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Journalism – Print Program Standard
Acknowledgments
The Ministry of Education and Training acknowledges with thanks the
significant contribution of the many individuals and organizations
who participated in the development of this program standard. In particular,
the Ministry of Education and Training would like to acknowledge the
important roles of:
- Members of the Journalism Program Standards Committee:
Bob Collins, Fanshawe College; Mike Day, TSN; Catherine Dunphy,
Toronto Star; Charlotte Empey, Modern Woman Magazine; Mark Furlong,
Canadore College; Al Gibson, CKCO T.V.; Anne Lannan, Ontario Community
Newspaper Association; Bob Louks, Algonquin College; Susan MacKenzie,
St Clair College; Sandy McKean, Canadian Broadcasting Corporation;
Carol Mulligan, Northern Life; Tony Orr, CKLC Kingston; Sue Prestedge,
Mohawk College; Margaret Scott, Durham College; Andy Sparling, Loyalist
College; Pat St John, Conestoga College; Martin Van Nierop, University
of Waterloo.
- The many individuals and organizations who participated
in consultations with the project; the writer/editor, Brian Provini,
Conestoga College; and the project officer who led the development
of the vocational standard: Peter G. Wells, Seneca College.
- All those involved in the work of the CSAC Generic
Skills Council and the development of the generic skills standard.
- All those involved in the work of the CSAC General
Education Council and the development of the general education standard.
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I. Introduction
This document is the Program Standard for Journalism – Print
Programs delivered by Ontario colleges of applied arts and technology.
The program standard applies to all programs approved by the Ministry
of Education and Training under MCU code 52005.
Development of System-Wide Program Standards
The Government of Ontario initiated program standards development
with the objectives of bringing a greater degree of consistency
to college programming offered across the province, broadening the
focus of college programs to ensure graduates have the skills to
be flexible and to continue to learn and adapt, and providing public
accountability for the quality and relevance of college programs.
This mandate was initially carried out as the work of the College
Standards and Accreditation Council (CSAC), established in 1993.
Effective September 1, 1996, CSAC was disbanded as a government
agency and its standards-setting and accreditation functions were
integrated into the Ministry of Education and Training. The Colleges
Branch of the Ministry of Education and Training has now assumed
responsibility for the development and approval of system-wide
standards for programs at colleges of applied arts and technology
of Ontario.
Program Standards
Program standards apply to all similar programs offered by colleges
across the province. Each program standard for a postsecondary program
includes the following elements:
- Vocational standard (the vocationally
specific learning outcomes which apply to the program in question),
- Generic skills standard (the generic
skills learning outcomes which apply to programs of similar
length), and
- General education standard (the requirement
for general education courses that applies to postsecondary
programs).
Collectively, these elements outline the essential skills and
knowledge that a student must reliably demonstrate in order to
graduate from the program.
Individual colleges of applied arts and technology offering the
program determine the specific program structure, delivery methods,
and other curriculum matters to be used in assisting students
to achieve the outcomes articulated in the standard. Individual
colleges also determine whether additional local learning outcomes
will be required to reflect specific local needs and/or interests.
The Expression of Program Standards as Learning Outcomes
The vocational and generic skills components of program standards
are expressed in terms of learning outcomes.
Learning outcomes represent culminating demonstrations of learning
and achievement. They are not simply a listing of discrete skills,
nor broad statements of knowledge and comprehension. In addition,
learning outcomes are interrelated and cannot be viewed in isolation
of one another. As such, they should be viewed as a comprehensive
whole. They describe performances that demonstrate that significant
integrated learning by graduates of the program has been achieved
and verified.
Expressing standards as learning outcomes ensures consistency
in the outcomes for program graduates, while leaving to the discretion
of individual colleges curriculum matters such as the specific
program structure and delivery methods.
The Presentation of the Learning Outcomes
The learning outcome statement sets out the culminating
demonstration of learning and achievement that the student must
reliably demonstrate before graduation.
The elements of performance for each outcome define and
clarify the level and quality of performance necessary to meet
the requirements of the learning outcome. However, it is the performance
of the learning outcome itself on which students are evaluated.
The elements are indicators of the means by which the student
may proceed to satisfactory performance of the learning outcome.
The elements do not stand alone but rather in reference to the
learning outcome of which they form a part.
In some cases, in order to ensure clarity, an explanation
of the outcome is also provided.
