Bachelor of Science (Culinary Arts and Food Science) (Honours)Culinary Arts and … · Algonquin...

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Bachelor of Science (Culinary Arts and Food Science) (Honours) Application for Ministerial Consent Date of Submission: November 2018 Algonquin College of Applied Arts and Technology http://www.algonquincollege.com/ Program Delivery Location: 1385 Woodroffe Ave., Ottawa Ontario K2G 1V8 Contact for Submission: Margaret Cusson (Maggie), Dean, Academic Development [email protected] Telephone: 613-727-4723 x5345 Site Visit Coordinator: Jessica Devries, Chair, Academic Development [email protected] Telephone: 613-727-4723 x6057

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Bachelor of Science (Culinary Arts and Food Science) (Honours)

Application for Ministerial Consent

Date of Submission: November 2018

Algonquin College of Applied Arts and Technology

http://www.algonquincollege.com/

Program Delivery Location: 1385 Woodroffe Ave., Ottawa Ontario K2G 1V8

Contact for Submission: Margaret Cusson (Maggie), Dean, Academic Development [email protected] Telephone: 613-727-4723 x5345 Site Visit Coordinator: Jessica Devries, Chair, Academic Development [email protected] Telephone: 613-727-4723 x6057

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Table of Contents Section 1: Introduction ........................................................................................................................... 4

Section 1.1: Executive Summary ......................................................................................................... 4

Section 1.2: Program Abstract ........................................................................................................... 12

Section 2: Degree Level Summary ........................................................................................................ 13

Section 3: Admission, Promotion, and Graduation ............................................................................. 18

Section 3.1: Admission Requirements for Direct Entry .................................................................. 19

Section 3.2: Admission Policies and Procedures for Mature Students ........................................ 20

Section 3.3: Promotion and Graduation Requirements .................................................................. 21

Section 3.4: Advanced Standing Policies and Requirements ....................................................... 23

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

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

Section 4.2: Professional Accreditation ............................................................................................ 43

Section 4.3: Learning Outcomes........................................................................................................ 45

Section 4.4: Course Descriptions ...................................................................................................... 68

Course Descriptions for Core Courses ............................................................................................. 68

Course Descriptions for Non-Core Courses .................................................................................... 79

Course Descriptions for Elective Non-Core Courses ..................................................................... 82

Section 4.5: Course Schedules .......................................................................................................... 88

Section 4.5.1: Course Schedule 1 ..................................................................................................... 88

*Excluded for web version-confidential/proprietary material ......................................................... 88

Section 4.5.2: Course Schedule 2 ..................................................................................................... 89

Section 4.6: Work-integrated Learning Experience ........................................................................ 94

Section 4.7: Course Outlines ............................................................................................................ 102

*Excluded for web version – confidential /proprietary material ................................................... 102

Section 4.8: Bridging Course Descriptions ..................................................................................... 103

Section 4.9: Bridging Course Outlines ............................................................................................ 105

* Excluded for web version – confidential / proprietary material ................................................. 105

Section 4.10: Gap Analysis ............................................................................................................... 106

Section 5: Program Delivery ................................................................................................................. 164

Section 5.1: Quality Assurance of Delivery .................................................................................... 164

Section 5.2: Student Feedback ........................................................................................................ 171

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Section 6. Capacity to Deliver .............................................................................................................. 173

Section 6.1: Learning and Physical Resources ............................................................................. 174

Section 6.2: Resource Renewal and Upgrading ........................................................................... 177

Section 6.3: Support Services .......................................................................................................... 179

Section 6.4: Faculty ........................................................................................................................... 184

Section 6.5: Curriculum Vitae Release ........................................................................................... 187

Section 6.6: Curriculum Vitae of Faculty Assigned to the Degree Program ............................. 187

*Excluded for web version-confidential/proprietary material .............................................................. 187

Section 7: Credential Recognition ....................................................................................................... 188

Section 8: Regulation and Accreditation ............................................................................................. 207

Section 9: Nomenclature ....................................................................................................................... 208

Section 10: Program Evaluation .......................................................................................................... 209

Section 11: Academic Freedom and Integrity .................................................................................... 210

Section 12: Student Protection ............................................................................................................. 211

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Section 1: Introduction Section 1.1: Executive Summary

Proposed Credential Nomenclature: Bachelor of Science (Culinary Arts and Food Science) (Honours)

Anticipated Program Start Date: Fall 2020

Program Abstract

This four-year Bachelor of Science (Culinary Arts and Food Science) (Honours) program provides students with knowledge in two related domains, food science and culinary arts. Through combining disciplines of culinary arts and food science, graduates are equipped with the skills and competencies needed to perform in today’s food manufacturing, food product research and development, and food and beverage (service) workforce. Culinary arts and food science is a new and innovative degree area with strong indicators for healthy employment growth given society’s evolving desire for value-added and novel products within the food industry. Graduates possess theoretical and practical knowledge gained through in-class, hands-on lab-based and two industry-based cooperative learning experiences in the knowledge domains of chemistry, microbiology, engineering, sensory food evaluation, nutrition, research, culinary arts, safety, sanitation, and product development. These experiences enable graduates to analyze, design, develop, produce and market quality, nutritious, safe, and profitable food and beverage products. In this growing field, graduates may find employment opportunities with major food manufacturers or small, private label companies, in the areas of food production management, food technology, product development, quality assurance management, food services and food research and development as well as in health-related industries or entrepreneurial endeavours.. Graduates may also choose to pursue further academic study in fields related to food science, culinary arts, business management, hospitality management and related masters in food science and/or culinary arts.

Program Learning Outcomes

1. Apply scientific principles, methodologies and theories in the development of new and modification of existing food and beverage products to meet market demands.

2. Create quality food and beverage products using interdisciplinary skills in the processing, manufacturing and packaging of food products.

3. Solve problems, formulate strategies and customize innovative solutions using critical thinking and research skills for the food service and the food industry.

4. Perform research to plan, design and develop food and beverage products. 5. Perform duties in a professional, ethical, safe and legal manner to meet industry expectations

and compliance. 6. Produce food and beverage products using culinary, food science and technology knowledge

and skills to address health, safety, and nutritional issues. 7. Perform sensory evaluation of food and beverage products to create products that meet

consumer demands.

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8. Use and evaluate quality control and quality assurance procedures to meet industry standards and requirements.

9. Communicate in written and oral format to present clear and concise technical, research and scientific information for a variety of audiences.

10. Promote and advance the food and food service industries in the area of evidence-based culinary and food science practices using leadership skills.

11. Conduct culinary planning, preparation, and presentation to a variety of food service environments to meet client needs.

12. Use principles of marketing and finance in food product development process and in the operations of food and beverage management.

13. Develop personal and professional strategies to plan, manage and adapt to the industry ensuring currency and fostering inter-professionalism.

14. Identify and apply discipline-specific practices that contribute to the local and global community through social responsibility, economic commitment and environmental stewardship.

Curriculum Design

The curriculum has been designed to achieve a fusion of culinary and food science, known as Culinology® and to align with the Research Chef Association (RCA) standards. The degree also meets and exceeds the honours 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 within the field of culinary arts and food science. The co-op work terms and culminating project courses provide further experiential learning opportunities.

The program of study is summarized below:

Year Semester Course Title

1 1 SCI0008 Introduction to Chemistry and Physics BIO0031 Introduction to Biology and Microbiology FOD0031 Culinary Arts Fundamentals MAT0031 Applied Mathematics ENL1100 Communications and Academic Writing

1 2 FSC0031 Principles of Food Science and Nutrition FOD0032 Culinary Arts FSC0032 Introduction to Culinology CHE0031 General and Organic Chemistry PHI1000 Logic and Critical Thinking

2 3 FSC0033 Food Production Fundamentals QUA2000 Statistics FOD0131 Advanced Culinary Arts CHE0131 General Biochemistry PHI2002 Ethical Decision Making

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Year Semester Course Title

2 4 MGT0131 Management of Food and Beverage FOD0040 Baking and Pastry Fundamentals BIO0131 Food Microbiology SOC2000 Introduction to Sociology ELECTIVE

2 Co-op Co-op I Culinary

3 5 NTN0031 Human Nutrition CHE0231 Food Chemistry MGT0231 Restaurant and Food Operations SAF0031 Food Safety and Sanitation

3 6 FSC0131 Food Analysis FSC0132 Sensory Food Evaluation FSC0133 Food Product Development PHI3000 Applied Research Methodology

3 Co-op Co-op II Food Science

4 7 FSC02131 Food Quality Control Assurance FSC0232 Food Process Engineering MGT0331 Menu Design and Service Management FOD0231 Culinary Trends and Innovation ELECTIVE ELECTIVE

4 8 LAW0032 Food Laws and Regulation FOD0331 Regional and International Cuisine FSC0233 Culinary Research and Development ELECTIVE ELECTIVE

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.

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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 industry’s and province’s labour needs and this application for Ministerial Consent to offer a Bachelor of Science (Culinary Arts and Food Science) (Honours) is in response to the sector’s evolving labour needs. This application aligns with the College’s strategic direction detailed within its current Strategic Plan 2017-20221, communicating the intent to expand degree program enrolments. Furthermore, the program aligns with the Strategic Mandate Agreement in that “Hospitality and Tourism” is identified as an area of program strength.

The blend of culinary arts and food science in Algonquin’s proposed degree program reflects an exciting and emerging field, known as “Culinology®”, This field is poised to shape the future of food product development in the food industry and food service by combining the artistic abilities of culinary art with the scientific principles of food science and technology. Projections based on the labour market analysis conducted indicate strong growth within the field with estimates of 10–20% growth over the next few years.

The food and beverage industry in Ontario is expecting strong growth within this field. Ontario’s food and beverage manufacturing industry is the second largest in North America and is a key sector of the local economy according to Hanover Research’s Labour Market Analysis1. At the same time, consumers now have more choices than ever and have a strong influence on the food and beverages marketplaces.

The College has established a solid reputation in the delivery of high quality programs within the areas of Hospitality and Tourism, Health Science and Biotechnology, among others. Currently, Algonquin offers diploma programs in Culinary Management, Baking and Pastry Arts Management and Advanced Biotechnology, which are related to the area of study focused within the proposed Bachelor of Science (Culinary Arts and Food Science) (Honours). These programs are offered at various levels and through a variety of delivery modes.

The Bachelor of Science (Culinary Arts and Food Science) (Honours) program’s advisory committee agrees that the proposed program’s unique design, emphasizing the creative culinary artisan and inquisitive food scientist, makes it distinctive in scope compared to a typical food science program. Furthermore, the program advisory committee has indicated that this degree will meet a real need for such professionals within the food industry and the food service sectors.

1 Strategic Plan 2017-2022 http://www.algonquincollege.com/strategicplan/files/2017/01/AlgonquinStrat2017-Pages.pdf

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The School of Hospitality and Tourism and the School of Advanced Technology provides students with access to existing culinary, science and computer lab environments and software that will support the students’ learning experience (see Section 6 for more detail). This, in addition to co-op opportunities and capstone projects, will provide students with an exceptional teaching environment to engage in practical learning opportunities. The College’s capacity to provide the human and physical resources required for an excellent educational experience is unsurpassed in the region. In addition, the College’s ability to deliver bachelor-level education is evidenced by the success of both the existing degree programs offered on-site as well as the collaborative degrees offered with local universities.

This application details the rationale for offering the Bachelor of Science (Culinary Arts and Food Science) (Honours), the program of study to be undertaken, and Algonquin College’s capacity to deliver this program with the availability of facilities, learning resources and the technological infrastructure used to support learning.

Opportunities for Graduates and Overview of Support and Recognition of the Program from the Profession and Other Postsecondary Institutions

During the course of developing the Bachelor of Science (Culinary Arts and Food Science) (Honours) program proposal, an in-depth labour market analysis was commissioned by the College to determine the need for the proposed program. The study concluded that there is a definite need for the degree program and that the credential will provide graduates with opportunities for advancement in the field, a field that encompasses food scientist, food technologist, research chefs, and other related fields.

Labour Market Analysis

A labour market analysis1 was conducted by Hanover Research to determine the student demand, labour market demand and to identify the number and type of similar programs offered in Ontario, including comparable degree program in both Canada and the United States.

The key findings of the report:

1. There is a labour shortage for food science and technology positions requiring postsecondary education. A study conducted by the University of Guelph in 2012 suggests that demand for university-trained employees in the food and beverage industry will increase by 10 to 20 percent over the next several years.2 Moreover, 1.5 percent of the food and beverage processing workforce is retiring each year, opening opportunities for a new generation in the industry.

2. The food and beverage industry in Ontario is experiencing strong growth. Ontario’s food and beverage manufacturing industry is the second largest in North America and is a key sector of the local economy. Employment in the sector is expected to expand in the coming years, fueled by rising export revenue and a business incentive marketing initiative by the Ministry of Agriculture, Food, and Rural Affairs.

3. Local competition for Algonquin College’s proposed program is limited, with the Culinary Innovation and Food Technology advanced diploma at Niagara College representing the

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region’s most direct analogous offering. No institution in Canada offers a bachelor’s degree in Culinary Arts and Food Science. Food and Beverage Ontario and other professional groups believe that a similar program at Algonquin could coexist with Niagara’s program and would expand training opportunities in a new region of Ontario.

4. Co-operative work or internship experiences are an important feature of similar programs in Canada and the United States. All of the programs Hanover examined in detail require students to complete a co-op or internship prior to graduation. A scan of job postings also suggests that most positions in the food manufacturing and research industry value practical experience. Therefore, Algonquin College should consider establishing a co-op requirement for its students.

5. Start-up costs and infrastructure will also be important considerations for starting a new program in culinary food science and technology.

The labour market analysis indicates that Algonquin College should consider setting up the Bachelor degree in Culinary and Food Science (Honours) program.

Employer Demand Interest

There is a definite interest in Ottawa for a degree program that would allow prospective students direct entry into the program, depending on their credentials and/or experience. The Bachelor of Science (Culinary Arts and Food Science) (Honours) Program Advisory Committee is very supportive of the proposed program and agrees with the employer demand predictions outlined in the labour market analysis. One major trend is the need for more employees trained in culinary arts and food science, the type of training that would be the focus of the proposed program at Algonquin College. This interdisciplinary program combining culinary, food science, and technology would provide unique and innovative opportunities for both employers and employees alike.

Labour Market Demand Trends

The food and beverage industry in Ontario “is a critical contributor to the provincial economy” and the second largest food and beverage manufacturing sector in North America3. There are over 3,000 food and beverage processing businesses in the province. Food and Beverage Ontario notes that the food and beverage sector generates $41 billion in revenue, providing over 130,000 direct jobs. The industry’s indirect economic impact on Ontario totals $24.1 billion1.

While Food and Beverage Ontario may benefit from overstating the health of the labour market, other sources estimate a similarly strong food and beverage industry in Ontario. According to the Oxford Connection, an Economic Development partnership in south-western Ontario, companies invest over $600 million per year into this industry. The Oxford Connection estimates that Ontario’s food and beverage industry exports products worth over $10 billion per year, with 85 percent going to the United States 4. The Ontario Ministry of Agriculture, Food, and Rural Affairs proposes an even higher estimate for the export market, around $12 billion after a nearly 10 percent increase between 2012 to 2013. Overall, Ontario accounts for 23.4 percent of Canada’s total agrifood exports5. Exports are closely linked to labour market demand because, according to Statistics Canada, “every $10 million increase in Ontario agri-food exports creates 127 new jobs in Ontario ($3.2 million in wages)”6.

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The total revenues of the food and beverage manufacturing industry in Ontario in 2012 were $40.6 billion and the projected revenues in 2020 would be $47.6 billion. Revenues are expected to increase by an average annualized rate of 2 percent. Employment is expected to increase at a similar rate, from 131,950 in 2012 to 151,569 in 2020 7.

Workforce Trends

A study conducted by the University of Guelph in 2012 found that “the overall demand for new [food and beverage industry] hires straight out of university programs is expected to increase by 10 to 20 percent over the next few years”8. An existing labour shortage is projected to continue, with 1.5 percent of the food and beverage processing workforce retiring each year. Shortages and retirements are creating constant opportunity for new workers to enter the industry1. Moreover, industry leaders are concerned with new regulations against foreign workers and see a need for more apprentices and training programs within Canada.5 The food industry will continue to need well-qualified workers. The food industry is diverse and there are many career paths within any company for well-trained food scientists. Food science and culinary science graduates are in high demand1.

National Labour Market Projection

The data from the Canadian Occupational Projection System (COPS), 2012 to 2022, indicates a 7% increase labour market for Food Science and Technology and 1.8% for Chefs and Cooks9.

COPS also projects the number of job openings and number of job seekers for Food Science and Technology related positions between 2012 and 2022. Job openings are expected to exceed the number of job seekers for most positions by 20229.

Considering employment trends more broadly, the Agriculture and Food and Beverage Products industries should include most possible fields for graduates from a Culinary Food Science and Technology program1.

References 1 Market Analysis: Bachelor’s Degree in Culinary Food Science and Technology. HR Hannover Research

2 Planning for Ontario’s Future Agri-Food Workforce, Op.ct., p.3

3 “About the Industry.” Food and Beverage Ontario. http://www.foodandbeverageontario.ca/about-the-industry

4 “Food Sector.” The Oxford Connection. http://www.oxfordconnection.ca/index.php/target-sectors/food

5 “Food and Beverage Investor,” January 2015. p. 1. Op. cit.

6 Ibid.

7 “Updated Economic Impact Study of the Ontario Food and Beverage Sector.” Op. cit.

8 “Planning for Ontario’s Future Agri-Food Workforce,” Op. cit., p. 3.

9 http://occupations.esdc.gc.ca/sppccops/[email protected] [2] “Job Seekers (2013-2022).” Canadian Occupational Projection System (COPS). http://occupations.esdc.gc.ca/sppc-cops/[email protected]?lid=25&fid=1&lang=en).

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Applicant Demand Interest

As noted within the labour market analysis, the proposed program provides a unique combination of knowledge and skills that has no comparable degree offerings within Canada. Student surveys were conducted to gauge interest that students in Algonquin College’s Culinary Management, Baking and Pastry Arts and Biotechnology – Advanced programs might have in pursuing the proposed Bachelor of Science (Culinary Arts and Food Science) (Honours) degree program. Of the 84 responses, 60 (71%) indicated that they were either extremely or very interested in the program. This indicates strong interest in the program from graduates in complementary programs and is likely to translate into registrants that would allow the program to meet enrolment targets.

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Section 1.2: Program Abstract

This four-year Bachelor of Science (Culinary Arts and Food Science) (Honours) program provides students with knowledge in two related domains, food science and culinary arts. Through combining disciplines of culinary arts and food science, graduates are equipped with the skills and competencies needed to perform in today’s food manufacturing, food product research and development, and food and beverage (service) workforce. Culinary arts and food science is a new and innovative degree area with strong indicators for healthy employment growth given society’s evolving desire for value-added and novel products within the food industry. Graduates possess theoretical and practical knowledge gained through in-class, hands-on lab-based and two industry-based cooperative learning experiences in the knowledge domains of chemistry, microbiology, engineering, sensory food evaluation, nutrition, research, culinary arts, safety, sanitation, and product development. These experiences enable graduates to analyze, design, develop, produce and market quality, nutritious, safe, and profitable food and beverage products. In this growing field, graduates may find employment opportunities with major food manufacturers or small, private label companies, in the areas of food production management, food technology, product development, quality assurance management, food services and food research and development as well as in health-related industries or entrepreneurial endeavours.. Graduates may also choose to pursue further academic study in fields related to food science, culinary arts, business management, hospitality management and related masters in food science and/or culinary arts.

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Section 2: Degree Level Summary

This section provides a summary of the program features and resources that ensure the proposed Bachelor of Science (Culinary Arts and Food Science) (Honours) program meets the Board's standard for a Baccalaureate/Bachelor Honours degree. Although the six categories are treated independently for the purpose of this discussion, the proposed degree level program integrates the elements of the standard in a holistic fashion, and creates opportunities for students to demonstrate more than one of the 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 Science (Culinary Arts and Food Science) (Honours) program was monitored throughout the development of the program (See Section 4.3: Learning Outcomes).

The outcomes of the Bachelor of Science (Culinary Arts and Food Science) (Honours) 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. In addition, graduates will be well prepared to manage, deal with and adapt to the challenges of today’s diverse and ever-changing professional work environments, 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 Science (Culinary Arts and Food Science) (Honours) program has been developed to provide students with the necessary knowledge and skills using a scaffolding approach to learning. The first two years of the program provide the students with a strong theoretical foundation in culinary arts and foundation in life science principles and concepts as well as a solid base in chemistry and math for continuing study. Each semester and year reinforces and strengthens central concepts, methodologies, and theoretical approaches before moving students further into the design, development and implementation of the specialized disciplinary content related to food product development and trends and innovation. Extensive hands-on activities in laboratories and commercial kitchen settings further reinforce learning. The first year of study introduces foundational science and culinary skills and knowledge for the discipline that continue to be developed throughout the program. Course work spanning the first two years provides students with a thorough understanding of food science and culinary principles, through courses in mathematics, chemistry and physics, culinary arts fundamentals, general microbiology and biology, general organic chemistry and introduction to culinology. Students participate in their first of two co-op work terms following the second year of study. The third and fourth years provide students with more in-depth knowledge and technical skills in culinary arts and food science through courses such as human nutrition, food chemistry, food sensory evaluation, food product development, applied research methodology, and culinary trends and innovation and culinary research and development.

The applied nature of the program maintains a focus on the integration of culinary and food product development practices in real world settings. Students participate in their second co-op work term in food industry following their third year of study. The work term provides students with the opportunity to work with an organization or institution to develop and/or integrate components of food product

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development projects from conception to marketing. During the fourth year of the program, students have the opportunity to develop and apply their knowledge and skills in pilot plant and commercial kitchen environments in many classes including the year-long applied project course in culinary research and development. In addition to the core courses, students devote more than twenty percent (20%) of their studies to content outside of the discipline to align with the Program Content Standard. Breadth content is delivered through a combination of mandated non-core and free elective courses. This interaction with other fields of study provides students with a breadth of learning in disciplines other than life science and culinary arts through which they continue to exercise critical thinking and analytical skills. Moreover, they 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 culinary arts and food science.

Conceptual and Methodological Awareness/Research and Scholarship

In the first semester, students begin their engagement with the building blocks of the Culinology® (Culinary Arts and Food Science) profession including principles of food science and nutrition, introduction to biology and microbiology, culinary arts fundamentals, chemistry and physics, as well as practical skills related to specialized culinary arts. The courses in the first year of study lay the conceptual and practical foundation students require to build a thorough understanding of food science and culinary arts principles, methodologies and problem solving techniques. Beginning in the second year and carrying through the third year of the program, students gain further exposure to food production, advanced culinary arts, biochemistry and food microbiology, food chemistry, food safety and sanitation, restaurant and food operations. With essential relationships between chemistry, biochemistry, microbiology, and food engineering in mind, students begin to explore the ways in which theory meets application. At this point in the program, students tackle problems as theoretical research makes its transition into practical applications within the discipline of food science and culinary arts. Through varying methods of enquiry and application of current science and practices in the discipline, students connect the pieces while designing, developing, and implementing food quality management systems and innovative approaches within the field. Additionally, the core conceptual and methodological awareness is reinforced through the non-core curriculum, including upper level electives that require students to further apply and develop their enquiry skills and advance scholarly approaches. The coursework in the final year of the program complements the final project and introduces a number of advanced topics including food quality control assurance, food process engineering, food laws and regulations as well as, menus design and service management, culinary trends and innovation and culinary research and development. The students’ abilities evolve as they are exposed to real world culinary and food product development environments through participation in both practical commercial kitchen settings and work-integrated learning experiences in cooperative education. The final year-long project culminates much of the student’s skills and knowledge providing the opportunity to integrate the design, development and implementation of various food prototypes. The learning environment in which the students collaborate with faculty encourages not only the development of logical and sustained arguments, but also the appropriate interpretations and use of research. As they progress through the program, students develop a greater level of autonomy, and

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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. Communication Skills Within the context of culinary, food industries, food and beverage services, communication skills are an essential foundation for success. One of the degree level program learning outcomes in (See Section 4.3: Learning Outcomes) captures the importance of effective communication with all stakeholders. 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 increasing levels of difficulty, complexity and exposure to discipline-specific techniques.

In the two non-core courses offered during the first year of study, students begin an examination of fundamental communication and logical 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. Concepts and methodologies of technical communication are woven throughout the curriculum, providing students with various opportunities to develop their communication skills to both specialists and lay audiences.

Many courses such as Management of Food and Beverage, Restaurant and Food Operations, Menu Design and Service Management, and Food Laws and Regulations help students to appreciate the role of a diverse set of stakeholders. They also allow students to further develop techniques for communicating with specialists while providing some familiarity with the issues that could arise during co-op work terms and applied project experiences.

The need for effective communication of structured and coherent arguments is built into many of the courses through the resources and 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 Science (Culinary Arts and Food Science) (Honours) program integrates theoretical knowledge with practical applications throughout the program. Courses have been designed to keep established techniques in close contact with the related theories and concepts. The existing and proposed lab environments provide the necessary integrated data gathering tools for generating primary source data for both quantitative and qualitative evaluation. Access to this information contributes to the development of analytical skills that can be combined with related scholarly work and modeling and simulation techniques to identify and analyze problems as well as propose and execute solutions.

The students learn the application of theoretical concepts and knowledge through lab experiments, class projects and assignments. Students begin with common tools that are used across a number of disciplines, including chemistry lab equipment, food analysis lab equipment, such gas chromatographs (GC) and high performance liquid chromatographs (HPLC); food microbiology lab equipment, such as DNA sequencing for pathogenic microorganisms identification tools; Sous-vide cooking equipment; rational self-cooking equipment; diet and nutrition software, and; food sensory evaluation software among others.

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As students progress in the program, they use more discipline-specific tools including hardware and software. Students use current tools and software packages used in the industry to prepare them to produce food and beverage products using culinary, food science and technology knowledge and skills to address health, safety, and nutritional issues.

Technology plays an important role in the program as a tool for the collection and presentation of data. Students begin with common tools and food processing equipment used across a number of disciplines and continue to develop expertise with those tools and equipment. In subsequent years, students work with more discipline-specific laboratory equipment as they evaluate increasingly complex situations that can involve the food components analysis as a whole. Students begin to develop foundational theoretical knowledge in courses such as chemistry and physics, basic biology and microbiology, general organic chemistry and general biochemistry.

Courses such as Food Production Fundamentals, Management of Food and Beverage, Restaurant and Food Operations, Food Safety and Sanitation, Food Quality Assurance, Sensory Food Evaluation and Food Product Development are key examples of points in the program where students demonstrate their application of knowledge from the recognition and use of underlying principles through the framing of questions and proposing solutions. These courses and others like them ensure that students are able to meet or exceed the expectations of the final year-long applied project, Food Quality Control Assurance and Culinary Research and Development, the capstone project for this proposed degree program.

Moreover, the program prepares students for progressive levels of responsibility in their work terms. 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, co-op work experience merges with more advanced theories and concepts to prepare students for increased responsibility, as determined by their more developed ability to make sound judgments, analyze problems, propose solutions and solve problems. The co-op work terms expose students to the real life work environment and help to develop professional communication skills, technical problem-solving abilities and project management skills.

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 been deeply integrated into the program of study and reflected in the program learning outcomes.

While certain courses within the program play a much stronger role in the demonstration of the program learning outcomes, these outcomes are threaded throughout the program and are integral to the two co-op work terms and culminating project courses in the final year. As such, 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 will position graduates for fulfilling contributions in and beyond their employment.

Finally, non-core courses for 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

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continues to grow and evolve. Students, then, develop a sense of personal responsibility and accountability within an inclusive civic discourse that is the hallmark of a degree level education.

Awareness of Limits of Knowledge From the beginning of the program, students face 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 of study takes into account the continuous pace of change and its impact on the increasing complexity of problems in culinary arts, food science and technology by encouraging open-minded and creative thinking.

Courses, especially in first year, introduce students to a number of core scientific principles, culinary professional standards and theoretical perspectives. Though widely used, there are varying degrees of certainty surrounding the use and application of each. Uncertainty is then connected to real life applications as a means of assessing, updating and ultimately adapting approaches to solving problems. Working in a technical profession creates additional levels of ambiguity and unpredictability. Students must be aware of and capable of creating strategies for addressing these potential variables.

Using a stronger, adapted model for practical exercises, students move into more complex topics and systems as they progress through the program. With supervision, students are able to gauge the effect of experimental variables and design constraints on the results that they attain. This, in turn, requires students to consider the stability of their interpretation and their analytical approach. Through 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 emerge from the differences between problems, not the similarities.

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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 Bachelor of Science (Culinary Arts and Food Science) (Honours) meets the minimum admission requirements stipulated for a bachelor‘s program. An Ontario Secondary School Diploma or equivalent and six university or university/college courses, including one Grade 12 U or M English course, one Grade 12 U or M Mathematics course, and one Grade 12 U or M Science course (biology of chemistry). A grade of 60% in the English and Mathematics courses and an overall average of 65% in the six Grade 12 U or M courses. Applicants with International transcripts must provide proof of the subject specific requirements noted above along with proof of either: IELTS overall band of 6.5 with a minimum of 6.0 in each band or TOEFL overall 90, with a minimum of 22 in Reading, 22 in Listening, 22 in Speaking, and 24 in Writing. Should the number of qualified applicants exceed the number of available places, applicants will be selected on the basis of their proficiency in English, Mathematics, and Science. Admission procedures are further outlined in Policy AA04: Admissions.

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Section 3.1: Admission Requirements for Direct Entry

Program Admission Requirements are as follows:

• 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 One science course from biology or chemistry. o Three other Grade 12 U or M courses.

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

• 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;

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Section 3.2: Admission Policies and Procedures for Mature Students

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 at least one full-time term at the post-secondary level (minimum five courses taken concurrently in an academic program of study). Please note that mature students must also meet the subject-specific program eligibility requirements, either directly or through equivalencies:

• Grade 12 U or M English • Grade 12 U or M Mathematics • Grade 12 U or M Science (biology or chemistry)

A minimum grade of 60% required in English and Mathematics and an overall average of 65% in the six Grade 12 U or M course (Ontario Academic Courses (OAC) can replace or be used in combination with U or M courses).

Applicants who do not possess the required English credit (ENG 12U or equivalent) with a minimum of 60% will be considered for admission upon registration in a preparatory English course to be offered by Algonquin College prior to the start of the program. Students must achieve a minimum of 60% final mark in the course prior to the start of the program.

Policy AA04: Admissions

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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.

The proposed Bachelor of Science (Culinary Arts and Food Science) (Honours) program promotion and graduation requirements have been aligned to meet the benchmark requirements depicted in the following table:

Program Requirement Level of Achievement for Promotion

Level of Achievement 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%)

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Several policies govern promotion and graduation requirements. The electronic policies file (Section 14: 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

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Section 3.4: Advanced Standing Policies and Requirements

Options for advanced standing and credit recognition are available to students with well-established policies available to detail procedures and eligibility requirements respecting the guidelines set by the Postsecondary Education Quality Assessment Board. The degree completion arrangements proposed are outlined below based on existing programs. Additional pathways and articulations may be explored and created, as appropriate, throughout the period of consent of Bachelor of Science (Culinary Arts and Food Science) (Honours).

Degree Completion Arrangements

Degree completion arrangements have been developed for five (5) Ontario college credentials in a related field 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 Science (Culinary Arts and Food Science) (Honours) degree through one of the five (5) degree completion arrangements (See TABLE 3.4.1: Admission Details for Degree Completion Arrangements).

