Re: Geography Co-op proposal

College of Social and Applied Human Sciences Macdonald Institute - 50 Stone Road East Guelph, Ontario, Canada N1G 2W1 T 519-824-4120 x 52400 [email protected] uoguelph.ca/csahs

January 20, 2020 Dr. Cate Dewey Associate Vice-President Academic University of Guelph Dear Cate, Re: Geography Co-op proposal I am writing to express my support for the proposed addition of a co-op option to the existing major in Geography. Adding a co-op option to Geography is part of our ongoing commitment to enhancing experiential learning and work-integrated learning in the College. In addition, the addition of the co-op to Geography will make this major more attractive to undergraduate students and help differentiate it from competitor programs. We are confident that students in the co-op will be able to find work placements from a wide variety of employers. The addition of the GEOG co-op is part of the College’s plan to increase our capacity to deliver experiential learning opportunities for our students. As such, it fits with the University’s overarching commitment to experiential learning, and our commitments to the government of Ontario to provide students with experiential/workplace type opportunities before graduation. The College is expanding co-op offerings in a number of different programs, and the addition of a co-op in the GEOG program is an important step in that process. We are very excited about the College’s development of co-op options within the Bachelor of Arts, and look forward to working with both the department and the Experiential Learning Hub on the implementation of this program. Yours sincerely,

Dr. Gwen Chapman Dean, College of Social and Applied Human Sciences

mailto:[email protected]

Department of Geography, Environment and Geomatics Hutt Building - 50 Stone Road East Guelph, Ontario, Canada N1G 2W1 T 519-824-4120 x 53090 [email protected] uoguelph.ca/geography

January 23, 2020 BA Program Committee

RE: Geography Program changes, course changes, and addition of a co-op option

Dear all,

I am supplying this letter as part of the documentation to accompany the Department’s proposal for a co-op option in the undergraduate major in Geography, along with carefully considered changes to the regular program (to which our co-op is aligned) as well as targeted course-level changes. As you know, our hope and belief is that the creation of a co-op version of the existing major will be welcomed by students, current and prospective, who have been expressing a desire for this option for some years now. The creation of this program meshes well with strategic visioning in both the Department and the College, and is an initial step in a wider update and transformation of our undergraduate and graduate programs over the next few years. I am aware that the launch of a co-op stream in the Geography program carries resourcing implications at both the university and departmental levels. With respect to the latter, staffing/coordination support for the co-op major will be provided through the combined efforts of lead faculty in our Department. Should growth in the new co-op major exceed the capacity of this blended approach we will explore alternative arrangements at that time.

Thank you very much for moving this initiative forward.

Sincerely,

Wanhong Yang Chair

mailto:[email protected]

Geography Society Approval of Co-op

Upon the conversation during our regularly scheduled meetings, the students within the society have arrived at a unanimous decision regarding the proposed Geography BAH co-op program. We support this change, and are enthusiastic with regards to the concept. The act of bringing the co-op experience to that of the geography major is an excellent decision that will likely benefit the department and students in two significant ways:

1. Students that have the opportunity to participate in co-op will undoubtedly have a

greater connection to their studies and have the potential to find employment more in-line with their individual passions and talents.

2. A greater number of students will find interest in the geography program at the University of Guelph, which will contribute to the success of the program as a whole.

By creating this setting in which students can branch out and make stronger connections with their studies, as well as the working world, the department is contributing to the success of its students and the University. Thank you for the opportunity to contribute to this proposal. On behalf of the Geography Society, I wish you the best. Zane White, Geography Society - President

1 Major Modification Brief 2021-2022

Senate-Board of Undergraduate Studies MAJOR MODIFICATION BRIEF 2021/2022 Undergraduate Calendar

Program/Specialization Name and Administration

Current Program/Specialization Name:

If changing, Proposed Program/Specialization Name:

Indicate the Sponsoring Department/School and College(s):

Indicate the office(s) responsible for academic counselling.

Proposed Revision

Provide a brief summary of the proposed major modification.

BAH Geography (BAH.GEOG)

BAH Geography (BAH.GEOG) BAH Geography Co-op (BAH.GEOG:C)

Department of Geography, Environment and Geomatics College of Social and Applied Human Sciences (CSAHS)

The Bachelor of Arts Counselling Office (BACO) will provide academic counselling for students in the Geography major. Additionally, there are two appointed department-level faculty members that act as Faculty Advisors. Co-op Coordinators undertake job development in a specific discipline area, advise students in regard to their activities in the employment process for the co-op work term, and, in partnership with the Co-op Employer, monitor student progress over the co-op work term, including discussion of learning goals during work term site visits.

This form proposes the addition of a co-op option for the existing Geography major. The structure of the proposed changes follows the proposed changes for the Geography major closely (see accompanying Form D), with the notable addition of 4 work terms (3 required, 1 optional) as well as the addition of co-op preparatory courses (COOP*1100).


Rationale

Explain the rationale for modifying the existing program. Why are these changes necessary? What does the program seek to accomplish by implementing these changes?

If any of the changes have been developed as a result of recommendation(s) from a cyclical program review indicate which changes and the associated recommendation(s).

Graduates of the BA major in Geography bring a diverse background and adaptive skill set to the job market. This includes, among many others, the ability to work between qualitative and quantitative methods (especially geographic information systems or GIS), the ability to think across geographic scales, and the ability to integrate natural and social sciences. Geographers find themselves in a wide range of professions, from program staff at community organizations, sustainability coordinators in municipalities, policy analysts in government, and GIS specialists (see https://www.cag-acg.ca/jobs-careers for more examples). Attaining this sort of professional employment often requires training and workplace experience. The Department views the addition of this co-op to the Geography Major as a primary pathway to ensure students have an opportunity for direct hands-on work experience throughout their undergraduate studies, positioning them for more immediate success. Geographers are in demand and we want to ensure that University of Guelph’s Geographers are among the most visible. In turn, the addition of the co-op option will help ensure the long-term success of the major. The Department’s experience at recent University recruitment events, such as the Ontario University Fair and Fall Preview Day, reveal an interest in the geography field, but that prospective students would be more inclined to enroll in the program if a co-op option was available. This is due to the fact that students recognize the value of workplace experience related to their field of study in building their careers. Current students in the Geography major, as well as students involved with the University of Guelph Geography Society, have shown an interest in having a co-op option in this field and have discussed the positive benefits it could bring to their studies. Our recent survey of existing students, completed in 2017, revealed a strong desire for more opportunities to learn outside the classroom and more exposure to professions and professional experiences. The development of a co-op option in the Geography major is a direct response to this measured demand.

n/a

https://www.cag-acg.ca/jobs-careers

https://www.cag-acg.ca/jobs-careers


Consistency with the University’s Mission, Strategic Framework, and Strategic Mandate Agreement

Identify its relationship to the plans of the Department/School and College, the University’s Strategic Framework and the approved Strategic Mandate Agreement (SMA).

“The University of Guelph Senate affirms its commitment to an inclusive campus and fostering a culture of inclusion at the University of Guelph as an institutional imperative, acknowledging the University’s diverse population and that every member of an inclusive campus is a valued contributor.” (Fostering a Culture of Inclusion at the University of Guelph: an Institutional Imperative, April, 2017). This includes assurances that issues of equity, diversity, and accessibility are considered in the development and delivery of curriculum. Discuss the ways in which inclusion is considered in this proposal. For assistance, contact the Associate Director, Open Learning and Educational Support or the Office of Quality Assurance.

The University of Guelph’s Strategic Mandate Agreement highlights the significance of providing students with experiential learning opportunities to develop the student as a whole and provide them with a high impact education. A co-op program would allow Geography students to enhance and apply the skills learned in the classroom such as inquiry, community connection, and professionalism, in a workplace setting. This is also meeting the goals of the CSAHS Strategic Plan 2017 in expanding experiential learning opportunities that allow students to link theory into practice, increase their engagement inside and outside of the classroom, and enhance their overall time as an undergraduate student at the University of Guelph. Historically, the BA in Geography has not secured as many students as it is able to accept, specifically because of the lack of direct workplace experience opportunities available to prospective students. CSAHS has been working to enhance the University’s commitment to experiential learning to continue to positively affect the University’s culture while striving to maintain strong enrolment targets. Therefore, the proposed addition of the co-op option to the BA in Geography will enhance the program’s competitiveness across postsecondary institutions in Ontario.

https://www.uoguelph.ca/diversity-human-rights/sites/uoguelph.ca.dhr/files/public/Inclusion%20Framework%20Endorsed%20April%202017.pdf

https://www.uoguelph.ca/diversity-human-rights/sites/uoguelph.ca.dhr/files/public/Inclusion%20Framework%20Endorsed%20April%202017.pdf


The CSAHS Strategic Plan includes the following response to affirm the College’s commitment to an inclusive learning environment: The College of Social and Applied Human Sciences will respond to this challenge by supporting University-wide initiatives and, where appropriate, taking College-specific actions to foster diversity and inclusion in the College. A steering committee led by the Dean with representation of faculty, staff, and graduate and undergraduate students will be formed to direct these processes. Specific areas to be addressed may include representation of minority and marginalized populations within our workforce and student body, development of resources to promote the success of underserved populations, support for faculty/staff training to increase cultural competence and awareness of diversity, and review of College policies, practices, and actions to ensure alignment with principles of inclusion. Specifically within the BA in Geography, principles of equity, diversity, and accessibility are embedded throughout the curriculum and program delivery. Students are taught to have an open-mind while understanding that multiple viewpoints will exist as they examine critical issues in today’s society. Students will learn how to work with differing viewpoints in order to address the issue at hand. Moreover, the following courses specifically embed these principles in their delivery:

GEOG*1200 introduces students to interpretations of cultural landscapes and challenges students to examine issues relating to social welfare.

GEOG*1220 provides an overview of the changing relationships in society and their impacts on the environment, while exposing students to issues of equity by contrasting the experiences of people living in developing countries compared to the Western world.

GEOG*2510 introduces the concept of regionalism and illustrates its strengths and limitations while examining Canada through a regional lens, and builds student expertise in four areas: Indigenous Peoples; Colonialism and Colonial Processes; Territorial Expansion and Nation-Building; and Regionalism, Resources, and Politics.

GEOG*3020 explores the interactions of bio-physical processes with human socio-economic dynamics, including policy initiatives.

GEOG*3050 examines different theoretical and policy perspectives of urbanization and urban development, as well as social, economic and environmental living conditions in cities of the Global South.

GEOG*3090 introduces feminist scholarship and perspectives to explore men and women's experiences with both the natural and built environment.

GEOG*3490 provides an integrative perspective on tourism, addressing diverse interactions between people and tourist resources.

The Department of Geography, Environment and Geomatics is committed to providing an inclusive and accessible learning environment and will continue to work with Student Accessibility Services and the Aboriginal Resource Centre to further provide learners with the tools and strategies needed to be successful throughout their program of study. The Experiential Learning Hub will provide co-op specific supports, in addition to the co-op faculty advisor within the Department.


