Bachelor of Public Safety - Post–Secondary Education ... of Public Safety WEB.pdf · Bachelor of...

Application for Ministerial Consent Ontario Colleges of Applied Arts and Technology

Bachelor of Public Safety

Submitted To: Postsecondary Education Quality Assessment Board Submitted By: Algonquin College of Applied Arts and Technology

Date of Submission: July 2015

SECTION 1: INTRODUCTION Bachelor of Public Safety

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Section 1: Introduction

Section 1.1: College and Program Information

Full Legal Name of Organization: Algonquin College of Applied Arts and Technology

Operating Name of Organization: Algonquin College of Applied Arts and Technology

Common Acronym of Organization (if applicable): NA

URL for Organization Homepage: http://www.algonquincollege.com/

Proposed Degree Nomenclature: Bachelor of Public Safety

Location (specific address) where program is to be delivered (each location requires a location-specific consent from the Minister): Algonquin College, 1385 Woodroffe Avenue, Ottawa, Ontario K2G 1V8

Contact Information, Person Responsible for this Submission: Jo-Ann Aubut Dean, Academic Development Algonquin College 1385 Woodroffe Avenue Ottawa ON K2G 1V8 Tel: 613-727-4723 ext. 5581 Email: [email protected]

Site Visit Coordinator (if different from above): Maggie Cusson Chair, Academic Development Algonquin College 1385 Woodroffe Avenue Ottawa ON K2G 1V8 Tel: 613-727-4723 ext. 5345 Email: [email protected]

http://www.algonquincollege.com/

mailto:[email protected]



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Table of Contents

Section 1: Introduction ............................................................................................................... 2

Section 1.1: College and Program Information .................................................................... 2

Section 1.2: Executive Summary ........................................................................................ 5

Section 1.3: Program Abstract ...........................................................................................14

Section 2: Degree Level Summary ............................................................................................15

Section 3: Admission, Promotion, and Graduation ....................................................................20

Section 3.1: Admission Requirements for Direct Entry .......................................................21

Section 3.2: Admission Policies and Procedures for Mature Students ...............................22

Section 3.3: Promotion and Graduation Requirements ......................................................23

Section 3.4: Advanced Standing Policies and Requirements .............................................25

Section 4: Program Content ......................................................................................................26

Section 4.1: Program Advisory Committee .........................................................................28

** Excluded for web version – confidential/proprietary material .......................................... 28

Section 4.2: Professional Accreditation ..............................................................................29

Section 4.3: Learning Outcomes ........................................................................................30

Alignment of Program Learning Outcomes with Degree Level Standard ............................31

Mapping of Core and Non-Core Courses to Program Learning Outcomes .........................37

Mapping of Non-Core Courses to Breadth Outcomes ........................................................43

Section 4.4: Course Descriptions .......................................................................................44

Section 4.4.1: Course Descriptions for Core Courses ....................................................... 45

Section 4.4.2: Course Descriptions for Non-Core Courses ................................................ 61

Section 4.5: Course Schedules ..........................................................................................65

Section 4.5.1: Course Schedule 1 ...................................................................................... 65


Section 4.5.2: Course Schedule 2 ...................................................................................... 66

Section 4.6: Work Experience ............................................................................................71

Section 4.7: Course Outlines .............................................................................................78

Section 4.7.1: Core Courses .............................................................................................. 79


Section 4.7.2: New Non-Core Courses .............................................................................. 80


Section 4.8: Bridging Course Descriptions .........................................................................81

Section 4.9: Bridging Course Outlines ...............................................................................83



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Section 4.10: Gap Analysis ................................................................................................84

Section 5: Program Delivery ................................................................................................... 115

Section 5.1: Quality Assurance of Delivery ...................................................................... 116

Section 5.2: Student Feedback ........................................................................................ 120

Section 5.3: Web-facilitated, Hybrid, and Online Delivery ................................................ 122

Section 5.3.1: Curriculum Vitae of Online Learning Professional and Technical Staff ..... 129

** Excluded for web version – confidential/proprietary material ........................................ 129

Section 6: Capacity to Deliver ................................................................................................. 130

Section 6.1: Learning and Physical Resources ................................................................ 131

Section 6.2: Resource Renewal and Upgrading ............................................................... 135

Section 6.3: Support Services .......................................................................................... 136

Section 6.4: Faculty ......................................................................................................... 142

Section 6.5: Curriculum Vitae Release ............................................................................. 145

Section 6.6: Curriculum Vitae of Faculty Assigned to the Degree Program ...................... 145

** Excluded for web version – confidential/proprietary material ........................................ 145

Section 7: Credential Recognition ........................................................................................... 146

Section 8: Regulation and Accreditation .................................................................................. 159

Section 9: Nomenclature ......................................................................................................... 160

Section 10: Program Evaluation .............................................................................................. 161

Section 11: Academic Freedom and Integrity .......................................................................... 162

Section 12: Student Protection ................................................................................................ 163

Section 13: Economic Need .................................................................................................... 164

Applicant Demand ............................................................................................................ 204

Algonquin College Survey Results ................................................................................... 209

Employment Opportunities ............................................................................................... 209

Section 14: Duplication ........................................................................................................... 222

Section 14.1: Analysis of Similar College Programs ......................................................... 223

Section 14.2: Analysis of Similar Ontario University Programs ................................................ 226

Conclusion ........................................................................................................................ 228


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Section 1.2: Executive Summary

Proposed Credential Nomenclature: Bachelor of Public Safety

Anticipated Program Start Date: September 2017 – Year 1

Program Overview This four-year bachelor’s degree prepares graduates for entry-level leadership positions in the field of public safety encompassing national security, countering crime, and emergency management. Students develop a systematic and comprehensive approach to public safety to counter, coordinate and investigate man-made and natural threats to individuals, information systems security, critical infrastructure, organizations, companies, governments and nations. Students learn the proven and sound principles of public safety within the context of Canadian democratic values and legislation. Theoretical and experiential courses, combined with applied research and two co-op work terms, provide students with work-integrated learning experiences, as well as, the opportunity to develop and build investigative and analytical problem-solving skills. Students develop inter-professional capabilities using a collaborative approach in addressing public safety situations. Leadership skills are reinforced in team-based and individual case studies and exercises.

Graduates may find public safety employment in policing and the military, as well as various public and private sector, government and non-profit organizations.

Program Learning Outcomes

1. Design, apply and validate security, emergency and business continuity measures conforming to current industry practices.

2. Investigate, document and report security related incidents in accordance with accepted investigative practices.

3. Comply with established national, provincial and local laws, legislation, policies, and professional and ethical standards pertaining to public safety.

4. Analyze and interpret security related case scenarios using quantitative and qualitative research methods.

5. Develop and communicate plans and recommendations that integrate the results of research, assessment and investigations.

6. Adopt and use information technologies in accordance with current industry standards. 7. Use strategic leadership and critical thinking in professional roles and in decision-making

contexts. 8. Develop operational threat mitigation strategies consistent with a fact-based assessment of geo-

political trends. 9. Respond to emerging situations using the principles of crisis management. 10. Develop public safety strategies that synthesize current scholarly thinking and emerging trends in

the field. 11. Lead personnel and manage facilities while applying standard business practices. 12. Design, implement, manage and evaluate security awareness education initiatives. 13. Adapt to changes in employment requirements through the development, implementation and

updating of professional and personal development plans. 14. Work with diverse stakeholders and populations. 15. Work with other professionals by applying the principles of inter-professional practice. 16. Research and analyze criminal behaviour within the broader context of social trends in today’s

society consistent with current scholarly thinking.


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Curriculum Design The curriculum has been designed to meet the honour‘s degree level standard and provides the appropriate depth and breadth of knowledge, along with applied specialized preparation in the areas of critical thinking and scholarly research, problem solving and analysis, communications, leadership and professional capacity and autonomy, as they relate to public safety. The two co-op work terms provide further experiential learning opportunities.


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The program of study is summarized below:

YEAR SEMESTER COURSE TITLE

YEAR 1

SEMESTER 1

ENL1100-Communications and Academic Writing

SEC1010-Crime Prevention

SEC1023-Legislative Applications and Policies in Security and Emergency

Management

SEC1001-Principles of Emergency Management

SEC1000-Principles of Public Safety Protection

SEMESTER 2

SOC2000-Introduction to Sociology

ENL2025-Interpersonal Communication

INV0001-Investigations and Interviewing Techniques

PHI1000-Logic and Critical Thinking

SEC1016-Management of Crises

YEAR 2

SEMESTER 3

SEC1014-Business Continuity Management

PHI2002-Ethical Decision Making

SEC1003-Extraordinary Threats to Public Order

SEC1008-Policy and Operational Procedures

SEC1017-Threat and Risk Systems Management

SEMESTER 4

SEC1012-Awareness and Training

WKT0002-Career Preparation in Public Safety

SEC1004-Critical Infrastructure Protection

ISS0001-Information Technology Security Concepts

SEC1005-Principles and Practice of Natural Hazard Mitigation

Co-op Work Term I

YEAR 3

SEMESTER 5

BUS0005-Facility Management

SEC1009-Incident Management Systems

ITS0001-Information Technology Systems

GIS0002-Introduction to Geographic Information Systems

Elective 1

SEMESTER 6

GIS0003-Applied Geographic Information Systems

SEC1007-Counter Economic Espionage

SEC1013-Emerging Issues in Emergency Management-Special Projects

ISS0002-Information Technology Security Design

Elective 2

Elective 3


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YEAR SEMESTER COURSE TITLE

Co-op Work Term II

YEAR 4

SEMESTER 7

SOC4001-Global Perspectives

SEC1018-Public Safety and Emergency Management Operations

SEC1019-Security Systems Management and Planning

QUA2000-Statistics

MGT0094-Strategic Leadership and Decision-Making

SEMESTER 8

QUA0001-Applied Research

SEC1021-Emergency Planning and Exercise Management

SEC1022-Security Systems Management and Design

SEC1020-Threat Risk Assessment Practicum

Elective 4

Algonquin College’s Strengths and Capacity to Deliver the Program

Algonquin College of Applied Arts and Technology was established in 1967 and was named after the First Nations people who lived in the area. Algonquin was formed from the merger of the Eastern Ontario Institute of Technology, established in 1957, and the Ontario Vocational Centre, established in 1965.

Dedication to student success is one of Algonquin College's primary guiding principles and is demonstrated in the quality of its programs, its staff, the continual expansion of its facilities, and by forging of strategic partnerships. Furthermore, the College strives to ensure students have access to the education and skills training demanded by the marketplace to launch rewarding careers in their chosen fields.

With the success of thousands of alumni, an annual full-time enrolment of approximately 18,000 students, 40,000 part-time registrations and thousands of full-time and part-time employees, Algonquin makes a significant economic and social impact locally, regionally, nationally and internationally. Algonquin continues to be committed to being one of the most comprehensive colleges in Ontario, offering a broad variety of programs, subject matter, delivery modes and program durations. Given that Algonquin is the only publicly-funded English-language college in Ottawa, Perth and Pembroke it services the needs of these areas and their surrounding communities. As a result, Algonquin will continue to expand its offerings which include a full range of programs including academic upgrading, apprenticeship, certificate, diploma, advanced diploma, graduate certificate and degree programs as well as corporate learning solutions and international education and projects. Algonquin’s program mix evolves with the province‘s labour needs and this application for Ministerial Consent to offer a Bachelor of Public Safety is in response to the evolving labour needs of both the security and emergency management service industries. This application further aligns with the College’s strategic direction detailed within its current Strategic Plan 2012-20171, communicating the intent to expand degree program enrolments. Furthermore, the proposed program is referenced within the College’s current Strategic Mandate Agreement both as an area of institutional strength and program growth in

1 Strategic Plan 2012-2017, June 11, 2012,

http://www.algonquincollege.com/reports/pdf/Strategic_Plan_12_17.pdf, p.16, Accessed November 2013

http://www.algonquincollege.com/reports/pdf/Strategic_Plan_12_17.pdf


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Management, Administration and Leadership, and presents an additional opportunity with a new degree pathway for graduates of diploma programs in Police Foundations and Algonquin’s former Corporate Security and Risk Management or related programnimg. Algonquin has offered educational programming in the fields of policing and security for over 40 years. The College has established a good reputation in the delivery of high quality public safety-related programming. The Faculty of Health, Public Safety and Community Studies at the Woodroffe Campus houses the College’s selection of First Responder and public safety-related programs. The College’s capacity to provide the human and physical resources required to offer an excellent educational experience for students is unsurpassed in the region. In addition, the College’s ability to deliver bachelor-level education is evidenced by the success of existing degree programs. This application details established and new facilities, learning resources, and technological infrastructure within the Faculty of Health, Public Safety and Community Studies and the College, itself.

Opportunities for Graduates and Overview of Support and Recognition of the Program from the Professions

During the course of developing the Bachelor of Public Safety (BPS) program proposal, an in-depth labour market research study was commissioned by the College to determine the need for the proposed program. The study concluded that there is a definitive need for this degree program and that the credential will provide graduates with opportunities for advancement in public safety in areas such as security and emergency management. It should be highlighted that when the study was commissioned the nomenclature under consideration for the proposed degree was Bachelor of Public Safety and Emergency Management. The title then evolved to Bachelor of Security and Emergency Management. After thoughtful consideration, the title was confirmed as Bachelor of Public Safety. The term ‘public safety’ encompasses areas such as national security, countering crime, and emergency management. Throughout the program of study, students will deepen their knowledge in this broad field, as well as enhance their abilities in information security systems, research application, and leadership development. Additionally, various reports and analyses on future labour trends related to public safety were reviewed and helped to inform the design of the proposed degree program.


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Labour Market Analysis (Sheldon Polowin Consulting Group Inc.)

In April 2011, the College contracted Sheldon Polowin Consulting Group Inc. to examine the potential need for a Bachelor’s degree in the field of Security and Emergency Management. We subsequently updated this work in April 2015 to ensure that it adequately represents the current environmental landscape. The following bullet points highlight some of the findings excerpted from the full study included in Section 13 that provide evidence of labour market demand:

The need for effective security and emergency response mechanisms has become increasingly apparent due to the many catastrophic events that have occurred in recent years. Examples include the 9/11 terrorist attacks; eastern Canada’s ice storm and electricity blackout in 2003; 2013’s severe flooding in Alberta, and train derailment and explosion at Lac-Mégantic.

Canadian legislation makes emergency management (EM) mandatory at the federal, provincial-territorial and municipal levels of government. However, emergencies are typically managed at the local level. Most of the 500 members of the Ontario Association of Emergency Managers work for municipalities. The remainder work at the federal, provincial and/or territorial levels of government, or in industry. Between 2009 and 2013, the federal government spent at least $448 million supporting EM activities on First Nations’ reserves.

The global private security service market has expanded 7% annually in the past few years, and is expected to be worth $267 billion U.S. by 2018. North America comprises roughly 32% of the market, followed by Asia/Pacific (24%) and Western Europe (19%). The largest segments of the market, in terms of revenue, are contract guarding (≥40%), alarm monitoring (30%) and private investigation (8%).

Canada’s private security services market is estimated to be worth $5.2 billion. There are approximately 3,000 licensed security businesses in Canada, the vast majority of which are small and medium sized entities. Between 2006 and 2011, the number of security guards in Canada increased from 102,000 to 109,625, or 7%. Ontario has more than 67,000 licensed security guards and 520 security companies.

The Government of Canada’s security policy has greatly influenced the standards, structure and performance of Canada’s private security industry. This is due to the large volume and value of federal government procurement; the requirements that suppliers must comply with, and the fact that some provinces have based their security policies on those of the federal government. The federal government spends nearly $1.35 billion on security guard services over a five-year period.

In the past decade, several provinces and territories have enacted regulations to improve training, licensing and oversight of the private security industry. Society increasingly relies on private security forces as the first line of defense to various security threats. Consequently, the distinction between private and public police forces is less clear than it used to be.

The federal government considers terrorism Canada’s greatest security threat. In the past 18 months the government has tabled or passed three bills that expand the powers of the security and law enforcement community. Leading national security agencies, such as the Canadian Security Intelligence Service, Communications Security Establishment Canada, and the RCMP, have received substantial increases in funding.


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Cyber-crime is becoming an increasingly serious and costly problem for governments, businesses and citizens. It is estimated that organizations around the world spent $67 billion U.S. on information security in 2014.

Canada has more than 200 police services at the municipal, provincial, federal and First Nations’ levels. In 2013, Canada had 197 police officers per 100,000 people. Between 2006 and 2013, the number of police officers in Canada increased from 68,000 to 69,272, or 1.9%. Expenditures on policing expanded from $3.8 billion in 1986 to $13.5 billion in 2013. In real terms, spending virtually doubled during the period.

The federal government forecasts that there will be 34,960 job openings and 33,732 job seekers in the “security guards and related occupations” (NOC 665) between 2013 and 2022. It’s projected that there will be 40,394 job openings and 41,438 job seekers in the “police officers and fire-fighters” (NOC 626) category between 2013 and 2022. In both cases, retirements and economic growth will generate most of the job openings. Students coming out of Canada's educational system and will account for most of the job seekers.

The projected employment growth in the “security guards and related occupations” (8.5%) and “police officers and fire-fighters” (8.7%) categories exceeds the expected employment growth across all occupations (8%) in the Canadian economy over the projection period.

The number of “security guards and gaming officers” in the U.S. is expected to rise from 1.08 million to 1.21 million (12%) between 2012 and 2022. There were approximately 10,000 EM directors in the U.S. in 2012. Their numbers are projected to expand 8% between 2012 and 2020. The U.S. Department of Labor considers these projected growth rates to be in the average range (i.e.: 8% to 14%), relative to other occupations in the American economy.

The annual salaries earned by security managers in Ontario generally range from $48,461 to $72,659. Security directors usually earn between $81,317 and $125,817. These figures compare favourably with Canada’s average salary in 2014 ($49,000). A 2012 survey of 1,400 security practitioners in the U.S. shows that they earned a median base salary of $102,000 U.S. Higher salaries tended to be correlated with: a) number of years in security management; b) having an advanced degree; and c) having a certification.

The U.S. has numerous public safety and EM programs at the post-secondary level. There were 296 programs in 2014, 64% more than in 2011. In terms of the credentials offered, the most common programs are certificate (25%), bachelor (21%) and master’s level (19%) offerings. Graduate certificate (17%), associate (15%) and doctorate programs (2%) comprise the remainder of the programs.

In the rapidly evolving public safety field, an applied degree confers more prestige and marketability than a diploma. In a recent survey of Canadian security practitioners, 40% of respondents reported having a college diploma, nearly 20% of respondents had a university undergraduate degree, and 5% had a master`s degree.

In the past decade the public safety field has become more professional and interdisciplinary. There is a growing need for knowledgeable and well-trained public safety practitioners in


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government, industry and non-governmental organizations. The market increasingly values the technical, business and management skills that students will acquire in the proposed BPS program.

The BPS program will likely be viewed by potential applicants as an attractive value proposition. Its laddering opportunities, hybrid delivery format and multidisciplinary focus will likely appeal to many people, particularly those already working in the field. Aspiring public safety practitioners will be impressed by the field’s dynamism, favourable growth prospects and relatively good compensation.

Since the federal government and many security agencies are headquartered in the National Capital Region, the local market for the BPS program could be quite sizable. Moreover, due to widespread societal concerns about public safety, the program’s catch basin could be national, if not international. If the program is effectively supported and promoted, it could become a signature program of Algonquin College’s Police and Public Safety Institute.

Evidence of Need

The Labour Market Analysis, conducted by Sheldon Polowin Consulting Group Inc. (SPCG) concluded that the Bachelor of Public Safety will likely be viewed as an attractive value proposition as there are laddering opportunities, and a multidisciplinary focus that will appeal to many individuals, including those already working in the field. Since the federal government and many security agencies are headquartered in the National Capital Region, the local market for this degree is sizable. However, the program’s catch basin would be national, if not international. We anticipate that this will become a signature program of Algonquin College’s Police and Public Safety Institute.

Applicant Demand Interest In the past decade, several of Canada’s postsecondary institutions have launched programs that focus on security and/or Emergency Management (EM) to some extent. Of note are Carleton University’s Master’s program in Infrastructure Protection and International Security; the Justice Institute of British Columbia’s Bachelor of Emergency and Security Management Studies program; and York’s Bachelor and Master of Arts in Disaster and Emergency Management. The analysis of the applicant demand indicates that there is significant interest in the program among potential internal applicants. According to surveys conducted in 2012, approximately 93% of the 204 Police Foundations respondents and 71% of the 51 Corporate Security and Risk Management students and graduates expressed some level of interest in taking the Bachelor of Public Safety program. The survey was redone in 2015 with students in the Police Foundations diploma program, and similarly, the response was overwhelmingly positive towards this program, with almost 90% of the 55 respondents indicating interest in the proposed degree program. This indicates strong interest in the program from graduates in complementary programs and is likely to translate into registrations that would allow the program to meet enrolment targets. The proposed program‘s advisory committee as well as numerous other industry representatives have endorsed this potential offering. This application for ministerial consent includes recent letters of support from prominent associations and industry affiliates including the Commissionaires, American Society for Industrial Security (ASIS), Canadian Security Association (CANASA), Dalian Enterprises Inc., Departmental Security Officer Readiness Committee and Department of Justice Canada.


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In addition, letters of support provide evidence of paid co-op work terms and/or job opportunities to graduates from organizations such as Commissionaires, FSC, Health Canada, Departmental Security Officer Readiness Committee and Women’s Initiatives for Safer Environments (WISE). Endorsements by the aforementioned industry affiliates provide testament to Algonquin‘s capacity to deliver quality programming, as well as opportunities for students to apply their knowledge and skills in the field of public safety. Since the federal government and many security agencies are headquartered in the National Capital Region, the local market for the Bachelor of Public Safety program is sizable. However, the catch basin for the program would be national and international. The College’s location in the Nation’s Capital, where major Canadian governmental headquarter agencies as well as provincial and municipal departments are located provides additional advantages for networking and future job work terms. There is resounding support of our industry affiliates for the proposed curriculum as well as a commitment to provide co-op work terms and employment opportunities. It is expected that graduates of the Bachelor of Public Safety program will become future global leaders within the security and emergency management industries and will be sought out by employers locally, nationally and internationally.


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Section 1.3: Program Abstract

Graduates are prepared for entry level positions as managers, coordinators and specialists in public safety including in areas of national security, emergency management and countering crime. Students develop skills, knowledge and expertise in various areas, such as threat-risk assessment, information systems security, emergency management and crime prevention. Through experiential learning such as case studies and simulations, students develop a comprehensive approach to leadership to counter and manage man-made and natural threats to individuals, information, systems, critical infrastructure, organizations, companies, governments and nations. Students utilize theoretical and applied knowledge and skills with community partners in the government and private sector through two co-op work terms. Graduates may find public safety employment opportunities in policing and the military, as well as various public and private sector organizations, government and non-profit organizations. Graduates wishing to pursue graduate study in the field of public safety will be able to access established opportunities with select academic institutions.

SECTION 2: DEGREE LEVEL Bachelor of Public Safety

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Section 2: Degree Level Summary This section provides a summary of the program features and resources that ensure that the proposed Bachelor of Public Safety program meets the Board's standard for a Baccalaureate/Bachelor Honours degree. Although the six categories are treated independently for the purposes of discussion, the proposed degree program integrates the elements of the standard in a holistic fashion, and creates opportunities for students to demonstrate more than one of the six categories in any given performance. This alignment between the Board's standard and the proposed degree level program learning outcomes, and between the proposed degree level learning outcomes and the courses that make up the proposed Bachelor of Public Safety was monitored throughout the development of the program (See Section 4.3: Learning Outcomes). The outcomes of the Bachelor of Public Safety degree program are designed to deliver broadly-educated graduates who possess the general and specialized knowledge, interdisciplinary perspectives, competencies, skills and values required by industry, and who are well prepared to manage, deal with and adapt to the challenges of today’s diverse and ever-changing environment, within both domestic and global contexts. For this summary, key points are highlighted for each of the six categories of knowledge and skills that form the Board's standard for a Baccalaureate/Bachelor Honours degree. Depth and Breadth of Knowledge The proposed Bachelor of Public Safety is developed to provide students with the necessary knowledge and skills using a scaffolded approach to learning. The program is designed with a series of curriculum components that provide a solid foundation followed by progressively multifaceted levels of knowledge, skills, competencies, and increasingly complex theory and its application to practice in public safety. While developing strong competencies in national security, countering crime and emergency management is fundamental to the degree focus, the curriculum as a whole recognizes the critical requirement of ensuring that students develop a breadth of knowledge across a range of disciplines. While the core components of the curriculum allow students to gain significant depth in their specific area of study, students devote more than twenty percent (20%) of their studies to content outside of the discipline, through a combination of mandated and free elective non-core courses. This interaction with other fields of study provides students with a breadth of learning through which they continue to exercise critical thinking and analytical skills. Moreover, students develop an appreciation and aptitude for a diversity of research methodologies that enables them to examine a greater array of hypotheses and assumptions beyond the specific discipline of public safety and ensures that graduates are cognizant and responsive to their responsibilities as global citizens. There are four areas of emphasis that will be reflected throughout the program: security, emergency management, information technology and research. The program exposes students to a spectrum of current research in the field of public safety and engages them in faculty-mentored research and through a range of applied projects, major research, a capstone project and assignments. The first year of study provides an introduction


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to the public safety discipline as a whole, along with related security and emergency management principles that will continue to be developed throughout the program. Courses such as Legislative Applications and Policies in Security and Emergency Management, Investigations and Interviewing Techniques and Principles of both Public Safety Protection and Emergency Management provide students with foundational principles and concepts that will be built upon throughout the program of study. The second year includes a strong focus on threats that businesses, business processes and people might be exposed to and the exploration of mitigation strategies to address threats. The third and fourth years will allow students to explore a range of practice areas and apply their learning through research and applied work and special projects. The applied nature of the program allows for an increasing depth and expectation of discussion, critical thinking, ethical problem solving and review of evidence in all of the courses. Combined with two work experiences, students develop the essential research knowledge to undertake the capstone research project in the final year of the program. This project will allow students to showcase their critical thinking and analytical skills within the context of the knowledge acquired throughout the program. Conceptual and Methodological Awareness/Research and Scholarship In the first semester, students begin their engagement with both the methods of inquiry and current research in the discipline. The courses in the first year of study lay the conceptual foundation students require to build a thorough understanding of public safety and how emergency management is intertwined with security to ensure safe communities. With this essential relationship in mind, students begin to explore risk and hazard analysis from both a security and emergency management perspective. Program planning and evaluation requires students to develop and evaluate emergency plans and security threats from the initial thought stage through to completion. The production of the plan requires assembly of data from a variety of sources and synthesis of information to gain a coherent understanding of the components of a realistic and effective plan. Moreover, the evolving nature of practices, policies, and procedures in public safety ensures that questions and problems raised in courses like Legislative Applications and Polices in Security and Emergency Management, Principles of Public Safety Protection, Strategic Leadership and Decision-Making, Policy and Operational Procedures, Threat Risk Assessment Practicum and Applied Research will require both established ideas and techniques, and current research for the development of effective solutions that can be implemented in real-life situations. The learning environment in which the students collaborate with faculty will encourage not only logical and sustained arguments, but also the appropriate use of research. As they progress through the program, students develop a greater level of autonomy, and it is the combination of astute commentary on, and use of, scholarship in the discipline and demonstrated academic integrity in the documentation of their research that provides evidence of their intellectual growth during their studies.


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Communication Skills

Within the context of public safety, communication skills are an essential foundation for success. The importance of effective communication with all stakeholders has been captured throughout many of the degree level program learning outcomes. In order to prepare students not only for the work experiences that are part of the program, but also for employment upon graduation, the development of written and oral communication skills is threaded throughout the program with progressive levels of difficulty and exposure to discipline-specific techniques.

Beginning with non-core courses offered during the first year of study, students begin an examination of fundamental communication and critical thinking skills that apply across a wide range of disciplines and ensure the ability to make meaningful connections with non-specialist audiences on topics of increasing complexity. Core courses like Investigations and Interviewing Techniques, Awareness and Training, Business Continuity Management and Interpersonal Communication help students to appreciate the role of stakeholders, to develop further techniques for communicating with specialists, and to provide some familiarity with the issues that could arise during the first field work term experience. Advanced courses in Career Preparation in Public Safety, Strategic Leadership and Decision-Making, Public Safety and Emergency Management Operations, Threat Risk Assessment Practicum, and Emergency Planning and Exercise Management focus on the ability to communicate both strategically and tactically that are an integral part of obtaining and maintaining employment. These courses provide students with additional techniques and concepts that prepare them for the expectations they will encounter upon graduation.

Beyond specific courses that address communication skills, the need for effective communication of structured and coherent arguments is built into many of the courses through the assignments. Whether in the form of presentations, lab reports, technical reports, or seminars, students are expected to present and document their research findings in a manner that is consistent with the professional requirements of the discipline.

Application of Knowledge The proposed Bachelor of Public Safety program integrates theoretical knowledge with practical applications throughout the program. The curriculum is designed to provide numerous opportunities for students to demonstrate the practical integration and application of understanding, knowledge, skills and competencies acquired throughout the program to help them develop a strong foundation in the profession. For example, the program includes the integration of lab/field components in several courses. This provides students with multiple opportunities to apply their skills in real-world and scenario settings. Field visits, guest speakers, case scenarios, virtual exercises, mock simulations, geographic information systems, and collaborative partnerships, are major learning strategies integrated into the program to encourage the application of higher level learning.

Technology plays an important role in the program as a tool for the collection and presentation of data. Students begin with common tools that are used across a number of disciplines and continue to develop expertise with software applications in a variety of contexts. In subsequent years, students work with more discipline-specific tools and software as they evaluate increasingly complex situations that can involve the components of public safety. The culmination of knowledge and applied learning is highlighted in capstone projects that provide students with in-depth work-integrated learning experiences.


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Moreover, the program is structured to prepare students for progressive levels of responsibility in their work experiences. The first work experience allows students to bring together the knowledge and skills developed over the first two years of the program. Through the lens of real-world experience, the application of concepts and principles from within and outside the discipline is understood as a necessary component of success in the workplace. Over the third year of the program, work experience merges with more advanced theories and concepts to prepare students for increased responsibility and leadership development, as determined by their more developed ability to make sound judgments, propose solutions, and solve problems. Professional Capacity/Autonomy As a discipline driven by professional reputation and relying heavily on the autonomy and integrity of its practitioners, this category of the Board's standard has been built into the program through the following degree level program learning outcomes:

Design, apply and validate security, emergency and business continuity measures conforming to current industry practices.

Develop and communicate plans and recommendations that integrate the results of research, assessment and investigations.

Use strategic leadership and critical thinking in professional roles and in decision-making contexts.

Lead personnel and manage facilities while applying standard business practices.

Design, implement, manage and evaluate security awareness education initiatives.

While it is true that certain courses within the program play a much stronger role in the demonstration of these outcomes, they are threaded throughout the program and integral to the two co-op work terms. For example, group work is an important part of the program from the very beginning and problem-based learning is used as an instructional methodology throughout the four years of the program. Both of these approaches support the qualities and transferable skills that position graduates for fulfilling contributions in and beyond their employment. Finally, non-core courses in the program have been included to support and encourage a broader intellectual engagement with not only the local community, but also the global community as it continues to grow and evolve. Students develop broader discourse skills that complement the more focused area of study. Awareness of Limits of Knowledge From the beginning of the program, students are faced with uncertainty, ambiguity, and limits of knowledge due to the constantly evolving nature of the field. In order to deal with change effectively and professionally, students develop a firm awareness of their roles within an integrated educational or project oriented team. Moreover, the program curriculum takes into account the continuous pace of change and its impact on the increasing complexity of problems in public safety by encouraging open-minded and creative thinking.


19

Courses, especially in first year, are structured to introduce students to a number of core learning principles, legislative guidelines and theoretical perspectives. Though widely used, there are varying degrees of certainty surrounding the use and application of these principles, guidelines and perspectives. Uncertainty is then connected to real world applications as a means of assessing, interpreting and ultimately adapting approaches to solving problems. Students are confronted with parameters when initially exposed to research, and when they begin the process of undertaking research themselves. Working in both a people and technology oriented profession creates additional levels of ambiguity and unpredictability. Students must be aware of and capable of creating strategies for addressing these potential variables. In both an iterative and increasingly complex fashion, the program presents the students with learning opportunities that reinforce the necessary realization for appreciating the limits of knowledge: that each problem must be faced as a unique or novel challenge because errors arise from the differences between problems, not the similarities.

SECTION 3: ADMISSION, PROMOTION AND GRADUATION Bachelor of Public Safety

20

Section 3: Admission, Promotion, and Graduation

The requirements for admission are appropriate to the learning outcomes of the program and the degree level standard. The minimum admission requirements stipulated for a bachelor‘s program are met. An Ontario Secondary School Diploma or equivalent and six university or university/college courses are required at the Grade 12 level, with a minimum average of 65% as per the benchmark, along with a minimum grade of 60% for the required Grade 12 (U) or (M) English and Math courses. Should the number of qualified applicants exceed the number of available places, applicants will be selected based on academic achievement on the basis of their proficiency in English and Mathematics. Admission procedures are further outlined in Policy AA04: Admissions.


21

Section 3.1: Admission Requirements for Direct Entry Direct entry and or mature student applicants for the proposed Bachelor of Public Safety program must demonstrate achievement of the admission requirements outlined in the table below as per the benchmarks.

Program Admission Requirements

Academic

Ontario Secondary School Diploma (OSSD) or equivalent with a minimum of six Grade 12 university (U) or university/college (M) courses

Six Grade 12 (U) or (M) courses with a minimum 65% overall average

The six Grade 12 courses to include: o English and Math (U) or (M), with a minimum 60% grade. o Should the number of qualified applicants exceed the

number of available places, applicants will be selected on the basis of their proficiency in English and Mathematics.

Applicants with International transcripts must provide proof of either: IELTS-International English Language Testing Service-Overall band of 6.5 with a minimum of 6.0 in each band; OR TOEFL-Internet-based (iBT)-overall 90, with the minimum in each component: Reading 22; Listening 22; Speaking 22; Writing 24.

Related work/volunteer experience

Not Applicable

Other (e.g., portfolio, specialized testing, interview, G.R.E., etc.)

Additional Requirements: Upon acceptance into the program the following requirement must be met. Failure to complete this requirement will prevent students from participating in the work term components of the program.

Current Police Records Check


22

Section 3.2: Admission Policies and Procedures for Mature Students

The electronic policies file (Section 16: Policies), includes policies and procedures pertaining to the admission of mature students within the following:

Policy AA04: Admissions

Requirements for mature students

(19 years of age or older and without a high school diploma at the start of the program)

Mature students are applicants who have not achieved the Ontario Secondary School Diploma (OSSD) or its equivalent and who are at least 19 years of age on or before the commencement of the program in which they intend to enroll. Mature students have demonstrated academic abilities equivalent to those of Ontario high school graduates, verified by successful completion of courses at the postsecondary level or equivalent validation.

Six Grade 12 (U) or (M) courses with a minimum 65% overall average

The six Grade 12 courses to include: o English and Math (U) or (M), with a

minimum 60% grade. o Should the number of qualified applicants

exceed the number of available places, applicants will be selected on the basis of their proficiency in English and Mathematics.

Current Police Records Check

Applicants with International transcripts must provide proof of either: IELTS-International English Language Testing Service-Overall band of 6.5 with a minimum of 6.0 in each band; OR TOEFL-Internet-based (iBT)-overall 90, with the minimum in each component: Reading 22; Listening 22; Speaking 22; Writing 24.


23

Section 3.3: Promotion and Graduation Requirements Policies governing academic remediation, sanctions and suspension for students who do not meet minimum achievement requirements are detailed broadly in Policy AA39: Program Progression and Graduation Requirements. Individual course outlines specify course and/or program specific promotion requirements as well as requirements for supplemental exams where available. Policy AA14 provides details on the College’s Grading System that are easily understandable, meaningful and convertible to other postsecondary institutions and employers through the use of designated percent, letter and numeric grade equivalents. The Grading System also allows for a Grade Point Average (GPA) calculation here described:

The grade point average is a weighted average. It is calculated as follows: Each course is designated as having normative total instructional hours that is the designated number of hours within which the course learning requirements may be achieved, regardless of variations in delivery. The number of grade points per course is determined by multiplying the normative total instructional hours of the course by the numeric value of the grade earned in that course. The resulting number is called the grade point total. The grade point total is divided by the total number of normative instructional hours for courses with grades having numeric value. For the purpose of this calculation, a grade of "F" has a value of "0”. The resulting quotient is the grade point average.

Grade Point Total = Grade Point Average (G.P.A.) Total Normative Hours

Policy AA26: Course Outlines and Course Section Information, includes provisions to ensure that regardless of the grading scheme, grades for acceptable performance correspond to student work that demonstrates the degree level standard has been achieved through alignment with degree level program outcomes and course learning requirements. Furthermore, the evaluation methods or instruments are linked directly to the course learning requirements being addressed in the course.


24

The proposed Bachelor of Public Safety program promotion and graduation requirements have been aligned to meet the benchmark requirements as depicted in the following table:

Program Requirement Level of Achievement

Promotion Graduation

Minimum overall average acceptable achievement in non-core requirements

C- (60-62%) C- (60-62%)

Level of overall achievement expected in the core discipline(s) of study

C (63-66%) C (63-66%)

Co-op Work Terms Pass Pass

Minimum overall acceptable achievement for progression (across all degree requirements, including the breadth and discipline-related requirements)

C- (60-62%) C- (60-62%)

Several policies govern promotion and graduation requirements. The electronic policies file (Section 16: Policies), includes policies and procedures pertaining to the promotion and graduation requirements within the following: Policy AA13: Evaluation of Student Learning Policy AA14: Grading System Policy AA26: Course Outlines and Course Section Information Policy AA39: Program Progression and Graduation Requirements Policy AA40: Academic Advising


25

Section 3.4: Advanced Standing Policies and Requirements

Options for advanced standing and credit recognition, with well-established policies available to detail procedures and eligibility requirements, are available to students. Degree Completion Arrangements Degree completion arrangements have been developed for Ontario College Credentials in related fields and that have program-level outcomes that ladder reasonably into the proposed degree level learning outcomes. The following table provides the relevant admission information for those entering the proposed Bachelor of Public Safety program through one of the two degree completion arrangements as detailed in the table which follows.

Table: Admission Details for Degree Completion:

Program Of Non-Degree Study

Courses Students Receive

Towards the Degree

Special Requirements For Entry Into Arrangement

Point of Entry Into the Degree

Program

1. Police Foundations Ontario College Diploma

9 An overall GPA of 2.7 (70%) minimum

Year 2, Semester 3

2. Corporate Security and Risk Management Ontario College Diploma

17 An overall GPA of 2.7 (70%) minimum

Year 2, Semester 4

Students following one of these degree completion arrangements receive credit for the first year of study from an Ontario College Diploma program, and depending upon the program affinity, enter either Year 2 Semester 3 (Police Foundations) or Semester 4 (Corporate Security and Risk Management).

In addition, students receive credit for two (2) additional free elective choices that are part of the non-core curriculum. This is based on the General Education Requirement outlined in the Credentials Framework that is part of the Framework for Programs of Instruction Minister's Binding Policy Directive, and applies to all Ontario college credentials.

The gap analysis (See Section 4.10: Gap Analysis) for each program of prior study demonstrates the means by which the degree program learning outcomes are met.