Based on the gap analysis provided in Section 4.10:

Graduates from the Culinary Management program will:

a. Enter into the beginning of Year 2 (Semester 3) to a modified program of study, reaching back for Introduction to Chemistry and Physics, Introduction to Biology and Microbiology, Applied Mathematics, Communication and Academic Writing, and General and Organic Chemistry.

b. Complete 2 bridging courses: Introduction to Food Science and Hospitality Management c. Receive credit for: Culinary Arts Fundamentals, Principles of Food Science and Nutrition,

Culinary Arts, Food Production Fundamentals, Advanced Culinary Arts, Introduction to Culinology (Bridge for Food Science), Baking and Pastry Fundamentals, Menu Design and Service Management and 3 non-core (breadth) courses in the proposed degree based on the general education requirement of their diploma program.

Graduates from Biotechnology – Advanced program will:

a. Enter into the beginning of Year 2 (Semester 3) to a modified program of study, reaching back for Culinary Arts Fundamentals.

b. Receive credit for: Introduction to Chemistry and Physics, Applied Mathematics, Introduction to Biology and Microbiology, General and Organic Chemistry, Statistics, General Biochemistry, Food Microbiology, Applied Research Methodology, Food Safety and Sanitation, Food Chemistry and Communications and Academic Writing as well as 3 non-core (breadth) courses in the proposed degree based on the general education requirement of their diploma program.

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Graduates from Culinary Innovation and Food Technology (Co-op) program will:

a. Enter into Year 4 (Semester 7) to a modified program of study, reaching back for Logic and Critical Thinking, Restaurant and Food Operations, Management of Food and Beverage as well as Applied Research Methodology.

b. Receive credit for: Introduction to Chemistry and Physics, Introduction to Biology and Microbiology, Culinary Arts Fundamentals, Applied Mathematics, Principles of Food Science and Nutrition, Culinary Arts, Introduction to Culinology, General and Organic Chemistry, Food Production Fundamentals, Statistics, Advanced Culinary Arts, General Biochemistry, Baking and Pastry Fundamentals, Food Microbiology, Human Nutrition, Food Chemistry, Food Safety and Sanitation, Food Analysis, Sensory Food Evaluation, Food Product Development, Food Quality Control Assurance, Food Process Engineering, Culinary Trends and Innovation, Food Laws and Regulation, Regional and International Cuisine and Communications and Academic Writing as well as 3 non-core (breadth) courses in the proposed degree based on the general education requirement of their diploma program.

c. Receive credit for the “Culinary” co-op experience.

Graduates from Baking and Pastry Arts Management program will:

a. Enter into Year 2 (Semester 4) to a modified program of study, reaching back for Introduction to Chemistry and Physics, Introduction to Biology and Microbiology, Applied Mathematics, General and Organic Chemistry, and Communication and Academic Writing.

b. Complete 3 bridging courses: Introduction to Nutrition, Introduction to Food Science, Hospitality Management

c. Receive credit for 7 core courses: Culinary Arts Fundamentals, Principles of Food Science and Nutrition, Culinary Arts, Food Production Fundamentals, Advanced Culinary Arts, Introduction to Culinology (Bridge for Food Science), Baking and Pastry Fundamentals and 3 non-core (breadth) courses in the proposed degree based on the general education requirement of their diploma program.

Graduates from the Food Science Technology program will:

a. Enter into Year 2 (Semester 4) to a modified program of study, reaching back for Culinary Arts Fundamentals, Culinary Arts, Food Production Fundamentals, Statistics, Advanced Culinary Arts, and Communication and Academic Writing.

b. Complete 2 bridging courses: Introduction to Food Science and Hospitality Management c. Receive credit for: Culinary Arts Fundamentals, Principles of Food Science and Nutrition,

Culinary Arts, Food Production Fundamentals, Advanced Culinary Arts, Introduction to Culinology (Bridge for Food Science), Baking and Pastry Fundamentals, Menu Design and Service Management and 3 non-core (breadth) courses in the proposed degree based on the general education requirement of their diploma program.

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TABLE 3.4.1: Admission Details for Degree Completion Arrangements

Program Of Non-Degree Study

Credit Students Receive Towards The Degree

Special Requirements For Entry Into Arrangement

Point of Entry Into the Degree Program

1

Culinary Management OCD (Algonquin)

8 core + 3 non-core + 1 co-op experience (culinary)

Minimum GPA of 2.7 (70%) minimum, 2 bridging courses

Customized program of study, entry into semester 3

2

Biotechnology - Advanced OCAD (Algonquin)

10 core + 3 non-core + ENL1100

An overall GPA of 2.7 (70%) minimum

Customized program of study, entry into semester 3

3

Culinary Innovation and Food Technology OCAD (Co-op) (Niagara)

25 core + 3 non-core + ENL1100

+ 1 co-op experience (culinary)

Minimum GPA of 2.7 (70%) minimum

Customized program of study, entry into semester 7

4

Baking and Pastry Arts Management OCD (Algonquin College)

7 core + 3 non-core + 1 co-op experience (culinary)

Minimum GPA of 2.7 (70%) minimum; 1 bridging courses

Customized program of study, entry into semester 3

5

Food Science Technology OCAD (Centennial)

17 core + 3 non-core

Minimum GPA of 2.7 (70%) minimum; 3 bridging courses

Customized program of study, entry into semester 5

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.

Policy AA05: Advanced Standing Policy AA06: Prior Learning Assessment and Recognition (PLAR) Policy AA09: Transfer of Academic Credit (Internal) Policy AA10: Transfer of Academic Credit (External)

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Section 4: Program Content This section with its subsequent sub-sections of supporting material demonstrates the rigour, breadth and depth that have been built into the proposed Bachelor of Science (Culinary Arts and Food Science) (Honours) 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 Science (Culinary Arts and Food Science) (Honours) 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 standards. Culinary arts and food science (Culinology®), as a discipline, is based on a balance of theory and practice combined with a strong scientific presence throughout. The development has also adopted a layered approach where each consecutive year of study adds complexity and sophistication to the knowledge and skills from the previous year(s). In addition, strong scientific principles combined with well-balanced courses in culinary and food science provide the students with a thorough comprehension of the field of study.

The fourteen (14) program learning outcomes have some elements that are similar to related degree programs in Ontario; however the proposed degree program outcomes reflect the unique mix of skills, knowledge and attitude required for a successful career in the field of Culinology®. In addition, the program strongly reflects the Canadian Institute of Food Technologists (CIFST) expectations of food scientists and technologists as well as those of the Research Chef Association (RCA). The intent of this alignment with RCA is to ensure the degree program meets and/or exceeds accreditation requirements with the objective of facilitating future graduates’ attainment of the professional “Certified Research Chef” designation.

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 work experience and program of study, there is increased emphasis placed on using a variety of knowledge and skills 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 have been 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 achievement levels and their direction for future studies within and beyond the program. The fourteen-week work experiences (See Section 4.6: Work Experience) allow students to connect their expanding knowledge and skills to the workplace. The articulated outcomes for the work experiences 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 from both the core courses and the substantive and current content presented in the non-core curriculum.

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The breadth requirement for the proposed Bachelor of Science (Culinary Arts and Food Science) (Honours) 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. While the program hours are close to the Board’s maximum of 80% for core courses, 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 of their non-core studies. The time allotments for mandatory non-core courses ensure that students develop more than an introductory knowledge in a range of disciplines (See Section 4.7.2: Non-Core Courses and Section 4.7.3: Elective Courses). Beginning in the first year, communication skills and critical thinking are addressed in discrete courses, and the relevant knowledge and skills are encouraged throughout the program. Using these skills, students have the opportunity, through mandatory non-core courses and free electives, to examine society and culture in a way that will appreciate and support civic engagement. Content related to Ontario and Canada will play a substantial role in this examination, but the realities of a global marketplace are a part of the current knowledge in the breadth studies.

With the guidance of the Program Advisory Committee, there is additional assurance that the appropriate levels of Ontario and Canadian content are in place throughout the entire program, non-core and core. These experts in the field, employers, and industry representatives have unanimously endorsed the program (See Section 4.1: Program Advisory Committee).

The remainder of this section contains the supporting materials that provide the direct evidence of the ways in which the program content for the proposed Bachelor of Science (Culinary Arts and Food Science) (Honours) meets the Board’s requirements.

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Section 4.1: Program Advisory Committee The Bachelor of Science (Culinary Arts and Food Science) (Honours) Program Advisory Committee (PAC) met three times between July 2016 and May 2017. On November 9, 2016, the Bachelor of Science (Culinary Arts and Food Science) (Honours) Ad-Hoc Program Advisory Committee unanimously endorsed a motion of support for the curriculum, program need and recommendation of the Bachelor of Science (Culinary Arts and Food Science) (Honours) program to the Board of Governors for approval. On October 6, 2017, an additional affirmation was received by the majority members of the Ad-Hoc Program Advisory Committee reflecting support for subsequent changes made to the program of study. The following table contains the membership of the Bachelor of Science (Culinary Arts and Food Science) (Honours) PAC.

The Bachelor of Science (Culinary Arts and Food Science) (Honours)

Program Advisory Committee Membership:

Name,

Occupation Employer Related Credentials Professional

Affiliations

Dr. Gerry Amantea Formerly Sr. VP Scientific Services The Hain Celestial Group, now consulting

BSc., Microbiology & Immunology

MSc. Food Science

Ph.D., Food Science

Author of 16 peer reviewed papers and speaker at a number of symposiums and conferences.

- IFT

- International Association of Food Protection

- Former President Soy Association of North America

- Board member Food Allergy Research & Resource Program, University of Nebraska

Scott Brown High Liner Foods Certified Chef de Cuisine

RCA, CCFCC, IFT

Liz Chan Giraffe Foods Inc.

Food Science Bsc Hons Research Chef's Association Ontario Regional Co-Chair, IFT WFIM

Dr. Michael Cheng,

Associate Professor/Director,

Chaplin School of Hospitality & Tourism Management, Florida International University

Certified Hospitality Educator

Higher Education Committee Chair, Research Chefs Association

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Name,

Occupation Employer Related Credentials Professional

Affiliations

Food & Beverage Program

Professional Member, Institute of Food Technologists

Member, National Restaurant Association

Member, Council on Hotel, Restaurant, and Institutional Education

Dr. Edward (Ted) Farnworth

Agriculture and Agri-Food Canada (retired)

Private consultant : Knowledge Broker – Food, Nutrition, Health

Adjunct Professor (until retirement) Laval University, University Moncton, University of Guelph

Until retirement – Canadian Society for Nutritional Sciences, Canadian Institute of Food Science Technology

Ron Gerold, Director, Industry Engagement

Agriculture and Agri-Food Canada

Paul Gorman North House Foods Ltd

GFSI, HACCP, Organic Certification,

CHFA

Brad McKay,

Chief Executive Officer

Healthcare Food Services

P.Eng, business executive

Member CIFST , IFT , CAFP

David Pigott Morrison Lamothe Inc. BA, Msc (Economics) Governor, Food and Consumer Products Canada

Ellen Powell Director of Research & Development

Giraffe Foods Inc. BSc Food Science, Rutgers University, NJ Certified Food Scientist, Institute Food Technologists, Chicago, IL USA

CIFST (Canadian Institute Food Science & Technology) IFT (Institute of Food Technologists) RCA Research Chefs Association - Regional Co-Chair WFIM Women in Food Industry Management

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Name,

Occupation Employer Related Credentials Professional

Affiliations

YPO Young Presidents Organization Restaurants Canada (formerly CRFA)

Dr. Nancy Rheault

Executive Director, Ontario Laboratory Network

Food Inspection Canada

PhD in Veterinary Sciences (microbiology) (2008) (Faculty of Veterinary Medicine, Université de Montréal)

MSc in Veterinary Sciences (microbiology) (1997–2000)

Doctorate in Veterinary Medicine (1993–1997) Faculty of Veterinary Medicine, Université de Montréal

Ordre des médecins vétérinaires du Québec (OMVQ)

Membership with the APEX Association of Professional Executives of the Public Service of Canada

Philippe Trepanier

CCC. (1988)

Handtmann Canada, Sales Specialist Bakery

Certified Chef de Cuisine

English Academy of Wine Lower Certificate

International Toque Blanche.

BAC Ontario Chapter Board Member. Research Chefs

Dr. Apollinaire Tsopmo Carleton University

Food Science & Nutrition Program

Ph.D. Natural Products Chemistry

Members: Canadian Institute of Food Science and Technology American Oil Chemists' Society

Dr. Blaise Ouattara Food and Agriculture Organization of the United Nations (FAO)

Canadian Food Inspection Agency

Diploma and Veterinary Medicine (DMV) Ph.D. Food Science and Technology Author of 20 peer reviewed articles and a book chapter Invited speaker at symposiums and conferences.

Invited Professor, INRS-Institut Armand-Frappier.

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BACHELOR OF CULINARY FOOD SCIENCE AND TECHNOLOGY (BCFST)

FOCUS GROUP MEETING

JULY 21, 2016

Attendees: Michael Bakogeorge, Louis Laleye, Rebecca Wakelin, Wes Wilkinson, Nancy, Margaret, Josh Drache, Apollinaire Tsopmo, Liz Chen, Ted Farnworth, Omar Ramroop, Jennifer Griffith, Adriana Saenz, and Kelley Grant (scribe)

Purpose of Meeting

The purpose of this meeting was to discuss the Bachelor of Culinary Food Science and Technology (BCFST) program overview, curriculum and learning outcomes to ensure that further program development is on track with industry demands.

Background

We feel we are in the right location to offer the quality of this program. Currently there are no culinology programs like this in Canada. We are hoping to have a Food Business Incubation Research Centre similar to Holland College in PEI which is a leader in this field. Our intention is to have the program integrated into this. The process overview from on the attached PPT slide was reviewed so members were familiar with the process of how a program is developed right to the delivery of the actual program. We are hoping for a start date of September 2018.

Discussion

It was noted that Highliner is hiring a brand new team for set up in Halifax and are specifically looking for culinologists. They have had to use the US model and are having a difficult time filling the void. It was felt this program would be relevant and needed at this particular time.

FPHRC – bringing in the practical; when developing curriculum align it to the specific tasks of both; industry based shorter courses recognized by industry built into the curriculum.

It was noted that people in food science were actually looking to become educated in both food science and culinary. It is recommend to have a strong foundation in both science and culinary training.

It was felt this would program bridge the creative and practical side of both culinary and science.

Members were advised that entry level requirements have yet to be determined. There was discussion around how both chefs and food technologists have issues when

food goes into large quantities and how would this be addressed as food is affected by large scale manufacturing equipment. The members were advised we do have some advanced courses regarding small scale process to large scale.

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Issues and Challenges

It was noted sometimes it a challenge for chefs and food scientist to work together. A person with both culinary and food science is clearly required.

It was suggested students in high school should a strong science background rather than just a culinary interest.

It was noted this would attract chefs with 20 years’ experience and would be a good opportunity for them. We will develop pathways in and out for these potential students. Ie credit for mature students.

We are and will be looking for approval from HRH council FPHRC and to partner with them through this process.

It was noted that the members did not feel we would be offending food technologists but filling a needed “niche”.

It was suggested that someone coming from a Bachelor of Science Degree who was interested in culinary would be a good fit.

Program of Study

It was noted we should add more weight or focus on genomics as we move forward with new technologies testing and diagnostic methods of graduate genomics based methods.

It was suggested we should include more on risk assessment, new regulations and allergies;

It was suggested to include industry related software and the skills to use a specification management system.

It was suggested learning outcomes need to be more culinary based. Co-op was discussed and we currently have two co-ops. We also have a project resource

course as well. Government positions would be a good opportunity for students to complete their coop.

The Ideal candidate would have a firm base in the culinary field. Ie involved in restaurant, hotel etc., learn that creative side and after five years of working then they would jump into the food development/food science side of things. The coop would be in the food and beverage industry.

Course content should include social, ethical and political issues around the GMO’s. ie Fundamental science that explains the difference in how food products are altered in some way or another.

Human nutrition is in year four; perhaps that should be pushed closer to the top. It was noted you need to have a basic understanding of calculus but it may be a barrier for

some potential students.

Conclusion

It was noted that students that come in with a science background have more success than students with just a culinary background. The program begins with the culinary; building the foundation as they progress.

We are trying to align with the Canadian Institute of Food Technology and industry associations that are driving food science and product development.

If a professional will be working as a food scientist the food safety is important as that is where the liability lies.

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The program could be IFT certified as well. Aligning with RCA Certified Culinary Scientist (CCS) or Culinary Research Chef (CRC) but

would still require several years of experience. This depends on what the company values. This will allow a valuable networking opportunity as well.

Next Steps

Please forward any feedback to Michael Bakogeorge. We are hoping to have a Program Review committee in August. We are looking for members for our Program Advisory Committee. The committee will

meet twice a semester for approximately two hours. Please let Michael know if you are interested.

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BACHELOR OF SCIENCE AD-HOC PROGRAM ADVISORY COMMITTEE MEETING MINUTES

WEDNESDAY NOVEMBER 9, 2016 3:00 P.M. ROOM H200

In Attendance: Michael Chen (Via teleconference), Ted Farnsworth, Brad Mckay, Susan Morrison (Via teleconference), Ellen Powell (Via teleconference), Dr. Apollinaire Tsopmo, Jennifer Griffith Algonquin College: Jim Kyte (Dean), Michael Bakogeorge (Academic Chair), Stephen Murphy (Curriculum Services), Cory Haskin (Faculty), David Fairbanks (Faculty), Louis Laleye (Faculty), Fatima Matar (Support Staff) Absent: Scott Brown, Norm Myshok, Wes Wilkinson, Gerald Amantea, Liz Chan

1. Call to Order Meeting called to order at 3:11 p.m. by Michael Bakogeorge.

2. Introductions Introductions were started by Michael B. as everyone went around and said their names including their position/title.

3. College Overview Jim K. gave a detailed Algonquin College overview and what the college has to offer. Different campuses, new buildings on the Ottawa Campus. College’s dreams/goals. Core values of the college. Have the most diverse programing of the Hospitality school in the country. Salon, Spa, Savoir Fare, Campus Travel.

4. Discussion of Role/Responsibilities of PAC Members Assist and advise the learning outcomes of the programs structuring, development of the programs structuring, meet the program outcomes, the quality assurance process every 5 years a degree, can be 5 or 7 years. Internally, we have a program quality review (PQR) occurs every 5 years and an annual curriculum review (ACR) that takes place each year. For a degree, you go through a PEQAB renewal process, between 5-7 years, for an existing degree. Looking for help with the Co-op opportunities, equipment required in our labs, need to know from the industries what we should be having here in our labs. Current trends, where is the industry going so we can adapt to it, being proactive rather than reactive on it. Advise on new opportunities for new programs, college bursaries, partnership and or training opportunities.

5. Overview of Approval Process The degree development process is a long process. There is a process called Initial Scoping, it’s the pitch across the college, gathering different ideas of how it can affect other programs. Program development is the area where we currently are at. It is a long process where we consult with industry experts as well as subject matter experts from industries to help design the degree itself. The development of the specific courses itself, happens later down the road. During the application process, central focus with the blueprint for the degree, do not design or develop the content of the course, just design the structure at this time. Program Review Committee, our internal process to ensure quality assurance. Following this, we have additional internal approvals including Dean’s and Directors Council, Algonquin College

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Executive Team and Board of Governors. To insure quality assurance and steps we have to take for the internal approval, includes the Deans Council, Presidents Council and our Board of Governor. The internal process is a long process, with many considerations. Then looking at the external post-secondary education quality assessment board “PEQAB”. It is the body that has been formed specifically to reviewing these recommendations for the Minister of Education in Ontario, towards college degrees. Minister, then referred to PEQAB, at this point PEQAB will review the application and draw together a site visit panel, which includes industry professionals that are now postsecondary education in this field. PEQAB has a one day site visit. Where we call upon the advisory committee to come in and meet for about an hour meeting. Looking at a number of meetings over a couple of years, along with the one site visit as well as ongoing meetings to insure currency once the program has been launched. Once the PEQAB site visit is complete, we would then receive a report from them. We would then respond to the recommendations PEQAB has made and then await for their decision with respect to referral to the Minister.. Completion timeline, can vary. Once the final approval has been submitted, The timeline can vary greatly anywhere from 8 months to 2 years. Questions:

• About professors. • Do we need to hire anyone new? • Do we have the staff for this program already? • How long would it take?

6. Review of LMA Findings

The overview, research was done back in September 2015 to answer different types of questions about the markets. There are no other competition in Canada, the only competition would be from Niagara College. Unique 4 year program that combines food science and culinary, America has 16 culinary programs but Canada does not have any. There will be 2 co-op programs, one focused on food science and the other focused on culinary arts. Start-up cost for the program, as the courses would be hands on. Questions:

• Co-op?

7. Review of Curriculum to Date a. Nomenclature

Different names discussed: • Bachelor of Science (Culinary Arts and Food Sciences) • Bachelor of Science (Culinary Arts and Food Sciences Innovation) • Bachelor of Science (Culinary Arts, Food Sciences and Innovation) • Bachelor of Science (Culinary Arts and Food Technology) • Bachelor of Science (Culinary Arts, Food Science and Technology) • Bachelor of Culinary Science

Niagara College – Culinary Innovation and Food Technology (Advanced Diploma – 3 yrs) Picking out a name that is clearer for the public to understand, so there are no questions about “what is it?” Would there be a barrier for students if it is called “Bachelor of Science?” Students would be able to transfer what they have from Culinary to go into Food Sciences to meet any requirements, which they may already

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have. The name should be something that would attract the students, to join the program. A name that would stand out on a resume, name should be attracted to both the students and the people hiring. Name of the program in Florida is Food Science. In Minnesota Bachelor of Science, Science and Culinology Bachelor of Food Science and Culinology. (Bachelor of Science in Culinology)? Culinary Science both Brad and Ellen liked the name. Program Description Reviewed, no comments added or questions

b. Program Learning Outcomes Questions:

• Is there a way to measure these learning outcomes? We use a metrics to map them, inside the courses and to the overall program as a whole.

• Once the application goes back, are there changes or are we fixed to what we have submitted? Changing Program Learning Outcomes is considered a “major” change to the program and would trigger a consent renewal of the degree. It would be best, if possible, to wait until a scheduled consent renewal to make changes to program learning outcomes.

c. Program of Study Blending the practical and theory together, so students are receiving both Food Science and Culinary. When PEQAB looks at the degree, they divide it into Core and Non-Core. Core meaning it is directly related to the area of study and Non-Core meaning additional knowledge to get from outside the area of study.

• Do not have students wait for the important courses • Move up Culinary Arts to 1st Year, 1st Semester • Food Micro put with General Micro should follow the first Micro or students

could forget about it • There needs to be a distinction between Food Product Development in

Semester 6 and Culinology Research and Development in Semester 8. Michael C. does Product Development as a yearlong class in the first semester. Students are working on understanding the whole process and getting their feet wet. In the second semester, in the practical work, is where they are really benefiting and making something.

• Semester 8, Culinary Trend and Innovation, move it up and not leave it for the last. Also having it in year 3 rather than year 4.

• Moving Math to semester 1, instead of semester 2. Questions:

• Developing Electives • Public Trust program?

d. Draft Course Descriptions Reviewed, no comments added or questions.

e. Admissions Looking at the requirements students may need before entering the program.

• Looking for Science courses from high school students. • What is the value of Physics? • Do they need to have 4 Physics?

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• Grade 12 Chemistry? • Marketing to students who are in Grade 10 or 11 because if they’re in Grade

12 and do not meet the requirements and want to join the program, then they cannot due to not being able to take the courses needed.

• Food History, maybe Food Law would fit better for the course. Subject matter is where we look for ideas and thoughts from the industry people.

f. Co-op Placements Minimum of 420 hours of co-op placement, there are two co-op’s that RCA requires. RCA requires the Culinary experience and the Food Science experience to graduate.

• Ellen thinks the more co-op the student(s) have the better, for when being hired employers look for the work experience on the resume, as it would stand out.

• Making both co-ops a requirements. • Susan would look at what previous experience they have, because she would

want students coming in to know the skills that they need for the job. Also would know what they would be doing in the kitchen and not have to teach/train them what to do in the kitchen. Being able to support them in the kitchen right away. Practical kitchen experience is what she would be looking for the most. Kitchen based co-op.

• Ted fears that students could be stronger on one side than the other (Culinary vs Food Science). Co-op is very important for the hands on experience. He is interested to see the success rate of the students.

8. Formal Motion of Support Susan M. has MOVED the motion for the Program Support. Ellen P. has SECONDED this motion. 9 advisory members have voted in favour of this motion. …that the Bachelor of Science - Culinary Arts and Food Science Program Advisory Committee has reviewed the curriculum as presented for the Bachelor of Science (Culinary Arts and Food Science)(Honours) degree, supports the need for this program in the community, and recommends this program for approval to the Algonquin College Executive Team and to the Board of Governors.

9. Timeline/Next Meeting

Internal review will be likely be next June. One more meeting before submitting application.

10. Questions • Looking for a person to take the Chair role of the committee. • Ideal size of the committee? ; Min of 8, ideally approx. 13 -15. • Can the person be via computer? ; Yes, does not have to be physically at the

meeting.

11. Adjournment The Academic Chair Michael B. adjourned the meeting at 4:51 p.m.

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BACHELOR OF SCIENCE, CULINARY ARTS AND FOOD SCIENCE May 29, 2017

PAC Minutes

Attendees: Ted Farnworth, Ron Gerold, , Brad McKay, Apollnaire Tsopmo, Michael Cheng, Blais Ouattara.

Algonquin College: Michael Bakogeorge, Dr. Louis Laleye, Stephen Murphy, Cristina Holguin Pando and Kelley Grant (scribe)

Regrets: Dr. Gerald Amantea, Scott Brown, Liz Chan, Josh Drache, Paul Gorman, Jennifer Griffith, Susan Morrison, Wayne Murphy, Stephen Mutchmore, John Pigott, Ellen Powell, Christine Rush, Adriana Saenz, Pimal Silva, Philippe Trepanier and Norm Myshok.

1. Reports & Update i. Program Learning Outcomes (see attachment) Stephen reviewed the internal process. Initial Scoping was approved. We have been

developing the curriculum for the program and have approximately thirty-six courses complete. We are at the Program Review Committee stage. It will then have to be presented at Dean’s Council, President’s Committee, Board of Governors, Post-secondary Education Quality Assurance Board (PEQAB) and lastly Ministry of Advanced Education and Skills Development. Marketing will happen after funding is approved.

Stephen reviewed the Program Learning Outcomes that was sent out prior to the meeting with the members. It was noted we had to have a marketing/finance piece. Entrepreneurship/innovation was discussed as to whether or not it should be part of the program of study. It was suggested we could build innovation in #10. Learning outcome #3 does address innovation.

Number 14 is a college initiative and is built into all of our programs.

ii. Admission Requirements Admission requirements were reviewed and it was suggested perhaps chemistry,

physics and biology could be added. Steve to send out the requirements for lab/theory.

iii. Program of Study

Program of Study was reviewed. Stephen advised to send any feedback to him after the meeting.

General electives include humanities, mathematics, and social sciences among others. We have a diverse background of program developers working on the curriculum. We

will need developers/teachers with Ph.d’s to assist in the future. Co-op was discussed and once the Ministry approves we will be looking to industry

members for guidance and assistance. Students are able to do placement all over - does not need to be local.

International student enrollment has increased across the college and is a significant part of our college margin.

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iv. Degree Level Standards Our expectations of students in the degree program is in-depth analysis, researching,

critical analysis, independent thinkers; starting them off with base knowledge and scaffolding that learning and building upon it. There are comparable programs in the States, but this is one of the first in Canada. It is on equal par with other Algonquin College degree programs.

v. Research Chef’s Association (RCA) Requirements Our program will meet RCA’s competencies as required.

vi. Potential Laddering Opportunities

We are hoping to attract students from other programs such as food science, culinary, baking and hospitality programs who would receive some advanced standing depending on level of affinity with program of study.

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The following emails were received from the Program Advisory Committee members in response to curriculum modifications based on feedback provided by Algonquin College’s Program Review Committee.

From: Brad McKay [mailto:[email protected]] Sent: Wednesday, October 18, 2017 9:38 PM To: Michael Bakogeorge <[email protected]> Subject: Re: New degree Culinary Arts and Food Science - Algonquin College

Dear Michael

I have been informed of the changes to the program and I continue to support the proposed program, Bachelor of Science (Culinary and Food Science) Honours.

Best regards Brad McKay Chief Executive Officer Healthcare Food Services 1010 Dairy Drive Ottawa ON K4A 3N3 Office 613 834 3368 Mobile 613 863 1613 Order Desk 1 800 265 0353 ------------------

From: [email protected] [mailto:[email protected]] Sent: Thursday, October 5, 2017 4:26 PM To: Michael Bakogeorge <[email protected]> Subject: RE: New degree Culinary Arts and Food Science - Algonquin College

I have been informed of the changes to the program and I continue to support the proposed program, Bachelor of Science (Culinary Arts and Food Science) Honours. SCOTT BROWN, CCC Director Product Development High Liner Foods 85 Prologis Blvd, Unit 3 Mississauga, ON L5W 0G4 T 905.565.9016 | C 416.407.7221 www.highlinerfoods.com

---------------------

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From: Ron Gerold [mailto:[email protected]] Sent: Thursday, October 5, 2017 11:23 PM To: Michael Bakogeorge <[email protected]> Subject: Re: New degree Culinary Arts and Food Science - Algonquin College

I have been informed of the changes to the program and I continue to support the proposed program, Bachelor of Science (Culinary and Food Science) Honours.

Ron Gerold

Sent from my iPod

---------------------

From: Michael Cheng [mailto:[email protected]] Sent: Friday, October 6, 2017 10:13 AM To: Michael Bakogeorge <[email protected]> Subject: Re: New degree Culinary Arts and Food Science - Algonquin College

Michael,

Looks good! Per your request, I have been informed of the changes to the program and I continue to support the proposed program, Bachelor of Science (Culinary and Food Science) Honours.

Best regards, Michael Cheng, Ph.D., CHE Associate Professor / Director, Food and Beverage Program

[ The Business of Hospitality ]

Florida International University | Biscayne Bay Campus | HM 158

3000 Northeast 151 Street, North Miami, FL 33181

DIRECT 305.919.4506 | hospitality.fiu.edu

--------------------------

From: Philippe Trepanier [mailto:[email protected]] Sent: Friday, October 6, 2017 11:02 AM To: Michael Bakogeorge <[email protected]>; Subject: RE: New degree Culinary Arts and Food Science - Algonquin College

Good day Michael,

Thanks very much for the update.

I have been informed of the changes to the program and I continue to support the proposed program, Bachelor of Science (Culinary and Food Science) Honors.

Have a wonder filled Thanksgiving weekend.

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Sincerely, J. G. Philippe Trepanier CCC Sales Specialist - Bakery Handtmann Canada 654 Colby Dr. Waterloo Ontario N2V 1A2 Phone 519.725-3666 Cell 519-835-3189 Fax 519-725-0803 [email protected] www.handtmann-bakery.com

---------------------------

From: Apollinaire Tsopmo [mailto:[email protected]] Sent: Friday, October 6, 2017 2:19 PM To: Michael Bakogeorge <[email protected]> Subject: RE: New degree Culinary Arts and Food Science - Algonquin College

The document looks great.

I have read the changes to the program and I continue to support the proposed program, Bachelor of Science (Culinary and Food Science) Honours.

Apollo Apollinaire Tsopmo Associate Professor Food Science and Nutrition 613-520-260 x 3122

---------------------------

From: Gerald Amantea [mailto:[email protected]] Sent: Friday, October 6, 2017 2:25 PM To: Michael Bakogeorge <[email protected]> Subject: Fwd: New degree Culinary Arts and Food Science - Algonquin College

Hello Michael,

I have been informed of the changes to the program and I continue to support the proposed program, Bachelor of Science (Culinary and Food Science) Honours. Below, please see my comments.

Gerald F. Amantea, PhD

Food Scientist

[email protected]

647-290-4437

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Section 4.2: Professional Accreditation

Algonquin College’s proposed Bachelor of Science (Culinary Arts and Food Science) (Honours) program has been designed to meet the Research Chef Association (RCA) approved Culinology® requirements. The RCA is the leading professional community for food research and development. Algonquin College has been in communication with the RCA throughout the program development process and the College is pursuing accreditation.

