Policy Number: 2
Policy
Approval Date: November 5, 2019
Next Policy
Review Date: Fall 2022 (or earlier if required)
Implementation
Date: November 6, 2019
Responsible
Committee or Office: Provost and Vice President Academic
This policy describes the curriculum structure of all Ryerson
undergraduate degree programs.
This policy applies to existing and – together with Policy #112: Development
of New Graduate and Undergraduate Programs – to proposed Ryerson undergraduate degree programs. For certificate programs, refer to Senate
Policy #76: Development and Review of Certificate Programs.
See
Appendix I: Glossary.
Definitions
contained in this glossary may be amended upon the recommendation of the
Academic Governance and Policy Committee (AGPC) as part of the consent agenda
of Senate. Such amendments do not
require or imply a review of the rest of the policy.
The overarching goals
of Ryerson’s undergraduate degree programs and their curriculum structure are
built into its legislated objects, its mission and aims, and its Undergraduate
Degree Level Expectations (UDLEs). The curriculum policy of the University will
reflect those overarching goals, while taking account of how this framework has
been evolving in keeping with broader trends in post-secondary education and
Canadian society.
The
University’s objectives are set out in the
Ryerson University
Act (1977), Article 3, as follows:
The objects of the
University are:
1. the advancement of learning, and the
intellectual, social, moral, cultural, spiritual, and physical development of
the University's students and employees, and the betterment of society;
2. the advancement of applied knowledge
and research in response to existing and emerging societal needs and in support
of the cultural, economic, social, and technological
development of Ontario; and
3. the provision of programs of study
that provide a balance between theory and application and that prepare students
for careers in professional and quasi-professional fields.
Ryerson is
known for its mission to provide career-relevant education and must ensure
sufficient rigour and depth to serve this mission. The “Mission and Aims” of
the University are formally set out in Senate Policy #103: Mission and Aims of Ryerson University, which has also been approved by the Board of Governors. The “mission”
is defined thus:
The special mission of Ryerson University is the advancement of applied
knowledge and research to address societal need, and the provision of programs
of study that provide a balance between theory and application and that prepare
students for careers in professional and quasi-professional fields. As a
leading centre for applied education, Ryerson is recognized for the excellence
of its teaching, the relevance of its curriculum, the success of its students
in achieving their academic and career objectives, the quality of its
scholarship, research and creative activity and its commitment to
accessibility, lifelong learning, and involvement in the broader community.
For the detailed “aims,” refer to Senate Policy #103: Mission and Aims of Ryerson University.
The Undergraduate Degree Level Expectations (UDLEs),
established by the Ontario Council of Academic Vice-Presidents (OCAV) and
endorsed by the Council of Ontario Universities (COU), are part of Ryerson’s Institutional Quality Assurance Process (IQAP, Senate Policy #110) and establish a framework for defining the attributes of a Ryerson
graduate both generally and on an individual program basis. (See also Appendix 2)
Based on the overarching goals described above, the following are the
basic principles that underlie Ryerson’s curriculum policy.
The curriculum should ensure that students
meet the educational objectives laid out in the Undergraduate
Degree Level Expectations, included here as Appendix 2.
Ryerson’s
goal is to produce graduates who are well-rounded, both intellectually and in
other ways, with a breadth as well as a depth of knowledge, and who have learned
to think critically and communicate clearly, both orally and in writing. Graduates will gain transferable skills and the ability to work
effectively with others to solve complex problems and contribute to the
betterment of the community.[1]
The University
is committed to ensuring that all programs achieve and maintain the highest
possible standards of academic quality. The strengthening and nurturing of existing
programs includes, but is not restricted to, reviews
and revisions conducted under the auspices of Senate Policy #126 or #127[2] that
respond to external developments in professions, scholarly fields, and society
at large, as well as taking account of interdisciplinary links with other
subjects and relevant international
perspectives.
While it is
recognized that there are sometimes constraints on curriculum (such as external
accreditation requirements), students should be provided with, and encouraged
and supported to take advantage of, multiple curricular opportunities in order
to meet their own educational goals.
Ryerson will continue
to make post-secondary education more inclusive. The curriculum in programs
should take account of the diversity of Canadian society, not only to ensure
the inclusion of all students in the educational process but as a means to enrich
the curriculum.
In the
development and implementation of curriculum at Ryerson, consideration will be
given to the recommendations of the Truth and Reconciliation Commission of
Canada (2015) to increase
student knowledge and capacity on the histories and experiences; cultures and
languages; residential school legacies and current realities of Indigenous
peoples in Canada.
Ryerson
students should be encouraged to play an active role in their learning –
including, but not restricted to experiential learning – to give them the
skills required to deal with emerging trends as they build careers, enter
various professions or launch their own ventures.[3]
An undergraduate degree program normally consists of 40 one-term degree
level courses, or the equivalent.[4]
Upon completion of
an undergraduate degree program, the student’s primary area(s) of study (their
“major” or, where applicable, their double major) is noted on the academic
transcript and on the graduation award document.