The Accreditation of Programs
The Ministry of Education and Training will establish a process
to accredit college programs, with the objective of determining
whether program graduates have achieved the learning outcomes
and general education requirement established in a program standard.
The Development of a Program Standard
In establishing the standards development initiative, the Government
determined that all postsecondary programs should include vocational
skills coupled with a broader set of essential skills. This combination
is considered critical to ensuring that college graduates have
the skills required to be successful both upon graduation from
the college program and throughout their working and personal
lives.
A program standard is developed through a broad consultation
process involving a range of stakeholders with a direct interest
in the program area, including employers, professional associations,
universities, secondary schools, and program graduates working
in the field, in addition to students, faculty, and administrators
at the colleges themselves. It represents a consensus of participating
stakeholders on the essential learning that all program graduates
should have achieved.
Updating the Program Standard
The Ministry of Education and Training will undertake regular
reviews of the vocational learning outcomes for this program,
as well as a review of the generic skills learning outcomes and
the general education requirement, to ensure that the Journalism
– Print Program Standard remains appropriate and relevant
to the needs of students and employers across the Province of
Ontario. To confirm that this document is the most up-to-date
release, contact the Ministry of Education and Training at the
address or telephone number noted on the document entitled
College Program Standards – Introduction.
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Table of Contents |
II. Vocational Standard
All graduates of Journalism – Print Programs must have achieved
the nine vocational learning outcomes listed in the following pages,
in addition to achieving the generic skills learning outcomes and
meeting the general education requirement.
Preamble
Journalists are members of a craft who create verbal and visual
pictures of current society. Their workplace is stressful, demanding
and driven by time lines. Journalists have to be curious, passionate
about current affairs and events, and persistent and effective
news gatherers and reporters. Strong writing skills, an ability
to create and use visual images, and research skills are the essential
tools of their craft.
Journalism – Print Programs provide an opportunity for students
to develop the skills, knowledge, and behaviours required in this
demanding field. Building on a base of journalism skills, students
are given hands-on training in the technical skills required to
report their stories in any of the print media currently in use
including newspapers, magazines, and web sites. Students are encouraged
to continue to develop strong writing skills and build on a broad
knowledge of current affairs and events. Employers in this field
expect that graduates will have had realistic experience in the
workplace prior to graduation; therefore, programs provide these
opportunities through work placements or through work on college
community newspapers, or a combination of both.
Graduates from these programs will appreciate the role of journalism
in society, the need for professional ethics, the impact of media
convergence, and the increasing range of employment opportunities
in non-traditional areas.
Many programs provide "fast-tracking" opportunities
for students with relevant prior educational and/or career achievement
and graduates may, through articulation agreements between colleges,
universities and professional organizations, be granted credits
towards relevant degrees and certification. Students should contact
individual colleges for further details of a college's articulation
agreements with other institutions or professional associations.
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Table of Contents |
Synopsis of the Vocational Learning Outcomes
Journalism – Print Programs
The graduate has reliably demonstrated the ability to
- apply analytical, writing, editing, and other
creative production skills to a variety of journalistic activities.
- report, in a way appropriate to the medium,
a wide range of stories in an accurate, detailed, balanced,
fair, and timely manner.
- prepare and edit content.
- apply production skills and make use of production
equipment in the preparation of print content
- apply computer skills to a variety of functions
in journalism.
- function as part of a journalism team.
- apply a broad knowledge of current events and
affairs, and history to provide a context for journalism.
- develop a realistic view of the journalism field
and develop strategies for personal and professional development
to manage job stress, enhance work performance, and maximize
professional opportunities including self-employment.
- complete all work in compliance with relevant
law, standards, and the appropriate principles and practices
of journalism.
Note: The learning outcomes have been numbered as a point
of reference; numbering does not imply prioritization, sequencing,
nor weighting of significance.
The Vocational Learning Outcomes
1. The graduate has reliably demonstrated the ability to
apply analytical, writing, editing, and other creative production
skills to a variety of journalistic activities.
Elements of the Performance
- Use initiative and an understanding of the marketing
and/or mandate to identify leads and story ideas and to develop
appropriate story angles and treatments
- Write and edit quality copy, free from errors of
spelling and grammar
- Develop a variety of writing styles (e.g., hard
news, sports, features)
- Select and apply a writing style appropriate to
the medium and the audience
- Convert copy suitable for one medium to being suitable
for another such as from print to web site or radio television
- Create and select appropriate visual and/or audio
images
- Apply news judgement skills to story selection
and prioritizing
2. The graduate has reliably demonstrated the ability to
report, in a way appropriate to the medium, a wide range of stories
in an accurate, detailed, balanced, fair, and timely manner.