Program Learning Outcomes and University of Guelph Learning Outcomes

Include the Learning Outcome Alignment Template with this submission. The “LO Alignment Template” is available for download on the Learning Outcomes website (refer to the tab under Undergraduate LOS).

If the learning outcomes are significantly modified from those established for the existing program, or new outcomes are added: Outline and describe how the revised learning outcomes enhance, overall, the undergraduate curriculum.

The proposed addition to the BA in Geography will build on the current program learning outcomes. Additional co-op specific learning outcomes have been identified, below, in order to specify the specific objectives of completing the designated co-op work terms. Specifically, any learning outcome related to developing professionalism, ethics, communication and teamwork can be enhanced in a workplace setting, although not exclusive to the co-op option.

The BA in Geography is centered around investigating real-world problems and solutions. This can be accomplished in a theoretical way in a classroom setting but is further authentic and realized through additional hands-on experiences in order to investigate those problems to generate solutions in improving life.

Graduates of the Bachelor of Arts in Geography program will demonstrate the ability to:

1. Observe and communicate Earth as an integrated human-environment system by examining and describing dynamic flows, interactions, and exchanges at different spatial and temporal scales.

2. Identify and assess diverse sources of knowledge, arguments, and approaches pertinent to exploring human-environment relations.

3. Collect and analyze geographical data and interpret its significance within the context of human-environment change and challenges.

4. Communicate spatial data, relationships and frameworks in oral, written and visual forms, including the use of maps and geographic information systems (GIS).

5. Analyze, evaluate, and reflect on solutions to geographical questions and human-environment change in diverse settings (e.g. classroom, lab, field, community).

6. Investigate complex real-world challenges affecting local, regional, and global communities and apply a diverse skill-set to formulate solutions.

7. Describe and illustrate the importance of holistic, integrative human-environment perspectives in geographic inquiry at local, regional, and global scales.

Co-op Learning Outcomes

8. Apply inquiry, analysis and problem-solving skills to address geographical problems in a real-world and professional setting.

9. Demonstrate personal and professional integrity when considering diverse views and geographic perspectives.

10. Reflect on work-integrated learning and connect professional experience to theories and concepts in geography.

http://www.uoguelph.ca/vpacademic/avpa/outcomes/


Indicate how the identified outcomes will be assessed and in which specific courses.

Course Code Learning Outcome

Details

All Core Courses: GEOG*1200, GEOG*1220, GEOG*1300, GEOG*2000, GEOG*2110, GEOG*2210, GEOG*2230, GEOG*2260, GEOG*2460, GEOG*2480, GEOG*3480, and GEOG*4880

LO 1,2 We have designed the ‘core’ requirements of the Major to ensure students receive integrated learning across the natural and the physical sciences. At the 1000-level, students are introduced to the concepts embedded within these learning outcomes. They’re reinforced in the 2000-level (GEOG*2000, GEOG*2110, GEOG*2210) and then mastered in subsequent 2000-level courses and in GEOG*3480 and GEOG*4880.

GEOG*1300, GEOG*2260 GEOG*2460, GEOG*2480, and GEOG*3480

LO 3,4, 5 Students receive training in, and are assessed through, physical geography labs (GEOG*1300); computer labs (GEOG*2480, GEOG*2460, GEOG*3480) and community-engaged seminars (GEOG*2260). Collectively, this set of courses provides training in qualitative and quantitative methods that can be advanced through restricted and free electives as the student chooses.

GEOG*2000, GEOG*2110, GEOG*2030, and GEOG*3020

LO 6 These courses require students to apply training and concepts to real-world challenges through carefully crafted assignments. For example, in 3020, students are asked to apply a conceptual framework to assess the adaptive capacity of a particular community or sector in the face of global environmental change, and in turn to provide recommendations on climate adaptation strategies that are most appropriate for that context. In GEOG 2110, students work with real climate data to identify and describe key trends in climate exposures.

GEOG*4880 LO7 By GEOG*4880 students are expected to have mastered our learning outcomes and are assessed through small seminars and in critical analysis assignments (including essays).

Co-op specific LOs will be achieved in COOP*1100 as well as through work term requirements.


Identify the appropriateness of the proposed method(s) of assessment in evaluating student progress and achievement of the learning outcomes.

LO 1,2 Knowledge checks, including multiple choice questions and short answers. These are appropriate to assessing rote knowledge – i.e., the extent to which students have memorized and internalized information about human-environment systems and pertinent knowledge systems.

LO 1,2 Written assessments, including long answers and reflective essays and reports. These are appropriate to assessing a student’s ability to apply (not simply memorize) content and theories about human-environment systems.

LO 3,5,6 Independent research in drafting reports, which includes raw data collection (e.g., GEOG*1300, GEOG*2260). These are appropriate ways of assessing the extent to which a student is able to collect data, analyze data, and investigate human-environment systems

LO 4 Original figures/tables; poster presentations; oral presentations, which are all appropriate means to assess a student’s ability to communicate effectively, using tools in addition to text/writing.

LO 7 Reflective essays are appropriate means through which we can assess a student’s ability to reflect on their own knowledge

LOs 7, 8,9,10

Co-op work term report, which will include a reflective component and therefore address LO 7, as well as the Co-op specific Los.

Co-op specific LOs will be achieved in COOP*1100 as well as work term requirements.


Identify which of the five University of Guelph Learning Outcomes are particularly addressed and how the proposed modified program supports student achievement of the Learning Outcomes.

Literacy: Literacy skills are developed in part through reading scientific literature. These readings will be in various forms (e.g. journal articles, government documents, etc.) in order to expose students to different sources of data and information and challenge them to assess their validity. Global Understanding: Geography is centred around global-scale human environment issues which can be found throughout all years of study. Students are taught to have an open-mind and understanding that multiple viewpoints will exist as they grapple with issues affecting the global community. Students will learn how to work with multiple viewpoints in order to effectively examine real-world issues. Critical and Creative Thinking: Critical thinking is addressed throughout the major in multiple ways. Students are asked to discuss current human-environment issues, such as climate change and issues with food security, and use a critical and creative lens to analyze the situation in order to develop solutions. Once a base knowledge has been established in 1000 and 2000-level courses, students are able to develop their critical and creative thinking through collaborative assignments and research projects in their 3000 and 4000-level courses. Lastly, this is further enhanced throughout the co-op work terms. Communication: Oral and written communication skills are developed through all years of the program. These skills are taught through lab reports, oral presentations, written assignments, and other assignments where students are challenge to communicate using different mediums, including maps. Students also have the opportunity to apply the skills with the Geography Field Course (GEOG*4690), where they are asked to write and present a report on a selected topic relating to a real-world problem. Students in the co-op option will enhance their communication skills through critical reflection in the co-op work term reports. Professional and Ethical Behaviour: Especially in the co-op program work-terms and reports, students will engage in and through work-place settings to develop skills in this area. COOP 1100 will position them for success, and their work-term reports will provide an opportunity to reflect on their learnings. Many courses in the regular program, namely GEOG 2260 and GEOG 3020, routinely involve community-focused learning and some interaction with a community partner. In these cases, students are prepared to work with community partners and, over the course of the project, apply those learnings to develop skills in this area.


Identify any distinctive curriculum aspects, program innovations or creative components.

Identify how the curriculum addresses the current state of the discipline.

Deep integration of natural sciences and social sciences. This is reflected in the design of our core requirements with courses that are firmly embedded in social sciences (GEOG*1200, GEOG*2030) and courses firmly embedded in natural sciences (GEOG*1300, GEOG*2000, GEOG*2110). This is also reflected in courses that integrate the two directly (GEOG*1220, GEOG*3020, GEOG*4880). Incorporation of spatial technologies into diverse skill sets. Students learn to incorporate qualitative methods (e.g., policy analysis) and field analysis (e.g., soil moisture readings) into geographic information systems and remote sensing. Experiential learning. Students are taken into the field to examine field and laboratory techniques first-hand (e.g., GEOG*2000). At a more advanced level, our optional field course (GEOG*4690) provides students an opportunity to carry out a research project off-campus. The integration of a co-op option will enhance this curriculum aspect. Research intensive, and integrating research into teaching. Many faculty members in the Department of Geography, Environment and Geomatics have government, private sector, and NGO-based research funds which have traditionally provided summer work opportunities, often in the role of summer student research assistantships for some of our undergraduate students. It is anticipated that the co-op stream of students will also benefit from these research opportunities. Flexibility. Students are expected to receive substantive foundational training throughout their 1000 and 2000-level courses. Yet, our program has few ‘required courses’ at the 3000 and 4000 level. This allows students the opportunity to choose a (set of) thematic area(s) that they are passionate about through careful and strategic selection of their electives.

The curriculum offers foundational courses based on recent developments in physical and human geography, and emphasizes contemporary issues confronting the field (e.g. global climate change; human-environment relations; and the challenges associated with the volume of geographic data and the ethics involved in its collection, storage, and analysis; issues related to the incorporation of emerging geographic technologies in society). Each of the core Geography faculty are actively involved in advancing their individual fields of research and are recognized as national/international scholars. There are many examples of how the faculty integrate their own state-of-the-science research in their undergraduate teaching. For example, the in-house development of our lab equipment, such as the stream table or LiDAR sensor table, is used by students daily to gain hands-on experience. Students in the Geography major have opportunities throughout their degree programs to learn using these advanced geographic tools. Our curriculum exposes students to thought and practice in physical and social sciences and also ‘critical scholarship’, throughout the curriculum. This ensures students are mindful of, and capable of engaging with, diverse knowledge systems.


If the major modification is a new Co-op option to an existing undergraduate major, the proposal must address: 1) the proposed Learning Outcomes for work term reports 2) work term report guidelines for students 3) implementation planning including answers to the following questions: When is the first intake? Does the first intake include in-course students? When will the first work terms begin? Will work terms begin before S21? If so, has CECS confirmed that they will be prepared for an earlier offering of work terms? Contact the Director, CECS for more information.


Learning Outcomes for Work Term Reports The following LOs are focused in problem solving and critical thinking, communication, professional and ethical behaviour, science application, and professional development.

1. Apply inquiry, analysis and problem-solving skills to address geographical problems in a real-world and professional setting.