The courses in the program of study have been carefully designed in consideration of the program learning outcomes as they related to the degree level standards and the accreditation criteria requirements. A reference to the RCA accreditation requirements and procedure can be found in the RCA’s https://www.culinology.org/page/Develop-a-Degree-Program

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Section 4.3: Learning Outcomes

The proposed Bachelor of Science (Culinary Arts and Food Science) (Honours) program focuses on providing students a unique learning experience combining food science and culinary skills supporting careers in the hospitality, culinary, food services and food science sectors. This program produces skilled graduates with culinary and food science backgrounds equipped with the abilities to create innovative, high quality food products for existing and emerging markets.

The program has been developed to meet the following fourteen (14) degree level learning outcomes:

Degree Level Learning Outcomes:

1. Apply scientific principles, methodologies and theories in the development of new and modification of existing food and beverage products to meet market demands.

2. Create quality food and beverage products using interdisciplinary skills in the processing, manufacturing and packaging of food products.

3. Solve problems, formulate strategies and customize innovative solutions using critical thinking and research skills for the food service and the food industry.

4. Perform research to plan, design and develop food and beverage products. 5. Perform duties in a professional, ethical, safe and legal manner to meet industry expectations

and compliance. 6. Produce food and beverage products using culinary, food science and technology knowledge

and skills to address health, safety, and nutritional issues. 7. Perform sensory evaluation of food and beverage products to create products that meet

consumer demands. 8. Use and evaluate quality control and quality assurance procedures to meet industry

standards and requirements. 9. Communicate in written and oral format to present clear and concise technical, research and

scientific information for a variety of audiences. 10. Promote and advance the food and food service industries in the area of evidence-based

culinary and food science practices using leadership skills. 11. Conduct culinary planning, preparation, and presentation to a variety of food service

environments to meet client needs. 12. Use principles of marketing and finance in food product development process and in the

operations of food and beverage management. 13. Develop personal and professional strategies to plan, manage and adapt to the industry

ensuring currency and fostering inter-professionalism. 14. Identify and apply discipline-specific practices that contribute to the local and global

community through social responsibility, economic commitment and environmental stewardship.

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ALIGNMENT OF PROGRAM OUTCOMES WITH DEGREE LEVEL STANDARD

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ence

s

Lim

its to

thei

r ow

n kn

owle

dge

and

abili

ty, a

mbi

guity

and

lim

its to

kn

owle

dge

and

influ

ence

ana

lysis

and

in

terp

reta

tions

a) Q

ualit

ies a

nd tr

ansf

erab

le sk

ills i

n th

e ar

ea o

f per

sona

l and

inte

rper

sona

l ski

lls

b) M

anag

e lif

elon

g le

arni

ng, p

erso

nally

an

d pr

ofes

siona

lly

c) A

cade

mic

inte

grity

and

soci

al

resp

onsib

ility

1. Apply scientific principles, methodologies and theories in the development of new and modification of existing food products to meet market demands.

x x x x x x x x x

Page 47: Bachelor of Science (Culinary Arts and Food Science) (Honours)Culinary Arts and … · Algonquin offers diploma programs in Culinary Management, Baking and Pastry Arts Management

BACHELOR OF SCIENCE (CULINARY ARTS AND FOOD SCIENCE) (HONOURS)

47

ALIGNMENT OF PROGRAM OUTCOMES WITH DEGREE LEVEL STANDARD

1. Depth and Breadth of Knowledge

2. Knowledge of Methods

3. Application of Knowledge

4. Communication Skills

5. Awareness of Limits of Knowledge

6. Professional Capacity Autonomy

Degree level Learning Outcomes a)

Dev

elop

ed k

now

ledg

e of

key

co

ncep

ts, m

etho

dolo

gies

, cur

rent

ad

vanc

es, t

heor

etic

al a

ppro

ache

s and

as

sum

ptio

ns in

the

disc

iplin

e an

d in

a

spec

ializ

ed a

rea

of a

disc

iplin

e

b) In

ter-

and

Intr

a-di

scip

linar

y kn

owle

dge

and

rela

tions

hips

c) R

esea

rch,

ana

lysis

and

ass

essm

ent o

f hy

poth

eses

rele

vant

to o

ne o

r mor

e of

th

e m

ajor

fiel

ds in

a d

iscip

line

d) R

esea

rch

expe

rienc

e in

an

area

of

the

disc

iplin

e e)

Crit

ical

thin

king

and

ana

lytic

al sk

ills

insid

e an

d ou

tsid

e th

e di

scip

line

f) Le

arni

ng o

utsid

e th

e di

scip

line

Met

hods

of e

nqui

ry o

r cre

ativ

e ac

tivity

, or

bot

h, in

thei

r prim

ary

area

of s

tudy

. (e

valu

ate

and

devi

se a

rgum

ents

, and

co

mm

ent o

n sc

hola

rshi

p)

a) C

ritic

al u

se o

f qua

litat

ive

and

quan

titat

ive

info

rmat

ion

b) U

se a

rang

e of

est

ablis

hed

tech

niqu

es

c) C

ritic

al u

se o

f sch

olar

ly re

view

s and

pr

imar

y so

urce

s

Com

mun

icat

e ac

cura

tely

and

relia

bly,

or

ally

and

in w

ritin

g, to

a ra

nge

of

audi

ence

s

Lim

its to

thei

r ow

n kn

owle

dge

and

abili

ty, a

mbi

guity

and

lim

its to

kn

owle

dge

and

influ

ence

ana

lysis

and

in

terp

reta

tions

a) Q

ualit

ies a

nd tr

ansf

erab

le sk

ills i

n th

e ar

ea o

f per

sona

l and

inte

rper

sona

l ski

lls

b) M

anag

e lif

elon

g le

arni

ng, p

erso

nally

an

d pr

ofes

siona

lly

c) A

cade

mic

inte

grity

and

soci

al

resp

onsib

ility

2. Create quality food products using interdisciplinary skills in the processing, manufacturing and packaging of food products.

x x x x x x x x x x

Page 48: Bachelor of Science (Culinary Arts and Food Science) (Honours)Culinary Arts and … · Algonquin offers diploma programs in Culinary Management, Baking and Pastry Arts Management

BACHELOR OF SCIENCE (CULINARY ARTS AND FOOD SCIENCE) (HONOURS)

48

ALIGNMENT OF PROGRAM OUTCOMES WITH DEGREE LEVEL STANDARD

1. Depth and Breadth of Knowledge

2. Knowledge of Methods

3. Application of Knowledge

4. Communication Skills

5. Awareness of Limits of Knowledge

6. Professional Capacity Autonomy

Degree level Learning Outcomes a)

Dev

elop

ed k

now

ledg

e of

key

co

ncep

ts, m

etho

dolo

gies

, cur

rent

ad

vanc

es, t

heor

etic

al a

ppro

ache

s and

as

sum

ptio

ns in

the

disc

iplin

e an

d in

a

spec

ializ

ed a

rea

of a

disc

iplin

e

b) In

ter-

and

Intr

a-di

scip

linar

y kn

owle

dge

and

rela

tions

hips

c) R

esea

rch,

ana

lysis

and

ass

essm

ent o

f hy

poth

eses

rele

vant

to o

ne o

r mor

e of

th

e m

ajor

fiel

ds in

a d

iscip

line

d) R

esea

rch

expe

rienc

e in

an

area

of

the

disc

iplin

e e)

Crit

ical

thin

king

and

ana

lytic

al sk

ills

insid

e an

d ou

tsid

e th

e di

scip

line

f) Le

arni

ng o

utsid

e th

e di

scip

line

Met

hods

of e

nqui

ry o

r cre

ativ

e ac

tivity

, or

bot

h, in

thei

r prim

ary

area

of s

tudy

. (e

valu

ate

and

devi

se a

rgum

ents

, and

co

mm

ent o

n sc

hola

rshi

p)

a) C

ritic

al u

se o

f qua

litat

ive

and

quan

titat

ive

info

rmat

ion

b) U

se a

rang

e of

est

ablis

hed

tech

niqu

es

c) C

ritic

al u

se o

f sch

olar

ly re

view

s and

pr

imar

y so

urce

s

Com

mun

icat

e ac

cura

tely

and

relia

bly,

or

ally

and

in w

ritin

g, to

a ra

nge

of

audi

ence

s

Lim

its to

thei

r ow

n kn

owle

dge

and

abili

ty, a

mbi

guity

and

lim

its to

kn

owle

dge

and

influ

ence

ana

lysis

and

in

terp

reta

tions

a) Q

ualit

ies a

nd tr

ansf

erab

le sk

ills i

n th

e ar

ea o

f per

sona

l and

inte

rper

sona

l ski

lls

b) M

anag

e lif

elon

g le

arni

ng, p

erso

nally

an

d pr

ofes

siona

lly

c) A

cade

mic

inte

grity

and

soci

al

resp

onsib

ility

3. Solve problems, formulate strategies and customize innovative solutions using critical thinking and research skills for the food service and the food industry.

x x x x x x x x x

Page 49: Bachelor of Science (Culinary Arts and Food Science) (Honours)Culinary Arts and … · Algonquin offers diploma programs in Culinary Management, Baking and Pastry Arts Management

BACHELOR OF SCIENCE (CULINARY ARTS AND FOOD SCIENCE) (HONOURS)

49

ALIGNMENT OF PROGRAM OUTCOMES WITH DEGREE LEVEL STANDARD

1. Depth and Breadth of Knowledge

2. Knowledge of Methods

3. Application of Knowledge

4. Communication Skills

5. Awareness of Limits of Knowledge

6. Professional Capacity Autonomy

Degree level Learning Outcomes a)

Dev

elop

ed k

now

ledg

e of

key

co

ncep

ts, m

etho

dolo

gies

, cur

rent

ad

vanc

es, t

heor

etic

al a

ppro

ache

s and

as

sum

ptio

ns in

the

disc

iplin

e an

d in

a

spec

ializ

ed a

rea

of a

disc

iplin

e

b) In

ter-

and

Intr

a-di

scip

linar

y kn

owle

dge

and

rela

tions

hips

c) R

esea

rch,

ana

lysis

and

ass

essm

ent o

f hy

poth

eses

rele

vant

to o

ne o

r mor

e of

th

e m

ajor

fiel

ds in

a d

iscip

line

d) R

esea

rch

expe

rienc

e in

an

area

of

the

disc

iplin

e e)

Crit

ical

thin

king

and

ana

lytic

al sk

ills

insid

e an

d ou

tsid

e th

e di

scip

line

f) Le

arni

ng o

utsid

e th

e di

scip

line

Met

hods

of e

nqui

ry o

r cre

ativ

e ac

tivity

, or

bot

h, in

thei

r prim

ary

area

of s

tudy

. (e

valu

ate

and

devi

se a

rgum

ents

, and

co

mm

ent o

n sc

hola

rshi

p)

a) C

ritic

al u

se o

f qua

litat

ive

and

quan

titat

ive

info

rmat

ion

b) U

se a

rang

e of

est

ablis

hed

tech

niqu

es

c) C

ritic

al u

se o

f sch

olar

ly re

view

s and

pr

imar

y so

urce

s

Com

mun

icat

e ac

cura

tely

and

relia

bly,

or

ally

and

in w

ritin

g, to

a ra

nge

of

audi

ence

s

Lim

its to

thei

r ow

n kn

owle

dge

and

abili

ty, a

mbi

guity

and

lim

its to

kn

owle

dge

and

influ

ence

ana

lysis

and

in

terp

reta

tions

a) Q

ualit

ies a

nd tr

ansf

erab

le sk

ills i

n th

e ar

ea o

f per

sona

l and

inte

rper

sona

l ski

lls

b) M

anag

e lif

elon

g le

arni

ng, p

erso

nally

an

d pr

ofes

siona

lly

c) A

cade

mic

inte

grity

and

soci

al

resp

onsib

ility

4. Perform research to plan, design and develop food and beverage products.

x x x x x x x x x x x x

5. Perform duties in a professional, ethical, safe and legal manner to meet industry expectations and compliance.

x x x x x x x x x

Page 50: Bachelor of Science (Culinary Arts and Food Science) (Honours)Culinary Arts and … · Algonquin offers diploma programs in Culinary Management, Baking and Pastry Arts Management

BACHELOR OF SCIENCE (CULINARY ARTS AND FOOD SCIENCE) (HONOURS)

50

ALIGNMENT OF PROGRAM OUTCOMES WITH DEGREE LEVEL STANDARD

1. Depth and Breadth of Knowledge

2. Knowledge of Methods

3. Application of Knowledge

4. Communication Skills

5. Awareness of Limits of Knowledge

6. Professional Capacity Autonomy

Degree level Learning Outcomes a)

Dev

elop

ed k

now

ledg

e of

key

co

ncep

ts, m

etho

dolo

gies

, cur

rent

ad

vanc

es, t

heor

etic

al a

ppro

ache

s and

as

sum

ptio

ns in

the

disc

iplin

e an

d in

a

spec

ializ

ed a

rea

of a

disc

iplin

e

b) In

ter-

and

Intr

a-di

scip

linar

y kn

owle

dge

and

rela

tions

hips

c) R

esea

rch,

ana

lysis

and

ass

essm

ent o

f hy

poth

eses

rele

vant

to o

ne o

r mor

e of

th

e m

ajor

fiel

ds in

a d

iscip

line

d) R

esea

rch

expe

rienc

e in

an

area

of

the

disc

iplin

e e)

Crit

ical

thin

king

and

ana

lytic

al sk

ills

insid

e an

d ou

tsid

e th

e di

scip

line

f) Le

arni

ng o

utsid

e th

e di

scip

line

Met

hods

of e

nqui

ry o

r cre

ativ

e ac

tivity

, or

bot

h, in

thei

r prim

ary

area

of s

tudy

. (e

valu

ate

and

devi

se a

rgum

ents

, and

co

mm

ent o

n sc

hola

rshi

p)

a) C

ritic

al u

se o

f qua

litat

ive

and

quan

titat

ive

info

rmat

ion

b) U

se a

rang

e of

est

ablis

hed

tech

niqu

es

c) C

ritic

al u

se o

f sch

olar

ly re

view

s and

pr

imar

y so

urce

s

Com

mun

icat

e ac

cura

tely

and

relia

bly,

or

ally

and

in w

ritin

g, to

a ra

nge

of

audi

ence

s

Lim

its to

thei

r ow

n kn

owle

dge

and

abili

ty, a

mbi

guity

and

lim

its to

kn

owle

dge

and

influ

ence

ana

lysis

and

in

terp

reta

tions

a) Q

ualit

ies a

nd tr

ansf

erab

le sk

ills i

n th

e ar

ea o

f per

sona

l and

inte

rper

sona

l ski

lls

b) M

anag

e lif

elon

g le

arni

ng, p

erso

nally

an

d pr

ofes

siona

lly

c) A

cade

mic

inte

grity

and

soci

al

resp

onsib

ility

6. Produce food and beverage products using culinary, food science and technology knowledge and skills to address health, safety, and nutritional issues.

x x x x x x x x

Page 51: Bachelor of Science (Culinary Arts and Food Science) (Honours)Culinary Arts and … · Algonquin offers diploma programs in Culinary Management, Baking and Pastry Arts Management

BACHELOR OF SCIENCE (CULINARY ARTS AND FOOD SCIENCE) (HONOURS)

51

ALIGNMENT OF PROGRAM OUTCOMES WITH DEGREE LEVEL STANDARD

1. Depth and Breadth of Knowledge

2. Knowledge of Methods

3. Application of Knowledge

4. Communication Skills

5. Awareness of Limits of Knowledge

6. Professional Capacity Autonomy

Degree level Learning Outcomes a)

Dev

elop

ed k

now

ledg

e of

key

co

ncep

ts, m

etho

dolo

gies

, cur

rent

ad

vanc

es, t

heor

etic

al a

ppro

ache

s and

as

sum

ptio

ns in

the

disc

iplin

e an

d in

a

spec

ializ

ed a

rea

of a

disc

iplin

e

b) In

ter-

and

Intr

a-di

scip

linar

y kn

owle

dge

and

rela

tions

hips

c) R

esea

rch,

ana

lysis

and

ass

essm

ent o

f hy

poth

eses

rele

vant

to o

ne o

r mor

e of

th

e m

ajor

fiel

ds in

a d

iscip

line

d) R

esea

rch

expe

rienc

e in

an

area

of

the

disc

iplin

e e)

Crit

ical

thin

king

and

ana

lytic

al sk

ills

insid

e an

d ou

tsid

e th

e di

scip

line

f) Le

arni

ng o

utsid

e th

e di

scip

line

Met

hods

of e

nqui

ry o

r cre

ativ

e ac

tivity

, or

bot

h, in

thei

r prim

ary

area

of s

tudy

. (e

valu

ate

and

devi

se a

rgum

ents

, and

co

mm

ent o

n sc

hola

rshi

p)

a) C

ritic

al u

se o

f qua

litat

ive

and

quan

titat

ive

info

rmat

ion

b) U

se a

rang

e of

est

ablis

hed

tech

niqu

es

c) C

ritic

al u

se o

f sch

olar

ly re

view

s and

pr

imar

y so

urce

s

Com

mun

icat

e ac

cura

tely

and

relia

bly,

or

ally

and

in w

ritin

g, to

a ra

nge

of

audi

ence

s

Lim

its to

thei

r ow

n kn

owle

dge

and

abili

ty, a

mbi

guity

and

lim

its to

kn

owle

dge

and

influ

ence

ana

lysis

and

in

terp

reta

tions

a) Q

ualit

ies a

nd tr

ansf

erab

le sk

ills i

n th

e ar

ea o

f per

sona

l and

inte

rper

sona

l ski

lls

b) M

anag

e lif

elon

g le

arni

ng, p

erso

nally

an

d pr

ofes

siona

lly

c) A

cade

mic

inte

grity

and

soci

al

resp

onsib

ility

7. Perform sensory evaluation of food and beverage products to create products that meet consumer demands.

x x x x x x x x

Page 52: Bachelor of Science (Culinary Arts and Food Science) (Honours)Culinary Arts and … · Algonquin offers diploma programs in Culinary Management, Baking and Pastry Arts Management

BACHELOR OF SCIENCE (CULINARY ARTS AND FOOD SCIENCE) (HONOURS)

52

ALIGNMENT OF PROGRAM OUTCOMES WITH DEGREE LEVEL STANDARD

1. Depth and Breadth of Knowledge

2. Knowledge of Methods

3. Application of Knowledge

4. Communication Skills

5. Awareness of Limits of Knowledge

6. Professional Capacity Autonomy

Degree level Learning Outcomes a)

Dev

elop

ed k

now

ledg

e of

key

co

ncep

ts, m

etho

dolo

gies

, cur

rent

ad

vanc

es, t

heor

etic

al a

ppro

ache

s and

as

sum

ptio

ns in

the

disc

iplin

e an

d in

a

spec

ializ

ed a

rea

of a

disc

iplin

e

b) In

ter-

and

Intr

a-di

scip

linar

y kn

owle

dge

and

rela

tions

hips

c) R

esea

rch,

ana

lysis

and

ass

essm

ent o

f hy

poth

eses

rele

vant

to o

ne o

r mor

e of

th

e m

ajor

fiel

ds in

a d

iscip

line

d) R

esea

rch

expe

rienc

e in

an

area

of

the

disc

iplin

e e)

Crit

ical

thin

king

and

ana

lytic

al sk

ills

insid

e an

d ou

tsid

e th

e di

scip

line

f) Le

arni

ng o

utsid

e th

e di

scip

line

Met

hods

of e

nqui

ry o

r cre

ativ

e ac

tivity

, or

bot

h, in

thei

r prim

ary

area

of s

tudy

. (e

valu

ate

and

devi

se a

rgum

ents

, and

co

mm

ent o

n sc

hola

rshi

p)

a) C

ritic

al u

se o

f qua

litat

ive

and

quan

titat

ive

info

rmat

ion

b) U

se a

rang

e of

est

ablis

hed

tech

niqu

es

c) C

ritic

al u

se o

f sch

olar

ly re

view

s and

pr

imar

y so

urce

s

Com

mun

icat

e ac

cura

tely

and

relia

bly,

or

ally

and

in w

ritin

g, to

a ra

nge

of

audi

ence

s

Lim

its to

thei

r ow

n kn

owle

dge

and

abili

ty, a

mbi

guity

and

lim

its to

kn

owle

dge

and

influ

ence

ana

lysis

and

in

terp

reta

tions

a) Q

ualit

ies a

nd tr

ansf

erab

le sk

ills i

n th

e ar

ea o

f per

sona

l and

inte

rper

sona

l ski

lls

b) M

anag

e lif

elon

g le

arni

ng, p

erso

nally

an

d pr

ofes

siona

lly

c) A

cade

mic

inte

grity

and

soci

al

resp

onsib

ility

8. Use and evaluate quality control and quality assurance procedures to meet industry standards and requirements.

x x x x x x x x x

Page 53: Bachelor of Science (Culinary Arts and Food Science) (Honours)Culinary Arts and … · Algonquin offers diploma programs in Culinary Management, Baking and Pastry Arts Management

BACHELOR OF SCIENCE (CULINARY ARTS AND FOOD SCIENCE) (HONOURS)

53

ALIGNMENT OF PROGRAM OUTCOMES WITH DEGREE LEVEL STANDARD

1. Depth and Breadth of Knowledge

2. Knowledge of Methods

3. Application of Knowledge

4. Communication Skills

5. Awareness of Limits of Knowledge

6. Professional Capacity Autonomy

Degree level Learning Outcomes a)

Dev

elop

ed k

now

ledg

e of

key

co

ncep

ts, m

etho

dolo

gies

, cur

rent

ad

vanc

es, t

heor

etic

al a

ppro

ache

s and

as

sum

ptio

ns in

the

disc

iplin

e an

d in

a

spec

ializ

ed a

rea

of a

disc

iplin

e

b) In

ter-

and

Intr

a-di

scip

linar

y kn

owle

dge

and

rela

tions

hips

c) R

esea

rch,

ana

lysis

and

ass

essm

ent o

f hy

poth

eses

rele

vant

to o

ne o

r mor

e of

th

e m

ajor

fiel

ds in

a d

iscip

line

d) R

esea

rch

expe

rienc

e in

an

area

of

the

disc

iplin

e e)

Crit

ical

thin

king

and

ana

lytic

al sk

ills

insid

e an

d ou

tsid

e th

e di

scip

line

f) Le

arni

ng o

utsid

e th

e di

scip

line

Met

hods

of e

nqui

ry o

r cre

ativ

e ac

tivity

, or

bot

h, in

thei

r prim

ary

area

of s

tudy

. (e

valu

ate

and

devi

se a

rgum

ents

, and

co

mm

ent o

n sc

hola

rshi

p)

a) C

ritic

al u

se o

f qua

litat

ive

and

quan

titat

ive

info

rmat

ion

b) U

se a

rang

e of

est

ablis

hed

tech

niqu

es

c) C

ritic

al u

se o

f sch

olar

ly re

view

s and

pr

imar

y so

urce

s

Com

mun

icat

e ac

cura

tely

and

relia

bly,

or

ally

and

in w

ritin

g, to

a ra

nge

of

audi

ence

s

Lim

its to

thei

r ow

n kn

owle

dge

and

abili

ty, a

mbi

guity

and

lim

its to

kn

owle

dge

and

influ

ence

ana

lysis

and

in

terp

reta

tions

a) Q

ualit

ies a

nd tr

ansf

erab

le sk

ills i

n th

e ar

ea o

f per

sona

l and

inte

rper

sona

l ski

lls

b) M

anag

e lif

elon

g le

arni

ng, p

erso

nally

an

d pr

ofes

siona

lly

c) A

cade

mic

inte

grity

and

soci

al

resp

onsib

ility

9. Communicate in written and oral format to present clear and concise technical, research and scientific information for a variety of audiences.

x x x x x

Page 54: Bachelor of Science (Culinary Arts and Food Science) (Honours)Culinary Arts and … · Algonquin offers diploma programs in Culinary Management, Baking and Pastry Arts Management

BACHELOR OF SCIENCE (CULINARY ARTS AND FOOD SCIENCE) (HONOURS)

54

ALIGNMENT OF PROGRAM OUTCOMES WITH DEGREE LEVEL STANDARD

1. Depth and Breadth of Knowledge

2. Knowledge of Methods

3. Application of Knowledge

4. Communication Skills

5. Awareness of Limits of Knowledge

6. Professional Capacity Autonomy

Degree level Learning Outcomes a)

Dev

elop

ed k

now

ledg

e of

key

co

ncep

ts, m

etho

dolo

gies

, cur

rent

ad

vanc

es, t

heor

etic

al a

ppro

ache

s and

as

sum

ptio

ns in

the

disc

iplin

e an

d in

a

spec

ializ

ed a

rea

of a

disc

iplin

e

b) In

ter-

and

Intr

a-di

scip

linar

y kn

owle

dge

and

rela

tions

hips

c) R

esea

rch,

ana

lysis

and

ass

essm

ent o

f hy

poth

eses

rele

vant

to o

ne o

r mor

e of

th

e m

ajor

fiel

ds in

a d

iscip

line

d) R

esea

rch

expe

rienc

e in

an

area

of

the

disc

iplin

e e)

Crit

ical

thin

king

and

ana

lytic

al sk

ills

insid

e an

d ou

tsid

e th

e di

scip

line

f) Le

arni

ng o

utsid

e th

e di

scip

line

Met

hods

of e

nqui

ry o

r cre

ativ

e ac

tivity

, or

bot

h, in

thei

r prim

ary

area

of s

tudy

. (e

valu

ate

and

devi

se a

rgum

ents

, and

co

mm

ent o

n sc

hola

rshi

p)

a) C

ritic

al u

se o

f qua

litat

ive

and

quan

titat

ive

info

rmat

ion

b) U

se a

rang

e of

est

ablis

hed

tech

niqu

es

c) C

ritic

al u

se o

f sch

olar

ly re

view

s and

pr

imar

y so

urce

s

Com

mun

icat

e ac

cura

tely

and

relia

bly,

or

ally

and

in w

ritin

g, to

a ra

nge

of

audi

ence

s

Lim

its to

thei

r ow

n kn

owle

dge

and

abili

ty, a

mbi

guity

and

lim

its to

kn

owle

dge

and

influ

ence

ana

lysis

and

in

terp

reta

tions

a) Q

ualit

ies a

nd tr

ansf

erab

le sk

ills i

n th

e ar

ea o

f per

sona

l and

inte

rper

sona

l ski

lls

b) M

anag

e lif

elon

g le

arni

ng, p

erso

nally

an

d pr

ofes

siona

lly

c) A

cade

mic

inte

grity

and

soci

al

resp

onsib

ility

10. Promote and advance the food and food service industries in the area of evidence-based culinary and food science practices using leadership skills.

x x x x x x x x

Page 55: Bachelor of Science (Culinary Arts and Food Science) (Honours)Culinary Arts and … · Algonquin offers diploma programs in Culinary Management, Baking and Pastry Arts Management

BACHELOR OF SCIENCE (CULINARY ARTS AND FOOD SCIENCE) (HONOURS)

55

ALIGNMENT OF PROGRAM OUTCOMES WITH DEGREE LEVEL STANDARD

1. Depth and Breadth of Knowledge

2. Knowledge of Methods

3. Application of Knowledge

4. Communication Skills

5. Awareness of Limits of Knowledge

6. Professional Capacity Autonomy

Degree level Learning Outcomes a)

Dev

elop

ed k

now

ledg

e of

key

co

ncep

ts, m

etho

dolo

gies

, cur

rent

ad

vanc

es, t

heor

etic

al a

ppro

ache

s and

as

sum

ptio

ns in

the

disc

iplin

e an

d in

a

spec

ializ

ed a

rea

of a

disc

iplin

e

b) In

ter-

and

Intr

a-di

scip

linar

y kn

owle

dge

and

rela

tions

hips

c) R

esea

rch,

ana

lysis

and

ass

essm

ent o

f hy

poth

eses

rele

vant

to o

ne o

r mor

e of

th

e m

ajor

fiel

ds in

a d

iscip

line

d) R

esea

rch

expe

rienc

e in

an

area

of

the

disc

iplin

e e)

Crit

ical

thin

king

and

ana

lytic

al sk

ills

insid

e an

d ou

tsid

e th

e di

scip

line

f) Le

arni

ng o

utsid

e th

e di

scip

line

Met

hods

of e

nqui

ry o

r cre

ativ

e ac

tivity

, or

bot

h, in

thei

r prim

ary

area

of s

tudy

. (e

valu

ate

and

devi

se a

rgum

ents

, and

co

mm

ent o

n sc

hola

rshi

p)

a) C

ritic

al u

se o

f qua

litat

ive

and

quan

titat

ive

info

rmat

ion

b) U

se a

rang

e of

est

ablis

hed

tech

niqu

es

c) C

ritic

al u

se o

f sch

olar

ly re

view

s and

pr

imar

y so

urce

s

Com

mun

icat

e ac

cura

tely

and

relia

bly,

or

ally

and

in w

ritin

g, to

a ra

nge

of

audi

ence

s

Lim

its to

thei

r ow

n kn

owle

dge

and

abili

ty, a

mbi

guity

and

lim

its to

kn

owle

dge

and

influ

ence

ana

lysis

and

in

terp

reta

tions

a) Q

ualit

ies a

nd tr

ansf

erab

le sk

ills i

n th

e ar

ea o

f per

sona

l and

inte

rper

sona

l ski

lls

b) M

anag

e lif

elon

g le

arni

ng, p

erso

nally

an

d pr

ofes

siona

lly

c) A

cade

mic

inte

grity

and

soci

al

resp

onsib

ility

11. Conduct culinary planning, preparation, and presentation to a variety of food service environments to meet client needs.

x x

Page 56: Bachelor of Science (Culinary Arts and Food Science) (Honours)Culinary Arts and … · Algonquin offers diploma programs in Culinary Management, Baking and Pastry Arts Management

BACHELOR OF SCIENCE (CULINARY ARTS AND FOOD SCIENCE) (HONOURS)

56

ALIGNMENT OF PROGRAM OUTCOMES WITH DEGREE LEVEL STANDARD

1. Depth and Breadth of Knowledge

2. Knowledge of Methods

3. Application of Knowledge

4. Communication Skills

5. Awareness of Limits of Knowledge

6. Professional Capacity Autonomy

Degree level Learning Outcomes a)

Dev

elop

ed k

now

ledg

e of

key

co

ncep

ts, m

etho

dolo

gies

, cur

rent

ad

vanc

es, t

heor

etic

al a

ppro

ache

s and

as

sum

ptio

ns in

the

disc

iplin

e an

d in

a

spec

ializ

ed a

rea

of a

disc

iplin

e

b) In

ter-

and

Intr

a-di

scip

linar

y kn

owle

dge

and

rela

tions

hips

c) R

esea

rch,

ana

lysis

and

ass

essm

ent o

f hy

poth

eses

rele

vant

to o

ne o

r mor

e of

th

e m

ajor

fiel

ds in

a d

iscip

line

d) R

esea

rch

expe

rienc

e in

an

area

of

the

disc

iplin

e e)

Crit

ical

thin

king

and

ana

lytic

al sk

ills

insid

e an

d ou

tsid

e th

e di

scip

line

f) Le

arni

ng o

utsid

e th

e di

scip

line

Met

hods

of e

nqui

ry o

r cre

ativ

e ac

tivity

, or

bot

h, in

thei

r prim

ary

area

of s

tudy

. (e

valu

ate

and

devi

se a

rgum

ents

, and

co

mm

ent o

n sc

hola

rshi

p)

a) C

ritic

al u

se o

f qua

litat

ive

and

quan

titat

ive

info

rmat

ion

b) U

se a

rang

e of

est

ablis

hed

tech

niqu

es

c) C

ritic

al u

se o

f sch

olar

ly re

view

s and

pr

imar

y so

urce

s

Com

mun

icat

e ac

cura

tely

and

relia

bly,

or

ally

and

in w

ritin

g, to

a ra

nge

of

audi

ence

s

Lim

its to

thei

r ow

n kn

owle

dge

and

abili

ty, a

mbi

guity

and

lim

its to

kn

owle

dge

and

influ

ence

ana

lysis

and

in

terp

reta

tions

a) Q

ualit

ies a

nd tr

ansf

erab

le sk

ills i

n th

e ar

ea o

f per

sona

l and

inte

rper

sona

l ski

lls

b) M

anag

e lif

elon

g le

arni

ng, p

erso

nally

an

d pr

ofes

siona

lly

c) A

cade

mic

inte

grity

and

soci

al

resp

onsib

ility

12. Use principles of marketing and finance in food product development process and in the operations of food and beverage management.