Elements of the Performance
- Research necessary background information using
a variety of sources
- Identify various opinions, biases, and connections
involved in a story
- Conduct interviews effectively and assess information
for truth, accuracy, and completeness
- Manage time effectively to meet deadlines
- Verify all information before reporting it
- Develop and maintain sources
3. The graduate has reliably demonstrated the ability to
prepare and edit content.
Elements of the Performance
- Edit, and write headlines and photo cutlines
- Rewrite as required
- Do copy editing and line editing1
and proofread
1 line editing refers to the second
of three levels of editing used in magazine publishing. It is
distinct from story and copy editing and is used to "smooth
and tighten" the text.
4. The graduate has reliably demonstrated the ability to
apply production skills and make use of production equipment
in the preparation of print content.
Elements of the Performance
- Select, prepare, and edit images
- Use audio and video recording devices
- Operate photographic equipment such as 35mm and
digital cameras
- Design and lay out print content
5. The graduate has reliably demonstrated the ability to
apply computer skills to a variety of functions in journalism.
Elements of the Performance
- Apply a current knowledge of software appropriate
to the medium such as word processing, electronic news room software,
and audio and image editing
- Use and evaluate computer-based research resources
such as CD-ROM or Internet
- Develop an awareness of the range of software used
in various media
- Use appropriate hardware, software, and production
skills to create or transfer content to web site
6. The graduate has reliably demonstrated the ability to
function as part of a journalism team.
Elements of the Performance
- Exhibit appropriate professional attitude and behaviour
in relation to team involvement, work ethic, and acceptance of
journalism quality standards
- Use proper channels of authority, when appropriate,
to make suggestions and show initiative in the development and
delivery of journalism content
- Accept and carry out all assigned responsibilities
in an efficient and organized manner
- Provide leadership as required
7. The graduate has reliably demonstrated the ability to
apply a broad knowledge of current events and affairs, and history
to provide a context for journalism.
Elements of the Performance
- Access sources for reliable background information
- Be aware of personal biases and the opinions of
special interest groups
- Recognize the role of journalism in society
- Assess the relationship of past events to current
developments
- Analyze or access analysis of political, business
and cultural trends and their impact on current events
8. The graduate has reliably demonstrated the ability to
develop a realistic view of the journalism field and develop
strategies for personal and professional development to manage job
stress, enhance work performance, and maximize professional opportunities
including self-employment.
Elements of the Performance
- Identify resources and carry out plans that maintain
and encourage personal, lifelong learning
- Recognize the importance of attending relevant
courses, seminars, workshops, and joining appropriate professional
organizations to update knowledge
- Evaluate personal suitability for a variety of
workplace roles
- Solicit constructive feedback to improve all areas
of job performance
- Maintain a current work portfolio
- Use team building skills and conflict management
techniques
- Use a variety of behaviours to adapt to the inevitable
on-job pressures raised by the unpredictable nature of journalism
- Develop freelance skills including writing query
letters and pitching ideas
- Take into account the business context in which
journalists work
9. The graduate has reliably demonstrated the ability to
complete all work in compliance with relevant law, standards,
and the appropriate principles and practices of journalism.
Elements of the Performance
- Practice professional ethics throughout work
- Recognize and respect the legal restrictions that
apply to journalism
- Recognize the degree of independence the journalist
has in the political and business context of a media organization
- Support competence, diversity, and equality in
the workplace
- Promote the potential of journalism for the betterment
of society
- Adhere to relevant national, provincial, and professional
association standards
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III. Generic Skills Standard
All graduates of Journalism – Print Programs must have achieved
the thirteen generic skills learning outcomes listed on the following
pages, in addition to achieving the vocational learning outcomes and
meeting the general education requirement.
The generic skills learning outcomes listed in this program standard
form part of the program standard for each two- and three-year college
program. Additional information about these generic skills learning
outcomes is contained in the Generic Skills Learning Outcomes for
Two and Three Year College Programs in Ontario's Colleges of Applied
Arts and Technology. CSAC: 1995.
Synopsis of the Generic Skills Learning
Outcomes
Journalism – Print Programs
The graduate has reliably demonstrated the ability to
- communicate clearly, concisely, and correctly
in the written, spoken, and visual form that fulfills the purpose
and meets the needs of audiences.