2. Demonstrate personal and professional integrity when considering diverse views and geographic perspectives.

3. Reflect on work-integrated learning and connect professional experience to theories and concepts in geography.

Work Term Report Guidelines Our philosophy and approach: The model for work term report guidelines has two key elements: 1) a scaffolding approach to LOs, in that early work term reports address more basic (LO1) to more complex (LO3) LOs; 2) will balance personal reflection with clear articulation of the integration between their academic program and their workplace learning. We recognize that the bulk of credit for a work term comes from the job itself, not for the report only. And so we have taken balanced rigor and meaningful reporting with managing time commitments. Summary and General Guidelines: Work-term I report: Approximately 2500 word report that identifies at least one instance in which the student applied inquiry, analysis and problem-solving skills they learned in class to a real world setting. That is, they will be asked to identify the specific ways in which specific courses provided either conceptual or methodological supports for their experience in the field. In addition, we will ask that the student reflect on how this integration of course-work and practical application contributed to the student’s personal and professional integrity. To include a title page with descriptive information (title of report, name, student ID, name of employer, work term) as well as a table of contents. Work term II report: Approximately 2500 word report that discusses / reflects on the role of the University in preparing students for professional life, and the role of the university in ‘job training’. We will ask that the discussion is based on instances, from their experience, of how their course knowledge and ‘scientific knowledge’ was supported by / enhanced by / critiqued by knowledge(s) ‘in the field’ and ‘in the community’ (e.g., discuss the relationship between scientific knowledge and local knowledge / Indigenous knowledge systems using examples from their experience). To include a title page with descriptive information (title of report, name, student ID, name of employer, work term) as well as a table of contents. Work-term III (and IV) report: Professional presentation of approximately 20 minutes that reflects on the challenges and the key takeaways from their program, based on their overall experience across all four work terms. Specifically, students will be asked to reflect on the following: what would you tell an incoming student about this co-op experience (what do you wish you had known before getting into the work term)? What surprised you the most over the years? How can the University and Department better support co-op students? This report will take the form of a presentation, to be submitted to the faculty advisor and then delivered in a forum that is open to all faculty and co-op students, especially those students who would be entering into their first work term in the summer.


For professional program areas, identify congruence with current accreditation and regulatory requirements of the profession and include any formal correspondence with accrediting bodies.

Program Requirements

Outline the modified program (course and additional academic) requirements, including the elements listed below. Proposed Schedule of Studies Students are required to complete the first four work terms. The fifth work term is optional and if completed would equal 22.50 credits. Students would take this option if they wish to, and are able to, extend their co-op opportunity or find a new co-op opportunity. The sequencing allows students time to pick up crucial second-year methods courses before taking their first work term. The GEOG*4690 field course is taken over the summer and work term 5, being optional, allows for flexibility in which summer to complete this course.

Implementation The first intake is planned for fall 2021 (F21). In this instance, F20 regular GEOG majors could also apply through the in-course application to get into the co-op major, based on consultation with the Office of Registrarial Services and the Experiential Learning Hub to determine whether there is capacity. The first work term begins in the summer of year 2 (S23). See proposed schedule of studies, below. Per Appendix G, on January 10 2020 we received approval for implementation of the program from the Experiential Learning Hub, Co-operative Education on the basis of a market survey and the fact that our program design and implementation plan complies with accreditation requirements (see Page 1, final paragraph, of Appendix G).

n/a


a) courses currently offered, with frequency of offering

Course Semesters

Offered Department

GEOG*1200 GEOG*1220 GEOG*1220DE GEOG*1300 GEOG*1350

Society & Space Human Impact on The Environment Human Impact on The Environment Introduction to the Biophysical Environment Earth: Hazards and Global Change

F F,W F,W,S F,W F,W

Geography, Environment and Geomatics Geography, Environment and Geomatics Geography, Environment and Geomatics Geography, Environment and Geomatics Geography, Environment and Geomatics

COOP*1100 COOP*1000 COOP*2000 COOP*3000 COOP*4000

Introduction to Co-operative Education Co-op Work Term I Co-op Work Term II Co-op Work Term III Co-op Work Term IV

F, W S, F, W S, F, W S, F, W S, F, W

Experiential Learning Hub

GEOG*2000 GEOG*2030 GEOG*2110 GEOG*2210 GEOG*2210DE GEOG*2230 GEOG*2260 GEOG*2420 GEOG*2460 GEOG*2480 GEOG*2510

Geomorphology Environment, Justice and Society Climate and the Biophysical Environment Environment and Resources Environment and Resources Commodity Chains and Cultures of Consumption Applied Human Geography The Earth From Space Analysis in Geography Mapping and GIS Canada: A Regional Synthesis

F F W W F,S F W F F F,W W

Geography, Environment and Geomatics Geography, Environment and Geomatics Geography, Environment and Geomatics Geography, Environment and Geomatics Geography, Environment and Geomatics Geography, Environment and Geomatics Geography, Environment and Geomatics Geography, Environment and Geomatics Geography, Environment and Geomatics Geography, Environment and Geomatics Geography, Environment and Geomatics

GEOG*3000 GEOG*3020 GEOG*3020DE GEOG*3050 GEOG*3090 GEOG*3110

Fluvial Processes Global Environmental Change Global Environmental Change Development and the City Gender and Environment Biotic and Natural Resources

F F W,S W F F

Geography, Environment and Geomatics Geography, Environment and Geomatics Geography, Environment and Geomatics Geography, Environment and Geomatics Geography, Environment and Geomatics Geography, Environment and Geomatics

Year Fall Winter Summer

1

Semester A1 GEOG*1200 GEOG*1300 1.5 electives

Semester A2 GEOG*1220 2.0 electives

OFF

2

Semester A3 GEOG*2000 GEOG*2030 GEOG*2460 COOP*1100 1.0 electives

Semester A4 GEOG*2110 GEOG*2260 GEOG*2480 1.0 electives

Work Term 1

31

Semester A5 GEOG*3480 GEOG*3020 0.5 GEOG 3000/4000 level 1.0 electives

Work Term 2 Semester A6 1.0 GEOG*3000/4000 level 1.5 free electives

4 Work Term 3 Work Term 4 (optional) OFF

5

Semester A7 1.0 GEOG 3000/4000 level 1.5 electives

Semester A8 GEOG*4880 0.5 GEOG 3000/4000 level 1.5 electives


GEOG*3210 GEOG*3210DE GEOG*3320 GEOG*3420 GEOG*3480 GEOG*3490 GEOG*3490DE GEOG*3600 GEOG*3610

Management of the Biophysical Environment Management of the Biophysical Environment Food Systems: Issues in Security and Sustainability Remote Sensing of the Environment GIS and Spatial Analysis Tourism and Sustainability Tourism and Sustainability Geography of a Selected Region Environmental Hydrology

F W,S F W F,W W F,S U W,S

Geography, Environment and Geomatics Geography, Environment and Geomatics Geography, Environment and Geomatics Geography, Environment and Geomatics Geography, Environment and Geomatics Geography, Environment and Geomatics Geography, Environment and Geomatics Geography, Environment and Geomatics Geography, Environment and Geomatics

GEOG*4110 GEOG*4150 GEOG*4200 GEOG*4210 GEOG*4220 GEOG*4230 GEOG*4390 GEOG*4480 GEOG*4880 GEOG*4990

Environmental Systems Analysis Catchment Processes Social Life of Cities Environmental Governance Local Environmental Management Environmental Impact Assessment Seminar in Rural Geography Applied Geomatics Contemporary Geographic Thought Independent Study in Geography

F W F F W W W W W U

Geography, Environment and Geomatics Geography, Environment and Geomatics Geography, Environment and Geomatics Geography, Environment and Geomatics Geography, Environment and Geomatics Geography, Environment and Geomatics Geography, Environment and Geomatics Geography, Environment and Geomatics Geography, Environment and Geomatics Geography, Environment and Geomatics

b) list of any new courses proposed as part of the submission

c) required courses mounted by other units and confirm commitment by said unit

d) research and/or experiential learning activities indicating whether required or elective; curricular experiential learning categories include applied research, certificate programs, co-operative education, community engaged learning (CEL), field courses, professional practice, and course-integrated activities. Consult the Experiential Learning Faculty & Staff webpage to determine which categories of Experiential Learning (EL) opportunities are present. Indicate and rank the categories by course.

No new courses are proposed for the addition of the co-op. We have proposed changes to the core requirements of the degree, per the Form D accompanying this submission. This includes new courses into the core requirements, specifically GEOG*2030 and GEOG*3020. These are not new courses to the Department and they are being added to improve curriculum overall.

COOP*1100 Introduction to Co-operative Education (Experiential Learning Hub) COOP*1000, COOP*2000, COOP*3000, and COOP*4000 Work Terms

Applied Research: GEOG*2260 Applied Human Geography (required) *often also includes CEL GEOG*2460 Analysis in Geography (required) GEOG*2480 Mapping and GIS (required) GEOG*3480 GIS and Spatial Analysis (required) GEOG*4480 Applied Geomatics (elective) Course Integrated: GEOG*3020 Global Environmental Change (Required) Field Course: GEOG*4690 Geography Field Research Course (elective)

https://www.uoguelph.ca/experientiallearning/faculty-staff/what-experiential-learning/curricular-experiential-learning-categories


e) thesis, major paper or other capstone requirement, indicating whether required or elective

Required: GEOG*4880 Contemporary Geographic Thought Electives: GEOG*4110 Environmental Systems Analysis GEOG*4480 Applied Geomatics GEOG*4690 Geography Field Research GEOG*4990 Independent Study in Geography


Identify the mode of delivery (in-class, lecture, problem- or case-based learning, online/distance, hybrid) and explain why the methods are appropriate for meeting the program’s learning outcomes.

Identify the appropriateness of the program’s structure and curriculum in meeting expressed learning outcomes.

The program offers the following modes of delivery: a. lectures, to establish core conceptual and theoretical frameworks b. hands-on labs, to give students a sense of how physical processes operate and to provide experience in the techniques they would use in field work c. field work, to apply learnings from (a) and (b) at scale and in a real world setting d. small group discussions in seminars to encourage peer-to-peer learning This variety of delivery modes allows for students to apply learned theories and concepts in lab settings as well as through the co-op work terms. We also offer two of our core courses through distance education (DE) – GEOG*1220 and GEOG*3020 – which offers some flexibility to allow students to schedule around lab and lecture times. As listed above, we offer three other DE courses as well.

1000-level courses: These courses are foundational courses for students to learn about physical and human geography. Students learn in a combination of large lecture settings and small-group laboratory settings. Students focus on key concepts and on general skills related to scientific and professional endeavours including writing, numeracy, scientific inquiry, and data management. 2000-level courses: Students are introduced to core-related topics relating to physical and human geography. Courses such as GEOG*2000 Geomorphology are used to build on first year concepts and techniques and gain hands-on experience through field work. Small-group work and laboratory exercises are used throughout second year courses. 3000 and 4000-level courses: Senior level courses in the major are designed to further reinforce concepts and competencies gained in the earlier years of study while integrating more advanced topics. Lecture sizes are generally much smaller (40-60 students) and focus on practical skills tied to discipline-specific concepts. Development of field techniques (e.g. instrumentation) and research methods are emphasized through the degree program starting in the first year (GEOG*1300). By the third and fourth year, field-based learning becomes a dominant theme for many of the core courses, culminating in GEOG*4690, the Geography Field Course, which provides students an opportunity to carry out a research project in off-campus setting (often out-of-country locales).


Anticipated Enrolment and Impact on Existing Programs

Describe the intended impact to enrolment by the proposed major modification, including any impact on existing programs and whether students will move to this program from others and/or whether the major modification is expected to attract new students.

Identify projected enrolment levels for the first five years of operation of the proposed modified program, including: a) initial enrolment; b) enrolment after two years; c) steady-state annual enrolment and steady state total enrolment and years these will be achieved.