To achieve its goals, the curriculum structure of all Ryerson
undergraduate degree programs is based on three broad categories of study,
which are defined by their objectives and supported by their regulations.
Core studies provide students with both depth and breadth of knowledge of
either a single area of study, or of two disciplinary or interdisciplinary areas
of study, establishing an essential
knowledge base for a career or further study in the area(s). Core studies comprise the primary area(s) of
study which includes the student’s “major” (or, where applicable, “double major”).
5.1.2.1 Core studies are defined by the Program
Department/School and are approved
by Senate.
5.1.2.2 Core studies include required courses
considered foundational and integral to the program area(s).
5.1.2.3 Core studies include courses provided
by any Teaching Department with expertise in the subject matter being
delivered, which the Program Department has identified as integral to the
program area(s).
5.1.2.4 There may be choices offered within the
core studies of a program. The courses
that comprise such choices are referred to as core electives.
The open electives category
provides students with the opportunity, based on their career path or their personal interests, to choose degree-level
courses outside their core or to gain
greater depth and breadth within their core.
Open electives also allow students to earn a Minor.
5.2.2.1 Open
electives include all degree-level courses except those identified as liberal
studies courses[5] and those courses specifically excluded by
Program or Teaching Departments/Schools as follows:
5.2.2.1.1 Program Department(s)/School(s) may prevent[6]
their students from using courses that are too closely related to the content
of core courses in their program;
5.2.2.1.2 Program
Department(s)/School(s) may prevent6 their students from using introductory
level core elective courses; and/or
5.2.2.1.3 Teaching
Department(s)/School(s) may prevent6 enrolment in a specific course
by permitting enrolment only of those students for whom it is a core required course (which
may include students in their own program).
5.2.2.2 Students must meet all pre-requisite
requirements.
5.2.2.3 Program Departments/Schools and
Teaching Departments/Schools must negotiate, and agree upon, any restrictions
that are applied. If the Program and
Teaching Departments/ Schools cannot agree, the matter will be referred to the
Vice Provost Academic, who will decide operational matters and may refer
academic matters to the Academic Standards Committee of Senate.
5.2.2.4 Restrictions on any other basis than
those listed in 5.2.2.1 above require the approval
of Senate on the recommendation of its Academic Standards Committee.
5.2.2.5 All restrictions should be based on
sound and verifiable grounds including resource availability (including
available teaching faculty), class size limitations (e.g. for studio and
lab-based courses), and the presence of non-academic criteria (e.g. the submission
of portfolios) within the program’s admission requirements.
5.2.2.6 In order to maximize student choice of open
electives among a wide range of subject areas, Teaching Departments/Schools in
all Faculties have a responsibility to offer their courses as open electives to
non-program students, within the limits posed by academic and fiscal
responsibility and other constraints.
Teaching Departments /Schools also have a responsibility to ensure an
appropriate number of seats in their open electives
courses.
Liberal studies are intended, as a category, to develop
students’ capacity to understand and critically appraise the social, cultural,
natural, and physical context in which they will
work as a professional and live as an educated
citizen. Liberal studies are also
intended to develop skills in critical thinking, analysis, and written
communication. Liberal studies
courses, to the maximum degree feasible, provide a
means by which students from a variety of programs may meet to share
perspectives on the subject area being studied.
5.3.2.1 Liberal
studies are degree-level courses in disciplines outside students’ core area(s)
of study.
5.3.2.2 Students
in all Ryerson programs, except those in the Faculty of Engineering and Architectural
Science,[7] are required to complete at least six (6) liberal studies courses to
fulfil
the requirements of the liberal studies category.
5.3.2.3 Courses
used to satisfy the requirements of the liberal studies category cannot simultaneously
satisfy the requirements of any other category.
5.3.2.4 Liberal
studies courses are offered at two levels, lower and upper.
5.3.2.4.1 Lower
level liberal studies courses are intended for first- and second-year
students. Normally, they will be
introductory or survey courses.
5.3.2.4.2 Upper
level liberal studies courses are more focused and intellectually demanding,
with the standards of evaluation reflecting those that should prevail at the
advanced
undergraduate degree level.
5.3.2.5 The number of liberal studies courses
required at each level varies by program, but normally conforms to one of two
patterns: three lower level and three upper level courses, or two lower level
and four upper level courses. The choice of pattern, and the placement of the
liberal studies course requirements within the program structure, are the
responsibility of the Program Department/School. Students in any given program must complete
the minimum number of upper level liberal studies courses prescribed by their
program.
5.3.2.6 Liberal
studies courses must include a substantial writing component designed to foster
critical thinking that[8]:
5.3.2.6.1 requires
the student to carry out an analysis of the assignment’s subject, and make and
justify an evaluative, comparative or explicatory judgment;
5.3.2.6.2 comprises
one or more individually-written assignment(s) that is/are completed out of
class;
5.3.2.6.3 totals
at least 1200 words at the lower level and at least 1500 words at
the upper level; and[9]
5.3.2.6.4 has
a combined weight of at least 25% of the student’s final grade in the
course.