x x x x x

Page 57: Bachelor of Science (Culinary Arts and Food Science) (Honours)Culinary Arts and … · Algonquin offers diploma programs in Culinary Management, Baking and Pastry Arts Management

BACHELOR OF SCIENCE (CULINARY ARTS AND FOOD SCIENCE) (HONOURS)

57

ALIGNMENT OF PROGRAM OUTCOMES WITH DEGREE LEVEL STANDARD

1. Depth and Breadth of Knowledge

2. Knowledge of Methods

3. Application of Knowledge

4. Communication Skills

5. Awareness of Limits of Knowledge

6. Professional Capacity Autonomy

Degree level Learning Outcomes a)

Dev

elop

ed k

now

ledg

e of

key

co

ncep

ts, m

etho

dolo

gies

, cur

rent

ad

vanc

es, t

heor

etic

al a

ppro

ache

s and

as

sum

ptio

ns in

the

disc

iplin

e an

d in

a

spec

ializ

ed a

rea

of a

disc

iplin

e

b) In

ter-

and

Intr

a-di

scip

linar

y kn

owle

dge

and

rela

tions

hips

c) R

esea

rch,

ana

lysis

and

ass

essm

ent o

f hy

poth

eses

rele

vant

to o

ne o

r mor

e of

th

e m

ajor

fiel

ds in

a d

iscip

line

d) R

esea

rch

expe

rienc

e in

an

area

of

the

disc

iplin

e e)

Crit

ical

thin

king

and

ana

lytic

al sk

ills

insid

e an

d ou

tsid

e th

e di

scip

line

f) Le

arni

ng o

utsid

e th

e di

scip

line

Met

hods

of e

nqui

ry o

r cre

ativ

e ac

tivity

, or

bot

h, in

thei

r prim

ary

area

of s

tudy

. (e

valu

ate

and

devi

se a

rgum

ents

, and

co

mm

ent o

n sc

hola

rshi

p)

a) C

ritic

al u

se o

f qua

litat

ive

and

quan

titat

ive

info

rmat

ion

b) U

se a

rang

e of

est

ablis

hed

tech

niqu

es

c) C

ritic

al u

se o

f sch

olar

ly re

view

s and

pr

imar

y so

urce

s

Com

mun

icat

e ac

cura

tely

and

relia

bly,

or

ally

and

in w

ritin

g, to

a ra

nge

of

audi

ence

s

Lim

its to

thei

r ow

n kn

owle

dge

and

abili

ty, a

mbi

guity

and

lim

its to

kn

owle

dge

and

influ

ence

ana

lysis

and

in

terp

reta

tions

a) Q

ualit

ies a

nd tr

ansf

erab

le sk

ills i

n th

e ar

ea o

f per

sona

l and

inte

rper

sona

l ski

lls

b) M

anag

e lif

elon

g le

arni

ng, p

erso

nally

an

d pr

ofes

siona

lly

c) A

cade

mic

inte

grity

and

soci

al

resp

onsib

ility

13. Develop personal and professional strategies to plan, manage and adapt to the industry ensuring currency and fostering inter-professionalism.

x x x x x x x

Page 58: Bachelor of Science (Culinary Arts and Food Science) (Honours)Culinary Arts and … · Algonquin offers diploma programs in Culinary Management, Baking and Pastry Arts Management

BACHELOR OF SCIENCE (CULINARY ARTS AND FOOD SCIENCE) (HONOURS)

58

ALIGNMENT OF PROGRAM OUTCOMES WITH DEGREE LEVEL STANDARD

1. Depth and Breadth of Knowledge

2. Knowledge of Methods

3. Application of Knowledge

4. Communication Skills

5. Awareness of Limits of Knowledge

6. Professional Capacity Autonomy

Degree level Learning Outcomes a)

Dev

elop

ed k

now

ledg

e of

key

co

ncep

ts, m

etho

dolo

gies

, cur

rent

ad

vanc

es, t

heor

etic

al a

ppro

ache

s and

as

sum

ptio

ns in

the

disc

iplin

e an

d in

a

spec

ializ

ed a

rea

of a

disc

iplin

e

b) In

ter-

and

Intr

a-di

scip

linar

y kn

owle

dge

and

rela

tions

hips

c) R

esea

rch,

ana

lysis

and

ass

essm

ent o

f hy

poth

eses

rele

vant

to o

ne o

r mor

e of

th

e m

ajor

fiel

ds in

a d

iscip

line

d) R

esea

rch

expe

rienc

e in

an

area

of

the

disc

iplin

e e)

Crit

ical

thin

king

and

ana

lytic

al sk

ills

insid

e an

d ou

tsid

e th

e di

scip

line

f) Le

arni

ng o

utsid

e th

e di

scip

line

Met

hods

of e

nqui

ry o

r cre

ativ

e ac

tivity

, or

bot

h, in

thei

r prim

ary

area

of s

tudy

. (e

valu

ate

and

devi

se a

rgum

ents

, and

co

mm

ent o

n sc

hola

rshi

p)

a) C

ritic

al u

se o

f qua

litat

ive

and

quan

titat

ive

info

rmat

ion

b) U

se a

rang

e of

est

ablis

hed

tech

niqu

es

c) C

ritic

al u

se o

f sch

olar

ly re

view

s and

pr

imar

y so

urce

s

Com

mun

icat

e ac

cura

tely

and

relia

bly,

or

ally

and

in w

ritin

g, to

a ra

nge

of

audi

ence

s

Lim

its to

thei

r ow

n kn

owle

dge

and

abili

ty, a

mbi

guity

and

lim

its to

kn

owle

dge

and

influ

ence

ana

lysis

and

in

terp

reta

tions

a) Q

ualit

ies a

nd tr

ansf

erab

le sk

ills i

n th

e ar

ea o

f per

sona

l and

inte

rper

sona

l ski

lls

b) M

anag

e lif

elon

g le

arni

ng, p

erso

nally

an

d pr

ofes

siona

lly

c) A

cade

mic

inte

grity

and

soci

al

resp

onsib

ility

14. Identify and apply discipline-specific practices that contribute to the local and global community through social responsibility, economic commitment and environmental stewardship.

x x x x x x x x

Page 59: Bachelor of Science (Culinary Arts and Food Science) (Honours)Culinary Arts and … · Algonquin offers diploma programs in Culinary Management, Baking and Pastry Arts Management

BACHELOR OF SCIENCE (CULINARY ARTS AND FOOD SCIENCE) (HONOURS)

59

MAPPING OF CORE AND NON-CORE COURSES TO PROGRAM LEARNING OUTCOMES

Appl

y sc

ient

ific

prin

cipl

es, m

etho

dolo

gies

and

theo

ries i

n th

e de

velo

pmen

t of n

ew a

nd m

odifi

catio

n of

exi

stin

g fo

od p

rodu

cts t

o m

eet m

arke

t dem

ands

.

Crea

te q

ualit

y fo

od p

rodu

cts u

sing

inte

rdisc

iplin

ary

skill

s in

the

proc

essin

g, m

anuf

actu

ring

and

pack

agin

g of

food

pro

duct

s.

Solv

e pr

oble

ms,

form

ulat

e st

rate

gies

and

cus

tom

ize in

nova

tive

solu

tions

usin

g cr

itica

l thi

nkin

g an

d re

sear

ch sk

ills f

or th

e fo

od

Pe

rfor

m re

sear

ch to

pla

n, d

esig

n an

d de

velo

p fo

od a

nd b

ever

age

prod

ucts

. Pe

rfor

m d

utie

s in

a pr

ofes

siona

l, et

hica

l, sa

fe a

nd le

gal m

anne

r to

mee

t ind

ustr

y ex

pect

atio

ns a

nd c

ompl

ianc

e.

Prod

uce

food

and

bev

erag

e pr

oduc

ts u

sing

culin

ary,

food

scie

nce

and

tech

nolo

gy k

now

ledg

e an

d sk

ills t

o ad

dres

s hea

lth, s

afet

y,

d l

Pe

rfor

m se

nsor

y ev

alua

tion

of fo

od a

nd b

ever

age

prod

ucts

to

crea

te p

rodu

cts t

hat m

eet c

onsu

mer

dem

ands

.

Use

and

eva

luat

e qu

ality

con

trol

and

qua

lity

assu

ranc

e pr

oced

ures

to m

eet i

ndus

try

stan

dard

s and

requ

irem

ents

. Co

mm

unic

ate

in w

ritte

n an

d or

al fo

rmat

to p

rese

nt c

lear

and

co

ncise

tech

nica

l, re

sear

ch a

nd sc

ient

ific

info

rmat

ion

for a

var

iety

f

d

Prom

ote

and

adva

nce

the

food

and

food

serv

ice

indu

strie

s in

the

area

of e

vide

nce-

base

d cu

linar

y an

d fo

od sc

ienc

e pr

actic

es u

sing

ld

hi k

ill

Cond

uct c

ulin

ary

plan

ning

, pre

para

tion,

and

pre

sent

atio

n to

a

varie

ty o

f foo

d se

rvic

e en

viro

nmen

ts to

mee

t clie

nt n

eeds

. U

se p

rinci

ples

of m

arke

ting

and

finan

ce in

food

pro

duct

de

velo

pmen

t pro

cess

and

in th

e op

erat

ions

of f

ood

and

beve

rage

m

anag

emen

t. De

velo

p pe

rson

al a

nd p

rofe

ssio

nal s

trat

egie

s to

plan

, man

age

and

adap

t to

the

indu

stry

ens

urin

g cu

rren

cy a

nd fo

ster

ing

inte

r-pr

ofes

siona

lism

. Id

entif

y an

d ap

ply

disc

iplin

e-sp

ecifi

c pr

actic

es th

at c

ontr

ibut

e to

th

e lo

cal a

nd g

loba

l com

mun

ity th

roug

h so

cial

resp

onsib

ility

, ec

onom

ic c

omm

itmen

t and

env

ironm

enta

l ste

war

dshi

p

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

Semester 1

SCI0008 Introduction to Chemistry and Physics TA T T T T T

BIO0031 Introduction to Biology and Microbiology

TA T T T T T

FOD0031 Culinary Arts Fundamentals TA TA TA TA T T T

MAT0031 Applied Mathematics TA T T T TA

Page 60: Bachelor of Science (Culinary Arts and Food Science) (Honours)Culinary Arts and … · Algonquin offers diploma programs in Culinary Management, Baking and Pastry Arts Management

BACHELOR OF SCIENCE (CULINARY ARTS AND FOOD SCIENCE) (HONOURS)

60

MAPPING OF CORE AND NON-CORE COURSES TO PROGRAM LEARNING OUTCOMES

Appl

y sc

ient

ific

prin

cipl

es, m

etho

dolo

gies

and

theo

ries i

n th

e de

velo

pmen

t of n

ew a

nd m

odifi

catio

n of

exi

stin

g fo

od p

rodu

cts t

o m

eet m

arke

t dem

ands

.

Crea

te q

ualit

y fo

od p

rodu

cts u

sing

inte

rdisc

iplin

ary

skill

s in

the

proc

essin

g, m

anuf

actu

ring

and

pack

agin

g of

food

pro

duct

s.

Solv

e pr

oble

ms,

form

ulat

e st

rate

gies

and

cus

tom

ize in

nova

tive

solu

tions

usin

g cr

itica

l thi

nkin

g an

d re

sear

ch sk

ills f

or th

e fo

od

Pe

rfor

m re

sear

ch to

pla

n, d

esig

n an

d de

velo

p fo

od a

nd b

ever

age

prod

ucts

. Pe

rfor

m d

utie

s in

a pr

ofes

siona

l, et

hica

l, sa

fe a

nd le

gal m

anne

r to

mee

t ind

ustr

y ex

pect

atio

ns a

nd c

ompl

ianc

e.

Prod

uce

food

and

bev

erag

e pr

oduc

ts u

sing

culin

ary,

food

scie

nce

and

tech

nolo

gy k

now

ledg

e an

d sk

ills t

o ad

dres

s hea

lth, s

afet

y,

d l

Pe

rfor

m se

nsor

y ev

alua

tion

of fo

od a

nd b

ever

age

prod

ucts

to

crea

te p

rodu

cts t

hat m

eet c

onsu

mer

dem

ands

.

Use

and

eva

luat

e qu

ality

con

trol

and

qua

lity

assu

ranc

e pr

oced

ures

to m

eet i

ndus

try

stan

dard

s and

requ

irem

ents

. Co

mm

unic

ate

in w

ritte

n an

d or

al fo

rmat

to p

rese

nt c

lear

and

co

ncise

tech

nica

l, re

sear

ch a

nd sc

ient

ific

info

rmat

ion

for a

var

iety

f

d

Prom

ote

and

adva

nce

the

food

and

food

serv

ice

indu

strie

s in

the

area

of e

vide

nce-

base

d cu

linar

y an

d fo

od sc

ienc

e pr

actic

es u

sing

ld

hi k

ill

Cond

uct c

ulin

ary

plan

ning

, pre

para

tion,

and

pre

sent

atio

n to

a

varie

ty o

f foo

d se

rvic

e en

viro

nmen

ts to

mee

t clie

nt n

eeds

. U

se p

rinci

ples

of m

arke

ting

and

finan

ce in

food

pro

duct

de

velo

pmen

t pro

cess

and

in th

e op

erat

ions

of f

ood

and

beve

rage

m

anag

emen

t. De

velo

p pe

rson

al a

nd p

rofe

ssio

nal s

trat

egie

s to

plan

, man

age

and

adap

t to

the

indu

stry

ens

urin

g cu

rren

cy a

nd fo

ster

ing

inte

r-pr

ofes

siona

lism

. Id

entif

y an

d ap

ply

disc

iplin

e-sp

ecifi

c pr

actic

es th

at c

ontr

ibut

e to

th

e lo

cal a

nd g

loba

l com

mun

ity th

roug

h so

cial

resp

onsib

ility

, ec

onom

ic c

omm

itmen

t and

env

ironm

enta

l ste

war

dshi

p

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

ENL1100 Communications and Academic Writing

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

Semester 2

FSC0031 Principles of Food Science and Nutrition T T TA T T T TA T

FOD0032 Culinary Arts T TA T TA TA TA TA T T

FSC0032 Introduction to Culinology

T T T T T TA T TA

CHE0031 General and Organic Chemistry

TA T T T T TA T T

Page 61: Bachelor of Science (Culinary Arts and Food Science) (Honours)Culinary Arts and … · Algonquin offers diploma programs in Culinary Management, Baking and Pastry Arts Management

BACHELOR OF SCIENCE (CULINARY ARTS AND FOOD SCIENCE) (HONOURS)

61

MAPPING OF CORE AND NON-CORE COURSES TO PROGRAM LEARNING OUTCOMES

Appl

y sc

ient

ific

prin

cipl

es, m

etho

dolo

gies

and

theo

ries i

n th

e de

velo

pmen

t of n

ew a

nd m

odifi

catio

n of

exi

stin

g fo

od p

rodu

cts t

o m

eet m

arke

t dem

ands

.

Crea

te q

ualit

y fo

od p

rodu

cts u

sing

inte

rdisc

iplin

ary

skill

s in

the

proc

essin

g, m

anuf

actu

ring

and

pack

agin

g of

food

pro

duct

s.

Solv

e pr

oble

ms,

form

ulat

e st

rate

gies

and

cus

tom

ize in

nova

tive

solu

tions

usin

g cr

itica

l thi

nkin

g an

d re

sear

ch sk

ills f

or th

e fo

od

Pe

rfor

m re

sear

ch to

pla

n, d

esig

n an

d de

velo

p fo

od a

nd b

ever

age

prod

ucts

. Pe

rfor

m d

utie

s in

a pr

ofes

siona

l, et

hica

l, sa

fe a

nd le

gal m

anne

r to

mee

t ind

ustr

y ex

pect

atio

ns a

nd c

ompl

ianc

e.

Prod

uce

food

and

bev

erag

e pr

oduc

ts u

sing

culin

ary,

food

scie

nce

and

tech

nolo

gy k

now

ledg

e an

d sk

ills t

o ad

dres

s hea

lth, s

afet

y,

d l

Pe

rfor

m se

nsor

y ev

alua

tion

of fo

od a

nd b

ever

age

prod

ucts

to

crea

te p

rodu

cts t

hat m

eet c

onsu

mer

dem

ands

.

Use

and

eva

luat

e qu

ality

con

trol

and

qua

lity

assu

ranc

e pr

oced

ures

to m

eet i

ndus

try

stan

dard

s and

requ

irem

ents

. Co

mm

unic

ate

in w

ritte

n an

d or

al fo

rmat

to p

rese

nt c

lear

and

co

ncise

tech

nica

l, re

sear

ch a

nd sc

ient

ific

info

rmat

ion

for a

var

iety

f

d

Prom

ote

and

adva

nce

the

food

and

food

serv

ice

indu

strie

s in

the

area

of e

vide

nce-

base

d cu

linar

y an

d fo

od sc

ienc

e pr

actic

es u

sing

ld

hi k

ill

Cond

uct c

ulin

ary

plan

ning

, pre

para

tion,

and

pre

sent

atio

n to

a

varie

ty o

f foo

d se

rvic

e en

viro

nmen

ts to

mee

t clie

nt n

eeds

. U

se p

rinci

ples

of m

arke

ting

and

finan

ce in

food

pro

duct

de

velo

pmen

t pro

cess

and

in th

e op

erat

ions

of f

ood

and

beve

rage

m

anag

emen

t. De

velo

p pe

rson

al a

nd p

rofe

ssio

nal s

trat

egie

s to

plan

, man

age

and

adap

t to

the

indu

stry

ens

urin

g cu

rren

cy a

nd fo

ster

ing

inte

r-pr

ofes

siona

lism

. Id

entif

y an

d ap

ply

disc

iplin

e-sp

ecifi

c pr

actic

es th

at c

ontr

ibut

e to

th

e lo

cal a

nd g

loba

l com

mun

ity th

roug

h so

cial

resp

onsib

ility

, ec

onom

ic c

omm

itmen

t and

env

ironm

enta

l ste

war

dshi

p

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

PHI1000 Logic and Critical Thinking

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

Semester 3

FSC0033 Food Production Fundamentals

TA TA T T A TA TA T T T

QUA2000 Statistics TA T T T T T

FOD0131 Advanced Culinary Arts TA TA TA T TA TA TA TA TA T T

CHE0131 General Biochemistry T T TA T T

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

Page 62: Bachelor of Science (Culinary Arts and Food Science) (Honours)Culinary Arts and … · Algonquin offers diploma programs in Culinary Management, Baking and Pastry Arts Management

BACHELOR OF SCIENCE (CULINARY ARTS AND FOOD SCIENCE) (HONOURS)

62

MAPPING OF CORE AND NON-CORE COURSES TO PROGRAM LEARNING OUTCOMES

Appl

y sc

ient

ific

prin

cipl

es, m

etho

dolo

gies

and

theo

ries i

n th

e de

velo

pmen

t of n

ew a

nd m

odifi

catio

n of

exi

stin

g fo

od p

rodu

cts t

o m

eet m

arke

t dem

ands

.

Crea

te q

ualit

y fo

od p

rodu

cts u

sing

inte

rdisc

iplin

ary

skill

s in

the

proc

essin

g, m

anuf

actu

ring

and

pack

agin

g of

food

pro

duct

s.

Solv

e pr

oble

ms,

form

ulat

e st

rate

gies

and

cus

tom

ize in

nova

tive

solu

tions

usin

g cr

itica

l thi

nkin

g an

d re

sear

ch sk

ills f

or th

e fo

od

Pe

rfor

m re

sear

ch to

pla

n, d

esig

n an

d de

velo

p fo

od a

nd b

ever

age

prod

ucts

. Pe

rfor

m d

utie

s in

a pr

ofes

siona

l, et

hica

l, sa

fe a

nd le

gal m

anne

r to

mee

t ind

ustr

y ex

pect

atio

ns a

nd c

ompl

ianc

e.

Prod

uce

food

and

bev

erag

e pr

oduc

ts u

sing

culin

ary,

food

scie

nce

and

tech

nolo

gy k

now

ledg

e an

d sk

ills t

o ad

dres

s hea

lth, s

afet

y,

d l

Pe

rfor

m se

nsor

y ev

alua

tion

of fo

od a

nd b

ever

age

prod

ucts

to

crea

te p

rodu

cts t

hat m

eet c

onsu

mer

dem

ands

.

Use

and

eva

luat

e qu

ality

con

trol

and

qua

lity

assu

ranc

e pr

oced

ures

to m

eet i

ndus

try

stan

dard

s and

requ

irem

ents

. Co

mm

unic

ate

in w

ritte

n an

d or

al fo

rmat

to p

rese

nt c

lear

and

co

ncise

tech

nica

l, re

sear

ch a

nd sc

ient

ific

info

rmat

ion

for a

var

iety

f

d

Prom

ote

and

adva

nce

the

food

and

food

serv

ice

indu

strie

s in

the

area

of e

vide

nce-

base

d cu

linar

y an

d fo

od sc

ienc

e pr

actic

es u

sing

ld

hi k

ill

Cond

uct c

ulin

ary

plan

ning

, pre

para

tion,

and

pre

sent

atio

n to

a

varie

ty o

f foo

d se

rvic

e en

viro

nmen

ts to

mee

t clie

nt n

eeds

. U

se p

rinci

ples

of m

arke

ting

and

finan

ce in

food

pro

duct

de

velo

pmen

t pro

cess

and

in th

e op

erat

ions

of f

ood

and

beve

rage

m

anag

emen

t. De

velo

p pe

rson

al a

nd p

rofe

ssio

nal s

trat

egie

s to

plan

, man

age

and

adap

t to

the

indu

stry

ens

urin

g cu

rren

cy a

nd fo

ster

ing

inte

r-pr

ofes

siona

lism

. Id

entif

y an

d ap

ply

disc

iplin

e-sp

ecifi

c pr

actic

es th

at c

ontr

ibut

e to

th

e lo

cal a

nd g

loba

l com

mun

ity th

roug

h so

cial

resp

onsib

ility

, ec

onom

ic c

omm

itmen

t and

env

ironm

enta

l ste

war

dshi

p

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

Semester 4

MGT0131

Management of Food and Beverage

TA T T T TA TA TA TA

FOD0040 Baking and Pastry Fundamentals

T TA TA T TA T TA TA T T TA

BIO0131 Food Microbiology TA TA TA TA TA T TA T TA T TA

SOC2000 Introduction to Sociology Mandated non-core course that contributes to a breadth of knowledge outside the main field of study.

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

Page 63: Bachelor of Science (Culinary Arts and Food Science) (Honours)Culinary Arts and … · Algonquin offers diploma programs in Culinary Management, Baking and Pastry Arts Management

BACHELOR OF SCIENCE (CULINARY ARTS AND FOOD SCIENCE) (HONOURS)

63

MAPPING OF CORE AND NON-CORE COURSES TO PROGRAM LEARNING OUTCOMES

Appl

y sc

ient

ific

prin

cipl

es, m

etho

dolo

gies

and

theo

ries i

n th

e de

velo

pmen

t of n

ew a

nd m

odifi

catio

n of

exi

stin

g fo

od p

rodu

cts t

o m

eet m

arke

t dem

ands

.

Crea

te q

ualit

y fo

od p

rodu

cts u

sing

inte

rdisc

iplin

ary

skill

s in

the

proc

essin

g, m

anuf

actu

ring

and

pack

agin

g of

food

pro

duct

s.

Solv

e pr

oble

ms,

form

ulat

e st

rate

gies

and

cus

tom

ize in

nova

tive

solu

tions

usin

g cr

itica

l thi

nkin

g an

d re

sear

ch sk

ills f

or th

e fo

od

Pe

rfor

m re

sear

ch to

pla

n, d

esig

n an

d de

velo

p fo

od a

nd b

ever

age

prod

ucts

. Pe

rfor

m d

utie

s in

a pr

ofes

siona

l, et

hica

l, sa

fe a

nd le

gal m

anne

r to

mee

t ind

ustr

y ex

pect

atio

ns a

nd c

ompl

ianc

e.

Prod

uce

food

and

bev

erag

e pr

oduc

ts u

sing

culin

ary,

food

scie

nce

and

tech

nolo

gy k

now

ledg

e an

d sk

ills t

o ad

dres

s hea

lth, s

afet

y,

d l

Pe

rfor

m se

nsor

y ev

alua

tion

of fo

od a

nd b

ever

age

prod

ucts

to

crea

te p

rodu

cts t

hat m

eet c

onsu

mer

dem

ands

.

Use

and

eva

luat

e qu

ality

con

trol

and

qua

lity

assu

ranc

e pr

oced

ures

to m

eet i

ndus

try

stan

dard

s and

requ

irem

ents

. Co

mm

unic

ate

in w

ritte

n an

d or

al fo

rmat

to p

rese

nt c

lear

and

co

ncise

tech

nica

l, re

sear

ch a

nd sc

ient

ific

info

rmat

ion

for a

var

iety

f

d

Prom

ote

and

adva

nce

the

food

and

food

serv

ice

indu

strie

s in

the

area

of e

vide

nce-

base

d cu

linar

y an

d fo

od sc

ienc

e pr

actic

es u

sing

ld

hi k

ill

Cond

uct c

ulin

ary

plan

ning

, pre

para

tion,

and

pre

sent

atio

n to

a

varie

ty o

f foo

d se

rvic

e en

viro

nmen

ts to

mee

t clie

nt n

eeds

. U

se p

rinci

ples

of m

arke

ting

and

finan

ce in

food

pro

duct

de

velo

pmen

t pro

cess

and

in th

e op

erat

ions

of f

ood

and

beve

rage

m

anag

emen

t. De

velo

p pe

rson

al a

nd p

rofe

ssio

nal s

trat

egie

s to

plan

, man

age

and

adap

t to

the

indu

stry

ens

urin

g cu

rren

cy a

nd fo

ster

ing

inte

r-pr

ofes

siona

lism

. Id

entif

y an

d ap

ply

disc

iplin

e-sp

ecifi

c pr

actic

es th

at c

ontr

ibut

e to

th

e lo

cal a

nd g

loba

l com

mun

ity th

roug

h so

cial

resp

onsib

ility

, ec

onom

ic c

omm

itmen

t and

env

ironm

enta

l ste

war

dshi

p

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

Co-op I

WKT0009

CO-OP PLACEMENT I (Culinary Arts) A A A A

Semester 5

NTN0031 Human Nutrition T T TA T T T T TA

CHE0231 Food Chemistry TA TA TA TA T TA T TA T T T

MGT0231

Restaurant and Food Operations

TA TA TA TA TA TA CP TA T

SAF0031 Food Safety and Sanitation

TA TA TA TA TA TA TA T TA

Page 64: Bachelor of Science (Culinary Arts and Food Science) (Honours)Culinary Arts and … · Algonquin offers diploma programs in Culinary Management, Baking and Pastry Arts Management

BACHELOR OF SCIENCE (CULINARY ARTS AND FOOD SCIENCE) (HONOURS)

64

MAPPING OF CORE AND NON-CORE COURSES TO PROGRAM LEARNING OUTCOMES

Appl

y sc

ient

ific

prin

cipl

es, m

etho

dolo

gies

and

theo

ries i

n th

e de

velo

pmen

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ew a

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in th

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cial

resp

onsib

ility

, ec

onom

ic c

omm

itmen

t and

env

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enta

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war

dshi

p

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

Semester 6

FSC0131 Food Analysis TA T T T TA TA TA T TA

FSC0132 Sensory Food Evaluation T TA TA T TA TA T TA T A

FSC0133 Food Product Development

TA TA TA TA TA TA TA TA T TA TA A T T

PHI3000 Applied Research Methodology

T T TA TA T T T TA

Co-op II

WKT0010

CO-OP PLACEMENT II (Food Science) A A A A A

Page 65: Bachelor of Science (Culinary Arts and Food Science) (Honours)Culinary Arts and … · Algonquin offers diploma programs in Culinary Management, Baking and Pastry Arts Management

BACHELOR OF SCIENCE (CULINARY ARTS AND FOOD SCIENCE) (HONOURS)

65

MAPPING OF CORE AND NON-CORE COURSES TO PROGRAM LEARNING OUTCOMES

Appl

y sc

ient

ific

prin

cipl

es, m

etho

dolo

gies

and

theo

ries i

n th

e de

velo

pmen

t of n

ew a

nd m

odifi

catio

n of

exi

stin

g fo

od p

rodu

cts t

o m

eet m

arke

t dem

ands

.

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od p

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cts u

sing

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s in

the

proc

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anuf

actu

ring

and

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agin

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pro

duct

s.

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e pr

oble

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form

ulat

e st

rate

gies

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tom

ize in

nova

tive

solu

tions

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itica

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ills f

or th

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rfor

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sear

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

Semester 7

FSC0231 Food Quality Control Assurance

TA TA T T T TA T T TA

FSC0232 Food Process Engineering

TA TA CP TA T T T

MGT0331

Menu Design and Service Management

T TA T TA CP T T TA CP A

FOD0231 Culinary Trend and Innovation

T T TA T CP CP TA TA TA

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

Page 66: Bachelor of Science (Culinary Arts and Food Science) (Honours)Culinary Arts and … · Algonquin offers diploma programs in Culinary Management, Baking and Pastry Arts Management

BACHELOR OF SCIENCE (CULINARY ARTS AND FOOD SCIENCE) (HONOURS)

66

MAPPING OF CORE AND NON-CORE COURSES TO PROGRAM LEARNING OUTCOMES

Appl

y sc

ient

ific

prin

cipl

es, m

etho

dolo

gies

and

theo

ries i

n th

e de

velo

pmen

t of n

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nd m

odifi

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stin

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, ec

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itmen

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ironm

enta

l ste

war

dshi

p

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

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

Semester 8

LAW0032 Food Laws and Regulation

A CP T CP A

FOD0331 Regional and International Cuisines

CP CP A CP T CP A T A A CP CP

FSC0233 Culinary Research and Development

CP CP CP CP CP CP CP CP CP CP CP CP CP CP

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

Page 67: Bachelor of Science (Culinary Arts and Food Science) (Honours)Culinary Arts and … · Algonquin offers diploma programs in Culinary Management, Baking and Pastry Arts Management

BACHELOR OF SCIENCE (CULINARY ARTS AND FOOD SCIENCE) (HONOURS)

67

MAPPING OF CORE AND NON-CORE COURSES TO PROGRAM LEARNING OUTCOMES

Appl

y sc

ient

ific

prin

cipl

es, m

etho

dolo

gies

and

theo

ries i

n th

e de

velo

pmen

t of n

ew a

nd m

odifi

catio

n of

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stin

g fo

od p

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cts t

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arke

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cts u

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s in

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anuf

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agin

g of

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duct

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e pr

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ms,

form

ulat

e st

rate

gies

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tom

ize in

nova

tive

solu

tions

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g cr

itica

l thi

nkin

g an

d re

sear

ch sk

ills f

or th

e fo

od

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sear

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t pro

cess

and

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erat

ions

of f

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anag

emen

t. De

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p pe

rson

al a

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ssio

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trat

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, man

age

and

adap

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stry

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g cu

rren

cy a

nd fo

ster

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r-pr

ofes

siona

lism

. Id

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d ap

ply

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e-sp

ecifi

c pr

actic

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at c

ontr

ibut

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e lo

cal a

nd g

loba

l com

mun

ity th

roug

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cial

resp

onsib

ility

, ec

onom

ic c

omm

itmen

t and

env

ironm

enta

l ste

war

dshi

p

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

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

Page 68: Bachelor of Science (Culinary Arts and Food Science) (Honours)Culinary Arts and … · Algonquin offers diploma programs in Culinary Management, Baking and Pastry Arts Management

BACHELOR OF SCIENCE (CULINARY ARTS AND FOOD SCIENCE) (HONOURS)

68

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 Science (Culinary Arts and Food Science) (Honours) program.