Identify any programs proposed for closure as a result of this proposed modified program. NB: Program closures require approval of the Board of Undergraduate Studies and Senate. Closures are reported for information to the Quality Council and to MTCU.

Geography (BAH) enrollments have been relatively low in the last few years. At the same time, the number of applications and offers has been significantly higher than the confirmed acceptances (the numbers below do not include transfer students or BAG applications, and were pulled from a data request produced by IAR).

Year Applications Offers Confirms

2015 88 69 19

2016 78 58 12

2017 92 70 20

2018 75 48 14

2019 84 51 18

We anticipate that a co-op option will help to address this application-confirmation differential and that we will be able to recruit high-quality co-op students. We anticipate that a co-op option will increase enrollments by 10-15 students a year. This will particularly appeal to students who are interested in direct workplace experience throughout their undergraduate program. The co-op option will allow students to put this into practice earlier in their academic development, preparing them to enter into successful careers related to their degrees more quickly after graduation. Students who are denied entry into the program will be offered entry into the regular Geography major. As with any new program, enrollments will be monitored regularly, allowing us to plan should there be significant demand beyond initial expectations.

We anticipate initial intake to be in the range of 10-15 students. Within approximately five years we expect to hit a steady state intake of approximately 50-60 students across the BAH Geography major and major with co-op.

N/A


Admission Requirements

If the major modification includes changes to admission requirements:

List the current admission requirements and proposed revised admission requirements and indicate their appropriateness for ensuring adequate achievement and preparation for entry into the modified program. If the proposed change to admission requirements differ from existing majors within the same degree program, provide the rationale for this difference.

List any proposed alternative admission requirements and rationale.

Human and Physical Resource Requirements

If the change impacts human and physical resource requirements provide evidence of and planning for adequate numbers and quality of:

(a) faculty and staff to achieve the goals of the modified program; or

The current specific subject requirements for admission will remain the same. Similar to other co-op programs at the University of Guelph, the co-op admission entrance average will generally be higher than the equivalent non-co-op major and set at 80% or higher. The estimated cut-off ranges for 2019 for the BA program, including Geography, was 76-80%. A minimum higher average of 80-82% would allow us to help manage admission numbers to ensure quality co-op employment opportunities.

N/A

Due to the fact that no new courses are being added, Geography faculty are already equipped to handle the addition of the co-op option. Over the short term, the department Chair and Undergraduate Coordinator are prepared to take on any questions or concerns the students may have with the program shift and will work closely with the Experiential Learning Hub and Office of Registrarial Services to ensure a smooth transition and implementation of the co-op program. Faculty advisors of our regular program would double as Faculty Advisors for the co-op program. In the longer term, our Department is also planning a co-op option in Environmental Governance. To manage these total of four co-op programs in the Department of Geography, Environment and Geomatics, the Department is evaluating the feasibility of hiring a staff position to help manage these programs (e.g., experiential learning coordinator), along with other experiential learning initiatives that we have ongoing in our Department (e.g., the Field Course, Independent Studies).


(b) plans and the commitment to provide the necessary resources in step with the implementation of the modified program;

(c) planned/anticipated class sizes;

(d) provision of supervision of experiential learning opportunities (if required); and

(e) the role of adjunct and part-time faculty.

As aforementioned, over the short term, the Department Chair and Undergraduate Coordinator are prepared to take on any questions or concerns the students may have with the program shift and will work closely with the Experiential Learning Hub and Office of Registrarial Services to ensure a smooth transition and implementation of the co-op program. In the longer term, our Department is also planning a co-op option in Environmental Governance. To manage these total of four co-op programs in the Department of Geography, Environment and Geomatics, the Department is evaluating the feasibility of hiring a staff position to help manage these programs (e.g., experiential learning coordinator), along with other experiential learning initiatives that we have ongoing in our Department (e.g., the Field Course, Independent Studies). Another commitment is to providing a fulsome summer academic semester. We have already committed to this with our recently approved BSc Environmental Geomatics (Co-op). As a result of that move, we have expanded our summer offerings to include additional GEOG courses as per the proposed schedule of studies. Preparations have been made to establish long-term teaching resources including a combination of full time faculty and sessional instructors.

We do not anticipate any issues with our class sizes in the near to medium term. We have assessed our lab space and accounted for the likelihood of increased enrolment. In the longer term we will continue to monitor section sizes and resource accordingly.

The Experiential Learning Hub co-ordinates the administration of the Co-operative Education program and follows the required operational guidelines as an accredited program of the Co-operative Education and Work-Integrated Learning Canada (CEWIL). Co-operative Education prepares students for the co-op experience through the COOP*1100 course; co-ordinates job development relevant to the academic curriculum and facilitates the employment process. Co-op Coordinators undertake job development in a specific discipline area, advise students in regard to their activities in the employment process for the co-op work term, and, in partnership with the Co-op Employer, monitor student progress over the co-op work term, including discussion of learning goals during work term site visits. The co-op faculty advisor will also work collaboratively with the Experiential Learning Hub to support students throughout their program of study and work terms.

Adjunct and part-time faculty would not be directly involved in the program. Although the Department of Geography, Environment and Geomatics does regularly hire sessional instructors, we would not be hiring them for co-op program related roles


Funding and Resource Availability

If the change impacts funding and resource availability provide evidence that there are adequate resources to sustain the quality of scholarship produced by undergraduate students, including library support, information technology support, and laboratory access.

Indicate whether there are any notable resources available to the proposed modified program demonstrating institutional appropriateness e.g. Chairs, institutes, centres; unique library collections or resources; facilities such as computer, laboratory, other acquisitions, etc.

Indicate any external financial support demonstrating strength such as facility/equipment donations, other external donations, grants, etc.

At present, all teaching and faculty resources are in place to support the proposed co-op. Faculty advisors of the regular program, of which there are at least two every year for the GEOG BAH, are able to take on an advisory role in the co-op program also. The total number of faculty who support the program is 18. The Department of Geography, Environment and Geomatics primarily occupies its own building on campus (Hutt), which is home to two undergraduate computer labs, complete with regularly updated workstations and geomatics-based software, and three undergraduate teaching laboratories (including equipment such as a wave tank, flume, and soils processing equipment). The Department also has state-of-the-science differential GPS, terrestrial LiDAR, and two unpiloted aerial vehicles (drones), which are incorporated into undergraduate education at the discretion of individual faculty instructors. The proposed Geography Co-op major will not require any library collections or resources beyond those already used by the Geography major. In the long term, the Department will evaluate the feasibility of hiring a staff position to help manage these programs (e.g., experiential learning coordinator), along with other experiential learning initiatives that we have ongoing in our Department (e.g., the Field Course, Independent Studies). This may be necessary as we develop our Environmental Governance Co-op to establish four majors with co-op options housed in our department.

As mentioned above, many faculty members in the Department of Geography, Environment and Geomatics have government, private sector, and NGO-based research funds which have traditionally provided summer work opportunities, often in the role of summer student research assistantships, for some students in our undergraduate majors. It is anticipated that the co-op stream of students will have these research opportunities as well.


Duplication, Student Demand and Societal Need

Identify similar programs offered by other institutions in the Ontario university system and provide evidence of justifiable duplication based on demand and/or societal need.

Provide convincing evidence of student demand for the modified program. Per the MTCU checklist, consider the following in making these determinations:

a) evidence of student demand through application statistics, for example: number of enquiries, applications received, number of qualified applicants;

The following institutions have a similar undergraduate co-op option in Geography: University of Waterloo, University of Ottawa, University of Victoria, University of Toronto, Brock University, Laurier, Carleton, Western. Being one of the only programs in the province without a co-op option puts us at a disadvantage. By adding a co-op option we are able to maintain competitiveness with other programs and attract high calibre students. Although there are already co-op options available at other Ontario universities, the Department of Geography, Environment and Geomatics offers a unique program with emphasis on human-environment relations, environmental geography, and award-winning research in areas of food security, energy systems, Indigenous-settler relations, and community resilience.

Please see the table below, with data provided by the Office of Institutional Analysis and Research (July 2019), to summarize student applications versus confirmations between 2015 and 2018 of both domestic and international students.

Year Applications Offers Confirms

2015 88 69 19

2016 78 58 12

2017 92 70 20

2018 75 48 14

2019 84 51 18

As aforementioned, the number of applications and offers are significantly higher than confirms. This suggests that students are being attracted to other Geography programs. A co-op option will increase the program’s competitiveness, while further capitalizing on the current faculty complement’s geographic specializations.


b) origin of student demand (% domestic and visa students);

c) duration of the projected demand (e.g. short, medium or long-term demand from specified sources);

d) evidence of review and comment by appropriate student organization(s), if applicable.

The table below shows the domestic/international numbers of student applications and confirms in the BAH GEOG program based on data prepared by the Office of Institutional Analysis and Research (July 2019), excluding transfers. Please note – BAG students are not included.

2015 2016 2017 2018 2019

Domestic Applications: 84

Applications: 76

Applications: 90

Applications: 69

Applications: 78

Confirms: 19 Confirms: 11 Confirms: 20 Confirms: 14 Confirms: 16

International Applications: 4 Applications: 2 Applications: 5 Applications: 8 Applications: 6

Confirms: 0 Confirms: 1 Confirms: 3 Confirms: 5 Confirms: 2

The data shows that the demand for the program is primarily domestic, although there is a slight increase year over year in total international students. We anticipate that this trend will continue as we continue to explore targeted international recruitment efforts and as well as developing new international pathways.

The increased focus on career training for university students suggests that interest in a co-op option will be strong both initially and in the longer-term. Our experience at recruiting events, as well as feedback from existing students that came out of our Departmental survey in 2017 (Appendix A), suggest that this demand is relevant in the field of Geography.

We have been in contact with the University of Guelph Geography Society, a group of undergraduate students from our various majors, regarding the potential for a Geography co-op. The feedback that the student organization, based on consultation with their membership, has provided us is overwhelmingly supportive of the initiative. Please see the letter of support provided by the Geography Society included in the appendices.


Identify the societal need for the modified program including:

a) dimensions of the societal need for graduates (e.g. socio-cultural, economic, scientific, technological);

b) geographic scope of the societal need for graduates (e.g. local, regional, provincial, national);

There is a clear recognition that environmental problems persist due to social and political challenges. Geography majors are well equipped to address these challenges given their training at the intersection of natural and social sciences. More specifically, environmental problems are rooted in place-specific context. Geographers are attentive to these contextual factors and are equipped to identify and address them through integration of qualitative and quantitative methods that include explicitly spatial analyses. A recent analysis of LinkedIn profiles for graduates of our program since 2012 (Appendix B), conducted on behalf of the department by a research assistant, reveals a broad range of placements for our graduates, from GIS or field technicians, to planning, to outdoor education. Of the individuals for whom we could gather LinkedIn data, 41% of students had a placement directly related to their education, and 37% of students were leveraging their undergraduate degree to pursue higher education (The remaining group, about 22%, had gainful employment that we might consider unrelated to their degree – e.g., working in general administration). Furthermore, Burning Glass’ labour Insight analysis (Appendix C) of the job market for those with a Bachelor’s degree in the social sciences broadly shows a very positive outlook, especially in the areas of policy analyst, research analyst and policy advisor. Over the last twelve months ending in October 31, 2019, 498 job postings were made available for students with skills and background relevant to our program. Our program is applied in nature, and has a strong governance focus. Now, layering in the co-op opportunity and experience, our students will be well equipped to fill those job vacancies.

