1. Students may, with sufficient academic grounds, request that a final grade in a course be reappraised (which may mean the review of specific pieces of tangible work). Non-academic grounds are not relevant for grade reappraisals; in such cases, students are advised to petition to their home Faculty. Students are normally expected to first contact the course director to discuss the grade received and to request that their tangible work be reviewed. Tangible work may include written, graphic, digitized, modelled, video recording or audio recording formats, but not oral work. Students need to be aware that a request for a grade reappraisal may result in the original grade being raised, lowered, or confirmed.

2. In the event that students are still not satisfied with the final grade or the course director is not available to review the work, students may submit in writing a formal request for a grade reappraisal to the department or unit in which the course is offered*. The Senate-approved deadline for submitting grade reappraisals is February 15 for fall term grades, June 15 for fall/winter session and winter term grades, September 30 for summer session grades, or a minimum of 21 days from the release of grades, whichever is later. When a submission deadline occurs on a weekend or holiday, requests will be accepted up until the end of the next available business day. Exercising discretion about minor delays in meeting the deadline, resulting from slow mail delivery or extraordinary circumstances, is reasonable.

*The exceptions are as follows:

• • For courses offered by the Faculty of Education, Osgoode Hall Law School or Schulich School of Business, the requests for reappraisal are submitted to the office of the relevant Associate Dean.
  • For courses offered by the Faculty of Environmental and Urban Change, grade reappraisal requests are submitted to Student Academic Services, 137 Health, Nursing & Environmental Studies Building.
  • For courses in the 91��ɫ School of Medicine, students follow assessment and appeal procedures established within the Faculty of Health.

��3. If the condition of sufficient academic grounds has been met, the relevant department committee, Department Chair, Associate Dean or Graduate/Undergraduate Program Director will be responsible for ensuring that the work is reappraised by an appropriate faculty member, ensuring anonymity of both the student and the reappraiser, and for communicating the result of the reappraisal (including the reappraiser's comments) and the route of appeal to both the student and the course director. The reappraiser will be given the nature of the assignment and the rationale for the original grade. It is expected that every effort will be made to render the decision within 30 days of the reviewer having received the work.

4. Parties to the decision may appeal a negative decision on a request for a reappraisal, or the result of the reappraisal itself to a Faculty-level appeals committee in the Faculty in which the course is offered (or, in the case of the Faculty of Graduate Studies, to the Dean) only on the ground of procedural irregularity.

Procedural irregularity is defined as actions taken or not taken by a Department, Faculty, Graduate Program, its officers, committees, or members with respect to the previous disposition of the case which violate or nullify one or all of the following:

• • Normal and written procedures of the University, Faculty, Graduate Program or Department concerned;
  • Consistency in the Faculty's, Graduate Program's or Department's handling of cases substantially similar to that being appealed;
  • Principles of equity, natural justice, or fairness, whether or not such violation occurred in accord with written or customary procedures. Appeals based on allegations of these last procedural irregularities should allege and demonstrate obvious bias or other misbehaviour on the part of the officers or agents of the University and for which redress was not provided by an authority which considered the case prior to the appeal.

Appeals must be submitted within 21 days of notification of the decision. Faculty committees may waive that deadline when special circumstances are established by the appellant. No member of the Faculty committee shall consider an appeal if they considered the matter at an earlier level. At the discretion of the Faculty committee, the student and/or the faculty member may be invited to meet with the Committee to present his/her case orally. The Committee's decision will be taken in-camera, and it is expected that parties will be informed of the decision in writing within 30 days of the filing of the appeal.

5. Parties to the appeal at the Faculty-level may file an application for leave to appeal the decision to the Senate Appeals Committee (SAC) on the ground of procedural irregularity at the Faculty-level. Applications for leave to appeal must be submitted within 21 days of the notification of the Faculty decision. SAC may waive that deadline when special circumstances are established by the appellant. No member of SAC shall consider the application if s/he considered the matter at an earlier level. As explained in the SAC procedures, parties may appear before the Committee if leave to appeal is granted to make oral submissions on the ground of procedural irregularity. The Committee's decision will be taken in-camera, and it is expected that the parties will be informed of the decision in writing within 30 days of the filing of the application.