These are the course descriptions that would appear in the academic calendar, and other related documentation. For the presentation of these descriptions, the courses have been divided into

• Core courses • Non-core courses

Course Descriptions for Core Courses Year and Semester

Course Code Course Title Calendar Course Description

Year 1 Semester 1

SCI0008 Introduction to Chemistry and Physics

Knowledge of the substances that make up matter provides an understanding of how material properties are affected by energy such as heat and pressure. Students examine states of matter, nomenclature, stoichiometry, concentration, periodicity, redox reactions, atomic structure, chemical bonding, molecular structure, valence bond and molecular orbital theories and symmetry. In addition, students explore the fundamental basics of organic chemistry, including chemical and solution equilibria (acids, bases and buffers), as well as topics in thermodynamics, heat, energy and the states of matter. Students also examine examples of important considerations related to food preparation and nutrition.

Year 1 Semester 1

BIO0031 Introduction to Biology and Microbiology

Microorganisms exist throughout our environment and possessing knowledge of microbiology provides an understanding of its effects on larger life-forms. Studen explore the scope of general biology and microbiology, the diversity of microorganisms, including bacteria, viruses, fungi, protozoa and micro-algae, as well as the impact of microbes on everyday life. Topics include microbial nutrition and types of microbial growth, metabolism and energy generation, microbial control b physical and chemical agents. Students further examin the origins of biological diversity, the structure of cells and their components, as well as the form and function of plants and animals. During the laboratory componen students perform microscopic examination of microorganism’s culture from food and water specimen using basic biology and microbiology laboratory techniques.

Page 69: Bachelor of Science (Culinary Arts and Food Science) (Honours)Culinary Arts and … · Algonquin offers diploma programs in Culinary Management, Baking and Pastry Arts Management

BACHELOR OF SCIENCE (CULINARY ARTS AND FOOD SCIENCE) (HONOURS)

69

Year and Semester

Course Code Course Title Calendar Course Description

Year 1 Semester 1

FOD0031 Culinary Arts Fundamentals

The ability to participate in industry-scaled food production is contingent on knowledge of fundamental culinary techniques, knife handling skills and safe handling procedures. Students learn culinary terminology, ingredients, knife skills, food and plate presentation, evaluation and cooking techniques. Students also learn how to use tools and equipment and to operate large and small commercial kitchen equipment. Sanitation and safety are practiced in all hands-on food preparation activities and assessments.

Year 1 Semester 1

MAT0031 Applied Mathematics

Foundations necessary for the application of mathematics in science, statistics and food units are an essential component in food science. Students acquire the essential mathematical skills needed to understand, analyze, and solve mathematical problems related to business, finance and economics. Topics covered include basic algebra, functions, finance, return on investment (ROI), units of measure and conversion, as well as scientific and engineering notation. Students explore and apply exponential and logarithmic functions, sequences and series to financial applications.

Year 1 Semester 2

FSC0031 Principles of Food Science and Nutrition

Students examine the multidisciplinary nature of food science and nutrition and explore the major and minor food components and their nature, properties and characteristics. Students also discuss the quality and safe food handling, post-harvest handling of fresh foods, preparation and conversion of food commodities into high quality products. Other topics include food choices and the effect on personal health and nutritional needs, nutrients and relationships between diet and health through an assessment of their own food choices.

Page 70: Bachelor of Science (Culinary Arts and Food Science) (Honours)Culinary Arts and … · Algonquin offers diploma programs in Culinary Management, Baking and Pastry Arts Management

BACHELOR OF SCIENCE (CULINARY ARTS AND FOOD SCIENCE) (HONOURS)

70

Year and Semester

Course Code Course Title Calendar Course Description

Year 1 Semester 2

FOD0032 Culinary Arts Developing basic skills and knowledge in applied culinary arts is the first step in hands-on food preparation activities as well as an introduction to safe food handling and sanitation. Students participate in basic food preparation. Students have the opportunity to practice culinary skills and demonstrate knowledge of culinary arts in modern facilities. Demonstrations include sauces, stocks, poultry, meats, soups and fish.

Prerequisite: FOD0031 - Culinary Arts Fundamentals

Year 1 Semester 2

FSC0032 Introduction to Culinology

Culinology involves the blending of the science of food and creativity of culinary arts specializing in development of new food products. Students explore the opportunities made available in bringing together of two disciplines of culinary arts and food science. Focus is on the food preparation, cooking and food technology processes that lead to food product development and mass production. Guest speakers from the food and/or culinary industry provide insight into culinary careers and share authentic industry experience.

Year 1 Semester 2

CHE0031 General and Organic Chemistry

Understanding how chemicals react to each other and the complexity of chemical components provides the foundation of chemistry, nutrition and the modern food industry. Students study the fundamental principles governing chemical reactions in aqueous solutions, chemical bonding, kinetics, chemical equilibria and thermodynamics, and apply these ideas to food, nutrition and food preparation. In addition, students study nomenclature and predict solubility, melting and boiling points based on chemical structure, and the interaction of these ideas to food items. Practical hands-on laboratory experiments are essential active learning environments for students. During lab time, students execute experiments related to the physical chemical properties of chemical reactions, phase transitions, structure and bonding in solids and solutions.

Prerequisite: SCI0008 - Introduction to Chemistry and Physics

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Year and Semester

Course Code Course Title Calendar Course Description

Year 2

Semester 3

FSC0033 Food Production Fundamentals

The quantity of food produced greatly influences the techniques and processes used in food production. Students develop a higher working knowledge of culinary skills needed for the mass production of food suitable for a commercial restaurant setting, production facilities and food services. In addition, students explore principles and procedures used in quantity food production management including: menu planning, food costing, work methods, food production systems, quality control, and service.

Prerequisite: FOD0032 - Culinary Arts

Year 2

Semester 3

QUA2000 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.

Year 2

Semester 3

FOD0131 Advanced Culinary Arts

Creativity comes alive in the advanced culinary application of food preparation activities. Students build on skills in previous culinary labs through preparing intricate recipes used in advanced a la carte applications with emphasis on color, taste, texture and presentation. Students develop advanced skills in culinary and food preparation through small batch assignments, ultimately preparing finished dishes fit for sale where presentation and taste are paramount.

Prerequisite: FOD0032 - Culinary Arts

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Year and Semester

Course Code Course Title Calendar Course Description

Year 2 Semester 3

CHE0131 General Biochemistry

Understanding the biochemical compounds of cells and their biological roles is the foundation of biochemistry, and by extension, nutrition and food science. Students examine the structure of biologically important compounds and the biological roles of the major molecular components of the cell, including proteins, nucleic acids, lipids and carbohydrates. Focus is also on the roles of biological macromolecules, including enzymology and intermediary metabolism, with an emphasis on catabolic processes, and their application in industrial food preparation. In addition, students perform basic hands-on laboratory experiments on biomolecules including proteins, lipids and nucleic acids. The laboratory portion includes the isolation and study of biological properties of some biological compounds.

Prerequisite: CHE0031 - General and Organic Chemistry

Year 2 Semester 4

MGT0131 Management of Food and Beverage

Food and beverage businesses face challenges in the hospitality industry. Students prepare to meet these challenges by investigating models and tools to address changing labour conditions, evolving customer expectation, growing global uncertainty and the rapid technology changes. Basic economic concepts and theories, are examined to assess business and management requirements. Students explore the importance of food and beverage service, develop product knowledge, and discuss issues of sustainability, ethical and local food sources. Students develop practical management skills required to work within the beverage sector and examine various beverages in a bar laboratory, expanding their knowledge and understanding Students will complete the Ontario Smart Serve Program.

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Year and Semester

Course Code Course Title Calendar Course Description

Year 2 Semester 4

FOD0040 Baking and Pastry Fundamentals

Pastry and baked goods play a significant role within the commercial food industry. Students learn the basic concepts, skills and techniques of baking, through preparing yeast breads, quick breads, pastries, pies, cakes, custards, creams and sauces. Students also prepare icing, properly handle chocolate, and apply a variety of decorating styles and techniques. Emphasis is placed on identification of products, the study of ingredients, weights and measures as applied to baking.

Prerequisite: FOD0031 - Culinary Arts Fundamentals

Year 2 Semester 4

BIO0131 Food Microbiology

Food is extremely susceptible to biological degradation due to the presence of microorganisms. Students analyze the most common microorganisms found in food, including bacteria, yeasts, moulds and viruses, as well as the most important groups of microorganisms associated with food spoilage: food fermentations, food infections and intoxications. Other considerations include intrinsic and extrinsic factors that affect microbial growth, sources of contamination during production, and the processing and storage of foods. In addition, the principles of culturing, isolation, identification and enumeration of microorganisms associated with food products are examined. Laboratory classes provide experience in microbiological techniques, sampling and standard techniques used for the microbiological examination of foods and water.

Prerequisite: BIO0031 - Introduction to Biology and Microbiology

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Year and Semester

Course Code Course Title Calendar Course Description

Year 3 Semester 5

NTN0031 Human Nutrition Basic nutrition and diet are an integral part of culinary arts and food science. Students learn the principles of human nutrition with emphasis on the physiological roles of carbohydrates, lipids, proteins, minerals, vitamins and their dietary sources. Students study how these food components affect the relationship to health and well-being of the individual and family across the lifespan. Students explore current recommendations for nutrients intake, as well as cultural and health influences on diet, and how they apply towards food product and menu development.

Prerequisite: FSC0031 - Principles of Food Science and Nutrition, CHE0131 General Biochemistry

Year 3 Semester 5

CHE0231 Food Chemistry Students build on foundational chemistry knowledge in order to understand how different food compounds react to each other in different processing conditions. Students study the structural and functional properties of major and minor chemical compounds of food such as proteins, lipids, carbohydrates, water, enzymes, vitamins and their relationships to food stability and degradation. Students also explore the chemical changes in foods during processing and storage effecting texture, colour, flavour, stability and nutritive qualities.

Prerequisite: CHE0031 - General and Organic Chemistry

Year 3 Semester 5

MGT0231 Restaurant and Food Operations

It is important to ensure food quality and customer satisfaction through cost-effective and efficient restaurant operations. Students explore the fundamentals of successful restaurant operations with emphasis on budget preparation, Return on Investment (ROI), food and labour cost controls, menu planning and pricing, customer satisfaction, purchasing, kitchen operations and quantitative management. In addition, students apply managerial skills in the design of marketing strategies, using research, product development, pricing, distribution structure and promotion.

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Year and Semester

Course Code Course Title Calendar Course Description

Year 3 Semester 6

SAF0031 Food Safety and Sanitation

One of the major concerns in food preparation, production, handling, packaging and distribution is the physical, chemical and microbiological safety of food. Students understand the sources of microbiological, chemical and physical contamination in order to minimize microbial growth and survival. Students apply Good Manufacturing Practice (GMP), cleaning and sanitation practices and Hazard Analysis Critical Control Point Programs (HACCP) in food processing and food service. In addition, students consider food safety aspects with respect to various industry-related professional organizations and governmental agencies such as the Dietitians Canada, Canada Food Agency and Health Canada.

Prerequisite: BIO0131 - Food Microbiology Year 3 Semester 6

FSC0131 Food Analysis The ability to analyze food is important to satisfy food regulations and to ensure food quality for consumers. Students practice the sampling and quantitative/qualitative analysis of foods through applying the theory of physical and chemical methods for the analysis of food constituents. Students analyze food using modern equipment and advanced spectroscopic technologies including HPLC, GC, atomic absorption and capillary electrophoresis for rapid analysis of food contaminating materials, moistures and both major and minor food constituents.

Prerequisite: CHE0231 - Food Chemistry

Year 3 Semester 6

FSC0132 Sensory Food Evaluation

Consumers’ food acceptance is critical to the application of sensory evaluation of foods. Students gain an understanding of the factors contributing to sensory perception of foods and the various test methods and procedures used to evaluate, measure, analyze, and interpret sensory reactions to food characteristics and consumer needs. Students are exposed to hands-on experience with implementation, panel training, product presentation, statistical analysis and interpretation of sensory data.

Prerequisite: CHE0231 - Food Chemistry

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Year and Semester

Course Code Course Title Calendar Course Description

Year 3 Semester 6

FSC0133 Food Product Development

Blending culinary arts and food science knowledge is essential to successful product development. Students apply knowledge gained in food chemistry, ingredient functionality, sensory evaluation, microbiology, food preparation and food processing courses to the theory and practice of developing new food product. Students explore idea generation to production of prototype using traditional and novel food ingredients and processes in the context of current and future regulatory, environmental and social limitations. Students incorporate factors and implications of nutrition, health, cost and marketing in the design and development of new food product.

Prerequisites: CHE0231 - Food Chemistry, BIO0131 - Food Microbiology

Year 3 Semester 6

PHI3000 Applied Research Methodology

Evolving fields in sciences and technology rely heavily on the ability of professionals to perform practical applications within industry. Academic research involves the identification of problems to study, the designing of research projects, the development and refining of hypothesis and research questions, the justification of methodological decisions through sampling and measurement, and the checking of the validity and reliability of studies. Emphasis is on the application of theoretical understanding to real-world situations in the specific industries. The final project involves the creation of a proposal to develop a strategic plan grounded in primary and secondary research.

Prerequisite: QUA2000 - Statistics

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Year and Semester

Course Code Course Title Calendar Course Description

Year 4 Semester 7

FSC0231 Food Quality Control Assurance

Food products must be safe and meet government regulations. Food production processes must also adhere to Hazard Analysis Critical Control Point (HACCP) international standards and Good Manufacturing Practice (GMP). Students discuss theory and application of quality assurance practices for food processing industries and food services. In addition, students explore quality assurance, Hazard Analysis and Critical Control Points (HACCP), ISO quality and safety management systems and total quality management. Students apply statistics in the establishment of sampling plans, acceptance or rejection of lots, control charts, probability, distributions and applications to various food systems.

Prerequisites: CHE0231 - Food Chemistry, BIO0131 - Food Microbiology, FSC0131 - Food Analysis

Year 4 Semester 7

FSC0232 Food Process Engineering

Food processes and the relationship between chemistry, microbiology and engineering are essential to food technologists. Focus is on the operation of food processing units utilized for food production and preservation. Students analyze and practice using different food processing methods to manufacture different foods for consumption. Some of these methods include dehydration, chilling and freezing, microwave heating, high pressure processing, blanching, pasteurization, sterilization, evaporation, drying, extrusion, irradiation, fermentation and membrane separation.

Prerequisites: CHE0231 - Food Chemistry, BIO0131 - Food Microbiology, FSC0131 - Food Analysis

Year 4 Semester 7

MGT0331 Menu Design and Service Management

Designing a menu based on customer demand, and within the limits of company resources, is an essential part of food service operations. Students explore a wide variety of food service operations and applications of menu design techniques including pricing strategies, ordering, converting recipes from small to large quantities, marketing strategies and food preferences of the public.

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Year and Semester

Course Code Course Title Calendar Course Description

Year 4 Semester 7

FOD0231 Culinary Trends and Innovation

Staying up to date with current literature and being able to disseminate knowledge to peers is a key component of food science and culinary arts. Whether on the shelf or in the restaurant, the success of food and beverage products in the marketplace are based on differentiation through meeting or exceeding consumer culinary needs. Students research current trends in the culinary world by critically reviewing major publications in culinary science and technology and present their findings to colleagues.

Year 4 Semester 8

LAW0032 Food Laws and Regulation

The food industry is highly controlled by local, federal and international laws and regulations. Students examine some of these key laws and discuss how food laws and regulations are applied, interpreted and enforced. Students explore the impact of legislation and regulations on legal and regulatory issues relating to food safety, product development, labelling, packaging, nutrition and also discuss current regulatory trends, including those pertaining to biotechnology.

Year 4 Semester 8

FOD0331 Regional and International Cuisine

In today’s global community, possessing knowledge of both regional and international cuisine is vital in meeting the demands of the food service industry. Students learn various recipes and traditions from different countries. Spanish paella, Greek dolmathes, Mexican caramel flan, Japanese sushi, Indonesian satay and Italian risotto are just a few examples of dishes to which students are introduced. Experiencing many of the world’s finest foods leads students on a culinary and cultural adventure. Students explore the sensory experience of new ingredients and flavour by cooking food from different national and international ethnic groups.

Prerequisite: FOD0131 - Advanced Culinary Arts, SAF0031 - Food Safety and Sanitation

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Year and Semester

Course Code Course Title Calendar Course Description

Year 4 Semester 8

FSC0233 Culinary Research and Development

Blending culinary arts and food science knowledge is essential to successful product development. Students apply their individual professional Culinology™ research experience to develop a product for commercial or retail food manufacturers from conception, market analysis, and sensory evaluation to production and packaging.

Prerequisite: FSC0231 - Food Quality Control Assurance

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 a sub-section of their own that follows.

Year and Semester

Course Code 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 ongoing 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 practical and theoretical perspective, students hone their skills in analysis, argumentation, reasoning and persuasion. A range of topics and thinkers provide material with which students can exercise and apply their skills.

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Year and Semester

Course Code Course Title Calendar Course Description

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

Year 2 Semester 4

SOC2000 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.

Prerequisite: ENL1100 - Communications and Academic Writing

Year 2 Semester 4

Elective Elective Elective courses are intended to provide students with an opportunity to study in areas unrelated to the program focus. For the elective, students choose from a variety of courses that are at a bachelor's degree level and offered during the semester in which they are studying.

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Year and Semester

Course Code Course Title Calendar Course Description

Year 4 Semester 7

Elective Elective Elective courses are intended to provide students with an opportunity to study in areas unrelated to the program focus. For the elective, students choose from a variety of courses that are at a bachelor's degree level and offered during the semester in which they are studying.

Year 4 Semester 7

Elective Elective Elective courses are intended to provide students with an opportunity to study in areas unrelated to the program focus. For the elective, students choose from a variety of courses that are at a bachelor's degree level and offered during the semester in which they are studying.

Year 4 Semester 8

Elective Elective Elective courses are intended to provide students with an opportunity to study in areas unrelated to the program focus. For the elective, students choose from a variety of courses that are at a bachelor's degree level and offered during the semester in which they are studying.

Year 4 Semester 8

Elective Elective Elective courses are intended to provide students with an opportunity to study in areas unrelated to the program focus. For the elective, students choose from a variety of courses that are at a bachelor's degree level and offered during the semester in which they are studying.

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Course Descriptions for Elective Non-Core Courses Algonquin College adopted a Breadth Framework predicated on non-core courses offered at the 1000-, 2000- and 4000-levels intended to meet this requirement, and aligned to the following standards:

• 1000-level introductory humanities courses intended to contribute towards students’ attainment of key skills in critical thinking, logic and argumentation, quantitative reasoning, and written and oral communication;

• 2000-level introductory courses in disciplines primarily in the humanities, sciences, social sciences, global cultures and/or mathematics. Students are engaged in the discourse of those disciplines through the application of theories and concepts, critical analysis and modes of reasoning, and;

• 4000-level courses that serve to build on their knowledge in those areas of study and require greater depth by exploring and applying advanced theoretical concepts, developing varied modes of analyses and ways of thinking inherent in those disciplines and applying them in novel and creative ways.

The following are elective courses that would be available to students of the Bachelor of Science (Culinary Arts and Food Science) (Honours):

Year and Semester Course Title Calendar Course Description

Elective ENL4100 –

Creative Writing

Whether for personal or public consumption, many people enjoy writing short fiction to express their creative energy while improving upon their overall writing abilities. Working with professional short stories as models, students examine the stylistic components that contribute to the excitement, atmosphere and overall readability of short fiction. Students share their work and provide formal feedback on the work of others. Prerequisite: ENL1100 – Communications and Academic Writing

Elective ENL4200 –

New Worlds and Alternative Realities

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.

Prerequisite: ENL1100 – Communications and Academic Writing

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Year and Semester Course Title Calendar Course Description

Elective ENL4016 – World Literature

Exposure to broad sources of literature promotes an open-minded perspective on today's global society Students explore key texts from 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. Prerequisite: ENL1100 – Communications and Academic Writing

Elective 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. Prerequisite: PHI1000 – Logic and Critical Thinking

Elective

PHI4100 –

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, and 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. Prerequisite: PHI1000 – Logic and Critical Thinking

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Year and Semester Course Title Calendar Course Description

Elective CUL4000 –

Global Citizenship

Informed citizens in today's world appreciate the meaning of civic life at the local, national and global level. Students reflect on and develop a personal awareness of the meaning of freedoms, rights and obligations in a diverse global community and consider the political, social and economic drivers that influence patterns of human behaviour and the health of the planet. Based on general principles of global citizenship, students look beyond national borders to assess personal responsibilities related to the health and well-being of the planet and inhabitants. Students critically evaluate information related to environmental and social health, equipped with attitudes and behaviours that foster global environmental and social responsibility.

Elective

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. 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.

Elective PHI4002 – The Philosophy of Drugs

Drugs are everywhere: professionals prescribe them to us to make us “better”; we take them recreationally; we give them to our children, pets and other loved ones; we buy them on the streets, in grocery stores and grow them in our gardens. What are “drugs”? Why are some drugs legal and others not? How do drugs get to market? What ethical issues are relevant in a global drug industry? Are current intellectual property regimes appropriate if the goal of drug research is to promote benefits to society? Students critically examine these, and other, questions through the lens of historical and contemporary ethical, philosophical and legal theories and arguments. Students engage in various peer-oriented learning activities throughout the course.

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Year and Semester Course Title Calendar Course Description

Elective PHI4003 – The Philosophy of Love and Sex

Love and sex are central to the human condition, and have been topics of academic inquiry and controversy throughout history. Various practices surrounding love and sex are celebrated in Western culture, such as monogamy and marriage, while other practices, such as polygamy and pedophilia, are condemned. Why is this? Students critically explore these and other issues surrounding love and sex using examples from popular music, movies and literature, framing those issues with the help of historical and contemporary philosophical theories and arguments. Students engage in various peer-oriented learning activities throughout the course.

Elective PHI4004 – Technology, Society and the Environment

Environmental issues have come to occupy a central place in the marketplace, politics, policy, and society at large. Owing largely to the many environmental consequences that have accompanied industrialization, we humans have been forced to rethink the complex relationship between technology, society and the environment. Students investigate philosophical concepts and theories surrounding technology, society and the environment including: the “naturalness” of technology, sustainability and animal rights. Students critically examine course material by focusing on questions such as: What is nature, and what role do/should humans occupy in it? What do we owe non-human organisms? What do we owe future generations? Students engage in various peer-oriented learning activities throughout the course.

Elective ECO4001 – 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 their 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. In this course, students debate prominent ideas in political economy schools, and practice the application of political economic analysis to high-profile current events in Canada and internationally.

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Year and Semester Course Title Calendar Course Description

Elective

ENL4300 – The Brave New Worlds of Dystopian Fiction

Over the last century, dystopian fiction has become a remarkably popular genre in literature and film, particularly among young adults. Dystopian fiction often features oppressive totalitarian regimes, political dissent, environmental degradation and technological manipulation. In order to understand what a dystopia is, one must first understand what it is not. Through the study of representative works of literature and film, students examine the relationship between dystopic and utopic societies, and discover how dystopian fiction often functions as a creative outlet for authors and filmmakers to express the social, political, cultural, and technological anxieties of contemporary society. Students reflect on issues in the world around them, and develop an appreciation for how these concerns are mirrored in dystopian fiction.

Mandated non-core

PHI2003 – Big Questions in Philosophy

Throughout our history, humans have raised big questions about the world and our place in it. A rigorous examination of those questions in the hopes of better understanding them is a core pursuit in academic philosophy. What is the “good life”? Do we have free will? Is there a God? How can we know things about the world? How can you know that you (or other things/people) exist? What is the right thing to do? How should we organize society? Students critically examine these, and other, questions through the lens of historical and contemporary philosophical texts. Students engage in various peer-oriented learning activities throughout the course.

New Non-Core Courses Proposed

Elective

PSY4002: Game Changers: The Science of Being the Best

It's long been a mystery how certain groups or individuals manage to outperform others to achieve greatness. Recent theories and scientific studies have begun to unravel this mystery. Through debates, readings and assignments, students critically examine the phenomenon of greatness. Students also analyze the phenomenon of greatness through a scientific lens in domains such as: science, memory, business, the arts and sport.

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Year and Semester Course Title Calendar Course Description

Elective HIS4002 History of Early Art and Architecture

Art History is comprised of diverse media such as sculpture, painting, architecture, public monuments, pottery, ceramics, glassware, mosaics, textiles and metalwork. From the Classical study of the Canon of Polykleitos to the construction and innovation of Church design, students explore works created by artists, architects and stone masons from the Early Greek to the Late Gothic artistic periods. Students learn the art historical significance of works through an expanding awareness of their social and political contexts. Through participation in selected excursions and field trips to sacred and secular buildings in Ottawa, students connect art historical theory with real world examples.

Elective

HIS4003 History of the Renaissance to Post Modernism Art and Architecture

The historical developments and refinements of Art History are captured within diverse media such as architecture, sculpture, painting and portable art. From the Classical Revival study of the Renaissance to the breaking of conventional rules of art and architecture in Post Modern design, students explore works created by artists, architects, designers and stone masons. Students learn the art historical significance of works through an expanding awareness of their social and political contexts. Through participation in selected excursions and field trips to sacred and secular buildings in Ottawa, students connect art historical theory with real world examples.

N.B. The elective options will increase with the addition of new degrees. Therefore, it is anticipated that by the time this degree launches, more breadth elective options would be available to students.

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Section 4.5: Course Schedules Section 4.5.1: Course Schedule 1 *Excluded for web version-confidential/proprietary material

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Section 4.5.2: Course Schedule 2 Year and Semester

Course Code and Course Title

Total Core Course Semester Hours

Total Non-Core Course Semester Hours

Course Prerequisites and Co-requisites

Instructors Highest Qualification Earned and Discipline of Study

Year 1 Semester 1

SCI0008 Introduction to Chemistry and Physics

45 Graduate degree in Chemistry of related discipline; PhD preferred

Year 1 Semester 1

BIO0031 Introduction to Biology and Microbiology

60 Graduate degree in biology, biochemistry, or related discipline; PhD preferred

Year 1 Semester 1

FOD0031 Culinary Arts Fundamentals

45 Graduate degree in culinary arts, tourism and food management, or related field and Red Seal Chef certification; PhD preferred

Year 1 Semester 1

MAT0031 Applied Mathematics

45 Graduate degree in mathematics, statistics, or related discipline; PhD preferred.

Year 1 Semester 1

ENL1100 Communications and Academic Writing

45 Graduate degree in English or related discipline; PhD preferred.

Year 1 Semester 2

FSC0031 Principles of Food Science and Nutrition

45 Graduate degree in Food Science or related field; PhD preferred

Year 1 Semester 2

FOD0032 Culinary Arts

60 Prerequisite: FOD0031 Culinary Arts Fundamentals

Graduate degree in culinary arts, tourism and hospitality management, or related field and Red Seal Chef certification; PhD preferred

Year 1 Semester 2

FSC0032 Introduction to Culinology

45 Graduate degree in culinary arts, tourism and food management, or related field and Red Seal Chef certification; PhD preferred

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Year and Semester

Course Code and Course Title

Total Core Course Semester Hours

Total Non-Core Course Semester Hours

Course Prerequisites and Co-requisites

Instructors Highest Qualification Earned and Discipline of Study

Year 1 Semester 2

CHEM0031 General and Organic Chemistry

60 Prerequisite: SCI0008 Introduction to Chemistry and Physics

Graduate degree in Chemistry of related discipline; PhD preferred

Year 1 Semester 2

PHI1000 Logic and Critical Thinking

60 Graduate degree in philosophy or related field; PhD preferred

Year 2 Semester 3

FSC0033 Food Production Fundamentals

45 Prerequisite:FOD0032 Culinary Arts

Graduate degree in Chemistry or related discipline; PhD preferred

Year 2 Semester 3

QUA2000 Statistics

45 Graduate degree in statistics or related discipline; PhD preferred

Year 2 Semester 3

FOD0131 Advanced Culinary Arts

60 Prerequisite:FOD0032 Culinary Arts

Graduate degree in culinary arts, tourism and hospitality management, or related field and Red Seal Chef certification; PhD preferred

Year 2 Semester 3

CHE0131 General Biochemistry

60 Prerequisite: CHE0031 General and Organic Chemistry

Graduate degree in chemistry, biochemistry, or biology or related discipline; PhD preferred

Year 2 Semester 3 PHI2002 Ethical

Decision Making

45 Graduate degree in philosophy or related field; PhD preferred

Year 2 Semester 4

MGT0131 Management of Food and Beverage

45

Year 2 Semester 4

FOD0040 Baking and Pastry Fundamentals

45 Prerequisite: FOD0031 - Culinary Arts Fundamentals

Graduate degree in culinary arts, tourism and hospitality management, or related field and Red Seal Chef certification or Pastry Chef; PhD preferred

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Year and Semester

Course Code and Course Title

Total Core Course Semester Hours

Total Non-Core Course Semester Hours

Course Prerequisites and Co-requisites

Instructors Highest Qualification Earned and Discipline of Study

Year 2 Semester 4

BIO0131 Food Microbiology

75 Prerequisite: BIO0031 Introduction to Biology and Microbiology

Graduate degree in microbiology, biochemistry, or related discipline; PhD preferred

Year 2 Semester 4

SOC2000 Introduction to Sociology

45 Prerequisite: ENL1100 Communications and Academic Writing

Graduate degree in sociology or related discipline; PhD preferred

Year 2 Semester 4

ELECTIVE 45 Masters minimum, PhD preferred

Year 3 Semester 5

NTN0031 Human Nutrition

45 Prerequisite: FSC0031 Principles of Food Science and Nutrition, CHE0131 General Biochemistry

Graduate degree in nutrition or related discipline; PhD preferred

Year 3 Semester 5

CHE0231 Food Chemistry

75 Prerequisite: CHE0031 General and Organic Chemistry

Graduate degree in chemistry, food science, or related discipline; PhD preferred

Year 3 Semester 5

MGT0231 Restaurant and Food Operations

60 Graduate degree in hospitality or related discipline; PhD preferred

Year 3 Semester 5

SAF0031 Food Safety and Sanitation

75 Prerequisite: BIO0131 Food Microbiology

Graduate degree in food science or related discipline; PhD preferred

Year 3 Semester 6

FSC0131 Food Analysis

45 Prerequisite: CHE0231 Food Chemistry

Graduate degree in chemistry, biochemistry, biology, food science, or related discipline; PhD preferred

Year 3 Semester 6

FSC0132 Sensory Food Evaluation

75 Prerequisite: CHE0231 Food Chemistry

Graduate degree in food science or related discipline; PhD preferred

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Year and Semester

Course Code and Course Title

Total Core Course Semester Hours

Total Non-Core Course Semester Hours

Course Prerequisites and Co-requisites

Instructors Highest Qualification Earned and Discipline of Study

Year 3 Semester 6

FSC0133 Food Product Development

75 Prerequisite: CHE0231 Food Chemistry; BIO0131 Food Microbiology

Graduate degree in food science or related discipline; PhD preferred

Year 3 Semester 6

PHI3000 Applied Research Methodology

45 Prerequisite: QUA2000 Statistics

Graduate degree in food science or related discipline; PhD preferred

Year 4 Semester 7

FSC0231 Food Quality Control Assurance

45 Prerequisite: CHE0231 Food Chemistry; BIO0131 Food Microbiology; FSC0131 Food Analysis

Graduate degree in chemistry, biochemistry, biology, food science, or related discipline; PhD preferred

Year 4 Semester 7

FSC0232 Food Process Engineering

45 Prerequisite: CHE0231 Food Chemistry; BIO0131 Food Microbiology; FSC0131 Food Analysis

Graduate degree in food science and technology, chemical engineering, bioresource engineering or related discipline; PhD preferred

Year 4 Semester 7

MGT0331 Menu Design and Service Management

45 Graduate degree in hospitality or related discipline; PhD preferred

Year 4 Semester 7

FOD0231 Culinary Trends and Innovation

45 Graduate degree in culinary arts, tourism and hospitality management, or related field and Red Seal Chef certification; PhD preferred

Year 4 Semester 7

ELECTIVE 45 Masters minimum, PhD preferred

Year 4 Semester 7

ELECTIVE 45 Masters minimum, PhD preferred

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Year and Semester

Course Code and Course Title

Total Core Course Semester Hours

Total Non-Core Course Semester Hours

Course Prerequisites and Co-requisites

Instructors Highest Qualification Earned and Discipline of Study

Year 4 Semester 8

LAW0032 Food Laws and Regulation

45 Graduate degree in law or related discipline

Year 4 Semester 8

FOD0331 Regional and International Cuisine

45 Prerequisite: FOD0131 - Advanced Culinary Arts, SAF0031 Food Safety and Sanitation

Graduate degree in culinary arts, tourism and hospitality management, or related field and Red Seal Chef certification; PhD preferred

Year 4 Semester 8

FSC0233 Culinary Research and Development

60 Prerequisite: FSC0231 Food Quality Control Assurance

Graduate degree in culinary arts, tourism and hospitality management, or related field and Red Seal Chef certification; PhD preferred

Year 4 Semester 8

ELECTIVE 45 Masters minimum, PhD preferred

Year 4 Semester 8

ELECTIVE 45 Masters minimum, PhD preferred

Total Program Hours: 2025 Total Core Course Hours: 1605 Total Non-Course Hours: 420 (20.7%)

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Section 4.6: Work-integrated Learning Experience

This section provides details of the work experience requirements for the proposed Bachelor of Science (Culinary Arts and Food Science) (Honours) program. In addition to the explanation of the integration of the work experiences within the program content, there is also information about the types of placements, the support for finding placements, and the outcomes for the placements.