The research referenced above, our own from LinkedIn and the Labour insight analysis from Burning Glass, are national in scope. Job opportunities are especially prevalent in Ontario and B.C. But the opportunities are also global, especially as nations around the world are looking to hire people with experience in sustainability broadly defined, and as the frequency and strength of international agreements on climate, biodiversity, human rights, and others continues to grow opportunities for students trained in our program. Nations’ responses to the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) is one current area that will require individuals skilled in understanding human-environment interactions and the intersections of knowledge systems in addressing environ mental concerns. Similarly, skilled graduates are needed to address the results from the United Nations Framework Convention on Climate Change (most recently the Paris Agreement) as well as the Basel Convention on transboundary movements of hazardous waste and particularly plastic. There is an increasing emphasis on climate change adaptation and circular economies. These are all inherently spatial issues that require integrative perspectives across natural and social sciences. Geographers and geographic perspectives are more relevant than ever before. Certainly, there is still a need for detailed and deep expertise in disciplines within the natural and the social sciences strictly speaking. But there is also a need for individuals to be conversant and capable across these; a need for interdisciplinary perspectives that our Geography degree provides.


c) trends in societal need for graduates;

d) duration of the societal need (e.g. short, medium, or long-term).

Examples of evidence for justifiable duplication and societal need may include, but not limited to: letters from a variety of potential employers of graduates who have seen the curriculum and commented upon the need for graduates within their organization and, more broadly, in their field of endeavour; professional society and/or association comments about the need for graduates based on a review of the curriculum; employment surveys, survey of the number of positions advertised in, for example, the CAUT Bulletin, AUCC University Affairs, etc.; statistics related to the number of Ontario students leaving the province to study in the same field elsewhere in Canada or abroad.

A recent analysis of LinkedIn profiles for graduates of our program since 2012, conducted on behalf of the department by a research assistant, reveals a broad range of placements for our graduates, from GIS or field technicians, to planning, to outdoor education. Of the individuals for whom we could gather LinkedIn data, 41% of students had a placement directly related to their education, and 37% of students were leveraging their undergraduate degree to pursue higher education (the remaining group, about 22%, had gainful employment that we might consider unrelated to their degree – e.g., working in general administration). Overall, the trends provide a positive outlook – and they are global.

Co-operative Education and Work-Integrated Learning Canada (CEWIL) has outlined the benefits of co-op programs in general, for students, employers, and institutions. These include a well-rounded education with opportunities to explore and practice knowledge in diverse, timely ways, and receiving diverse forms of evaluation/assessment (academic and workplace). For employers, co-op programs provide access to motivated, talented students, lower recruiting costs and given them the ability to evaluate potential post-graduate employees. For institutions, co-op can increase enrollments of high-quality, motivated students, and help build campus-community engagement and collaboration opportunities (https://www.cewilcanada.ca/about-us-benefits.html). Furthermore, human-environment challenges are persistent. Realistic solutions to environmental crises require long-term planning and engagement from a variety of stakeholders, including those versed in geographic inquiry and geospatial technologies. The need for students trained in our program is long term, and enhanced through the co-op work terms.

Bachelor of Arts (B.A.) Geography (Co-op) (BAH.GEOG:C) Department of Geography, Environment and Geomatics, College of Social and Applied Human Sciences

The Geography major provides students with an interdisciplinary approach across the physical and social sciences to engage with issues across scales, from community sustainability to global environmental change. Within the program of studies it is possible for students, through course selection, to follow a particular line of interest. For example: climate change, watershed management, food security, environmental conservation, community sustainability, or energy planning. The Co-op program in Geography provides students with the opportunity to further explore their line of interest over their paid work terms in their field.

Program Requirements

The Geography Co-op program is a 5-year program, including three required work terms. Students must complete a Fall, Winter, and Summer work term and must follow the academic work schedule as outlined below (also found on the Cooperative Education website https://www.recruitguelph.ca/cecs/). Prefer refer to the Co-operative Education program policy with respect to adjusting this schedule.

Geography Academic and Co-op Work Term Schedule

Year Fall Winter Summer 1 Academic 1 Academic 2 Off 2 Academic 3

COOP*1100 Academic 4 COOP*1000 Work Term I

3 Academic 5 COOP*2000 Work Term II Academic 6 4 COOP*3000 Work Term III COOP*4000 Work Term IV OFF 5 Academic 7 Academic 8 N/A

To be eligible to continue in the Co-op program, students must meet a minimum 70% cumulative average requirement after second semester, as well as meet all work term requirements. Please refer to the Co-operative Education program policy with respect to work term performance grading, work term report grading and program completion requirements.

For additional program information students should consult with their Co-op Co-ordinator and Co-op Faculty Advisor, listed on the Co-operative Education web site.

Credit Summary (21.50 Total Credits)* 9.00 – Required Core Courses

11.00 – Electives

1.50 – Co-op Work Terms

Note: The 9.00 require core courses include 6.0 required GEOG credits and 3.00 GEOG in electives, which must be from 3000 level or higher, and at least 1.50 credits of those from 4000 level. A minimum of three Co-op work terms including a Summer, Fall, and Winter are necessary to complete the Co-op requirement. *A fourth Co-op work term is optional and if completed, the total number of credits will equal 22.00.

The recommended program sequence is outlined below.

Semester 1 (Fall)

https://www.recruitguelph.ca/cecs/

GEOG*1200 [0.50] Society and Space

GEOG*1300 [0.50] Introduction to the Biophysical Environment

1.50 credits in electives

Semester 2 (Winter)

GEOG*1220 [0.50] Human Impact on the Environment


Summer Semester

No academic semester or work term.

Semester 3 (Fall)

GEOG*2000 [0.50] Geomorphology

GEOG*2030 [0.50] Environment and Development

GEOG*2420 [0.50] The Earth From Space

GEOG*2460 [0.50] Analysis in Geography

COOP*1100 [0.00] Introduction to Cooperative Education


Semester 4 (Winter)

GEOG*2110 [0.50] Climate and the Biophysical Environment

GEOG*2480 [0.50] Mapping and GIS


Summer Semester

COOP*1000 [0.50] Co-op work term I

Semester 5 (Fall)

GEOG*3480 [0.50] GIS and Spatial Analysis

GEOG*3020 [0.50] Global Environmental Change

0.50 credits in GEOG at the 3000 or 4000 level


Winter Semester

COOP*2000 [0.50] Co-op Work Term II

Semester 6 (Summer)



Fall Semester

COOP*3000 [0.50] Co-op Work Term III

Winter Semester

COOP*4000 [0.50] Co-op Work Term IV

Summer Semester

No academic semester or work term.

Semester 7 (Fall)



Semester 8 (Winter)

GEOG*4880 [0.50] Contemporary Geographic Thought



University of Guelph, Undergraduate Degree Learning Outcomes Alignment Template November 2012

Undergraduate Degree Learning Outcomes Alignment Template

2012 University of Guelph Undergraduate Degree Learning Outcomes and Associated Skills

reviewed for alignment with Degree Program and/or Specialization Outcomes (insert name of degree/program/major)

Critical and Creative Thinking

Critical and creative thinking is a concept in which one applies logical principles, after much inquiry and analysis, to solve problems with a high degree of innovation, divergent thinking and risk taking. Those mastering this outcome shows evidence of

integrating knowledge and applying this knowledge across disciplinary boundaries. Depth and breadth of understanding of disciplines is essential to this outcome.

Learning Outcomes and Associated Skills (2013) Geography (Co-op)

1. Inquiry and Analysis

Collect and analyze geographical data and interpret its significance within the context of human-environment change and challenges. Analyze, evaluate, and reflect on solutions to geographical questions and human-environment change in diverse settings (e.g. classroom, lab, field, community). Apply inquiry, analysis and problem-solving skills to address geographical problems in a real-world and professional setting.

2. Problem Solving Investigate complex real-world challenges affecting local, regional, and global communities and apply a diverse skill-set to formulate solutions.

3. Creativity Communicate spatial data, relationships and frameworks in oral, written and visual forms, including the use of maps and geographic information systems (GIS).

4. Depth and Breadth of Understanding

Observe and communicate Earth as an integrated human-environment system by examining and describing dynamic flows, interactions, and exchanges at different spatial and temporal scales. Describe and illustrate the importance of holistic, integrative human-environment perspectives in geographic inquiry at local, regional, and global scales.


Literacy Literacy is the ability to extract material from a variety of resources, assess the quality and validity of the material, and use it to

discover new knowledge. The comfort in using quantitative literacy also exists in this definition, as does using technology effectively and developing visual literacy.


1. Information Literacy Identify and assess diverse sources of knowledge, arguments, and approaches pertinent to exploring human-environment relations.

2. Quantitative Literacy

Collect and analyze geographical data and interpret its significance within the context of human-environment change and challenges. Analyze, evaluate, and reflect on solutions to geographical questions and human-environment change in diverse settings (e.g. classroom, lab, field, community).

3. Technological Literacy Communicate spatial data, relationships and frameworks in oral, written and visual forms, including the use of maps and geographic information systems (GIS).

4. Visual Literacy Communicate spatial data, relationships and frameworks in oral, written and visual forms, including the use of maps and geographic information systems (GIS).

Global Understanding

Global understanding encompasses the knowledge of cultural similarities and differences, the context (historical, geographical, political and environmental) from which these arise, and how they are manifest in modern society. Global understanding is exercised as civic engagement, intercultural competence and the ability to understand an academic discipline outside of the

domestic context.


1. Global Understanding Observe and communicate Earth as an integrated human-environment system by examining and describing dynamic flows, interactions, and exchanges at different spatial and temporal scales.

2. Sense of Historical Development Observe and communicate Earth as an integrated human-environment system by examining and describing dynamic flows, interactions, and exchanges at different spatial and temporal scales.

3. Civic Knowledge and Engagement Apply inquiry, analysis and problem-solving skills to address geographical problems in a real-world and professional setting.

4. Intercultural Knowledge and Competence

Identify and assess diverse sources of knowledge, arguments, and approaches pertinent to exploring human-environment relations.

Describe and illustrate the importance of holistic, integrative human-environment perspectives in geographic inquiry at local, regional, and global scales


Communicating

Communicating is the ability to interact effectively with a variety of individuals and groups, and convey information successfully in a variety of formats including oral and written communication. Communicating also comprises attentiveness and listening, as well as reading comprehension. It is the ability to communicate and synthesize information, arguments, and analyses accurately

and reliably.


1. Oral Communication Communicate spatial data, relationships and frameworks in oral, written and visual forms, including the use of maps and geographic information systems (GIS).

