|
|
Biotechnology Technician Program Standard
| |
The approved program standard for four-semester
Biotechnology Technician Programs approved by the Ministry of Education
and Training (MCU Code 51304) for delivery by Ontario Colleges of
Applied Arts and Technology
Ministry of Education and Training, March 1999
© 1999,
Ontario Ministry of Education and Training
ISBN 0-7778-8722-3 |
|
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 Chemical Technology Program Standards
Committee: Alex Bamford, Imperial Oil; Michael Brodsky, Ontario
Ministry of Health Lab Services Branch; Bruce Bunker, Durham College;
Pauline Dykes, Sheridan College; Denis Grant, Hospital for Sick
Children; Carol Henrikson, Lambton College/OACETT; Roger Laplante,
St. Clair College; Jean Rock Maltais, La Cité
Collégiale; Dan McClean, Centennial College; Brenda McLay,
Near North Laboratories; Randy Moggach, Canadore College; Bob Norwood,
St. Lawrence College; Nicole Ranger-Rivet, Collège Boréal; Laurian Robert, Agriculture Canada;
Laurel Schollen, Seneca College; Ishwar Singh, Mohawk College; George
Zelmanovits, Novopharm Ltd. and, in addition, Peter Brown, Canadore
College; Janice Green, Pinchin Environmental; and Dan Nolan, BASF
Canada, who assisted the committee in its early stages.
- The many individuals and organizations who participated
in consultations with the pilot project and the secondee who led
the development of the vocational standard: Ruth Rodgers, Fanshawe
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.
|
This document is the Program Standard for Biotechnology
Technician 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 51304.
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
Biotechnology Technician 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.
|
Table of Contents |
All graduates of Biotechnology Technician 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
Biotechnology encompasses several science disciplines including
cell biology, chemistry, physics, molecular biology, genetics,
biochemistry, microbiology, and fermentation studies. A
major goal of biotechnology is to produce goods and services
that are commercially viable. Graduates of Biotechnology
Technician programs may conduct physical, chemical, biochemical,
and microbiological analyses, under supervision, in quality
control and related areas for government agencies and in
a broad range of industries such as food, cosmetics, pharmaceuticals,
and environmental protection.
There are opportunities for graduates to pursue further
educational or professional qualifications. Through articulation
agreements between the colleges, universities, and professional
organizations, graduates may be granted credits toward relevant
degrees or certification. Students should contact their
individual colleges for further details on a college's articulation
agreements with other institutions or professional associations.
In Canada, the national and provincial associations of
professionals working in this field have created, published,
and endorsed educational standards that define an entry
level requirement for graduates who wish to enter this profession.
The program standard that follows is based on those detailed
requirements as well as input from appropriate stakeholders
in a broad-based consultative process.
|
Table of Contents |
Please see the Glossary of Terms
for definitions of words marked with an asterisk (*) in the
sections below.
Synopsis of the Vocational Learning
Outcomes
Biotechnology Technician Programs
The graduate has reliably demonstrated the ability to
- apply chemical, biological, and physical concepts
to the completion of assigned duties in a biotechnology environment.
- conduct quantitative and qualitative analyses
and tests using appropriate laboratory procedures.
- conduct standard cell culture procedures under
aseptic conditions for use in quality control, research, product
development, or manufacturing in a biotechnology environment.
- conduct routine molecular biology procedures
for use in quality control, research, product development,
or manufacturing in a biotechnology environment.
- conduct routine laboratory duties in compliance
with law, legislation, regulations,* policies, and procedures
relevant to occupational health, safety, environmental, and
ethical practices.
- prepare, maintain, and communicate scientific
data effectively.
- contribute to management practices in the biotechnology
workplace.
- develop a plan for continued professional
growth.
- recognize the scope, nature, and ethical implications
of biotechnology, and its influence on society.
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 chemical, biological, and physical concepts to the
completion of assigned duties in a biotechnology environment.