Advanced placement based on prior learning assessment is feasible with the understanding that degree program Prior Learning Assessment and Recognition (PLAR) candidates can be awarded no more than fifty percent (50%) of the total number of hours of the program of study based on PLAR. The eligibility criteria and procedures for PLAR are detailed in Policy AA06. The electronic policies file (Section 16: Policies), includes policies and procedures pertaining to advanced standing within the following: Policy AA05: Advanced Standing Policy AA06: Prior Learning Assessment and Recognition Policy AA09: Transfer of Academic Credit (Internal) Policy AA10: Transfer of Academic Credit (External)

SECTION 4: PROGRAM CONTENT Bachelor of Public Safety

26

Section 4: Program Content

This section with its subsequent sub-sections of supporting material demonstrates the rigor, breadth and depth that have been built into the proposed Bachelor of Public Safety program to ensure that the program is consistent with the degree level standard. The supporting materials speak to all twelve (12) of the Board's benchmarks for program content. Throughout the development of the program, the degree level standard and the Board's benchmarks have been a constant reference point. In fact, the decision to undertake the development of the proposed Bachelor of Public Safety program was based not only on the employer demand for graduates in this discipline, but also on the natural alignment between the field of practice and the degree level standard. Public safety, as a discipline, is based on a balance of theory and practice and so the program needs to follow suit in order for graduates to be prepared for employment. The development has also adopted a layered approach where each consecutive year of study adds complexity to the knowledge and skills from previous years. Each year of the program includes at least one course that maintains a focus on prevention and mitigation, preparedness, response, and recovery as well as the protection of property, resources, information and people ensuring students integrate the nature of current knowledge in these areas. The sixteen program learning outcomes are based on research examining various postsecondary institutions within North America and the United Kingdom that offer public safety, security and/or emergency management related programs as well as feedback from industry partners through an ad-hoc advisory committee. The ad-hoc committee members identified the skills, knowledge and attributes that they are seeking in graduates. As a discipline, there currently are no accreditation or certification bodies required for entry to practice for the degree program graduates. The structure of the program and the courses that make up the program of study have been designed for the achievement and demonstration of the learning outcomes that describe the knowledge and skills of graduates. As a result, the proposed program strikes a reasonable balance for the time spent on content that is appropriate to the stated learning outcomes. No one knowledge area within the discipline takes precedence over another and as students move through the first work experience and into the final two years of study, there is increased emphasis placed on using a variety of knowledge, skills and attitudes to solve current and emerging problems in the discipline. To further prepare students for their work experiences and future employment, a wide range of assessments are built into the courses that are a part of the proposed program of study. These assessments are aligned with the outcomes for each course (See Section 4.7: Course Outlines) to ensure that there is ample demonstration of stated outcomes and that students have consistent, regular, and meaningful feedback on their achievement levels. It is, however, the work experiences that provide students with the most information about their ability to apply knowledge and skills in practice and their direction for future studies both within and beyond the program. The two fourteen-week work terms, one between the second and third year, and one between the third and fourth year (See Section 4.6: Work Experience) allow students to connect their expanding knowledge and skills to the workplace. The articulated outcomes for each work experience speak to a progression in responsibility and performance as students move towards graduation. At the same time, the assessment methods that are in place call upon the knowledge


27

from both the core courses and the substantive and current content presented in the non-core curriculum. The breadth requirement for the proposed Bachelor of Public Safety program not only adheres to the Board's benchmarks for the balance of core and non-core studies, but it also does so to the benefit of the graduates and the broader community of which the graduates will be a part. This has been made possible through the development of detailed, focused non-core courses that, in addition to providing elective choices, demonstrate a serious commitment to the transferable skills found in a variety of modes of analysis outside the core field of study. Students have access to breadth and depth in their non-core studies. The learning opportunities in mandatory non-core courses ensure that students develop more than an introductory knowledge in a range of disciplines. Beginning in the first year, communication skills, quantitative reasoning and critical thinking are addressed in discrete courses, and the development of this knowledge and these skills are encouraged throughout the program. Using these skills, students have the opportunity through other mandatory non-core courses (e.g., Global Perspectives and Ethical Decision Making) and free electives to develop an understanding of a variety of content areas that will further enhance their future work in diverse settings. Content related to Ontario and Canada will play a substantial role in content area examination, but the realities of a global marketplace are also a part of the current knowledge in the breadth studies. The Program Advisory Committee has provided additional assurance that the appropriate levels of Ontario and Canadian content are in place throughout the entire program, in core, non-core and work terms. These experts in the field, employers and sector representatives have confirmed the currency of the curriculum and its relevance to the field. Moreover, they have unanimously endorsed the program (See Section 4.1: Program Advisory Committee).


28

Section 4.1: Program Advisory Committee

** Excluded for web version – confidential/proprietary material .


29

Section 4.2: Professional Accreditation There are no accreditation or certification bodies required for entry to practice for the degree program graduates. However, there are several professional associations that offer certification and accreditation for individuals who work in the field. The American Society for Industrial Security (ASIS) International is the preeminent organization for security professionals, with more than 38,000 members worldwide that offer their own program and a certification process for individuals working in the field. In developing the proposed degree, the requirements/standards required for various certification offered by ASIS were integrated into the course curriculum. Upon graduating from the proposed degree, and with the appropriate work experience, graduates may opt to apply for the Certified Protection Professional (CPP) or the Physical Security Professional (PSP). The Disaster Recovery Institute (DRI) and the Business Continuity Institute (BCI) are two associations that offer certification in the area of Business Continuity to which graduates may additionally apply.


30

Section 4.3: Learning Outcomes The proposed Bachelor of Public Safety has been developed to meet the following degree level program learning outcomes:

The graduate has reliably demonstrated the ability to:






6. Adopt and use information technologies in accordance with current industry standards. 7. Use strategic leadership and critical thinking in professional roles and in decision-making

contexts. 8. Develop operational threat mitigation strategies consistent with a fact-based assessment of

geo-political trends. 9. Respond to emerging situations using the principles of crisis management. 10. Develop public safety strategies that synthesize current scholarly thinking and emerging trends

in the field. 11. Lead personnel and manage facilities while applying standard business practices. 12. Design, implement, manage and evaluate security awareness education initiatives. 13. Adapt to changes in employment requirements through the development, implementation and

updating of professional and personal development plans. 14. Work with diverse stakeholders and populations. 15. Work with other professionals by applying the principles of inter-professional practice.

16. Research and analyze criminal behaviour within the broader context of social trends in today’s society consistent with current scholarly thinking.


31

Alignment of Program Learning Outcomes with Degree Level Standard

1. Depth and Breadth of Knowledge

2. Knowledge of Methods

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32



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6. Adopt and use information technologies in accordance with current industry standards.

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X X X X X X


34



3. Application of

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and

lim

its

to k

no

wle

dge

an

d

infl

ue

nce

an

alys

es a

nd

inte

rpre

tati

on

s

a) b) c)


evel

op

ed k

no

wle

dge

of

key

con

cep

ts,

met

ho

do

logi

es, c

urr

ent

adva

nce

s, t

heo

reti

cal

app

roac

hes

an

d a

ssu

mp

tio

ns

in t

he

dis

cip

line

and

in

a s

pec

ializ

ed a

rea

of

a d

isci

plin

e

Inte

r- a

nd

Intr

a-d

isci

plin

ary

kno

wle

dge

an

d

rela

tio

nsh

ips

Res

earc

h, a

nal

ysis

an

d a

sses

smen

t o

f h

ypo

thes

es

rele

van

t to

on

e o

r m

ore

of

the

maj

or

fiel

ds

in a

dis

cip

line

Res

earc

h e

xpe

rien

ce in

an

are

a o

f th

e d

isci

plin

e

Cri

tica

l th

inki

ng

and

an

alyt

ical

ski

lls in

sid

e an

d

ou

tsid

e th

e d

isci

plin

e

Lear

nin

g o

uts

ide

the

dis

cip

line

Cri

tica

l use

of

qu

alit

ativ

e an

d q

uan

tita

tive

in

form

atio

n

Use

a r

ange

of

esta

blis

hed

tec

hn

iqu

es

Cri

tica

l use

of

sch

ola

rly

revi

ews

and

pri

mar

y so

urc

es

Qu

alit

ies

and

tra

nsf

erab

le s

kills

in t

he

are

a o

f p

erso

nal

an

d in

terp

ers

on

al s

kills

Man

age

lifel

on

g le

arn

ing,

per

son

ally

an

d

pro

fess

ion

ally

Aca

dem

ic in

tegr

ity

and

so

cial

res

po

nsi

bili

ty

8. Develop operational threat mitigation strategies consistent with a fact-based assessment of geo-political trends.

X X X X X X X X

9. Respond to emerging situations using the principles of crisis management.

X X X X X

10. Develop public safety strategies that synthesize current scholarly thinking and emerging trends in the field.

X X X X X X X X X X


35



3. Application of

Knowledge

4. Comm-

unication Skills


of Know-ledge


Autonomy

a) b) c) d) e) f)

Met

ho

ds

of

enq

uir

y o

r cr

eati

ve a

ctiv

ity,

or

bo

th,

in t

he

ir p

rim

ary

area

of

stu

dy.

(ev

alu

ate

and

dev

ise

argu

me

nts

an

d c

om

men

t o

n s

cho

lars

hip

) a) b) c)

Co

mm

un

icat

e ac

cura

tely

an

d r

elia

bly

, ora

lly a

nd

in w

riti

ng,

to

a r

ange

of

aud

ien

ces

Lim

its

to t

hei

r o

wn

kn

ow

led

ge a

nd

ab

ility

,

amb

igu

ity

and

lim

its

to k

no

wle

dge

an

d

infl

ue

nce

an

alys

es a

nd

inte

rpre

tati

on

s

a) b) c)


evel

op

ed k

no

wle

dge

of

key

con

cep

ts,

met

ho

do

logi

es, c

urr

ent

adva

nce

s, t

heo

reti

cal

app

roac

hes

an

d a

ssu

mp

tio

ns

in t

he

dis

cip

line

and

in

a s

pec

ializ

ed a

rea

of

a d

isci

plin

e

Inte

r- a

nd

Intr

a-d

isci

plin

ary

kno

wle

dge

an

d

rela

tio

nsh

ips

Res

earc

h, a

nal

ysis

an

d a

sses

smen

t o

f h

ypo

thes

es

rele

van

t to

on

e o

r m

ore

of

the

maj

or

fiel

ds

in a

dis

cip

line

Res

earc

h e

xpe

rien

ce in

an

are

a o

f th

e d

isci

plin

e

Cri

tica

l th

inki

ng

and

an

alyt

ical

ski

lls in

sid

e an

d

ou

tsid

e th

e d

isci

plin

e

Lear

nin

g o

uts

ide

the

dis

cip

line

Cri

tica

l use

of

qu

alit

ativ

e an

d q

uan

tita

tive

in

form

atio

n

Use

a r

ange

of

esta

blis

hed

tec

hn

iqu

es

Cri

tica

l use

of

sch

ola

rly

revi

ews

and

pri

mar

y so

urc

es

Qu

alit

ies

and

tra

nsf

erab

le s

kills

in t

he

are

a o

f p

erso

nal

an

d in

terp

ers

on

al s

kills

Man

age

lifel

on

g le

arn

ing,

per

son

ally

an

d

pro

fess

ion

ally

Aca

dem

ic in

tegr

ity

and

so

cial

res

po

nsi

bili

ty

11. Lead personnel and manage facilities while applying standard business practices.

X X X X X X

12. Design, implement, manage and evaluate security awareness education initiatives.

X X X X X X X X

13. Adapt to changes in employment requirements through the development, implementation and updating of professional and personal development plans.

X X X X


36



3. Application of

Knowledge

4. Comm-

unication Skills


of Know-ledge


Autonomy

a) b) c) d) e) f)

Met

ho

ds

of

enq

uir

y o

r cr

eati

ve a

ctiv

ity,

or

bo

th,

in t

he

ir p

rim

ary

area

of

stu

dy.

(ev

alu

ate

and

dev

ise

argu

me

nts

an

d c

om

men

t o

n s

cho

lars

hip

) a) b) c)

Co

mm

un

icat

e ac

cura

tely

an

d r

elia

bly

, ora

lly a

nd

in w

riti

ng,

to

a r

ange

of

aud

ien

ces

Lim

its

to t

hei

r o

wn

kn

ow

led

ge a

nd

ab

ility

,

amb

igu

ity

and

lim

its

to k

no

wle

dge

an

d

infl

ue

nce

an

alys

es a

nd

inte

rpre

tati

on

s

a) b) c)


evel

op

ed k

no

wle

dge

of

key

con

cep

ts,

met

ho

do

logi

es, c

urr

ent

adva

nce

s, t

heo

reti

cal

app

roac

hes

an

d a

ssu

mp

tio

ns

in t

he

dis

cip

line

and

in

a s

pec

ializ

ed a

rea

of

a d

isci

plin

e

Inte

r- a

nd

Intr

a-d

isci

plin

ary

kno

wle

dge

an

d

rela

tio

nsh

ips

Res

earc

h, a

nal

ysis

an

d a

sses

smen

t o

f h

ypo

thes

es

rele

van

t to

on

e o

r m

ore

of

the

maj

or

fiel

ds

in a

dis

cip

line

Res

earc

h e

xpe

rien

ce in

an

are

a o

f th

e d

isci

plin

e

Cri

tica

l th

inki

ng

and

an

alyt

ical

ski

lls in

sid

e an

d

ou

tsid

e th

e d

isci

plin

e

Lear

nin

g o

uts

ide

the

dis

cip

line

Cri

tica

l use

of

qu

alit

ativ

e an

d q

uan

tita

tive

in

form

atio

n

Use

a r

ange

of

esta

blis

hed

tec

hn

iqu

es

Cri

tica

l use

of

sch

ola

rly

revi

ews

and

pri

mar

y so

urc

es

Qu

alit

ies

and

tra

nsf

erab

le s

kills

in t

he

are

a o

f p

erso

nal

an

d in

terp

ers

on

al s

kills

Man

age

lifel

on

g le

arn

ing,

per

son

ally

an

d

pro

fess

ion

ally

Aca

dem

ic in

tegr

ity

and

so

cial

res

po

nsi

bili

ty

14. Work with diverse stakeholders and populations.

X X X X X

15. Work with other professionals by applying the principles of inter-professional practice.

X X X X X


X X X X X X X X


37

Mapping of Core and Non-Core Courses to Program Learning Outcomes

Desig

n,

apply

and v

alid

ate

security

, em

erg

ency a

nd

busin

ess c

ontin

uity m

easure

s c

onfo

rmin

g t

o c

urr

ent in

dustr

y

pra

ctices.

Investig

ate

, docum

ent

and r

eport

security

rela

ted in

cid

ents

in

accord

ance w

ith a

ccepte

d in

vestigative p

ractices.

Com

ply

with e

sta

blis

hed n

atio

nal, p

rovin

cia

l and local la

ws,

legis

latio

n,

polic

ies,

and p

rofe

ssio

nal and e

thic

al sta

ndard

s

pert

ain

ing t

o p

ublic

safe

ty.

Analy

ze a

nd in

terp

ret security

-rela

ted c

ase s

cenario

s u

sin

g

quantita

tive a

nd q

ualit

ative r

esearc

h m

eth

ods.

Develo

p a

nd c

om

munic

ate

pla

ns a

nd r

ecom

mendatio

ns

that

inte

gra

te the r

esults o

f re

searc

h, assessm

ent

and

investig

atio

ns.

Adopt

and u

se in

form

atio

n t

echnolo

gie

s in a

ccord

ance w

ith

curr

ent

industr

y s

tandard

s.

Use s

trate

gic

le

aders

hip

and c

ritical th

inkin

g in p

rofe

ssio

nal

role

s a

nd in d

ecis

ion

-makin

g c

onte

xts.

Develo

p o

pera

tio

nal th

reat m

itig

ation s

trate

gie

s c

onsis

tent

with a

fact-

based a

ssessm

ent

of

geo

-polit

ical tr

ends.

Respond t

o e

me

rgin

g s

ituatio

ns u

sin

g the p

rin

cip

les o

f crisis

m

anagem

ent.

Develo

p p

ub

lic s

afe

ty s

trate

gie

s that synth

esiz

e c

urr

ent

schola

rly thin

kin

g a

nd e

me

rgin

g t

rends in

the fie

ld.

Lead p

ers

onnel and m

anage f

acili

tie

s w

hile

apply

ing

sta

ndard

busin

ess p

ractices.

Desig

n, im

ple

me

nt, m

anage a

nd e

valu

ate

security

aw

are

ness e

ducatio

n in

itia

tives.

Adapt to

changes in

em

plo

ym

ent

requirem

ents

thro

ugh t

he

develo

pm

ent, im

ple

menta

tio

n a

nd u

pdatin

g o

f pro

fessio

nal

and p

ers

onal develo

pm

ent pla

ns.

W

ork

with d

ivers

e s

takehold

ers

and p

opula

tio

ns.

Work

with o

ther

pro

fessio

nals

by a

pply

ing the p

rin

cip

les o

f

inte

r-pro

fessio

nal pra

ctice.

Researc

h a

nd a

naly

ze c

rim

inal behavio

ur

within

the b

roader

conte

xt of socia

l tr

ends in

today’s

socie

ty c

onsis

tent

with

curr

ent schola

rly thin

kin

g.

Course Number Course Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Semester 1

ENL1100 Communications and Academic Writing

This course is a non-core course that contributes to a breadth of knowledge outside the main field of study.

SEC1010 Crime Prevention X X X X X X X X

SEC1023

Legislative Applications and Policies in Security and Emergency Management

X X X X X

SEC1001 Principles of Emergency Management

X X X X

SEC1000 Principles of Public Safety Protection

X X X X X X

Semester 2

SOC2000 Introduction to Sociology X X X X


38

Desig

n,

apply

and v

alid

ate

security

, em

erg

ency a

nd

busin

ess c

ontin

uity m

easure

s c

onfo

rmin

g t

o c

urr

ent in

dustr

y

pra

ctices.

Investig

ate

, docum

ent

and r

eport

security

rela

ted in

cid

ents

in

accord

ance w

ith a

ccepte

d in

vestigative p

ractices.

Com

ply

with e

sta

blis

hed n

atio

nal, p

rovin

cia

l and local la

ws,

legis

latio

n,

polic

ies,

and p

rofe

ssio

nal and e

thic

al sta

ndard

s

pert

ain

ing t

o p

ublic

safe

ty.

Analy

ze a

nd in

terp

ret security

-rela

ted c

ase s

cenario

s u

sin

g

quantita

tive a

nd q

ualit

ative r

esearc

h m

eth

ods.

Develo

p a

nd c

om

munic

ate

pla

ns a

nd r

ecom

mendatio

ns

that

inte

gra

te the r

esults o

f re

searc

h, assessm

ent

and

investig

atio

ns.

Adopt

and u

se in

form

atio

n t

echnolo

gie

s in a

ccord

ance w

ith

curr

ent

industr

y s

tandard

s.

Use s

trate

gic

le

aders

hip

and c

ritical th

inkin

g in p

rofe

ssio

nal

role

s a

nd in d

ecis

ion

-makin

g c

onte

xts.

Develo

p o

pera

tio

nal th

reat m

itig

ation s

trate

gie

s c

onsis

tent

with a

fact-

based a

ssessm

ent

of

geo

-polit

ical tr

ends.

Respond t

o e

me

rgin

g s

ituatio

ns u

sin

g the p

rin

cip

les o

f crisis

m

anagem

ent.

Develo

p p

ub

lic s

afe

ty s

trate

gie

s that synth

esiz

e c

urr

ent

schola

rly thin

kin

g a

nd e

me

rgin

g t

rends in

the fie

ld.

Lead p

ers

onnel and m

anage f

acili

tie

s w

hile

apply

ing

sta

ndard

busin

ess p

ractices.

Desig

n, im

ple

me

nt, m

anage a

nd e

valu

ate

security

aw

are

ness e

ducatio

n in

itia

tives.

Adapt to

changes in

em

plo

ym

ent

requirem

ents

thro

ugh t

he

develo

pm

ent, im

ple

menta

tio

n a

nd u

pdatin

g o

f pro

fessio

nal

and p

ers

onal develo

pm

ent pla

ns.

W

ork

with d

ivers

e s

takehold

ers

and p

opula

tio

ns.

Work

with o

ther

pro

fessio

nals

by a

pply

ing the p

rin

cip

les o

f

inte

r-pro

fessio

nal pra

ctice.

Researc

h a

nd a

naly

ze c

rim

inal behavio

ur

within

the b

roader

conte

xt of socia

l tr

ends in

today’s

socie

ty c

onsis

tent

with

curr

ent schola

rly thin

kin

g.


ENL2025 Interpersonal Communication

X X X X X

INV0001 Investigations and Interviewing Techniques

X X X X

PHI1000 Logic and Critical Thinking

This course is a non-core course that contributes to a breadth of knowledge outside the main field of study.

SEC1016 Management of Crises X X X X

Semester 3

SEC1014 Business Continuity Management

X X X X X

PHI2002 Ethical Decision Making This course is a non-core course that contributes to a breadth of knowledge outside the main field of study.

SEC1003 Extraordinary Threats to Public Order

X X X X

X

SEC1008 Policy and Operational Procedures

X X X X X X

SEC1017 Threat and Risk Systems Management

X X X X X


39

Desig

n,

apply

and v

alid

ate

security

, em

erg

ency a

nd

busin

ess c

ontin

uity m

easure

s c

onfo

rmin

g t

o c

urr

ent in

dustr

y

pra

ctices.

Investig

ate

, docum

ent

and r

eport

security

rela

ted in

cid

ents

in

accord

ance w

ith a

ccepte

d in

vestigative p

ractices.

Com

ply

with e

sta

blis

hed n

atio

nal, p

rovin

cia

l and local la

ws,

legis

latio

n,

polic

ies,

and p

rofe

ssio

nal and e

thic

al sta

ndard

s

pert

ain

ing t

o p

ublic

safe

ty.

Analy

ze a

nd in

terp

ret security

-rela

ted c

ase s

cenario

s u

sin

g

quantita

tive a

nd q

ualit

ative r

esearc

h m

eth

ods.

Develo

p a

nd c

om

munic

ate

pla

ns a

nd r

ecom

mendatio

ns

that

inte

gra

te the r

esults o

f re

searc

h, assessm

ent

and

investig

atio

ns.

Adopt

and u

se in

form

atio

n t

echnolo

gie

s in a

ccord

ance w

ith

curr

ent

industr

y s

tandard

s.

Use s

trate

gic

le

aders

hip

and c

ritical th

inkin

g in p

rofe

ssio

nal

role

s a

nd in d

ecis

ion

-makin

g c

onte

xts.

Develo

p o

pera

tio

nal th

reat m

itig

ation s

trate

gie

s c

onsis

tent

with a

fact-

based a

ssessm

ent

of

geo

-polit

ical tr

ends.

Respond t

o e

me

rgin

g s

ituatio

ns u

sin

g the p

rin

cip

les o

f crisis

m

anagem

ent.

Develo

p p

ub

lic s

afe

ty s

trate

gie

s that synth

esiz

e c

urr

ent

schola

rly thin

kin

g a

nd e

me

rgin

g t

rends in

the fie

ld.

Lead p

ers

onnel and m

anage f

acili

tie

s w

hile

apply

ing

sta

ndard

busin

ess p

ractices.

Desig

n, im

ple

me

nt, m

anage a

nd e

valu

ate

security

aw

are

ness e

ducatio

n in

itia

tives.

Adapt to

changes in

em

plo

ym

ent

requirem

ents

thro

ugh t

he

develo

pm

ent, im

ple

menta

tio

n a

nd u

pdatin

g o

f pro

fessio

nal

and p

ers

onal develo

pm

ent pla

ns.

W

ork

with d

ivers

e s

takehold

ers

and p

opula

tio

ns.

Work

with o

ther

pro

fessio

nals

by a

pply

ing the p

rin

cip

les o

f

inte

r-pro

fessio

nal pra

ctice.

Researc

h a

nd a

naly

ze c

rim

inal behavio

ur

within

the b

roader

conte

xt of socia

l tr

ends in

today’s

socie

ty c

onsis

tent

with

curr

ent schola

rly thin

kin

g.


Semester 4

SEC1012 Awareness and Training X X X C X X X

WKT0002 Career Preparation in Public Safety

X X

SEC1004 Critical Infrastructure Protection

X X X X

ISS0001 Information Technology Security Concepts

X X X X X

X

SEC1005 Principles and Practice of Natural Hazard Mitigation

X X X

X

WKT0003 Co-op Work Term I

X C X

Semester 5

BUS0005 Facility Management X X X X X X X


40

Desig

n,

apply

and v

alid

ate

security

, em

erg

ency a

nd

busin

ess c

ontin

uity m

easure

s c

onfo

rmin

g t

o c

urr

ent in

dustr

y

pra

ctices.

Investig

ate

, docum

ent

and r

eport

security

rela

ted in

cid

ents

in

accord

ance w

ith a

ccepte

d in

vestigative p

ractices.

Com

ply

with e

sta

blis

hed n

atio

nal, p

rovin

cia

l and local la

ws,

legis

latio

n,

polic

ies,

and p

rofe

ssio

nal and e

thic

al sta

ndard

s

pert

ain

ing t

o p

ublic

safe

ty.

Analy

ze a

nd in

terp

ret security

-rela

ted c

ase s

cenario

s u

sin

g

quantita

tive a

nd q

ualit

ative r

esearc

h m

eth

ods.

Develo

p a

nd c

om

munic

ate

pla

ns a

nd r

ecom

mendatio

ns

that

inte

gra

te the r

esults o

f re

searc

h, assessm

ent

and

investig

atio

ns.

Adopt

and u

se in

form

atio

n t

echnolo

gie

s in a

ccord

ance w

ith

curr

ent

industr

y s

tandard

s.

Use s

trate

gic

le

aders

hip

and c

ritical th

inkin

g in p

rofe

ssio

nal

role

s a

nd in d

ecis

ion

-makin

g c

onte

xts.

Develo

p o

pera

tio

nal th

reat m

itig

ation s

trate

gie

s c

onsis

tent

with a

fact-

based a

ssessm

ent

of

geo

-polit

ical tr

ends.

Respond t

o e

me

rgin

g s

ituatio

ns u

sin

g the p

rin

cip

les o

f crisis

m

anagem

ent.

Develo

p p

ub

lic s

afe

ty s

trate

gie

s that synth

esiz

e c

urr

ent

schola

rly thin

kin

g a

nd e

me

rgin

g t

rends in

the fie

ld.

Lead p

ers

onnel and m

anage f

acili

tie

s w

hile

apply

ing

sta

ndard

busin

ess p

ractices.

Desig

n, im

ple

me

nt, m

anage a

nd e

valu

ate

security

aw

are

ness e

ducatio

n in

itia

tives.

Adapt to

changes in

em

plo

ym

ent

requirem

ents

thro

ugh t

he

develo

pm

ent, im

ple

menta

tio

n a

nd u

pdatin

g o

f pro

fessio

nal

and p

ers

onal develo

pm

ent pla

ns.

W

ork

with d

ivers

e s

takehold

ers

and p

opula

tio

ns.

Work

with o

ther

pro

fessio

nals

by a

pply

ing the p

rin

cip

les o

f

inte

r-pro

fessio

nal pra

ctice.

Researc

h a

nd a

naly

ze c

rim

inal behavio

ur

within

the b

roader

conte

xt of socia

l tr

ends in

today’s

socie

ty c

onsis

tent

with

curr

ent schola

rly thin

kin

g.


SEC1009 Incident Management Systems

X X X X X

ITS0001 Information Technology Systems

X X X

GIS0002 Introduction to Geographic Information Systems

X X X X

4000 Level Elective 1 Students choose a non-core course that contributes to a breadth of knowledge outside the main field of study.

Semester 6

GIS0003 Applied Geographic Information Systems

X X X X X X

SEC1007 Counter Economic Espionage

X C X X X X X

SEC1013 Emerging Issues in Emergency Management - Special Projects

X X X X X C

ISS0002 Information Technology Security Design

X X X X X X


41

Desig

n,

apply

and v

alid

ate

security

, em

erg

ency a

nd

busin

ess c

ontin

uity m

easure

s c

onfo

rmin

g t

o c

urr

ent in

dustr

y

pra

ctices.

Investig

ate

, docum

ent

and r

eport

security

rela

ted in

cid

ents

in

accord

ance w

ith a

ccepte

d in

vestigative p

ractices.

Com

ply

with e

sta

blis

hed n

atio

nal, p

rovin

cia

l and local la

ws,

legis

latio

n,

polic

ies,

and p

rofe

ssio

nal and e

thic

al sta

ndard

s

pert

ain

ing t

o p

ublic

safe

ty.

Analy

ze a

nd in

terp

ret security

-rela

ted c

ase s

cenario

s u

sin

g

quantita

tive a

nd q

ualit

ative r

esearc

h m

eth

ods.

Develo

p a

nd c

om

munic

ate

pla

ns a

nd r

ecom

mendatio

ns

that

inte

gra

te the r

esults o

f re

searc

h, assessm

ent

and

investig

atio

ns.

Adopt

and u

se in

form

atio

n t

echnolo

gie

s in a

ccord

ance w

ith

curr

ent

industr

y s

tandard

s.

Use s

trate

gic

le

aders

hip

and c

ritical th

inkin

g in p

rofe

ssio

nal

role

s a

nd in d

ecis

ion

-makin

g c

onte

xts.

Develo

p o

pera

tio

nal th

reat m

itig

ation s

trate

gie

s c

onsis

tent

with a

fact-

based a

ssessm

ent

of

geo

-polit

ical tr

ends.

Respond t

o e

me

rgin

g s

ituatio

ns u

sin

g the p

rin

cip

les o

f crisis

m

anagem

ent.

Develo

p p

ub

lic s

afe

ty s

trate

gie

s that synth

esiz

e c

urr

ent

schola

rly thin

kin

g a

nd e

me

rgin

g t

rends in

the fie

ld.

Lead p

ers

onnel and m

anage f

acili

tie

s w

hile

apply

ing

sta

ndard

busin

ess p

ractices.

Desig

n, im

ple

me

nt, m

anage a

nd e

valu

ate

security

aw

are

ness e

ducatio

n in

itia

tives.

Adapt to

changes in

em

plo

ym

ent

requirem

ents

thro

ugh t

he

develo

pm

ent, im

ple

menta

tio

n a

nd u

pdatin

g o

f pro

fessio

nal

and p

ers

onal develo

pm

ent pla

ns.

W

ork

with d

ivers

e s

takehold

ers

and p

opula

tio

ns.

Work

with o

ther

pro

fessio

nals

by a

pply

ing the p

rin

cip

les o

f

inte

r-pro

fessio

nal pra

ctice.

Researc

h a

nd a

naly

ze c

rim

inal behavio

ur

within

the b

roader

conte

xt of socia

l tr

ends in

today’s

socie

ty c

onsis

tent

with

curr

ent schola

rly thin

kin

g.




WKT0004 Co-op Work Term II X C XC C

Semester 7

SOC4001 Global Perspectives This course is a non-core course that contributes to a breadth of knowledge outside the main field of study.

SEC1018 Public Safety and Emergency Management Operations

X C X

C C

SEC1019 Security Systems Management and Planning

X X X

QUA2000 Statistics X X X X

MGT0094 Strategic Leadership and Decision-Making

X C

C

Semester 8


42

Desig

n,

apply

and v

alid

ate

security

, em

erg

ency a

nd

busin

ess c

ontin

uity m

easure

s c

onfo

rmin

g t

o c

urr

ent in

dustr

y

pra

ctices.

Investig

ate

, docum

ent

and r

eport

security

rela

ted in

cid

ents

in

accord

ance w

ith a

ccepte

d in

vestigative p

ractices.

Com

ply

with e

sta

blis

hed n

atio

nal, p

rovin

cia

l and local la

ws,

legis

latio

n,

polic

ies,

and p

rofe

ssio

nal and e

thic

al sta

ndard

s

pert

ain

ing t

o p

ublic

safe

ty.

Analy

ze a

nd in

terp

ret security

-rela

ted c

ase s

cenario

s u

sin

g

quantita

tive a

nd q

ualit

ative r

esearc

h m

eth

ods.

Develo

p a

nd c

om

munic

ate

pla

ns a

nd r

ecom

mendatio

ns

that

inte

gra

te the r

esults o

f re

searc

h, assessm

ent

and

investig

atio

ns.

Adopt

and u

se in

form

atio

n t

echnolo

gie

s in a

ccord

ance w

ith

curr

ent

industr

y s

tandard

s.

Use s

trate

gic

le

aders

hip

and c

ritical th

inkin

g in p

rofe

ssio

nal

role

s a

nd in d

ecis

ion

-makin

g c

onte

xts.

Develo

p o

pera

tio

nal th

reat m

itig

ation s

trate

gie

s c

onsis

tent

with a

fact-

based a

ssessm

ent

of

geo

-polit

ical tr

ends.

Respond t

o e

me

rgin

g s

ituatio

ns u

sin

g the p

rin

cip

les o

f crisis

m

anagem

ent.

Develo

p p

ub

lic s

afe

ty s

trate

gie

s that synth

esiz

e c

urr

ent

schola

rly thin

kin

g a

nd e

me

rgin

g t

rends in

the fie

ld.

Lead p

ers

onnel and m

anage f

acili

tie

s w

hile

apply

ing

sta

ndard

busin

ess p

ractices.

Desig

n, im

ple

me

nt, m

anage a

nd e

valu

ate

security

aw

are

ness e

ducatio

n in

itia

tives.

Adapt to

changes in

em

plo

ym

ent

requirem

ents

thro

ugh t

he

develo

pm

ent, im

ple

menta

tio

n a

nd u

pdatin

g o

f pro

fessio

nal

and p

ers

onal develo

pm

ent pla

ns.

W

ork

with d

ivers

e s

takehold

ers

and p

opula

tio

ns.

Work

with o

ther

pro

fessio

nals

by a

pply

ing the p

rin

cip

les o

f

inte

r-pro

fessio

nal pra

ctice.

Researc

h a

nd a

naly

ze c

rim

inal behavio

ur

within

the b

roader

conte

xt of socia

l tr

ends in

today’s

socie

ty c

onsis

tent

with

curr

ent schola

rly thin

kin

g.


QUA0001 Applied Research C C C X C C

SEC1021 Emergency Planning and Exercise Management

X C C X C C C

C C

SEC1022 Security Systems Management and Design

C C C C

C

SEC1020 Threat Risk Assessment Practicum

X C C C C C C C C C C

C C



43

Mapping of Non-Core Courses to Breadth Outcomes

Course Number

Course Title Th

e d

ev

elo

pm

en

t o

f c

riti

cal

thin

kin

g,

qu

an

tita

tiv

e

rea

so

nin

g, w

ritt

en

an

d o

ral

co

mm

un

icati

on

skills

;

Mo

re t

han

in

tro

du

cto

ry

kn

ow

led

ge i

n t

he h

um

an

itie

s,

scie

nc

es

, s

oc

ial

scie

nce

s,

glo

bal c

ult

ure

s a

nd

/or

ma

them

ati

cs;

Kn

ow

led

ge o

f s

oc

iety

an

d

cu

ltu

re,

an

d s

kills

rele

va

nt

to

civ

ic e

ng

ag

em

en

t; a

nd

Mo

re t

han

in

tro

du

cto

ry

kn

ow

led

ge o

f th

e d

isti

nc

tiv

e

ass

um

pti

on

s a

nd

mo

de

s o

f

an

aly

sis

of

a d

iscip

lin

e o

uts

ide

the c

ore

fie

ld(s

) o

f s

tud

y.

ENL1100 Communications and Academic Writing X

PHI1000 Logic and Critical Thinking X

PHI2002 Ethical Decision Making X X X

SOC4001 Global Perspectives X X X X

4000 Level Elective 1 X X X





44

Section 4.4: Course Descriptions This section provides a listing of the course descriptions for all courses that are a part of the proposed Bachelor of Public Safety program. These are the course descriptions that would appear in program-related documentation. For the presentation of these descriptions, the courses have been divided into:

Core courses

Non-core courses


45

Section 4.4.1: Course Descriptions for Core Courses

Year and Semester

Course Title Calendar Course Description Course Code

YEAR 1 Semester 1

Crime Prevention Security professionals must understand why and how crime is committed and also mitigated through crime prevention strategies used in the community, the workplace and the home. Students develop an understanding of crime and its prevention through Crime Prevention Environmental Design and personal safety surveys. Through crime analysis, students identify patterns and trends and develop crime prevention strategies and follow up investigations. Students apply these in the community through a detailed project and present the results and recommendations to the class and community partners.

SEC1010

YEAR 1 Semester 1


Security and emergency management areas within public safety must adhere to legal and legislative frameworks within Canada and internationally. These sectors are also guided by multiple and often concurrent policies issued by federal, provincial, municipal governments and where applicable, by international organizations. Students use research, case studies and class discussions to develop familiarity with relevant legislation and policies, preventative and reactive measures, the roles and legal powers of lead agencies in security and emergency management, such as the Canadian Security Intelligence Service, RCMP and the Canadian Forces.

SEC1023


46

Year and Semester


YEAR 1 Semester 1

Principles of Emergency Management

Emergency management principles are the framework that guides practitioners’ perspectives on the diverse elements of the field. Students learn the concepts of the Emergency Management Act and its constituent bodies of knowledge and apply the framework as they broaden their use of the discipline’s concepts, vocabulary, and underlying philosophies. Students explore the fundamental principles, components, players and issues related to the unique field of emergency management.. Students make linkages to other fields of practice by integrating a fundamental principle of emergency management – that it is a field of practice best sustained through multi-jurisdictional and multi-organizational collaboration.

SEC1001

YEAR 1 Semester 1

Principles of Public Safety Protection

Security professionals apply the principles of public safety protection in order to protect personnel, assets and information. Students develop an applied physical security approach to external and internal threats to both public and private sectors based on fundamental principles and concepts of protection. Students use case examples, research, and class discussions to study preventive and reactive measures in all sectors and for specific areas such as transportation and retail. Students examine and analyze key issues in executive protection, loss prevention and the role of security officers.

SEC1000


47

Year and Semester


YEAR 1 Semester 2

Introduction to Sociology

When working with individuals and groups it is important to understand both the background and influences present. Students develop a familiarity with sociological theories and methodological approaches used to study individual and group behaviours. Students also examine variables that include culture, social class, race, and gender and how these variables may impact work with diverse individuals and groups.

SOC2000

YEAR 1 Semester 2

Interpersonal Communication

Effectively communicating with others, both preofessionally and personnaly, is an art that requires conscious development. Students address the techniques related to interpersonal communication challenges in the diverse workplace. Focus is on communication barriers, verbal and non-verbal communication, listening, team work and relational dynamics. Through role-play, analysis, and case studies, students engage in simulated and authentic interpersonal communication situations. Prerequisite: ENL1100 Communications and Academic Writing

ENL2025

YEAR 1 Semester 2

Investigations and Interviewing Techniques

Communications and Academic WritingThe conduct of investigations and the interviewing of complainants, witnesses and subjects is a crucial role for security specialists. It is essential that investigations and interviews be carried out in a lawful, thorough and ethical manner. Background enquiries and resolution of doubt interviews are essential tools for the security professional. Students practice, interpret and evaluate various interviewing techniques in investigative case scenarios. Prerequisite: SEC1023 Legislative Applications and Policies in Security and Emergency Management

INV0001


48

Year and Semester


YEAR 1 Semester 2

Management of Crises Every crisis or disaster is unique but there are general principles that enable their management. Students explore the fundamental principles, issues, and strategies related to the management of crises. Students explore the unique nature of crises, and identify similarities and differences between crises and disasters, as well as the underlying nature of crisis-prone organizations and the strategies to help them become crisis-resilient. Students investigate the diverse strategies used by private and public-sector organizations to manage crisis, and explore related case studies to highlight international best practices of crisis management. Prerequisite: SEC1001 Principles of Emergency Management

SEC1016

YEAR 2 Semester 3

Business Continuity Management

The ability to resume operations following a disaster is absolutely essential for businesses, governments and communities. This requires comprehensive planning and communication with all stakeholders in order to develop Business Resumption Plans and Impact Analyses. Students identify potential disasters, recommend corrective action, plan, organize and implement contingency and recovery programs.

SEC1014

YEAR 2 Semester 3

Extraordinary Threats to Public Order

Democratic societies face extraordinary threats such as terrorism and violent extremism, information security and weapons of mass destruction. Students explore the nature of these threats and put into context counter measures and mitigation strategies. Students examine current and past examples of such extreme threats focusing on preventive and reactive responses. Students assess the reliability of future with respect to mitigation strategies.

SEC1003


49

Year and Semester


YEAR 2 Semester 3

Policy and Operational Procedures

Public Safety sectors are guided by multiple, and often concurrent, policies issued by national, provincial, municipal governments and where applicable by international organizations. Students analyze the federal government’s policies on security and emergency planning to focus on the importance of policy and subsequent procedures and the roles and legal powers of lead agencies, such as the Canadian Security Intelligence Service, the RCMP and the Canadian Forces. Students apply these policies and procedures in simulated scenarios.

SEC1008

YEAR 2 Semester 3

Threat and Risk Systems Management

The management of threats and risk assessment involves the identification, assessment and mitigation of threats from a systems perspective. Students assess man-made and natural hazards through analysis, design, development, operations and risk assessment methodologies. Through case studies, research and in class discussions, students develop systematic evaluations of component behaviour within the phases of the system life cycle in order to demonstrate an understanding of realized threats and their prevention. This course emphasizes the concept of systems in view of our increasingly inter-connected world.

SEC1017

YEAR 2 Semester 4

Awareness and Training

Awareness is a key pillar for effective public safety programs in the workplace and in society in general. Through projects with our public and private sector community partners, students esearch and apply marketing techniques, principles of adult learning and instructional techniques to develop public safety training programs.

SEC1012


50

Year and Semester


YEAR 2 Semester 4

Career Preparation in Public Safety

Using a guided workshop format, students review their experience and education to date and look ahead to the requirements for employment in public safety sectors. Students prepare professional job search documents and a formal or informal portfolio after completing a self-assessment of professional and personal strengths. Through discussions about workplace ethics and opportunities for membership in professional associations, students prepare for graduation and employment.