6. Parties to the decision of the Senate Appeals Committee may apply to the Committee to have the matter reconsidered if there is evidence of procedural irregularity on the part of SAC. Applications must be submitted within 21 days of the posting of the decision. SAC reserves the right to waive this deadline in special circumstances. Requests for reconsideration of a SAC decision will be considered by a panel of SAC members who did not serve on the panel first hearing the matter; it is expected that a decision will be rendered within 30 days of its submission.

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1. Introduction and Purpose
   1. Subject to the terms of the Temporary Use of University Space Regulation (the “TUUS Regulation”), 91��ɫ will, in its discretion, make temporary use of University space accessible to members of the University community where the use of space is consistent with the principles reflected in the University’s purpose, mission, and values.
   2. The purpose of this Guideline is to outline the principles applicable to the University’s exercise of discretion under the TUUS Regulation, providing clarity, consistency and intelligibility for all members of the 91��ɫ community and public at large.
   3. As set out in the and various University policies, including the Statement of Policy on Free Speech, the University reaffirms its commitment to free enquiry and expression and uphold the right of all University Community Members and guests to express their views within the law and without fear of intimidation or harassment. In all use of University space, while the University encourages and expects the respectful exchange of ideas, it is understood that free expression and safety are complementary.
   4. By providing space, 91��ɫ does not necessarily subscribe to or support the philosophy, views, beliefs, or action of any user staging an Event or activity under this Policy.
2. Definitions
   1. In this Guideline, capitalized terms have the meaning provided to them in the TUUS Regulation.
3. Community and Spaces of Higher Learning
   1. At all times, the University seeks to exercise its powers, administrative, proprietary and beyond, in keeping with its fundamental objects as an institution of higher learning. The University serves the advancement of learning and the dissemination of knowledge.
   2. As it relates to the use of University space, the objects of higher learning demand that the University foster a community committed to the same ends. University Community Members require both an open exchange of ideas and personal security on University property. Expression and safety are not concepts in opposition, but complimentary notions. Each finds strength in the other.
   3. The University is vested with and may exercise all powers necessary to attain the objects of higher learning on its properties. The University seeks to afford University Community Members both the ability to freely express their ideas and the safety to do so.
   4. The TUUS Regulation is an important piece of this framework of the University as a community and physical space of higher learning.
   5. As a private property owner and occupier, the University has both the power and obligation to ensure that spaces remain safe to the extent required by law.
4. Free Expression on Campus
   1. Free expression is at the core of both democratic society at large and the project of higher learning. Free enquiry in itself cannot exist without free expression.
   2. Free expression means more than free speech, includes the myriad ways an individual might express their identity, and is closely connected with other norms including association with ideas, groups and personal characteristics.
   3. Open debate and deliberation on University property and in University spaces means that University Community Members may be exposed to ideas and opinions that they find unwelcome, disagreeable or offensive.
   4. The University does not suppress expression on its property simply because some or even most people find expression unwelcome, disagreeable or offensive.
   5. Free expression is not limitless. The University may impose limits where necessary to ensure the attainment of its objectives as an institution of higher learning, and that expression on University property conforms with applicable law.
   6. As it relates to expression, the TUUS Regulation aims to use a risk-based analysis that preserves expression where possible, ensures all University Community Members coexist respectfully and safely, and respects applicable law.
5. Protests, Demonstrations and Rallies on Campus
   1. Protests, demonstrations and rallies are forms of free expression, and the University respects the right of University Community Members to peacefully express their agreement or disagreement on University property.
   2. The University’s respect for peaceful expression does not extend to violent and unlawful conduct. The TUUS Regulation’s risk-based analysis at all times seeks to identify and prevent violence and unlawful conduct on University property and in University spaces.
   3. The University’s respect for peaceful expression does not extend to activity that aims to remove the ability for others to express. The TUUS Regulation’s risk-based analysis may identify and mitigate the suppressive effect of protests, demonstrations and rallies on University property and in University spaces. This is necessary so that a plurality of expression may flourish.
6. Event Related Communications and Postering
   1. Communications published to advertise, promote, encourage, coordinate or develop an Event may be used by the TUUS Office and related bodies in the process of assessing risk and determining whether a TUUS Permit will be issued or maintained under the TUUS Regulation.
   2. In assessing the risk posed by an Event, the source of communications may be considered (i.e., an official flyer vs. a flyer that is unsanctioned by the organizing entity), but the central concern is whether a risk arises that cannot be mitigated through the TUUS Assessment process outlined in the TUUS Regulation. The TUUS Assessment will weigh the risk that is posed to the safety of University Community Members and the public irrespective of the source of the communication.
   3. The ideological or other expressive content of the communication is not the subject of the TUUS Regulation, per se, but may be the subject of another University regulation, policy, procedure or guideline, as applicable.
7. External Speakers and Guests at Events on Campus
   1. External speakers and Guests are generally permitted to attend Events on University property for which a TUUS Permit has been issued. The University aims to promote the free exchange of ideas and the advancement of knowledge within the University community and in the public at large.
   2. The ideological or other expressive content of external speakers’ anticipated expressions is not the subject of the TUUS Regulation, per se, but the TUUS Assessment process outlined in the TUUS Regulation may consider whether a risk arises that cannot be mitigated through the process outlined in the TUUS Regulation. The TUUS Assessment will weigh the risk that is posed to the safety of University Community Members and the public.
   3. The ideological or other expressive content of an external speaker or Guest is not the subject of the TUUS Regulation, per se, but may be the subject of another University regulation, policy, procedure or guideline, as applicable.
8. Review
   1. This guideline will be reviewed from time to time, as applicable. During the review, the guideline will remain in effect.

