be established to oversee curricular feedback and revisions.]

External Review Processes

BCIT’s Board of Governors establishes Program Advisory Committees (PAC) for each academic program. PACs are constituted to provide strategic advice and assistance to the program and provide guidance to enable programs to meet projected future needs of employers. This ensures that changing skills, abilities, and knowledge required by employers are reflected in the program. The PAC also provides input and guidance in the conduct of program reviews and endorses by motion the results of a program review.

Membership in PAC is an appropriate cross-section of representation from employers, alumni, the professions, and other industry representatives. The PAC meets at a minimum once per academic year.

Each year, a report summarizing highlights and major accomplishments from each PAC is compiled by the School Dean’s Office and submitted to the Provost & VP Academic.

Refer to BCIT Program Advisory Committees Policy 5404 in Appendix – BCIT Policies or Policy 5404 Procedures for more information.