5.3.2.7 The
quality of student work expected in the liberal studies writing component must
reflect the level of the course.
5.3.2.8 The
instructor is expected to provide commentary on the clarity of organization,
logic, syntax, and grammar of student writing, and explicitly indicate that
such attributes will form part of the basis upon which the assignment will be
evaluated.
5.3.2.9 In
addition to the mandatory writing component, liberal studies courses may include a variety of other methods of
assessment (e.g., in-class, essay-type and multiple-choice testing, final
examinations, field work, class presentation and debates, and assessments of
student contributions to class discussion).
5.3.2.10 Upper
level liberal studies courses may be substituted for lower level liberal
studies requirements, but lower level liberal studies courses may not be
substituted for upper level requirements.
5.3.2.11 Normally,
there will be no restriction on the number of liberal studies courses a student may select from any one
discipline.
5.3.2.12 Specific
liberal studies courses, due to their close relation to a program’s core
studies, cannot be taken for liberal studies credit by students in that
program.
5.3.2.13 Restrictions
will normally be determined by the Liberal Studies Curriculum Committee (LSCC),
but may be recommended by either Program or Teaching Departments/Schools. Between meetings of the LSCC, the Chair of
the Committee may impose exclusions made necessary by curriculum modifications.
5.3.2.14 Program
Departments/Schools may not prescribe, either directly or by prerequisite
structure, specific liberal studies courses for credit in the liberal studies category.
5.3.2.15 The
liberal studies curriculum, within the limits imposed by academic and fiscal
responsibility, will maximize choice among a wide range of subject areas.
The Liberal Studies Curriculum
Committee (LSCC) will develop and maintain guidelines for the development of
new liberal studies course proposals, and procedures for the submission and consideration of such
proposals, and will publish the guidelines and procedures on an appropriate Ryerson
website.
There must be an appropriate program balance among the three categories
of studies. For program design and evaluation, the following program balance
ranges are standard and the calculation is based on the total number of one-term degree level courses, or the
equivalent, in the program.
Core
Studies 60%-75%
Open
Electives 10%-25%
Liberal
Studies 15%-20%
The Academic Standards Committee of Senate may, in exceptional
circumstances and without prejudice, recommend to Senate the approval of
deviations from the above.[10]
The following outlines the definitions and policies for curricular elements
that may be part of a student’s program of study and where their achievement is
noted on the student’s Official Transcript. The curricular
elements listed below must be approved by Senate, as per the requirements outlined in
the Procedures section of Senate Policy 127:
Curriculum Modifications: Graduate and Undergraduate Programs.
A Concentration is a
Senate-approved curricular element that provides students the
opportunity to develop in-depth knowledge representing a sub-specialization or
emphasis within the core of a degree program or major. Courses for a
Concentration are selected from the core elective courses offered to students
within their degree program or major. Concentrations are optional.
7.1.2.1 A Concentration curriculum consists of at
least six, specified/prescribed one-term degree-level core elective courses
offered to students within their degree program or major.
7.1.2.2 Core
required courses of the degree program or major may not be included in the
course count/defined structure of a Concentration.
7.1.2.3 The
completion of a Concentration cannot be made mandatory.
7.1.2.4 Earning
one Concentration will not increase the number of courses required to graduate.
7.1.2.5 Where
it is possible, a student may complete more than one Concentration; however, no
individual course can be applied to satisfy the requirements of more than one Concentration.
7.1.2.6 Course
substitutions are not permitted.
7.1.2.7 Completion
of a Concentration is subject to availability of courses.
7.1.2.8 Completion
of the degree, with the addition of more than one Concentration, may require
the completion of extra courses. Additional fees may also be incurred.
7.1.2.9 Students
must complete all courses in a Concentration prior to graduation from their program
of studies.
7.1.2.10 Restrictions [e.g., grade variations on
individual courses; a minimum Cumulative Grade Point Average (CGPA) requirement
for completion of the Concentration] are not permitted.
7.1.2.11 Any course used to satisfy a requirement
of a Concentration cannot also be used to satisfy a requirement of a Minor.
7.1.2.12 Students must declare a Concentration(s)
at a time specified by their program.
7.1.2.13 Completion of a Concentration is noted on
the academic transcript, but not on the award document.
Co-operative education
is a Senate-approved program that allows students to gain work experience in business,
industry, government, social services, and professions, before they graduate. Work
terms normally occur between the students’ second and fourth academic years.
7.2.2.1 One co-op work term consists of a 16 week
(4 month), full-time (35 - 40 hours per
week), paid work experience related to a student's area of study, and a
co-operative program shall consist of 3-5 such work terms.
7.2.2.2 Normally,
students must successfully complete the minimum number of work terms prescribed by their program to
fulfil their co-op requirements.