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Non-degree activities advance the overarching priorities of academic quality, student success and community engagement that are reflected in 91��ɫ’s planning documents. The Advisory Committee on Non-Degree Studies is mandated to provide oversight to ensure that high quality courses and programs offered outside of the “for credit” approval structures enhance the University’s reputation and provide real benefits in terms of student success, whether through an access lens, or as a professional development, or life-long learning opportunity.

1. Principles Governing Non-Degree Studies
   1. Non-degree studies will complement the academic mission of a Faculty or of the University and not compete with degree programs.
   2. Faculties, the School of Continuing Studies, and other offering units will be responsible for their own non-degree studies activities.
   3. Non-degree studies activities should be self-sufficient, preferably returning a profit to the Faculty or the University to assist in the funding of degree program activity.
   4. Faculties, the School of Continuing Studies, and other offering units will act co-operatively in non-degree studies activities and in relation to degree studies so that duplication and competition are avoided.
   5. The regulatory framework governing non-degree studies will be flexible and efficient, maintaining the principles indicated above and ensuring appropriate administrative, budgetary and academic oversight.
2. Definitions and Paramaters
   1. The following activities are encompassed by the term "non-degree" and subject to this framework:
      1. All courses of instruction associated with the name of 91��ɫ or its Faculties that are neither offered nor approved as degree credit for which a fee beyond incidental costs is paid.
      2. Non-degree activities may include courses, course modules and workshops.
   2. The following are outside the scope of non-degree activities and are not subject to this framework:
      1. Symposia and colloquia organized by internal units or external entities.
      2. Lecture series, workshops and professional development programs for undergraduate and/or graduate students.
      3. Community outreach activities.
   3. Admissibility of Students:
      1. Students need not be admitted or admissible to a degree program to enroll in non-degree studies.
      2. Non-degree studies courses and programs may establish admission requirements
   4. Offering Units": Normally, and subject to the necessary authorization, non-degree studies may be established by any of the following, either separately, in combination or in collaboration with entities external to 91��ɫ:
      1. Faculties;
      2. The School of Continuing Studies;
      3. Organized Research Units established by Senate charter;
      4. Non-academic units.
3. Advisory Committee on Non-Degree Studies
   1. Composition
      1. The members of the Advisory Committee on Non-Degree Studies are determined by the Provost & Vice-President Academic and will include:
         1. A Dean/Principal (or designate) from each Faculty offering non-degree studies activities or preparing to begin offering activities;
         2. The Assistant Vice-President (AVP) of Continuing Studies;
         3. The Vice-President Research and Innovation (or designate);
         4. The Chair of the Senate Committee on Academic Standards, Curriculum and Pedagogy or a member designated by that Committee;
         5. The Vice-Provost Academic (Chair).
   2. Terms of Reference
      1. The Advisory Committee ensures compliance with Senate policy, promotes consultation and liaison, and provides advice on matters relating to non-degree studies at 91��ɫ. In doing so it carries out the following specific responsibilities:
         1. Receives approval processes, guidelines and other relevant regulations;
         2. Reviews the directory of non-degree activities;
         3. Reviews the annual report to Senate on non-degree activities transmitted by the Vice-Provost Academic.
      2. The Advisory Committee maintains the principles set out in this document and recommends revisions to the document as needed. It meets once annually at a minimum.
4. Principles/Procedures for Approval Processes
   1. The University must respond quickly to non-degree opportunities in an evolving educational and labour market landscape to remain current and competitive. It is acknowledged that the expertise for program development and the responsibility for approving programs reside with the Offering Units. The Provost retains oversight and is charged by Senate with ensuring that programs are of high quality, enhance 91��ɫ’s standing and profile, and maintain rigorous standards within the legislative framework.
   2. Offering Units will have in place processes for approving new programs, assuring quality, closing programs, and making decisions about the frequency of offerings.