Elements of the Performance
- Apply knowledge of the basic principles of chemistry,
bonding, and basic elemental concepts related to the periodic
table
- Apply the knowledge of the basic principles of
organic, inorganic, analytical, and physical chemistry
- Apply knowledge of the basic principles of cell
biology, microbiology, genetics, and biochemistry
- Apply knowledge of the basic principles of applied
physics such as optics, electromagnetic radiation, fluids, gas
properties, and mechanics
2. The graduate has reliably demonstrated the ability to
conduct quantitative and qualitative analyses and tests
using appropriate laboratory procedures.
Elements of the Performance
- Operate, maintain, and calibrate equipment
- Conduct basic laboratory operations
- Exhibit manual dexterity
- Prepare chemistry solutions using established
protocols
- Conduct basic bioassay methods in enzymology,
immunology, and microbiology
- Purify macromolecules using chromatographic and
electrophoretic procedures
- Use a variety of microscopic methods to analyze
samples/test materials
3. The graduate has reliably demonstrated the ability to
conduct standard cell culture procedures under aseptic
conditions for use in quality control, research, product development,
or manufacturing in a biotechnology environment.
Elements of the Performance
- Conduct cell transformation as required
- Prepare, maintain, and preserve plant, animal,
and microbial cultures
- Prepare and dispose of culture media appropriately
- Assist in fermentation processes as required
4. The graduate has reliably demonstrated the ability to
conduct routine molecular biology procedures for use in
quality control, research, product development, or manufacturing
in a biotechnology environment.
Elements of the Performance
- Conduct extraction and purification of DNA/RNA
- Conduct DNA/RNA manipulatons such as cloning/subcloning,
sequencing, and gene amplification
- Use basic DNA/protein analysis computer software
- Conduct electrophoretic, blotting, and hybridization
techniques
5. The graduate has reliably demonstrated the ability to
conduct routine laboratory duties in compliance with law,
legislation, and regulations,* policies, and procedures relevant
to occupational health, safety, environmental, and ethical
practices.
Elements of the Performance
- Follow good laboratory practices in accordance
with accepted principles of quality assurance
- Adhere to procedural health, safety, and waste
management requirements
- Act in accordance with ethical standards
6. The graduate has reliably demonstrated the ability to
prepare, maintain, and communicate scientific data effectively.
Elements of the Performance
- Produce and maintain accurate records using manual
and computer-based methods
- Use computer software such as spreadsheet, database,
or statistical software to manipulate data
- Conduct appropriate literature searches
- Produce short technical documents and presentations
- Present results clearly and concisely using
oral, written, graphic, or electronic formats
7. The graduate has reliably demonstrated the ability to
contribute to management practices in the biotechnology
workplace.
Elements of the Performance
- Maintain inventories
- Use economy of time, effort, and materials to
complete assigned tasks
8. The graduate has reliably demonstrated the ability to
develop a plan for continued professional growth.
Elements of the Performance
- Identify strategies for continued professional
development
- Be prepared to work in a variety of practice
locations and types
- Keep up-to-date by reading relevant literature
- Develop plans to upgrade skills as required
by technological change
- Be aware of the role of professional associations
and certification
- Apply self-knowledge of strengths, weakness,
and goals to improve own professional competence
9. The graduate has reliably demonstrated the ability to
recognize the scope, nature, and ethical implications of
biotechnology, and its influence on society.
Elements of the Performance
- Interact professionally with colleagues and organizations
- Recognize the breadth and scope of the commercial
and corporate applications of biotechnology
- Recognize the role of biotechnology in relation
to other technologies and disciplines
- Recognize the ethical issues related to biotechnology
|
|
Glossary of Terms
- Law, legislation, regulations
- all relevant federal and provincial law, e.g., Atomic Energy
Control Board, Occupational Health and Safety Act, Workplace
Hazardous Materials Information System (WHMIS).
|
|
III. Generic Skills Standard
All graduates of Biotechnology Technician 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
Biotechnology Technician 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
ving 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 /li>
- 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
|
|
All graduates of Biotechnology Technician 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 Biotechnology Technician 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
|
|
|
COLLEGES OF APPLIED ARTS AND TECHNOLOGY
