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II. Proposal development and consultation

Once your concept paper (if applicable) has completed the approval process, you can begin developing your program proposal.

Developing your proposal

Step 1:ÌýTouch base with your program proposal contact

It’s important to check in with your program proposal contactÌýto discuss the next steps for your program proposal. They will provide you with advice on the forms you must complete at this stage of the process and will highlight other considerations you should be aware of.Ìý

For graduate programs, you will also want to choose an external reviewer at this stage (not required for proposals for new graduate diplomas or certificates—degrees only). consult theÌýÌýfor more information on choosing an external reviewer. Providing this recommendation to the associate dean early on can prevent a delay atÌýstep V. Faculty of Graduate Studies approval. Ìý

Step 2: Download and review the program proposal forms

Â鶹Éç uses forms that have been adapted from theÌýÌý(MPHEC) and meet all their requirements.
Login is required to download these forms.

  • For new undergraduate programs: Download and complete the Ìýand associated .
  • For new graduate programs: Download and complete theÌý and associated .
  • For program modifications: Download and complete theÌý and associated .

IMPORTANT NOTES

  • In some instances, a proposal to modify a program should be submitted using the New Program form given the extent of the changes. Check with theÌýappropriate contactÌý(undergraduate or graduate) if you are unsure of which form to use.Ìý
  • New graduate-level certificate and diploma programs no longer require external reviews prior to submission.
  • The MPHEC no longer requires that the budget table (Table 5.3 for new programs; Table 2.8 for program modifications) be completed.
  • The MPHEC recommends that proposals for program modifications include the faculty resources table found in the excel sheets for new programs (see Table 4.1 Faculty Resources).
  • The MPHEC no longer requires that faculty CVs be submitted for proposals for new programs (but reserves the right to request CVs during the assessment process)

Proposals for new or modified programs (including majors, diplomas, etc.) where graduates will be medical or health practitioners, engage in direct patient/client care, or undertake clinical rotations as part of their program, etc. will require endorsement by the Atlantic Advisory Committee on Health Human Resources (or AACHHR, a body of the Council of Atlantic Premiers) prior to MPHEC beginning their assessment.

Proposers must additionally complete the appropriateÌý and submit it to their proposal contact along with their MPHEC/Senate Form (other MPHEC/Â鶹Éç information requirements do not apply and need not be included/appended unless they directly support the information requirements on the AACHHR form). Assessment by AACHHR will occur in tandem with review and approval by the Faculty of Graduate Studies (if applicable) and committees of Senate.

Not sure if your program meets the above criteria? Touch base with your proposal contact early in the process for verification by AACHHR.

Step 3: Early consultation with academic support units

Academic support units, including The Centre for Learning and Teaching, Office of the Registrar and Financial Services should be consulted during proposal development, before significant work on your proposal has been completed. If your proposal has certain characteristics, you may also need to consult with Academic Technology Services or the appropriate co-operative education office at this stage.

Please involve your Faculty-level administrator or budget officer at an early stage to connect with Financial Services.

Planning and timeline considerations when developing your proposal

Consider the following factors and the time each will take when planning for the development, approval and implementation of a new/modified program. Development of a program proposal is a consultative process, and you should plan for time to receive and incorporate feedback.

Program and curriculum

  • Do all of the courses needed for the new or modified program already exist or will they need to be created? Are syllabi up-to-date and compliant with the university syllabi policy?Ìý
  • Does the program have articulated learning outcomes or will they need to be developed?

Enrollment related budget allocations (ERBA), resources, and budget considerations

  • What are the resource implications of the proposal? Are all of the required resources in-place or will they need to be obtained? As part of development, you will need to identify all of the resources required to support the new or modified program and develop a financial plan that confirms they will be in place to support roll-out.
  • If you have any concerns or questions about the alignment of university resources with your proposed new or modified program (e.g. you anticipte deficiencies in classroom/office space or library collections) you should touch base with the appropriate contact person to plan rather than waiting until later in the process.ÌýSee Academic Support Units for contact information.
  • If you are proposing an ERBA-exempt program, a supportive letter from the provost must accompany the proposal.Ìý
  • If the proposal entails hiring new tenured faculty members, a supportive letter from the provost must accompany the proposal.
  • If you propose hiring new, non-tenured faculty or staff to support the program, a supportive letter from the dean is required.Ìý

Identify internal and external stakeholders

In addition to the academic unit stakeholdersÌýlisted here, if the new or modified program may impact other Â鶹Éç units and/or existing programs (including joint programs, similar programs or courses and electives taken through other faculties), those programs and/or faculties should be consulted and provide a letter of support, where appropriate.ÌýÌý

If the proposal is for an articulated program or will draw on the resources of another institution, the institution must be consulted, and appropriate documentation included, as per the information requirements on the forms.