7.2.2.3 As
part of the work term requirements, students must complete a work term report
and be given an evaluation of their performance by the employer.
7.2.2.3 Normally,
admission to a co-op program is competitive. Students are selected for co-op based on their
CGPAs and other non-academic criteria, such as interviews and/or a written
statement.
7.2.2.4 Students
must have a Clear Academic Standing and meet the stated minimum CGPA at the end of second/third year. To remain
in a co-op program, students must maintain a Clear Academic Standing and a minimum
CGPA as required by their department/school, or receive Departmental/School
approval.
A Double Major is a Senate-approved program with a curricular focus in two
areas, offering both breadth and depth within the areas of study.
7.3.2.1 A
Double Major curriculum comprises core studies in two disciplinary or
interdisciplinary areas of study.
7.3.2.2 The
core studies in each discipline or interdisciplinary area in a double major are
defined discretely by the appropriate Program Departments/Schools.
7.3.3.3 Students
may be admitted directly into a double major program in Year 1 or may apply to
transfer to a double major program for Year 2.
7.3.3.4 To
be accepted into a double major program, students must meet the academic
requirements specified by both Program Departments/Schools. The requirements
may include the completion of specified courses with a minimum final grade and/or
a minimum CGPA.
7.3.3.5 Additional
regulations for a double-major program may be Faculty specific.
A Minor is a Senate-approved curricular element that provides an
opportunity for students from multiple programs to explore a secondary area of
undergraduate study, either for personal interest beyond their degree program,
or as an area of specific expertise related to their degree program that will
serve their career choice(s).
7.4.2.1 Courses
in a Minor have a coherence based on discipline, theme and/or methodology, as
determined by the program offering the Minor.
7.4.2.2 A
Minor curriculum consists of six one-term, degree-level courses which may be
core, open elective, and/or liberal studies.
7.4.2.3 Course
substitutions are not permitted.
7.4.2.4 All
students are eligible to pursue any Minor except those that are specifically excluded by their program department or by the
Academic Standards Committee (ASC) of Senate.
Exclusions may be applied when the subject area of the Minor is too
closely related to the core studies of a program.
7.4.2.5 Where
it is possible, a student may take more than one Minor. However, an individual
course may only be used to satisfy the requirements of one Minor.
7.4.2.6 It
is acknowledged that scheduling issues such as course availability may prevent
individual students from being able to access all the courses in a specific
minor in the same time frame as they are completing the requirements for their
degree.
7.4.2.7 Any
course used to satisfy a requirement of a Minor cannot also be used to satisfy
a requirement of a Concentration.
7.4.2.8 The
completion of a Minor may require the completion of courses additional to those
in a student’s program. Additional fees
may also be incurred.
7.4.2.9 Students
must complete all courses in a Minor prior to graduation from their program of
studies.
7.4.2.10 No
Minor may be claimed twice.
7.4.2.11 Completion
of a Minor is noted on the academic transcript, but not on the award document.
7.5 Optional Specialization [11]
An Optional Specialization is a Senate-approved program that provides an
opportunity for students to enrich and augment their studies by focusing on a
specific area of interest in addition to their degree program requirements.
7.5.2.1 An Optional Specialization curriculum comprises a defined set of distinct degree level
courses.
7.5.2.2 At
least some of the courses in an Optional Specialization must be completed in
addition to degree program requirements.
7.5.2.3 No
course substitutions will be permitted in the completion of an Optional
Specialization nor can courses unique to the Optional Specialization be used to
fulfil the requirements of a degree program.
7.5.2.4 Students
must be officially registered in an Optional Specialization.
7.5.2.5 Students
may be required to achieve a minimum CGPA for all courses in the Optional
Specialization to earn this special designation
7.5.2.6 Students
must have a Clear Academic Standing in their program of studies to register and
continue in an Optional Specialization. Additional
academic criteria may be required.
7.5.2.7 Non-academic
criteria may be required to register in an Optional Specialization.
7.5.2.8 Students
must complete all courses in an Optional Specialization prior to graduation
from their program of studies.
7.5.2.9 Completion
of an Optional Specialization is noted on the academic transcript, but not on
the award document.
Any curricular element not covered by this policy will conform to the
framework established by the Ontario
Universities Council on Quality Assurance.
The highest academic
authority of the University, Senate has the authority over all curriculum
matters as outlined in the Ryerson
University Act, the Senate Bylaw and Ryerson policies, including Senate’s Institutional Quality Assurance Process (IQAP)
policies.
Has overall responsibility
for this policy and any operating procedures that may be adopted from time to
time.
Has administrative
responsibility (together with the Registrar) for actions taken under the
authority of this policy. Without restricting the generality of the
foregoing, the VPA will lead the development of any operating procedures that
may be required, will resolve disputes between Program Departments/Schools and
Teaching Department/Schools as per Section 5.2.2.3 of this policy; and will chair the Academic Standards
Committee (ASC) and the Liberal Studies Curriculum Committee (LSCC).