2. Written Communication Communicate spatial data, relationships and frameworks in oral, written and visual forms, including the use of maps and geographic information systems (GIS).

3. Reading Comprehension Identify and assess diverse sources of knowledge, arguments, and approaches pertinent to exploring human-environment relations.

4. Integrative Communication

Communicate spatial data, relationships and frameworks in oral, written and visual forms, including the use of maps and geographic information systems (GIS). Describe and illustrate the importance of holistic, integrative human-environment perspectives in geographic inquiry at local, regional, and global scales

Reflect on work-integrated learning and connect professional experience to theories and concepts in geography.

Professional and Ethical Behaviour

Professional and ethical behaviour requires the ability to accomplish the tasks at hand with proficient skills in teamwork and leadership, while remembering ethical reasoning behind all decisions. The ability for organizational and time management skills

is essential in bringing together all aspects of managing self and others. Academic integrity is central to mastery in this outcome.


1. Teamwork Investigate complex real-world challenges affecting local, regional, and global

communities and apply a diverse skill-set to formulate solutions

2. Ethical Reasoning Demonstrate personal and professional integrity when considering diverse views and geographic perspectives.

3. Leadership

Identify and assess diverse sources of knowledge, arguments, and approaches pertinent to exploring human-environment relations.

Demonstrate personal and professional integrity when considering diverse views and geographic perspectives.


4. Personal Organization / Time Management All LOs indirectly, none explicitly.

January 10, 2020 - Geography Co-op Job Market Analysis for CPCC 1

Geography Co-op Job Market Analysis for CPCC

Executive Summary Geography students have a wide range of interests and skills in human, physical and environmental geography that can be applied in many workplaces. They can work in government and non-governmental organizations, non-profit and community-based organizations and the private sector. With such a broad scope of career possibilities, geography co-op students will build transferrable skills in co-op work environments contributing to their work readiness and career prospects upon graduation. The College of Social & Applied Human Sciences is committed to adding the co-op option to many of their arts programs which will build a strong complementary pool of Bachelor of Arts co-op student applicants to meet employer recruitment needs. Data shows co-op jobs posted within the past two years would be applicable to geography co-op students. In analyzing related programs in the Bachelor of Science in Environmental Sciences, reports indicate there were more jobs posted than students available, as some jobs went unfilled due to no applicants and others were closed because students already secured employment with another employer. Specific organizations, co-op positions, along with the internal status of the jobs are listed in the report. Recognizing there are existing employers for geography co-op, new employers will also need to be developed. Co-op coordinators responsible for the environmental cluster, including the Environmental Geomatics co-op program will oversee the geography co-op program, if approved. They will work closely with students to understand their unique set of skills and interests, while at the same time build relationships with new employer groups. In addition, the Student Work Placement Program (SWPP) funding is available to employers that hire a geography co-op student and if they qualify for the funding, they could receive up to $5000-$7000 for new co-op positions. Previous co-op labour market surveys conducted for Bachelor of Arts programs indicate an 8-month work term within a sequence is appealing to employers as they have more time with the student to train and increase productivity. It also provides flexibility for students and one less recruitment cycle if they so choose. The recommended sequencing includes 2 (4-month) work terms and 1 (8-month) work term which meets the Co-operative Education and Work-Integrated Learning Canada (CEWIL) accreditation requirements. As well, a labour market survey conducted in 2018 for the Environmental Geomatics program indicated employers are recruiting geography students from other Canadian universities. University of Guelph can capitalize on this by uncovering and tapping into the surrounding co-op job market for geography students. The Experiential Learning Hub – Co-operative Education recommends adding the co-op option to the geography program. We advise beginning with an intake of 15 students and progressively increasing each year. This will allow us to evaluate the success of the co-op program from year to year, monitor the success of the students and ensure it is meeting the needs of our co-op students and co-op employers.

https://www.cewilcanada.ca/


Existing Employer Base and Experience Guelph Job Postings Reviewing the previous six co-op work terms, spanning two years from Summer 2018 to Winter 2020 there was a total 7738 co-op jobs posted for all co-op programs in our Experience Guelph system.

Note: unique job postings listed, however jobs posted across several related programs. Of the 7738 co-op jobs posted, 401 unique jobs were posted in Experience Guelph under the environmental sciences cluster. There were 172 students employed within the environmental sciences cluster which include the following programs in the Bachelor of Science in Environmental Sciences degree program.

• Ecology

• Environment & Resources Management

• Environmental Economics & Policy

• Environmental Sciences

Work Term

Students Seeking

# Job Postings

S18 1372 1370

F18 585 949

W19 677 1348

S19 1413 1662

F19 600 1020

W20 751 1389


In manually scanning jobs from this grouping, laboratory, science and engineering related research positions were removed. A total of 280 co-op jobs remained that would have been posted for geography co-op students. In the chart below, of the 280 previously posted co-op jobs, 26 jobs were cancelled due to applicants no longer being available, 42 jobs received 0 applications and 52 jobs were filled by a non UofG co-op student.

Internal Job Status S18-W20 Jobs

Job Status (S18-W20) Count

Cancelled: All Offers Declined 8

Cancelled: Applicants No Longer Available 26

Cancelled: Employment needs changed 18

Cancelled: Funding No Longer Available 1

Cancelled: General Posting/Campus Bulletin 8

Cancelled: No Applications 42

Cancelled: No Reason Given 16

Cancelled: No Suitable Candidates 27

Hold: No Response from Employer 1

Position Filled: Non UofG Co-op Student 52

Position Filled: UofG Co-op Student 80

Position Filled: UofG Co-op Student Reappointment 1

Grand Total 280

This shows there are existing co-op jobs that have not been filled that would be applicable to geography co-op students. Although employers may post at multiple schools and co-op jobs are competitive, the demand of jobs exceeds the number of University of Guelph co-op students currently available. Without recruiting any new employers, our postings over the past two years indicate there are co-op job opportunities for geography co-op students. See sample of these jobs on the next page.

Student secured employment with another employer and no longer available. No students applied to the position. Employer hired from another educational institution.


The following two charts show a sample of co-op jobs posted (S19 and W20) for Bachelor of Science in Environmental Sciences students that would also be applicable to geography students. See duration, organization, position and internal status.

Sample Co-op Jobs – Environmental Sciences Cluster - Summer 2019 = 62

Co-op Work

Term Semester

Position

Duration Organization Position Internal Status

2019 - Summer 4 months Agriculture and Agri-Food Canada Agri-Environmental Data Analysis Assistant, Position Filled: UofG Co-op Student

2019 - Summer 4 months Agriculture and Agri-Food Canada Programming and Geomatics Assistant Position Filled: UofG Co-op Student

2019 - Summer 4 months Agriculture and Agri-Food Canada Research Associate Position Filled: UofG Co-op Student

2019 - Summer 4 months Algonquin Power & Utilities Corp. Summer Co-op Opportunities - CAMPUS BULLETIN Cancelled: General Posting/Campus Bulletin

2019 - Summer 4 months Camp Kintail Waterfront Supervisor Cancelled: No Applications

2019 - Summer 4 months CBRE Intern Position Filled: UofG Co-op Student

2019 - Summer 4 months City of Mississauga Environmental Assistant Position Filled: UofG Co-op Student

2019 - Summer 4 months Colonia Treuhand Management Inc (CTM) Summer Student Position Filled: UofG Co-op Student

2019 - Summer 4 months Durham District School Board Outdoor Education Instructor Cancelled: No Applications

2019 - Summer 4 months Durham District School Board Outdoor Education Instructor and Summer Camp Director Cancelled: No Suitable Candidates

2019 - Summer 4 months E.S. Cropconsult Ltd. IPM Field Technician Cancelled: No Reason Given

2019 - Summer 4 months E.S. Cropconsult Ltd. IPM Field Technician Position Filled: UofG Co-op Student

2019 - Summer 4 months Ecocert Group Certification Officer Cancelled: No Suitable Candidates

2019 - Summer 4 months Emterra Group GIS and Route Planning Coordinator Cancelled: No Reason Given

2019 - Summer 4 months Environment and Climate Change Canada Junior Coordinator Cancelled: No Suitable Candidates

2019 - Summer 4 months Environment and Climate Change Canada Policy Analyst Cancelled: No Suitable Candidates

2019 - Summer 4 or 8 months Environment and Climate Change Canada Policy Analyst - Climate Policy Implementation Student Cancelled: No Suitable Candidates

2019 - Summer 4 or 8 months Environment Risk Information Services (ERIS) Data Technician Position Filled: UofG Co-op Student

2019 - Summer 4 or 8 months Environment, Conservation and Parks Environmental Field and Data Technician Cancelled: Employment needs changed

2019 - Summer 4 months Fisheries and Oceans Canada GIS Data Integration Technician Position Filled: Non UofG Co-op Student

2019 - Summer 4 or 8 months Forward Engineering & Associates Inc. Field Technician Cancelled: No Suitable Candidates

2019 - Summer 8 months Griffith Foods Occupational Health and Safety Co-op Student Cancelled: No Applications

2019 - Summer 4 months J.D. Barnes Limited Summer Survey Assistant Cancelled: No Suitable Candidates

2019 - Summer 4 months J.D. Irving, Limited Grower in Training Cancelled: No Applications

2019 - Summer 4 months Jones Lang LaSalle Internship Hold: No Response from Employer

2019 - Summer 4 months King Township Planning Student Cancelled: No Applications

2019 - Summer 4 months Lake Simcoe Region Conservation Authority Environmental Field Technicians Cancelled: No Reason Given

2019 - Summer 4 months LANXESS Health, Safety and Environmental Intern Position Filled: Non UofG Co-op Student

2019 - Summer 4 months Loblaw Companies Limited Sustainability Summer Student Position Filled: Non UofG Co-op Student

2019 - Summer 4 or 8 months Mappedin Inc Map Designer Position Filled: Non UofG Co-op Student

2019 - Summer 4 months MCW Consultants Ltd. Sustainability Student Cancelled: No Suitable Candidates

2019 - Summer 4 months Ministry of Agriculture Food and Rural Affairs Office Assistant Position Filled: UofG Co-op Student

2019 - Summer 4 months Mohawk College Sustainability Programs and Services Assistant Cancelled: Funding No Longer Available

2019 - Summer 4 months Nature Conservancy of Canada Conservation Technician Position Filled: Non UofG Co-op Student

2019 - Summer 4 months Niagara Orchard & Vineyard Corp IPM Coordinator Cancelled: No Applications

2019 - Summer 4 months Niagara Region Policy Planning Student Cancelled: Applicants No Longer Available

2019 - Summer 4 months Ontario Seed Co. Limited Field Customer Service Representative Position Filled: UofG Co-op Student

2019 - Summer 4 months Owens-Illinois, Inc. (O-I) Environmental Health & Safety Student Position Filled: UofG Co-op Student

2019 - Summer 4 months Peel Regional Police Summer 2019 Peel Region Police - CAMPUS BULLETIN Cancelled: General Posting/Campus Bulletin

2019 - Summer 4 or 8 months Pioneer Hi-Bred Production Company Facility Assistant Cancelled: No Applications