Integration of Work Experiences

The proposed Bachelor of Science (Culinary Arts and Food Science) (Honours) includes two (2) mandatory co-op work terms that must be completed successfully to qualify for graduation. The work terms are scheduled for the summer semester (May – August) and are each for a period of fourteen (14) weeks in length.

The two co-op work terms are designed to focus on one specific area each, the first, Culinary Arts, the second, Food Science, following the second and third years of study, respectively. After four (4) and six (6) semesters, students will be able to function with a sense of autonomy and demonstrate a great level of contribution. These co-op work terms will help in building practical work experience and will act as an educational tool in subsequent semesters. Furthermore, ideas for the fourth-year capstone project may be derived from this co-op experience.

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, third and fourth-year studies will be augmented based on participation in real-world projects and activities.

Types of Work-integrated Learning Experiences

As indicated, there will be a variety of work-integrated learning experiences, including through co-op placements, in-class projects and the final year project courses. These are all intended to scaffold student learning, such that the knowledge and skills they gain from going on co-op placement can be leveraged in their course projects, and vice-versa. To that end, there are two criteria that will be used for the ideal work-integrated experiences. Firstly, each experience should be similar to what is expected of a recent graduate. We appreciate that students will be novices initially, but we want to be able to set them up for success as graduates and provide them with opportunities that will allow them to grow their capabilities during their studies. Secondly, work experiences of a ‘project’ nature are preferred, with clearly defined scope, and start and end dates. We will work closely with our food industry and food service partners and with the Office of Applied Research and Innovation to ensure that our students are able to work on projects that they can contribute to from beginning to end.

The diversity and quantity of organizations involved in food processing, food manufacturing, hospitality and food service activities that draw upon the knowledge contained within the discipline of culinary arts and food science provides for a wide array of placement opportunities. With the proposed program located in Ottawa, there is the potential for placements in both the public and private sectors.

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 Science (Culinary Arts and Food Science) (Honours) program. (See letters of support in Section 7: Credential Recognition).

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Support for co-op placements will be sought from food manufacturing companies, hospitality and tourism organizations, food and beverage services, and pastry and baking industries. Within these fields, letters of support for the program and co-op placements have been received from:

• Canadian Food Inspection Agency • Farm Boy • Giraffe Foods • Griffith Foods • Healthcare Food Services • High Liner Foods • Just Food • McCormick Canada • Stonewall Kitchen • Tabasco Canada • Laiterie de l’Outaouais

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/

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Outcomes for Co-op Work Terms

There are two co-op work terms in the proposed Bachelor of Science (Culinary Arts and Food Science) (Honours) program. The outcomes for each work term are presented in the table below. (See below TABLE 4.6.1: Outcomes for Work Experience).

TABLE 4.6.1: Outcomes for Work Experience

Work Term Co-op Work Term I (optional) Co-op Work Term II (mandatory) Hours 420 hours 420 hours Calendar Description

Immediately following academic term four, the first co-op placement provides students with experiential opportunities within the related industries. The first work term centres on attaining entry-level positions that immerse students in a variety of activities allowing them to apply principles and concepts developed over the first two years of study. Students returning from Co-op Work Term I bring additional practical considerations to their third year of study. Although centred with public and private organizations located in Eastern Ontario, co-op employment opportunities may be sought throughout Canada and abroad.

Prerequisites: Satisfactory completion of all courses in semesters 1-4

Immediately following academic term six, the second co-op placement provides students with experiential opportunities within the related industries. The second work term centres on applying knowledge and skills developed over the first three years of study and accepting increasing responsibilities. Students returning from Co-op Work Term II draw on their experience for a number of their final year seminars. Although centred with public and private organizations located in Eastern Ontario, co-op employment opportunities may be sought throughout Canada and abroad.

Prerequisites: Satisfactory completion of all courses in semesters 5 and 6

Course Outcomes

Upon successful completion students will have demonstrated an ability to: • Conduct oneself in a professional

manner based on industry expectations.

• Contribute to the practical application of 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 to

ensure that 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.

• Conduct oneself in a professional manner based on industry expectations.

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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 Co-operative 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/.

Students, employers and the Co-op Department work together to ensure appropriate communication and assessment during the co-op placement. All have access to a web-based platform that includes the following guidelines/assessments:

Student Learning Objectives Guidelines Midterm Evaluation Rubric (Self-assessment) Midterm Evaluation Rubric (Employer) Final Work-term Report Guidelines Final Work-term Evaluation Rubric (Self-assessment) Final Work-term Evaluation Rubric (Employer) Final Work-term Reflection Report Rubric

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The following is the text content of the Final Work-Term Evaluation Rubrics (both self-assessment and employer) and the web-based Performance Appraisal (completed by the employer) available from the secure sign-in website which is submitted directly to the Co-op Department.

Performance Appraisal for Cooperative Education

(Final Evaluation-by Employer)

Supervisor’s Name: Organization: Student’s Name: Are you satisfied with the student’s performance (Y/N):

Please rank the student’s abilities and skills based on the following criteria in the rubric. Points/comments are assigned to each skill/competency/work habit etc. (0 Points-Unsatisfactory, 1 Point-Satisfactory, 2 Points-Exemplary, Comments-if applicable) Outcome #1: Take responsibility for their own learning and development

Motivation and enthusiasm

Student shows motivation and eagerness to learn. Student shows enthusiasm in approaching work tasks. Student takes responsibility for his/her learning objectives. Work habits Student is punctual and attend regularly, notifies of absences appropriately reported. Student is thorough and prompt in completion of tasks and assignments. Student is diligent in following instructions. Student shows appropriateness of appearance and presentation. Student seeks new challenges, assignments and projects. Student shows initiative in ongoing communication and collaboration with mentor in a timely and effective manner. Student accepts suggestions and criticisms and maintains confidence. Learning Objectives Student reviewed learning objectives. Student drafted measurable learning objectives. Student clarified learning objectives and career goals throughout the work placement. Outcome #2: Show competence in their workplace placement activities. Apply discipline-specific knowledge and skills Student applied discipline-specific knowledge and skills. Organization and planning Student manages time on tasks and completes work in a timely manner. Student communicates information and ideas in both writing and speaking in a manner that is clear, grammatically correct and appropriate to the audience. Student listens to others’ ideas and opinions with an open mind. Student expresses his/her ideas and opinions openly using language that demonstrates respect for people and their differences.

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Outcome #3: Apply critical thinking skills in the development of the job.

Adaptability

Student learns from the placement experience, to react to unexpected circumstances. Student is open to new ideas. Student accepts and learns from differences in the experiences of others. Creativity Student seeks new and better ways of doing things. Self-evaluation Student accurately assesses his/her level of effectiveness and competence in practice and identifies strengths and learning needs. Decision-making Student analyzes work situations and makes appropriate decisions and acts on them. Outcome #4: Develop effective relations within a team of professionals. Interpersonal and intercultural skills Student cooperates and works effectively with manager. Student shows consideration and respect to others and maintains purposeful working relationship that respect diversity (culture, beliefs, sexual orientation). Student works effectively in a team environment. Strong knowledge of the company and work environment

Student shows effort to increase his/her knowledge of the organization, its mission, policies, rules and regulations in relation of the work performed.

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Student Self-Assessment Final Rubric

Student’s Full Name: Supervisor’s Name: Organization:

Please rank your abilities and skills based on the following criteria in the rubric. This assessment will be a helpful tool when writing your final report and may be discussed with your employer during the final review.

Points/comments are assigned to each skill/competency/work habit etc.

(0 Points-Unsatisfactory, 1 Point-Satisfactory, 2 Points-Exemplary, Comments-if applicable)

Outcome #1: Take responsibility for their own learning and development

Motivation and enthusiasm I show motivation and eagerness to learn. I show enthusiasm in approaching work tasks. I take responsibility for his/her learning objectives. Work habits I am punctual and attend regularly, notifies of absences appropriately reported. I am thorough and prompt completion of tasks and assignments. I am diligent in following instructions. I show appropriateness of appearance and presentation. I seek new challenges, assignments and projects. I show initiative in ongoing communication and collaboration with mentor in a timely and effective manner. Learning Objectives I accept suggestions and criticisms and maintain confidence. I reviewed learning objectives. I drafted measurable learning objectives. Outcome #2: Show competence in their workplace placement activities. Apply discipline-specific knowledge and skills I apply discipline-specific knowledge and skills. Organization and planning I manage time on tasks and completes work in a timely manner. I communicate information and ideas in both writing and speaking in a manner that is clear, grammatically correct and appropriate to the audience. I listen to others’ ideas and opinions with an open mind. I express my ideas and opinions openly using language that demonstrates respect for people and their differences. Outcome #3: Apply critical thinking skills in the development of the job. Adaptability I learn from the placement experience, to react to unexpected circumstances. I am open to new ideas.

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I accept and learn from differences in the experiences of others. Creativity I seek new and better ways of doing things. Self-evaluation I accurately assess my level of effectiveness and competence in practice and identify strengths and learning needs. Decision-making I analyze work situations and make appropriate decisions and acts on them. Outcome #4: Develop effective relations within a team of professionals. Interpersonal and intercultural skills I cooperate and work effectively with manager. I show consideration and respect to others and maintain purposeful working relationship that respect diversity (culture, beliefs, sexual orientation). I work effectively in a team environment. Strong knowledge of the company and work environment

I show effort to increase my knowledge of the organization, its mission, policies, rules and regulations in relation of the work performed.

Please provide any concerns/comments about your Co-op experience.

_____________________________________________________________

Conclusion

In keeping with the Board's standards and benchmarks for program content, the proposed Bachelor of Science (Culinary Arts and Food Science) (Honours) program includes two (2) mandatory co-op work terms that are scheduled in a block 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 Science (Culinary Arts and Food Science) (Honours), as well as employers in culinary and food related industries, will benefit from Algonquin's established reputation for experiential learning as exemplified through co-operative education. Moreover, on-going collaboration between the academic department and Algonquin's Co-operative 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.

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Section 4.7: Course Outlines *Excluded for web version – confidential /proprietary material

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Section 4.8: Bridging Course Descriptions Based on the gap analysis provided in Section 4.10:

Course code

Course Title Calendar Course Description

Culinary Management

FSC2000 Introduction to Food Science

Culinology involves the blending of the science of food and creativity of culinary arts specializing in development of new food products. Students explore the opportunities made available in bringing together two disciplines of culinary arts and food science. Focus is on the principles of food technology and processes that lead to food product development. Students also discuss the quality and safe food handling, post-harvest handling of fresh foods, and the industrial processes that lead food commodities into high quality products.

MGT2011 Hospitality Management

Food and beverage businesses face challenges in the hospitality industry. Students prepare to meet these challenges by investigating models and tools to address changing labour conditions, evolving customer expectation, growing global uncertainty and the rapid technology changes. Basic concepts and theories are examined to assess business and management requirements. Students develop practical management skills required to work within the food and beverage sectors.

Baking and Pastry Arts Management

FOD2000 Introduction to Culinary Arts

Culinology involves the blending of the science of food and creativity of culinary arts specializing in development of new food products. Students explore the opportunities made available in bringing together two disciplines of culinary arts and food science. Focus is on the basic and theory of food preparation and cooking. Topics include basic skills and knowledge in applied culinary arts.

LAW2021 Introduction to International Food Laws and Regulation

The food industry is highly controlled by local, federal and international laws and regulations. Students examine some of these key laws and discuss how the international food laws including the Codex Alimentarius are applied, interpreted and enforced. Students explore various international food laws such as USA, European and other international foods laws and how

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Course code

Course Title Calendar Course Description

these laws and regulations affects international trades between countries.

FIN2031 Introduction to Financial Principles

Foundations necessary for the application of mathematics in science, statistics and food units are an essential component in food science. Students acquire the essential mathematical skills needed to understand, analyze, and solve mathematical problems related to business, finance and economics. Topics covered include basic finance and return on investment (ROI).

Food Science Technology program

FSC2000 Introduction to Food Science

Culinology involves the blending of the science of food and creativity of culinary arts specializing in development of new food products. Students explore the opportunities made available in bringing together two disciplines of culinary arts and food science. Focus is on the principles of food technology and processes that lead to food product development. Students also discuss the quality and safe food handling, post-harvest handling of fresh foods, and the industrial processes that lead food commodities into high quality products.

MGT2011 Hospitality Management

Food and beverage businesses face challenges in the hospitality industry. Students prepare to meet these challenges by investigating models and tools to address changing labour conditions, evolving customer expectation, growing global uncertainty and the rapid technology changes. Basic concepts and theories are examined to assess business and management requirements. Students develop practical management skills required to work within the food and beverage sectors.

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Section 4.9: Bridging Course Outlines * Excluded for web version – confidential / proprietary material

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Section 4.10: Gap Analysis

Degree completion arrangements for graduates of: Culinary Management - Ontario College Diploma Below is a comparison chart of degree outcomes to the Culinary Management Ontario College diploma program. The gap in knowledge and skills which is evident throughout each outcome is the ability of the student to perform the human resources functions in a strategic manner. They will have gained the technical skills to execute on human resources activities. The courses in semesters 3 through 8 will build on their prior knowledge and require them to elevate their learning and begin to create, develop and implement strategies and plans rather than be a contributor to what already exists.

Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

1. Apply scientific principles, methodologies and theories in the development of new and modification of existing food and beverage products to meet market demands.

8. Select and use technology, including contemporary kitchen equipment, for food production and promotion.

Scientific principles;

Scientific methodologies; Scientific theories;

Food safety;

Process engineering

Introduction to Chemistry and Physics;

Applied Mathematics;

Introduction to Biology and Microbiology;

General and Organic Chemistry;

Statistics;

General Biochemistry;

Food Microbiology;

Food Safety and Sanitation;

Applied Research Methodology;

Food Quality Control Assurance;

Human Nutrition;

Food Chemistry;

Food Analysis;

Sensory Food Evaluation;

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Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

Food Process Engineering;

Culinary Research and Development

Bridging: Quality Assurance (from Food Quality Control Assurance) 15-30 hrs of stat. analysis);

Food safety (15-30 hrs with bio-safety added)

2. Create quality food and beverage products using interdisciplinary skills in the processing, manufacturing and packaging of food products.

1. Provide advanced culinary planning, preparation and presentation for a variety of food service environments using a range of classical and contemporary techniques.

2. Apply basic and advanced food and bake science to food preparation to create a desired end product.

5. Create menus that reflect knowledge of nutrition and food ingredients, promote general health and well-being, respond to a range of nutritional needs and preferences and address modifications for special diets, food allergies and

Manufacturing principles;

Food packaging;

Food engineering;

Laws and regulations

Food Production Fundamentals;

Statistics;

Applied Research Methodology;

Food Product Development;

Food Process Engineering;

Food Laws and Regulations;

Culinary Research and Development;

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Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

intolerances, as required.

8. Select and use technology, including contemporary kitchen equipment, for food production and promotion.

3. Solve problems, formulate strategies and customize innovative solutions using critical thinking and research skills for the food service and the food industry.

1. Provide advanced culinary planning, preparation and presentation for a variety of food service environments using a range of classical and contemporary techniques.

5. Create menus that reflect knowledge of nutrition and food ingredients, promote general health and well-being, respond to a range of nutritional needs and preferences and address modifications for special diets, food allergies and intolerances, as required.

7. Apply knowledge of sustainability, ethical and local food sourcing, and food security to food preparation and kitchen management, recognizing the potential impacts on food production,

Research skills;

Strategies;

Introduction to Chemistry and Physics;

Applied Mathematics;

Introduction to Biology and Microbiology;

General and Organic Chemistry;

Statistics;

General Biochemistry;

Food Microbiology;

Food Safety and Sanitation;

Applied Research Methodology;

Food Quality Control Assurance;

Food Chemistry;

Food Analysis;

Sensory Food Evaluation;

Food Product Development;

Food Quality Control Assurance;

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Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

consumer choice and operations within the food service industry.

Food Process Engineering;

Culinary Trend and Innovation;

Culinary Research and Development;

4. Perform research to plan, design and develop food and beverage products.

7. Apply knowledge of sustainability, ethical and local food sourcing, and food security to food preparation and kitchen management, recognizing the potential impacts on food production, consumer choice and operations within the food service industry.

8. Select and use technology, including contemporary kitchen equipment, for food production and promotion.

Conduct research Introduction to Chemistry and Physics;

Applied Mathematics;

Introduction to Biology and Microbiology;

General and Organic Chemistry;

Statistics;

General Biochemistry;

Food Microbiology;

Applied Research Methodology;

Food Quality Control Assurance;

Food Chemistry;

Food Analysis;

Sensory Food Evaluation;

Food Product Development;

Food Quality Control Assurance;

Food Process Engineering;

Culinary Trend and Innovation;

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Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

Regional and International Cuisines;

Culinary Research and Development;

5. Perform duties in a professional, ethical, safe and legal manner to meet industry expectations and compliance.

3. Contribute to and monitor adherence of others to the provision of a well-maintained kitchen environment and to the service of food and beverage products that are free from harmful bacteria or other contaminants, adhering to health, safety, sanitation and food handling regulations.

4. Ensure the safe operation of the kitchen and all aspects of food preparation to promote healthy work spaces, responsible kitchen management and efficient use of resources.

6. Apply business principles and recognized industry costing and control practices to food service operations to manage and promote a fiscally responsible operation.

7. Apply knowledge of sustainability, ethical and local food

Laws and regulations Food Laws and Regulations;

Bridging: Food Safety from (Food Safety and Sanitation)

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Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

sourcing, and food security to food preparation and kitchen management, recognizing the potential impacts on food production, consumer choice and operations within the food service industry.

9. Perform effectively as a member of a food and beverage preparation and service team and contribute to the success of a food-service operation by applying self-management and interpersonal skills.

10. Develop strategies for continuous personal and professional learning to ensure currency with and responsiveness to emerging culinary techniques, regulations, and practices in the food service industry.

6. Produce food and beverage products using culinary, food science and technology knowledge and skills to address

1. Provide advanced culinary planning, preparation and presentation for a variety of food service environments using a range of classical and

Food science and technology

Introduction to Chemistry and Physics;

Applied Mathematics;

Introduction to Biology and Microbiology;

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Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

health, safety, and nutritional issues.

contemporary techniques.

2. Apply basic and advanced food and bake science to food preparation to create a desired end product.

3. Contribute to and monitor adherence of others to the provision of a well-maintained kitchen environment and to the service of food and beverage products that are free from harmful bacteria or other contaminants, adhering to health, safety, sanitation and food handling regulations.

4. Ensure the safe operation of the kitchen and all aspects of food preparation to promote healthy work spaces, responsible kitchen management and efficient use of resources.

5. Create menus that reflect knowledge of nutrition and food ingredients, promote general health and well-being, respond to a range of nutritional needs and preferences and

General and Organic Chemistry;

Food Production Fundamentals;

Statistics;

Advanced Culinary Arts;

General Biochemistry;

Food Microbiology;

Food Safety and Sanitation;

Applied Research Methodology;

Food Quality Control Assurance;

Food Chemistry;

Food Analysis;

Sensory Food Evaluation;

Food Product Development;

Food Quality Control Assurance;

Food Process Engineering;

Culinary Research and Development;

Bridging: Food Science from (Introduction to Culinology)

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Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

address modifications for special diets, food allergies and intolerances, as required.

8. Select and use technology, including contemporary kitchen equipment, for food production and promotion.

7. Perform sensory evaluation of food and beverage products to create products that meet consumer demands.

5. Create menus that reflect knowledge of nutrition and food ingredients, promote general health and well-being, respond to a range of nutritional needs and preferences and address modifications for special diets, food allergies and intolerances, as required. 8. Select and use technology, including contemporary kitchen equipment, for food production and promotion.

Scientific principles of food sensory analysis

Introduction to Chemistry and Physics;

Applied Mathematics;

Introduction to Biology and Microbiology;

General and Organic Chemistry;

Statistics;

General Biochemistry;

Food Microbiology;

Food Safety and Sanitation;

Applied Research Methodology;

Food Quality Control Assurance;

Food Chemistry;

Food Analysis;

Sensory Food Evaluation;

Food Product Development;

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Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

Food Quality Control Assurance;

Culinary Research and Development;

Bridging: Food Science from (Introduction to Culinology)

8. Use and evaluate quality control and quality assurance procedures to meet industry standards and requirements.

3. Contribute to and monitor adherence of others to the provision of a well-maintained kitchen environment and to the service of food and beverage products that are free from harmful bacteria or other contaminants, adhering to health, safety, sanitation and food handling regulations.

4. Ensure the safe operation of the kitchen and all aspects of food preparation to promote healthy work spaces, responsible kitchen management and efficient use of resources.

5. Create menus that reflect knowledge of nutrition and food ingredients, promote general health and well-being, respond to a range of nutritional

Scientific principles of quality control and quality assurance evaluation

Applied Mathematics;

Introduction to Biology and Microbiology;

General and Organic Chemistry;

Statistics;

General Biochemistry;

Food Microbiology;

Food Safety and Sanitation;

Applied Research Methodology;

Food Quality Control Assurance;

Food Chemistry;

Food Analysis;

Sensory Food Evaluation;

Food Product Development;

Food Quality Control Assurance;

Food Process Engineering;

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Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

needs and preferences and address modifications for special diets, food allergies and intolerances, as required.

12. Contribute to the business management of a variety of food and beverage operations to foster an engaging work environment that reflects service excellence.

Culinary Research and Development;

9. Communicate in written and oral format to present clear and concise technical, research and scientific information for a variety of audiences.

5. Create menus that reflect knowledge of nutrition and food ingredients, promote general health and well-being, respond to a range of nutritional needs and preferences and address modifications for special diets, food allergies and intolerances, as required.

9. Perform effectively as a member of a food and beverage preparation and service team and contribute to the success of a food-service operation by applying self-

Research methodology and scientific communication

Applied Research Methodology;

Food Analysis;

Sensory Food Evaluation;

Food Quality Control Assurance;

Food Laws and Regulations;

Culinary Research and Development;

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Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

management and interpersonal skills.

+ EES

10. Promote and advance the food and food service industries in the area of evidence-based culinary and food science practices using leadership skills.

7. Apply knowledge of sustainability, ethical and local food sourcing, and food security to food preparation and kitchen management, recognizing the potential impacts on food production, consumer choice and operations within the food service industry.

8. Select and use technology, including contemporary kitchen equipment, for food production and promotion.

11. Contribute to the development of marketing strategies that promote the successful operation of a food service business.

Evidence-based culinary combined with food science practices

Applied Research Methodology;

Food Quality Control Assurance;

Food Chemistry;

Food Analysis;

Sensory Food Evaluation;

Food Product Development;

Food Quality Control Assurance;

Food Process Engineering;

Regulations;

Culinary Research and Development;

Bridging: Food Science from (Introduction to Culinology)

11. Conduct culinary planning, preparation, and presentation to a variety of food service environments to meet client needs.

1. Provide advanced culinary planning, preparation and presentation for a variety of food service environments using a range of classical and contemporary techniques.

No gap

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Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

2. Apply basic and advanced food and bake science to food preparation to create a desired end product.

5. Create menus that reflect knowledge of nutrition and food ingredients, promote general health and well-being, respond to a range of nutritional needs and preferences and address modifications for special diets, food allergies and intolerances, as required.

7. Apply knowledge of sustainability, ethical and local food sourcing, and food security to food preparation and kitchen management, recognizing the potential impacts on food production, consumer choice and operations within the food service industry.

12. Use principles of marketing and finance in food product development process and in the operations of food and beverage management.

5. Create menus that reflect knowledge of nutrition and food ingredients, promote general health and well-being, respond to a range of nutritional needs and preferences and

Principles of marketing and finance

Applied Mathematics;

Management of Food and Beverage;

Restaurant and Food Operations;

Menu Design and Service Management;

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Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

address modifications for special diets, food allergies and intolerances, as required.

6. Apply business principles and recognized industry costing and control practices to food service operations to manage and promote a fiscally responsible operation.

11. Contribute to the development of marketing strategies that promote the successful operation of a food service business.

12. Contribute to the business management of a variety of food and beverage operations to foster an engaging work environment that reflects service excellence.

Bridging: Management from (Management of Food and Beverage & Menu Design and Service Management);

13. Develop personal and professional strategies to plan, manage and adapt to the industry ensuring currency and fostering inter-professionalism.

7. Apply knowledge of sustainability, ethical and local food sourcing, and food security to food preparation and kitchen management, recognizing the potential impacts on food production, consumer choice and

No gap

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Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

operations within the food service industry.

9. Perform effectively as a member of a food and beverage preparation and service team and contribute to the success of a food-service operation by applying self-management and interpersonal skills.

10. Develop strategies for continuous personal and professional learning to ensure currency with and responsiveness to emerging culinary techniques, regulations, and practices in the food service industry.

14. Identify and apply discipline-specific practices that contribute to the local and global community through social responsibility, economic commitment and environmental stewardship.

6. Apply business principles and recognized industry costing and control practices to food service operations to manage and promote a fiscally responsible operation.

7. Apply knowledge of sustainability, ethical and local food sourcing, and food security to food preparation and kitchen management, recognizing the

No gap

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Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

potential impacts on food production, consumer choice and operations within the food service industry.

13. Identify and apply discipline-specific practices that contribute to the local and global community through social responsibility, economic commitment and environmental stewardship.

7. Apply knowledge of sustainability, ethical and local food sourcing, and food security to food preparation and kitchen management, recognizing the potential impacts on food production, consumer choice and operations within the food service industry.

Culinary Management graduates receive credit for the following courses: 1. Culinary Arts Fundamentals 2. Principles of Food Science and Nutrition 3. Culinary Arts 4. Food Production Fundamentals 5. Advanced Culinary Arts 6. Introduction to Culinology (Bridge for Food Science) 7. Baking and Pastry Fundamentals 8. Menu Design and Service Management* (Bridge management)

a. + 3 non-core b. Credit for 1 co-op (Culinary)

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c. + 2 Bridging i. Introduction to Food Science ii. Hospitality Management

Entry Point: (after bridge) Semester III

1. Introduction to Chemistry and Physics 2. Introduction to Biology and Microbiology 3. Applied Mathematics 4. Communication and Academic Writing 5. Human Nutrition 6. Restaurant and Food Operations

Semester IV 1. General and Organic Chemistry 2. Management of Food and Beverage 3. Logic and Critical Thinking 4. Non-core Elective 4000 Level 5. Non-core Elective 4000 Level

Semester V 1. Statistics 2. General Biochemistry 3. Food Chemistry 4. Culinary Trends and Innovation 5. Non-core Elective 4000 Level

Semester VI 1. Food Microbiology 2. Applied Research Methodology 3. Food Analysis 4. Sensory Food Evaluation 5. Food Product Development

Semester VII 1. Food Quality Control Assurance 2. Food Safety and Sanitation 3. Food Process Engineering 4. Non-core Elective 4000 Level

Semester VIII 1. Food Laws and Regulation 2. Regional and International Cuisine 3. Culinary Research and Development

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Degree completion arrangements for graduates of: Biotechnology – Advanced OCAD - Ontario College Advanced Diploma

Below is a comparison chart of degree outcomes to the Culinary Management Ontario College diploma program. The gap in knowledge and skills which is evident throughout each outcome is the ability of the student to perform the human resources functions in a strategic manner. They will have gained the technical skills to execute on human resources activities. The courses in semesters 3 through 8 will build on their prior knowledge and require them to elevate their learning and begin to create, develop and implement strategies and plans rather than be a contributor to what already exists.

Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

1. Apply scientific principles, methodologies and theories in the development of new and modification of existing food and beverage products to meet market demands.

1. Perform laboratory duties independently and in compliance with pertinent legislation and regulations, as well as biotechnology standards and guidelines.

4. Complete complex biotechnological applications using advanced principles of chemistry, biology and biostatistics as well as basic principles of physics.

8. Manage biological data to support biological scientists and researchers in capturing, organizing/summarizing and storing their data.

9. Prepare, analyze, interpret, maintain and communicate scientific data effectively.

Food product development

Culinary Arts Fundamentals;

Principles of Food Science and Nutrition;

Culinary Arts;

Introduction to Culinology;

Food Production Fundamentals;

Advanced Culinary Arts;

Management of Food and Beverage;

Baking and Pastry Fundamentals;

Human Nutrition;

Restaurant and Food Operations;

Food Analysis;

Sensory Food Evaluation;

Food Product Development;

Food Quality Control Assurance;

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Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

Food Process Engineering;

Culinary Research and Development

2. Create quality food and beverage products using interdisciplinary skills in the processing, manufacturing and packaging of food products.

4. Complete complex biotechnological applications using advanced principles of chemistry, biology and biostatistics as well as basic principles of physics.

5. Co-ordinate, implement and validate laboratory procedures to carry out quantitative and qualitative tests and analyses.

6. Co-ordinate, implement and validate standard cell culture procedures under aseptic conditions.

7. Co-ordinate, implement and validate molecular biology procedures.

9. Prepare, analyze, interpret, maintain and communicate scientific data effectively.

Food and beverage creation

Culinary Arts Fundamentals;

Principles of Food Science and Nutrition;

Culinary Arts;

Introduction to Culinology;

Food Production Fundamentals;

Advanced Culinary Arts;

Management of Food and Beverage;

Baking and Pastry Fundamentals;

Human Nutrition;

Restaurant and Food Operations;

Food Analysis;

Sensory Food Evaluation;

Food Product Development;

Food Quality Control Assurance;

Food Process Engineering;

Culinary Research and Development

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Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

3. Solve problems, formulate strategies and customize innovative solutions using critical thinking and research skills for the food service and the food industry.

3. Select and implement best practices for sustainability.

4. Complete complex biotechnological applications using advanced principles of chemistry, biology and biostatistics as well as basic principles of physics.

8. Manage biological data to support biological scientists and researchers in capturing, organizing/summarizing and storing their data.