- reframe information, ideas, and concepts using
the narrative, visual, numerical, and symbolic representations
which demonstrate understanding.
- apply a wide variety of mathematical techniques
with the degree of accuracy required to solve problems and make
decisions.
- use a variety of computer hardware and software
and other technological tools appropriate and necessary to the
performance of tasks.
- interact with others in groups or teams in ways
that contribute to effective working relationships and the achievement
of goals.
- evaluate her or his own thinking throughout the
steps and processes used in problem solving and decision making.
- collect, analyze, and organize relevant and necessary
information from a variety of sources.
- evaluate the validity of arguments based on qualitative
and quantitative information in order to accept or challenge
the findings of others.
- create innovative strategies and/or products
that meet identified needs.
- manage the use of time and other resources to
attain personal and/or project-related goals.
- take responsibility for her or his own actions
and decisions.
- adapt to new situations and demands by applying
and/or updating her or his knowledge and skills.
- represent her or his skills, knowledge, and experience
realistically for personal and employment purposes.
The Generic Skills Learning Outcomes
1. The graduate has reliably demonstrated the ability to
communicate clearly, concisely, and correctly in the written,
spoken, and visual form that fulfills the purpose and meets the
needs of audiences.
Explanation
Communicating in a clear, concise, and correct manner requires producing
the written, spoken or visual material that best suits the situation.
Graduates will have developed their ability to analyze their audiences
to identify what is required and to match those needs with the means
that is most appropriate. They will have produced material according
to the style and conventions required, and they will have checked
their products for accuracy and clarity. Finally, graduates will have
used the tools available to them to create and correct their written,
spoken, and visual messages.
Elements of the Performance
- Plan and organize communications according to
the purpose and audiences
- Choose the format (e.g., memo, illustration, video,
multimedia presentation, diagram) appropriate to the purpose
- Incorporate the content that is meaningful and
necessary
- Produce material that conforms to the conventions
of the chosen format
- Use language and style suitable to the audience
and purpose
- Ensure that the material is free from mechanical
errors
- Use the computer technology that will enhance
the production of materials
- Evaluate communications and adjust for any errors
in content, structure, style, and mechanics
2. The graduate has reliably demonstrated the ability to
reframe information, ideas, and concepts using the narrative,
visual, numerical, and symbolic representations which demonstrate
understanding.
Explanation
Responding to messages from many sources requires the ability to receive
and to comprehend what has been received. One way to demonstrate that
comprehension is to reframe, or restate in other forms, the original
message. This requires graduates to have developed the skills to read,
listen to, and observe messages contained within narrative and visual
forms. It also requires the ability to construct unique narrative
and visual representations that are consistent with the original messages.
Elements of the Performance
- Develop and use strategies to read, listen, and
observe effectively
- Clarify what has been read, heard, and observed
- Reproduce original information in other formats
(e.g., written and spoken summaries; tables, figures, charts,
diagrams, maps, drawings, photographs, and computer-generated
graphics; terms represented by numbers; and values represented
by letters or signs)
- Use technology, where appropriate, to aid in reframing
- Evaluate the representation for consistency of
meaning with the original
- Acknowledge the use of material from other sources
according to the conventions of the medium used
3. The graduate has reliably demonstrated the ability to
apply a wide variety of mathematical techniques with the degree
of accuracy required to solve problems and make decisions.
Explanation
Using mathematics effectively in everyday situations requires the
ability to apply a wide variety of mathematical skills accurately.
Graduates will have demonstrated their ability to apply the concepts
of number and space to situations which include quantities, magnitudes,
measurements, and ratios. They will have developed their ability to
identify the need for mathematics, to apply mathematical techniques
(concepts, conventions, strategies, and operations) and to check the
results of their applications. This will require graduates to be flexible
and creative and to be confident in their mathematical skills and
abilities.
Elements of the Performance
- Recognize situations that require mathematics
- Assess potential mathematical strategies (including
models, geometric representations or formulas, elementary algebraic
equations, descriptive statistical methods, and mathematical reasoning)
for suitability and effectiveness
- Decide on the degree of accuracy required for
answers
- Estimate probable answers
- Execute mathematical operations necessary to implement
selected strategies
- Use calculators or appropriate technological tools
to perform mathematical operations accurately
- Check for errors in numerical answers and the
appropriate fit between problems and answers
- Express answers clearly
- Transfer the use of mathematical strategies from
one situation to another
4. The graduate has reliably demonstrated the ability to
use a variety of computer hardware and software and other
technological tools appropriate and necessary to the performance of tasks.