The operational units
of the Office of the Registrar have primary responsibility for the day-to-day interpreting
and application of the policy. The
Registrar will consult with the VPA and the Academic Standards Committee (ASC)
as required to ensure that the intent of the policy is met in its
implementation.
Has the authority to
interpret this policy and make recommendations to Senate about program curricula, including justifiable
exceptions, based on the general principles as outlined above.
Provides
recommendations to the ASC on proposals for new liberal studies courses and
other matters concerning the liberal studies curriculum.
The LSCC
reports directly to the ASC, is chaired
by the Vice Provost Academic (or designate), and consists of the following
members:
8.6.1 Two representatives from each Faculty
(Arts, Communication and Design, Community Services, Engineering and Architectural Science, Science, Ted Rogers
School of Management) appointed
by their respective Dean.
8.6.2 Two student representatives appointed by
the Vice Provost Academic following a transparent process that is publicly announced.
8.6.3 One Chang School representative appointed
by the Dean of the Chang School. Between meetings of the Liberal Studies Curriculum
Committee, the Chair of the Committee may
impose exclusions made necessary by curriculum
modifications.
The responsibilities
of Department/Program/Faculty Councils are as specified by Senate Policy #45:Governance Councils and by their individual bylaws.
The Dean of Arts has
primary responsibility for the administration of Liberal Studies course
offerings.
The following Senate Policies are rescinded with the adoption of this
policy, but are grand-parented for use by programs until they have
completely transitioned to the revised model:
Policy #7: Procedures
for the Preparation, Submission and Approval of Academic Proposals (1975)
Policy #14: Liberal Studies: Development of a
Tripartite Curriculum (1977)
Policy #33: Program Balance (1977)
Policy #35: Degree Programs Policy (1982)
Policy #44: Liberal Studies in the Ryerson Curriculum
(1986)
Policy #64: Change to the Composition of the Liberal
Studies Committee (1989)
Policy #74: New Structure for Administration of
Liberal Studies at Ryerson (1991)
Policy #107: Revision of Liberal Studies Policy (1994)
Policy #109: Implementation of Liberal Studies Policy
(1995)
Policy #124: Professionally-Related Studies in
Tripartite Curriculum (1996)
Policy #148: Minors Policy (2015)
Policy #149: Concentrations Policy (2016)
The following nomenclature related to curriculum appears in various
University documents and other Senate policies.
Other documents and policies may elaborate on these definitions but may
not contradict them. If/when IQAP
policies change, the change must be reflected in both places.
Definitions
contained in this glossary may be amended upon the recommendation of the
Academic Governance and Policy Committee (AGPC) as part of the consent agenda
of Senate. Such amendments do not
require or imply a review of the rest of the policy.
Academic Year |
For the purpose of this policy, the academic year is
normally comprised of a Fall term and a Winter term. |
Accreditation |
see Professional
Accreditation |
Antirequisite |
Courses that contain similar content and therefore
cannot both be used toward fulfilling degree requirements. See related terms: Co-requisite, Course,
Prerequisite |
Bachelor’s Degree |
An academic credential awarded upon successful
completion of an undergraduate degree program. |
Billing Units |
The measure used to calculate undergraduate tuition
fees. |
Certificate Level
Course |
A graded course that may be used to fulfil only
Certificate requirements (i.e., is not part of an Undergraduate Degree
Program). See related term: Degree Level Course. |
Collaborative Program |
An academic program offered by Ryerson in
collaboration with another accredited post-secondary institution. See related terms: Degree Completion Program, Joint
Program, Program, Undergraduate
Degree Program. See also Policy #155: Approval of Collaborative Academic
Program Agreements. |
Concentration |
A Senate-approved set of degree level courses within
the core of a degree program or major, which is completed on an optional
basis. See related terms: Double-Major, Major, Minor, Optional Specialization |
Co-operative Education Program |
A program that alternates periods of academic study
with periods of paid work experience in business, industry, government,
social services and the professions. |
Core
Elective Course |
A degree level
course that provides choice in the core studies of a program. |
Core
Required Course |
A degree level
course that must be completed by all students in a program. |
Core Studies |
Core studies provide both
depth and breadth of knowledge of either a single, or of two disciplinary or
interdisciplinary areas of study. They establish an essential knowledge base
for a career or further study in the area. Core studies include core required courses and may
include core elective courses. See related
terms: Core Required Course, Core Elective Course, Elective Course,
Liberal Studies, Open Elective, Major |
Co-requisite |
A course that must be successfully completed before,
or concurrently with, another course. See related
terms: Antirequisite,
Course, Prerequisite |
Course |
The smallest formally recognized academic unit of
study approved for inclusion in one or more programs, which has a unique
course code, title and description recorded in the annual Ryerson calendar. See specific variants: Degree Level Course, Certificate-Level
Course, Non-credit Course See also related terms: Course Contact Hours, Course Count, Course Hours, Credit Course , |
Course Code |
A unique alpha-numeric identifier. The letters identify the academic area in
which the course is resident, while the digits indicate whether the course is
a one- or two-term course. The digits
do not necessarily indicate course level. |
Course Contact Hours |
The hours associated with a given course which may
include lecture, seminar, studio, tutorial, and laboratory hours and such
activities as internship, online learning, and independent study. A one-term degree level course is normally a minimum
of 36 course contact hours (3 hours per week for 12 weeks). |
Course Count |
A numeric value assigned to each individual course,
based on its course hours, and reflecting its value relative to the 40
courses normally making up a program.