9. Prepare, analyze, interpret, maintain and communicate scientific data effectively.

Food and food service industries.

Food Production Fundamental;

Management of Food and Beverage;

Restaurant and Food Operations;

Food Product Development;

Menu Design and Service Management;

Culinary Trends and Innovation;

Culinary Research and Development

4. Perform research to plan, design and develop food and beverage products.

1. Perform laboratory duties independently and in compliance with pertinent legislation and regulations, as well as biotechnology standards and guidelines.

5. Co-ordinate, implement and validate laboratory procedures to carry out quantitative and qualitative tests and analyses.

6. Co-ordinate, implement and validate standard cell culture

Development of food and beverage products

Introduction to Culinology;

Advanced Culinary Arts;

Management of Food and Beverage;

Baking and Pastry Fundamentals;

Food Safety and Sanitation;

Sensory Food Evaluation;

Food Product Development;

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Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

procedures under aseptic conditions.

7. Co-ordinate, implement and validate molecular biology procedures.

9. Prepare, analyze, interpret, maintain and communicate scientific data effectively.

Food Process Engineering,

Menu Design and Service Management;

Culinary Trends and Innovation;

Regional and International Cuisine;

Culinary Research and Development

5. Perform duties in a professional, ethical, safe and legal manner to meet industry expectations and compliance.

1. Perform laboratory duties independently and in compliance with pertinent legislation and regulations, as well as biotechnology standards and guidelines.

2. Collaborate in implementing and evaluating quality control and quality assurance procedures to meet organizational standards and requirements.

3. Select and implement best practices for sustainability.

10. Develop and present a strategic plan for ongoing personal and professional development to enhance work performance.

12. Identify and apply discipline-specific

Culinary arts and food industry

Culinary Arts Fundamentals;

Principles of Food Science and Nutrition;

Culinary Arts;

Introduction to Culinology;

Food Production Fundamentals;

Advanced Culinary Arts;

Management of Food and Beverage;

Baking and Pastry Fundamentals;

Human Nutrition;

Restaurant and Food Operations;

Food Analysis;

Sensory Food Evaluation;

Food Product Development;

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Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

practices that contribute to the local and global community through social responsibility, economic commitment and environmental stewardship.

Food Quality Control Assurance;

Food Process Engineering;

Menu Design and Service Management;

Culinary Trends and Innovation;

Food Laws and Regulation;

Regional and International Cuisine;

Culinary Research and Development

6. Produce food and beverage products using culinary, food science and technology knowledge and skills to address health, safety, and nutritional issues.

1. Perform laboratory duties independently and in compliance with pertinent legislation and regulations, as well as biotechnology standards and guidelines.

2. Collaborate in implementing and evaluating quality control and quality assurance procedures to meet organizational standards and requirements.

3. Select and implement best practices for sustainability.

4. Complete complex biotechnological applications using advanced principles of

Culinary arts experience, technology used for food processing and manufacturing

Culinary Arts Fundamentals;

Principles of Food Science and Nutrition;

Culinary Arts;

Introduction to Culinology;

Food Production Fundamentals;

Advanced Culinary Arts;

Management of Food and Beverage;

Baking and Pastry Fundamentals;

Human Nutrition;

Restaurant and Food Operations;

Food Analysis;

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Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

chemistry, biology and biostatistics as well as basic principles of physics.

5. Co-ordinate, implement and validate laboratory procedures to carry out quantitative and qualitative tests and analyses.

6. Co-ordinate, implement and validate standard cell culture procedures under aseptic conditions.

12. Identify and apply discipline-specific practices that contribute to the local and global community through social responsibility, economic commitment and environmental stewardship.

Sensory Food Evaluation;

Food Product Development;

Food Quality Control Assurance;

Food Process Engineering;

Menu Design and Service Management;

Culinary Trends and Innovation;

Food Laws and Regulation;

Regional and International Cuisine;

Culinary Research and Development

7. Perform sensory evaluation of food and beverage products to create products that meet consumer demands.

Sensory evaluation Culinary Arts Fundamentals;

Principles of Food Science and Nutrition;

Culinary Arts;

Introduction to Culinology;

Food Production Fundamentals;

Advanced Culinary Arts;

Baking and Pastry Fundamentals;

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Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

Human Nutrition;

Food Analysis;

Sensory Food Evaluation;

Food Product Development;

Food Quality Control Assurance;

Menu Design and Service Management;

Regional and International Cuisine;

Culinary Research and Development

8. Use and evaluate quality control and quality assurance procedures to meet industry standards and requirements.

1. Perform laboratory duties independently and in compliance with pertinent legislation and regulations, as well as biotechnology standards and guidelines.

2. Collaborate in implementing and evaluating quality control and quality assurance procedures to meet organizational standards and requirements.

5. Co-ordinate, implement and validate laboratory procedures to carry out quantitative and qualitative tests and analyses.

9. Prepare, analyze, interpret, maintain and

No gap

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Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

communicate scientific data effectively.

9. Communicate in written and oral format to present clear and concise technical, research and scientific information for a variety of audiences.

2. Collaborate in implementing and evaluating quality control and quality assurance procedures to meet organizational standards and requirements.

5. Co-ordinate, implement and validate laboratory procedures to carry out quantitative and qualitative tests and analyses.

8. Manage biological data to support biological scientists and researchers in capturing, organizing/summarizing and storing their data.

9. Prepare, analyze, interpret, maintain and communicate scientific data effectively.

10. Develop and present a strategic plan for ongoing personal and professional development to enhance work performance.

12. Identify and apply discipline-specific practices that contribute to the local and global community through social responsibility,

No gap

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Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

economic commitment and environmental stewardship.

10. Promote and advance the food and food service industries in the area of evidence-based culinary and food science practices using leadership skills.

1. Perform laboratory duties independently and in compliance with pertinent legislation and regulations, as well as biotechnology standards and guidelines.

5. Co-ordinate, implement and validate laboratory procedures to carry out quantitative and qualitative tests and analyses.

9. Prepare, analyze, interpret, maintain and communicate scientific data effectively.

Lacking in promotion and advancement of culinary arts and food sciences.

Management of Food and Beverage;

Human Nutrition;

Restaurant and Food Operations;

Food Analysis;

Sensory Food Evaluation;

Food Product Development;

Food Quality Control Assurance;

Food Process Engineering;

Menu Design and Service Management;

Culinary Trends and Innovation;

Food Laws and Regulation;

Regional and International Cuisine;

Culinary Research and Development

11. Conduct culinary planning, preparation, and presentation to a variety of food service environments to meet client needs.

Full gap Culinary Arts Fundamentals,

Principles of Food Science and Nutrition,

Culinary Arts,

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Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

Introduction to Culinology,

Food Production Fundamentals,

Advanced Culinary Arts,

Management of Food and Beverage,

Baking and Pastry Fundamentals,

Human Nutrition,

Restaurant and Food Operations,

Food Analysis,

Sensory Food Evaluation,

Food Quality Control Assurance,

Menu Design and Service Management,

Culinary Trends and Innovation,

Regional and International Cuisine,

Culinary Research and Development

12. Use principles of marketing and finance in food product development process and in the operations of food and beverage management.

3. Apply basic business principles to biotechnology practices.

11. Apply basic business principles to biotechnology practices.

Marketing and finance skills

Food Production Fundamentals,

Management of Food and Beverage,

Restaurant and Food Operations,

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Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

Sensory Food Evaluation,

Food Product Development,

Menu Design and Service Management,

Culinary Research and Development

13. Develop personal and professional strategies to plan, manage and adapt to the industry ensuring currency and fostering inter-professionalism.

10. Develop and present a strategic plan for ongoing personal and professional development to enhance work performance.

Culinary arts and food science currency and innovation

Advanced Culinary Arts,

Baking and Pastry Fundamentals,

Human Nutrition,

Restaurant and Food Operations,

Food Product Development,

Regional and International Cuisines,

Culinary Research and Development

14. Identify and apply discipline-specific practices that contribute to the local and global community through social responsibility, economic commitment and environmental stewardship.

12. Identify and apply discipline-specific practices that contribute to the local and global community through social responsibility, economic commitment and environmental stewardship.

Culinary perspective with respect to sustainability in general

Culinary Arts Fundamentals,

Principles of Food Science and Nutrition,

Culinary Arts,

Food Production Fundamentals,

Advanced Culinary Arts,

Management of Food and Beverage,

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Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

Baking and Pastry Fundamentals,

Human Nutrition,

Restaurant and Food Operations,

Food Analysis,

Food Product Development,

Food Quality Control Assurance,

Food Process Engineering,

Culinary Trend and Innovation,

Regional and International Cuisines,

Culinary Research and Development

Bio-Technology Advanced graduates receive credit for the following courses:

1. Introduction to Chemistry and Physics 2. Applied Mathematics 3. Introduction to Biology and Microbiology 4. General and Organic Chemistry 5. Statistics 6. General Biochemistry 7. Food Microbiology 8. Applied Research Methodology 9. Food Safety and Sanitation 10. Food Chemistry

a. + 3 Non-core b. ENL1100 (+4) c. No bridge necessary

Semester III 1. Culinary Arts Fundamentals 2. Restaurant and Food Operations

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3. Non-core Elective 4000 Level 4. Non-core Elective 4000 Level

Semester IV 1. Principles of Food Science and Nutrition 2. Culinary Arts 3. Introduction to Culinology 4. Management of Food and Beverage 5. Baking and Pastry Fundamentals

Semester V 1. Food Production Fundamentals 2. Advanced Culinary Arts 3. Human Nutrition 4. Non-core Elective 4000 Level 5. Non-core Elective 4000 Level

Semester VI 1. Food Analysis 2. Sensory Food Evaluation 3. Food Product Development 4. Food Laws and Regulation 5. Logic and Critical Thinking

Semester VII 1. Food Quality Control Assurance 2. Food Process Engineering 3. Menu Design and Service Management 4. Culinary Research and Development 5. Regional and International Cuisine 6. Culinary Trends and Innovation

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Degree completion arrangements for graduates of: Culinary Innovation and Food Technology (Co-op) – Ontario College Advanced Diploma Below is a comparison chart of degree outcomes to the Culinary Management Ontario College diploma program. The gap in knowledge and skills which is evident throughout each outcome is the ability of the student to perform the human resources functions in a strategic manner. They will have gained the technical skills to execute on human resources activities. The courses in semesters 7 and 8 will build on their prior knowledge and require them to elevate their learning and begin to create, develop and implement strategies and plans rather than be a contributor to what already exists.

Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

1. Apply scientific principles, methodologies and theories in the development of new and modification of existing food and beverage products to meet market demands.

1. Determine testing, processing and food stability and safety using proper food science principles.

3. Determine preparation techniques and ingredient selection for food processing and innovative product development.

5. Process engineer for a wide range of food groups including fruits, vegetables, meat, fish, dairy and poultry.

7. Apply fundamental nutritional principles to all aspects of food production.

9. Analyze and develop innovative food products using food chemistry and food microbiology principles.

Lacking depth in food science as well as research methodologies.

Applied Research Methodology;

Culinary Research and Development

2. Create quality food and beverage products using interdisciplinary

1. Determine testing, processing and food stability and safety

No gap.

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Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

skills in the processing, manufacturing and packaging of food products.

using proper food science principles.

3. Determine preparation techniques and ingredient selection for food processing and innovative product development.

4. Plan, prepare and present meals and baking products using fundamental culinary techniques.

5. Process engineer for a wide range of food groups including fruits, vegetables, meat, fish, dairy and poultry.

6. Prepare packaging and storing techniques for food products including extending shelf life.

7. Apply fundamental nutritional principles to all aspects of food production.

8. Implement quality control procedures in manufacturing and processing of food.

9. Analyze and develop innovative food products using food chemistry and food microbiology principles.

3. Solve problems, formulate

5. Process engineer for a wide range of food

Limited research skills in problem-

Applied Research Methodology;

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Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

strategies and customize innovative solutions using critical thinking and research skills for the food service and the food industry.

groups including fruits, vegetables, meat, fish, dairy and poultry.

9. Analyze and develop innovative food products using food chemistry and food microbiology principles.

solving and strategies.

Culinary Research and Development;

4. Perform research to plan, design and develop food and beverage products.

4. Plan, prepare and present meals and baking products using fundamental culinary techniques.

9. Analyze and develop innovative food products using food chemistry and food microbiology principles

Lacking depth in research abilities.

Applied Research Methodology;

Culinary Research and Development;

5. Perform duties in a professional, ethical, safe and legal manner to meet industry expectations and compliance.

1. Determine testing, processing and food stability and safety using proper food science principles.

2. Maintain a healthy, safe work environment and contaminate free food service.

8. Implement quality control procedures in manufacturing and processing of food.

Lacking in ethical considerations.

Food Production Fundamentals;

Management of Food and Beverage;

Applied Research Methodology;

Restaurant and Food Operations;

Menu Design and Service Management;

Culinary Research and Development;

6. Produce food and beverage products using culinary, food science and technology

1. Determine testing, processing and food stability and safety using proper food science principles.

No gap.

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Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

knowledge and skills to address health, safety, and nutritional issues.

2. Maintain a healthy, safe work environment and contaminate free food service.

3. Determine preparation techniques and ingredient selection for food processing and innovative product development.

4. Plan, prepare and present meals and baking products using fundamental culinary techniques.

5. Process engineer for a wide range of food groups including fruits, vegetables, meat, fish, dairy and poultry.

7. Apply fundamental nutritional principles to all aspects of food production.

8. Implement quality control procedures in manufacturing and processing of food.

9. Analyze and develop innovative food products using food chemistry and food microbiology principles.

7. Perform sensory evaluation of food and beverage products to create products that

1. Determine testing, processing and food stability and safety using proper food science principles.

No gap.

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Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

meet consumer demands.

3. Determine preparation techniques and ingredient selection for food processing and innovative product development.

6. Prepare packaging and storing techniques for food products including extending shelf life.

8. Implement quality control procedures in manufacturing and processing of food.

9. Analyze and develop innovative food products using food chemistry and food microbiology principles.

8. Use and evaluate quality control and quality assurance procedures to meet industry standards and requirements.

1. Determine testing, processing and food stability and safety using proper food science principles.

2. Maintain a healthy, safe work environment and contaminate free food service.

5. Process engineer for a wide range of food groups including fruits, vegetables, meat, fish, dairy and poultry.

6. Prepare packaging and storing techniques for food products

No gap.

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Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

including extending shelf life.

7. Apply fundamental nutritional principles to all aspects of food production.

8. Implement quality control procedures in manufacturing and processing of food.

9. Analyze and develop innovative food products using food chemistry and food microbiology principles.

9. Communicate in written and oral format to present clear and concise technical, research and scientific information for a variety of audiences.

Although no VLOs in this area, the POI/POS contains three courses related to communications.

Lack depth in areas of researching and presenting of scientific information.

Management of Food and Beverage;

Applied Research Methodology;

Restaurant and Food Operations;

Menu Design and Service Management;

Culinary Research and Development;

10. Promote and advance the food and food service industries in the area of evidence-based culinary and food science practices using leadership skills.

3. Determine preparation techniques and ingredient selection for food processing and innovative product development.

4. Plan, prepare and present meals and baking products using

Lack knowledge around food service industries.

Applied Research Methodology;

Restaurant and Food Operations;

Menu Design and Service Management;

Culinary Research and Development;

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Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

fundamental culinary techniques.

5. Process engineer for a wide range of food groups including fruits, vegetables, meat, fish, dairy and poultry.

6. Prepare packaging and storing techniques for food products including extending shelf life.

9. Analyze and develop innovative food products using food chemistry and food microbiology principles.

11. Conduct culinary planning, preparation, and presentation to a variety of food service environments to meet client needs.

1. Determine testing, processing and food stability and safety using proper food science principles.

2. Maintain a healthy, safe work environment and contaminate free food service.

3. Determine preparation techniques and ingredient selection for food processing and innovative product development.

4. Plan, prepare and present meals and baking products using fundamental culinary techniques.

No gap. Management of Food and Beverage;

Restaurant and Food Operations;

Menu Design and Service Management;

Culinary Research and Development;

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Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

5. Process engineer for a wide range of food groups including fruits, vegetables, meat, fish, dairy and poultry.

6. Prepare packaging and storing techniques for food products including extending shelf life.

9. Analyze and develop innovative food products using food chemistry and food microbiology principles.

12. Use principles of marketing and finance in food product development process and in the operations of food and beverage management.

10. Determine and assess budget and cost control methods in food processing.

Lacking in depth with respect to operations, management and marketing.

Food Production Fundamentals;

Management of Food and Beverage;

Restaurant and Food Operations;

Menu Design and Service Management;

Culinary Research and Development;

13. Develop personal and professional strategies to plan, manage and adapt to the industry ensuring currency and fostering inter-professionalism.

2. Maintain a healthy, safe work environment and contaminate free food service.

4. Plan, prepare and present meals and baking products using fundamental culinary techniques.

7. Apply fundamental nutritional principles to

Lacking personal and professional development on the operations and management side of the food service industry.

Restaurant and Food Operations;

Culinary Research and Development;

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Degree Program outcomes

Outcomes of Prior Study

Gap in knowledge and skills Remediation of Gap

all aspects of food production.

14. Identify and apply discipline-specific practices that contribute to the local and global community through social responsibility, economic commitment and environmental stewardship.

N/A Full gap. Food Production Fundamentals;

Management of Food and Beverage;

Restaurant and Food Operations;

Culinary Research and Development;

Culinary Innovation and Food Technology graduates receive credit for the following courses:

1. Introduction to Chemistry and Physics 2. Introduction to Biology and Microbiology 3. Culinary Arts Fundamentals 4. Applied Mathematics 5. Principles of Food Science and Nutrition 6. Culinary Arts 7. Introduction to Culinology 8. General and Organic Chemistry 9. Food Production Fundamentals 10. Statistics 11. Advanced Culinary Arts 12. General Biochemistry 13. Baking and Pastry Fundamentals 14. Food Microbiology 15. Human Nutrition 16. Food Chemistry 17. Food Safety and Sanitation 18. Food Analysis 19. Sensory Food Evaluation 20. Food Product Development 21. Food Quality Control Assurance 22. Food Process Engineering 23. Culinary Trends and Innovation 24. Food Laws and Regulation

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25. Regional and International Cuisine a. + 3 non-core b. + ENL1100 c. Credit for 1 co-op (Culinary) d. No bridge necessary

Semester VII

1. Restaurant and Food Operations 2. Menu Design and Service Management 3. Non-core Elective 4000 Level 4. Non-core Elective 4000 Level 5. Non-core Elective 4000 Level

Semester VIII

1. Management of Food and Beverage 2. Applied Research Methodology 3. Culinary Research and Development 4. Non-core Elective 4000 Level 5. Logic and Critical Thinking

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Degree completion arrangements for graduates of: Baking and Pastry Arts Management - Ontario College Diploma

Below is a comparison chart of degree outcomes to the Culinary Management Ontario College diploma program. The gap in knowledge and skills which is evident throughout each outcome is the ability of the student to perform the human resources functions in a strategic manner. They will have gained the technical skills to execute on human resources activities. The courses in semesters 3 through 8 will build on their prior knowledge and require them to elevate their learning and begin to create, develop and implement strategies and plans rather than be a contributor to what already exists.

Degree Program outcomes Program of Study Gap in knowledge

and skills Remediation of Gap

1. Apply scientific principles, methodologies and theories in the development of new and modification of existing food and beverage products to meet market demands.

N/A Scientific principles;

Scientific methodologies; Scientific theories;

Food safety;

Process engineering

Introduction to Chemistry and Physics;

Applied Mathematics;

Introduction to Biology and Microbiology;

General and Organic Chemistry;

Statistics;

General Biochemistry;

Food Microbiology;

Food Safety and Sanitation;

Applied Research Methodology;

Food Quality Control Assurance;

Food Chemistry;

Food Analysis;

Sensory Food Evaluation;

Food Process Engineering;

Culinary Research and Development

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Degree Program outcomes Program of Study Gap in knowledge

and skills Remediation of Gap

+ Bridging for Human Nutrition

2. Create quality food and beverage products using interdisciplinary skills in the processing, manufacturing and packaging of food products.

1. Plan, prepare and present a variety of bakery, pastry and confectionery products to meet the diverse needs of food service environments.

2. Produce and present a variety of bakery, pastry and confectionery related products consistent with emerging trends in the industry.

Manufacturing principles;

Food packaging;

Food engineering;

Laws and regulations

Food Production Fundamentals;

Statistics;

Applied Research Methodology;

Food Product Development;

Food Process Engineering;

Food Laws and Regulations;

Culinary Research and Development;

3. Solve problems, formulate strategies and customize innovative solutions using critical thinking and research skills for the food service and the food industry.

6. Develop and use strategies to enhance practical skills, knowledge, leadership and management practices.

Research skills;

Strategies;

Introduction to Chemistry and Physics;

Applied Mathematics;

Introduction to Biology and Microbiology;

General and Organic Chemistry;

Statistics;

General Biochemistry;

Food Microbiology;

Food Safety and Sanitation;

Applied Research Methodology;

Food Quality Control Assurance;

Food Chemistry;

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Degree Program outcomes Program of Study Gap in knowledge

and skills Remediation of Gap

Food Analysis;

Sensory Food Evaluation;

Food Product Development;

Food Quality Control Assurance;

Food Process Engineering;

Culinary Trend and Innovation;

Culinary Research and Development;

4. Perform research to plan, design and develop food and beverage products.

1. Plan, prepare and present a variety of bakery, pastry and confectionery products to meet the diverse needs of food service environments.

2. Produce and present a variety of bakery, pastry and confectionery related products consistent with emerging trends in the industry.

Conduct research Introduction to Chemistry and Physics;

Applied Mathematics;

Introduction to Biology and Microbiology;

General and Organic Chemistry;

Statistics;

General Biochemistry;

Food Microbiology;

Food Safety and Sanitation;

Applied Research Methodology;

Food Quality Control Assurance;

Food Chemistry;

Food Analysis;

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Degree Program outcomes Program of Study Gap in knowledge

and skills Remediation of Gap

Sensory Food Evaluation;

Food Product Development;

Food Quality Control Assurance;

Food Process Engineering;

Culinary Trend and Innovation;

Regional and International Cuisines;

Culinary Research and Development;

5. Perform duties in a professional, ethical, safe and legal manner to meet industry expectations and compliance.

8. Perform work professionally, independently and collaboratively in a baking, pastry and/or confectionery environment.

Laws and regulations Food Laws and Regulations;

Bridging: Bio-safety from (Food Safety)

6. Produce food and beverage products using culinary, food science and technology knowledge and skills to address health, safety, and nutritional issues.

1. Plan, prepare and present a variety of bakery, pastry and confectionery products to meet the diverse needs of food service environments.

2. Produce and present a variety of bakery, pastry and confectionery related products consistent with emerging trends in the industry.

3. Apply fundamental nutritional principles

Food science and technology

Introduction to Chemistry and Physics;

Applied Mathematics;

Introduction to Biology and Microbiology;

General and Organic Chemistry;

Food Production Fundamentals;

Statistics;

Advanced Culinary Arts;

General Biochemistry;

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Degree Program outcomes Program of Study Gap in knowledge

and skills Remediation of Gap

to meet industry standards.

7. Perform equipment maintenance, sanitation and food safety practices to provide for a healthy, safe and well-maintained work environment

Food Microbiology;

Food Safety and Sanitation;

Applied Research Methodology;

Food Quality Control Assurance;

Food Chemistry;

Food Analysis;

Sensory Food Evaluation;

Food Product Development;

Food Quality Control Assurance;

Food Process Engineering;

Culinary Research and Development;

Bridging: Food Science from (Introduction to Culinology)

7. Perform sensory evaluation of food and beverage products to create products that meet consumer demands.

1. Plan, prepare and present a variety of bakery, pastry and confectionery products to meet the diverse needs of food service environments.

2. Produce and present a variety of bakery, pastry and confectionery related products consistent

Scientific principles of food sensory analysis

Introduction to Chemistry and Physics;

Applied Mathematics;

Introduction to Biology and Microbiology;

General and Organic Chemistry;

Statistics;

General Biochemistry;

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Degree Program outcomes Program of Study Gap in knowledge

and skills Remediation of Gap

with emerging trends in the industry.

Food Microbiology;

Food Safety and Sanitation;

Applied Research Methodology;

Food Quality Control Assurance;

Food Chemistry;

Food Analysis;

Food Product Development;

Food Quality Control Assurance;

Culinary Research and Development;

8. Use and evaluate quality control and quality assurance procedures to meet industry standards and requirements.

7. Perform equipment maintenance, sanitation and food safety practices to provide for a healthy, safe and well-maintained work environment.

Quality control and quality assurance evaluation

Applied Mathematics;

Introduction to Biology and Microbiology;

General and Organic Chemistry;

Statistics;

General Biochemistry;

Food Microbiology;

Food Safety and Sanitation;

Applied Research Methodology;

Food Quality Control Assurance;

Food Chemistry;

Food Analysis;

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Degree Program outcomes Program of Study Gap in knowledge

and skills Remediation of Gap

Sensory Food Evaluation;

Food Product Development;

Food Quality Control Assurance;

Food Process Engineering;

Culinary Research and Development;

9. Communicate in written and oral format to present clear and concise technical, research and scientific information for a variety of audiences.

8. Perform work professionally, independently and collaboratively in a baking, pastry and/or confectionery environment.

Research methodology and scientific communication

Applied Research Methodology;

Food Analysis;

Sensory Food Evaluation;

Food Quality Control Assurance;

Food Laws and Regulations;

Culinary Research and Development;

10. Promote and advance the food and food service industries in the area of evidence-based culinary and food science practices using leadership skills.

5. Integrate effective business practices to manage pastry, baking and confectionery operations.

Evidence-based culinary combined with food science practices

Applied Research Methodology;

Food Quality Control Assurance;

Food Chemistry;

Food Analysis;

Sensory Food Evaluation;

Food Product Development;

Food Quality Control Assurance;

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Degree Program outcomes Program of Study Gap in knowledge

and skills Remediation of Gap

Food Process Engineering;

Food Laws and Regulations;

Culinary Research and Development;

11. Conduct culinary planning, preparation, and presentation to a variety of food service environments to meet client needs.

1. Plan, prepare and present a variety of bakery, pastry and confectionery products to meet the diverse needs of food service environments.

2. Produce and present a variety of bakery, pastry and confectionery related products consistent with emerging trends in the industry.

No gap

12. Use principles of marketing and finance in food product development process and in the operations of food and beverage management.

5. Integrate effective business practices to manage pastry, baking and confectionery operations.

9. Produce financial and business related documents using information technology.

Principles of marketing and operations management

Applied Mathematics;

Management of Food and Beverage;

Restaurant and Food Operations;

Menu Design and Service Management;

Bridging: Management from (Management of Food and Beverage & Menu Design and Service Management)

13. Develop personal and professional strategies to plan, manage and

8. Perform work professionally, independently and collaboratively in a

No gap Human Nutrition;

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Degree Program outcomes Program of Study Gap in knowledge

and skills Remediation of Gap

adapt to the industry ensuring currency and fostering inter-professionalism.

baking, pastry and/or confectionery environment.

Restaurant and Food Operations;

Food Product Development;

Culinary Trend and Innovation;

Regional and International Cuisines;

Culinary Research and Development

14. Identify and apply discipline-specific practices that contribute to the local and global community through social responsibility, economic commitment and environmental stewardship.

10. Identify and apply discipline-specific practices that contribute to the local and global community through social responsibility, economic commitment and environmental stewardship.

No Gap

Baking and Pastry Arts Management graduates receive credit for the following courses:

1. Culinary Arts Fundamentals 2. Principles of Food Science and Nutrition 3. Culinary Arts 4. Food Production Fundamentals 5. Advanced Culinary Arts 6. Introduction to Culinology (Bridge for Food Science) 7. Baking and Pastry Fundamentals

a. + 3 non-core b. Credit for 1 co-op (Culinary) c. Bridging

i. Introduction to Nutrition ii. Introduction to Food Science iii. Hospitality Management

Introduction to Culinary Arts, Introduction to International Food Laws and Regulation, Introduction to Financial Principles

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Entry Point: (after bridge) Semester III

1. Introduction to Chemistry and Physics 2. Introduction to Biology and Microbiology 3. Applied Mathematics 4. Communications and Academic Writing 5. Non-core Elective 4000 Level

Semester IV 1. General and Organic Chemistry 2. Food Microbiology 3. Logic and Critical Thinking 4. Non-core Elective 4000 Level

Semester V 1. Food Safety and Sanitation 2. Food Production Fundamentals 3. Statistics 4. Advanced Culinary Arts 5. General Biochemistry

Semester VI 1. Food Analysis 2. Sensory Food Evaluation 3. Food Product Development 4. Applied Research Methodologies 5. Non-core

Semester VII 1. Food Chemistry 2. Restaurant and Food Operations 3. Food Quality Control Assurance 4. Food Process Engineering 5. Menu Design and Service Management 6. Culinary Trends and Innovation

Semester VIII 1. Food Laws and Regulations 2. Regional and International Cuisine 3. Culinary Research and Development 4. Non-core

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Degree completion arrangements for graduates of: Food Science Technology - Ontario College Advanced Diploma Below is a comparison chart of degree outcomes to the Food Science Technology Ontario College Advanced Diploma program. The gap in knowledge and skills which is evident throughout each outcome is the ability of the student to perform the human resources functions in a strategic manner. They will have gained the technical skills to execute on human resources activities. The courses in semesters 3 through 8 will build on their prior knowledge and require them to elevate their learning and begin to create, develop and implement strategies and plans rather than be a contributor to what already exists.

Degree Program outcomes Program of Study Gap in knowledge

and skills Remediation of Gap

1. Apply scientific principles, methodologies and theories in the development of new and modification of existing food and beverage products to meet market demands.

Introduction to Molecular and Cellular Biology General Chemistry I Elements of Calculus I Physics for Life Sciences Biological Concepts of Health General Chemistry II Elements of Calculus II Physics for Life Sciences II Introduction to Biochemistry Physical Chemistry Introduction to Nutritional and Food Science Introduction to Microbiology Communication in Food Science Food Engineering Principles Fundamentals of Nutrition Statistics I Food Chemistry I Food Processing I Food Microbiology

Lacking skills and knowledge in relation to culinary Arts

Culinary Arts Fundamentals; Culinary Arts; Food Production Fundamentals; Advanced Culinary Arts; Management of Food and Beverage; Baking and Pastry Fundamentals; Human Nutrition; Restaurant and Food Operations; Food Analysis; Food Product Development; Culinary Research and Development Bridging: Culinary from (Intro to Culinology)

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Degree Program outcomes Program of Study Gap in knowledge

and skills Remediation of Gap

Food Chemistry II Food Processing II Industrial Microbiology Sensory Evaluation of Foods Advanced Food Analysis Food Product Development I Food Product Development II

2. Create quality food and beverage products using interdisciplinary skills in the processing, manufacturing and packaging of food products.

General Chemistry I Elements of Calculus I Elements of Calculus I General Chemistry II Elements of Calculus II Introduction to Biochemistry Introduction to Microbiology Food Engineering Principles Food Chemistry I Food Processing I Food Microbiology Food Chemistry II Food Processing II Industrial Microbiology Sensory Evaluation of Foods Advanced Food Analysis Food Product Development I Food Product Development II

Lacking knowledge and skills in combining culinary Arts and Food Science

Culinary Arts Fundamentals; Culinary Arts; Food Production Fundamentals; Advanced Culinary Arts; Human Nutrition; Management of Food and Beverage; Baking and Pastry Fundamentals; Restaurant and Food Operations; Culinary Research and Development + Bridging Intro to Culinology (Culinary)

3. Solve problems, formulate strategies and customize innovative solutions using critical thinking and research skills for the food

Communication in Food Science Food Engineering Principles Food Chemistry I Food Processing I Food Microbiology Food Chemistry II Food Processing II

Lacking application in regards to the food and food service industries.

Food Production Fundamentals; Management of Food and Beverage; Restaurant and Food Operations; Food Product Development;

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Degree Program outcomes Program of Study Gap in knowledge

and skills Remediation of Gap

service and the food industry.