WKT0002

YEAR 2 Semester 4

Critical Infrastructure Protection

Critical infrastructure such as communications, energy and transportation is essential for the health, safety, security and economic well-being of Canadians and the effective functioning of government. Students study national policies and legal frameworks and the interconnectedness and interdependence of critical infrastructure within and outside Canada. Students analyze vulnerabilities, risk management approaches, prevention, protective security, emergency management and damage mitigation measures along with continuity of critical operations and resilience planning through case studies, class discussions and research. Prerequisite(s): SEC1000 Principles of Public Safety Protection; SEC1017 Threat and Risk Systems Management

SEC1004


51

Year and Semester


YEAR 2 Semester 4

Information Technology Security Concepts

Threats to Information Technology (IT) systems and networks are of great concern to governments, businesses and individuals. Each new electronic device brings weaknesses that may be exploited. Without effective counter measures and safeguards, the effects range from inconvenience to the crippling of a nation’s ability to function. Students explore common threats, vulnerabilities and asset sensitivities. Through the concepts of confidentiality, integrity and availability, students examine information collection, classification and issue management in relation to IT systems to develop a critical understanding of the security manager’s responsibilities and appropriate interaction with technical personnel and systems.

ISS0001

YEAR 2 Semester 4

Principles and Practice of Natural Hazard Mitigation

A key step to ensure public safety is first to understand the threat. By understanding the science behind natural hazards, which is part of the threat, decision makers and emergency planners can formulate more informed decisions. This knowledge also provides the foundation for the development of appropriate management/mitigation strategies. Students examine the mechanisms and the geographical scope of natural hazards including geological, hydrological, atmospheric, and biological natural agents. Students use case studies, discussions on monitoring, forecasting, and prediction of natural hazards to develop and support hazard mitigation strategies. Prerequisites: SEC1001 Principles of Emergency Management

SEC1005


52

Year and Semester


YEAR 2 Semester 4

Co-op Work Term I The first co-op placement provides students with experiential opportunities within the field. Students attain entry-level positions that involve a variety of activities allowing application of principles and concepts developed during their study thus far. Students returning from Co-op Work Term I bring additional practical considerations to subsequent study. Although centred with public and private institutions located in Eastern Ontario, co-op employment opportunities may be sought throughout Canada. Prerequisites: Satisfactory completion of all courses in semesters 1-4

WKT0003

YEAR 3 Semester 5

Facility Management Public safety professionals may manage the integration of fire protection, safety, maintenance, operations, business continuity management (BCM) and asset security within a facility. Through applied exercises, students demonstrate their understanding of the relationships within an organization and the need for a safe and cost effective environment for the occupants. Students explore components that contribute to safety within a facility: fire and security detection, access control systems, high-rise fire management, industrial fire management, HVAC systems and evacuation procedures. Students learn about WHMIS and life saving measures. Through scenarios and the writing of RFPs and SOPs, students simulate the process for the contracting, and management of security officers.

BUS0005


53

Year and Semester


YEAR 3 Semester 5

Incident Management Systems

A strong understanding of incident management systems enables effective collaboration among different stakeholders. Students explore the fundamental principles and systems required by and inherent to the management of a disaster scene or sites. Students review a number of existing incident management systems and identify their application under a variety of common circumstances. Students identify the strengths and principles of each system and match to key management and organizational-behaviour principles. Prerequisites: SEC1001 Principles of Emergency Management

SEC1009

YEAR 3 Semester 5

Information Technology Systems

A basic understanding of Information Technology (IT) systems and networks and how they function in the workplace is essential for the application of IT security and security systems. Students familiarize themselves with terminology and concepts related to computer networks, computer architecture including functional hardware and software components, LAN and Internet networking. Students design and build a basic network structure including, layered communications and IP addressing to industry standards, with emphasis on TCP/IP protocol suites and Ethernets.

ITS0001


54

Year and Semester


YEAR 3 Semester 5

Introduction to Geographic Information Systems

Aspects of Geographic Information Systems (GIS) are applied daily, using diverse tools - from smartphones to state-of-the-art technology - to help manage natural disasters. The application of GIS is quickly becoming a best practice in the study of objects that exist in space. GIS provides its users with the ability to visualize, organize, as well as, analyze their data to extract pertinent and valuable information. Students familiarize themselves with basic theoretical concepts and the hands-on application of GIS. Main themes explored are: cartographic preparation and presentation, key elements of geographic/spatial analysis, plus the querying and management of spatial data.

GIS0002

YEAR 3 Semester 6

Applied Geographic Information Systems

Advanced Geographic Information System (GIS) skills are essential for Public Safety management professionals. Students will explore the various aspects of advanced spatial analytical methods and tools that help address related practical issues. Through projects, students formulate interest-based spatial questions relating to public safety, and design an innovative approach to answer these questions. Prerequisite: GIS0002 Introduction to Geographic Information Systems

GIS0003


55

Year and Semester


YEAR 3 Semester 6

Counter Economic Espionage

Businesses and all levels of government in Canada are under increasing threat from economic espionage by foreign governments and business competitors who are often assisted by their national governments and agencies. Canada and Canadians are prime targets in light of our industrial strength, our close alliance with major allies, particularly the United States, and our numerous corporations that often have their headquarters in the United States or in other major economic world centres. Students examine espionage techniques, electronic counter measures and background inquiries conducted by national agencies and private investigative services. Through case studies and class discussion, students identify these threats and the role of the Canadian Security Intelligence Service and the RCMP in countering them. Prerequisite: SEC1003 Extraordinary Threats to Public Order

SEC1007

YEAR 3 Semester 6

Emerging Issues in Emergency Management-Special Projects

Emergencies, disasters, and crises are complex and multi-faceted events. To interpret these complex events, one must understand ‘risk’, the dynamic relationship between hazard and vulnerability. As patterns of risk change in time and space, new issues can emerge that need to be considered by decision makers. Students learn concepts of vulnerability addressing not only who is vulnerable, but also why they are vulnerable. Students design a project as well as apply and present their knowledge in both natural disasters and emergency management. Prerequisite: SEC1005 Principles and Practice of Natural Hazard Mitigation

SEC1013


56

Year and Semester


YEAR 3 Semester 6

Information Technology Security Design

Security policy, awareness and procedures are as essential for securing IT as security hardware and software. Students develop Threat Risk Assessments to determine the required level of system security. From these assessments, a recommendation is derived tor a security design for a targeted IT system using applied technical measures and management techniques. In a group format, students develop integrated security system requirements in an environment that replicates committees in the workplace. Prerequisite: ISS0001 Information Technology Security Concepts

ISS0002

YEAR 3 Semester 6

Co-op Work Term II Co-op provides an experiential opportunity which is directly related to the field of study. The second work term focuses on an expanded role with a higher level of responsibilities in the workplace. Students returning from co-op work term two contribute expanded knowledge and abilities to their program of study. Although centred with public and private institutions located in Eastern Ontario, co-op employment opportunities are sought throughout Canada and abroad. Prerequisite: WKT003 Co-op Work- Term I

WKT0004


57

Year and Semester


YEAR 4 Semester 7

Public Safety and Emergency Management Operations

An Operations Centre is where organizations, agencies and governments coordinate response and recovery actions in crisis situations. Operations Centres allow public safety and more specifically, emergency management professionals to coordinate information flow to make informed decisions in emergency response efforts. Students explore the fundamental principles, issues, primary locations, and strategies related to the management of a crisis event. These facets are explored as they relate to operations at a Command Post and the crisis scene, as well as at an Emergency Operation Centre (EOC) away from the scene. Prerequisites: SEC1009 Incident Management Systems

SEC1018

YEAR 4 Semester 7

Security Systems Management and Planning

The management and planning of security systems are essential elements of a community’s or organization’s risk mitigation strategy. Security systems are used to control and manage access, provide intrusion and video surveillance, and display security and life safety activities at guard stations and security operations centres. Students review organizations' risk mitigation strategies, architectural layouts, zoning plans and operational needs to develop technical and functional requirements and plans. Further, students evaluate the security of security system data transmission and storage. Students develop a cost-benefit analysis for implementation using estimating and budgeting tools. Prerequisites: SEC1004 Critical Infrastructure Protection; ISS0002 Information Technology Security Design

SEC1019


58

Year and Semester


YEAR 4 Semester 7

Statistics Students explore fundamental statistical concepts and use statistical software to summarize, analyze and present both descriptive and inferential statistics. Topics include central tendency, variation, probability, central limit theorem, sampling, estimation and hypothesis testing. These theoretical concepts are explained through practical examples from various sectors. Students develop the required background for further study related to research.

QUA2000

YEAR 4 Semester 7

Strategic Leadership and Decision-Making

In a highly complex security environment, it is imperative that public safety and emergency preparedness managers understand the dynamics of good decision-making. In an emergency situation, information is often proven wrong or is incomplete. Students analyze historical events to develop an understanding as to how states and organizations have responded to crisis situations and how leadership decisions affected outcomes. Students use a framework for leadership and decision-making in case scenarios to develop their understanding of leadership, styles of leadership in the public and private sectors, and techniques to promote effective decision-making.

MGT0094


59

Year and Semester


Year 4 Semester 8

Applied Research Public safety practitioners use applied research to extend knowledge and link theory to practice. Students study applied research as an inquiry involving the practical application of scientific methods to an issue that may involve quantitative, qualitative or mixed methods designs. Students synthesize existing knowledge and develop appropriate research approaches and tools to address a public safety or emergency management question. The intent of such research is to improve existing bodies of knowledge for practical application within the sector. Students produce research proposals, choose appropriate methodologies, conduct research and make recommendations using appropriate format and citation techniques. Prerequisite: QUA2000 Statistics

QUA0001

Year 4 Semester 8

Emergency Planning and Exercise Management

Exercises are planned to ensure effective response and management of emergencies and other crisis situations. These help response agencies ensure proper coordination, promote continuous learning and encourage them to modify or amend procedures. Agencies use table-top exercises to plan, to promote and coordinate response measures among first responders, and to hone the effective decision-making skills of managers. Students develop table-top exercise scenarios using current technologies and then manage, coordinate and evaluate a campus-wide exercise of a mock disaster using the Operations Centre and working with students from related programs. Prerequisite: SEC1018 Public Safety and Emergency Management Operations

SEC1021


60

Year and Semester


Year 4 Semester 8

Security Systems Management and Design

Security is an essential management function that takes into account the technical requirements, component plans, device schedules, technical specifications and system implementation statements of work that are implemented in the design of facility’s security systems. security system designs are based on a community's or organization’s requirements taking into account their goals, policies, cultures and management. Students study security system designs including access control, alarms, photo imaging and visitor management, voice intercom and integrated life safety systems. In teams, students develop detailed security system designs and solutions. Prerequisite(s): SEC1019 Security Systems Management and Planning

SEC1022

Year 4 Semester 8

Threat Risk Assessment Practicum

Threat Risk Assessments (TRA) identify the likelihood and impact of threats to personnel, assets and information in the workplace and community. TRAs list priorities for counter measures using cost benefit analyses. As members of teams, students conduct TRAs on facilities in the community consolidating previous learning. Students write a comprehensive report and present recommendations to the class and community partners. Prerequisite: SEC1017 Threat and Risk Systems Management

SEC1020


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Section 4.4.2: Course Descriptions for Non-Core Courses In the table below, the course descriptions for the non-core courses are presented by semester for each academic year. The descriptions for the elective options are presented in the following subsection.

Year and Semester

Course Title Calendar Course Description

YEAR 1 Semester 1

ENL1100- Communications and Academic Writing

Effective communication is an integral component of success in the workplace and in lifelong learning. Students review communication theory and its connection to expository writing. Frequent writing exercises encourage the development of content that is coherent, well organized and correct. Students consider and use strategies to generate ideas, to collect and organize information, to acknowledge sources, to identify and develop a thesis and to adapt format, style and tone for different purposes and audiences.

YEAR 1 Semester 2

PHI1000- Logic and Critical Thinking

Logic and critical thinking skills play an important role in both daily life and on-going academic studies. As foundational skills they support both the development and assessment of ideas, concepts and courses of action that are presented on a daily basis. Approaching the subject from both a theoretical and practical perspective, students hone their skills in analysis, argumentation, reasoning, and persuasion. A range of topics and philosophers provide material with which students can exercise and apply their critical thinking skills.

Year 2 Semester 3

PHI2002- Ethical Decision Making

To avoid potential prosecution, companies and their employees are well-advised to engage in ethical decision-making practices in all business situations. Students examine ethical concepts and principles, compare a variety of ethical decision-making models and utilize these principles and models to make ethically sound decisions in a variety of contexts. Students also design a code of ethics, practise making ethically- based decisions and develop the analytical skills required to recognize, evaluate and resolve ethical dilemmas in the workplace. Prerequisite: PHI1000 Logic and Critical Thinking


62

Year and Semester


YEAR 3 Semester 5

Elective 1 Students may choose from a variety of breadth courses. Courses from a range of disciplines are offered within the humanities, social sciences, sciences, global cultures and mathematics. Elective offerings vary from semester to semester.

YEAR 3 Semester 6

Elective 2

Students may choose from a variety of breadth courses. Courses from a range of disciplines are offered within the humanities, social sciences, sciences, global cultures and mathematics. Elective offerings vary from semester to semester.

YEAR 3 Semester 6


YEAR 4 Semester 7

SOC4001- Global Perspectives

Sociology, through its exploration of the organization of society and the connections between people and their surroundings, provides new ways of looking at the world. Using fundamental knowledge in the field of sociology, students analyze globalization and its impact on Canadian society. Students take opposing views to debate the opportunities and challenges that come with globalization. Prerequisite: SOC2000 Introduction to Sociology

YEAR 4 Semester 8



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Course Descriptions for Non-Core Elective Course


ENL4100 - Creative Writing Effectively communicating with others, both professionally and personally, is an art that requires conscious development. Students address the techniques related to interpersonal communication challenges in the diverse workplace. Focus is on communication barriers, verbal and non-verbal communication, listening, team-work and relational dynamics. Through role-play, analysis, and case studies, students engage in simulated and authentic interpersonal communication situations.

ENL4200 - New Worlds and Alternative Realities: Speculative Fiction

Speculative fiction gathers together all those works of fiction in which new worlds or alternative realities are envisioned. Within this category of prose, students have the opportunity to explore the various sub-genres that present readers with new ways of thinking about some of the issues that face society. Students also develop skills in critical analysis using a variety of approaches and methodologies from literary studies.

PHI4000 - Philosophy and Popular Culture

Many facets of today's popular culture engage, directly or indirectly, with the concerns of a variety of philosophical traditions. Drawing on a number of examples, students explore both the way popular culture permeates and spreads through society and the way it interprets and presents philosophical questions. Students develop skills and techniques for assessing the soundness and validity of thought experiments.

PHI4000 - Survival in the Information Age: Risk and the Media

On an almost daily basis, the media, through its various outlets—television, radio, web sites, RSS, and podcasts—reports on issues that address our well-being. Through discussions, readings, and assignments, students enhance their ability to interpret and question information presented by the media by better understanding the inherent risks. Issues like alternative medicine (i.e. vaccinations) and socio-legal issues (i.e. bullying, hacking, surveillance, privacy) provide grounds for students to use principles from the social science as a means to think critically about real and perceived risks in daily life.

ENL4016 - World Literature Exposure to broad sources of literature promotes an open-minded perspective on today’s global society. Students explore the key texts from 20th and 21st century world literature. Students explore themes, styles and writers from a variety of cultures. Critical analysis of texts supports the development of arguments related to the assigned readings.


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PHY4000 - Black Holes, Big Bangs and the Cosmos

The dynamic and exciting field of Cosmology outlines our current understanding of the Universe from its start, at the so called Big Bang, through the ensuing 13 plus billion years to the present and beyond. Students learn how to discuss our present understanding of the three phases of the Universe as well as its five part make up, with matter making up only 4% of the whole. Other topics include: the formation of planets and stars, how stars evolve and die, Black holes, the structure of our Milky Way galaxy, the population of galaxies throughout the observable Universe, the Cosmic Microwave background (CMB) and Dark Matter and Energy which make up the remaining 96% of the Universe. The structure of our Universe, concepts of its evolution including the Quantum Field and Inflation and how it may end. Students learn about the key scientists, measurements (with instruments such as the Large Hadron Collider) and related theories that have helped us achieve our current state of knowledge. Students explain our knowledge of the various phases of evolution of the Cosmos and also the latest theories and experiments that are trying to address our uncertainties. Throughout the course, students evaluate and debate many of today’s ideas and concepts revolving around cosmology.

POL4000 - Political Economy Political economy is the study of the interrelationship between economies and political processes and institutions in society. All economies require state political power to set rules, enforce economic order, and to correct for market failures that would otherwise undermine the social fabric. Similarly, state power and government policies are shaped in large measure by economic capacities, including being constrained by the need to tend to the economic wellbeing of citizens. Students debate prominent ideas in political economy schools and practice the application of political economic analysis to high-profile current events in Canada and abroad.

N.B. The elective options will increase with the addition of new degrees. Therefore, it is anticipated that by the time the Bachelor of Public Safety would launch, more breadth elective options would be available to students. Course outlines for two new proposed non-core elective courses are included in Section 4.7.2, as the other non-core courses have received consent in previous degree applications. The two new courses are PHY4000 – Black Holes, Big Bangs and the Cosmos and POL4000 – Political Economy.


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Section 4.5: Course Schedules

Section 4.5.1: Course Schedule 1

** Excluded for web version – confidential/proprietary material


66

Section 4.5.2: Course Schedule 2

Year and Semester

Course Title

Total Core Course Semester Hours

Total Non-Core Course Semester Hours

Course Prerequisites and Co-requisites

Highest Qualification Earned and Discipline of Study

YEAR 1 Semester 1


45

PhD (English)

SEC1010-Crime Prevention

45

PhD (Criminology) LLM (Master of Laws), MBA (Organisational Development and Leadership)

SEC1023-Legislative Applications and Policies in Security and Emergency Management

45

LLM (Master of Laws), MBA (Organisational Development and Leadership) MA (Cultural Anthropology)


45

PhD (Education Administration) PhD (Geography – Applied Geomatics/Seismic Risk) MSc (Emergency Management)

SEC1000-Principles of Public Safety Protection

45


YEAR 1 Semester 2

SOC2000-Introduction to Sociology 60

PhD (Applied Social Psychology-Industrial/Organizational Behaviour)

ENL2025-Interpersonal Communication

45


MA (Language and Professional Writing) MA (Psychology)


67

Year and Semester

Course Title





INV0001-Investigations and Interviewing Techniques 45

SEC1023-Legislative Applications and Policies in Security and Emergency Management


PHI1000-Logic and Critical Thinking

60 PhD (Philosophy)

SEC1016-Management of Crises

45



YEAR 2 Semester 3

SEC1014-Business Continuity Management

45

PhD (Education-Measurement and Evaluation) MSc (Emergency Management)

PHI2002-Ethical Decision Making

45 PHI1000-Logic and Critical Thinking

MBA


45

PhD (International Affairs and Public Policy) MA (Cultural Anthropology)

SEC1008-Policy and Operational Procedures

45

PhD (Education - Measurement and Evaluation) MMSc LLM (Master of Laws), MBA (Organisational Development and Leadership)

SEC1017-Threat and Risk Systems Management 45

PhD (International Affairs and Public Policy) MSc (System Engineering/Hazard and Mitigation Analysis) MMSc

SEC1012-Awareness and Training 45

PhD (Education-Measurement and Evaluation) PhD (Education Administration)


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Year and Semester

Course Title





YEAR 2 Semester 4

WKT0002-Career Preparation in Public Safety

30

MMSc LLM (Master of Laws), MBA (Organisational Development and Leadership)

SEC1004-Critical Infrastructure Protection 45

SEC1000-Principles of Public Safety Protection; SEC1017-Threat and Risk Systems Management

MA (Cultural Anthropology) LLM (Master of Laws), MBA (Organisational Development and Leadership)


45

Not applicable PhD (Computer Science)


45



YEAR 3 Semester 5

BUS0005-Facility Management 45

MMSc MSc (System Engineering/Hazard and Mitigation Analysis)


45



ITS0001-Information Technology Systems

45 PhD (Computer Science)


45

PhD (Education Administration) PhD (Geography – Applied Geomatics/Seismic Risk)

Elective 1 45 Masters minimum, PhD preferred


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Year and Semester

Course Title





YEAR 3 Semester 6

GIS0003-Applied Geographic Information Systems

45


PhD (Education Administration) PhD (Geography – Applied Geomatics/Seismic Risk)

SEC1007-Counter Economic Espionage

45


PhD (International Affairs and Public Policy) MA (Cultural Anthropology) LLM (Master of Laws), MBA (Organisational Development and Leadership)

SEC1030-Emerging Issues in Emergency Management – Special Projects

45



ISS0002-Information Technology Security Design

45


PhD (Computer Science)



YEAR 4 Semester 7

SOC4001-Global Perspectives 45

SOC2000-Introduction to Sociology

Sociology related, Masters minimum, PhD preferred


45



SEC1019-Security Systems Management and Planning 45

SEC1004-Critical Infrastructure Protection; ISS0002-Information Technology Security Design

PhD (Computer Science) MMSc


70

Year and Semester

Course Title





QUA2000-Statistics 45 PhD (Mathematics)

MGT0094-Strategic Leadership and Decision-Making

45

PhD (International Affairs and Public Policy) MMSc LLM (Master of Laws), MBA (Organisational Development and Leadership)

YEAR 4 Semester 8

QUA0001-Applied Research

45 QUA2000-Statistics

PhD (Education-Measurement and Evaluation)

SEC1021-Emergency Planning and Exercise Management 45



SEC1022-Security Systems Management and Design

45

SEC1019-Security Systems Management and Planning

PhD (Computer Science) MMSc

SEC1020-Threat Risk Assessment Practicum

45

SEC1017-Threat and Risk Systems Management



1485 375 Total Program Hours: 1860


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Section 4.6: Work Experience This section provides details of the work experience requirements for the proposed Bachelor of Public Safety program. In addition to the explanation of the integration of the work experiences within the program content, information is included regarding the types of placements, the support for finding placements, and placement outcomes.

Integration of Work Experiences

The proposed Bachelor of Public Safety program includes two (2) mandatory co-op work terms that must be completed successfully to qualify for graduation. Both work terms are scheduled for the summer semester (May – August) when potential employer/supervisors are likely to be able to provide quality work experiences. These work terms will be fourteen (14) weeks in length. The first co-op work term is after completion of the second year of study. It is expected that after four (4) semesters of study, students will have the foundational knowledge to make a reasonable contribution in the workplace, with supervision. The second co-op work term is after completion of the third year of study. Building on the first work term experience, and adding another two (2) semesters of more advanced studies, students will be able to function with a greater sense of autonomy and demonstrate a greater level of contribution than in the first co-op work term. The placement of the co-op work terms is part of a deliberate strategy to use the practical work experience as an educational tool in subsequent courses. As a result, it is believed that both third-year and fourth-year learning will be augmented based on participation in real-world projects and activities. Furthermore, ideas for the fourth-year capstone projects may be derived from these co-op experiences.

Types of Work-integrated Learning Experiences

The diversity and quantity of organizations involved in public safety activities that draw upon the knowledge contained within the discipline of this proposed degree provides for a wide array of placement opportunities. With the proposed program located in Ottawa, there is the potential for placements with both the public sector and the private sector. There is also the potential for placements involving research and development, although the greater share of the placements will be related to operational duties. During their placements, students are likely to be members of project teams engaged in either specialized tasks or focused on the general review, analysis and completion of one or more phases of a threat risk assessment or development of business continuity plans or emergency management response plans. Although they are unlikely to have a specific job title, students will be engaged in consulting activities, analytical work, technical assessments, modeling and simulation exercises, as well as a variety of meetings related to design review, project management, and other emerging issues. Support for co-op placements from local employers is high, with a variety of organizations already pledging a willingness to offer co-op placements to students enrolled in the proposed Bachelor of


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Public Safety program. Ottawa’s federal security community “will continue to be an advocate of student placements and co-op experience”.2 There are roughly 125 departments that house a security branch. (See letters of support in Section 7: Credential Recognition). These organizations include:

Canadian Security Association (CANASA)

Dalian Enterprises Inc.

Women’s Initiatives for Safer Environments (WISE)

Future Security Controls (FSC) Inc.

Commissionaires Ottawa

Health Canada

Department of Justice Canada When the first year of the program delivery begins, the academic department, in collaboration with the Cooperative Education Department, will use established procedures and practices to connect with employers and encourage them to provide placements and to explore the benefits provided through a work term. In order to ensure rich and meaningful work experiences for students, this will be an on-going initiative.

Support for Work-integrated Learning Experiences

Co-op work experiences are supported by Algonquin's Cooperative Education Department (see Section 6.3 Support Services). In more specific terms, staff from the Co-op Department facilitates the relationship between the employer/supervisor and the student, while ensuring that the College meets its responsibilities for the quality of the work experience. The Co-op Department works collaboratively with faculty members from the academic department to ensure the placements are appropriate. The Co-op Department leverages the connections of faculty members with the industry/community. These connections are a key aspect of how faculty members maintain their currency as part of their ongoing professional development. Examples of activities that facilitate community relationships include being active on the program advisory committee, being active in local professional societies, attending and participating in industry conferences, participating in applied research, and organizing plant tours and guest speakers. In addition to the Co-op Preparation online module offered prior to the start of the first co-op work term, students receive support and guidance from staff in the Co-op Department throughout the application process, including the submission of resumes, and the scheduling of interviews. While students are on placement, there is further support from the Co-op Department through the monitoring of the work experience. In collaboration with faculty from the academic program, site visits to the placement are organized. Finally, staff in the Co-op Department mediate and guide the resolution of any issues that may arise during the work term. Algonquin’s Cooperative Education Department details its services on the website: http://www.algonquincollege.com/coop/

2 Government of Canada Privy Council Office; Letter of Support; Jean-Phillipe Caron, executive Director Security

Operations/Departmental Security Officer

http://www.algonquincollege.com/coop/


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Outcomes for Co-op Work Terms

The outcomes for the work term are presented in the table which follows.

Work Term Co-op Work Term I Co-op Work Term II

Hours 420 420

Course Description

The first co-op placement provides students with experiential opportunities within the field. Students attain entry-level positions that involve a variety of activities allowing application of principles and concepts developed during previous study. Students returning from Co-op Work Term I bring additional practical considerations to subsequent study. Although centered with public and private institutions located in Eastern Ontario, co-op employment opportunities may be sought throughout Canada.

Co-op provides an experiential opportunity which is directly related to the field of study. The second work term centers on an expanded role with a higher level of responsibilities in the workplace. Students returning from Co-op Work Term II contribute expanded knowledge and abilities to their program of study. Although centred with public and private institutions located in Eastern Ontario, co-op employment opportunities are sought throughout Canada and abroad.

Course Outcomes

Upon successful completion students will have demonstrated an ability to:

Conduct oneself in a professional manner through appropriate employment behaviour.

Contribute to the practical application of public safety and emergency management concepts in a workplace environment.

Perform assigned duties in a professional fashion.

Obtain feedback on workplace performance.

Compile a comprehensive report on placement activities.

Upon successful completion students will have demonstrated an ability to:

Propose solutions for issues that emerge during a project.

Adopt proactive strategies for ensuring workplace performance meets expectations.

Manage assigned resources and responsibilities professionally.

Document placement activities using standard industry tools and approaches.

Catalogue contributions made to projects during placement.


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Following established practices and procedures for cooperative education at Algonquin, evaluation of student performance during the placement will be based on input from the employer/supervisor and on work completed by the student. The employer/supervisor will complete both a Midterm Progress Report and a Final Employer Evaluation. On both of these documents, students need to meet or exceed established criteria for the placement. In addition, students will write a Final Work Term Report that will be submitted to the academic department for grading by a faculty member. As part of this report, students need to connect their work experience with the learning outcomes that were established for the work term. Once again, students need to meet or exceed established criteria for the report.

The Cooperative Education Department facilitates the co-op process including the development of job opportunities and the preparation of students for the work force. The department acts as a liaison between the student, the employer and the academic department and collects the relevant academic assignments. A website facilitates access to student and employer related web-based forms http://www.algonquincollege.com/coop/.

Student Learning Plan Form – Co-op Term

(Blackboard™ based form completed by students during the first few weeks of co-op placement)

-------------------------------------------------------------------------------------------------------- The Learning Plan is designed to help you and your manager/supervisor think about what you will be doing during your work placement. It should be completed in conjunction with your direct supervisor/manager. It is a chance to verbalize which skills you want to enhance or improve and to have deliverables and specific goals identified by your employer. When you complete your final work term report, review the Learning Plan and submit it again with the Met or not met section completed. Please select not met for your first report. Student Name: Student Email: Job Title: Work Term: Program: Name of Organization: Supervisor Name/Tel:

During the course of the work term the student will develop and/or enhance the following employability skills: 1. Communication, thinking and learning For example: improve public speaking skills by delivering verbal reports/presentations at team meeting

Not met Met Exceeded

2. Objectives and Goals: For example: develop abilities to set goals and priorities


3. Teamwork: For example: develop the ability to co-operate with others to achieve established goals and objectives


Insert specifics here





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4. Technical Skills: For example: develop expertise with company specific software


5. Working Habits: For example: time management, organizational skills, punctuality





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The following is the web-based Employer Evaluation available from the website that the co-op employer completes and submits for the Cooperative Education Department’s review.

Employer Evaluation – Co-op Term

Student Name: Program of Study: Job Title: Name of Employer/Supervisor: Company Name: Each area below is assessed as: Outstanding Very Good Good Average Needs Improvement

OVERALL PERFORMANCE What are some of the student’s strengths? What areas of work does the student need to improve? What recommendations do you have to better prepare this student for the career

he/she has chosen? Has this report been discussed with the student? Yes / No

Date: ____________________ Final Report approval by employer

I, the employer, confirm that I have read and approved the work term report for the Co-op student. Yes / No

ATTITUDES TOWARD WORK Uses time effectively and looks for work to do Dresses appropriately for job setting Exhibits knowledge of company/department Demonstrates continual improvement in completing work

RELATIONS WITH OTHERS Cooperates with supervisors; is respectful Works well with others and within a team Accepts suggestions from others well; is courteous and helpful with

public/customers Overall communication skills

DEPENDABILITY Is on time to work; remains until required hours are completed Alerts supervisor if absent or late for work Plans ahead to rearrange work schedule

JOB LEARNING/SKILL IMPROVEMENT

Shows continual improvement and speed in completing work Can work independently Exhibits adequate knowledge learned in classroom. Learns with ease;

understands work/ responsibilities

QUALITY OF WORK

Uses care with equipment and materials Performs quality work Able to follow and understand directions Performs well under pressure Can adapt to working conditions; is flexible


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Conclusion

In keeping with the Board's standards and benchmarks for program content, the proposed Bachelor of Public Safety program includes two (2) co-op work terms that are scheduled in blocks of fourteen (14) weeks. The first work term is in the summer semester (May – August) between the second and third year of study, and the second work term is one year later, in the summer semester between the third and fourth year of study. As indicated above, these work experiences

are appropriate to the program;

have articulated learning outcomes; and

identify an appropriate method for both instructor and employer/supervisor assessment leading to the assignment of a grade.

Students in the proposed Bachelor of Public Safety, as well as employers in the industry, will benefit from Algonquin's established reputation for experiential learning as exemplified through cooperative education. Moreover, on-going collaboration between the academic department and Algonquin's Cooperative Education Department will ensure that there are rich and meaningful work experiences that contribute to both the breadth and depth of the knowledge and skills developed by the students.


78

Section 4.7: Course Outlines Non-core course outlines have previously been provided to PEQAB and remain current. Two additional non-core courses are proposed as part of this degree application and their course outlines can be found in Section 4.7.2. They are both being proposed as elective course options and meet the criteria and guiding principles for Algonquin College’s Breadth Framework.


79

Section 4.7.1: Core Courses



80

Section 4.7.2: New Non-Core Courses



81

Section 4.8: Bridging Course Descriptions

Based on the Gap Analysis conducted (Section 4.10) for the proposed degree completion arrangements, applicants with an Ontario College Diploma in Police Foundations enter into Semester 3 of the program and are also required to take one course from Year 1, Legislative Applications and Policies in Security and Emergency Management. The structure of the program allows for the integration of the course that addresses the gap within the semester that students enter the program. As a result, the period of study for completion of the degree is not prolonged. For the applicants with an Ontario College Diploma in Corporate Security and Risk Management, these students will enter Semester 4. They are required to complete two of five courses in Semester 4, Principles and Practice of Natural Hazard Mitigation and Critical Infrastructure Protection, with the addition of one course from Semester 2, Introduction to Sociology.

Police Foundations Bridging Courses



Security and emergency management areas within public safety must adhere to legal and legislative frameworks within Canada and internationally. These sectors are also guided by multiple and often concurrent policies issued by federal, provincial, municipal governments and where applicable, by international organizations. Students use research, case studies and class discussions to develop familiarity with relevant legislation and policies, preventative and reactive measures, the roles and legal powers of lead agencies in security and emergency management, such as the Canadian Security Intelligence Service, RCMP and the Canadian Forces.

SEC1023


82

Corporate Security and Risk Management Bridging Courses


Principles and Practice of Natural Hazard Mitigation

A key step to ensure public safety is first to understand the threat. By understanding the science behind natural hazards, which is part of the threat, decision makers and emergency planners can formulate more informed decisions. This knowledge also provides the foundation for the development of appropriate management/mitigation strategies. Students examine the mechanisms and the geographical scope of natural hazards including geological, hydrological, atmospheric, and biological natural agents. Students use case studies, discussions on monitoring, forecasting, and prediction of natural hazards to develop and support hazard mitigation strategies.

SEC1005

Critical Infrastructure Protection

Critical infrastructure such as communications, energy and transportation is essential for the health, safety, security and economic well-being of Canadians and the effective functioning of government. Students study national policies and legal frameworks and the interconnectedness and interdependence of critical infrastructure within and outside Canada. Students analyze vulnerabilities, risk management approaches, prevention, protective security, emergency management and damage mitigation measures along with continuity of critical operations and resilience planning through case studies, class discussions and research.

SEC1004

Introduction To Sociology When working with individuals and groups it is important to understand both the background and influences present. Students develop a familiarity with sociological theories and methodological approaches used to study individual and group behaviours. Students also examine variables that include culture, social class, race, and gender and how these variables may impact work with diverse individuals and groups.

SOC2000


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Section 4.9: Bridging Course Outlines


The proposed degree completion arrangements outlined in the Gap Analysis (Section 4.10) includes the following course, Legislative Applications and Policies in Security and Emergency Management as a means of addressing a gap in the knowledge and skills of students who have completed an Ontario College Diploma in Police Foundations or in Corporate Security and Risk Management. For those students with a Corporate Security and Risk Management diploma, the additional bridging courses, Principles and Practice of Natural Hazard Mitigation, Critical Infrastructure Protection, and Introduction to Sociology will address the remaining gaps in the required knowledge and skills.


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Section 4.10: Gap Analysis As outlined in the Advanced Standing Policies and Requirements (See Section 3.4: Advanced Standing Policies and Requirements, two (2) degree completion arrangements have been prepared for the proposed Bachelor of Public Safety. The gap analysis for each degree completion arrangement is presented in the following pages.

Police Foundations Ontario College Diploma Program

The outcomes of prior study for this program are drawn from the Ministry of Training, Colleges and Universities published program standards that "outline the essential skills and knowledge that a student must acquire and be able to reliably demonstrate in order to graduate from the program." 3 Students graduating with a Police Foundations Ontario College Diploma will have acquired knowledge and skills in the areas identified in the following chart. Students graduating with an Ontario College Diploma in Police Foundations will have acquired knowledge and skills in the area of policing, sociological concepts, related skills sets pertaining to interviewing and investigations. This body of knowledge, though related on the basis of some of the fundamental principles in the discipline does require a bridging course. As a result, appropriate steps have been taken in the development of the degree completion arrangement. The degree completion arrangements for graduates of Police Foundations require these students to complete a bridging course (Legislative Applications and Policies in Security and Emergency Management or an acceptable alternative) prior to entry into Year 2, Semester 3 (See Section 4.9: Bridging Course Outlines), and to complete the final three years of degree level study successfully. In so doing, this will ensure that students achieve and demonstrate the depth of degree level learning and acquire the additional knowledge and skills within the discipline of Public Safety. For this degree completion arrangement, the necessary academic rigor is in place to ensure that the degree level standard and the degree program outcomes are met.

3 Ontario Ministry of Training, Colleges and Universities, "What Does a Program Standard Contain?," [ONLINE] (22 February 2006)

Available: http://www.tcu.gov.on.ca/eng/general/college/progstan/contain.html


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Degree completion arrangements for graduates of: Police Foundations Diploma Program Outcomes of Prior Study

Degree Program outcomes

Gap in knowledge and skills Remediation of Gap

1. Complete all tasks in compliance with pertinent legislation, as well as policing standards, regulations and guidelines


Police Foundations does not address: 1. General emergency

management knowledge

2. Critical Infrastructure Protection (CIP)

3. Espionage 4. Policy on Government

Security (PGS) 5. Information Technology

Systems

Successful completion of SEC1023 - Legislative Applications and Policies in Security and Emergency Management (1) Successful completion of the final three years of study including SEC1004 – Critical Infrastructure Protection (4) ITS0001 - Information Technology systems (5) SEC1009 - Incident Management Systems (5) SEC1007 - Counter Economic Espionage (6)

2. Analyze all relevant information and make effective and legally defensible decisions in accordance with ethical and professional standards

3. Comply with established national, provincial and local laws, legislation, policies, and professional and ethical standards pertaining to public safety

5. Develop and communicate plans and recommendations that integrate the results of research, assessment and investigations

Police Foundations does not address: 1. Security awareness and

training 2. Emergency

management principles 3. Business continuity 4. Facilities management 5. Threat risk management

assessment principles 6. Applied research

Successful completion of the final three years of study including SEC1014 - Business Continuity Management (3) SEC1017 - Threat Risk Systems Management (3) SEC1012 - Awareness and Training (4) SEC1013 - Emerging Issues in Emergency Management - Special Projects (6) BUS0005 - Facilities Management (5) SEC1020 - Threat Risk Assessment Practicum (8) QUA0001 - Applied Research (8)


86

Outcomes of Prior Study



3. Be accountable for one’s actions when carrying out all tasks.

13. Adapt to changes in employment requirements through the development, implementation and updating of professional and personal development plans

Police Foundations does not address: 1. Awareness and Training 2. Co-op

Successful completion of the final three years of study including SEC1002 - Awareness and Training (4) WKT0003 - Coop I (4-5)

4. Develop and implement ongoing effective strategies for personal and professional development.


Police Foundations does not address: 1. Extraordinary Threats to

Public Order 2. Critical Infrastructure

Protection 3. Incident Management

Systems 4. Awareness and Training 5. Emergency

Management Principles 6. Co-op 7. Management 8. Geographic Information

Systems 9. Information Technology

Systems 10. Facilities Management 11. Threat Risk

Management 12. Global Perspectives Applied Research

Successful completion of the final three years of study including SEC1003 - Extraordinary Threats to Public Order (3) SEC1017 - Threat Risk Management (3) SEC1012 - Awareness and Training (4) SEC1004 - Critical Infrastructure Protection (4) SEC1009 - Incident Management Systems (5) Coop (4 - 5) GIS0002 - Geographic Information Systems (5) ISS0001 – Information Technology Security Concepts (4) BUS0005 – Facilities Management (5) SOC4001 - Global Perspectives (7) QUA0001 - Applied Research (8)

13. Adapt to changes in employment requirements through the development, implementation and updating of professional and personal development plans

5. Ensure the respect of human rights and freedoms in all interactions.

2. Investigate, document and report security related incidents in

Police Foundations does not address: 1. Policy on Government

Security (PGS)

SEC1023 - Legislative Applications and Policies in Security and Emergency


87




accordance with accepted investigative practices.