For example, a one-term degree level course will normally have a
course count of one. Exceptions to the standard course counts are noted
in the Ryerson undergraduate calendar. See related terms:
Course, Course Contact Hours, Course Hours |
Course Hours |
An
undergraduate degree program will normally comprise a minimum of 120 course
hours. This number is based on the number of courses in the degree program
(normally 40) multiplied by the number of weekly course contact hours
associated with each course (normally 3) or, expressed another way, it
multiplies the weekly course contact hours at full course load (5 courses X 3
hours) by the number of semesters (8). See
related terms: Course, Course Contact Hours, Course Count |
Course Weight |
Course academic value is a combination of the GPA
weight assigned to a course, the course count assigned to the course and the
number of academic terms (course length) assigned to the course. Normally,
for example, the GPA weight assigned to a course of 1.0 and the course count
of 1.0 will also align with the terms (course length) of 1 academic term. Note: there are exceptions to this
relationship. See also Policy #46: Undergraduate Grading, Promotion, and Academic Standing Policy (“the GPA policy”). |
Credit Course |
A graded course that constitutes partial fulfilment
of certificate, diploma or degree requirements. See related term: Non-credit Course |
Cumulative Grade Point Average (CGPA) |
A cumulative average calculated as an indicator of
overall academic performance. Calculated as the sum of the cumulative
products of GPA weights and earned grade points, divided by the sum of the
cumulative GPA weights, and rounded up to the next higher second decimal
place. See related terms: GPA Weight, Term Grade
Point Average (GPA) See also Policy #46: Undergraduate Grading, Promotion, and
Academic Standing Policy (“the GPA policy”). |
Curriculum |
The prescribed plan of study, approved by Ryerson
Senate. See related term: Undergraduate Degree Program |
Degree
Completion Program |
An undergraduate program in which
students are admitted to a specially designed, discrete program, based on the
completion of a public (often Ontario) college diploma program. Other
admission criteria may be required. (Replaces “post diploma degree completion” program). See related terms: Bachelor’s Degree, Collaborative
Program, Program, Direct Entry Program, Joint Program, Undergraduate
Degree Program |
Degree Level
Course |
A graded course that constitutes partial fulfilment
of the requirements of an undergraduate degree. Such course may also
constitute partial fulfilment of the requirements of a certificate and/or
diploma. A
one-term degree level course is normally a minimum of 36 course contact hours
(3 hours per week for 12 weeks). See related term: Certificate Level Course |
Degree Level
Expectations |
The
knowledge and skill outcome competencies that reflect progressive levels of
intellectual and creative development.
Degree level expectations are established by the Ontario Council of Academic Vice-President (OCAV’s)
and are expressed in Ryerson’s Institutional Quality Assurance Process policies. |
Degree Program |
See “Undergraduate Degree
Program” See also Policy #112: Development of New Graduate and Undergraduate Programs |
Direct Entry Program |
A post-secondary degree pathway based on the
completion of a public (often Ontario) college diploma program. Other admissions criteria may be
required. Entry is into Year 3 of a four year program.