2019 - Summer 4 months Pride Seeds Assistant Regional Manager Cancelled: No Applications

2019 - Summer 4 months Pride Seeds Assistant Regional Manager Position Filled: UofG Co-op Student

2019 - Summer 4 months Region of Peel Assistant Technical Analyst Position Filled: Non UofG Co-op Student

2019 - Summer 8 months Region of Waterloo Student Water Efficiency Position Filled: Non UofG Co-op Student

2019 - Summer 4 or 8 months Region of Waterloo Asset Management Student (Water and Wastewater) Position Filled: UofG Co-op Student

2019 - Summer 4 or 8 months Regional Municipality of Peel Assistant Technical Analyst (Water Education) Position Filled: UofG Co-op Student

2019 - Summer 4 months Rimowa North America Inc. Environmental Co-Op Student Position Filled: UofG Co-op Student

2019 - Summer 4 months Royal Botanical Gardens Botany Student Position Filled: Non UofG Co-op Student

2019 - Summer 4 months Royal Botanical Gardens Summer Camp Staff Position Filled: UofG Co-op Student

2019 - Summer 4 months Seeds for Eco Communities Research and Outreach Coordinator Cancelled: No Applications

2019 - Summer 4 months Specialisterne Canada Various Job Opportunities - CAMPUS BULLETIN Cancelled: No Applications

2019 - Summer 4 months Toronto District School Board Turf Management Assistant Cancelled: No Applications

2019 - Summer 4 or 8 months Toronto District School Board Outdoor Education Intern Position Filled: UofG Co-op Student

2019 - Summer 4 or 8 months Toronto District School Board Outdoor Education Intern Position Filled: UofG Co-op Student

2019 - Summer 8 months Toronto Hydro-Electric System Limited Environment Health & Safety (5214) Cancelled: No Applications

2019 - Summer 4 months Township of Georgian Bay Building Septic Inspector Assistant Cancelled: No Suitable Candidates

2019 - Summer 4 months Trout Unlimited Canada Strategic Watershed Action Team (SWAT) Crew Member Cancelled: No Suitable Candidates

2019 - Summer 4 months University of Guelph Data Organizer & Office Assistant Cancelled: Employment needs changed

2019 - Summer 4 months University of Guelph Data Organizer & Office Assistant Position Filled: UofG Co-op Student

2019 - Summer 4 months West Willow Village Urban Farm & Forest Facilitator Cancelled: Applicants No Longer Available

2019 - Summer 4 months Whale Camp Camp Counselor - Environmental Science Instructor Cancelled: No Applications

2019 - Summer 4 months Whale Camp Camp Counselor - Outdoor Recreation and Dormitory Cancelled: All Offers Declined


Sample Co-op Jobs - Environmental Sciences Cluster – Winter 2020 = 47

Co-op Work

Term Semester

Position

Duration Organization Position Internal Status

2020 - Winter 8 months Abednego Environmental ULC Industrial Wastewater Treatment Operator Position Filled: Non UofG Co-op Student

2020 - Winter 4 months Acadian Seaplants Limited Quality Assurance Technician Cancelled: Applicants No Longer Available

2020 - Winter 4 months Agriculture and Agri-Food Canada Agri-Environmental Project Assistant Position Filled: Non UofG Co-op Student

2020 - Winter 4 months Agriculture and Agri-Food Canada Agri-Environmental Science Development Assistant Cancelled: No Suitable Candidates

2020 - Winter 4 months Agriculture and Agri-Food Canada Research Associate Position Filled: UofG Co-op Student

2020 - Winter 4 months Algonquin Power & Utilities Corp. Sustainability Analyst Cancelled: No Reason Given

2020 - Winter 4 months Apotex Inc. Safety, Health and Environment Coordinator (11976) Position Filled: Non UofG Co-op Student

2020 - Winter 4 months Arup Arup W20 Roles - CAMPUS BULLETIN Cancelled: General Posting/Campus Bulletin

2020 - Winter 4 months Camp Brebeuf Outdoor Education Facilitator Cancelled: Applicants No Longer Available

2020 - Winter 4 or 8 months Chudleigh's Product Development Co-Op Student Position Filled: UofG Co-op Student

2020 - Winter 4 or 8 months City of Guelph Solid Waste Programs Assistant Position Filled: UofG Co-op Student

2020 - Winter 8 months City of Kitchener Conservation and New Business Program Assistant Position Filled: UofG Co-op Student

2020 - Winter 4 or 8 months ECNG Energy Energy Management Student Cancelled: Applicants No Longer Available

2020 - Winter 4 months Environment and Climate Change Canada Habitat Data Officer Position Filled: Non UofG Co-op Student

2020 - Winter 4 months Environment and Climate Change Canada Landscape Assessment Science Officer Cancelled: All Offers Declined

2020 - Winter 4 months Environment and Climate Change Canada Species at Risk Officer Position Filled: Non UofG Co-op Student

2020 - Winter 4 months Environment and Climate Change Canada Species at Risk Protections and Consultations Biologist Position Filled: UofG Co-op Student

2020 - Winter 4 months Environment and Climate Change Canada Policy Analyst - Climate Policy Implementation Position Filled: UofG Co-op Student

2020 - Winter 4 months GFL Environmental Inc. Project Coordinator Cancelled: No Reason Given

2020 - Winter 4 or 8 months Icy Waters Ltd. Aquaculture Technician Position Filled: UofG Co-op Student

2020 - Winter 4 or 8 months Icy Waters Ltd. Quality Control Technician Cancelled: Employment needs changed

2020 - Winter 4 months IKO Industries Ltd. Health, Safety, and Environmental (HSE) Co-op Position Filled: UofG Co-op Student

2020 - Winter 4 months IKO Industries Ltd. Health, Safety, and Environmental (HSE) Student Cancelled: Employment needs changed

2020 - Winter 4 or 8 months Imperial Oil Imperial Student Opportunities - CAMPUS BULLETIN Cancelled: General Posting/Campus Bulletin

2020 - Winter 8 months LANXESS Health, Safety and Environmental Intern Position Filled: UofG Co-op Student

2020 - Winter 4 months Manulife Financial Corporation Sustainability Co-op (0394950) Position Filled: Non UofG Co-op Student

2020 - Winter 4 or 8 months Mappedin Inc Map Designer Cancelled: Applicants No Longer Available

2020 - Winter 4 months Ministry of Agriculture Food and Rural Affairs Junior Program Analyst Position Filled: UofG Co-op Student

2020 - Winter 4 months Natural Resources Canada 3D Web Visualization Canada - 3D support Cancelled: No Applications

2020 - Winter 4 months Natural Resources Canada Canada-3D Web App Development & GIS Database SupportCancelled: No Reason Given

2020 - Winter 4 months Office of the Auditor General of Ontario Auditor - Environment (Co-op) Cancelled: Applicants No Longer Available

2020 - Winter 4 or 8 months Ontario Power Generation Co-op Roles: Ontario Power Generation - CAMPUS BULLETINCancelled: General Posting/Campus Bulletin

2020 - Winter 4 months Ontario Soil & Crop Improvement Assoc. Assistant Programs Analyst Position Filled: UofG Co-op Student

2020 - Winter 8 months Owens-Illinois, Inc. (O-I) Environmental Health & Safety Student Cancelled: No Suitable Candidates

2020 - Winter 4 or 8 months Pioneer Hi-Bred Production Company Facility Assistant Position Filled: UofG Co-op Student

2020 - Winter 4 months ReForest London School Program Assistant Cancelled: No Reason Given

2020 - Winter 4 or 8 months SAF-HOLLAND Canada, Ltd Environmental Health and Safety Student Cancelled: No Reason Given

2020 - Winter 4 or 8 months Shared Value Solutions Ltd. Environmental Consultant Cancelled: Applicants No Longer Available

2020 - Winter 4 months Sustainable Development Technology Canada Partnerships Ecosystem Student Cancelled: Applicants No Longer Available

2020 - Winter 4 months Thermo Fisher Scientific Environment, Health & Safety Co-op Student Cancelled: Applicants No Longer Available

2020 - Winter 4 months Toronto District School Board Outdoor Education Intern Position Filled: UofG Co-op Student



2020 - Winter 4 months Town of Caledon Business Analyst for Infrastructure Cancelled: No Suitable Candidates

2020 - Winter 4 months University of Guelph Knowledge Mobilization Assistant Cancelled: Employment needs changed

2020 - Winter 4 months Waste Reduction Group Inc. Operations Support Cancelled: Employment needs changed

2020 - Winter 4 months Wildlands League Outreach & Development Assistant Cancelled: No Reason Given


Co-op job descriptions were also analyzed between S18-W20 for the keyword “geography”. 92 existing co-op jobs were identified and 87 would be appropriate for geography students.

Number of Co-op Jobs Postings (Keyword Geography)

Work Term Job Count

2018 - Summer 22

2018 - Fall 11

2019 - Winter 7

2019 - Summer 22

2019 - Fall 15

2020 - Winter 10

Grand Total 87

Sample Co-op Jobs (Keyword Geography) = 87

Co-op Work

Term Semester

Position

Duration Organization Name Position

1.2018 - Summer 4 months City of Mississauga Environmental Outreach Students

1.2018 - Summer 4 or 8 months Environment and Climate Change Canada Habitat Data Officer

1.2018 - Summer 4 or 8 months Environment and Climate Change Canada Landscape Assessment Officer

1.2018 - Summer 4 months Environment and Climate Change Canada National Wildlife Area Coop Student

1.2018 - Summer 4 or 8 months Environment and Climate Change Canada Protected Areas Officer

1.2018 - Summer 4 months Environment and Climate Change Canada Protected Areas Technician

1.2018 - Summer 4 or 8 months Environment and Climate Change Canada Protected Areas Technician

1.2018 - Summer 4 or 8 months Environment and Climate Change Canada Species at Risk Officer

1.2018 - Summer 4 or 8 months Environment and Climate Change Canada Species at Risk Protection and Consultations Assistant

1.2018 - Summer 4 or 8 months Environment and Climate Change Canada Stewardship Officer

1.2018 - Summer 4 months Grand River Conservation Authority Water Resources Tech. Assistant

1.2018 - Summer 4 months Jones Lang LaSalle Brokerage Intern

1.2018 - Summer 4 or 8 months Municipal Property Assessment Corp. (MPAC) Data Collection Associate, Valuation & Customer Relations - Zone 1 (6) (PA1)


1.2018 - Summer 4 or 8 months Municipal Property Assessment Corp. (MPAC) Data Collection Associate, Valuation & Customer Relations Zone 4 (4) (PA1)

1.2018 - Summer 4 or 8 months Municipal Property Assessment Corp. (MPAC) Data Collection Associate, Valuation & Customer Relations ZONE 6 (5)

1.2018 - Summer 4 months Natural Resources Canada Programming and GIS Support Student

1.2018 - Summer 4 months Royal Botanical Gardens Aquatic Student

1.2018 - Summer 4 months Royal Botanical Gardens Terrestrial Student

1.2018 - Summer 4 or 8 months Savanta Inc. Assistant Ecologist (Seasonal)