2. Advanced Crime Prevention (CP) knowledge through environmental design

3. Espionage

Management (1) Successful completion of the final three years of study including SEC1008 Policy and Operational Procedures (3) SEC1007 Counter Economic Espionage (6)

14. Work with diverse stakeholders and populations

Police Foundations does not address: 1. Awareness and Training 2. Information Technology

Security 3. Facility Management 4. Public Safety and

Emergency Management Operations

5. Strategic Leadership and Decision Making

6. Threat Risk Assessment 7. Emergency Planning

and Exercise Management

Successful completion of the final three years of study including SEC1012 – Awareness and Training (4) ISS0001 – Information Technology Security Concepts (4) BUS0005 - Facility Management (6) WKT0004 - Co-op II (5-6) SEC1018 - Public Safety and Emergency Management Operations (7) MGT0094 - Strategic Leadership and Decision Making (7) SEC1020 - Threat Risk Assessment Practicum (8) SEC1021 - Emergency Planning and Exercise Management (8)

6. Work co-operatively in multidisciplinary teams to achieve mutual goals.






Successful completion of the final three years of study including SEC1014 – Business Continuity Management (3) SEC1017 –Threat Risk Systems Management (3) SEC1012 - Awareness and Training (4) SEC1013 - Emerging Issues in Emergency Management –


88




Special Projects (6) BUS0005 - Facilities Management (5) SEC1020 - Threat Risk Assessment Practicum (8) QUA0001 - Applied Research (8)

6. Adopt and use information technologies in accordance with current industry standards.







Successful completion of the final three years of study including SEC1012 - Awareness and Training (4) ISS0001 - Information Technology Security Concepts (4) BUS0005 – Facility Management (5) WKT0004 - Co-op II (5-6) SEC1018 - Public Safety and Emergency Management Operations (7) MGT0094 - Strategic Leadership and Decision Making (7) SEC1020 - Threat Risk Assessment Practicum (8) SEC1021 - Emergency Planning and Exercise Management (8)


Police Foundations does not address: 1. Hazard Mitigation 2. Awareness and Training 3. Coop 4. Public Safety and


5. Emergency Planning and Exercise Management

6. Security Systems Management and Design

Successful completion of the final three years of study including SEC1005 – Principles and Practice of Natural Hazard Mitigation (4) SEC1012 – Awareness and Training (4) WKT0003 – Co-op I (4-5) WKT0004 - Co-op II (6-7) SEC1018- Public


89




Safety and Emergency Management Operations (7) SEC1021 - Emergency Planning and Exercise Management (8) SEC1022 - Security Systems Management and Design (8)

7. Collaborate in the development and implementation of community policing strategies






Successful completion of the final three years of study including SEC1014 - Business Continuity Management (3) SEC1017 - Threat Risk Systems Management (3) SEC1012 - Awareness and Training (4) BUS0005 - Facilities Management (5) SEC1013 - Emerging Issues in Emergency Management - Special Projects (6) SEC1020 - Threat Risk Assessment Practicum (8) QUA0001 - Applied Research (8)








Successful completion of the final three years of study including SEC1012-Awareness and Training (4) ISS0001-Information Technology Security Concepts (4) BUS0005-Facility Management (5) WKT0004-Co-op II (5 – 6) SEC1018-Public Safety and Emergency Management Operations (7) MGT0094-Strategic Leadership and


90




Decision Making (7) SEC1020-Threat Risk Assessment Practicum (8) SEC1021-Emergency Planning and Exercise Management (8)


Police Foundations does not address: 1. Hazard Mitigation 2. Awareness and Training 3. Coop 4. Public Safety and



6. Security Systems Management and Design

Successful completion of the final three years of study including SEC1005-Principles and Practice of Natural Hazard Mitigation (4) SEC1012-Awareness and Training (4) WKT0003-Co-op I (4- 5) WKT0004-Co-op II (6- 7) SEC1018-Public Safety and Emergency Management Operations (7) SEC1021-Emergency Planning and Exercise Management (8) SEC1022-Security Systems Management and Design (8)



Public Order 2. Espionage 3. Applied Research 4. Threat Risk

Management

Successful completion of the final three years of study including EC1003 - Extraordinary Threats to Public Order (3) SEC1017 - Threat and Risk Management (3) SEC1007 Counter Economic Espionage (6) QUA0001 - Applied Research (8)

8. Monitor, evaluate and document behaviours, situations and events accurately and discreetly in compliance with legal, professional, ethical and organizational



Security (PGS) 2. Espionage

SEC1023 -Legislative Applications and Policies in Security and Emergency Management (1) Successful completion of the final three years of study including


91




requirements.

SEC1008 Policy and Operational Procedures (3) SEC1007 Counter Economic Espionage (6)




management principles 3. Principles of enterprise

risk management 4. Business continuity 5. Facilities management 6. Threat risk management


Successful completion of the final three years of study including SEC1014 – Business Continuity Management (3) SEC1017 –Threat Risk Systems Management (3) SEC1012 --Awareness and Training (4) BUS0005 --Facilities Management (5) SEC1013 --Emerging Issues in Emergency Management – Special Projects (6) SEC1020 –Threat Risk Assessment Practicum (8) QUA0001 --Applied Research (8)

9. Mitigate risks and maintain order by applying effective strategies in crisis, conflict and emergency situations.


Police Foundations does not address: 1. Threats to Public Order 2. Infrastructure Protection 3. Hazard Mitigation 4. Incident Management


Security Systems 6. Geographic Information

Systems 7. Threat Risk Assessment

Successful completion of the final three years of study including EC1003 – Extraordinary Threats to Public Order (3) SEC1004 – Critical Infrastructure Protection (4) SEC1005 – Principles and Practice of Natural Hazard Mitigation (4) SEC1009 – Incident Management Systems (5) ISS0001 – Information Technology Security Concepts (4) SEC1007 – Counter Economic Espionage (6) GIS0003 – Applied Geographic


92




Information systems (6) ISS0002 – Information Technology Security Design (6) SEC1020 – Threat Risk Assessment Practicum (8)

9. Respond to emerging situations using the principles of crisis management.

Police Foundations does not address: 1. Emergency

Management 2. Extraordinary Threats to

Public Order 3. Hazard Mitigation

Strategies 4. Incident Management

Systems 5. Facilities Management 6. Leadership and

Decision Making 7. Threat Risk Assessment

SEC1023 -- Legislative Applications and Policies in Security and Emergency Management (1) Successful completion of the final three years of study including SEC1003 – Extraordinary Threats to Public Order (3) SEC1005 – Principles and Practice of Natural Hazard Mitigation (4) BUS0005 – Facilities Management (5) SEC1009 – Incident Management Systems (5) SEC1013 – Emerging Issues in Emergency Management – Special Projects (6) MGT0094 – Strategic Leadership and Decision Making (7) SEC1020 – Threat Risk Assessment Practicum (8)

10. Take positive actions to help crime victims.






Successful completion of the final three years of study including SEC1014 – Business Continuity Management (3) SEC1017 –Threat Risk Systems Management (3) SEC1012 --Awareness and Training (4) BUS0005 --Facilities Management (5)


93




SEC1013 --Emerging Issues in Emergency Management – Special Projects (6) SEC1020 –Threat Risk Assessment Practicum (8) QUA0001 --Applied Research (8)






Management Principles 6. Co-op 7. Geographic Information



Management 11. Global Perspectives Applied Research

SEC1023 - Legislative Applications and Policies in Security and Emergency Management (1) Successful completion of the final three years of study including SEC1003 – Extraordinary Threats to Public Order (3) SEC1017 – Threat and Risk Systems Management (3) SEC1012 - Awareness and Training (4) SEC1004 – Critical Infrastructure Protection (4) Coop (4-5) GIS0002 - Geographic Information Systems (5) SEC1009 - Incident Management Systems (5) ISS0001 - Information Technology Security Concepts (4) BUS0005 – Facilities Management (5) SOC4001 - Global Perspectives (7) QUA0001 - Applied Research (8)


94











Successful completion of the final three years of study including SEC1012 - Awareness and Training (4) ISS0001 - Information Technology Security Concepts (4) BUS0005 - Facility Management (5) WKT0004 – Co-op II (5-6) SEC1018 - Public Safety and Emergency Management Operations (7) MGT0094 - Strategic Leadership and Decision Making (7) SEC1020 - Threat Risk Assessment Practicum (8) SEC1021 - Emergency Planning and Exercise Management (8)



Public Order 2. Espionage 3. Applied Research 4. Threat Risk

Management

Successful completion of the final three years of study including SEC1003 - Extraordinary Threats to Public Order (3) SEC1007 Counter Economic Espionage (6) QUA0001 - Applied Research (8) SEC1017 - Threat Risk Management (7)

11. Conduct investigations by collecting, documenting, preserving and presenting admissible evidence.



Security (PGS) 2. Advanced Crime

Prevention (CP) knowledge through environmental design

3. Espionage

SEC1023 - Legislative Applications and Policies in Security and Emergency Management (1) Successful completion of the final three years of study including SEC1008 Policy and Operational


95




Procedures (3) SEC1007 Counter Economic Espionage (6)






Successful completion of the final three years of study including SEC1014 - Business Continuity Management (3) SEC1017 - Threat Risk Systems Management (3) SEC1012 - Awareness and Training (4) BUS0005 - Facilities Management (5) SEC1013 - Emerging Issues in Emergency Management - Special Projects (6) SEC1020 - Threat Risk Assessment Practicum (8) QUA0001 - Applied Research (8)






Management Principles 6. Co-op 7. Geographic Information



Management 11. Global Perspectives 12. Applied Research

Successful completion of the final three years of study including SEC1003 - Extraordinary Threats to Public Order (3) SEC1012 - Awareness and Training (4) SEC1004 - Critical Infrastructure Protection (4) SEC1009 - Incident Management Systems (5) Co-op (4-5) GIS0002 - Geographic Information Systems (5) ISS0001 - Information Technology Security Concepts (4) BUS0005 - Facilities Management (6) SEC1017 - Threat


96




Risk Management (7) SOC4001 - Global Perspectives (7) QUA0001 - Applied Research (8)

Essential Employability Skills 1: Communicate clearly, concisely and correctly in the written, spoken and visual form that fulfills the purpose and meets the needs of the audience. 2. Respond to written, spoken or visual messages in a manner that ensures effective communication.



Security (PGS) 2. Advanced Crime

Prevention (CP) knowledge through environmental design

3. Espionage

SEC1023 - Legislative Applications and Policies in Security and Emergency Management (1) Successful completion of the final three years of study including SEC1008 Policy and Operational Procedures (3) SEC1007 Counter Economic Espionage (6)






Successful completion of the final three years of study including SEC1014 - Business Continuity Management (3) SEC1017 - Threat Risk Systems Management (3) SEC1012 - Awareness and Training (4) BUS0005 - Facilities Management (5) SEC1013 - Emerging Issues in Emergency Management – Special Projects (6) SEC1020 –Threat Risk Assessment Practicum (8) QUA0001 - Applied Research (8)

General Education: PFP1020 Psychology PFP2071 – Issues in Diversity and First Nations

1. Design, apply and validate security, emergency and business continuity

This outcome is not addressed in Police Foundations

SEC1023 -- Legislative Applications and Policies in Security


97




measures conforming to current industry practices.

and Emergency Management (1) Successful completion of the final three years of study including SEC1008 – Policy and Operational Procedures (3) SEC1014 – Business Continuity Management (3) SEC1017 – Threat and Risk Systems Management (3) SEC1004 – Critical Infrastructure Protection (4) ITS0001 – Information Technology systems (5) SEC1012 – Awareness and Training (4) GIS0002 – Introduction to Geographic Information Systems (5) ISS0001 – Information Technology Security Concepts (4) BUS0005 – Facility Management (5) GIS0003 – Applied Geographic Information Systems (6) SEC1013 – Emerging Issues in Emergency Management – Special Projects (6) ISS0002 – Information Technology Security Design (6) SEC1018 – Public Safety and Emergency Management Operations (7) SEC1019 – Security Systems Management and Planning (7) SEC1020 – Threat


98




Risk Assessment Practicum (8) SEC1021 – Emergency Planning and Exercise Management (8) SEC1022 – Security Systems Management and Design (8)



SEC1023 -- Legislative Applications and Policies in Security and Emergency Management (1) Successful completion of the final three years of study including SEC1003 – Extraordinary Threats to Public Order (3) SEC1017 – Threat and Risk Systems Management (3) BUS0005 – Facility Management (5) SEC1007 – Counter Economic Espionnage (6) GIS0003 – Applied Geographic Information Systems (6) ISS0002 – Information Technology Security Design (6) QUA2000 – Statistics (7) SEC1020 – Threat Risk Assessment Practicum (8) QUA0001 – Applied Research (8)

6. Use and adapt information technologies in accordance with current industry standards.


Successful completion of the final three years of study including SEC1017 – Threat and Risk Systems Management (3) ITS0001 - Information Technology systems (5) GIS0002 - Introduction


99




to Geographic Information Systems (5) ISS0001 – Information Technology Security Concepts (4) BUS0006 – Facility Management (5) GIS0003 – Applied Geographic Information Systems (6) ISS0002 – Information Technology Security Design (6) SEC1019 – Security Systems Management and Planning (7) QUA2000 – Statistics (7) SEC1020 – Threat Risk Assessment Practicum SEC1021 – Emergency Planning and Exercise Management QUA0001 – Applied Research



Successful completion of the final three years of study including SEC1014 – Business Continuity Management (3) SEC1007 – Counter Economic Espionage (6) SEC1013 – Emerging Issues I Emergency Management – Special Projects (6) GIS0003 – Applied Geographic Information Systems (6) ISS0002 Information Technology Security Design (6) SEC1018 – Public Safety and Emergency Management


100




Operations (6) QUA2000-Statistics (7) SEC1021-Emergency Planning and Exercise Management (8) QUAA0001 – Applied Research(8) SEC1022 – Security Systems Management and Design (8)



Successful completion of the final three years of study including SEC1014 – Business Continuity Management (3) SEC1008 – Policy and Operational Procedures (3) SEC1009 – Incident Management Systems (5) ISS0001 – Information Technology Security Concepts (4) BUS0005 – Facility Management (5)

12. Design, implement, manage and evaluate security awareness education initiatives.


Successful completion of the final three years of study including SEC1004 - Critical Infrastructure Protection (4) SEC1005-Principles and Practice of Natural Hazard Mitigation (4) SEC1012 - Awareness and Training (4) WKT0003 – Co-op I (4-5) WKT0004 - Co-op II (6-7) SEC1020-Threat Risk Assessment Practicum (8) SEC1021 - Emergency Planning and Exercise Management (8)


101

Corporate Security and Risk Management Ontario College Diploma Program

The outcomes of prior study for this program are drawn from the Ministry of Training, Colleges and Universities published program standards that "outline the essential skills and knowledge that a student must acquire and be able to reliably demonstrate in order to graduate from the program." 4 Students graduating with a Corporate Security and Risk Management Ontario College Diploma will have acquired knowledge and skills in the areas identified in the following chart. The degree completion arrangements for graduates of the Corporate Security and Risk Management program require these students to successfully complete two of five courses in Semester 4 as well as one course in Semester 2 which combines missing knowledge and skills that are addressed in the first and second years of the degree program. These students will then be eligible to enter the third year of the degree program. In so doing, this will ensure that students achieve and demonstrate the depth of degree level learning and acquire the additional knowledge and skills within the discipline of early learning and community development. For this degree completion arrangement, the necessary academic rigor is in place to ensure that the degree level standard and the degree program outcomes are met. Degree completion arrangements for graduates of: Corporate Security and Risk Management Diploma Program



Gap in knowledge and skills

Remediation of Gap

1.Communicate effectively both orally and in writing and have the ability to write coherent, concise security reports in English


No Gap

2. Have a level of competency in the French Language that will enable to communicate and understand basic French

Not applicable

3. Evaluate threats to company and institution (property, people and information)


Corporate Security and Risk Management does not address:

1. Geographic Information Systems

SEC1005 - Principles and Practice of Natural Hazard Mitigation (4) Successful completion of the final two years of study, including

4 Ontario Ministry of Training, Colleges and Universities, "What Does a Program Standard Contain?," [ONLINE] (22 February 2006)

Available: http://www.tcu.gov.on.ca/eng/general/college/progstan/contain.html


102




Remediation of Gap

2. Information Technology Systems

3. Threat risk management assessment principles

4. Espionage 5. Hazard Mitigation

SEC1007 - Counter Economic Espionage (6), SEC1009 Incident Management Systems (5), ISS0001- Information Technology Security Concepts (4), GIS0003 Applied Geographic Information Systems (6), ISS0002 Information Technology Security Concepts (4), and SEC1020 Threat Risk Assessment Practicum (8)



1. Sociological Concepts

2. Hazard Mitigation 3. Espionage 4. Security Systems

Management and Planning

5. Threat Risk Assessment


SOC2000 Introduction to Sociology (2) SEC1005 Principles and Practice of Natural Hazard Mitigation (4) Successful completion of the final two years of study including SEC1007- Counter Economic Espionage (6) SEC1019 Security Systems Management and Planning (7), SEC1020 Threat Risk Assessment Practicum (8) SEC1021 Emergency Planning and Exercise Management (8) SEC1022 Security Systems Management and Design (8)

4. Plan and recommend a system of access control, physical barriers, alarms and equipment



1. Critical Infrastructure Protection



4. Threat risk management and assessment

SEC1004 - Critical Infrastructure Protection (4) ITS0001 Information Technology systems (5) Successful completion of the final two years of study, including, ISS0001 - Information Technology Security Concepts (4), GIS0002 - Introduction to Geographic Information Systems (5), BUS0005 - Facility


103




Remediation of Gap

principles 5. Facility

Management 6. Emergency

Planning and Exercise Management

7. Public Safety And Emergency Management

8. Security Systems Management

Management (5), GIS0003 Applied Geographic Systems (6), ISS0002 - Information Technology Security Design (6), SEC1018 Public Safety And Emergency Management Operations (7), SEC1019 Security Systems Management and Planning (7), SEC1020 - Threat Risk Practicum (8), SEC1021 - Emergency Planning and Exercise Management (8), SEC1022 - Security Systems Management and Design (8)


No Gap

5.Plan, organize and implement a human resources protection plan






4. Threat risk management and assessment principles

5. Facility Management



8. Security Systems

SEC1004 Critical Infrastructure Protection (4) ITS0001 - Information Technology systems (5) Successful completion of the final two years of study, including, ISS0001 - Information Technology Security Concepts (4), GIS0002 - Introduction to Geographic Information Systems (5), BUS0005 - Facility Management (5), GIS0003 - Applied Geographic Systems (6), ISS0002 - Information Technology Security Design (6), SEC1018 - Public Safety And Emergency Management Operations (7), SEC1019 Security


104




Remediation of Gap

Management

Systems Management and Planning (7), SEC1020 - Threat Risk Practicum (8), SEC1021 - Emergency Planning and Exercise Management (8), SEC1022 - Security Systems Management and Design (8)

6. Plan and implement a security education program


No Gap

12. Design, implement, manage and evaluate security awareness education initiatives



2. Hazard Mitigation 3. Facility

Management 4. Public Safety And

Emergency Management



SEC1004 - Critical Infrastructure Protection (4) SEC1005 - Principles and Practice of Natural Hazard Mitigation (4) Successful completion of the final two years of study including WKT0003 - Co-op I, BUS0005 Facility Management (5), SEC1018 Public Safety and Emergency Management Operations (7) SEC1020 Threat Risk Assessment Practicum (8) SEC1021 Emergency Management and Exercise Management (8)

7.Organize and/or implement a program of emergency procedures for personnel, to be followed in the event of a fire, disaster, or the need for emergency response






3. Threat risk management and

SEC1004 Critical Infrastructure Protection (4) ITS0001 - Information Technology systems (5) Successful completion of the final two years of study, including, ISS0001 - Information Technology Security Concepts (4), GIS0002 - Introduction to Geographic Information Systems (5),


105




Remediation of Gap

assessment principles





BUS0005 - Facility Management (5), GIS0003 Applied Geographic Systems (6), ISS0002 - Information Technology Security Design (6), SEC1018 - Public Safety And Emergency Management Operations (7), SEC1019 - Security Systems Management and Planning (7), SEC1020 Threat Risk Practicum (8), SEC1021 - Emergency Planning and Exercise Management (8), SEC1022 - Security Systems Management and Design (8)

8. Understand, respond and deal with crisis intervention

9.Respond to emerging situations using the principles of crisis management


1. Hazard Mitigation 2. Facility

Management 3. Espionage 4. Threat Risk

Assessment

SEC1005 - Principles and Practice of Natural Hazard Mitigation (4) Successful completion of the final two years of study including BUS0005 Facility Management (5) SEC1007 - Counter Economic Espionage (6) SEC1020 - Threat Risk Practicum (8)

9.Design, develop and implement a program which protects sensitive information against loss








6. Emergency

SEC1004 - Critical Infrastructure Protection (4) ITS0001 - Information Technology systems (5) Successful completion of the final two years of study, including, ISS0001 - Information Technology Security Concepts (4), GIS0002 - Introduction to Geographic Information Systems (5), BUS0005 - Facility Management (5), GIS0003 - Applied Geographic Systems (6), ISS0002 - Information


106




Remediation of Gap

Planning and Exercise Management



Technology Security Design (6), SEC1018 - Public Safety And Emergency Management Operations (7), SEC1019 - Security Systems Management and Planning (7), SEC1020 - Threat Risk Practicum (8), SEC1021 - Emergency Planning and Exercise Management (8), SEC1022 - Security Systems Management and Design (8)

10. Understand, develop procedures concerning powers and responsibilities of security personnel under Criminal Code, Provincial Statutes, Trespass acts and other relevant legislation



1. Hazard Mitigation 2. Information

Technology Systems and Concepts

3. Espionage 4. Security Systems




SEC1005 - Principles and Practice of Natural Hazard Mitigation (4) ITS0001 - Information Technology systems (5) Successful completion of the final two years of study including SEC1007 - Counter Economic Espionage (6) ISS0001 - Information Technology Security Concepts (4) BUS0005 - Facility Management (5) ISS0002 - Information Technology Security Design (6) SEC1019 - Security Systems Management and Planning (7), SEC1020 - Threat Risk Assessment Practicum (8) SEC1021 - Emergency Planning and Exercise Management (8) SEC1022 - Security Systems Management and Design (8)

16. Research and analyze criminal behaviour within the broader context of social trends in today’s society consistent with



2. Hazard Mitigation

SOC2000 - Introduction to Sociology (2) SEC1005 - Principles and Practice of Natural Hazard Mitigation (4) Successful completion of


107




Remediation of Gap

current scholarly thinking.





the final two years of study including SEC1007 - Counter Economic Espionage (6) SEC1019 - Security Systems Management and Planning (7), SEC1020 - Threat Risk Assessment Practicum (8) SEC1021- Emergency Planning and Exercise Management (8) SEC1022 - Security Systems Management and Design (8)

11.Coordinate and conduct investigations, interviews, obtain statements, write reports, preserve evidence and testify in court


No Gap


No Gap

12. Understand and apply principles of accounting in the conduct of investigations.


No Gap


No Gap

13. Develop a security program to deal with emergency disasters and disaster recovery.






4. Threat risk

SEC1004 - Critical Infrastructure Protection (4) ITS0001- Information Technology systems (5) Successful completion of the final two years of study, including, ISS0001- Information Technology Security Concepts (4), GIS0002 - Introduction to Geographic


108




Remediation of Gap

management and assessment principles





Information Systems (5), BUS0005 - Facility Management (5), GIS0003 - Applied Geographic Systems (6), ISS0002 - Information Technology Security Design (6), SEC1018 - Public Safety And Emergency Management Operations (7), SEC1019 - Security Systems Management and Planning (7), SEC1020 - Threat Risk Practicum (8), SEC1021- Emergency Planning and Exercise Management (8), SEC1022 - Security Systems Management and Design (8)

14.Prepare a health and safety Program









SEC1005 - Principles and Practice of Natural Hazard Mitigation (4) ITS0001 - Information Technology systems (5) Successful completion of the final two years of study including SEC1007 - Counter Economic Espionage (6) ISS0001 - Information Technology Security Concepts (4) BUS0005 - Facility Management (5) ISS0002 - Information Technology Security Design (6) SEC1019 - Security Systems Management and Planning (7), SEC1020 - Threat Risk Assessment Practicum (8) SEC1021 - Emergency Planning and Exercise Management (8) SEC1022 - Security Systems Management and Design (8)


109




Remediation of Gap

11.Lead personnel and manage facilities while applying standard business practices



2. Strategic Leadership

Successful completion of the final two years of study including BUS0005 - Facility Management (5) MCT0094 - Strategic Leadership and Decision Making (7)








SOC2000 - Introduction to Sociology (2) SEC1005 - Principles and Practice of Natural Hazard Mitigation (4) Successful completion of the final two years of study including SEC1007 - Counter Economic Espionage (6) SEC1019 - Security Systems Management and Planning (7), SEC1020 - Threat Risk Assessment Practicum (8) SEC1021-Emergency Planning and Exercise Management (8) SEC1022 - Security Systems Management and Design (8)

15. Have a working knowledge of federal and provincial laws that define the rights of labour and management

3. Comply with established national, provincial and local laws, legislation, policies, and professional and ethical standards pertaining to public safety..








SEC1005 - Principles and Practice of Natural Hazard Mitigation (4) ITS0001 - Information Technology systems (5) Successful completion of the final two years of study including SEC1007 - Counter Economic Espionage (6) ISS0001 - Information Technology Security Concepts (4) BUS0005 - Facility Management (5) ISS0002 - Information Technology Security Design (6) SEC1019 - Security Systems Management and Planning (7), SEC1020 - Threat Risk Assessment Practicum


110




Remediation of Gap

(8) SEC1021 -Emergency Planning and Exercise Management (8) SEC1022 - Security Systems Management and Design (8)

16. Plan, organize and implement computer security policies and procedures











SEC1004 - Critical Infrastructure Protection (4) ITS0001 - Information Technology systems (5) Successful completion of the final two years of study, including, ISS0001 - Information Technology Security Concepts (4), GIS0002 - Introduction to Geographic Information Systems (5), BUS0005 - Facility Management (5), GIS0003 - Applied Geographic Systems (6), ISS0002 - Information Technology Security Design (6), SEC1018 - Public Safety And Emergency Management Operations (7), SEC1019 - Security Systems Management and Planning (7), SEC1020 - Threat Risk Practicum (8), SEC1021 - Emergency Planning and Exercise Management (8), SEC1022 - Security Systems Management and Design (8)


Corporate Security and Risk Management does not address: 1. Hazard Mitigation 2. Information



SEC1005 - Principles and Practice of Natural Hazard Mitigation (4) ITS0001 - Information Technology systems (5) Successful completion of the final two years of study including SEC1007 - Counter Economic Espionage (6)


111




Remediation of Gap




ISS0001 - Information Technology Security Concepts (4) BUS0005 - Facility Management (5) ISS0002 - Information Technology Security Design (6) SEC1019 - Security Systems Management and Planning (7), SEC1020 - Threat Risk Assessment Practicum (8) SEC1021 - Emergency Planning and Exercise Management (8) SEC1022 - Security Systems Management and Design (8)

6. Adopt and use information technologies in accordance with current industry standards





ITS0001 - Information Technology systems (5) Successful completion of the final two years of study including ISS0001 - Information Technology Security Concepts (4) GIS0002 - Introduction to Geographic Information Systems (5) BUS0005 - Facility Management (5) GIS0003 - Applied Geographic Information Systems (6) ISS0002 - Information Technology Security Design (6)

8.Develop operational threat mitigation strategies consistent with a fact-based assessment of geo-political trends





4. Statistics 5. Strategic

Leadership

ITS0001 - Information Technology systems (5) Successful completion of the final two years of study including ISS0001 - Information Technology Security Concepts (4) GIS0002 - Introduction to Geographic Information Systems (5) GIS0003 - Applied Geographic Information Systems (6)


112




Remediation of Gap


7. Applied Research 8. Global

Perspectives

ISS0002 - Information Technology Security Design (6) QUA0001 - Statistics (7) MGT0094 - Strategic Leadership and Decision Making (7) SEC1020 - Threat Risk Assessment Practicum QUA0001 - Applied Research (8) QUA0001 - Global Perspectives (7)



1. Critical Infrastructure

2. Hazard Mitigation 3. Geographical

Information Systems




7. Applied Research

SEC1004 - Critical Infrastructure Protection (4) SEC1005 - Principles and Practice of Natural Hazard Mitigation (4) Successful completion of the final two years of study including GIS0002 - Introduction to Geographic Information Systems (5) BUS0005 - Facility Management (5) GIS0003 - Applied Geographic Information Systems (6) ISS0002 - Information Technology Security Design (6) MGT0094 - Strategic Leadership and Decision Making (7) SEC1020 - Threat Risk Assessment Practicum (8), SEC1021- Emergency Planning and Exercise Management (8) QUA0001 - Applied Research (8)

17. Demonstrate an understanding of effective procedures for the training, development, promotion and discipline of the human resources of the security organization



1. Information Technology security


3. Strategic

Successful completion of the final two years of study including ISS0001 - Information Technology Security Concepts (4), and BUS0005 - Facility Management (5) MGT0094 - Strategic


113




Remediation of Gap

Leadership

Leadership and Decision Making (7)

18. Demonstrate an understanding of program management



1. Information Technology Security



Successful completion of the final two years of study including ISS0001 - Information Technology Security Concepts (4), and BUS0005 - Facility Management (5) MGT0094 - Strategic Leadership and Decision Making (7)

19. Demonstrate knowledge of causes of fire, emergency warden systems, application of fire code and carry out fire extinguishing procedures



1. Information Technology Security



Successful completion of the final two years of study including ISS0001 - Information Technology Security Concepts (4), and BUS0005 - Facility Management (5) MGT0094 - Strategic Leadership and Decision Making (7)

20. Acquire work life skills and security experience in the industry

13.Adapt to changes in employment requirements through the development, implementation and updating of professional and personal development plans.


1. Work-integrated leaning experience

2. Public Safety and Emergency Management planning



5. Emergency Planning and Exercise

Successful completion of the final two years of study including WKT0004 Co-op II (6-7) SEC1018 - Public Safety and Emergency Management Operations (7) SEC1020 - Threat Risk Assessment Practicum (8) MGT0094 - Strategic Leadership and Decision Making (7) SEC1021 - Emergency Planning and Exercise Management (8)

14. Work with diverse stakeholders and populations.


1. Work-integrated learning experience

2. Public Safety and Emergency Management planning


Successful completion of the final two years of study including WKT0004 - Co-op II (6-7) SEC1018 -Public Safety and Emergency Management Operations (7) SEC1020 - Threat Risk Assessment Practicum (8)


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Remediation of Gap


5. Emergency Planning and Exercise

MGT0094 - Strategic Leadership and Decision Making (7) SEC1021- Emergency Planning and Exercise Management (8)








SOC2000 - Introduction to Sociology (2) SEC1005 - Principles and Practice of Natural Hazard Mitigation (4) Successful completion of the final two years of study including SEC1007- Counter Economic Espionage (6) SEC1019 - Security Systems Management and Planning (7), SEC1020 Threat Risk Assessment Practicum (8) SEC1021 -Emergency Planning and Exercise Management (8) SEC1022 - Security Systems Management and Design (8)

SECTION 5: PROGRAM DELIVERY Bachelor of Public Safety

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Section 5: Program Delivery The program methodologies proposed for the delivery of curriculum and other program elements, and the associated quality assurance policies and procedures meet the Board’s requirements as described in the following sections.


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Section 5.1: Quality Assurance of Delivery Algonquin College has a robust program quality assurance process consisting of three primary components, Annual Curriculum Review, Program Mix Review and Program Quality Review. These processes include evidence-based and participatory inquiry to determine whether courses and the program (whether delivered using traditional, web facilitated, blended, hybrid or online methods) are achieving the intended learning outcomes. Furthermore, the results of the quality assurances practices are used to guide curriculum design and delivery, pedagogy and educational processes as here described. The Annual Curriculum Review process includes reviewing and revising the curriculum, incorporating input from recent Student Course Feedback and KPI surveys, advisory committees and program councils, and formalizing changes for the next academic year.

http://www.algonquincollege.com/academic-development/our-services/curriculum-administration/


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Program Mix Review is usually undertaken at the end of the fiscal year. The program’s fiscal data is reviewed annually along with the results of the KPI and Student Course Feedback surveys. The program is given a score based on both financial and qualitative measures. A Board of Governors’ directive is that programs with a financial contribution of less than 25% or a Quality Index Score less than 70% develop remediation plans.


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Program Quality Review is a comprehensive process normally occurring on a five year cycle at

which time a program augments its Annual Program Review audit with an in depth review of

historical survey data for the previous five years. Curriculum is remapped to ensure it remains

compliant with the Quality Assurance Framework, degree level standards and program learning

outcomes. Course outlines are reviewed to ensure they are complete and that there is

congruency between course learning outcomes, learning activities and evaluation methods.

Recommendations for improvement are made, and an implementation plan is developed. The

implementation plan is tracked on an annual basis until all recommendations have been

assessed.

http://www.algonquincollege.com/academic-development/our-services/program-quality-assurance/


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These three quality assurance processes are depicted in a flow chart at

http://www.algonquincollege.com/academic-development/our-services/program-quality-

assurance/ (link to the ‘Algonquin College Program Quality Assurance Model’).

The electronic policies file (Section 16: Policies) includes policies and procedures pertaining to quality assurance within the following:

Policy AA03: Program/Department Councils Policy AA25: Student Course Feedback Policy AA38: Program Quality Assurance




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Section 5.2: Student Feedback

Algonquin College believes that student feedback as to the quality and effectiveness of course/program delivery is an important component in the ongoing improvement of the delivery or programs. There are standardized and regular feedback mechanisms in place to gather quantitative and qualitative data to inform plans and actions. Student Course Feedback (Course Assessment) survey results provide quantitative data that is analyzed annually and compared year to year. Aligning with the College’s desire to reach all students anytime, anywhere, Student Course Feedback surveys moved online in 2009. Instead of a traditional one-time in-class opportunity to provide feedback, surveys are open for a generous time period, with results available to individual course professors and Academic Administrators immediately at the end of the course. Furthermore, the archiving of survey results paves the way for efficient longitudinal analyses of this survey data enabling the College to determine whether improvement initiatives have made a change in the program from the students’ perspective or indicating where improvements are necessary. Qualitative information is also obtained from Student Course Feedback surveys and Program Council meetings. All of this information is reviewed on an ongoing basis and responded to as appropriate.

With the move to the online collection of Student Course Feedback surveys, in 2013, the College initiated a working group to increase the student response rates. Recommendations put forth were implemented for the 2014-15 Academic Year and thus far have resulted in a 15% percentage point increase in the response rate for Fall 2014. A copy of the Student Course Feedback Course Evaluation form follows at the end of Section 5.2.

Where student feedback and or performance are indicative of the need for support, academic advising and student support specialists are available to assist students. Academic Advising is available to students through the coordinator for the program, and, in some cases, through the services of faculty assigned an advising role. The role of the academic advisor is defined in AA40: Academic Advising http://www2.algonquincollege.com/directives/policy/academic-advising/ as "...a professor or instructor who has been assigned the responsibility of providing academic guidance to students in his/her program at one or more specified levels.” (AA40, p.1) Academic advising tools and other resources, such as the Academic Advising Handbook for Resources are available to faculty to assist in supporting students’ needs: http://www.algonquincollege.com/acadvising/

Student support specialists are assigned to each Faculty to provide guidance for overall student issues and to provide support to students struggling with academics. http://www.algonquincollege.com/student-success/home/support-services/ Student Coaching, Peer Tutoring and Study Workshops are also available to help students identify solutions to difficulties with their studies through face-to-face coaching and virtual applications. Additionally, a Student Learning Centre is available to provide students with support in English, math, and computer skills. http://www.algonquincollege.com/slc/ The electronic policies file (Section 16: Policies) includes policies and procedures pertaining to student feedback, academic advising and dealing with poor student performance or enhancing student performance within the following:

AA03: Program Councils

http://www2.algonquincollege.com/directives/policy/academic-advising/


http://www.algonquincollege.com/acadvising/

http://www.algonquincollege.com/student-success/home/support-services/

http://www.algonquincollege.com/slc/


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AA25: Student Course Feedback AA40: Academic Advising

Course Evaluation

THE COURSE

1. Overall, please rate the quality of this course.

Excellent Very Good Satisfactory Not Satisfactory

2. Course learning activities (e.g. lectures, discussions, practical work, group work, etc.) are varied.

Strongly Agree Agree Undecided Disagree Strongly Disagree

3. Course learning activities are linked to the course learning requirements.


4. All of the course learning requirements are covered in the course.


5. What did you like most about this course?

__________________________________________________________________________

6. How could the course be improved to benefit future students?

__________________________________________________________________________

THE PROFESSOR

7. Overall, please rate the effectiveness of your course professor.

Excellent Very Good Satisfactory Not Satisfactory

8. What did you like most about the course professor?

__________________________________________________________________________

9. What, if anything, could the professor do differently to be of benefit to future students?


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Section 5.3: Web-facilitated, Hybrid, and Online Delivery

Algonquin College has established an online academic community and has a history of integrating online learning elements in curriculum delivery. The College is well positioned to deliver the components of the Bachelor of Public Safety program proposed for hybrid or online delivery. In fact, the College was previously reviewed by Dr. Stephen Murgatroyd on behalf of PEQAB, and received a report dated August 2009 that noted the following conclusion that is here excerpted:

‘Algonquin is an established, publicly funded, respected Community College with a strong history of distance education provision internationally and a strong academic track record. I have no hesitation in recommending that its distance education/e-learning programs be supported by PEQAB – they have the ability to effectively design, develop, deploy and administer programs using distance education and blended learning.’5

The full report and Algonquin’s response are included as Supplemental Information within the electronic policies file (Section 16: Policies). Historically, Algonquin College has been on the forefront in incorporating new technologies into the teaching and learning process. The College has been using Blackboard™ as its Learning Management System since 2000 and is presently using V9.1 which has added Wiki and Blog features along with other social media type tools. Every full-time course has a Blackboard™ site that is used for posting course outlines, learning materials, communicating directly with students and as a means to let students know their progress in a course. In addition the College currently delivers approximately 1,000 hybrid courses and 300 online course offerings with each program offering on average 20% of the programs hours online. Procedural information on the use of Blackboard™ is available to students and faculty at Algonquin College and has been included in the Electronic Policies file. The College recently implemented lecture capture technology into every classroom on campus using Camtasia Relay software, and through continued commitment to mobile learning, all classrooms are in the process of being upgraded to provide electronic instructor podiums, new widescreen projectors and electrical connectivity to each desk. Over 1400 wireless access points have been installed on campus allowing for 100% coverage and network access to our 1.6 million sq. ft. of academic space. Numerous technologies and opportunities are available to achieve interaction amongst faculty and students including: communication via email, posting of announcement to course or homeroom Blackboard™ sites, discussion board with threaded topics, collaboration through Virtual Classroom or Chat, Group Pages, Blog or Wiki, phone (voice mail), and scheduling an appointment with faculty. A Virtual Desktop Infrastructure is now in place which allows students and staff to have access to College licensed software anywhere/anytime on any device, assisting with more flexible course delivery. An Innovation Centre is available to staff to experiment with new teaching tools. It houses some of the latest hardware and software available as well as various books and resources related to the use of digital technologies and innovation in an academic environment.

5 Dr. Stephen Murgatroyd, “Algonquin College Offering a Bachelor of Applied Business (Hospitality and Tourism Management), Review of Distance Education Capabilities for

Blended Learning” (August 2009), p.7

http://lyceum.algonquincollege.com/innovation/innovationcentre/


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In January 2011, a Mobile Learning Centre was officially opened at Algonquin that is responsive to the current learning environment needs of students. This new facility creates over 100 new mobile computing spaces for students to bring their laptop, iPad, netbook, smartphone, and virtually any other mobile device to work independently or collaborate with peers on class projects. In August 2012 a second Mobile Learning Centre opened in the new Student Commons and work continues on transforming all students study spaces to allow for the use of laptops and other mobile devices. Over the last few years, the College has embraced mobile learning, launching an initiative called Bring Your Own Device (BYOD) that requires students to bring and use a mobile device to enhance their learning experience throughout their program of study. More information on BYOD/Mobile Learning is available at: http://www2.algonquincollege.com/byod/. The College has approximately 2050 computers accessible at the Woodroffe campus within combined general and specialized labs that are equipped on average with 34 computers. Four 24/7 Open Access Computer Labs are available. Additionally, there are 300 computers in Eclassrooms. All students may connect to the internet anytime and anywhere while on campus through the College's wireless infrastructure and, as mentioned, the College now has a Mobile Learning Centre that is accessible 24/7. Information Technology Services (ITS) provides an extensive range of services to students and staff to support the use of technology at the College as may be viewed on their website and the screen capture which follows: http://www.algonquincollege.com/its/ There are no consortial or other agreements relating to the delivery of this program that need to be described. Algonquin College meets the Board requirements for online delivery in that reliable, sufficient and scalable course-management systems to meet current and projected needs are provided, including:

i) a robust and secure technical infrastructure, providing maximum reliability for students and faculty Algonquin College provides a robust, secure, highly-available technical infrastructure including online systems for student accounts, timetables, grades and course changes. Algonquin also provides a highly available, robust, redundant learning management system (LMS) based on Blackboard Learn™. ii) emergency backup provisions Algonquin backs up all critical data every night. To further improve the ability to recover, the College is currently in the process of reviewing options for Disaster Recovery using Cloud-based services. The data center that houses Algonquin‘s systems is physically secured and was designed to handle multiple failures. Should there be a short term power failure, each of the systems will continue to operate through an uninterrupted power supply. If the failure is a longer term one, the data center is powered by a Diesel generator that will automatically start in the event of a failure. Critical telecommunications facilities distributed across the campus also have battery and generator backup power supplies in place. iii) accessible technical assistance for students and faculty for all hardware, software and delivery systems specified by the college as required for the program

http://www2.algonquincollege.com/byod/

http://www.algonquincollege.com/its/


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Technical support is provided by ITS and the Educational Technology Support Centre through in person, telephone and email, as well as through extensive online support materials. Both students and faculty are provided one-on-one, email based, and web based assistance with the College‘s LMS. In addition, support is offered for students’ personal mobile computing devices as well as for Algonquin-owned equipment. iv) 24 hrs per day, 7 days per week access to secure online databanks for web-delivered courses All of Algonquin online systems are available 7/24 subject only to normal maintenance periods and backup cycles. v) well-maintained, current and appropriate hardware, software and other technological resources and media The College annually reviews the requirements for updating and evergreening of all hardware and technology resources. The College has in place an evergreening policy that outlines the processes to be followed. The Colleges Technology Committee reviews all requests for new hardware and hardware upgrades and annually allocated funds to ensure the systems are current and well maintained. vi) risk assessment and planning that includes:

i) a disaster recovery plan to ensure consistency of operational capacity The College received a full review on its business continuity processes and is in the process of examining options for disaster recovery using cloud-based services ii) back-up and storage technology protocols The College performs nightly backups of all critical systems creating multiple redundant copies of this information. A project is underway to utilize offsite secure cloud services to provide offsite recovery capabilities. iii) a requirement for historical logs and physical documentation of exceptions, breaches, capacity usage, upgrades, workarounds, bolt-ons etc. Every year, Algonquin‘s technical infrastructure is audited to ensure sufficient physical and digital security is in place. Logs are maintained of all servers and services and are analyzed regularly to ensure that any breaches or unauthorized use is quickly understood and addressed. In addition, each new system added is audited.