Industrial Microbiology Sensory Evaluation of Foods Advanced Food Analysis Food Product Development I Food Product Development II

Menu Design and Service Management; Culinary Trends and Innovation; Culinary Research and Development

4. Perform research to plan, design and develop food and beverage products.

Introduction to Biochemistry Physical Chemistry Introduction to Nutritional and Food Science Introduction to Microbiology Communication in Food Science Food Engineering Principles Fundamentals of Nutrition Statistics I Food Chemistry I Food Processing I Food Microbiology Food Chemistry II Food Processing II Industrial Microbiology Sensory Evaluation of Foods Advanced Food Analysis Food Product Development I Food Product Development II

Apply research principles; Lacking knowledge and skills in combining culinary Arts and Food Science

Applied Research Methodology; Culinary Trend and Innovation; Regional and International Cuisines; Culinary Research and Development

5. Perform duties in a professional, ethical, safe and legal manner to meet industry expectations and compliance.

Introduction to Molecular and Cellular Biology General Chemistry I Elements of Calculus I Physics for Life Sciences

Lacking depth analysis in Food Laws and regulations including international Food Laws & Regulations

Culinary Arts Fundamentals; Culinary Arts; Food Production Fundamentals; Advanced Culinary Arts; Management of Food and Beverage;

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Degree Program outcomes Program of Study Gap in knowledge

and skills Remediation of Gap

Biological Concepts of Health General Chemistry II Elements of Calculus II Physics for Life Sciences II Introduction to Biochemistry Physical Chemistry Introduction to Nutritional and Food Science Introduction to Microbiology Communication in Food Science Food Engineering Principles Fundamentals of Nutrition Statistics I Food Chemistry I Food Processing I Food Microbiology Food Chemistry II Food Processing II Industrial Microbiology Sensory Evaluation of Foods Advanced Food Analysis Food Product Development I Food Product Development II

Baking and Pastry Fundamentals; Human Nutrition; Restaurant and Food Operations; Culinary Research and Development + Bridging Intro to Culinology (Culinary) Bridging: International Food Laws and Regulations from (Food Laws and Regulations)

6. Produce food and beverage products using culinary, food science and technology

Introduction to Nutritional and Food Science Food Engineering Principles

Lacking knowledge and skills in combining culinary Arts and Food Science

Culinary Arts Fundamentals; Culinary Arts; Food Production Fundamentals;

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Degree Program outcomes Program of Study Gap in knowledge

and skills Remediation of Gap

knowledge and skills to address health, safety, and nutritional issues.

Fundamentals of Nutrition Food Chemistry I Food Processing I Food Microbiology Food Chemistry II Food Processing II Industrial Microbiology Sensory Evaluation of Foods Advanced Food Analysis Food Product Development I Food Product Development II

Food Production Human Nutrition; Fundamentals; Statistics; Advanced Culinary Arts; Culinary Research and Development; + Bridging Intro to Culinology (Culinary)

7. Perform sensory evaluation of food and beverage products to create products that meet consumer demands.

Introduction to Nutritional and Food Science Introduction to Microbiology Food Engineering Principles Fundamentals of Nutrition Food Chemistry I Food Processing I Food Microbiology Food Chemistry II Food Processing II Industrial Microbiology Sensory Evaluation of Foods Advanced Food Analysis Food Product Development I Food Product Development II

No Gap

8. Use and evaluate quality control and quality assurance procedures to meet industry standards and requirements.

Food Engineering Principles Statistics I Food Chemistry I Food Processing I Food Microbiology Food Chemistry II Food Processing II

No Gap

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Degree Program outcomes Program of Study Gap in knowledge

and skills Remediation of Gap

Industrial Microbiology Sensory Evaluation of Foods Advanced Food Analysis Food Product Development I Food Product Development II

9. Communicate in written and oral format to present clear and concise technical, research and scientific information for a variety of audiences.

Communication in Food Science Sensory Evaluation of Foods Advanced Food Analysis Food Product Development I Food Product Development II

Research methodology

Applied Research Methodology; Culinary Research and Development; + Bridging for Food Laws and Regulations (Int’l)

10. Promote and advance the food and food service industries in the area of evidence-based culinary and food science practices using leadership skills.

Communication in Food Science Sensory Evaluation of Foods Advanced Food Analysis Food Product Development I Food Product Development II

Evidence-based culinary

Culinary Arts Fundamentals; Culinary Arts; Food Production Fundamentals; Food Production Advanced Culinary Arts; Culinary Research and Development; Applied Research Methodology; Management of Food and Beverage; Human Nutrition; Baking and Pastry Fundamentals; Restaurant and Food Operations; Food Law and Regulations; Culinary Research and Development; + Bridging Intro to Culinology (Culinary)

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Degree Program outcomes Program of Study Gap in knowledge

and skills Remediation of Gap

11. Conduct culinary planning, preparation, and presentation to a variety of food service environments to meet client needs.

N/A Full gap Culinary Arts Fundamentals; Culinary Arts; Food Production Fundamentals; Advanced Culinary Arts; Baking and Pastry Fundamentals; Human Nutrition; Restaurant and Food Operations; Food Product Development; Menu Design and Service Management; Culinary Trend and Innovation; Culinary Research and Development; + Bridging Intro to Culinology (Culinary)

12. Use principles of marketing and finance in food product development process and in the operations of food and beverage management.

N/A Full Gap Food Production Fundamentals; Management of Food and Beverage; Restaurant and Food Operations; Menu Design and Service Management; Culinary Research and Development; Bridging: Finance from (Applied Mathematics)

13. Develop personal and professional strategies to plan, manage and adapt to the industry ensuring currency and fostering inter-professionalism.

N/A Discipline-specific as applied to culinary and food science

Advanced Culinary Arts; Baking and Pastry Fundamentals; Restaurant and Food Operations; Culinary Trend and Innovation; Regional and International Cuisines; Culinary Research and Development;

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Degree Program outcomes Program of Study Gap in knowledge

and skills Remediation of Gap

14. Identify and apply discipline-specific practices that contribute to the local and global community through social responsibility, economic commitment and environmental stewardship.

N/A Full Gap Culinary Arts Fundamentals; Culinary Arts; Food Production Fundamentals; Advanced Culinary Arts; Management of Food and Beverage; Baking and Pastry Fundamentals; Restaurant and Food Operations; Culinary Trend and Innovation; Regional and International Cuisines; Culinary Research and Development

Food Science Technology graduates receive credit for the following courses: 1. Introduction to Chemistry and Physics 2. Introduction to Biology and Microbiology 3. Applied Mathematics (bridging Finance) 4. Principles of Food Science and Nutrition 5. Introduction to Culinology (bridging Culinology) 6. General and Organic Chemistry 7. General Biochemistry 8. Food Microbiology 9. Food Chemistry 10. Food Safety and Sanitation 11. Food Analysis 12. Sensory Food Evaluation 13. Food Product Development 14. Applied Research Methodology 15. Food Quality Control Assurance 16. Food Process Engineering 17. Food Laws and Regulation (bridging Int’l Food Law)

a. + 3 Non-core b. Bridge

i. Introduction to Culinary Arts (Introduction to Culinology) ii. Introduction to International Food Laws and Regulation (Food Laws and

Regulation) iii. Introduction to Financial Principles (Applied Mathematics)

Entry Point: (after bridge)

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Semester V 1. Culinary Arts Fundamentals 2. Food Production Fundamentals 3. Statistics 4. Advanced Culinary Arts 5. Communications and Academic Writing

Semester VI 1. Culinary Arts 2. Management of Food and Beverage 3. Baking and Pastry Fundamentals 4. Logic and Critical Thinking 5. Non-core Elective 4000 Level

Semester VII 1. Human Nutrition 2. Restaurant and Food Operations 3. Menu Design and Service Management 4. Culinary Trends and Innovation 5. Non-core Elective 4000 Level

Semester VIII 1. Regional and International Cuisine 2. Culinary Research and Development 3. Non-core Elective 4000 Level 4. Non-core Elective 4000 Level

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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.

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.

Algonquin College’s robust quality assurance processes with confirmed through its most recent College Quality Assurance Audit Process (CQAAP) conducted by the Ontario College Quality Assurance Service (OCQAS) and completed in August 2016. The audit commended Algonquin’s “very strong and well-developed quality assurance policies, processes, and practices…” and recognized the “long-term high-level leadership commitment to quality and high quality leadership in the academic development and program quality assurance roles and strong support of the Quality Assurance Office by senior administration.” The audit results concluded that Algonquin College met all of the OCQAS Quality Standards and the College received the decision of “mature effort,” the highest possible outcome for the audit.

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.

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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.

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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 14: Policies) includes policies and procedures pertaining to quality assurance within the following: Policy AA03: Program 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 of 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. Promotion initiatives of the Student Course Feedback surveys, including videos, signage, and promotional materials, as well as weekly response rate tracking, have resulted in year-over-year response rate increases.

Where student feedback or performance are indicative of the need for support, academic advising and student success specialists are available to assist students. Academic advising is available to students 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 Begins handbook 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 (SLC) is available to provide students with support in English, math, and computer skills including Learning Support Labs, Peer Tutoring, Digital Literacy Labs, Presentation Studios, Study Resources and SLC Kiosks. http://www.algonquincollege.com/slc/

The electronic policies file (Section 14: 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 AA25: Student Course Feedback

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AA40: Academic Advising

Student Course Feedback - Questions

The Course

1. Overall, please rate the quality of this course Response: Excellent to Not Satisfactory N/A

2. Course learning activities (e.g. lectures, discussions, practical work, group work, etc) are varied. Response: 5-Point Likert Scale w/NA

3. Course learning activities are linked to the course learning requirements. Response: 5-Point Likert Scale w/

4. All of the course learning requirements are covered in the course. Response: 5-Point Likert Scale w/NA

5. What did you like most about this course? Response: Long Answer – free flowing

6. How could the course be improved to be of benefit to future students? Response: Long Answer – free flowing

The Professor

7. Overall, please rate the effectiveness of your course professor Response: Excellent to Not Satisfactory N/A

8. What did you like most about the course professor? Response: Long Answer – free flowing

9. What, if anything, could the professor do differently to be of benefit to future students? Response: Long Answer – free flowing

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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, 50+5: Strategic Plan 2017-2022, 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 current Strategic Plan for 2017-2022 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 2012-2017 plan, however, contains a revision to the Mission and Vision as follows:

VISION STATEMENT To be a global leader in personalized, digitally-connected experiential learning. MISSION STATEMENT To transform hopes and dreams into 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.

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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.

The new library provides improved and expanded facilities. In addition to the collection and reference services, the library will offer information literacy and digital literacy classes, research techniques and tips, critical thinking sessions and a presentation practice area. Also available will be peer tutoring services and a student learning centre providing help with basic skills such as math, writing, computer software.

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 University of Ottawa 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 member institutions. Current partners include:

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

Relevant Library Resources Print and in-house resources

Books

The Algonquin Library collection totals about 40,000 volumes in-house. Over 600 titles are available in the area of culinary arts and food science. The science collection covers general chemistry, organic chemistry, physics, biochemistry and microbiology and holds over 350 titles in these disciplines.

The library will supplement existing resources by purchasing additional specialized titles in the area of food science and culinology, to complement current holdings.

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Library collections include resources for support subject areas such as mathematics, communications (language/writing/presentations), critical thinking, and basic computing, among others.

Electronic/Online Resources

Databases

The Algonquin library provides access to over 50 databases. Many of these databases would include journal titles of relevance to this degree program. Database titles of specific interest include:

• Food Science Source • Hospitality and Tourism Complete • ScienceDirect (College Edition) • Academic OneFile • Academic Search Complete

The library has requested funding to add the Food Science and Technology Abstracts (FSTA) database, once this program is approved, as this is a recognized resource for research in the field from IFIS.

Journals

The Library’s collection includes around 50 electronic journals on the subject of food science and culinary arts, along with many more titles in the relevant sciences, chemistry, microbiology, biochemistry. Online journal titles available through our collection of electronic databases include the following titles:

• Trends in Food Science & Technology • Food biotechnology • International Journal of Food Microbiology • Journal of Culinary Science and Technology • Journal of Food Science Education • Food Science and Nutrition (Wiley) • Nutrition and Food Science (Emerald) • Journal of Food Protection • International Food Ingredients • Saveur • Bon Appetit • Chef Magazine

Journals and articles on relevant topics can be found in various 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.

Database and journal subscriptions are reviewed annually, as are requests for new purchases and subscriptions.

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Audio Visual – Streamed Video

The Algonquin Library provides access to a collection of online (streamed) educational videos from Films on Demand. This collection contains videos and video segments on relevant topics such as food, food science, nutrition, and culinary arts.

Examples of relevant titles:

• Food Science Technology - Meridian Education • Food Science Experiments - Learning Zone Xpress • What Is Science Doing for the Future of Food? Ever Wondered? - Scorpion TV • Food Science—Molecular Gastronomy - Network Ireland Television

Electronic Books

The Library’s e-Book collection contains over 200,000 titles covering a broad range of disciplines. Food science, nutrition and culinary topics are well represented in the collection including over 800 titles in these specialty areas.

Subject Guides

The Library also offers students a variety of subject guides which are intended for new students to the college or to a field of study. The subject guide does not provide an exhaustive list of resources but simply a starting point for research and information in a given discipline. The guides are updated regularly and can also be used to alert users to new resources acquired by the library. Guides are currently available for culinary skills and culinary management but a new guide will be added to respond to the research needs of the food science program once implemented.

Specialized Equipment and Laboratory Space

Algonquin College’s School of Hospitality and Tourism offers a wide array of programs relating to the newly proposed Bachelor of Science (Culinary Arts and Food Science) (Honours) program. Related programs, which would contribute to the use of existing facilities and equipment, include the Bachelor of Hospitality and Tourism Management (Honours), Baking and Pastry Arts, Making and Pastry Arts Management, Bartending, Cook (Apprenticeship), Culinary Management, Culinary Skills, Food and Nutrition Management, Hospitality – Hotel and Restaurant Operations Management and Sommelier. As a result of the extensive offerings related to culinary arts at the College, existing facilities and equipment will meet our requirements for delivery of the culinary portion of the degree.

Algonquin College’s School of Advanced Technology also has a number of programs relating to the proposed degree. These include Biotechnology – Advanced, Water and Waste Water Technician as well as Environmental Management and Assessment. While existing laboratory space, including a Biosafety Level 2 lab, and equipment will be resourced for the delivery of the proposed degree, additional equipment has been identified to upgrade the existing chemistry lab space, including: fume hood/biosafety cabinet; two fridges; 3 incubators; and one autoclave. In addition, opportunities exist for industry partnerships to provide highly valued work-integrated learning experiences through the augmentation in the delivery of some of the curriculum.

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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 AA31: Learning Resource Centre

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Policy IT02: Technology Evergreening Policy IT06: 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 Accessible Learning, Counselling Services, and the Employment Support Centre.

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, signature events, and 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 the new Student Navigator Program and 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.

NEW – Spring 2018: The DARE District (Discovery, Applied Research, and Entrepreneurship)

The DARE District serves as a multidisciplinary space for faculty, researchers, businesses and – most importantly – Algonquin’s students. From an Energy Research Lab to a Data Analytics Centre, it is a catalyst for cutting-edge education.

The lower level of DARE is called Student Central (formerly Student One Stop Space) bringing many student services including Registrar’s Office, ITS, Test Centre, PLAR, pathways and Academic Advising, into one dedicated area.

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Support Service Brief Description of Service

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 welcoming 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 Services Counselling Services 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.

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Support Service Brief Description of Service

Financial Aid The Financial Aid team 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

Employment Support Centre

The Employment Support Centre offers professional services to students, graduates, and employers and promotes college programs to the community as well as offering 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

Peer Tutoring

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.

Centre for Accessible Learning

The Centre for Accessible Learning provides 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. 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 • Test centre for the provision of test and exam accommodations • Transcription services (ie: Braille, large print, alternative/digital

formats such as accessible e-text) • Assistance in finding specialized 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

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Support Service Brief Description of Service

• 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. 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

Mamidosewin Centre

The Mamidosewin Centre is Algonquin’s Indigenous Student Centre providing cultural programs and services to Indigenous students. In addition to welcoming social events and activities, services offered include, but are not limited to:

• Information on 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.)

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Support Service Brief Description of Service

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

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. 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)

Safety and Security Services

Safety, Security and 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 and consultation services • Workshops and presentations on a variety of safety issues

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Section 6.4: Faculty

Enrolment Projections and Staffing Implications

Cumulative Semester Enrolment

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 43 405 0 1.13 0 405 1:0

Year 2 88 780 1 2.29 360 420 88:1

Year 3 152 1275 1 4.83 360 915 152:1

Year 4 217 1605 2 7.29 720 885 108:1

Year 5 230 1605 2 9.75 720 885 115:1

The table above depicts both the enrolment and staffing projections for the program. It is assumed that a full time professor will teach 4 courses per semester (180hrs or 360 per year). The figures are based on a plan to hire a full-time faculty member in each of the second and fourth years following the launch of the program, assuming stable enrolment. Note that the course contact hours and the full-time faculty members who may teach breadth courses are not captured in the table above.

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 Media and Design 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 Science (Culinary Arts and Food Science) (Honours) 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 18 faculty identified to teach core courses in the program, 9 of whom hold PhD’s and 9 of whom hold Master’s level credentials. Of the 29 core courses within the course schedule, 21 (72%) 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.

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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 full-time 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. Now known as the Algonquin College Innovation Fund (ACIF), faculty and staff are able 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.

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The Employee Innovation Hub is located in the College’s new DARE District. It provides a one-stop solution where employees can meet their learning and technology needs from peers and specialists and ignite creativity and innovation. Co-located within this space are Centre for Continuing and Online Learning Audio/Video recording studio, Learning Management System Help, Information Technology Services, Learning and Teaching Services and the Centre for Organizational Learning. Whenever new technologies are adopted professional development is provided through Learning and Teaching Services. 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. 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.

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 14: Policies.

The electronic policies file (Section 14: 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 Excerpt Article 11 Workload

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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

*Excluded for web version-confidential/proprietary material

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Section 7: Credential Recognition Included in this section are letters from the following organizations, indicating their support of the Bachelor of Science (Culinary Arts and Food Science) (Honours) program as well as their interest in providing potential co-op work terms for students and possible employment opportunities for graduates:

Canadian Food Inspection Agency Farm Boy Giraffe Foods Griffith Foods Healthcare Food Services High Liner Foods International Academy of Food Science and Technology Just Food McCormick Canada Stonewall Kitchen Tabasco Canada Laiterie de l’Outaouais

The following universities have indicated that they will consider Bachelor of Science (Culinary Arts and Food Science) (Honours) program graduates for admission into their existing graduate level programs:

McGill University Universite de Moncton Universite Laval

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Canadian FoodAgence canadienne Inspection Agency d'inspection des aliments

Michael Bakogeorge Academic Chair School of Hospitality and Tourism Algonquin College 1385 Woodroffe Ave/C226H Ottawa, ON K2G 1 V8 February 21, 2018 Re: Letter of support - Bachelor of Science (Culinary Arts and Food Science) Honors

Dear Mr. Bakogeorge,

On behalf of the Canadian Food Inspection Agency (CFIA), it is my pleasure to provide this letter of support for the proposed Bachelor of Science (Culinary Arts and Food Science) Honors Degree Program. As Canada's largest science-based regulator, safeguarding Canada's food supply is a core regulatory function of the CFIA, administered through a number of Food Safety policies, regulatory programs, and operational activities. Mitigating risks to food safety is the Agency's highest priority, and the health and safety of Canadians is the driving force behind the design, development, and delivery of CFIA programs.

Training highly qualified personnel is a priority for both the CFIA and the Government of Canada. The CFIA is strongly supportive of partnering with academia to pave a path for the next generation of leaders to leverage collaborative opportunities in world-class science. The proposed Culinary Arts and Food Science program aligns well with the government's vision for science in that the program highlights the importance of multidisciplinary training. By integrating culinary skills with evidence-based knowledge of food science, the program will ultimately enhance our appreciation and application of

practices that promote optimal health and food safety. The Agency recognizes that there is tremendous value in investing in the best available talent, thus the CFIA would be pleased to provide placements for students requiring coop work experience and professional development. Additionally, the CFIA may be able to provide potential job opportunities by hiring gaduates of the program should such opportunities arise.

The CFIA is uniquely positioned to offer a diverse range of learning opportunities as we operate a Laboratory Network of 13 accredited laboratories across the country, delivering laboratory services related to animal health, plant health, and food safety, to inform the Agency's policy decisions, program development, and regulatory responsibilities. The national distribution of the Laboratory Network permits learning opportunities to be made available across the country. We see great potential for this mutually beneficial collaboration with Algonquin College to foster a deeper understanding of the fundamental linkages between science-based tools and risk-informed culinary practices.

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Mr. Bakogeorge, I wish you great success in the implementation of the Culinary Arts and Food Science program. I enthusiastically look forward to engaging further to develop targeted and meaningful learning opportunities for your students.

Yours sincerely,

Dr Primal Silva, Bvsc, PhD

Chief Science Operating Officer

Canadian Food Inspection Agency

1400 Merivale Road, Ottawa

Ontario KIA 09Y

(613) 773-5283 | [email protected]

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March 17, 2018 Mr. Michael Bakogeorge Academic Chair School of Hospitality and Tourism Algonquin College 1385 Woodroffe Ave/C226H Ottawa, ON K2G 1V8 Re: Bachelor of Science (Culinary Arts and Food Science) Honors Dear Mr. Bakogeorge, I am pleased to see that the program application is progressing and I thoroughly support this initiative. Please accept this letter as confirmation that Giraffe Foods Inc is pleased to offer this letter in support of the proposed Bachelor of Science (Culinary Arts and Food Science) Honors Degree Program and may be able to provide:

• Placements for students for the required Co-op work experience component of the program,

• Hiring potential for graduates should the opportunities be available. Giraffe Foods routinely hires Co-op students and graduates from schools that have a specialized program such as this one and we look forward to seeing your students in the years to come. Best of luck in your endeavour! Regards, Ellen Powell R & D Director, Giraffe Foods Inc.

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Date March 20, 2018 Michael Bakogeorge Academic Chair School of Hospitality and Tourism Algonquin College 1385 Woodroffe Ave/C226H Ottawa, ON K2G 1V8 Re: Bachelor of Science (Culinary Arts and Food Science) Honors Please accept this letter as confirmation that Griffith Foods is pleased to offer this letter in support of the proposed Bachelor of Science (Culinary Arts and Food Science) Honors Degree Program and may be able to provide:

• Placements for students for the required co-op work experience component of the program, • Hiring potential for graduates should the opportunities be available.

Sincerely, Jonathan Tomlin Corporate Chef Griffith Foods Canada 757 Pharmacy Ave Toronto, Ontario M1L 3J8

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Fs I

hcare Services

Canada Trusted Provider

February 23 2018

Michael Bakogeorge Academic Chair School of Hospitality and Tourism Algonquin College 1385 Woodroffe Ave/C226H Ottawa, ON K2G 1V8

Re: Bachelor of Science (Culinary Arts and Food Science) Honours

Please accept this letter as confirmation that Healthcare Food Services is pleased to offer this letter in support of the proposed Bachelor of Science (Culinary Arts and Food Science) Honours Degree Program.

As a leading marketer of nutritious and tasty meals to Canadian healthcare we appreciate the value that culinary and nutritional and food sciences play in us providing for the recovery and good health of patients and residents across Canada.

We would be able to provide:

• Hiring potential for graduates should the opportunities be available .

It is our pleasure to express our support for the Bachelor of Science (Culinary Arts and Food Science) Honours program and its future graduates.

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1010 Dairy Drive, Ottawa, Ontario K4A 3N3 Toll Free 1800.571.8824 Fax 613 834.3394 E-mail [email protected]

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Feb. 5, 2018 Michael Bakogeorge Academic Chair School of Hospitality and Tourism Algonquin College 1385 Woodroffe Ave/C226H Ottawa, ON K2G 1V8 Re: Bachelor of Science (Culinary Arts and Food Science) Honors Please accept this letter as confirmation that High Liner Foods Inc, is pleased to offer this letter in support of the proposed Bachelor of Science (Culinary Arts and Food Science) Honors Degree Program and may be able to provide:

• Placements for students for the required co-op work experience component of the program, • Hiring potential for graduates should the opportunities be available.

Sincerely, Scott Brown Director Product Development

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Just Food | Alimentation juste

2391 Pepin Court

Ottawa, ON, K1B 4Z3

[email protected]

www.justfood.ca

May 11, 2018

Michael Bakogeorge CCC., MBA. Academic Chair, School of Hospitality and Tourism Algonquin College 1385 Woodroffe Ave/C226H Ottawa, ON K2G 1V8

Re: Bachelor of Science (Culinary Arts and Food Science) Honors

Please accept this letter as confirmation that Just Food is pleased to offer this letter in support of the proposed Bachelor of Science (Culinary Arts and Food Science) Honors and we are able to:

• Provide placements for students for the required co-op work experience component of the program.

• Connect graduates to Savour Ottawa restaurants and other culinary and food businesses in Ottawa.

We are encouraged by the leadership that Algonquin continues to show in this area of work.

Sincerely,

Moe Garahan

Executive Director

Just Food Ottawa

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March 2, 2018 Michael Bakogeorge Academic Chair School of Hospitality and Tourism Algonquin College 1385 Woodroffe Ave/C226H Ottawa, ON K2G 1V8 Re: Bachelor of Science (Culinary Arts and Food Science) Honors Please accept this letter as confirmation that McCormick Canada is pleased to offer this letter in support of the proposed Bachelor of Science (Culinary Arts and Food Science) Honors Degree Program and may be able to provide:

• Placements for students for the required co-op work experience component of the program, • Hiring potential for graduates should the opportunities be available.

Sincerely, Christine Rush Director of Product Development Canadian Industrial Group 905-405-5050 ext 4420 [email protected]

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Date: February 21st 2018 Michael Bakogeorge Academic Chair School of Hospitality and Tourism Algonquin College 1385 Woodroffe Ave/C226H Ottawa, ON K2G 1V8 Re: Bachelor of Science (Culinary Arts and Food Science) Honors Please accept this letter as confirmation that Ryan Marquis is pleased to offer this letter in support of the proposed Bachelor of Science (Culinary Arts and Food Science) Honors Degree Program and may be able to provide:

• Placements for students for the required co-op work experience component of the program, • Hiring potential for graduates should the opportunities be available.

Sincerely, Ryan Marquis Corporate chef for TABASCO canada

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UNIVERSITE DE MONCTON CAMPUS DE MONCTON

Faculte des sciences de la sante et des services comm u nautaires Ecole des sciences des aliments, de nutrition et d'etudes familiales

Date: 24-04-2018

TO WHOM THIS MAY CONCERN

Re: Algonquin College Bachelor of Science (Culinary Arts and Food Science (Honours)

I have reviewed the proposed program of study for the Bachelor of Science (Culinary Arts and

Food Science) (Honours) at Algonquin College and fully support this initiative. This new and

innovative bachelor's degree program meets the needs and expectations of professionals in

culinary arts, food science, research and development of new food products. It is clear that

degree programs are now becoming a requirement for employment and career advancement

within government service and in the private sector. The unique design of this new bachelor's

degree should meet the needs of prospective employers, and will open up career opportunities

for its graduates. The academic quality of this program will furthermore equip students for

potential graduate study and research opportunities in food science, research chef, and culinary

science disciplines.

Slimane Belbraouet, Ph.D.

Directeur Ecole des sciences des aliments, de nutrition et d'etudes familiales

Faculte des sciences de sante et des services communautaires

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Section 8: Regulation and Accreditation

In addition to meeting the requirements as outlined in the PEQAB Handbook, the curriculum of the proposed Bachelor of Science (Culinary Arts and Food Science) (Honours) has been designed to meet the Research Chefs Association (RCA) requirements.

Throughout the design of the curriculum, on-going communication was had with the RCA “Higher Education Subcommittee”. One of the members of the Higher Education Subcommittee, Dr. Michael Cheng, is also a member of the degree Program Advisory Committee. The term “Culinology” is a trademark of RCA. Permission was given to the Algonquin College to use “Culinology” in the degree curriculum (Letter attached). The application for obtaining the accreditation by the RCA is in process. Accreditation provides the degree program many benefits including assurance that RCA-approved Culinology® programs foster rigorous culinary and scientific training, and the development of professional skills for students as well as assistance for establishing excellence, and evaluating the effectiveness, of the academic preparation of students in Culinology® programs. RCA also provides guidance to Culinology® programs for continued improvement and enhancement of the academic program and promotes high educational standards for Culinology® programs. RCA ensures that the policy and decision-making processes in Culinology® programs reflect the needs of the profession, the associated industries and the public as well as disseminates information between and among programs that will stimulate improvement of Culinology® programs and related activities.

The process for accreditation involves initially informing RCA of intent to pursue accreditation. Once the program of study has been determined, RCA’s Higher Education Sub-Committee will then perform a desk audit and provide feedback with respect to alignment to accreditation requirements. This process usually takes 3 months. Graduates are not required prior to making the application to RCA. Once the Higher Education Sub-Committee approves the proposed degree, it is then vetted by the Education Committee, followed by the RCA Board of Directors.

Although accreditation is not a requirement, the RCA’s approval will strengthen the Bachelor of Science (Culinary Arts and Food Science) (Honours) curriculum and its recognition by food scientist and culinology experts. This industry recognition will provide students with opportunities to connect and network with other science of food and culinary arts professionals at local industry-related events and Culinology®’s sponsored events.

Certification

Graduates of the Bachelor of Science (Culinary Arts and Food Science) (Honours) program may also choose to pursue certifications through the RCA. Upon graduation and having achieved the required industry experience, graduates of the program may apply to write the examinations required to be recognized as Certified Culinary Scientists (CCS) or Certified Research Chefs (CRC). The requirements for each certification can be found at: https://www.culinology.org/page/Certification.

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Section 9: Nomenclature The Bachelor of Science (Culinary Arts and Food Science) (Honours) 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 Faculty (Subject). The name was finalized through broad consultation that included the Program Advisory Committee members, organizations and associations that provide service and support in culinary arts and food science, as well as industry experts and academics with expertise in this area. 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 terms “culinary arts” and “food science” are both necessary and representative of the program content, alluding to the multidisciplinary nature of the program through the combination of culinary arts and food science. The “Bachelor of Science” title is well supported by government agencies including Canadian Food Inspection Agency, Health Canada and Agri-Food Agriculture for job title classification and employment opportunities. In addition, the justification of “Science” is well reflected in the discipline of Food Science as defined by the Institute of Food Technologists (IFT), one of the major institutions governing internationally all aspects of Food Science. IFT defines food science as a discipline that draws from many disciplines such as biology, chemistry, biochemistry, microbiology and food engineering in an attempt to better understand food processes and ultimately improve food products for the public. The proposed curriculum covers all these “science” subject matters. Furthermore, the letters of support included in this application from McGill University, Universite Laval, and Universite Moncton confirm that the academic quality of the proposed program will equip students for potential graduate study and research opportunities in food science, research chef, and culinary science disciplines. The admissions requirements of graduate programs in food science, in particular, demand an undergraduate bachelor’s of science degree. The recognition by these institutions of the pathways between proposed Bachelor of Science (Culinary Arts and Food Science) (Honours) into their graduate programs provides further evidence in support of the Bachelor of Science nomenclature for this program. The title Bachelor of Science (Culinary Arts and Food Science) (Honours) 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 Science (Culinary Arts and Food Science) (Honours) degree Program Advisory Committee.

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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 College Quality Assurance Audit Process (CQAAP) and map to the expectations of the Program Evaluation Standard as stated in the PEQAB Handbook for Ontario Colleges. The CQAAP 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 has been 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 14: Policies) includes the policy on Quality Assurance within the following:

Policy AA 38: Program Quality Assurance

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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 14: 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

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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://www.algonquincollege.com/ccol/programs/

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 14: 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