1.2018 - Summer 4 months Scotiabank GIS Analyst

1.2018 - Summer 4 months Toronto Transit Commission (TTC) Wheel-Trans Student

2.2018 - Fall 4 months Agriculture and Agri-Food Canada Agri-Environmental Student

2.2018 - Fall 4 months Agriculture and Agri-Food Canada Soil Physical Quality Assistant

2.2018 - Fall 4 months Environment and Climate Change Canada Habitat Data Officer

2.2018 - Fall 4 months Environment and Climate Change Canada Landscape Assessment Science Officer

2.2018 - Fall 4 months Environment and Climate Change Canada Protected Areas Technician

2.2018 - Fall 4 months Environment and Climate Change Canada Species at Risk Officer

2.2018 - Fall 4 months Environment and Climate Change Canada Species at Risk Protection and Consultations Assistant

2.2018 - Fall 4 months Environment and Climate Change Canada Stewardship Assistant

2.2018 - Fall 4 months Infrastructure Ontario Environmental Management

2.2018 - Fall 4 months Manulife Financial Corporation Business Systems Analyst (1805943)

2.2018 - Fall 4 months Ministry of the Environment and Climate ChangeInland Lakes Assistant


Co-op Work

Term Semester

Position

Duration Organization Name Position

3.2019 - Winter 4 months Environment and Climate Change Canada Habitat Data Officer

3.2019 - Winter 4 months Environment and Climate Change Canada Landscape Assessment Science Officer

3.2019 - Winter 4 months Environment and Climate Change Canada Protected Areas Officer

3.2019 - Winter 4 months Environment and Climate Change Canada Species at Risk Officer

3.2019 - Winter 4 months Environment and Climate Change Canada Species at Risk Protections and Consultations Assistant

3.2019 - Winter 4 months Environment and Climate Change Canada Stewardship Assistant

3.2019 - Winter 4 or 8 months Savanta Inc. Assistant Ecologist

4.2019 - Summer 4 months Agriculture and Agri-Food Canada Agri-Environmental Science Development Assistant

4.2019 - Summer 4 months Bell Canada Student: Asset Management and Workplace, Real Estate (233643)

4.2019 - Summer 4 months City of Guelph Guelph Water Wagon Promotional Lead

4.2019 - Summer 4 or 8 months City of Mississauga Storm Drainage Assistant

4.2019 - Summer 4 months Emterra Group GIS and Route Planning Coordinator

4.2019 - Summer 4 months Environment and Climate Change Canada Canadian Wildlife Permits Officer

4.2019 - Summer 4 months Environment and Climate Change Canada Habitat Data Officer

4.2019 - Summer 4 months Environment and Climate Change Canada Landscape Assessment Science Officer

4.2019 - Summer 4 months Environment and Climate Change Canada National Wildlife Area Co-op

4.2019 - Summer 4 months Environment and Climate Change Canada Protected Areas Officer

4.2019 - Summer 4 months Environment and Climate Change Canada Protected Areas Technician

4.2019 - Summer 4 months Environment and Climate Change Canada Species at Risk Officer

4.2019 - Summer 4 months Environment and Climate Change Canada Species at Risk Protections and Consultations Officer

4.2019 - Summer 4 months Environment and Climate Change Canada Stewardship Assistant

4.2019 - Summer 4 or 8 months Environment Risk Information Services (ERIS) Data Technician

4.2019 - Summer 4 months GHD Limited Geomorphologist/Restoration Technician Student

4.2019 - Summer 4 months Jones Lang LaSalle Internship

4.2019 - Summer 4 months Lake Simcoe Region Conservation Authority Environmental Field Technicians

4.2019 - Summer 4 months Mohawk College Sustainability Programs and Services Assistant


4.2019 - Summer 4 months Royal Botanical Gardens Aquatic Student

4.2019 - Summer 4 or 8 months Syncrude Canada Ltd Environmental Science Student

5.2019 - Fall 4 or 8 months Agriculture and Agri-Food Canada Soil Physics Research Assistant

5.2019 - Fall 4 months Altus Group Junior Analyst

5.2019 - Fall 4 months Antec Appraisal Group Inc. Junior Real Estate Appraiser

5.2019 - Fall 4 months Environment and Climate Change Canada Consultation and Protection Officer

5.2019 - Fall 4 months Environment and Climate Change Canada Habitat and Data Officer

5.2019 - Fall 4 months Environment and Climate Change Canada Landscape and Assessment Officer

5.2019 - Fall 4 months Environment and Climate Change Canada Protected Areas Officer

5.2019 - Fall 4 months Environment and Climate Change Canada Protected Areas Technician

5.2019 - Fall 4 months Environment and Climate Change Canada Species at Risk Officer

5.2019 - Fall 4 months Environment and Climate Change Canada Stewardship Officer

5.2019 - Fall 4 months Environment Risk Information Services (ERIS) Data Technician

5.2019 - Fall 4 months Fisheries and Oceans Canada Tides and Water Levels Assistant

5.2019 - Fall 4 or 8 months Hatch Ltd. Environmental Services Group Student (21800)

5.2019 - Fall 4 months Municipal Property Assessment Corp. (MPAC) Data Collection Associate

5.2019 - Fall 4 months Regional Municipality of York Agriculture and Agri-Food Project Assistant

6.2020 - Winter 8 months Altus Group Junior Analyst

6.2020 - Winter 4 months Antec Appraisal Group Inc. Junior Real Estate Appraiser

6.2020 - Winter 4 months Environment and Climate Change Canada Habitat Data Officer

6.2020 - Winter 4 months Environment and Climate Change Canada Landscape Assessment Science Officer

6.2020 - Winter 4 months Environment and Climate Change Canada Species at Risk Protections and Consultations Biologist

6.2020 - Winter 4 months Environment and Climate Change Canada Student Program Officer

6.2020 - Winter 4 months Kaneff Group of Companies Junior Development Planner

6.2020 - Winter 4 months Natural Resources Canada Canada-3D Web App Development & GIS Database Support

6.2020 - Winter 8 months Toronto Transit Commission (TTC) Wheel Trans Program Coordinator

6.2020 - Winter 4 months University of Guelph Undergrad Researcher


Developing New Employers/Co-op Jobs Co-op coordinators responsible for the environmental sciences cluster and the environmental geomatics co-op program will oversee the geography co-op program if approved. Many of our existing employers will overlap with current programs within their portfolio. They will be primarily responsible for the job development and relationship management of new and existing employers. They will also work closely with students to understand areas of interest for job development and provide coaching for students to tap into their personal job network. Student Work Placement Program (SWPP) The SWPP program gives post-secondary students across Canada paid work experience related to their field of study. Through SWPP, organizations within Canada that offer full-time employment opportunities between 12-16 weeks for full-time Canadian post-secondary students can receive wage subsidies:

• up to 50% of the wage cost for the placement (up to a maximum of $5,000 per placement) per student OR

• up to 70% (up to a maximum of $7,000 per placement) for under-represented students including first-year students, women in STEM, indigenous students, persons with disabilities and newcomers.

Employers can hire students in any program (i.e.: Arts, Business, Science...etc.) and geography co-op students would qualify when hired by an employer that qualified for this funding.

Competition In Ontario, geography co-op is available at Algoma University, Brock University, Carleton University,

McMaster University, University of Ottawa, University of Toronto, University of Waterloo and Wilfrid

Laurier University. In a previous labour market survey conducted in 2018 for the Environmental

Geomatics program, employers indicated recruiting co-op students from the following Canadian

universities:


By offering a geography co-op program, University of Guelph will have the opportunity to offer

employers more students from a diversity of programs. With expanding programs, the Co-operative

Education department can provide a full service to employers, rather than having employers go to

surroundings schools for geography co-op students.

Work/Study Sequence

Work/study sequences vary from 4 month to 12-month work experiences. From previous labour market

surveys conducted for Bachelor of Arts programs and from employer feedback we know an 8-month

work term within a sequence is appealing for both students and employers. An 8-month work term

gives employers more time with the student to train and increase productivity and it also provides

flexibility for students with one less recruitment cycle if they so choose.

The following sequence includes 2 (4-month) and 1 (8-month) work term which allows students to gain in depth experience at the same time a variety of experiences. This sequence also meets the Co-operative Education and Work-Integrated Learning Canada (CEWIL) accreditation requirements.

Year Fall Winter Summer

1 Academic 1 Academic 2 Off

2 Academic 3 COOP*1100

Academic 4 COOP*1000 Work Term I

3 Academic 5 COOP*2000 Work Term II Academic 6

4 COOP*3000 Work Term III COOP*4000 Work Term IV OFF

5 Academic 7 Academic 8




Government of Canada Trend Analysis - Geographer in Ontario (NOC 4169) The National Occupational Classification (NOC) is a nationally recognized and standardized system that assigns a four-digit code and job description to every occupation in the Canadian labour market. *See interactive link highlighting job description, wages, outlooks and skills for NOC 4169 https://www.jobbank.gc.ca/marketreport/summary-occupation/23089/ON

OUTLOOKS Job Outlooks rating for job opportunities in Ontario for NOC 4169 is GOOD – 3-star rating. See Job Outlooks details below taken from the Government of Canada job bank trends analysis website - https://www.jobbank.gc.ca/marketreport/outlook-occupation/23089/ON

Job opportunities in Ontario - Geographer Outlook over the next 3 years ***Good (3-star rating) The employment outlook will be good for Other professional occupations in social science, n.e.c. (NOC 4169) in Ontario for the 2019-2021 period. The following factors contributed to this outlook:

• Employment growth will lead to several new positions. • Several positions will become available due to retirements. • There are a moderate number of unemployed workers with recent experience in this

occupation. Here are some key facts about Other professional occupations in social science, n.e.c. in the Ontario region:

• Approximately 1,600 people work in this occupation. • Other professional occupations in social science, n.e.c. mainly work in the following sectors:

o Other professional, scientific and technical services (NAICS 5414, 5416-5419): 27% o Federal government public administration (NAICS 911): 15% o Ambulatory health care services (NAICS 621): 8% o Hospitals (NAICS 622): 7% o Arts, entertainment and recreation (NAICS 71): 6%

• The distribution of full-time and part-time workers in this occupation is: o Full-time workers: 77% compared to 79% for all occupations o Part-time workers: 23% compared to 21% for all occupations

• 62% of other professional occupations in social science, n.e.c. work all year, while 38% work only part of the year, compared to 63% and 37% respectively among all occupations. Those who worked only part of the year did so for an average of 33 weeks compared to 31 weeks for all occupations.

• 20% of other professional occupations in social science, n.e.c. are self-employed compared to an average of 12% for all occupations.

https://noc.esdc.gc.ca/Home/AboutTheNoc/18e11499fe654fa2a33daf6c501055e4

https://www.jobbank.gc.ca/marketreport/summary-occupation/23089/ON

https://www.jobbank.gc.ca/marketreport/outlook-occupation/23089/ON

Re: Geography Co-op proposal

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