The electronic policies file (Section 16: Policies), includes policies, procedures and

supplemental information pertaining to technology, computer and online learning modes

of delivery:

Policy IT 01: Acceptable Use of Algonquin Computer Networks and Accounts Policy IT 02: Technology Evergreening Policy IT 04: Voice Communication Policy IT 05: Information Sensitivity and Security Policy IT 06: Deployment of Computing Devices Policy IT 07: Information and Communication Technology Systems Maintenance Policy AA 13: Evaluation of Student Learning Policy AA 32: Use of Electronic Devices in Class Policy AA 35: Confidentiality of Student Records

http://www2.algonquincollege.com/directives/policy/acceptable-use-of-algonquin-computer-networks-and-accounts/

http://www2.algonquincollege.com/directives/policy/evergreening-policy/

http://www2.algonquincollege.com/directives/policy/voice-communication/

http://www2.algonquincollege.com/directives/policy/college-information-security/

http://www2.algonquincollege.com/directives/policy/deployment-of-computing-devices-to-faculty-and-staff/

http://www2.algonquincollege.com/directives/policy/information-technology-scheduled-system-maintenance/


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Extensive professional development opportunities are offered through Algonquin College’s Centre for Organizational Learning many of which focus on faculty preparation for existing and new technologies. The full range of professional development opportunities follow. Professional Development The College offers a wide range of professional development activities for staff throughout the year. The varied offerings may be viewed at: http://www.algonquincollege.com/pd/. The Centre for Organizational Learning within Human Resources offers ongoing professional development for faculty. Whenever new technologies are adopted professional development is provided for faculty through the Centre for Organizational Learning. Algonquin offers support and orientation activities for both full- and part-time faculty. Professional development activities aligned with performance appraisals are also provided. Algonquin has established a set of competencies expected of faculty titled the Professor of the 21st Century. This document communicates the College's expectations of faculty in their role as teachers and provides a framework for continuous professional development.

To facilitate the ongoing professional development of faculty Algonquin College offers numerous ongoing professional development activities many of which are associated with the competencies of the Professor of the 21st Century as follows:

Faculty Performance Development Program This program provides for a consistent approach across the College in how faculty performance is evaluated, as well as ensuring that it is collaborative and respectful of all stakeholders. The program includes teaching observations, faculty self-evaluations and setting of professional development plans that are completed on a three-year cycle, with annual reviews to all for timely guidance.

The Performance Institute The Performance Institute provides performance training (body language and voicing) and many other tips and tricks for new and experienced teachers. It is delivered over one-semester, 3 hours per week. Faculty are released from teaching one course to participate in this.

Teaching Adult Lifelong Learners (T.A.L.L.) Program This is a certificate program offered to part-time professors who are interested in furthering their professional credentials as an adult educator. The program is delivered in a hybrid format using a combination of workshops and online learning experiences. The different courses in the program are offered at a rate of two per semester (for those wishing to complete it in a shorter period of time).

Kaleidoscope Conference Algonquin College's annual three-day professional development conference held in May features speakers and workshops of interest to all College employees.

Workshops and Online PD Numerous workshops are offered throughout the year. Online PD is offered on current topics of interest such as Camtasia Relay, Blackboard™ and Hybrid Course Development.

http://www.algonquincollege.com/col/workshops.html

http://www.algonquincollege.com/pd/

http://www3.algonquincollege.com/col/professor-of-the-21st-century/

http://www3.algonquincollege.com/col/professor-of-the-21st-century/

http://www.algonquincollege.com/hr/managers-toolkit/fpdp/

http://www3.algonquincollege.com/col/performance-institute/

http://www3.algonquincollege.com/col/teaching-adult-lifelong-learners/

http://www.algonquincollege.com/kaleidoscope/

http://www.algonquincollege.com/col/

http://lyceum.algonquincollege.com/lts/technologyworkshops/index.htm


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Faculty can also arrange for one-on-one coaching with Centre for Organizational Learning staff if they are experiencing challenges relative to teaching, classroom management, technology use, among others. Additionally, participation in orientation activities is an expectation of newly hired full and part-time faculty. Curriculum Services Curriculum Services was introduced to the College in Fall 2013. This is an extension of the former Curriculum Implementation Services established in Fall 2010, with curriculum consultants dedicated to specific areas of the College. Curriculum Services staff within Academic Development support the development of hybrid and on-line courses, as well as other curriculum related needs, while providing more seamless program and curriculum development, implementation and evaluation services in collaboration with Learning and Teaching Services and the Centre for Organizational Learning. Resources are available to guide faculty in the use of technology as per the screen capture from the following link: http://www.algonquincollege.com/onlineresources/fsg/

Full-time Faculty Orientation Beginning in the 2015-16 academic year, new full-time faculty members will be provided with a reduced teaching load in each of the fall and winter terms of their first year in order to participate in a cohort-based professional development program. Throughout their first year, new faculty members participate in five primary orientation activities: 1. New Employee College Orientation New employees of Algonquin College attend a College orientation and welcome session. Held bi-weekly, these sessions are designed to provide new employees with an overview of the College's mission, vision, policies, and procedures. Information about health and safety, staff ID cards, parking, personnel benefits, and union membership is also provided. 2. Departmental Orientation New employees meet with their departmental supervisor or a departmental representative on their first day of work for departmental orientation. Topics covered

http://www.algonquincollege.com/course-development/

http://www.algonquincollege.com/onlineresources/fsg/

http://www3.algonquincollege.com/col/orientation/


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include: course information, time sheets, work hours, class schedules, departmental communications etc. New hires are also introduced to departmental colleagues.

3. Teaching @ Algonquin These sessions take place typically during August and September of the school year. They provide an introduction to the learning and teaching environment at Algonquin.

4. Focus on Learning (FOL) (Parts I and II) This program is organized by a committee of professors from Eastern Region colleges and provides the opportunity to explore ways of developing teaching practice within a collaborative and creative environment. All new faculty from these colleges are invited to attend. It involves attending Part I for 5 days in August and Part II for 3 days in the spring of the following year.

5. Mentoring Program During the orientation process, new professors are paired up with an experienced mentor.

Part-Time Faculty Orientation New part-time faculty are required to participate in the five module ‘Teaching Part-Time at the College’ program: 1. Creating Positive Learning Environments (3 hours) 2. Teaching is More Than Talking (3 hours) 3. Getting Started With Blackboard™ (3 hours) 4. The Nuts and Bolts of Evaluation (3 hours) 5. Finding Your Way Around Algonquin College (3 hours)

Professional Development Funds The College budgets a portion of its professional development funds centrally. This fund is used to run the activities offered through the Centre for Organizational Learning. Additionally, to maintain faculty currency, each School/Faculty also budgets some professional development funds for staff to participate in events related to their field (courses, conferences, meetings) from year to year. Usually, these funds are kept in a central envelope within each School. The funds are disbursed, following receipt of requests from faculty members with the proper justification. Additionally, the College provides sabbatical opportunities whereby faculty that have been with the College for more than 7 years can make a request to be released from their teaching duties for one year in order to perform other duties which will benefit them in their professional growth. The College further allows each faculty member 10 working days leave per year for professional development. This professional development can be in relation to in-house teaching methodologies/learning tools, as well as, activities related to the faculty member’s field. Algonquin College’s Library also supports the development of both staff and students and offers a full range of services and provides access to over 50 databases The electronic policies file (Section 16: Policies), includes policies and procedures pertaining to faculty within the following:

http://www3.algonquincollege.com/col/orientation/

http://www.algonquincollege.com/library/


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Policy AA 31: Learning Resource Centre Policy HR 02: Professional Development Leave Policy HR 03: Tuition Assistance-Algonquin College Courses Policy HR 04: Tuition Assistance-Degree Completion Policy HR 10: New Employee Orientation


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Section 5.3.1: Curriculum Vitae of Online Learning Professional and Technical Staff


SECTION 6: CAPACITY TO DELIVER Bachelor of Public Safety

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Section 6: Capacity to Deliver The proposed program is appropriate to the college’s mission, goals and strengths. Algonquin College’s strategic plan, Charting our Future: Strategic Plan 2012-2017, articulates its mission, goals and strength. The new strategic plan and Strategic Mandate Agreement may be reviewed at the following link: http://www.algonquincollege.com/reports/ Algonquin College’s Vision, Mission and Core Values Algonquin College’s organizational philosophy is defined by our vision, mission and core values. These critical elements describe who we are, what we want to achieve, and what will guide our decision-making on a daily basis. The vision sets out the ideal state that we want to achieve and the mission identifies our purpose, while the core values articulate our most fundamental beliefs and the behaviours expected of employees and students. Combined, the vision, mission and values, set the context for the development and evaluation of the present Strategic Plan for 2012-2017 and for the long-term development of the College. Extensive public consultation and engagement of the College community has informed this plan’s direction. The College’s current strategic plan retains the core values espoused in the previous 2008-2013 plan, however, contains a revision to the Mission and Vision as follows: VISION STATEMENT To be a global leader in digitally-connected applied education and training MISSION STATEMENT To transform hopes and dreams into skills and knowledge, leading to lifelong career success CORE VALUES Caring We have a sincere and compassionate interest in the well-being of the individual. Learning We believe in the pursuit of knowledge, personal growth and development. Integrity We believe in trust, honesty and fairness in all relationships and transactions. Respect We value the dignity and uniqueness of the individual. We value the equity and diversity in our community.

The College is presently engaged in developing the next Strategic Plan for 2017-2022 and is

once again embarking on extensive stakeholder consultation to inform its new direction. The

phases of planning and processes underway are detailed at the following link

http://www.algonquincollege.com/strategicplan/

http://www.algonquincollege.com/reports/

http://www.algonquincollege.com/strategicplan/


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Section 6.1: Learning and Physical Resources

The Algonquin College Library offers a variety of services to support faculty teaching and student learning by providing access to Library professionals and para-professionals as well as print and electronic resources. Algonquin’s main campus is well situated in the National Capital Region. This gives our students the advantage of being close to many specialized libraries. The Algonquin Library has local agreements with many area libraries which permit direct student borrowing or Inter-library loan service. The libraries covered under these agreements include Carleton University and Ottawa University libraries. In addition to individual Library agreements, the Algonquin College Library is a partner in the National Capital Sm@rtLibrary which includes numerous member institutions. This partnership facilitates students’ access to resources available at partner institutions. Current partners include:

University of Ottawa Carleton University Ottawa Public Library Canadian Museum of Civilization Canadian War Museum Canadian Mortgage and Housing Corporation La Cité collégiale National Gallery Bibliothèque municipal de Gatineau Université du Québec en Outaouais Canada Science and Technology Museums Corporation Dominican College University

Print/in-house resources relevant to Bachelor of Public of Public Safety: The Algonquin Library collection totals about 65,000 volumes in-house. From this collection the following areas may directly support the Bachelor of Public Safety program:

Computer Security – 126 volumes

Crime Prevention – 49 volumes

Criminology – 34 volumes

Emergency Management – 22 volumes

Police and Policing – 244 volumes

Risk Assessment – 82 volumes

Security Measures – 126 volumes

Security Systems – 23 volumes

Terrorism - 25 volumes

Included in the above are audio-visual items that may be relevant for the program.

The Library also provides resources for support subject areas such as Mathematics, Communications (Language/Writing/Presentations), Critical Thinking, Basic Computing, among others.


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Electronic/Online Resources

Databases

The Algonquin Library provides access to over 50 databases. Many of these databases would include journal titles of relevance to a Public Safety program. Database titles of specific interest would be:

Academic OneFile

Academic Search Complete

Business Source Complete

Canadian Electronic Library (Canadian Public Policy ebooks and documents)

Canadian NewsStand

Career and Technical Education

Canadian Business and Current Affairs

CPI.Q (Canadian Periodical Index)

Lawsource

PsychInfo

Quicklaw

Safari (Computer and technology related ebooks)

Science Journals

SocIndex

Vocational Studies

Journals

Online journal titles are available through our various electronic databases and include the following areas: Social pathology, social and public welfare – 547 titles – including topics such as ‘emergency management’, ‘criminology’, ‘criminal justice administration’, and ‘police and policing’. Mathematics-Instruments and machines – 127 titles – including topics such as ‘information security’ and ‘computer security’. Other relevant topics such as, ‘security measures’, ‘risk assessment’ and ‘risk management’ are usually subtopics of the general area of concern or the type of event. Journals and articles on these topics can be found in various databases – medical crises in medical databases, computer technology issues in computer or technical databases. The Library offers a “Onesearch” service which allows searching of most library databases simultaneously. This service will greatly benefit students as they search for topics that are multi-disciplinary. Audio Visual – Streamed Video The Algonquin Library provides access to a large collection of online streamed video from Films on Demand. Subject area packages of greatest interest would be the following:

Crime and Juvenile Delinquency – 53 titles

Criminal Justice and Law - 552 titles

Criminal Psychology - 78 titles

Data Management and Security - 27 titles

Deviance and Social Control - 85 titles

Global Terrorism - 66 titles


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Other online video collections are available through the Library, including National Film Board (NFB) and PBS LearningMedia.

Electronic Books

The Library’s e-Book collection contains over 30,000 titles and 29,000 public documents. The following titles may be relevant for the Public Safety program:

Computer Security - 423 titles

Crime Prevention - 55 titles

Criminology - 8 titles

Emergency Management - 69 titles

Police and Policing – 149 titles

Risk Assessment - 210 titles

Security Measures - 375 titles

Security Systems - 44 titles

Terrorism - 74 titles Other areas of interest covered in the various e-book collections include Mathematics, Basic Computing, English Communications, among others.

General Information

Algonquin’s main campus is well situated in the National Capital Region. This gives our students the advantage of being close to many specialized libraries. The Algonquin Library has local agreements with many area libraries which permit direct student borrowing or Inter-library loan service. The libraries covered under these agreements include Carleton University and Ottawa University libraries.

In addition to individual library agreements, the Algonquin College Library is a partner in the National Capital Sm@rtLibrary which includes numerous member institutions. This partnership facilitates students’ access to resources available at partner institutions. Current partners include:

University of Ottawa

Carleton University

Ottawa Public Library

La Cité collégiale

Canadian Museum of Civilization

Canadian War Museum

Canadian Mortgage and Housing Corporation

National Gallery

Bibliothèque municipal de Gatineau

Université du Québec en Outaouais

Canada Science and Technology Museums Corporation

Dominican University College


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Specialized Equipment

The Bachelor of Public Safety program will require the purchase of equipment for the establishment of a mobile Emergency Operations Centre (EOC). Equipment and specialized software acquisitions are estimated in the amount of $50,000 to include: • Customized Laptop for Deployment • Large Flat Panel Display • Infrastructure Server for Deployment • Multiple Display Adapter • Large Storage Array • Oversized Server Storage Case • Vertical Storage for Flat Panel • Network and Ultrabook Storage Cases • VMWare Essentials Subscription Kit • VMWare Essentials Server • VMWare Workstation Laboratory Space

In addition to the available classroom and student spaces at the Woodroffe campus, the proposed program will utilize existing laboratory space in the Police and Public Safety Institute (PPSI) as well as the Advanced Technology Building – Geographic Information Systems (GIS) Laboratory. The mobile Emergency Operations Centre will be easily adaptable to any classroom or laboratory set-up and will be stored in the PPSI. The GIS Laboratory is located along with the PPSI at the Woodroffe campus and consists of 30 workstations to accommodate student mobile devices and access to GIS Software.


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Section 6.2: Resource Renewal and Upgrading Library Resources The College plans and invests in Library acquisitions on an annual basis. Library resource needs are identified by the librarians as well as faculty members. Faculty members review existing acquisitions, typically in the May/June timeframe. New resources (text, video, journal, electronic) that will be of benefits are prioritized and purchasing recommendations submitted to the Library for consideration as per yearly funding allocations. Policy AA31 further details the Library’s (formerly the Learning Resource Centre) mandate. Computers and Computer Access The College establishes an instructional computing and technology renewal and upgrading plan on an annual basis. A process for renewal of computers and their deployment to staff has been established as detailed in Policy IT02- Technology Evergreening and Policy IT06-Deployment of Computing Devices. The College has approximately 2050 computers accessible at the Woodroffe campus within combined general and specialized labs that are equipped on average with 34 computers. New equipment and renewal requirements are identified and prioritized on an annual basis in conjunction with capital equipment planning. The College Space and Infrastructure Committee (CSIC) develops plans to address strategic directions, needs and areas for improvement. On an annual basis, Schools are requested by the CSIC to bring forward requests for renovations and/or space requirements to improve the learning environment. These requests are prioritized by a sub-committee of CSIC.

Allocation of funds for environmental and learning resources is an annual process as per the budget approved by Algonquin College’s Board of Governors. Capital funds are distributed amongst the Faculties/Schools in the College and the allocation varies from year to year, based on funds available. Classrooms The College upgrades and enhances facilities on an ongoing basis taking into account enrolments, faculty support needs, and the growing use of web-based technologies for learning and teaching. There are currently 147 classrooms at the Woodroffe campus that are upgraded according to the needs identified through the annual Learning Environment Quality identification, prioritization, and funding process. Lecture rooms vary in size and seat from 20-140 students. All classrooms at Algonquin College have e-learning capabilities that can be used for course delivery and web access. E-classrooms are equipped with wireless Internet access, video equipment, a speaker system, a high-resolution projector, a computer with wired access to high speed internet, and a white or black board. Of the E-classrooms, 130 have been enhanced to mobile classrooms supporting the use of laptops and other mobile devices with full access to power, an enhanced data projector and a Smart Podium interactive pen display. E-classrooms are equipped with video equipment, a speaker system, a high-resolution projector, a computer with access to high speed internet, and a white or black board.

Policy AA 31: Learning Resource Centre Policy IT 02: Technology Evergreening Policy IT 06: Deployment of Computing Devices Procedure: College Technology Committee Terms of Reference Procedure: College Space and Infrastructure Committee Mandate


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Section 6.3: Support Services

Support Service Brief Description of Service

Welcome Centre

The Robert C. Gillett Student Commons provides a variety of services dedicated to student success. The Welcome Centre in Student Support Services, located on the third floor of the Student Commons (E341), is designed to serve as a vital first point of access to a number of support services for potential applicants, current students and graduates from one centralized location, in the hopes of establishing a familiar and ongoing resource during an individual’s affiliation with Algonquin College. The Welcome Centre features five stations including one accessible station to assist students and clients in their pursuit of service from the Centre for Students with Disabilities, Counselling Services, and the Employment Support Centre (formerly known as Student Employment Services).

The AC Hub

The AC Hub is devised as a one-stop access point for student engagement and a source for information, events and workshops. Students will cultivate partnerships, friendships and networking connections within the AC Hub and their communities. Our goal is to enhance the academic experience beyond the scope of the classroom, providing students the opportunity to become actively involved in campus life and the surrounding community. The AC Hub hosts College-wide Orientation, provides signature events (including the annual Volunteer Appreciation Gala), and also provides volunteer opportunities on campus and in the community recognized by a Co-Curricular Record to acknowledge students’ contributions. Additionally, the AC Hub delivers hands-on workshops, exposes students to industries through keynote speakers and AC Hub Talks, provides a support structure for students through a Peer Mentoring program, offers services at the AC Hub Satellite (second floor, C building) and three AC Hub Mobile desks across the sprawling Woodroffe campus to help keep students informed, and provides both physical and virtual outreach to regional campuses.

http://www.algonquincollege.com/welcomecentre/

http://www.algonquincollege.com/welcomecentre/

http://www.algonquincollege.com/achub/


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Academic Advising

Algonquin College's Policy on Academic Advising, AA40, defines an advisor as “…a professor or instructor who has been assigned the responsibility of providing academic guidance to students in his/her program.” In this role, the faculty member provides the student with an opportunity to

plan, discuss, and review academic progress address challenges that may impede successful performance identify education, life and career goals assist the student in creating a plan to realize those goals refer the student to all College resources the College

Student Success Specialists

Student Success Specialists are support staff who provide a friendly first point of contact for students of a designated Academic area (e.g. Faculty of Technology and Trades), or group (e.g., Aboriginal, WSIB). They work closely with Academic and Student Services staff to:

promote and implement student success initiatives (e.g., connecting with students at risk)

ensure students’ questions are answered promptly or directed to the appropriate forum

participate in activities that help students in the transition to the College (e.g., orientation)

provide information about admissions, records, programs of study and bursaries

link students to appropriate resources and services

Counselling: Career and Personal

Counselling Services (Woodroffe Location) is staffed by 8 full-time professional counsellors. This department provides confidential support services to students facing the academic, career, and personal challenges of college. Services include:

Short term and Supportive counselling for common mental health issues experienced by students, such anxiety, depression, and stress regulation

Crisis intervention and suicide risk assessment Proactive outreach initiatives issues such as team building,

effective group work, communication skills, and stress management

Program-choice planning and career direction assessment Tragic Event Response Team Parent Resource Network Employee training initiatives such as "SafeTALK" suicide

intervention, "Positive Space" sexual orientation awareness, and a range of mental health awareness workshops.


http://www.algonquincollege.com/studentsuccess/

http://www.algonquincollege.com/studentsuccess/

http://www.algonquincollege.com/studentservices/counselling/current_students/index.html

http://www.algonquincollege.com/studentservices/counselling/current_students/index.html


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Financial Aid The Financial Aid Office is staffed with 1 manager, 1 front office supervisor, 10 full-time employees and 4 part-time employees who administer various government financial assistance programs to eligible full and part-time students. Services include, but are not limited to:

Administration of the Ontario Student Assistance Program (OSAP)

Determination of an individual student’s eligibility for the various types of funding

Administration of the student bursary programs for students

Interpretation of the rules and regulations of the Ontario Ministry of Training, Colleges and Universities

Employment Support Centre

The Employment Support Centre offers professional cost-free services to students, graduates, and employers. The department is comprised of three full-time employees including two Employment Officers and one Employment Outreach Officer. The Employment Support Centre promotes college programs to the community and offers a comprehensive electronic job posting service ensuring employers and qualified students/graduates are connected. Services include, but are not limited to:

Electronic job posting system (MyCareerZone) One-on-one job coaching appointments Résumé and cover letter review drop-in service Job search techniques Interview preparation Labour market information Career Fairs and other on-campus recruitment activities

Tutoring

The Counselling Service’s ‘Peer Tutoring’ provides the one-on-one opportunity for students experiencing difficulties in a particular course to be matched with a senior student (nominal fee applies) for academic assistance.

Services for Students with Disabilities

The Centre for Students with Disabilities provides disability-related counselling and advising, including specialized academic and personal counselling that is developed specifically for students with disabilities and not duplicated by regular counselling and advising services available to all students. The Centre is staffed with 1 manager and 12 full-time employees including 6 Disability Counsellors, 1 Learning Strategist, 1 Intake and Assessment Advisor, 2 Assistive Technologists, 1 Test Room Facilitator, 1 Office Administrator and numerous additional part-time staff. We also employ two part time counsellors and two part-time learning strategists. Services include, but are not limited to:

Counselling and support so that students with disabilities can work within an accessible college environment

Assistive reading technologies

A large Test Centre for the provision of test and exam accommodations

http://www.algonquincollege.com/financialaid/

http://www.algonquincollege.com/employment/

http://www.algonquincollege.com/employment/

http://www.algonquincollege.com/studentservices/counselling/current_students/peer_tutoring.html

http://algonquincollege.com/studentsupportservices/csd/index.htm

http://algonquincollege.com/studentsupportservices/csd/index.htm


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Transcription services (ie: Braille, large print, alternative/digital formats such as accessible e-text)

Assistance to find specialized and peer tutors

Interpreters and electronic note taking for students with hearing loss

Peer notetaking services

Access to, and training for, assistive devices

Access to a large Assistive Technology Lab

A Transition Centre for students with Autism Spectrum Disorder

Consultation with faculty for students with disability-related needs

Liaison with and referral to other Student Support Services and agencies

Liaison with campus and community agencies on the students’ behalf

Other Services:

Cooperative Education Department

The Cooperative Education Department facilitates the co-op process including the development of job opportunities and the preparation of the students for the work force. The department acts as a liaison between the student, the employer and the participating academic departments and collects the relevant academic assignments. The academic coordinators evaluate the student’s co-op work term report. The staffing complement is 5 full-time employees. Services include, but are not limited to:

Job posting process, distribution of applications to employers Arranging interviews on or off campus, process job offers Site visits with the employer and student during the work

placement Consultation with co-op professionals to mitigate issues

encountered during the job search or while on placement

Health Services

Health Services provides professional, confidential medical services for students. Physicians are available by appointment and walk-in. Registered Nurses provide assessment and treatment of minor illnesses or injury. Health Services is staffed with both full and part-time physicians, nurses and support staff. There are 6 combined full and part-time physicians, one registered dietitian, one psychiatrist and 7 nurses on staff. Services include, but are not limited to:

Allergy injections Birth control information and prescriptions Blood tests Emergency treatment for accidents/illnesses Mental health support Health counseling (nutrition, stress, exercise, smoking, drugs,

alcohol) Treatment for acute illness (headaches, colds, etc.) Vaccinations



http://www.algonquincollege.com/studentsupportservices/healthservices/


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Mamidosewin Centre for Aboriginal Students

The Mamidosewin Centre provides a variety of cultural programs and services to Aboriginal students. In addition to welcoming social events and activities, services offered include, but are not limited to:

Information on Aboriginal bursaries, scholarships and other funding

Workshops and individual support with study skills, time management, tutors etc.)

Career, academic or personal counselling with an Aboriginal counsellor

Aboriginal Education to Employment program and job listings Referrals to Aboriginal services (housing, counselling, employment

etc.)

College Ombudsperson

The Ombudsman provides confidential, independent, and impartial assistance and intervention to address any college-related concerns of students. The Ombudsman has effective access to both College and Students’ Association officials and can assist students with concerns related to any aspect of student life at the College – from policies, procedures to rights and responsibilities. Assistance is provided to ensure fair, just, and equitable treatment and may be provided in the following areas:

Coaching students in making appropriate choices based on unique/personal circumstances

Promoting a proactive perspective for managing and resolving conflicts and/or concerns that may occur

Facilitating communication between the student and other members of the College community

Resolving student concerns and issues with other students, faculty, or staff.

Residence Life

Residence Life supports the holistic development of students through individual, interpersonal, intellectual and community education and empowers students to live, learn, and lead in an inclusive and safe community. The Manager-Residence Life and the Residence Life Coordinator supervise the Two Senior Resident Advisor, the Residence Programmer and 20 Resident Advisors. Services include, but are not limited to:

Educational Programming and Building Wide Events Residence Orientation Algonquin Residence Council Student Outreach and Support Community Management and Policy education

Registrar’s Office

The Registrar’s Office maintains student records and provides relevant support from admission to graduation. Services include, but are not limited to:

Admissions, fees, registrations, withdrawals Applications for course exemptions Academic records and transcripts Scheduling (timetables)

http://www.algonquincollege.com/studentservices/counselling/current_students/mamidosewin_native_student_centre.html

http://www.algonquincollege.com/studentservices/counselling/current_students/mamidosewin_native_student_centre.html

http://www.algonquincollege.com/ombudsperson/

http://www.algonquincollege.com/studentservices/ros/index.htm

http://www.algonquincollege.com/RegistrarsOffice/


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Safety and Security Services

Safety, Security & Emergency Management ensures the College provides sustainable safe and secure learning, working and social environments for all of its occupants through the implementation of coordinated risk mitigation strategies and integrated programming. Services include, but are not limited to:

Full service prevention and patrol programs. Communications, dispatch and reporting centre ( 24 hrs/day) Walk Safe Services Incident Response, Emergency Response and Investigations Risk management risk assessment & consultation services Workshops and presentations on a variety of safety issues

http://www.algonquincollege.com/physical_resources/safety/

http://www.algonquincollege.com/physical_resources/safety/


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Section 6.4: Faculty Enrolment Projections and Staffing Implications

Cumulative

Semester

Enrolment

Full-time

Contact Hours

Cumulative

Full-time

Faculty

Equivalents

(F.T.E.)

Cumulative

Part-time

Faculty

Equivalents

(F.T.E.)

Contact

Hours

taught by

Full-time

Faculty

Contact Hours taught by Part-time Faculty

Ratio of Full-time Students: Full-time Faculty

Year 1

2015-16 66 465 0.5 0.8 180 285 132:1

Year 2

2016-17 125 465+450= 915 1.5 1 540 375 83:1

Year 3

2017-18 180 915+450=1365 2.5 1.29 900 465 72:1

Year 4

2018-19 231 1365+495=1860 3.5 1.67 1260 600 66:1

The table above depicts both the enrolment and staffing projections for the program. The figures are based on a plan to hire a full-time faculty member in each of the second, third and fourth years following the launch of the program, assuming stable enrolment. Note that full-time faculty members who will teach breadth courses are also captured in the table above. Finally, also assuming stable enrolment, the College plans to hire a 4th full-time faculty member dedicated to the program in the fifth year following the program’s launch. This faculty addition will enhance the faculty/student ratio. Faculty Selection

Faculty selection and orientation are detailed within Policy HR07: Full-time Hiring Process and Policy HR10: New Employee Orientation. All future new full-time hires in the Faculty of Health, Public Safety and Community Studies designate a graduate degree as the preferred credential. If hiring a full-time professor to teach primarily in a degree program, a terminal credential will be the requirement. Faculty identified for the Bachelor of Public Safety program meet the Board requirement of no fewer than 50% of the faculty proposed to teach hold the terminal academic credential in the field or in a closely related field of study. There are 15 faculty identified to teach core courses in the program, 8 of which hold PhD’s and 7 who hold master’s level credentials. Of the 33 core courses within the course schedule, 25 (76%) have a PhD identified eligible to teach. Although Master’s qualified faculty have also been identified for certain of these courses, the number of PhDs is such that the program would be able to ensure that 50% of the faculty assigned to a cohort would hold the terminal credential. It is noteworthy that a Master’s qualified faculty member is a current PhD candidate, and may have is PhD completed by the program launch date.


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Review of Faculty Performance

The Academic Chair is expected to conduct regular reviews of faculty performance which includes a review of student feedback on teaching and supervision (see Policy AA25: Student Course Feedback). Formal performance appraisals of faculty are to be conducted no less than once every three years and as often as yearly. However, Student Course Feedback surveys are reviewed following each semester and any areas for improvement are addressed with faculty on an ongoing basis. Performance appraisals of faculty are conducted to ensure that student needs are being adequately met as well as to discuss the ongoing needs and professional development of faculty. New professors are subject to a one-year probationary period during which time the Chair will evaluate them at regular intervals (every 4 months). The Chair completes a final, more detailed, evaluation immediately prior to the end of the probationary period to formally acknowledge and confirm the faculty member’s suitability. The College has initiated a Faculty Performance Development Program that provides for a consistent approach across the College in how faculty performance is evaluated, as well as ensuring that it is collaborative and respectful of all stakeholders. The program includes teaching observations, faculty self-evaluations and setting of professional development plans that are completed on a three-year cycle, with annual reviews to all for timely guidance. Faculty Currency and Professional Development As previously detailed in Section 5.3, the College offers a wide range of professional development activities for staff throughout the year. Policy H04: Tuition Assistance – Degree Completion was instated to assist staff who wish to pursue further studies. The purpose of Policy H04 is:

‘To provide professors and other College employees with support in acquiring degrees at the bachelor’s, master’s and doctoral level at postsecondary institutions to better serve the needs of the students, the strategic directions of the College, and to assist employees in achieving their professional development goals.’

Other varied professional development opportunities offered by the Centre for Organizational Learning with Human Resources may be viewed at: http://www.algonquincollege.com/pd/. Program faculty have received support to pursue furthering their academic credentials

Faculty Innovation

Algonquin supports experimentation with new teaching methods and is an advocate for innovation. Innovation was specifically referenced in the College’s 2008-2013 Strategic Plan and defined as, “…the successful implementation of creative ideas which includes initiatives related to staff, programs, technology and business processes." As such an Academic Innovation Fund was established in 2009 to formally support experimentation with new teaching methodologies. Innovation is ongoing, and budget permitting, it is expected that calls for proposals will continue to be announced.

An Innovation Centre is available to staff to experiment with new teaching tools that houses some of the latest hardware and software available as well as various books and resources related to innovation. Three workstations are available to all staff for innovating and experimenting.

http://www.algonquincollege.com/pd/

http://lyceum.algonquincollege.com/innovation/innovationcentre/


144

Whenever new technologies are adopted professional development is provided through the Centre for Organizational Learning. Typically prior to adopting system wide technologies, the College will pilot/experiment, using off-site hosting services when necessary, and rollout the professional development support in tandem. This process was used with Adobe Connect adoption and prior to adopting Blackboard™ 9.1 and Elluminate. A Virtual Desktop Infrastructure is now in place which allows students and staff to have access to any College licensed software anywhere/anytime on any device assisting with more flexible course delivery. The College additionally offers an annual Algonquin College Innovation Fund (ACIF) that allow faculty and staff to propose and receive up to a maximum of $10,000 for projects that will lead to productivity improvements, enhanced teaching and learning, more engaged employees and greater student success. Faculty Teaching and Supervision Loads

Faculty teaching and supervision loads are assigned in accordance with the Academic Employees Collective Agreement’s Standard Workload Formula (SWF) defined in Article 11 – Workload. The pertinent workload excerpt is in included in Section 16: Policies.

The electronic policies file (Section 16: Policies) includes policies and procedures pertaining to

faculty within the following:

Policy AA 23: Faculty Consultation with Students Policy AA 25: Student Course Feedback Policy AA 40: Academic Advising Policy HR 02: Professional Development Leave Policy HR 03: Tuition Assistance - Algonquin College Courses Policy HR 04: Tuition Assistance - Degree Completion Policy HR 07: Full-time Hiring Process Policy HR 10: New Employee Orientation Procedure: Credential Evidence and Release of Information Procedure: Ontario Colleges of Applied Arts and Technology Academic Employees Collective Agreement (Effective From: September 1, 2014 - September 30, 2017) Excerpt Article 11 Workload

http://www.algonquincollege.com/acif/

http://www2.algonquincollege.com/directives/policy/professional-development-leave/

http://www2.algonquincollege.com/directives/policy/hr03-tuition-assistance-algonquin-college-course/

http://www2.algonquincollege.com/directives/policy/hr04-tuition-assistance-degree-completion/

http://www2.algonquincollege.com/directives/policy/full-time-hiring-process/

http://www2.algonquincollege.com/directives/policy/new-employee-orientation/


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Section 6.5: Curriculum Vitae Release The college has on file and available for inspection, from all faculty and staff whose CVs are included in this submission, signatures that attest to the truthfulness and completeness of the information contained in their CV and agreeing to the inclusion of their curriculum vitae in any documents/web sites associated with the submission, review, and final status of the program application.

Section 6.6: Curriculum Vitae of Faculty Assigned to the Degree Program


SECTION 7: CREDENTIAL RECOGNITION Bachelor of Public Safety

146

Section 7: Credential Recognition The program has been designed to maximize the graduates’ potential for employment and promotion in the field and for further study as evidenced by the following communications from employers, professional associations and academic institutions. Included in this section are letters of support from:

ASIS International Canada Canadian Security Association (CANASA) Commissionaires Ottawa Dalian Enterprises Inc. (formerly Red Tiger) Department of Justice Canada Future Security Controls (FSC) Inc. Health Canada Women’s Initiatives for Safer Environments (WISE) Norman Paterson School of International Affairs, Carleton University

Contact has been initiated with the following universities to explore the potential for Bachelor of Public Safety program graduates to be considered for admission to graduate studies:

Carleton University: will consider graduates of Algonquin College’s proposed Bachelor of Public Safety degree for admission to the Master of Infrastructure Protection and International Security program. (letter included in this section)

Royal Roads University: will consider graduates of Algonquin College’s proposed Bachelor of Public Safety degree for admission to the Master of Arts in Disaster and Emergency Management program. (letter included in this section)


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February 22, 2015

Sherryl Fraser

Chair of General Arts and Science

Algonquin College

1385 Woodroffe

Ave, Ottawa, ON

K2G 1V8

Dear Sherryl,

Please accept this letter as the local security industry association’s endorsement and support for the

proposed educational program of Bachelor of Public Safety at Algonquin College. We believe that this

program is well overdue and will surely meet the needs of local and national employers. The security

and public safety domain is complex, dynamic and wide in scope. New professional entrants into this

business require the skills, experience and resources to contribute to the needs of their future

employers. Upon a detailed review of the course curriculum, we believe that the proposed program

will meet these

needs and strengthen our industry. We wish this program much success and look forward to

partnership opportunities with the college in the near future.

If you have any questions, please feel free to contact

me. Regards,

John Sheridan

Chairperson ASIS International Chapter 140

Ottawa, Ontario, Canada

613-327-1150

[email protected]




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February 17, 2015

Ms. Margaret Cusson

Chair, Academic Development

Algonquin College

1385 Woodroffe Avenue

Ottawa, Ontario

K2G1V8

Subject: Algonquin College Bachelor of Public Safety

Dear Ms. Cusson:

Please accept this letter as my endorsement and support for the proposed course of

study outlined above. I have reviewed the course outline and feel that this level of

study will be of significant benefit to all stakeholders; including students, the security

industry and the public. This initiative will be well received by the security industry.

Furthermore, the co-op placement of students will also be supported by the local

security industry.

I look forward to working together to ensure this program continues to move forward.

Should you have any further questions or concerns, please do not hesitate to contact

me directly at 613-222-8394.

Sincerely,

CANADIAN SECURITY ASSOCIATION

Richard McMullen

President – Ontario Chapter

National Board Member

50 Acadia Avenue, Suite 201, Markham, Ontario L3R 0B3 Canada T: (905) 513-0622 | TF: 1 (800) 538-9919 | F: (905) 513-

0624 www.canasa.org | www.securitycanadaexpo.com

CANASA advocates, educates, and provides leadership to our members in a self-regulated environment of Canadian

security professionals.

http://www.canasa.org/

http://www.securitycanadaexpo.com/


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150


151


152


153


154

March 2015

Sherryl Fraser

Chair of General Arts and Science

1385 Woodroffe Ave

Ottawa, K2G 1V8

Dear Chair Fraser,

We wish to express our support for the establishment of the Bachelor of Public Safety Degree of

study at Algonquin College. We are confident that the program will result in highly qualified

personnel, ready to address issues of public safety.

My organization, Women’s Initiatives for Safer Environments (WISE), has been serving on the

Advisory Board at Algonquin College in this course study field for a number of years now.

WISE is open to providing placement opportunities for students in the program who wish to

examine Public Safety issues from a community–based perspective.

We are convinced that by offering this degree program, Algonquin College will be meeting the

needs of students going through the program and will be meeting the needs of prospective

employers who are looking to employ security personnel.

Regards,

Valerie Collicott

Policy & Administrative Coordinator


155


156


157


158

SECTION 8: REGULATION AND ACCREDITATION Bachelor of Public Safety

159

Section 8: Regulation and Accreditation The proposed Bachelor of Public Safety program does not lead to an occupation that is subject to government regulations nor is it designed to prepare students to meet the requirements of a particular accreditation.

SECTION 9: NOMECLATURE Bachelor of Public Safety

160

Section 9: Nomenclature The Bachelor of Public Safety program title meets the Board nomenclature requirements. This title follows one of the typical approaches to nomenclature for Bachelor degrees in applied areas, available for designating college degrees, the Bachelor of Subject. The degree title conveys accurate information about the degree level since ‘Bachelor’ is reflected in the title, which is congruent with degree level learning. The inclusion of the term “Public Safety” is critical to the understanding of the discipline addressed by the degree. This degree integrates traditional public safety education with the broader scope of practice as outlined by the International Association of Emergency Managers. This title facilitates the public‘s understanding, and assists students, employers, and other postsecondary institutions in recognizing the level, nature and discipline of study. The title has been supported by the Bachelor of Public Safety Program Advisory Committee.