Explanation
Using computers and other technologies as tools to increase productivity
and to enhance tasks requires graduates to have the confidence and
ability to use the tools well. Graduates will have demonstrated the
ability to recognize when computers and other technologies contribute
to completing tasks, solving problems, performing research, and creating
products. They will use the technological tool most appropriate to
the task and use it accurately. Finally, they will have gained confidence
in continuing to learn about and cope with new technologies in the
future.
Elements of the Performance
- Use basic operating system functions competently
(e.g., load software, store, and retrieve data)
- Determine which tasks can best be handled by computers
and other technology
- Select suitable software, equipment, and tools
for the task
- Use the software, equipment, and tools effectively,
correctly, and ethically
- Deal with equipment and software problems and
errors in a logical and systematic manner
- Transfer concepts, knowledge, and skills from
one technology to another
- Evaluate one's own use of hardware, software,
and technological tools
5. The graduate has reliably demonstrated the ability to
interact with others in groups or teams in ways that contribute
to effective working relationships and the achievement of goals.
Explanation
Working in teams or groups in either a work or personal context requires
the ability to assume responsibility for collective duties and decisions.
It also requires interacting effectively with the members of the group.
Therefore, in achieving this outcome, graduates will have demonstrated
their ability to understand and complete the various tasks required
of them as group members. They will also have demonstrated their ability
to understand and respond to others.
Elements of the Performance
- Identify the tasks to be completed
- Establish strategies to accomplish the tasks
- Identify roles for members of the team/group
- Clarify one's own roles and fulfill them in a
timely fashion
- Treat other members of the group equitably and fairly
- Contribute one's own ideas, opinions, and information
while demonstrating respect for those of others
- Employ techniques intended to bring about the
resolution of any conflicts
- Regularly assess the group's progress and interactions
and make adjustments when necessary
6. The graduate has reliably demonstrated the ability to
evaluate her or his own thinking throughout the steps and processes
used in problem solving and decision making.
Explanation
Solving a range of complex problems and dealing with a variety of
tasks require the thinking skills and strategies that will allow graduates
to identify what has to be done and to select and implement the most
suitable approach. In applying thinking skills and strategies, graduates
will have understood the limits as well as the potential of their
own thought processes. As well, in attempting various strategies,
they will have explored styles of thinking that may be new to them.
This will allow graduates to understand the way they think and how
they approach decisions and problems.
Elements of the Performance
- Clarify the nature and extent of problems or required
directions
- Explore various thinking skills and strategies
that could be used
- Identify limits as well as the potential of one's
own thought processes
- Choose and apply thinking skills and strategies
(e.g., inductive and deductive thinking; creative and intuitive
thinking; inquiry; critical thinking; and reflection)
- Evaluate results of the thinking skills and strategies
used in problem solving and decision making
- Appreciate the benefits of the use of alternative
types of thinking
7. The graduate has reliably demonstrated the ability to
collect, analyze, and organize relevant and necessary information
from a variety of sources.
Explanation
Making decisions and completing tasks often requires information that
can be used as support. Graduates, therefore, must be able to access
current, relevant, and useful information and to organize that information
in understandable ways. In achieving this outcome, graduates will
have developed and used strategies to locate and gather a wide range
of information, most particularly through technological means. They
will have learned how to select pertinent information and to sort
it so that it can be displayed in useful formats like databases and
spreadsheets. This information can then be used to support decisions
and to assist in the completion of tasks.
Elements of the Performance
- Identify the nature of the information required
- Investigate sources of information (including
people, text, databases, and the Internet)
- Gather information from the most appropriate sources
using various data collection techniques, including technology
- Examine the information and select what is relevant,
important, and useful
- Employ a variety of techniques to organize the
information (e.g., spreadsheets, databases, graphs, and charts)
- Draw conclusions about how the information can be used
- Evaluate the processes used
- Cite sources according to the conventions of the
medium used
8. The graduate has reliably demonstrated the ability to
evaluate the validity of arguments based on qualitative and
quantitative information in order to accept or challenge the findings of others.