Some proposals will benefit from review or supportive statements fromÌýexternalÌýstakeholders as well (proposals for new graduate programs, including degrees and diplomas, require a formal external review—see Faculty of Graduate Studies step). If an external stakeholder can speak to or support any element of the proposal (curriculum, rationale, student outcomes, resources, etc.), including a letter may be a good idea.

  • (Word login required) For optional use by internal or external reviewers, based on the assessment criteria outlines in the Information Requirements
  • [PDF - login required] ÌýMay be used to when engaging external assessors prior to submitting a proposal to the MPHEC
  • (Word - login required)
  • Potential employers or industry (especially for regulated programs or programs that produce practitioners)
  • If the program includes clinical placements, work-integrated-learning, etc., the proposal should include evidence of consultation, support for placement opportunities, etc.Ìý
  • Anyone in a position to verify that resources not yet in place will be available to supoprt the program (i.e. government)
  • Any interest-holding party who may have a direct relationship with, or interest in, the content of the program

Embedding inclusive excellence

Program proposals require programs to describe how they will foster a culture of respect and inclusivity as a means of identifying current efforts and future directions toward Indigenization, Decolonization, equity, inclusion, diversity, accessibility, and decolonization – a shared responsibility between the program and Â鶹Éç.

It is expected that these elements are discussed throughout the proposal rather than siloed into one section. This space is an opportunity to draw attention to specific examples and strategies the program is taking. Make reference to proposal sections and appendices within the proposal that demonstrate current and ongoing work in this area as relevant for the context of the program.

What to Include:

We recommend you consider the variety of ways that your program might be contributing to inclusivity across the students’ learning journey. Various approaches are listed below that may guide your approach.

a.ÌýÌýÌýÌýÌýÌý Outline aspects of the program itself (e.g. admissions, learning outcomes, program policies and procedures, faculty development, course content, teaching practices and initiatives, curricular elements (e.g. clinical training, experiential learning, student research), program communications, supports, unit planning/goal-setting, etc)

b.ÌýÌýÌýÌýÌýÌý Outline program-level initiatives across areas of strategic importance (e.g. accessibility, Indigenization, decolonization, anti-Black racism, Internationalization, experiential learning, etc). Proposals might draw upon existing strategies/initiatives related to inclusivity within your unit/faculty, explaining how this program will embed/advance those existing plans

c.ÌýÌýÌýÌýÌýÌýÌý Provide a plan that summarizes current and ongoing efforts (see Example in Appendix A) and describe how the program will use data for ongoing monitoring and improvement of the learning culture and student experience.

d.ÌýÌýÌýÌýÌýÌý Something else that fits the context and interests of your program.

Consultation and Resources:

We recommend reviewing Â鶹Éç’s Indigenous and African Nova Scotian Strategies, which may help you identify areas for future growth.

You may elect to engage in consultation as part of program development or the proposal writing process, as appropriate to your program. Consultation with the Associate Dean, Equity and Inclusion within your Faculty is highly recommended (if applicable). The types of consultation required may vary depending on the content and context. Some examples include:Ìý

  • Members of the Indigenous community
  • Members of the African Nova Scotian community
  • Senior Educational Developer Diversity and Inclusivity (Centre for Learning and Teaching)
  • Black Student Advising Centre
  • Director of Community Engagement for African Nova Scotian Strategy (Jalana Lewis)
  • Director of Community Engagement for the Indigenous Community (Cathy Martin)
  • International students or faculty
  • Student Accessibility Centre
  • Queer Faculty Staff Caucus, Disability Caucus, Black Faculty and Staff Caucus
  • Any other partners that supported the creation of a program that fosters a culture of respect and inclusivity

You are encouraged to include a description of the consultations or partnerships that supported the creation of a program that fosters a culture of respect and inclusivity.

Approval body schedule and timelines

  • Committee meeting frequency/schedules. For example, Faculty of Graduate Studies and Senate committees typically meet every 2-3 weeks. Senate meetings are held monthly. (e.g., committees of FGS and Senate typically meet every 2-3 weeks; Senate meetings occur monthly).
  • Assessment by the Maritime Provinces Higher Education Commission (MPHEC) takes a minimum of 8-12 weeks (for Stage I approval).  
  • Deadlines for the academic calendar, admissions and advertising cycles, and time required to implement the new or modified program. Early consultation with the Registrar’s Office is recommended to discuss this as outlined in Step III.Ìý