SECTION 10: PROGRAM EVALUATION Bachelor of Public Safety

161

Section 10: Program Evaluation

Algonquin College has a formal, institutionally approved policy and procedure for the periodic review of programs that embodies the characteristics required of the Board. As previously explained in Section 5.1 Quality Assurance of Delivery, Algonquin has an effective Program Quality Assurance process detailed in Policy AA38: Program Quality Assurance. The program evaluation process consists of three primary components, Annual Curriculum Review, Program Mix Review and Program Quality Review (PQR). The three prong quality review process includes two annual reviews, each with a different focus, and one in depth review every five years. The current PQR process was originally designed for postsecondary programs leading to Ontario College Credentials. The quality criteria parallel those used by the Provincial Program Quality Assurance Process Audit (PQAPA) and map to the expectations of the Program Evaluation Standard as stated in the PEQAB Handbook for Ontario Colleges. The PQAPA external audit of the College review processes ensures that the College has a process in place that assures continuous quality improvement. Note that, based on feedback obtained from a PEQAB Quality Assessment Panel, the mapping to the Program Evaluation Standard is being made more explicit within the Bachelor’s Degree PQR report template, and quality criteria elements may be extended to include all PEQAB Benchmarks. The Program Quality Review process at the College has been extended for degree programs. In addition to conducting a PQR (self-study), a Program Evaluation Committee is established that adheres to the Board’s requirements. The Program Evaluation Committee is expected to evaluate a program based on the PQR report and a site visit during which members of the Committee meet with faculty members, students, graduates, employers and administrators to gather information. A Program Evaluation Committee report is completed that provides an assessment of the program quality and leads to recommendations for change intended to strengthen the quality of the program and support ongoing continuous improvement. The report is addressed to senior administration and shared with the College’s Academic Council, Board of Governors, faculty members and students in the program, and includes a plan of action to respond to the report’s recommendations. The Program Quality Assurance Administrator works with the Program Chair in following up on the status of implementation of recommendations. A cyclical program review schedule is established that conforms to Board requirements in that the PQR is conducted prior to a request for Ministerial Consent Renewal. The PQR template for Bachelor’s Degrees and associated documentation to facilitate the process may be viewed at the following link: http://www3.algonquincollege.com/academic-development/program-quality-review-bachelors-degrees/ Algonquin College’s overall Quality Assurance Model and Processes may be viewed on the Program Quality Assurance Website: http://www3.algonquincollege.com/academic-development/our-services/program-quality-assurance/ The electronic policies file (Section 16: Policies) includes the policy on Quality Assurance within the following: Policy AA 38: Program Quality Assurance

http://www3.algonquincollege.com/academic-development/program-quality-review-bachelors-degrees/

http://www3.algonquincollege.com/academic-development/program-quality-review-bachelors-degrees/

http://www3.algonquincollege.com/academic-development/our-services/program-quality-assurance/

http://www3.algonquincollege.com/academic-development/our-services/program-quality-assurance/

SECTION 11: ACADEMIC FREEDOM AND INTEGRITY Bachelor of Public Safety

162

Section 11: Academic Freedom and Integrity

Algonquin College policies detail procedures relative to academic freedom, ownership of intellectual products of its employees and students, compliance with copyright law, academic honesty/integrity, and research involving humans and/or animals, as well as the management of research funds. The electronic policies file (Section 16: Policies) includes policies and procedures pertaining to academic freedom and integrity within the following: Policy AA 18: Academic Dishonesty and Discipline Policy AA 20: Plagiarism Policy AA 34: Copyright Policy AA 35: Confidentiality of Student Records Policy AA 42: Learning Management System Policy IT 05: Information Sensitivity and Security Policy RE 01: Research Administration Policy RE 02: Integrity in Research and Scholarly Activities Policy RE 03: Research Involving Human Subjects Policy RE 04: Use of Animals in Teaching, Research and Other Activities Policy RE 05: Intellectual Property Policy RE 06: Use of Biohazardous and Radioactive Materials in Research and Education Policy RE 07: Academic Freedom Rights and Responsibilities

http://www2.algonquincollege.com/directives/policy/college-information-security/

SECTION 12: STUDENT PROTECTION Bachelor of Public Safety

163

Section 12: Student Protection In accordance with Algonquin’s core values of caring, learning, integrity and respect, ensuring ethical business practices and the protection of students’ interests are integral to the College’s operation. Algonquin endeavors to ensure transparency, thoroughness, and clarity of its publications in terms of informing prospective and current students’ as to their responsibilities and rights. Numerous policies and practices provide evidence of compliance with the Board’s requirements for student protection. Applicant and student requirements and obligations are published in hard copy and/or web based formats as follows: Program Monographs

Full-time programs: http://www.algonquincollege.com/future/fulltime.html

Part-time programs: http://xweb.algonquincollege.com/woodroffe/viewAll.aspx?tab=3 Monographs detail fees and expenses as well as information regarding the technological requirements and success factors required of a program. For example, for mandatory Bring Your Own Device (BYOD), formerly laptop/mobile programs, publications direct students to the BYOD website to obtain the technical specifications for programs and details of service provisions at: http://www7.algonquincollege.com/byod/ Other primary College publications include the Viewbook. Viewbook Students can access a Viewbook to gain additional details, including videos and stories from current students and alumni, to guide the selection of their programs. http://www.algonquincollege.com/html/viewland/ Prospective and current students can view all College policies online at http://www2.algonquincollege.com/directives/. Excerpts of these policies are published in the Student Handbook available from the Student Affairs website at http://www.algonquincollege.com/studentsupportservices/student-handbook/ The electronic policies file (Section 16: Policies), includes policies and procedures pertaining to student protection within the following: Policy AA 09: Transfer of Academic Credit (Internal) Policy AA 10: Transfer of Academic Credit (External) Policy AA 11: Registration Policy AA 18: Academic Dishonesty and Discipline Policy AA 19: Academic Appeal Policy AA 37: Review of Final Grade Policy AA 39: Program Progression and Graduation Requirements Policy AD 02: Freedom of Information and Protection of Privacy Act Policy HR 22: Respectful Workplace Policy SA 02: Ombudsman Policy SA 03: Student Complaints Policy SA 06: Fees Policy SA 07: Student Conduct

http://www.algonquincollege.com/future/fulltime.html

http://xweb.algonquincollege.com/woodroffe/viewAll.aspx?tab=3

http://www.algonquincollege.com/html/viewland/

http://www2.algonquincollege.com/directives/

http://www.algonquincollege.com/studentsupportservices/

SECTION 13: ECONOMIC NEED Bachelor of Public Safety

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Section 13: Economic Need The benchmark for economic need is demonstrated through the evidence contained within this section that includes:

Labour Market Analysis conducted by Sheldon Polowin Consulting Group Inc. March, 2015

OCAS data on related degree programs (June 2015)

Algonquin College applicant demand survey results (February 2012 and March 2015)

Current Employment Opportunities Listing (May 2015)

The information provided demonstrates the need for and viability of this program.


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SPCG Labour Market Analysis for the Proposed

Bachelor of Public Safety Program

March 26 2015

Prepared for:

Algonquin College

Prepared by:

Sheldon Polowin Consulting Group Inc.

4 Kimberwick Cr.

Ottawa, ON, Canada K1V 1K6

Tel: (613) 851-9461

Fax: (613) 738-7404

E-Mail: [email protected]

Business Development Economic Analysis Market Research


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Table of Contents

1.0 Introduction ....................................................................................................................... 167

2.0 Executive Summary .......................................................................................................... 167

3.0 Background ....................................................................................................................... 171

4.0 Algonquin College’s Role in the Education Sector ............................................................. 171

5.0 The Need for the BPS Program ......................................................................................... 172

5.1 Overview of the Public Safety Sector ......................................................................... 172

5.11 The Security Industry ............................................................................................... 177

6.0 Demographic/Social/Economic Considerations ................................................................. 181

6.1 Labour Market Trends/Projections ............................................................................. 182

6.2 Remuneration ............................................................................................................ 186

7.0 Education and Skill Requirements ..................................................................................... 187

8.0 Competitive Environment .................................................................................................. 189

9.0 Opportunities/Challenges Inherent in Launching Proposed Program ................................ 191

10.0 Competitive Implications ................................................................................................. 192

Appendices ............................................................................................................................. 193


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1.0 Introduction

An academic institution must consider many factors before it decides to develop a new program of study. Numerous steps are involved in the planning, development, marketing and operation of a successful program. Due diligence requires a careful examination of the financial, technological, human resources and facility requirements. Moreover, an academic institution requires assurances that its registration targets and enrolment projections will be met. Equally important is the need to establish that there will be sufficient employment opportunities for graduates of any proposed new program. Algonquin College currently has several programs in the development stage. One of them is the Bachelor of Public Safety (BPS), an applied degree program that would be offered at the college’s Ottawa campus.

Algonquin College hired Sheldon Polowin Consulting Group Inc. (SPCG) to assess the need for the proposed program. The study examines labour market conditions and human resources requirements in the public safety field, and their implications for the viability of the program. The study also considers many other issues, such as trends and developments in relevant industries, and whether similar programs are offered by other academic institutions. It provides a factual basis for decision-makers to assess whether the BPS program should be offered.

This research assignment was carried out using currently available public information. Materials were acquired from government departments, libraries, trade associations, academic institutions, the Internet, industry participants and other sources.6

2.0 Executive Summary

The examination reveals much interesting and useful information. The key findings are as follows:

The need for effective security and emergency response mechanisms has become increasingly apparent due to the many catastrophic events that have occurred in recent years. Examples include the 9/11 terrorist attacks; eastern Canada’s ice storm and electricity blackout in 2003; 2013’s severe flooding in Alberta, and train derailment and explosion at Lac-Mégantic.

Canadian legislation makes emergency management (EM) mandatory at the federal, provincial-territorial and municipal levels of government. However, emergencies are typically managed at the local level. Most of the 500 members of the Ontario Association of Emergency Managers work for municipalities. The remainder work at the federal, provincial and/or territorial levels of government, or in industry. Between 2009 and 2013, the federal government spent at least $448 million supporting EM activities on First Nations’ reserves.

The global private security service market has expanded 7% annually in the past few years, and is expected to be worth $267 billion U.S. by 2018. North America comprises roughly 32% of the market, followed by Asia/Pacific (24%) and Western Europe (19%). The largest segments of the market, in terms of revenue, are contract guarding (≥40%), alarm monitoring (30%) and private investigation (8%).

6SPCG assumes that the information and projections acquired from external sources to produce the report are reliable and credible.


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Canada’s private security services market is estimated to be worth $5.2 billion. There are approximately 3,000 licensed security businesses in Canada, the vast majority of which are small and medium sized entities. Between 2006 and 2011, the number of security guards in Canada increased from 102,000 to 109,625, or 7%. Ontario has more than 67,000 licensed security guards and 520 security companies.

The Government of Canada’s security policy has greatly influenced the standards, structure and performance of Canada’s private security industry. This is due to the large volume and value of federal government procurement; the requirements that suppliers must comply with, and the fact that some provinces have based their security policies on those of the federal government. The federal government spends nearly $1.35 billion on security guard services over a five-year period.

In the past decade, several provinces and territories have enacted regulations to improve training, licensing and oversight of the private security industry. Society increasingly relies on private security forces as the first line of defense to various security threats. Consequently, the distinction between private and public police forces is less clear than it used to be.

The federal government considers terrorism Canada’s greatest security threat. In the past 18 months the government has tabled or passed three bills that expand the powers of the security and law enforcement community. Leading national security agencies, such as the Canadian Security Intelligence Service, Communications Security Establishment Canada, and the RCMP, have received substantial increases in funding.

Cyber-crime is becoming an increasingly serious and costly problem for governments, businesses and citizens. It is estimated that organizations around the world spent $67 billion U.S. on information security in 2014.

Canada has more than 200 police services at the municipal, provincial, federal and First Nations’ levels. In 2013, Canada had 197 police officers per 100,000 people. Between 2006 and 2013, the number of police officers in Canada increased from 68,000 to 69,272, or 1.9%. Expenditures on policing expanded from $3.8 billion in 1986 to $13.5 billion in 2013. In real terms, spending virtually doubled during the period.

The federal government forecasts that there will be 34,960 job openings and 33,732 job seekers in the “security guards and related occupations” (NOC 665) between 2013 and 2022. It’s projected that there will be 40,394 job openings and 41,438 job seekers in the “police officers and fire-fighters” (NOC 626) category between 2013 and 2022. In both cases, retirements and economic growth will generate most of the job openings. Students coming out of Canada's educational system and will account for most of the job seekers.

The projected employment growth in the “security guards and related occupations” (8.5%) and “police officers and fire-fighters” (8.7%) categories exceeds the expected employment growth across all occupations (8%) in the Canadian economy over the projection period.


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The number of “security guards and gaming officers” in the U.S. is expected to rise from 1.08 million to 1.21 million (12%) between 2012 and 2022. There were approximately 10,000 EM directors in the U.S. in 2012. Their numbers are projected to expand 8% between 2012 and 2020. The U.S. Department of Labor considers these projected growth rates to be in the average range (i.e.: 8% to 14%), relative to other occupations in the American economy.

The annual salaries earned by security managers in Ontario generally range from $48,461 to $72,659. Security directors usually earn between $81,317 and $125,817. These figures compare favourably with Canada’s average salary in 2014 ($49,000). A 2012 survey of 1,400 security practitioners in the U.S. shows that they earned a median base salary of $102,000 U.S. Higher salaries tended to be correlated with: a) number of years in security management; b) having an advanced degree; and c) having a certification.

In the past decade, many post-secondary institutions in Canada have developed public safety and/or EM programs. Examples include Carleton University’s Master’s Program in Infrastructure Protection and International Security; the Justice Institute of British Columbia’s Bachelor of Emergency and Security Management Studies Program; and York University’s Bachelor of Arts in Disaster and Emergency Management.

In Ontario, Algonquin, Fanshawe, Fleming, Mohawk and Sheridan colleges offer graduate certificate programs in EM. George Brown College offers several certificate programs in EM. Certificate programs are generally targeted towards working professionals and are often delivered online.

The U.S. has numerous public safety and EM programs at the post-secondary level. There were 296 programs in 2014, 64% more than in 2011. In terms of the credentials offered, the most common programs are certificate (25%), bachelor (21%) and master’s level (19%) offerings. Graduate certificate (17%), associate (15%) and doctorate programs (2%) comprise the remainder of the programs.

In the rapidly evolving public safety field, an applied degree confers more prestige and marketability than a diploma. In a recent survey of Canadian security practitioners, 40% of respondents reported having a college diploma, nearly 20% of respondents had a university undergraduate degree, and 5% had a master`s degree.

In the past decade the public safety field has become more professional and interdisciplinary. There is a growing need for knowledgeable and well-trained public safety practitioners in government, industry and non-governmental organizations. The market increasingly values the technical, business and management skills that students will acquire in the proposed BPS program.

Although the BPS program may be similar to competing university programs in some respects, in that it will offer public safety and EM courses, it will be the only degree in public safety offered by an Ontario community college. Graduates of the BPS program will be at a competitive advantage relative to those who have completed a less rigorous academic program.


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The BPS program will likely be viewed by potential applicants as an attractive value proposition. Its laddering opportunities, hybrid delivery format and multidisciplinary focus will likely appeal to many people, particularly those already working in the field. Aspiring public safety practitioners will be impressed by the field’s dynamism, favourable growth prospects and relatively good compensation.

Since the federal government and many security agencies are headquartered in the National Capital Region, the local market for the BPS program could be quite sizable. Moreover, due to widespread societal concerns about public safety, the program’s catch basin could be national, if not international. If the program is effectively supported and promoted, it could become a signature program of Algonquin College’s Police and Public Safety Institute.


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3.0 Background

The American Society for Industrial Security (ASIS), the “pre-eminent organization for security professionals”, defines public safety as “support mechanisms that sustain the life and vitality of a community’s health, safety, and social stability by performing such services as law enforcement, fire prevention, personal and facility security, disaster preparedness, and emergency medical assistance.” The International Association of Emergency Managers (IAEM) defines emergency management (EM) as “the managerial function charged with creating the framework within which communities reduce vulnerability to hazards and cope with disasters”. The principal goal of public safety is to save lives, preserve the environment and protect property and the economy. EM raises the understanding of risks and contributes to a safer, more prosperous, sustainable and resilient society. The four main pillars of EM are: 1) prevention and mitigation; 2) preparedness; 3) response; and 4) recovery.

4.0 Algonquin College’s Role in the Education Sector

Algonquin College offers more than 100 full-time programs, including bachelor degrees in applied studies, post-graduate programs, certificates and advanced diplomas. The Police and Public Safety Institute, one of the college’s 12 schools and institutes, proposes to offer the BPS program. The BPS program will be targeted to those aspiring to become security and EM professionals, as well as those who are presently working in the field of public safety and who want to upgrade their credential or education. The proposed program is described in the following passage:

“This four-year bachelor’s degree prepares graduates for entry-level leadership positions in the field of public safety encompassing national security, countering crime, and emergency management. Students develop a systematic and comprehensive approach to public safety to counter, coordinate and investigate man-made/natural threats to individuals, information systems security, critical infrastructure, organizations, companies, governments and nations. Students learn the proven and sound principles of public safety within the context of Canadian democratic values and legislation. Theoretical and experiential courses, combined with applied research and two co-op work terms, provide students with work-integrated learning experiences, as well as, the opportunity to develop and build investigative and analytical problem-solving skills. Students develop inter-professional capabilities using a collaborative approach in addressing public safety situations. Leadership skills are reinforced in team-based and individual case studies and exercises.”7

The BPS program will be taught in a traditional classroom setting. In order to maximize the appeal of the program to prospective applicants, it will have many entry and exit points.8 In addition, some third and fourth year courses may be delivered online. Advanced standing may be granted to applicants who have prior learning and experiences consistent with the outcomes of the BPS program. Therefore, those who have worked with the Canadian Forces, RCMP, Canadian Security Establishment or similar organizations, may find the program particularly attractive.

7Source: Algonquin College (Academic Development)

8For example, advanced standing maybe given to those entering from the Canadian Forces Opportunity Program, a

University/Diploma (bridging/exemptions), or those with Prior Learning Assessment and Recognition. .


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5.0 The Need for the BPS Program

Catastrophic events have become more frequent in recent years, resulting in much human suffering and substantial economic costs. The need for effective security and emergency response mechanisms became more evident after events such as hurricane Katrina; the continuing terrorist attacks since September 11, 2001; the 1997 Red River flood; eastern Canada’s 1998 ice storm and 2003’s electricity blackout in Ontario and the north-eastern U.S.9 In the summer of 2013, severe floods affected parts of Alberta, causing extensive damage to provincial and municipal infrastructure, as well as homes, small businesses and farms.10 In the winter of 2013 southern and eastern Ontario experienced a major ice storm in which widespread power outages left approximately 830,000 hydro customers without electricity.11 A report by TD Economics indicates that “The long term financial impact of natural catastrophes is estimated to cost Canadians $5 billion per year in 2020, and $21-$43 billion by 2050.”12 Disease outbreaks, cyber-threats, industrial accidents, fears related to climate change, and the growing international mobility of people and goods, have raised the public’s anxiety level even further. James Shannon, the president of the National Fire Protection Association said this: “It has become increasingly important that public organizations and private businesses of all sizes be prepared for the fullest range of disasters that can strike”.13 A plan to anticipate and manage the effects of economic crises, natural disasters, workplace violence, civil unrest, pandemics, cyber-security threats and various other contingencies has become an absolute requirement.14 Inadequate risk management measures can have serious negative implications for society, organizations and individuals. (See Figure 1 in Appendix)

5.1 Overview of the Public Safety Sector

In the past two decades, public safety and EM have become more closely linked with national security.15 EM tends to be reactive, whereas national security is more proactive. Given the plethora of threats and risks that exist, it is imperative to have a robust, proactive and coherent strategy to protect the nation’s infrastructure.16 The sectors of the economy that are most vulnerable to threats are energy, construction, health care, transportation, hospitality, tourism, information and communications technology and agri-business. Public safety in Canada is a shared federal-provincial responsibility. The federal government facilitates the national coordination and advancement of EM training and supports provincial and territorial training efforts.17 As required by the Public Safety and Emergency Preparedness Act (2005), Public Safety Canada (PSC) develops national policies for EM and national security, and helps ensure community safety by implementing crime prevention programs and policies for

9The ice storm of 1998 caused an estimated $5.4-billion in damage in eastern Ontario and Quebec.

10“Harper Government Provides Alberta an Advance Payment of $500 Million in Disaster Financial Assistance”, Marketwired, March

20, 2014 11

“2013 Southern Ontario Ice Storm Ontario After Action Report”, Ministry of Community Safety and Correctional Services, 2014 12

“Natural Catastrophes: A Canadian Economic Perspective”`, TD Economics, April 14, 2014 13

“Canadian Standards Association unveils new emergency management and business continuity standard”, NewsWire, October 8, 2008 14

Source: World Conference on Disaster Management 15

“Report on the Emergency Management Education in Canada: One Day Workshop”, Public Safety and Emergency Preparedness Canada, 2005 16

“Protecting Canada's critical national infrastructure from terrorism”, International Journal, Summer 2009 17

“Preamble to A Strategy for Emergency Management Training in Canada”, CDN Intergovernmental Conference Secretariat, August 28, 2006


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law enforcement and corrections agencies. PSC focuses much of its efforts on EM planning; protection of critical infrastructure; cyber-security; disaster mitigation; emergency preparedness; and recovery and response. Effective public safety and EM requires the cooperation of many stakeholders. Jim Bradley, Ontario’s Minister of Community Safety and Correctional Services said the following: “Managing emergencies is a collaborative effort. It builds on relationships that are essential to effective prevention, preparedness, and response and recovery efforts.”18 PSC collaborates with various levels of government at the provincial, territorial and municipal level, as well as community groups and the private sector. Key organizations such as Canadian Security Intelligence Service (CSIS), Canada Border Services Agency (CBSA), the RCMP, Department of National Defence (DND) and the Privy Council Office (PCO), are routinely consulted on public safety and EM matters. First responders and volunteer and non-government organizations also play an important role. For instance, the Canadian Society of Industrial Security works to advance the professionalism of first responders.19 International cooperation with the U.S. and our other allies is extremely important in terms of maximizing Canada’s EM capabilities. The Canada-U.S. Action Plan for Critical Infrastructure was established to facilitate collaboration in the protection of critical infrastructure on both sides of the Canada-U.S. border.20 On March 16, 2015 Canada and the U.S. signed the “Agreement on Land, Rail, Marine, and Air Transport Preclearance”`. It reaffirms the countries’ commitment to enhancing security while facilitating lawful travel and trade, and replaces the U.S.-Canada Air Preclearance Agreement signed in 2001.21 Canada’s lead security agencies have responsibilities that extend well beyond EM. The Treasury Board Secretariat establishes and oversees a government-wide approach to security and identity management as a key component of all management activities. The PCO advises and supports the prime minister and Cabinet on national security matters and coordinates the related activities of departments and agencies. The PCO regularly reviews its security policies and attempts to update them roughly every five years.22 Communications Security Establishment Canada (CSEC) provides leadership and coordination for departmental activities that help ensure the protection of electronic information and information systems and serves as the government's national authority on signals intelligence and communications security. Public Works and Government Services Canada (PWGSC) leads and coordinates activities to help ensure the application of security safeguards through the contracting process within the scope of the Industrial Security Program (ISP). It also provides services related to physical security for its Real Property Program, as well as common services related to IT security across departments. CSIS compiles and investigates information and intelligence that may threaten Canada’s security and provides security assessments to departments. The RCMP leads and coordinates departmental activities that help ensure the physical protection of government information, assets, facilities and people. It also provides services related to crime prevention, personnel screening, policing, law enforcement and investigations. The Department of Foreign Affairs, Trade and Development (DFATD) leads Canada’s foreign relations, and is the NATO National Security Authority for Canada. Over half of DFATD employees abroad work in foreign countries where special security measures and a high degree of security awareness are required to mitigate the risk of exfiltration of information.23 DND is responsible for providing military intelligence for threat and risk assessment purposes; and arranging and coordinating

18

http://news.gc.ca/web/article-eng.do?m=/index&nid=586049 19

http://www.ptsc-online.ca/blogs/ptsconlinenews/csisincthemissioncontinues 20

http://www.publicsafety.gc.ca/prg/em/ci/cnus-ct-pln-eng.aspx 21

“United States and Canada Sign Preclearance Agreement”, U.S. Dep’t of Homeland Security, March 16, 2015 22

“New policy quietly tightens lid on federal cabinet secrets”, CBC News, February 23, 2015 23

“Report on Plans and Priorities 2014-15”, Foreign Affairs, Trade and Development Canada, 2014


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security for any foreign military personnel visiting Canada or otherwise present at a defence facility.24 Citizenship and Immigration Canada collaborates with the Canada Border Services Agency (CBSA), the RCMP and CSIS to carry out the screening process for visitors, immigrants and refugees coming to Canada. Between 2011 and 2013 CSIS received more than 870,000 security screening requests from various government clients.25 CBSA works to maintain a safe and resilient country by ensuring efficient and secure borders which facilitate legitimate trade and travel. Efficient and secure borders are integral to Canada’s national security and economic well-being. As outlined by the Treasury Board, Federal Government Security Policy (FGSP) seeks to ensure that a) Information, assets and services are safeguarded from compromise and employees are protected against workplace violence; b) governance structures, mechanisms and resources exist to provide effective and efficient management of security both departmentally and government-wide; c) management of security incidents is effectively coordinated within and across departments; d) interoperability and information exchange are facilitated through effective and consistent security and identity management practices; and e) continuity of government operations and services is maintained in the presence of security incidents, disruptions or emergencies. FGSP also requires that a) deputy heads manage security activities within their own departments; and b) each federal department has a Departmental Security Officer (DSO). FGSP states that “Security begins by establishing trust in interactions between government and Canadians and within government.” Hence, the Public Service Employment Act requires that all federal government job applicants pass a background security check prior to being hired. The level of security clearance accorded to a person, and their need to know certain types of sensitive information, determines the level of access that is granted. PWGSC’s ISP serves to “safeguard protected and/or classified Canadian, NATO and foreign sensitive information, assets and/or work sites entrusted to private sector organizations as a result of their participation in contractual and/or program requirements”. Among other things, the ISP requires that businesses that have classified contracts with the federal government comply with the same standards as federal departments. In particular, they must have a chief security officer (CSO) or security director/manager. PWGSC’s Government Consulting Services assesses and manages organizational risk on behalf of the federal government. To this end it provides a) corporate risk profiles; b) threat risk assessments; c) business continuity planning (BCP) advice; and d) government security policy advice. Recent History In Canada the issue of public safety and EM became ever more important after the terrorist events of September 11, 2001. The PCO issued a directive to all DSOs to raise the level of security at federal government facilities.26 The Anti-Terrorism Act and the Act to Amend the Criminal Code were passed in 2001/02, in order to strengthen the government’s ability to pre-empt and manage the consequences of terrorist events. In 2002, Canada’s security policy was revised in order to place responsibility for improved security administration on government departments.27 Canada’s National Security Policy (2004) outlined a number of potential threats to Canada. They include: 1) terrorism; 2) weapons of mass destruction; 3) failed/failing states;

24

“Policy on Government Security”, Treasury Board of Canada Secretariat 25

“CSIS Annual Public Report”, Canadian Security Intelligence Service, January 27, 2014 26

DSOs are the most senior security officers in federal government departments. 27

Source: http://www.ec.gc.ca/ae-ve/default.asp?lang=en&n=A07283F9


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4) foreign espionage; 5) natural disasters; 6) organized crime; 7) critical infrastructure vulnerabilities; and 8) pandemics.28 CSIS’ Public Report 2011-2013 declares that “terrorism is still our greatest preoccupation”. In 2007, the federal government introduced the Emergency Management Act, which affirms federal authority over critical infrastructure protection. The federal government and the provinces/territories agreed on the principles outlined in “An Emergency Management Framework for Canada” (2007). In February 2008, PSC launched the Federal Emergency Response Plan (FERP) in order to provide general guidance to federal departments and agencies. Between 2001 and 2009, the Treasury Board allocated about $12.9 billion to 35 departments and agencies to fund activities related to public security and anti-terrorism.29 More than 400 projects across Canada benefitted from public safety-related federal funding in fiscal year 2010/11.30 In February 2012, PSC introduced a Counter-terrorism Strategy entitled “Building Resilience Against Terrorism”. It envisages an integrated, layered approach to protecting Canadians and Canadian interests from terrorist attack.31 In 2013, Canada was subjected to terrorism-related incidents at home and abroad. In 2014, the federal government was aware of more than 130 individuals with Canadian connections who were abroad and suspected of terrorism-related activities.32 In the past six months, there has been a violent attack on Parliament, and two Canadian soldiers were murdered – Cpl. Nathan Cirillo at Ottawa’s National War Memorial and Patrice Vincent in St-Jean-sur-Richelieu, Quebec.33 In the aftermath of these events RCMP Commissioner Bob Paulson stated, “We have over 600 officers reassigned to counter-terrorism, so that brings us up to 870 people. It's a question of priority setting. Right now we're putting the priority on counter-terrorism. It's very labour intensive”.34 In the past 18 months, the federal government has tabled or passed three bills that expand the powers of the security and law enforcement community. The Protecting Canadians from Online Crime Act (C-13) received Royal Assent on December 9, 2014. It contains broad new police powers, including authority to monitor, track and gather bank information. Although C-13 is not specifically aimed at terror cases, some of its warrants have a longer duration if issued for that reason. The Protection of Canada from Terrorists Act (C-44), which was passed February 2, 2015, expands CSIS’ power to share information and operate internationally. It also gives the agency new powers to keep its sources anonymous.35 The Anti-terrorism Act, 2015 (C-51) is an omnibus bill that, if passed, would add two new security laws and amend 15 others, including the Criminal Code and the CSIS Act.36 It would give new powers to CSIS to carry out covert activities to disrupt national security threats. Among other things it would: a) criminalize the promotion of terrorism; b) makes it easier for police to arrest and detain individuals without charge as suspected national security threats; c) allow government departments to share personal information about individuals suspected of undermining the security of Canada. Treasury Board announced that, in the 2015-16 fiscal year, CSIS will be given a $20.8 million increase (3.8%), bringing planned spending for the agency to $537 million. The CSEC will get

28

“U of T prof: Canada "less peaceful than you think", www.canadiansecuritymag.com, June 22, 2009 29

“2013 Spring Report of the Auditor General of Canada”, Office of the Auditor General of Canada, April 30, 2013 30

“Public Safety Minister Toews Marks 15th Annual National Emergency Preparedness”, Marketwire, May 5, 2010 31

“Assessing Cyber Threats to Canadian Infrastructure”, Canadian Security Intelligence Service, March 2012 32

“2014 Public Report on The Terrorist Threat To Canada”, Public Safety Canada, 2014 33

“C-51”, Ottawa Citizen, February 14, 2015 34

“Counter-terrorism work has 'sidetracked' 300 RCMP criminal probes”, CBC News, March 7, 2015 35

“Privacy, security and terrorism: A closer look at Bill C-51”, Globe & Mail, March 13, 2015 36

“Canada’s Proposed Anti-Terrorism Act”, cdnantiterrorismlawaudit.wordpress.com/


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$16.1 million, or 3% more, for total spending of $538.2 million. The CBSA's funding will rise 2.2%, bringing its total budget to $1.78 billion. The RCMP will receive the most public security funding in 2015-16 - $2.6 billion.37 Emergency Management Emergencies in Canada are typically managed at the local level. Legislation makes EM mandatory at the federal/provincial/territorial and municipal levels of government. Provinces and territories are required to create their own EM organizations. For example, in Ontario, the Emergency Management and Civil Protection Act establishes the legal basis and framework for managing emergencies. Among other things, it requires that each department and municipality in Ontario have an emergency manager.38 Provinces and territories are responsible for EM training within their jurisdiction. Private training institutions, colleges and universities have gradually become more involved in such education. Provincial-territorial EM organizations (EMOs) carry out extensive planning and research, as well as training and response operations. EMOs typically employ a “risk-based all-hazards approach” for prevention and mitigation, preparedness, response and recovery efforts.39 According to the former Canadian Centre for Emergency Preparedness (presently the Emergency Management and Public Safety Institute at Centennial College),40 between 40% and 50% of Canadian organizations have formal plans to manage the consequences of a pandemic. Most of these firms are large corporations. Organizations that operate in regulated industries are generally better prepared for emergencies since they are legally required to have a plan.41 Many large firms that operate in unregulated industries employ EM professionals. The senior managers of such organizations recognize the potential costs associated with not having a dedicated EM practitioner on staff. However, many small and medium-size (SME) enterprises do not have the financial means to staff the position. Wayne Blanchard, the director of the Washington, D.C-based Federal Emergency Management Agency’s (FEMA) EM Higher Education Project, had this to say: “Emergency managers are seldom thought of until a threat looms, are too few, and typically have too little in the way of resources. This requires that emergency management organizations work to get other governmental organizations within their jurisdiction to integrate emergency management concerns into their thinking, systems and operations.”42 However, the “silo mentality” – which causes employees to work as autonomous units within an organization -- often hinders effective EM.43 Silos in information technology (IT), physical security, business continuity and other areas, tend to impede information-sharing and cooperation between different functions. Hence, it is imperative that the senior managers (e.g.: CIO, CSO and CISO) of an organization consult frequently on safety and EM issues.44

37

“Small boost for security, even less for watchdogs”, Ottawa Citizen, February 25, 2015 38

Source: http://www.emergencymanagementontario.ca/english/goverment/legislation/regulations.html 39

This is defined as a systematic approach for identifying, analyzing and estimating all natural, accidental and malicious threats and hazards. 40

“Canadian Centre for Emergency Preparedness (CCEP) passes the torch”, Canada Newswire, January 23, 2013 41Source: www.canada.com/business/Canadian+businesses+poised+prep+pandemic/1562560/story.html#ixzz1CXMHWUl3

42“Top Ten Competencies for Professional Emergency Management”, Wayne Blanchard. September 14, 2005

43“Centennial College enhances its Emergency Management program for fall 2008”, Canada NewsWire, August 22, 2008

44“Disaster planning requires new thinking: Corporate silo mentality has to end”, Computer World Canada, January 2, 2004


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The Canadian Standards Association’s (CSA) Z1600 program outlines the requirements for a comprehensive EM and business continuity plan.45 BCP enables an organization to moderate risk, and to continuously deliver products and services despite a disruption. BCP has become an important element of the EM framework, although strictly speaking, it falls outside the purview of EM. The CSA asserts that Z1600 is the first Canadian standard to address both EM and BCP.46 According to Suzanne Kiraly, the CSA’s former president, “A business without an emergency management and business continuity program is like a homeowner without insurance.”47 As noted, federal government security policy requires that all departments have a business continuity plan. In 2003, the Canada School of Public Service, a federal agency, developed a BCP development training program for government employees.48 Other organizations that have developed such a program, or are in the process of doing so, include the International Standards Association (ISO) and the CSA.

5.11 The Security Industry

Good security benefits organizations and the public in incalculable ways. The absence of proper security and EM capabilities can place a business at substantial risk and confer competitive disadvantages. Consequently, it has become a business imperative. Organizations are constantly reviewing their security arrangements and implementing a more proactive approach to preparedness, detection and prevention. A 2013 study by Telus and the Rotman School of Management reveals that most Canadian security leaders believe that a security breach is inevitable, and are unsure that their organizations will be able to detect it and mitigate the possible damage. Experts say that security can only be as good as its weakest link.49 Companies in the private security industry50 protect property, resources, information and people, and provide risk management services. The profit-seeking firms that operate in the industry include guarding companies, private investigators, alarm and other hardware manufacturers, installers and services, computer security experts, personal protection specialists, guard dog services, armoured car cash-in-transit services, forensic accountants and security consultants. In recent years, the industry has become dominated by large, diversified, multi-service and multinational organizations. An important component of the security industry is “in-house security.” This includes company employees that provide policing services on behalf of their employers, in order to protect their own assets and interests. Most in-house security services are similar to those provided by the private security industry. In the U.S. most “in-house” security officers are employed in retail/restaurants/food services (17%), casinos, hospitality/arenas and entertainment (16%), healthcare/medical centers/hospitals (13%), and government (11%).51 There is much variation in the experience, educational attainment, maturity, training and skills of those working in the security industry. During the past 25 years, the industry has become more technology-intensive, which has reduced the need for certain types of personnel. However,

45

BCP is defined as the ability to continue delivery of time-critical services when they are interrupted by an emergency or disaster. 46

“Canadian Standards Association unveils new emergency management and business continuity standard”, NewsWire, October 8, 2008 47

“A Roadmap for Resilience”, Disaster Management Canada, Spring 2009 48

“Our Disaster Obsession”, National Post, December 23, 2006 49

“2013 TELUS-Rotman IT Security Study: Canadian enterprises operating with false sense of security”, PR Newswire, March 7, 2013 50

http://www.canadasecuritycompanies.ca/ 51

“The Private Security Industry: A Review of the Definitions, Available Data Sources, and Paths Moving Forward”, U.S. Dep’t of Justice, 2010.