Explanation
With the wealth of numerical and non-numerical information available,
graduates must be able to interpret, understand, and draw conclusions
about what others have produced. Graduates will have used their mathematical
abilities to question the validity of statistics and other numerical
claims. Graduates also will have used their language and critical
thinking skills to analyze the assumptions and evidence that others
use to support more qualitative arguments and conclusions. As a result,
graduates will have developed the ability to question and make decisions
about what they read, hear, and observe.
Elements of the Performance
- Identify conclusions and claims made by others
- Detect any fallacies, biases, misrepresentations,
and assumptions and judge their relevance to supporting arguments
- Check for accuracy and credibility of claims or
arguments
- Be prepared to defend acceptance or rejection
of claims or arguments
9. The graduate has reliably demonstrated the ability to
create innovative strategies and/or products that meet identified
needs.
Explanation
Creating strategies and products that are original and innovative
will require graduates to develop their creative thinking skills to
find alternative ways to address situations. Graduates will have developed
the confidence to use old information in new ways; to see unique relationships;
and to practice the lateral, divergent, and intuitive thinking that
will yield new approaches.
Elements of the Performance
- Analyze needs
- Generate creative ideas for strategies and products
that will meet needs
- Choose alternatives to pursue based on needs and
criteria of projects/plans
- Create strategies/products
- Evaluate strategies/products according to meeting
needs
10. The graduate has reliably demonstrated the ability to
manage the use of time and other resources to attain personal
and/or project-related goals.
Explanation
Achieving task-related goals in their personal and professional lives
requires graduates to use their time, money, space, and other, often
limited, resources as efficiently as possible. Graduates will have
developed their ability to plan and predict ways of achieving goals.
They will have developed and used tools intended to assist in the
process. Finally, they will have attempted to follow their plans and
use the tools, assessing regularly how realistic the goals, plans,
and processes are and adapting when it is necessary.
Elements of the Performance
- Define reasonable and realistic goals
- Use planning tools (e.g., budgets and schedules)
to achieve goals
- Monitor the process and goals and respond to changes
- Use resources (e.g., money, space, and time) efficiently
to accomplish tasks
- Reevaluate goals and the use of resources and
make appropriate adjustments
11. The graduate has reliably demonstrated the ability to
take responsibility for her or his own actions and decisions.
Explanation
Making decisions, taking positions, and completing tasks require graduates
to be accountable for actions taken and to defend their convictions.
Graduates will have demonstrated their ability to evaluate what they
do and why they do it. They will have taken into consideration their
individual values, beliefs, and opinions and the effects these have
on their actions. Not only will graduates be able to justify their
decisions, they will be able to advocate positively on behalf of themselves.
Elements of the Performance
- Review the results of one's actions and decisions
- Reflect on the processes and practices used
- Identify any errors and make corrections
- Identify successes for adaptation to other situations
- Account for how one's own values and beliefs affect
actions and decisions
- Evaluate and act upon constructive feedback
- Be prepared to defend decisions made and actions taken
12. The graduate has reliably demonstrated the ability to
adapt to new situations and demands by applying and/or updating
her or his knowledge and skills.
Explanation
Transferring skills from one context to another enables graduates
to be lifelong learners. Graduates will have developed the confidence
to know that their current skills are applicable to a range of changing,
novel, and unexpected situations. They will have demonstrated their
ability to reflect on what they can do, match those skills to the
new demands, and apply previous skills or develop the additional ones
that will make them as effective in the new situations.
Elements of the Performance
- Assess current skills, knowledge, and learning styles
- Identify skills and knowledge required for new
situations
- Adapt current skills and knowledge to new situations
- Identify new skills and knowledge required
- Choose the most appropriate learning and working
styles to acquire new skills and knowledge
- Evaluate success of the processes and actual adaptations
13. The graduate has reliably demonstrated the ability to
represent her or his skills, knowledge, and experience realistically
for personal and employment purposes.
Explanation
Preparing for changes in their personal and professional lives requires
graduates to assess and present their accomplishments and abilities.
In achieving this outcome, graduates will have developed their ability
to reflect on what they have done and learned. They will also have
summarized their abilities in ways that are attractive and useful
to potential recipients. These ways may include portfolios and resumes.
Finally, graduates will have developed the skills to present themselves
and their accomplishments personally and with confidence.
Elements of the Performance
- Summarize one's own skills, knowledge, and experience
realistically
- Choose formats (e.g., resume, portfolio, and interview)
which best display skills, knowledge, and experiences according
to the situations
- Evaluate responses to the representations and
make any adjustments
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IV. General Education Standard
All graduates of Journalism – Print Programs must have met
the general education requirement described on the following pages,
in addition to achieving the vocational and generic skills learning
outcomes.