In some cases reach-back courses may be
assigned. See related terms: Reach-back Course |
Double Major |
A Senate-approved program
with a curricular focus in two areas offering both breadth and depth within
the areas of study. See related terms: Concentration, Major, Minor, Optional Specialization |
Elective course |
A degree level course that is not specifically
required within a program of study, providing the student with some choice
within the category. Elective courses
may be core, open, or liberal studies. See related terms: Core Course, Course, Liberal Studies, Open Elective |
Faculty / faculty |
When capitalized, an academic unit consisting of
teaching departments/schools and established by Senate and the Board of
Governors. The head of a Faculty is
the Dean. Non-capitalized, the term ‘faculty,’ for the purpose
of this policy, refers to the academic teaching staff of the University. See also Senate Bylaw. |
A Weight |
See Policy #46: Undergraduate Grading, Promotion, and Academic Standing Policy (“the GPA policy”). |
Honours |
A Senate-approved
undergraduate degree designation. |
Joint Program |
A program of study offered
by two or more universities or by a university and a college or institute, in
which successful completion of the requirements is confirmed by a single
degree document. See also Policy #110: Institutional Quality
Assurance Process; Policy #112: Development of New Graduate and Undergraduate Programs; Policy
#155: Approval of Collaborative Academic Program
Agreements. |
Liberal Studies |
Degree-level courses that
are in disciplines outside students’ core area(s) of study that
develop students’ capacity to understand and critically appraise the social,
cultural, natural, and physical context in which they will work as a
professional and live as an educated citizen. See related terms: Core Course, Core Studies, Course, Elective Course, Open Elective |
Major |
The primary focus of study
within a degree program, offering both breadth and depth within a discipline,
area of study, or interdisciplinary subject area. See related terms: Concentration, Core Studies, Minor,
Optional Specialization |
Minor |
A Senate-approved
set of degree-level courses with coherence based on discipline, theme and/or
methodology. A Minor is distinct from
the student’s major and is completed on an optional basis in partial
fulfilment of the requirements of a degree. See related
terms: Concentration, Core Studies, Major, Optional
Specialization |
Non-credit Course |
A course which cannot be used to fulfil any
certificate, diploma or degree program requirements. See related term: Credit Course |
Open Elective |
Degree level courses students may choose related either to their career paths or their
personal interests. Open electives allow students to experience subject
matter outside their core area(s) of study(ies), to
earn a Minor, and/or to gain greater depth or breadth within their core
studies. Students may satisfy open
elective program requirements with any degree-level course for which they
meet enrolment eligibility – with some exceptions. See related terms: Core Course, Core Studies, Course, Elective
Course, Liberal Studies |
Optional Specialization |
An optional Senate-approved set of distinct
degree-level courses that students must successfully complete, where at least
some courses in the optional specialization are completed in addition to the
student’s degree program requirements.
See related terms: Concentration, Double Major,
Major, Minor |
Optional Specialization in |
An optional specialization, external to the
student’s degree program, that requires the successful completion of a single
non-credit course (CEDZ-100) over a specified number of terms. |
Post-baccalaureate Program |
Requires the completion of a bachelor’s degree
program for admission.
Post-baccalaureate programs normally lead to a second bachelor’s
degree, a certificate, or a professional credential. |
Prerequisite |
A requirement, usually a course, that must be
successfully completed prior to be eligible to enrol in another course. See related terms: Antirequisite, Co-requisite |
Professional Accreditation |
Review at the provincial, Canadian or international
levels by professional bodies of some university programs. |
Program |
See “Undergraduate Degree Program” |
Program balance |
The percentage of a program drawn from each of the
three categories of degree level courses—core, open elective, and liberal
studies--in a program. See related terms: Core Course, Core Studies,
Liberal Studies, Open Elective |
Program Department |
The academic unit (department/school) responsible
for the development, delivery and administration of one or more programs. See related terms: Faculty, Teaching Department |
Reach-back Course |
A course(s) from Year 1 or Year 2 of a four year program that may be assigned to a student in a
direct entry program. See related terms: Direct Entry Program |
Semester |
See Term |
Senate |
Subject to the approval of the Board of Governors
with respect to the expenditure of funds, Senate has the power to regulate
the educational policy of the University including, but not restricted to,
making recommendations to the Board with respect to the establishment, change
or termination of programs and courses of study, schools, divisions and
departments; and determining the curricula of all programs and courses of
study, the standards of admission to the University and continued
registration therein, and the qualifications for degrees, diplomas and
certificates of the University. See also Ryerson
University Act, Article
10. |
Specialization |
See Optional Specialization |
Teaching Department |
The academic unit (department/school) responsible
for the development, delivery and administration of a course. See related terms: Program Department, Faculty |
Term |
A teaching term is 12 weeks, except for Bachelor
of Engineering programs, which have a 13-week term. Students are evaluated
and awarded credits for successful completion of enrolled courses at the end
of each term. |
Term Grade Point Average
(GPA) |
A term average calculated as an indicator of overall
academic performance. Calculated as the sum of the term products of GPA weights
and earned grade points, divided by the sum of the term GPA weights, and
rounded up to the next higher second decimal place. See also Cumulative
Grade Point Average (CGPA), GPA
Weight. See also Policy #46: Undergraduate Grading, Promotion, and
Academic Standing Policy (“the GPA
policy”). |
Undergraduate Degree Program |
The complete set and sequence of courses,
combination of courses, or other units of study, research and practice
prescribed by the University for the fulfilment of a baccalaureate
degree. Degrees are granted for
meeting the established requirements at the specified standard of performance
consistent with the University’s Undergraduate Degree Level Expectations (UDLEs). See also Institutional Quality Assurance Policies (#110, #112, #126, #127) for a
baccalaureate/bachelor’s degree: honours.
See also Collaborative Program, Degree Completion Program, Joint Program, Program |
The Undergraduate
Degree Level Expectations (UDLEs), established by the Ontario Council of
Academic Vice-Presidents (OCAV) and endorsed by the Council of Ontario
Universities (COU), are part of Ryerson’s Institutional Quality Assurance Process (IQAP, Senate Policy #110) and establish a framework for defining the attributes of a Ryerson
graduate both generally and on an individual program basis.