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security staffs are still the “front line of defence”. David Hyde, a Toronto-based security consultant considers security staff “the only element of the overall security program that transcends all other components of the program.”52 Security officers patrol corporate campuses, academic institutions and commercial properties, as well as government departments, electricity power plants, transportation facilities, weapons installations and many other facilities. In Canada, the security industry is regulated at the federal, provincial and territorial levels of government. In recent years, several provinces, such as Ontario, have enacted regulations to improve training, licensing and oversight of the industry.53 Organizations require assurances that the security companies they hire can provide skilled personnel and quality protection. The Canadian Government Standards Board has established standards for security guards and supervisors in order to ensure that “the occupational and behavioural skills and attitudes necessary for security staff to function effectively and efficiently” are present. Organizations that meet the board’s requirements are issued a certificate to demonstrate their qualifications. A chief security officer (CSO) is the highest ranking security professional in an organization. Prominent organizations such as Telus, Alcan, General Motors and the Toronto Transit Commission employ a CSO. Those that reach this position typically have 10 to 15 of experience in the security field. The responsibilities of a CSO are extensive and constantly evolving. They include the protection of a) personnel and physical assets; b) network security; c) critical data; and d) intellectual property. They may also include BCP, loss prevention, fraud prevention and the public release of information. Most companies have a CSO and/or a CISO (chief information security officer).54 IT security is an integral part of the competitive strategy of most businesses.55 A 2012 report by CSIS states, “Whether cyber threats arise from international terrorism, state-sponsored espionage or malicious hacktivists, any targeting of critical infrastructure can represent a potential threat to the national security and public safety of Canadians.”56 According to a 2014 report by the RCMP, “Cybercrime activities have expanded to other offenders as the requisite know-how becomes more accessible. Widely available and ready-made malware tools – which can be bought, sold or exchanged online – provide criminals with new and simplified ways to steal personal information and cause monetary losses to Canadian businesses and citizens.”57 The Washington, D.C.-based Centre for Strategic and International Studies estimates the annual global cost of digital crime and intellectual-property theft at $445 billion U.S.58 Hernan Barros, the director of security services for Telus Security Solutions, said this: “Companies that embrace business-enabling innovations and are 'security responsible' enjoy the best of both worlds. By taking a security responsible approach, an organization can realize productivity gains and cost savings through innovations like 'bring your own device,' social networking and cloud computing while maintaining a high level of security success.”59

52

“Do Your “Front-Line” Security Staff Support Your Business “Bottom-Line”?, David Hyde and Associates, October 16, 2014 53

“Private security and public policing?, Statistics Canada, March 12, 2009 54

“Why your company needs a chief privacy officer”, InfoWorld, February 10, 2015 55

“2008 Rotman-TELUS Joint Study on Canadian IT Security Practices”, 2008 56


“Cybercrime: an overview of incidents and issues in Canada”, RCMP, 2014 58

“Defending the digital frontier; To come”, Economist Intelligence Unit, July 12, 2014 59

“2014 TELUS-Rotman Security Study Introduces a "Security Responsible" Approach to Technology Innovation”, Marketwired, April 29, 2014


179

Statutory requirements and growing concerns over liability, as well as shareholder-imposed due diligence requirements, have led to increased investment in security technologies. Gartner Research estimates that organizations around the world spent $67 billion U.S. on information security in 2014.60 Information security professionals increasingly report to non-IT personnel, such as a CSO, chief risk officer or chief operating officer (COO).61 An emerging trend in many organizations is the consolidation of various types of security within a single domain. Although security specialists do not typically exercise as much authority as a CSO, they have important responsibilities in terms of ensuring that an organization’s information, personnel and resources are adequately protected. They also ensure that investigations are conducted diligently and responsibly. The federal government is the most influential player in Canada’s security industry. The fact that federal contracts account for such a large share of industry revenue has enormous implications for service providers, their clients and the general public. FGSP requires full compliance with all of its security requirements, whether products and services are provided by internal (government) or external suppliers. Moreover, since some provinces, such as Ontario, use FGSP as the basis for their own security policies, the overall impact of FGSP is enormous. Hence, the products/services, technology, business practices, human resources and marketing strategies that define the private security industry directly reflect federal requirements. The intense competition that exists in the security business means that those service providers that are unable to comply with government requirements risk losing market share. Even firms that do not provide security services to governments must offer a comparable level of service as those that do, in order to stay competitive in a constantly evolving market. Through its regulatory requirements and financial clout, the federal government has elevated the standards, capabilities and performance of the domestic security industry to a much higher level than would otherwise exist. Market Size and Leading Competitors The precise value of the global security market is unclear, due to inconsistent definitions and terminologies. The market is extremely fragmented, consisting of local, regional and multinational companies. A 2014 report by the Ohio-based Freedonia Group, a market research consulting firm, forecasts that the global private security service market will expand to $267 billion U.S. by 2018, based on 7% annual growth in the next few years.62 North America comprises roughly 32% (U.S. share is 26%) of the world market, followed by Asia/Pacific (24%) and Western Europe (19%). Canada’s security market is worth an estimated $5.2 billion (2014).63 The largest segments of the global security market,64 in terms of revenue, are contract guarding (≥40%), alarm monitoring (30%) and private investigation (8%).65 According to Freedonia, the “demand for security services is driven by rising urbanization, the real and perceived risks of crime and terrorism, belief that public safety measures are insufficient, and growth of a middle class with assets to protect and the means to pay for supplementary security measures”. 66 (See Figure 2 in Appendix)

60

“Defending the digital frontier; To come”, Economist Intelligence Unit, July 12, 2014 61

“Security staff migrating to business”, CIO Canada, September 2008 62

“World Security Services: Industry Study with Forecasts for 2018 & 20”, The Freedonia Group”, November 2014 63

“Key Facts and Figures”, G4S Canada Website, 64

The services market also includes security systems integration, armored transport, security consulting and privately managed prisons. 65

“Private Security Services: US Industry Study with Forecasts for 2014 & 2019”, The Freedonia Group, November 2010 66

“World Security Service Revenue”, The Freedonia Group, 2013


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A 2013 report by ASIS pegs the U.S. security market at $350 billion U.S., which includes $282 billion in private sector spending and $69 billion in federal government spending. According to ASIS, “A heightened threat environment, among other factors, has stimulated rapid advancements and significant overall growth in technology and key services across the operational and IT security markets and increased demand for knowledgeable, skilled workers at all levels within the security management structure.”67 G4S, a leading U.K.-based company that has a subsidiary in Canada, claims that the North American security market is valued at roughly $44 billion U.S. (2013). The company has more than 10,00068 employees and 1,000 clients in Canada.69 G4S generated annual revenues of $12 billion in 2011.70 G4S’ global workforce comprises more than 618,000 employees, 54,000 of whom reside in North America.71 In a recent article G4S Canada noted, “The traditional security guarding business is in the process of radical change, and old assumptions about what drives a client’s buying behaviour no longer apply. In both the public and private sectors, security is becoming increasingly professionalized and regulatory and compliance requirements are thus more stringent with every passing year."72 Securitas is a leading international company based in Stockholm, Sweden. In 2013 it generated global revenues of $96 billion U.S., $18 billion of which originated in North America. Securitas operates in 52 countries and has a worldwide workforce of 310,000 people, including 104,000 North Americans. Securitas has 25 offices and more than 7,000 employees in Canada, where it generates more than $200 million annually.73 Toronto-based Paragon Security is a privately owned company that employs more than 3,000 people in Ontario.74 Stephan Cretier, the president of Montreal-based Garda World Security, one of Canada`s largest security companies, said this: “Since 9/11 the private security industry has undergone a transformation from an underdeveloped industry into a well-trained, well-managed and highly regulated profession.”75 Garda provides asset protection, security, crisis management and patrol response, as well as tactical and specialized services. Garda generated worldwide revenues of $1.53 billion in 2013/14 and has 45,000 employees, including 22,000 fully trained security personnel. The company’s protective services division generated $658 million in 2013/14, 17% more than in the previous year.76 The Ottawa-based Corps of Commissionaires generates more than $500 million annually in revenue in Canada, although it is a not-for-profit organization. About 40% of the Corps’ business comes from the federal government.77 The self-proclaimed “largest, best-trained and most experienced” private security company employs some 20,000 people,78 including many veterans of the Canadian armed forces and former RCMP officers. John Dewar, CEO of Corps of Commissionaires, asserts, “When most people think of security, they think of guards, but those jobs are often entry-level positions. There’s other jobs related to security technology, video

67

“Groundbreaking Study Finds U.S. Security Industry to be $350 Billion Market”, ASIS International, August 12, 2013 68

“About Us”, G4S Canada Website 69

Key Facts and Figures”, G4S Canada Website, 70

“G4S needs to lead by example; Wealthy global security firm seeks donations for trust fund”, Edmonton Journal, Jun 23, 2012 71

“G4S Annual Report 2013” G4S Website 72

“Canadian Security Market Trends – Guarding” Bluetoadcom Publications, February 26, 2015 73

“About Securitas-History”, www.securitas.com/ca/en-CA/ 74

“About Us – History”, Paragon Security, www.paragonseSecurity.ca 75

“Garda Calls for New Model of Public/Private Partnership”, Garda Press Release, June 11, 2010 76

“GardaWorld Annual Review 2013/2014” Garda Security, 2014 77

“The Transition to Civilian Life of Veterans”, Senate Subcomittee on Veterans Affairs, June 2014 78

“NEWS RELEASE - Canadians Believe Ensuring Jobs For Veterans Is Our Obligation”, www.commissionaires.com, November 5, 2014

http://www.securitas.com/ca/en-CA/

http://www.commissionaires.com/


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surveillance, monitoring, and installation of security equipment. There’s progressive layers of sophistication required for careers.”79 The median age of Commissionaires is 52 years.80 The company employs roughly 3,800 people in Ottawa, northern Ontario and western Quebec. The Corps’ services include BCP, 24/7 monitoring, digital fingerprinting, background checks, threat assessments and bylaw enforcement. The organization’s manager of training and development, Len Baspaly, said this: “We consider ourselves to be a premier security guard organization, due to our investment in training and the professionalism of our training staff.”81 The Government of Canada spends nearly $1.35 billion on security guard services over a five-year period. In April 2011, PWGSC renewed the National Master Standing Offer (NMSO) for five years. It gives the Corps the “right of first refusal” for security guard contracts with the federal government. The federal government spent approximately $215 million in fiscal year 2010–11 on security guard services. The Corps provided virtually all (97%) of the services under the NMSO.82 A market forecast by Research and Markets indicates that the global homeland security market will grow at a compound annual growth rate of 9.86% between 2014 and 2019. It’s thought that this expansion will be precipitated by the increased focus on public safety and security around the world.83

6.0 Demographic/Social/Economic Considerations

Organizations in all sectors of the economy increasingly recognize the need for security, EM and BCP specialists. In the past decade the public safety field has become more professional and interdisciplinary. It has traditionally been dominated by people with a military, law enforcement or first responder background. However, the workforce has become more inclusive in recent years and presently comprises many people from outside these professions. In December 2009, Ontario enacted Bill 168, which requires organizations to implement measures to address violence and harassment in the workplace. It directs them to conduct risk assessments and to develop appropriate programs and training for their employees. The federal government and provinces have addressed the problem of workplace violence for many years.84 Bill 168 and its counterparts in other jurisdictions have clearly contributed to the growing demand for qualified security personnel. In the 2014 budget, the federal government allocated more than $4 billion in assistance to communities that have recently been affected by natural disasters, such as the areas of Alberta impacted by the floods of 2013. The federal government also pledged to support the rebuilding of the Lac-Mégantic community following the train derailment and explosion in July 2013. Further, it provided $200 million over five years, starting in 2015–16, to better protect Canadians and their homes through a National Disaster Mitigation Program.85 Between 2009 and 2013, the federal government spent at least $448 million supporting EM activities on reserves. According to the auditor general of Canada, “The safety and well-being of

79

Canadian Security Salary Survey 2013, Canadian Security Magazine, November-December 2013 80

“Proceedings of the Subcommittee on Veterans Affairs Issue 2 – Evidence”, Parliament of Canada, October 26, 2011 81

“Training for a Different Uniform”, Wing, June 17, 2009 82

“Situational Analysis of the Private Security Industry”, Eitzen & Associates Consulting Ltd., 2011 83

“Research and Markets Offers Report: Global Homeland Security Market 2015-2019”, www.closeupmedia.com, Feb. 7, 2015 84

B.C., Alberta, Saskatchewan, Manitoba and Nova Scotia have addressed the issue of workplace violence as a health and safety issue for years. 85

“Budget 2014: The Road to Balance : Creating Jobs and Opportunities”, Department of Finance Canada, February 11, 2 014


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First Nations communities on reserve have been adversely affected in significant ways because of their vulnerability to emergencies and to the cumulative effects of these emergency events.” During the period, a total of 447 emergencies occurred on 241 communities, representing almost 40% of all First Nations reserves.86

6.1 Labour Market Trends/Projections

The Ontario Association of Emergency Managers (OAEM) works to support and enhance the EM profession in Ontario. Most of its more than 500 members work for municipalities. The remainder work in government or industry.87 An examination of the U.S. EM field reveals that two-thirds (66%) of the jobs are in government. Hospitals (8%), professional and technical services (6%), social services (6%), utilities (3%), educational institutions (2%) and business management organizations (1%) account for the remaining positions.88 It is difficult to know precisely how many people work in policing. The 1960s and 1970s saw the dramatic growth of private security organizations, many of which began to assume more and more policing responsibilities. Over time, the distinction between public and private police and policing has become somewhat ambiguous. According to the Law Commission of Canada, “Policing” as an activity takes into account a wide range of organizations and personnel, because it focuses on tasks. The public police engage in the activity of policing, but so do security guards at various levels, forensic investigators, insurance adjusters and bouncers.89 In North America, there are nearly 20,000 local, provincial/state, and federal agencies with policing functions.90 The difficulty in estimating the size of different segments of the public safety labour force is compounded by the fact that policing functions are performed by many public officials other than police officers, such as customs officers, revenue agents, fish and wildlife officers and postal inspectors. Moreover, job titles that aren’t security-specific may include some security-oriented responsibilities. Canada has 69,272 police officers (2013), 109,625 security guards (2011)91 and approximately 3,000 licensed security businesses. It is estimated that approximately 9,000 people work as armoured car guards.92 Ontario has more than 67,000 licensed security guards and 520 security companies, most of which are small and medium-sized businesses.93 The number of security guards in Canada has increased 7% since 2006. The proportion of women (23%) in Canada’s security guard workforce in 2011 was well below their participation in the Canadian economy (48%).94 Approximately 20% of security guards are from a visible minority group.95 The median age of Canada’s security guards in 2012 was 42 years, which equals the corresponding figure for the national workforce. Security guards retire at the age of

86

“Auditor General: Government doing poor job of managing emergencies on First Nations reserves”, Postmedia News, Nov 26, 2013 87

“Public Safety Canada budget cuts jeopardize the safety of all Canadians”, Canada NewsWire, September 29, 2010 88

Source: http://www.citytowninfo.com/employment/. 89

“In Search of Security: The Future of Policing in Canada”, Law Commission of Canada, 2006 90

“The Blue Line or the Bottom Line of Police Services in Canada? Arresting runaway growth in costs”, Macdonald-Laurier Institute, March 2014 91

“2011 National Household Survey”, Statistics Canada 92

“Situational Analysis of the Private Security Industry”, Police Sector Council, 2011 93

“Results-based Plan Briefing Book 2010-11”, Ministry of Community Safety and Correctional Services, 2011 94

Source: Statistics Canada 95

“Situational Analysis of the Private Security Industry”, Eitzen & Associates Consulting Ltd., 2011


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67, on average. Those over 55 years of age comprise the largest proportion (26%) of the security guard workforce.96 Roughly 40% of security guards are unionized. About 62% work in the “administrative and support, waste management and remediation services” sector. Public administration (11%) and “arts, entertainment and recreation” (4.6%), and “the retail trade” (3.8%) employed the next-largest shares of the security guard workforce in 2012.97 Canada has more than 200 police services at the municipal, provincial, federal and First Nations’ levels.98 In 2013, Canada had 197 police officers per 100,000 people. Although the size of the police officer force has not changed much since 2006 (Canada had 68,000 officers), there were fewer police in 2013 than in 2012.99 Presently, the average age of a police officer hired in Canada is 27 years, while the median age of a police officer is 40 (2012).100 More than one-fifth (22%) of police officers are women.101 The RCMP has 4,000 female police officers, 21% of its force. It pledges to raise the figure to 30% by 2025.102 PSC recently commissioned a report to examine the expansion of the private policing industry in Canada. It considered the role that private security firms could play in traditional public policing. The report had this to say: “Increasingly, we have become a security-conscious society that has placed a demand on our publicly funded agencies, which they are increasingly unable to meet." The report indicates that expenditures on policing in Canada rose from $3.8 billion in 1986 to $13.5 billion in 2013. In constant dollars, spending virtually doubled over the period, and presently comprises 1% of GDP.103 Between 2002 and 2012, in real terms (2002 dollars), provincial security expenditures in Canada rose from $5.6 billion to $7.9 billion, or 41%.104 Ontario and its municipalities spent approximately $3.8 billion on policing in 2012.105 Interestingly, nearly 40% of Toronto’s police force qualified for Ontario’s 2012 “Sunshine List” of employees making more than $100,000 annually.106 In recent years, the growth in the size of the security guard workforce has exceeded that of police officers. The line between private and public police forces has become increasingly blurred.107 Society increasingly relies on private security forces as the first line of defense to certain security threats.108 A report by the Macdonald-Laurier Institute for Public Policy suggests that police forces should return to their "core" functions and consider transferring certain duties to special constables, community safety officers or private security companies.109 Graduates of the proposed BPS applied degree program will be well-equipped to work in many occupations within the public safety and EM field. However, many of the jobs that they will be well-trained to do are not accurately reflected in the National Occupational Classification (NOC) system. Moreover, some of the NOCs that they would be well-suited for comprise too small a proportion of a broad occupational group to warrant analyzing the official labour market data.

96

“Working in Canada: Security Guards and Related Occupations”, Statistics Canada, Human Resources and Skill Development Canada 97

Source: http://www.jobbank.gc.ca/ 98

http://www.cpa-acp.ca/files/meetings/2014/FactSheets_2014_EN.pdf 99

“ Police personnel and expenditures, 2013”`, Statistics Canada, March 27, 2014 100

http://cdn.coverstand.com/34186/246619/4a08b71c0367d67dd56bfbb30fb139e8e4e63701.15.pdf 101


http://www.rcmp-grc.gc.ca/recruiting-recrutement/fem/index-eng.htm 103

“Tories mull privatization of traditional police work”, Toronto Star, November 20, 2014 104

“The Blue Line or the Bottom Line of Police Services in Canada?”, Macdonald-Laurier Institute, March 2014 105

“Policing costs rising to unsustainable levels, say police services boards ”, The Canadian Press, March 19, 2012 106

“The Blue Line or the Bottom Line of Police Services in Canada?”, Macdonald-Laurier Institute, March 2014 107

http://www.cbc.ca/news/canada/surge-in-private-security-raises-concerns-over-rights-1.1335730 108

tp://www.parl.gc.ca/HousePublications/Publication.aspx?DocId=5419317&Language=E&Mode=1 109

“Civilians should do certain police jobs”, Edmonton Journal, April 1, 2014


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For example, “other managers in public administration” (NOC 0414), which includes the job title of “emergency safety manager – government services” (as well as 60 other job titles) comprises only 40% of the employees in the “Managers in Public Administration” (NOC 041) occupational group. Unfortunately forecasts are only conducted at the occupational group level. However, it is worth noting that 47% of Ontarians that work in NOC 0414 reside in Ottawa. The average annual income in this occupation is $87,426. The future employment prospects for graduates of the BPS program are likely correlated with labour market conditions in the following occupations (although they may have more education/training than is required for some positions): 1) Police officers (except commissioned) 2) security guards and related occupations; and 3) legal and public protection support occupations. Table 1 shows the size of the labour force in each occupation (by selected jurisdiction) as well as annual average incomes, in 2011. The table shows, for example, that in 2011, 6,070 people in the National Capital Region worked in the “security guards and related security service occupations”.

Table 1: Employment Income and Workers in Selected Occupations, by Region (2011)110

NOC

National Occupational Classification Ave $ (CDA) CDA

2011

(A)

ONT

2011

(B)

Ottawa

2011

(C)

NCR111

(D)

Ratio

(C/B)

0414 Other managers in public administration112 $87,426 10,330 3,865 1,805 2,580 0.47

4311 Police officers (except commissioned) $82,189 80,675 31,735 2,820 3,820 0.09

442 Legal and public protection support occupations113 $57,373 33,480 10,170 515 820 0.05

6541 Security guards & related security service occupations114 $27,338 109,625 42,410 4,120 6,070 0.10

Table 2 shows that in 2012, there were 113,397 non-student “police officers and fire-fighters” (NOC 626) employed in Canada. According to the Canadian Occupational Projection System, between 2013 and 2022, there will be 40,394 job openings and 41,438 job seekers in this category. By the end of the period, an estimated 123,235 people will work in this field. Retirements (66%) and economic growth (24%) will likely create most of the job openings. Students emerging from Canada's educational system (67%) will account for most of the job seekers.115 In 2012, there were 105,893 non-students employed in the “security guards and related occupations” (NOC 665) category. From 2013 to 2022, it’s expected that there will be 34,960 job openings and 33,732 job seekers in this category. At the end of the period, there will be an estimated 114,918 people employed in this grouping. Retirements (58%) and economic growth (26%) will generate most of the openings. Those emerging from the educational system (87%), as well as immigrants to Canada, will account for most of the job seekers.

110


NCR includes Ottawa and Gatineau 112

For a list of all occupations in this category, see the appendix. 113

Includes Sheriffs & bailiffs (4421), correctional service officers (4422); by-law enforcement & other regulatory officers, n.e.c. (4423) 114

For a list of all occupations in this category, see the appendix. 115

“Canadian Occupational Projection System: Security Guards and Related Occupations”, Employment and Social Development Canada


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In 2012, there were 40,347 non-students employed in the “Other Occupations in Protective Service” (NOC 646) category. It is expected that during the projection period, there will be 10,884 job openings and 9,322 job seekers in this grouping. By 2022, it is estimated that there will be 43,318 people employed in this category. Retirements (58%) and economic growth (27%) will cause most of the openings. Students leaving Canada's educational system (103%) will comprise most of the job seekers; however 13% of workers will migrate from this occupation to other sectors of the economy. In two of the three occupational groups considered, the projected number of job openings exceeds the expected number of job seekers. However, in the “police officers and fire-fighters” category the expected number of job seekers exceeds the number of job openings by 2.5%. The projected employment growth in the “police officers and fire-fighters” and “security guards and related occupations” categories surpasses the expected employment growth across all occupations (8%) in the Canadian economy over the projection period.116 The expected growth in the “other occupations in protective service” (7.4%) is slightly less than average.

Table 2: National Labour Market Forecast by Broad Occupational Category (2013-2022) 117

NOC Broad Occupational Category Non-student

Employment

in 2012

Projected

Non-student

Employment

in 2022

Projected Job

Openings

(A)

Projected Job

Seekers

(B)

Ratio

(A)/(B)

Employment

Growth over

the Period

(%)

041 Managers In Public Admin. 32,248 35,551 16,441 17,988 0.91 10.2

626 Police Officers and Fire-Fighters 113,397 123,235 40,394 41,438 0.97 8.7

646 Other Occupations in Protective

Service

40,347 43,318 10,884 9,322 1.17 7.4

665 Security Guards & Related

Occupations

105,893 114,918 34,960 33,732 1.04 8.5

Since the NOC categories do not accurately reflect all of the roles and responsibilities associated with positions in the public safety field, and because the occupational data are highly aggregated, the inferential value of the projections is limited. They should be interpreted cautiously. Data from the U.S. Department of Labor shows that there were approximately 10,000 EM directors in the U.S. in 2012.118 The agency expects there will be 8% employment growth in this occupation from 2012 to 2020. The Department forecasts that the number of BCP practitioners will increase by between 3% and 7% during the period. An estimated 992,000 employees worked in this occupation in 2012.119 The Department of Labor considers the BCP occupation a “new and emerging occupation” and indicated that it is “projected to have large numbers of job openings”. The number of security guards and gaming officers in the U.S. is expected to rise by

116

“Canadian Occupational Projection System Macroeconomic Scenario (2013-2022)”, ESDC & SPCG calculations 117

“Canadian Occupational Projection System”, HRSDC 118

http://www.onetonline.org/link/summary/11-9161.00 119

The Bureau defines BC practitioners as individuals that “develop, maintain and implement business continuity and disaster recovery strategies and solutions. Perform risk analyses. Act as a coordinator for recovery efforts in emergency situations”.


186

12% between 2012 and 2022, increasing from 1.08 million to 1.21 million.120 The U.S. Department of Labor expects that the average rate of employment growth (across all occupations in the U.S. economy) over the projection period will be in the range of 8% to 14%.121 Many public servants will leave their jobs in the next decade, particularly as baby boomers begin retiring in larger numbers. An estimated 3.4% of the federal work force is projected to retire each year in the next few years, although 9.5% of public servants were eligible to retire as of March 31, 2012.122 It will become increasingly important to recruit security and public safety professionals in the most efficient and systematic manner possible. The former director of security operations at the PCO, Jean-Philippe Caron, revealed that historically, staffing was done haphazardly in the public service. For example, federal departments frequently recruited the same job candidates. He proposed a more horizontal approach, in which security development and delivery are pooled together. Caron considers the past methods of educating, training, developing and mentoring federal government security personnel unsustainable. He encouraged the government to “develop qualification standards for functional requirements” in order to professionalize the occupation.123 The federal government employs as many as 4,000 security professionals across its various departments.124 It currently has approximately 75 departmental security officers (DSO).125

6.2 Remuneration

The typical base salary for a security manager in Ontario ranges from $48,461 to $72,659. Security directors typically earn between $81,317 and $125,817.126 These figures compare favourably with Canada’s average salary in 2014 ($49,000).127 The following table provides salary figures for various levels of seniority in Ontario’s public safety field. It shows that such jobs pay relatively well, and that career advancement can lead to substantially higher salaries.

120

“Security Guards and Gaming Surveillance Officers”, Bureau of Labor Statistics, Occupational Outlook Handbook, 2010-11 Edition 121

“Occupational Outlook Handbook Glossary”, United States Bureau of Labor Statistics 122

“Demographic Snapshot of the Federal Public Service, 2012”, Treasury Board of Canada Secretariat, May 2, 2013 123

http://www.ptsc-online.ca/blogs/ptsconlinenews/thefederalassociationofsecurityofficialsagm 124

Source: John Harrison (Former Coordinator, CSRM Program, Algonquin College) on the basis of information provided by Treasury Board. 125

“Evaluation of the Right of First Refusal for Guard Services”, Treasury Board of Canada Secretariat, August 12.2014 126

http://www.workopolis.com/work.aspx?action=Transfer&View=Content/Common/ResourceCentre/RCSalaryGuideView&lang=EN 127

“Average weekly earnings (including overtime) for all employees – Seasonally adjusted”, Statistics Canada, February 26, 2015


187

Table 3 Typical Base Salary for Security Professionals in Ontario128

Job Title Range

Business Continuity and Business Planning Analyst $45,625- $62,905.

Security Manager $48,461 - $72,659

Security Supervisor $13.75/HR - $17.96/HR

Security Director $81,317 - $125,817

Safety Coordinator $45,495 - $62,214

Safety Director $83,948-$127,605

In 2014 Canadian Security Magazine surveyed 338 of its subscribers. The survey considered annual salaries and educational attainment across the full spectrum of security occupations. It revealed that 5.7% of respondents earn less than $20,000 annually. Almost 18% make between $20,000 and $40,000, while 17% earn from $40,000 to $60,000. About 21% of respondents earn between $60,000 and $80,000, whereas 38% earn more than $80,000. Nearly 20% of the respondents had a university undergraduate degree, whereas almost 40% had a college diploma (28%) or law and security administration diploma (11.8%). Almost 5% of respondents reported having a master`s degree.129

(See Figures 2, 3 in Appendix) The annual average salary of EM directors in the U.S. in 2012 was $59,770 U.S.130 According to the U.S. Bureau of Labor, the security management specialist is an occupation “projected to have large numbers of job openings and is a new and emerging occupation”. Those working in this job earned a mean salary of $66,090 U.S. in 2013.131 ASIS International’s survey of 1,400 of its U.S. members shows that security executives earned a median base salary of $102,000 U.S. in 2012. Higher salaries tend to be correlated with: a) years of experience in security management; b) having an advanced degree; and c) having a certification. 132

7.0 Education and Skill Requirements

The demand for education and training in the public safety and EM field has grown in recent years. Employers seek candidates that are well-informed about security policies and EM principles. According to Lucien Canton, a U.S. consultant with more than 30 years of government experience, “The bottom line is that if current emergency managers want to be taken seriously, they’d be wise to start working on that bachelor’s or master’s degree now.”133 Some employers require a degree in a field such as public administration, public safety or urban planning. Fluency in a foreign language can improve one’s employment prospects.134 Tim McWeight, a management consultant at Toronto-based Seccuris said this: “As our workplace becomes more reliant on technology, and the security threats we face from determined

128

Source: Workopolis Salary Guide, March 20, 2015 129

“`salary\youblisher.com-786884-Canadian_Security_Magazine_2013_Salary_Survey.pdf

130http://www.bls.gov/ooh/management/emergency-management-directors.htm

131http://www.onetonline.org/link/summary/13-1199.02

132“Survey: Security execs get 2 percent salary bump “,SecurityInfoWatch.com, August 9, 2012

133“What You Should Know About Emergency Management Degrees”, Emergency Management, January 14, 2011

134Source: http://www.citytowninfo.com/employment/emergency-management-specialists


188

adversaries increase, the need for trained security professionals becomes even greater. There has to be a balance between resources, technology, process and education.”135 Practitioners must have a range of attributes to excel in the public safety field. They must be very patient and detail-oriented. They must have good analytical, strategic, management and communication skills. They must also be creative and critical thinkers with sound judgment. Being adaptable and having good interpersonal skills is also extremely important. The ability to make effective, objective decisions in difficult situations -- particularly when one is under much stress -- is essential. Knowledge of business functions has become increasingly important. According to Colleen Vaughan, the director of the Emergency Management Division at the Justice Institute of British Columbia (JIBC), “Employers don't just need qualified emergency management and security professionals, but qualified leaders who bring to the table core business administration and management skills.”136 Some employers list IAEM’s Certified Emergency Manager (CEM) or Associate Emergency Manager (AEM) designation as a requirement for posted EM positions.137 As of February 2015, 59 residents of Canada had earned the CEM, while 11 had obtained the AEM credential.138 The following passage, which is from a report by CSIS, is quite instructive: “Specialized training and qualifications are necessary to prepare corporate security officers for the handling, protection and use of intelligence-based material. Likewise, intelligence analysts and managers must be equipped with the requisite competencies and skills to understand the threats, vulnerabilities and interdependencies associated with specific industrial sectors and processes, as well as their organizational attributes and needs. Without such training and properly qualified security managers and practitioners, no strategy, no tactic and no defence can be fully effective.”139 Although the EM field needs to be more professionalized, there is currently no certification process for emergency managers in Canada. A 2005 survey concluded that “there is very strong support for the establishment of a certification process for emergency managers in Canada for those employed in the public and private sectors”.140 The CSO position “requires an extreme degree of integrity, ethics, responsibility, and dedication, as well as the ability to calmly facilitate the appropriate resolution of difficult ethical and crisis situations.”141 A CSO must be aware of, and understand industry requirements. In order to advance to the CSO position in an organization, a post-secondary degree is an absolute requirement. Having a professional certification such as the Certified Fraud Examiner (CFE) or Certified Information System Security Professional (CISSP) can be beneficial. Some organizations require their CSO to have a Master’s Degree in criminal justice, business or technology. Nike Inc.’s Global Information Security manager, Lisa Johnson, said this: “CSOs must have business skills, such as being able to understand financial statements and business objectives, in order to make security a business driver. Success in security translates into more business partners and customers willing to work with a company, especially when it is known to protect the integrity of its information.”142

135

“Risk Perspective: Future Proofing”, www.canadiansecuritymag.com, July/August 2014 136

“JIBC Launches Canada's First Bachelor of Emergency and Security Management Studies Degree”, Marketwire. July 29, 2010 137

Source: http://www.iaem-canada.ca/html/home/html/modules.php?name=CEM 138

“An Overview of the CEM/AEM Process”, IAEM, February 6, 2015 139


“A Summary Report on Survey for Certification of Emergency Managers in Canada”, The Zeta Group, 2005 141

“Chief Security Officer Organizational Standard”, ASIS International, November 2008 142

“Today's CSO needs to be a know it all”, ComputerWorld Canada, March 4, 2005

http://www.canadiansecuritymag.com/


189

The Certified Professional Program (CPP) designation is an internationally recognized security management program under the auspices of ASIS. It covers topics such as: 1) physical security; 2) security principles and practices; 3) personnel security; 4) business management; 5) crisis management; 6) investigations; 7) law; and 8) computer security. The Canadian Society of Industrial Security’s Professional Certification Program, which serves to “standardize the recognition of security competencies required by individuals in the private security profession”, is also a prized offering. It recognizes entry-level, enhanced and general professional standing in security knowledge and skills. The three levels of certification available through the program are: a) Certified Security Officer; b) Certified Security Supervisor and c) Certified Security Professional. Interestingly, one of the key findings of the Canadian Security Salary Survey is that “long time professionals indicate that the best earning security jobs are reserved for those with a commitment to continuous education.” 143 There is no officially sanctioned body that confers professional status on security workers. This differs from other fields, such as medicine, where doctors must earn an MD before they can practice. Many firms find it difficult to recruit employees with the appropriate combination of skills, experience and training.144 A common view among the Federal Association of Security Officials (FASO) is that a certification program would lead to formal recognition of practitioners, as well as the establishment of a professional standard for the security discipline. It would presumably improve career paths and remuneration for the best trained people.145

8.0 Competitive Environment

The growing frequency of emergencies around the world has led to a growing demand for public safety and EM educational programs. In 2004, Ontario government officials met with colleges and universities in the province to discuss the need for certificate and diploma programs in EM. A 2005 report by the former Public Safety and Emergency Preparedness Canada (now PSC) states the following: “Demand for EM education programs in Canada is considered to be pent up. This demand has been piqued by the recent spate of disasters and emergencies around the world.”146 In 2005, seven Ontario community colleges offered one- or two-year EM programs.147 The OAEM considers these programs to be compliant with the generally accepted principles of EM.148 Currently, Ontario’s Algonquin, Fanshawe, Fleming, Mohawk and Sheridan colleges offer graduate certificate programs in EM. George Brown offers several certificate programs in EM. Certificate programs are generally targeted towards working professionals and are often delivered online. Although individual courses can be successfully delivered through distance learning, delivering an entire program via the Internet is often much more challenging.149 (See Table 1, Appendix) York University states that it was the first university in Canada to offer bachelor and master degrees in Disaster and EM. Its “quite popular” undergraduate program is “one of only two

143

“Salary survey results: Do certifications matter?”, www.CanadianSecurity.com, November 5, 2010 144

Source: http://www.ptsc-online.ca/blogs/ptsconlinenews/thefederalassociationofsecurityofficialsagm 145

Source: http://www.faso-afrs.ca/download/resources/CertificationTaskForce.pdf 146

“Report on the Emergency Management Education in Canada: One Day Workshop”, Public Safety and Emergency Preparedness Canada, 2005 147

“New program at York is prepared for disaster, Emergency managers are in high demand”, Toronto Star, November 17, 2005 148

Source: http://www.oaem.ca/public/education.html 149

“Report on the Emergency Management Education in Canada: One Day Workshop”, Public Safety and Emergency Preparedness Canada, 2005

http://www.canadiansecurity.com/


190

undergraduate degrees of its kind in Canada”.150 York also offers a certificate program in EM.151 The Master’s EM program considers social and health issues, business impacts, as well as engineering and environmental consequences.152 Carleton University launched a Master’s Program in Infrastructure Protection and International Security (MIPIS) in 2010. Carleton asserts that the program is the first of its kind in North America that teaches the skills and competencies required to be infrastructure engineers and policy managers, as well as asset protection and security practitioners.153 Centennial College’s Emergency Management and Public Safety Institute (EMPSI) offers courses for individuals working in, or preparing for, careers related to emergency response and management. In the fall of 2012, the college introduced a part-time course -- Managing and Operating a Virtual Emergency Operations Centre (VEOC).154 Several security and EM-oriented programs are offered by academic institutions in western Canada. Since 2010, JIBC has offered a Bachelor of Emergency and Security Management Studies program, which it describes as “Canada’s first bachelor program that integrates security studies and EM with business fundamentals and leadership skills”.155 JIBC’s other offerings include an Emergency and Security Management diploma program, as well as two certificate programs – EM and EM Exercise Design. The Northern Alberta Institute of Technology (NAIT) has an EM diploma program, as well as two certificate programs (Industrial EM and Public Sector EM), all of which are available online. Brandon University has an Applied Disaster and Emergency Studies degree program. Royal Roads University offers Graduate Diploma and Master of Arts programs in Disaster and EM – via online learning and short, on-campus residencies. The programs are designed for mid-career professionals.156 Following the closure of the federally operated Canadian Emergency Management College in 2012 (for budgetary reasons), PSC partnered with the Canada School of Public Service, a federal agency, to provide leadership in EM training.157 Its courses are geared towards public servants responsible for EM planning in their organization. The Toronto-based Disaster Recovery Institute (DRI) educates and certifies BCP practitioners, and is affiliated with New York-based DRI International. During the past six years, PSC has funded hazardous materials training for more than 1,800 first responders from more than 190 rural and urban communities across Canada in partnership with International Association of Fire Fighters (IAFF)/Canada, an organization that represents over 21,700 professional fire fighters in Canada.158 Emergency Management Ontario develops and delivers training programs to increase awareness and practical knowledge of EM practices and principles across Ontario. Academic Programs in the United States The U.S. has public safety and EM programs at the collegiate, university undergraduate, masters and doctorate levels. According to FEMA, there were 296 post-secondary EM programs offered in the U.S. in October 2014,159 64% more than in 2011 (180).160 Moreover, 30 programs were in the investigation or proposal stage. There are 154 homeland security/defense

150

“Disaster & Emergency Management”, ww.yorku.ca 151

http://futurestudents.yorku.ca/program/disaster-emergency-management 152

“Future 'masters of disaster' learn to cope with calamities”, Toronto Star, October 15, 2007 153

Source: http://www.ptsc-online.ca/blogs/ptsconlinenews/carletonuniversitylaunchesmastersprogramincip 154

“Centennial College launches two new courses in emergency management this fall”, Canada Newswire, July 13, 2012 155

“JIBC Launches Canada's First Bachelor of Emergency and Security Management Studies Degree”, Marketwire. July 29, 2010 156

“Royal Roads president succeeds by looking ahead, Times-Colonist, November 24, 2013 157

http://www.publicsafety.gc.ca/cnt/mrgnc-mngmnt/mrgnc-prprdnss/mrgnc-mngmnt-trnng-eng.aspx 158

“Minister Blaney Renews Funding for Hazardous Materials Training”, Marketwired, April 7, 2014) 159

“Emergency Management Programs in the United States”, FEMA, October 23, 2014 160

“What You Should Know About Emergency Management Degrees”, Emergency Management, January 14, 2011


191

and terrorism programs; 16 international disaster relief/humanitarian assistance programs; 31 public health and medical programs; and 36 related programs. In terms of credentials, the most common programs are certificate (25%), bachelor (21%) and master’s level (19%) offerings. Graduate certificate (17%), associate (15%) and doctorate programs (2%) account for the remaining programs. The applied and research fields of study in public safety and EM remain a work-in-progress. As management issues in EM and BCP become more complex, it has become increasingly important to teach the required skills and knowledge at the post-secondary level. The disparity between tactical operations and managerial capabilities in EM and BCP are constantly expanding. The existence of suitable programs at the post-secondary level represents an opportunity to narrow the gap.161 Martin Rudner, an esteemed former research professor at Carleton’s School of International Affairs, said this: “There is an urgent need for a dedicated national program for the training and professional development of analysts and managers in the inter-related fields of EM, public safety-critical infrastructure protection, and intelligence assessment.”162 The growing demand for public safety and EM programs reflects the needs of two groups of students. The first group comprises those currently working in the field who wish to enhance their knowledge and skills through further education. The second group includes those who lack knowledge and experience, but aspire to work in the field. An increase in Canada’s public safety and EM educational programs would enhance the country’s ability to prevent and manage the consequences of emergencies. The establishment of a set of generally accepted core competencies for emergency managers would assist post-secondary academic institutions in designing programs and course curricula.

9.0 Opportunities/Challenges Inherent in Launching Proposed

Program

Canada lacks qualified educators to develop and teach public safety programs, supervise post-graduate students and conduct research. Many professors that teach such programs are from the geography, sociology and environmental fields. However, there is a growing need for experts with a background in other disciplines, such as public administration and business. There are very few people with graduate degrees (particularly PhDs) in public safety and/or EM. David Etkin, the director of York University’s graduate EM program, acknowledges that it was difficult to find qualified instructors to teach at the school.163 It will take much time to develop an adequate base of subject matter experts in Canada.164 Members of First Nation communities may find the BPS program particularly appealing. First Nations are responsible for the EM programs within their jurisdictions. As noted above, They are considered “high risk” from a disaster perspective, due to their social vulnerability, remoteness and isolation.165

161

Source: http://www.disaster-resource.com/articles/07edu_p22.shtml 162

“Protecting Canada's critical national infrastructure from terrorism”, International Journal, Summer 2009 163

Source: http://www.oaem.ca/education/Workshop-Report_Eng.pdf 164

Source: http://dsp-psd.pwgsc.gc.ca/Collection/PS4-15-2005E.pdf 165

Source: http://www.ainc-inac.gc.ca/ai/arp/aev/pubs/ev/ema/ema-eng.asp


192

10.0 Competitive Implications

Employment prospects are one of the most important concerns for those considering a post-secondary education. The research carried out in this study suggests that there is a significant and growing demand for well-trained public safety and EM practitioners in Canada. According to Murray Day, JIBC’s EM program director, “There has been an increased demand for leadership in the converging fields of emergency management, public safety and security”.166 A 2005 federal government report “conservatively” estimated that Canada requires 12,500 people with “either broad or specific knowledge of emergency management principles and practices”. This figure comprises 7,000 EM professionals in the public sector, as well as 5,500 in the private sector.167 Jobs in the public safety field offer good compensation and employment prospects for highly-skilled practitioners are quite favourable. They provide an opportunity to be engaged in one of the most important and dynamic fields. When staffing security and EM positions, organizations increasingly recruit those with advanced education and practical experience. An applied degree is considered more prestigious and marketable than lower level credentials (e.g.: diploma, certificate), hence graduates of the BPS program will be well-equipped to compete for employment opportunities. Although the BPS program may be similar to competing university programs in some respects, it will be the only degree program in public safety and emergency management offered by an Ontario community college. The BPS program will likely be viewed by potential applicants and prospective employers as a very attractive offering. Given its laddering opportunities, hybrid delivery format and multidisciplinary focus, the catch basin for the program could be national and perhaps international. The security markets of Asia, Eastern Europe, Africa and the Middle East are relatively underdeveloped. They are expected to register the largest growth rates in the next few years.168 Over time the BPS could garner much prestige within the public safety community and evolve into a signature program of the Police and Public Safety Institute. The college may find a marketing and communications campaign that emphasizes the distinctive attributes of the BPS program to be particularly effective.