The General Education Requirement
The Government of Ontario has established that each college postsecondary
program shall include a minimum of one three-hour-per-week general
education course of approximately 45 instructional hours per semester.
Learners should experience a breadth of goals through their general
education studies; and, wherever possible, they should have the opportunity
to exercise choice in the selection of their general education courses.
This general education requirement is an integral component of the
Journalism – Print Program Standard, along with the vocational
and generic skills learning outcomes.
The general education requirement shall be met consistent with
the following guiding principles:
- General education in the colleges shall identify
and deal with issues of societal concern in a manner relevant to
the lives of students. General education courses shall be structured
in such a way as to guide students through the historical context
of such issues, their theoretical bases, and application to contemporary
life.
- All general education courses offered in the colleges
shall be designed to provide benefits to one or more of the three
areas: learners' personal growth and enrichment, informed citizenship,
and working life.
- An essential component of the mission of Ontario's
colleges is the encouragement and support of continuous learning.
This commitment to lifelong learning shall be reflected in each
of the general education courses offered in the colleges.
General education appropriate for Ontario colleges is defined as
those postsecondary learning experiences that enable learners to meet
more effectively the societal challenges which they face in their
community, family, and working life. General education in the colleges
provides learners with insight into the enduring nature of the issues
being addressed and into their particular relevance to today and the
future. It is intended to encourage and support continuous learning.
It is delivered as discrete courses which are designed to address
one or more of the following goals and associated broad objectives
established for general education:
Goals and Broad Objectives
1. Aesthetic Appreciation
understand beauty, form, taste, and the role of the arts in society
Broad Objectives
- develop critical awareness of the arts in society
- perceive and evaluate the role of the arts
- heighten critical appreciation through development
and application of personal and formal judgment factors
2. Civic Life
understand the meaning of freedoms, rights, and participation in
community and public life
Broad Objectives
- develop knowledge of the structure and function
of governments in Canada: legislative, judicial, and administrative
arms; roles of elected officials and public servants; and a personal
awareness of citizen responsibility
- develop historical understanding of major issues
affecting Canadian politics and a critical awareness of related
public policy
- develop awareness of international issues and
their effects, and the place of Canada in international communities
- develop awareness of the history, significance,
and organization of the voluntary sector in community life
3. Cultural Understanding
understand the cultural, social, ethnic, and linguistic diversity
of Canada and the world
Broad Objectives
- develop an understanding of cultural identity
by linking personal history to broader cultural study
- develop an understanding of the diversity of cultures
and subcultures represented in Canadian society and of their interactions
within the Canadian society
- develop intercultural understanding through reasoned
reflection on various cultures' responses to universal human issues
4. Personal Development
gain greater self-awareness, intellectual growth, well-being, and
understanding of others
Broad Objectives
- consider one's expectations and values and analyze
their impact on personal goals
- apply an understanding of the individual and human
development to personal life and relationships
- integrate the concept of well-being into one's
lifestyle
- understand oneself as a learner and articulate
one's own learning style
5. Social Understanding
understand relationships among individuals and society
Broad Objectives
- develop informed understanding of social organization
and institutions and of ongoing issues in relationships between
individuals, groups, and societies
- develop informed understanding of social trends,
social change, and social problems and of implications for social
and personal response
- develop informed understanding of contemporary
social problems and issues
6. Understanding Science
appreciate the contribution of science to the development of civilization,
human understanding, and potential
Broad Objectives
- develop an understanding of the history, philosophy,
contributions, perspectives, and limitations of the sciences
- develop an understanding of the scientific method
and its uses in measuring quantifiable entities and confirming
laws of nature
7. Understanding Technology
understand the interrelationship between the development and use
of technology and society and the ecosystem
Broad Objectives
- relate implications of current transformations
in technological knowledge and development to our physical and
biological world
- develop awareness of ethical positions on enduring
issues regarding the place of the human species in the physical
and biological world
8. Work and the Economy
understand the meaning, history, and organization of work; and
working life challenges to the individual and society
Broad Objectives
- set personal expectations for efficiency, effectiveness,
ethics, and rewards and reconcile them with the changing work environment
- apply knowledge of the organization and structure
of work, its institutions, and history; and of social and cultural
attitudes to work
- develop an understanding of the changing nature
of work and the economy
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