EXPECTATIONS |
BACCALAUREATE/BACHELOR’S DEGREE: HONOURS This
degree is awarded to students who have demonstrated the following: |
1. Depth and Breadth of Knowledge |
a.
A developed knowledge and
critical understanding of the key concepts,
methodologies, current advances,
theoretical approaches and
assumptions in a discipline overall, as well as in
a specialized area
of a discipline;
b. A
developed understanding of many
of the major
fields in a discipline, including, where appropriate, from
an interdisciplinary perspective, and how the fields
may intersect with fields in related disciplines; c. A developed ability to:
i.
Gather,
review, evaluate and interpret
information; and
ii.
Compare the merits of alternate hypotheses or creative options, relevant
to one or more of the
major fields in a discipline; d. A
developed, detailed knowledge
of and experience in research in an area of the
discipline; e. Developed critical
thinking and analytical skills inside and outside the discipline; f. The ability to apply learning from one or more areas outside the discipline. |
2. Knowledge
of Methodologies |
An understanding of methods of enquiry or
creative activity, or both, in their primary area
of study that enables the student
to: a. Evaluate the
appropriateness of different approaches to solving problems using well established ideas
and techniques; b. Devise and
sustain arguments or solve problems using these methods; and
describe and comment upon particular aspects of current research or equivalent advanced scholarship. |
3. Application of Knowledge |
a. The ability
to review, present and critically evaluate qualitative and quantitative information to:
i.
Develop
lines of argument;
ii.
Make sound
judgments in accordance with the major
theories, concepts and methods of the subject(s) of study;
iii.
Apply underlying concepts, principles, and techniques
of analysis, both within and outside the discipline;
iv.
Where appropriate use this knowledge in the
creative process; and b. The ability
to use a range of
established techniques to:
i.
Initiate and
undertake critical evaluation of arguments, assumptions, abstract concepts
and information;
ii.
Propose
solutions;
iii.
Frame
appropriate questions for the purpose of solving a problem;
iv.
Solve a
problem or create a new work; and c. The ability to make critical use of
scholarly reviews and primary sources |
4. Communication Skills |
The ability to communicate information, arguments, and analyses accurately and reliably,
orally and in writing to a range
of audiences. |
5. 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. |
6. Autonomy
and Professional Capacity |
a. Qualities and transferable skills necessary for further study, employment, community involvement
and other activities requiring:
i.
The exercise
of initiative, personal responsibility and accountability in both personal
and group contexts;
ii.
Working
effectively with others;
iii.
Decision-making
in complex contexts; b. The ability
to manage their own learning in changing circumstances, both within and outside the discipline and to select an appropriate program of further study; and c. Behaviour consistent with academic
integrity and social responsibility. |
[1] As noted in Policy
#103, Ryerson aims to “provide its
students an educational experience of high quality, fostering in them knowledge
and skills, critical enquiry, ethical standards, creativity, commitment to
lifelong learning, a capacity to make an early and sustained contribution to
their chosen field and to be effective problem solvers.”
[2] Policy
126: Periodic Program Review of Graduate
and Undergraduate Programs
Policy
127: Curriculum Modifications: Graduate
and Undergraduate Programs
[3]
As noted in Policy
#103, “Ryerson’s
programs should reflect excellence and commitment to teaching that encourages
students to play an active part in their learning; a curriculum of core courses
and electives which offers the breadth and depth required to appreciate society's broader issues and problems, and the
understanding and knowledge necessary for professional leadership; academic
programs which combine theory and practice, directly connected to their
professional fields, that anticipate and respond to emerging trends and future
societal need; interdisciplinary studies and international perspectives; and
activities and support systems that enhance success and well-being of the whole
student.”
[4]
An undergraduate degree program will
normally comprise a minimum of 120 “course hours” (see glossary for
definition).
[5] Upper Level liberal studies courses may be directed, by the student’s Program Department, to satisfy open elective requirements.
[6] “Prevent” includes, but is not restricted to, the application of restrictions, exclusions, or antirequisites.
[7] The Faculty of
Engineering and Architectural Science obtained the approval of the Academic Standards Committee and Senate for a variation
from the minimum requirement. FEAS
programs require two lower level liberal studies and two upper level liberal
studies, one of which must be chosen from a select list of liberal studies
courses.
[8] In language courses
where written discourse does not exist (such as languages that are primarily
oral or signed), a non-written component must include a communication component
that reflects the level of the course.
[9] Language courses with
a written component must have a total range of at least 1000 words at the lower level and at least 1200 words at the upper level.
[10] Some programs, to meet the standards of professional accreditation, have obtained the approval of the Academic Standards Committee and Senate for a variation from the specified program balance. Such existing variations are not affected by this policy.
[11] Unlike the Optional Specialization described here, Optional Specializations in Zone Learning are external to the student’s degree program, and require the successful completion of a single non-credit course (CEDZ-100) over a specified number of terms.