166

“This Week In Canadian Security”, Canadian Security Magazine, July 10, 2009 167

“Emergency Management Education in Canada”, Public Safety and Emergency Preparedness Canada, 2005 168

“World Security Service Revenue”, Freedonia Group, 2013


193

Appendices

Table 4: Selected Post-Secondary Public Safety and EM Courses/Programs in Canada

(March 2015)

Academic Institution Program

Algonquin College (Ottawa, ON)

Emergency Management Graduate Certificate (online)

Brandon University (Brandon, MB)

Bachelor of Arts in Applied Disaster and Emergency Studies

Cambrian (Sudbury)

Protection, Security and Investigation Diploma Program Corporate Safety and Security Certificate

Canadore (North Bay, ON)

Advanced Security Management Post Diploma

Cape Breton University (Sydney, NS)

Emergency Management Program

Carleton University (Ottawa, ON)

Master’s Program in Infrastructure Protection and International Security

Centennial College (Toronto, ON)

Emergency Management Certificate program IMS 200 Basic Incident Management System (EMO Certified)

Conestoga (Kitchener) Advanced Security Management Post Diploma Protection, Security And Investigation/Police Foundations Diploma Program

Durham College (Oshawa, ON)

Protection, Security and Investigation Diploma Program Advanced Law Enforcement And Investigations Graduate Certificate

Fanshawe College (London, ON)

Emergency Management Graduate Certificate Program Protection Security And Investigations Diploma Program

Fleming College (Peterborough, ON)

Emergency Management Graduate Certificate Program Protection, Security and Investigations (Formerly Security And Risk Management) Diploma Program

George Brown College (Toronto)

Advanced Risk Communication Certificate Emergency Management Certificate Incident Management Certificate Public Health Emergency Management Certificate

Georgian (Orillia) Bachelor of Human Services (Police Studies) Co-Op Protection Security And Investigations Diploma Program

Humber (Toronto) Protection, Security and Investigation: Crime Scene Investigation

JIBC (Westminster) Bachelor of Emergency and Security Management Studies (online) Diploma in Emergency and Security Management (online) Emergency Management Certificate Program (hybrid) Emergency Management Exercise Design Certificate Program (hybrid)

La Cité Collégiale (Ottawa) Gestion De La Sécurité (Diploma)

Loyalist College (Belleville) Protection Security And Investigations Diploma Program

Mohawk College (Hamilton) Advanced Security Management Graduate Certificate Law and Security Administration – Private Security (Diploma) Advanced Police Studies Graduate Certificate Protection, Security And Investigation Diploma Program

Northern Alberta Institute of Technology (Edmonton, AB)

Emergency Management Diploma Program (online) Industrial Emergency Management Certificate (online) Public Sector Emergency Management Certificate Program (online)


194

Niagara College (Welland) Advanced Law Enforcement And Investigations Graduate Certificate Protection, Security And Investigation - Private Security Diploma Program

OntarioLearn.com169

Emergency Management Course

Royal Roads (Victoria, B.C.)

Master of Arts in Disaster and Emergency Management Graduate Diploma in Disaster and Emergency Management

Sault (Sault Ste. Marie) Protection Security And Investigations Diploma Program

Seneca College (Toronto)

Advanced Security Management Post Diploma??? Advanced Investigations and Enforcement Graduate Certificate

Sheridan Institute (Brampton, ON)

Emergency Management Graduate Certificate Program

York Univ. (Atkinson College) (Toronto, ON)

Master of Arts in Disaster and Emergency Management, Bachelor of Arts in Disaster and Emergency Management Emergency Management Certificate

169

OntarioLearn is a partnership of 24 Ontario community colleges that offer online learning options.


195

Table 5 Employees in Canada, by Selected Occupation

Source: National Household Survey 2011170

NOC Job Title Total Male Female

4311 Police officers (except commissioned) 80,675 63,005 17,665

4312 Firefighters 31,825 30,640 1,190

4421 Sheriffs and bailiffs 2,805 2,090 720

4422 Correctional service officers 22,495 15,240 7,250

4423 By-law enforcement and other regulatory officers, n.e.c. 8,180 5,500 2,675

4313 Non-commissioned ranks of the Canadian Forces 45,925 40,140 5,785

6541 Security guards and related occupations 109,625 84,330 25,295

Table 6

Distribution of Security Guards in Canada, by Industry/Sector171

Industry / Sector Total

Administrative and support, waste management and remediation services 63.1%

Public administration 7.5%

Arts, entertainment and recreation 5.3%

Transportation and warehousing 3.9%

Health care and social assistance 3.7%

Accommodation and food services 2.7%

Other 13.8%

170

Statistics Canada, 2011 National Household Survey 171

”Working In Canada Report: Security Guards and Related Occupations”. HRSDC, April 8, 2011


196

Figure 1: Distribution of Natural Catastrophes Across Canada Since 2000

45.0%

26.0%

26.0%

3.0%

Western Canada

Central Canada

Eastern Canada

Territories

Source: Canadian Disaster Database .


197

Figure 2: World Security Service Revenue Projections (2016)172

--$244 Billion U.S. by Region

172

“World Security Service Revenue”, Freedonia, 2013

32.0%

24.0%

19.0%

25.0%

North America Asia/Pacific Western Europe Other Regions


198

Figure 3: Salary Ranges of Canadian Security Practitioners (2014)173

Figure 4: Educational Attainment of Canadian Security Practitioners174

173

Source: Canadian Security Salary Survey 2014, Canadian Security Magazine, November-December 2014

5.7%

18.0%

17.0%

21.1%

17.2%

16.0%

5.0% ≤$20 K

$20-$40 K

$40-$60 K

$60-$80 K

$80-$100 K

$100-$150 K

$150 K+

Source: Canadian Security Magazine

4.5%

28.0%

23.2%

19.1%

11.8% 9.3%

4.5%

Other College Diploma Some Post-secondary University Undergrad

Law/Security Diploma High School Master's


199

Figure 5

Number of Employees per Security Officer by Industry Sector in the U.S. 2009175

174

Source: Canadian Security Salary Survey 2014, Canadian Security Magazine, November-December 2014 175

“The Private Security Industry: A Review of the Definitions, Available Data Sources, and Paths Moving Forward”, U.S. Dep’t of Justice, 2010.


200

Figure 6

Spending on Security as a Percentage of Revenue by Industry Sector, 2009176

176

IBID


201

Table 7

Police Officers, by Province and Territory, 2013177

Province 2013 Rate per

100,000

Population****

2012 to 2013

% Change

Canada 69,272 197 -1.5

Provincial and Territorial Total* 67,975 193 -.09

NFLD and Labrador 917 174 -.09

PEI 232 160 -6.1

Nova Scotia 1,895 201 -1.6

New Brunswick 1,344 178 -1.3

Quebec 16,024 196 -0.6

Ontario** 26,359 195 -.05

Manitoba 2,691 213 -1.7

Saskatchewan*** 2,306 208 -1.5

Alberta 6,899 171 -1.8

British Columbia 8,856 193 -1.2

Yukon 132 360 9.6

Northwest Territories 192 441 -3.3

Nunavut 128 360 -0.2

RCMP Headquarters and Training Academy 1,297

* Excludes personnel from Royal Canadian Mounted Police Headquarters

**Excludes personnel from Royal Canadian Mounted Police Training Academy.

***Excludes personnel from Royal Canadian Mounted Police Headquarters and Training Academy.

****Rate per 100,000 population. Populations are based on July 1 estimates for 2013, Statistics Canada.

177

“Police personnel and expenditures 2013”, Statistics Canada, March 27, 2014


202

Table 8: List of All Job Titles in “Security Guards and Related Security Service Occupations” (NOC 6541)178

178

Source: Human Resources and Skills Development Canada

air courier guard airport security guard alarm investigator alarm signal investigator alarm signal specialist armoured car driver armoured car guard ATM (automatic teller machine) guard attendant, gate – security automatic teller machine (ATM) guard bodyguard (except police) bouncer bouncer – security business establishment investigator –

security cabin baggage inspector carry-on baggage inspector commissionaire commissionaire – security convoy guard corporate security officer crossing guard detective, private floorman/woman, retail store floorwalker, retail store gate attendant – security gateman/woman guard, armoured car guard, security hand baggage inspector hand luggage inspector house detective investigations officer – postal service investigator, business establishment investigator, private lie detector examiner loss prevention officer – retail loss prevention officers supervisor mystery shopper night guard night watchman/woman officer, corporate security officer, investigations – postal service officer, loss prevention – retail

officer, postal inspection officer, security analysis – postal service patrol officer – security patrolman/woman – security plant gatekeeper plant guard polygraph examiner polygraph operator polygraphist postal inspection officer postal service inspector preboarding security guard private detective private investigator private investigators supervisor private police agents and investigators supervisor private policemen/women and investigators

supervisor private security officer residential alarm system specialist retail investigator retail loss investigator retail loss prevention officer retail store floorman/woman retail store floorwalker school crossing guard security alarm system consultant security analysis officer – postal service security and investigations officer security consultant (except computer systems) security guard security guard – explosives security investigator security officer security officer, private security specialist (except computer systems) shopping investigator – security store detective supervisor, loss prevention officers supervisor, private investigators supervisor, private police agents and investigators supervisor, private policemen/women and

investigators theft prevention officer vault custodian


203

Table 9: List of All Job Titles in

“Other Managers in Public Administration” (NOC 0414)179

179

Source: Human Resources and Skills Development Canada

Bilateral relations chief Cabinet relations director Cabinet relations manager Chief of protocol Chief, bilateral relations Chief, federal-provincial relations Chief, intergovernmental affairs Chief, intergovernmental relations Chief, international relations – government Chief, interprovincial relations Clerk – legislative assembly Clerk of the committee, legislative assembly Clerk of the legislative assembly Deputy clerk of the house of commons Deputy clerk of the legislative assembly Director of public works Director, cabinet relations Director, elections canada Director, elections expenses Director, elections finances Director, elections planning Director, emergency responses services Director, federal-provincial relations Director, intergovernmental affairs Director, intergovernmental relations Director, international relations – government Director, legislative assembly services

Director, legislative services Director, parliamentary services Disaster relief services co-ordinator Elections expenses director Elections finances director Elections planning director Emergency management co-ordinator – government

services Emergency measures manager – government services Emergency response co-ordinator – government services Emergency safety manager – government services Federal-provincial relations chief Federal-provincial relations director Intergovernmental affairs chief Intergovernmental affairs director Intergovernmental relations chief Intergovernmental relations director International relations chief – government International relations director – government Interprovincial relations chief Legislative assembly services director Legislative services director Parliamentary services director Principal clerk of legislative committees Principal clerk of the house of commons Principal clerk of the legislative assembly Public works director, public works superintendent


204

Applicant Demand Applicant demand is evidenced through the interest in programming related to the field of public safety extracted from the Ontario Colleges Application Service site. A range of programming exemplars are provided with the associated applicant and enrolment data. This data is indicative of field-related interest both for the proposed degree, and for graduates of programs for which bridging opportunities have been proposed e.g., Police Foundations.

Ontario Colleges Application Service (OCAS) –

Public Safety Field Related Programming Applicant and Enrolment Data Exemplars 2012, 2013 and

2014

2012 2013 2014

Application Registration Enrolment Application Registration Enrolment Application Registration Enrolment

College Name

Program Title

CAMBRIAN CORPORATE SAFETY AND SECURITY

42 19 24 55 21 23 44 15 16

CONESTOGA PROTECTION, SECURITY AND INVESTIGATION/ POLICE FOUNDATIONS (FORMERLY LAW AND SECURITY)

773 228 232 672 224 234 754 221 222

FANSHAWE PROTECTION, SECURITY AND INVESTIGATION (APPLY TO POLICE FOUNDATIONS FOR 1ST YEAR)

1 63 85

ALGONQUIN POLICE FOUNDATIONS 1301 429 446 1216 422 458 1036 265 283

CAMBRIAN POLICE FOUNDATIONS 305 69 65 308 81 82 261 48 47

CANADORE POLICE FOUNDATIONS 301 74 82 210 42 42 219 39 43

CENTENNIAL POLICE FOUNDATIONS 860 140 239 788 151 151 761 168 169

CONESTOGA POLICE FOUNDATIONS - YEAR TWO (ADVANCED STANDING ONLY)

58 94 44 100 34

CONFEDERATION POLICE FOUNDATIONS 186 63 66 162 63 63 174 51 52

DURHAM POLICE FOUNDATIONS 860 195 204 810 159 195 832 132 185

FANSHAWE POLICE FOUNDATIONS 1255 332 323 1082 334 343 1056 306 302

FLEMING POLICE FOUNDATIONS 624 141 169 553 128 126 465 84 82

GEORGIAN POLICE FOUNDATIONS 706 202 196 747 203 203 618 167 169

HUMBER POLICE FOUNDATIONS 1819 366 371 1672 336 343 1739

LAMBTON POLICE FOUNDATIONS 247 63 62 239 41 65 252 50 64

LOYALIST POLICE FOUNDATIONS 378 102 114 329 82 83 269 56 58

MOHAWK POLICE FOUNDATIONS 241 113 84 403 160 121 277 83 83

POLICE FOUNDATIONS 717 133 138 770 203 200 687 129 129

NIAGARA POLICE FOUNDATIONS 816 239 300 802 6 734 190 191

NORTHERN POLICE FOUNDATIONS 20 3 4 12 16 5 5


205

2012 2013 2014

SAULT POLICE FOUNDATIONS 140 58 68 140 40 40 110 30 31

SENECA POLICE FOUNDATIONS 1261 318 316 1170 212 226 1166 204 220

SHERIDAN POLICE FOUNDATIONS 1153 310 320 1081 295 307 1057 297 303

ST. CLAIR POLICE FOUNDATIONS 163 3 180 41 147

ST. LAWRENCE POLICE FOUNDATIONS 698 206 203 587 26 146 552

CONESTOGA ADVANCED POLICE STUDIES

57 20 20 49 19 19 75 18 18

MOHAWK ADVANCED POLICE STUDIES

79 32 32 77 30 31 90 31 31

CONESTOGA BACHELOR OF COMMUNITY AND CRIMINAL JUSTICE - LEVEL 3 ONLY FOR POLICE/SECURITY GRADS

42 6 46 50

GEORGIAN BACHELOR OF HUMAN SERVICES (POLICE STUDIES) CO-OP

184 88 72 221 100 62 243 45 45


206

2006

2007

2008

2009

2010

2011

2012

2013

2014

Non-Direct 15 28 13 10 4 32 31 16 11

Direct 30 41 29 27 47 36 41 46 34

0

10

20

30

40

50

60

70

80

Enrolment Count - BHSP - Georgian College

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

Non-Direct 44 41 44 37 87 86 79 100 106 104

Direct 91 89 85 96 162 112 106 123 139 105

0

50

100

150

200

250

Applicant Count - BHSP - Georgian College

Applicant and Enrolment Data – Direct & Non-direct – Georgian College – Bachelor of Human Services

(Police Studies) Co-op

Georgian College – Bachelor of Human Services (Police Studies) Co-Op (BHSP)


207

Durham Georgian

2006 125 24

2007 121

2008 109 26

2009 125 24

2010 185 29

2011 172 27

2012 175 19

2013 172 14

2014 113 19

0

20

40

60

80

100

120

140

160

180

200

Enrolment Count

Applicant and Enrolment Data – Direct & Non-direct combined – Ontario College programs of study in

a related field

Durham – Protection, Security and Investigation – 2 Year Diploma

Georgian – Protection, Security and Investigation – 2 Year Diploma

Humber – Protection, Security and Investigation (Enrolment # not available) – 2 Year Diploma

DURHAM GEORGIAN HUMBER

2006 350 126

2007 328 93

2008 324 121

2009 383 149

2010 494 153

2011 382 113

2012 382 78 339

2013 399 76 426

2014 417 100 561

2015 363 104 524

0

100

200

300

400

500

600

Applicant Count


208

FANSHAWE FLEMING SHERIDAN

2006 23

2007 25 22

2008 10 17

2009 6 21 17

2010 10 17 16

2011 8 31 15

2012 9 18 12

2013 8 17

2014 6 20

0

5

10

15

20

25

30

35

Enrolment

FANSHAWE FLEMING SHERIDAN

2006 52 14

2007 67 69

2008 39 65

2009 18 57 74

2010 35 50 86

2011 29 49 82

2012 25 41 57

2013 35 32 55

2014 35 51 19

2015 3 31 41

-2

8

18

28

38

48

58

68

78

88

Application

Applicant and Enrolment Data – Direct & Non-direct combined – Ontario College programs –

Emergency Management

Fanshawe College – Emergency Management – OCGC

Fleming College – Emergency Management - OCGC

Sheridan College – Emergency Management - OCGC


209

Algonquin College Survey Results The Algonquin College Survey results of Corporate Security and Risk Management and Police Foundation students who were polled as to their interest in the potential program offering, further attest to student demand for the Bachelor of Public Safety degree.

Corporate Security and Risk Management Students and Graduates, March 2012: Of the 51 students surveyed, approximately 71% of respondents expressed interest in continuing their studies by bridging into the proposed degree. Of these, 49% were extremely or very interested in enrolling, with 39% indicating they would be willing to enrol in the program within the next three to four years.

Police Foundations Students, November 2012: Of the 204 students surveyed, approximately 93% of the respondents expressed an interest in continuing their studies by bridging into the proposed degree. Of these, all respondents were extremely or very interested in enrolling and indicated that they would be willing to enrol in the program within the next three to four years.

Police Foundations Students, March 2015: Of the 55 students surveyed, approximately 94.5% of respondents expressed an interest, with nearly 50% expressing extreme interest, in continuing their studies by bridging into the proposed degree. Over 70% of the respondents indicated interest in enrolling as soon as the program was available, with almost 90% indicating that they would pursue it through full-time delivery.

Employment Opportunities

The following job advertisings provide additional evidence of the economic need for this program. Employers (locally, provincially, and nationally) are seeking candidates for Public Safety related positions. The table was populated with employment opportunities posted in the month of May 2015 through the Public Servant Commission website, Workopolis, CSIS careers, ASIS and DRIE Association websites. These particular postings were selected because of the relevance of the proposed degree learning outcomes to the position.


210

Position and Organization

Location Job Descriptions Education Requirements

Security Consultant Telus

Ottawa, ON Designing, developing and supporting pro-active and re-active security programs

Supporting the continued evolution of managed security services

Leading in the development of security best practices and providing innovative solutions to deliver on these practices

Providing operational leadership for a variety of services and platforms

Being a subject matter expert for managed security services

Working collaboratively with TELUS Customers and Security Operation Centre stakeholders

Continually striving to reduce customer-impacting service outages and degradations

Supporting SOC teams to restore managed security services to premium levels in a timely fashion

Undergraduate degree

Threat Management Analyst Canadian Security Intelligence Service

Ottawa, ON Administer ongoing liaison and advisory program with stakeholders by analyzing, evaluating and interpreting information obtained from all sources.

Research, analyze, and evaluate information within operational databases and coordinate operational follow-up of the results of analysis.

Advise core federal government departments based on evaluation and assessment of operational situation and activate emergency procedures by alerting the operations centres of the affected federal government departments.

Administer liaison program by providing continuous (24/7) point of contact and operational support for the Service and other stakeholders.

Analyze information received through the Service's public and internal telephone lines, by obtaining, evaluating and interpreting potentially sensitive information and establishing appropriate course of action.

Research and analyze information

Undergraduate degree and (2) years of experience


211



available from different sources (mass media, Internet, etc.) by collaborating with operational desks to assess value of data obtained and to provide key information to desks.

Screening Analyst - Security Screening Branch Canadian Security Intelligence Service

Ottawa, ON Analyze data in government security clearance or immigration applications, comparing and researching it against information in databases.

Decide whether an applicant may pose a potential threat to national security and, if so, provide a written assessment of your concerns to officers in SSB’s Operations section.

Consult and follow relevant Service and Treasury Board Secretariat (TBS) policies and guidelines.

Liaise / consult verbally or in writing with geographic operations experts when necessary.

Provide advice and train new Security Analysts, as appropriate.

Verify that all security screening requests submitted are completed accurately.

Undergraduate degree + 1 year of experience

Senior Risk Management Specialist City of Toronto

Toronto, ON Develop and maintain IT Risk Management governance, policies, guidelines, procedures and standards.

Manage the delivery of Risk Assessment services, TRA (threat risk assessment) PIA (privacy impact assessment) and/or Harmonized TRA/PIA.

Support the Section Head by meeting with clients (employees, project managers, contractors, senior management) and reviewing pertinent information to identify, assess and monitor the effectiveness of the Risk Management program and controls.

Collaborate with other IT and non-IT groups to provide subject matter expert Risk Management advice and consultation.

Identify IT risk exposures and recommend mitigation options to the Section Head.

Conduct or support investigations, and liaise with law enforcement, legal, labour

A degree from a recognized university


212



relations, human resource, Division Heads and Accountability Officers or Senior City Executives, as necessary.

Provide SME consultation or support to projects and RFP development and evaluation.

Coordinate the IT Division’s Audit Remediation Program.

Administer and update the IT Division’s Fraud Action Plan.

Support the Business Continuity Program manager with the IT Division’s Labour Disruption Planning Program and in dealings with the Office of Emergency management.

Conduct reviews of projects or operations to identify risks and recommend pragmatic measures for improvement.

Prepare briefing notes and/or reports for Council, as requested by the Section Head, on topics relating to Risk Management.

Supervise, motivate and train assigned staff, ensuring effective teamwork, high standards of work quality and organizational performance, and continuous learning, and encouraging innovation in others.

Supervise the day-to-day operation of all assigned staff, including scheduling, assigning and reviewing work, authorizing and coordinating vacation and overtime requests, monitoring and evaluating staff performance, approving salary increments, hearing grievances and recommending disciplinary action when necessary.

Provide input into, and administer, the assigned budget, ensuring that expenditures are controlled and maintained within approved budget limitations.

Lead, facilitate, and contribute to the design, creation, development and sustainment of aRisk Management framework of principles, processes, standards and tools for Information Technology, including input to formalized


213



IT procurement, portfolio and project management processes, ITIL processes like change management, privacy and security risk assessment methodologies, application development and migration.

Security Officer/Risk Analyst Planet4it

Toronto, ON The Security Officer/Risk Analyst will provide documentation and analysis for risk management - updating and managing policies and procedures in the area of cyber security. Incumbent will also provide risk assessments for hardware and software, and participate in activities surrounding regulatory compliance.

CISSP designation

Risk Analysis/Threat assessment

Financial Industry knowledge

Experienced in as much as possible of: - Audit Reviews, - Identity Access & Management, - Data Protection, - Incident Management, - Vulnerability Assessment.

Senior Manager, Operational Risk Oversight CHMC

Will be responsible for managing the second line of defence for operational risk related to technology, including Technology Risk, Cyber Security Risk, Information Management and Security Risk, Change Management Risk, Business Interruption Risk as well as information and technology considerations associated with Outsourcing and Supplier Risk. In that capacity, you will provide guidance and independent oversight of these operational risk management categories and be involved in the development and concurrence process related to policies, guidelines, products and process changes.

University Degree, preferably in Computer Science, Business Administration or a related field

Demonstrated experience with risk taking activities related to Technology Risk: Cyber Security Risk, Information Management


214



and Security Risk, Change Management Risk, Outsourcing and Supplier Risk, and Business Interruption Risk

Director- Security Strategy &Governance People First - Chemicals/Petro-Chemicals

Toronto, ON Lead business development activities including sales, proposals, and building and maintaining sustainable client relationships.

Establish credibility and relationships with prospective clients by demonstrating technical and industry knowledge in security strategy, governance & risk management and identify opportunities for assistance.

Lead the end to end delivery (including project economics) of multiple security strategy & governance projects comprising of multiple resources and teams and ensure the quality of deliverables and clients are satisfied with the work.

Assist with the staff and operational management of the Security Strategy & Governance practice, including:

Acting as a technical reference point for security strategy, governance and risk management.

Provide thought leadership and direction for the Security Strategy & Governance practice and contribute to the Intellectual Property of the firm by driving the development of toolkits, methodologies, accelerators and training.

Bachelor or Masters degree in Security, Computer Science, Engineering or Business.

Risk Management Specialist Altis Professional Recruitment

Ottawa, On Designing and conducting emergency management hazard/threat and risk assessments.

Review of legislation, strategic plans, AARs, lessons learned, and federal government priorities to inform hazard/threat and risk assessments.

Perform environmental scan of open

Bachelor's Degree


215



source material pertaining to health security initiatives, priorities, actions, for Canada and other health security partners.

Manager, BCP & Internal Controls (SOX)

Tangerine

North York, ON

Manage the company’s business continuity program based on accepted industry best practices and Scotiabank policies and standards

Ensure continuity program maintains relevance based on the ongoing analysis of threats, loss exposures, and business requirements

Review and provide continuous improvement to the BCM Program for effectiveness on an annual basis

Develop and execute an enterprise BCM test plan and schedule

Physically observe BCM exercises for the business departments and IT DR testing

Provide guidance and direction to the business departments in any matters concerning the Bank’s BCM policies, standards and procedures interpretation

Build and administer a program to train business departments and assigned BCM Coordinator Program Participants on how to implement the business continuity elements

Oversight of IT initiatives for support and coordination of Corporate DR and BC requirements

Manage, direct and coordinate activities to support the Bank’s continuity and recovery efforts in the event of a disaster declaration, acting a liaison between the Crisis Management, Technology and business departments BCM Coordinators

Assist business units in the investigation and determination of appropriate resolution of disaster recovery audit issues

Bachelor's Degree

A minimum 5 years exposure working in an Operational Risk Management program / change management position


216



Lead - Security Operations Specialist

Maplesoft Group

Ottawa, ON Provides technical expertise, advice and consultation support:

The Specialist, Security Architecture, provides expertise, advice and consultation support in the definition of the technical and applications security architecture by participating as the senior member of an application or technical architecture project team.

Formulating the IT Security policies and standards for the organization which are consistent with industry standards, emerging government standards and emerging business requirements;

Not specified

Security TRA and C&A Analyst - Level 3 Maplesoft Group

Ottawa ON Following the GC Harmonized Threat & Risk Assessment (HTRA) Methodology, formulate and document Statements of Sensitivity, identify threat agents, threats and threat scenarios, perform threat assessment, determine risks, identify potential vulnerabilities and recommend safeguards and other risk mitigation strategies on the IT enterprise-wide infrastructure, systems, and services identified by the Technical Authority • Evaluate and quantify business risk associated with compliance exceptions; • Develop a report that synthesizes recommendations and risk mitigation strategies for senior management and other stakeholders, with supporting detailed technical documentation • Identify threat agents, threats and threat scenarios, determine risks, identify potential vulnerabilities and recommend appropriate safeguards and other risk mitigation strategies on the IT infrastructure, systems, applications and services identified by the Technical Authority, while re-using existing relevant information as much as possible

Not specified

Screening Analyst CSIS

Analyze data in government security clearance or immigration applications, comparing and researching it against information in databases

Decide whether an applicant may pose a potential threat to national

Undergraduate degree


217



security and, if so, provide a written assessment.

Consult and follow relevant Service and Treasury Board Secretariat (TBS) policies and guidelines.

Liaise / consult verbally or in writing with geographic operations experts when necessary.

Provide advice and train new Security Analysts, as appropriate.

Verify that all security screening requests submitted are completed accurately.

Business Continuity/Emergency Management Advisor Inter Pipeline

Act as subject matter expert for business continuity and emergency management.

Align respective programs with corporate and departmental strategies and initiatives.

Assist with risk assessments to ensure adequate emergency preparedness throughout the organization.

Support Business Continuity and Emergency Management program development and delivery.

Adopt a key role on appropriate emergency response teams during emergency events.

Plan, deliver and assess business continuity and emergency response training.

Ensure the business is aware of relevant emergency related legislation and regulation to ensure compliance.

Develop and maintain liaisons with municipalities, county departments, and other stakeholders in order to facilitate plan development and response effort coordination. Maintain job knowledge by participating in educational opportunities, developing personal networks and participating in professional organizations

Certification or post-secondary education in Emergency Management and/or Business Continuity.

Experience/certification in Security is an asset


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SENIOR BUSINESS CONTINUITY PLANNER CANADIAN TIRE

Toronto, ON Assist with the development and maintenance of emergency response and business continuity planning efforts ensuring that up to date, tested contingency plans are in place for critical business units across the enterprise.

Provide guidance and informal training to the Analyst and assist with more complex problem solving and decision making, as required

Act as an advisor and subject matter expert to the business units on the development of business continuity plans, procedures and testing

Collaborate with business units and assist in analyzing the detailed business requirements, risks and possible mitigation plans

Conduct business impact analysis to determine critical business processes, recovery requirements and identify resources required to meet the plan

Perform risk analysis to determine areas of vulnerability and recommend mitigation and avoidance strategies

Establish testing methodologies and coordinate testing with business units

Develop and coordinate the measurement of business continuity readiness and compare to standards or benchmarks

Post-secondary Degree in Business or a related field or 5 years equivalent business experience

Business Continuity Analyst Protective Life

Birmingham, AL

Work with departmental BCP Coordinators to facilitate the development and maintenance of business continuity and disaster recovery plans.

Work with business units and IT to develop business continuity and disaster recovery exercises.

Participate in BCP Training and Awareness activities for events such as:

o Inclement weather o Building Evacuation o Active Shooter/Workplace

violence o CRP/AED Training

Conduct Business Impact Analysis. Perform assessment of critical vendors’

Bachelor’s degree preferred or equivalent education, training and experience in Business, Information Technology, Management of Information Systems or related field.


219



business continuity capabilities. Provide incident management support.

Security Operations Specialist CBRE Group

Markham , ON

Monitor day to day security guard operations and services at all client locations

Monitor day to day functionality of all security technology

Administration of security commodity contracts (POs and invoices)

Maintain compliance to client programs and processes

Improve service levels and reduce operating costs through enhancements

Review / validate SMS database measurements

Determine project scope and apply IBM security requirements

Prepare and submit security statement of requirements (SOR) and project budget.

Review tender responses and provide recommendations to project manager

Co-ordinate all project installation requirements (site access,

programming)

Post-secondary education in a Security related program

Disaster Management Associate

Canadian Red Cross

Fredericton, NB

Coordinate volunteer recruitment, orientation, retention and recognition.

Coordinate volunteer based programs throughout a defined geographical area.

Build partnerships with key stakeholders including local and municipal governments, NGOs, police and fire departments, EMO as well as community leaders in a continuous effort to enhance response capacity.

Develop and maintain strong volunteer emergency response teams.

Coordinate the development and implementation of Red Cross disaster management response plans in the various communities.

Coordinate disaster preparedness activities in an all-hazards approach with particular emphasis on risks relevant to the Greater Fredericton area.

Employees and Volunteers at every level are responsible for safe work practices and to adhere to practices outlined in

University degree


220



their applicable provincial Occupational Health and Safety Act.

Support other Red Cross initiatives, as needed, to provide for a coordinated team effort to meeting the needs of the most vulnerable in our communities.

Manager, Physical and Personnel Security BC Management

Ottawa, ON The Manager, Physical and Personnel Security is responsible for managing the day-to-day operational security function to ensure the safeguard of the Company’s infrastructure and personnel. The Manager is accountable for the management and functional integrity of the integrated personnel security screening and security control systems (i.e., card access, alarms, cameras) for all Company sites; security monitoring and response; and for the Security Officers/Operations at four Company locations.

University degree in criminology, law, psychology or a relevant field

Security Officer

OLG

Hamilton,

ON

Security officers are to protect the company’s assets, patrons and employees against theft, fraud, vandalism and abuse in accordance to Internal Control Manuals.

Perform gaming (verify card count, control access to sensitive areas, assist departments as directed or requested, etc.) and non-gaming (answering phones, log and control lost and found, monitor alarm panels, control and issue keys, maintain daily log, report writing, conduct investigations, etc.) related duties as assigned and required.

Verify that employees are in compliance with AGCO policies and procedures.

Operate base radio, dispatch security officers for all escorts, chip/token fills, card or coin deliveries, answer phones and patron inquiries.

Provide first aid and medical attention as required.

Promote and maintain the utmost integrity and the highest calibre of customer service and respect to all patrons, employees and OLG personnel.

Post-secondary graduate diploma in Law and Security program or a university degree


221



Maintain awareness of gaming operation at all times and comply with security policies and procedures in order to secure company assets.

Manager, Compliance Services

Workers Compensation Board of Manitoba

Winnipeg, MB

Collaborates with the Director, Compliance Services on implementing and managing new initiatives within Compliance Services.

Sets annual departmental goals and objectives, creates annual performance reports, monitors progress and workload to accomplish objectives and provides regular reports on measures.

Provides direction and leadership to staff in order to achieve departmental/divisional and corporate objectives and performance standards. Assist in the investigation of criminal and civil wrong doing

Ensures risk management, quality management and continuous improvement systems are established to analyze and evaluate the effectiveness and cost benefits of compliance programs and services.

Performs quality management assessments of reviews, audits and investigations performed by units and approves findings when specific thresholds are met or particular outcomes have been recommended by the unit.

Monitors risk mitigation strategies and prepares evaluations on effectiveness for report to the Director, Compliance Services and Executive Management team.

Responsible for the proper use and safe-guarding of confidential labour relations information relating to the unit and service initiatives.

Ensures all investigation information is kept confidential and implements rigorous controls to ensure the integrity of this control

University degree in law, social sciences, business, finance, law enforcement or in a related discipline or have equivalent education and experience.

SECTION 14: DUPLICATION Bachelor of Public Safety

222

Section 14: Duplication The material presented in this section addresses the Board's standards and benchmarks for Duplication. The proposed Bachelor of Public Safety program, with its focus on applied knowledge, has been developed as a parallel educational path to programs offered at Ontario Universities, not as a duplication of existing educational opportunities. In addition, the structure of the program enables students who have studied at an Ontario college to pursue further educational prospects through the degree completion arrangements that are proposed. This proposed Bachelor of Public Safety program:

1. surpasses the standards of related diploma programs, 2. is related to, but sufficiently different from, existing degree programs offered at Ontario

universities, and 3. meets a need, by virtue of the preceding two facts, that is not adequately addressed by

other postsecondary programs in Ontario.


223

Section 14.1: Analysis of Similar College Programs

Based on research conducted during the initial stages of program development, four different programs offered at Ontario colleges share some components of this proposed Bachelor of Public Safety program. Where Provincial Program Standards, published by the Ministry of Training, Colleges, and University programs exist, these are used as the basis for comparison. As such, the analysis in the table below looks at both common programs offered at a number of Ontario colleges, and at related programs that are unique to specific colleges Comparison of Bachelor of Public Safety to Similar College Programs

College Program (Credential)

Similarities Differences Analysis

Police Foundations Various Colleges in Ontario (Ontario College Diploma)

Focus on law and sociological concepts Overview of crime prevention through environmental design Introduction to investigation principles

Emphasis on laws that pertain to public safety overarching disciplines such as security and emergency management More in-depth analysis of crime prevention methodologies Focus on research writing and analysis Focus on various disciplines related to security such as policing, security management, emergency management, IT security, and geographical information systems

This program provides a level of foundational knowledge, skills and attitudes that are related to the proposed Bachelor of Public Safety program. The relationship between the two credentials is recognized in the proposed degree completion arrangements (See Section 4.10 Gap Analysis). Graduates of Police Foundations are able to achieve a greater depth and breadth of knowledge should they choose to enroll in the proposed Bachelor of Public Safety program


224

Comparison of Bachelor of Public Safety to Similar College Programs



Emergency Management Graduate Certificate Algonquin College Fanshawe College George Brown College Sheridan College

The four cornerstones of the Emergency Management Framework Principles of Business Continuity Planning Basic concepts in hazard identification, incident management and risk assessments Basic principles in exercise design

More in-depth analysis of the legislation implications Geographic Information Systems (GIS) approach to disaster planning Integration of public safety in both research and applied exercises Research and high level analysis of emerging issues relating to disasters and disaster planning Stronger focus on security related topics

The content focus and employment opportunities for graduates of the Bachelor of Public Safety program are broader than those of a graduate certificate in Emergency Management. There is a stronger focus on security related disciplines of which emergency management is one of its subsets. It provides employment opportunities in a variety of government, provincial, municipal agencies and private sector organizations that require not only knowledge of emergency management but how there is an integration between security and emergency management disciplines within the larger context of public safety Both programs address necessary, but different, specializations in the industry

Corporate Security and Risk Management Diploma Algonquin College

Offers work-integrated learning experience (Field placement) Overview of threat risk assessments Training and awareness overview Information technology systems

Greater work-integrated learning experience through two co-ops More in-depth analysis of threat risk analysis as well as a practicum More in depth study of information technology systems and concepts Focus on research writing and analysis

The content focus and employment opportunities for graduates of the Bachelor of Public Safety program are broader than those of the Corporate Security and Risk Management program. Graduates of the Corporate Security and Risk Management are able to achieve a greater depth of knowledge should they choose to enroll in the proposed Bachelor of Public Safety.


225

Comparison of Bachelor of Public Safety to Similar College Programs



Bachelor of Human Services (Police Studies) Georgian College

Both programs offer co-op opportunities There is similarity with respect to researching, evaluating and analyzing research and statistical data related to investigative techniques, as well as ethical and professional practice in interprofessional and community groups

The proposed degree would not provide the critical understanding of policing The Bachelor of Human Services primarily prepares gradutes for careers in policing

The overlap between the two programs is minimal, with the Bachelor of Public Safety providing a broader learning experience of public safety

Bachelor of Emergency Management and Public Safety (proposal only on PEQAB website) Centennial College

Both programs offer co-op opportunities There is similarity in providing core education in emergency management, business continuity and security, as well as in natural hazard mitigation

The Bachelor of Emergency Management and Public Safety degree proposes particular foci on the health sciences and services, including pandemic management, women’s and global health issues, as well as in community and social services, such as community impact and involvement; overall focus is rooted in the social sciences

While the two programs overlap with respect to emergency management, business continuity and general security, there is sufficient difference in focus such that students taking the proposed Bachelor of Public Safety could specialize in information technology security, facility and infrastructure protection, and geographic information systems


226

Section 14.2: Analysis of Similar Ontario University Programs

Based on a review of the Ontario Universities' Application Center program listing for secondary school students and other undergraduate applicants, the three most similar or related programs have been identified. Given the unique nature of the degree program proposed, there are only three related programs offered in Ontario, with two being at the graduate level.The following table provides an analysis of the similarities and differences that exist between the proposed program and the identified related programs.

Comparison of Bachelor of Public Safety to Similar University Programs

University Program Similarities Differences Analysis Carleton University: Masters of Infrastructure Protection and International Security(MIPIS)

Overview of Critical Infrastructure protection Students may choose to focus their studies in the area of:

Critical infrastructure and asset protection

Security risk management

National security policy, intelligence, and terrorism

One major difference is that Carleton’s MIPIS is at the graduate level and requires students to have a degree for admission. It is also for individuals already working in the field who seek advanced studies in critical infrastructure protection (CIP).

The Bachelor of Public Safety program will have mandatory co‐op and will be delivered using various other applied approaches including simulations, live client projects,

case studies, co‐op preparation and integration, and capstone courses in the final semester. The Bachelor of Public Safety offers students a foundation in critical infrastructure protection should they wish to continue their studies at a graduate level. Graduates will be job ready when they graduate, and will be readily employable having a mix of theoretical knowledge and practical skills.


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Comparison of Bachelor of Public Safety to Similar University Programs

University Program Similarities Differences Analysis York University: Master of Disaster and Emergency Management

Fundamental principles of emergency management. Geographical Information Systems is offered as an elective but is core to the proposed Bachelor program.

York’s program is at the graduate level. Algonquin’s proposed degree would have work- integrated learning experiences through two Co-ops. Algonquin’s proposed degree would have more focus on security related disciplines than emergency management.

The Bachelor of Public Safety program will

have mandatory co‐op and will be delivered using various other applied approaches including simulations, live client projects,

case studies, co‐op preparation and integration, and capstone courses in the final semester. Graduates will be job ready when they graduate, and will be readily employable having a mix of theoretical knowledge and practical skills.

York University: Bachelor of Disaster and Emergency Management

Fundamental principles of emergency management and business contuinity planning. Geographical Information Systems is offered as an elective but is core to the proposed Bachelor program.

Algonquin’s proposed program includes disaster and emergency management, but is broader to include critical infrastructure protection, information technology security and systems design, management and planning and strategic decision-making.

The Bachelor of Public Safety program will have mandatory co‐op and will be delivered using various other applied approaches including simulations, live client projects,

case studies, co‐op preparation and integration, and capstone courses in the final semester. Graduates will be job ready when they graduate, and will be readily employable having a broad mix of theoretical knowledge and practical skills.


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Conclusion Based on the review and analysis that has been completed, the proposed Bachelor of Public Safety program satisfies the Board's requirement for non-duplication of programs. The development of the proposed degree has ensured that the program:

1. surpasses the standards of related diploma programs, 2. is related to, but sufficiently different from, existing degree programs offered at Ontario

universities, and 3. meets a need, by virtue of the preceding two facts, that is not adequately addressed

by other postsecondary programs in Ontario. The proposed Bachelor of Public Safety program fits within the array of programs offered at Ontario colleges. The nature of the police foundations and corporate security and risk management programs allows for degree-completion arrangements for students who wish to develop themselves further in preparation for employment opportunities that are not available to graduates of diploma programs. Both students and employers will benefit from the availability of programs that address the evolving requirements for employment in the public safety sector. Algonquin College is ideally positioned to deliver the proposed Bachelor of Public Safety degree program, given that the federal government and many security agencies are headquartered in the National Capital Region. The labour market and applicant demand analyses conveyed within this Application for Ministerial Consent are indicative that the regional market for this degree is substantive. Furthermore, it is anticipated that the program will have a broader provincial, and potentially a national appeal.

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