   3. Processes for the review and approval of non-degree activities will be approved by the Dean/Principal and the relevant Faculty Council, or in the case of Organized Research Units, by the Vice-President Research & Innovation, and in the case of the School of Continuing Studies and any shared service or other non-academic offering units, the Provost & Vice-President Academic.
   4. Approved process documents will be submitted to the Office of the Vice-Provost Academic for review and retention by the Advisory Committee on Non-Degree Studies. All changes in process must be submitted to the Office of the Vice-Provost Academic.
   5. New activities will be subject to approval processes by Offering Units that take into account the following:
      1. Identification of participants in approval process;
      2. Identification of audience;
      3. Purpose of the course, program or workshop;
      4. Process undertaken prior to program development (consultation with partners, accrediting bodies, etc., market need and demand analysis);
      5. Qualifications of the program development team;
      6. Qualifications of instructor/s;
      7. Consultation process followed to demonstrate adherence to principles identified above, including consultation with other relevant Faculties / degree-offering units;
      8. Program description, delivery mode, delivery location, number of hours of instruction, program structure, expected enrolment;
      9. Criteria and procedures for assessing quality;
      10. Terms for initial offering on pilot basis;
      11. Advertising and marketing information.
   6. Administration
      1. The Office of the Provost & Vice-President Academic will maintain an up-to-date directory of all non-degree units offering programs, courses, and activities at 91��ɫ and will report to Senate through its Academic Policy, Planning & Research (APPRC) and Academic Standards, Curriculum & Pedagogy (ASCP) committees on all non-degree activities.
      2. Deans of Faculties, the Principal of Glendon, the Assistant Vice-President of Continuing Studies, the Vice-President Research and Innovation and heads of non-academic units offering non-degree studies activities will provide the Office of the Vice-President Academic and Provost with all the necessary information to update the directory and compile the annual report.
5. Records and Record Retention
   1. All Offering Units will have in place a process for keeping participation records for reporting purposes (see below) and for program evaluation. Permanent student records must be maintained as per the Common Records Schedule of 91��ɫ.
6. Financial and Operational Viability
   1. Responsibility for the budgetary and administrative aspects of non-degree activities rests with the Provost & Vice-President Academic and the heads of Offering Units. The Provost & Vice-President Academic’s regular budget planning discussions include reference to the role and financial position of non-degree activities within the overall financial state of the Faculty or unit in order to ensure that these activities are financially sound and support the academic enterprise. Consideration will be given to general operating and logistical matters (e.g. space, staff, information technology requirements).
7. Compliance with University Policies
   1. Non-degree studies activities are expected to comply with standard 91��ɫ and/or provincially legislated policies regarding employee relations, financial operations, human rights and accommodations for persons with disabilities, conflict of interest, etc.
   2. All current University academic and non-academic policies are posted online at��
   3. In particular, Non-degree Studies instructors will be in compliance with the University’s policies (non-academic), for example, Conflict of Interest for Faculty and Librarians (/secretariat/policies/conflicts-of-interest-policy-and-guidelines-for-faculty-and-librarians/ ); Conflict of Interest for Employees (/secretariat/policies/conflict-of-interest-policy-and-guidelines-for-employees/).
   4. In cases where an individual with administrative authority in relation to non-degree programs (or anyone considered not to be at arm’s length from that individual) might receive additional compensation (e.g. acting as a consultant, providing instruction, etc.), the process of awarding such contracts must be carried out by an appropriate arm’s length process and, where necessary, an additional reporting line to the Dean/Principal/AVP should be added.
   5. Normally, draft contracts and agreements with external partners/agencies will be reviewed by the University Counsel prior to signing. This process should not delay the approval of a non-degree studies activity.
   6. Offering Units providing non-degree activities will have a process for resolving complaints or disputes that arise between students and instructors or between students and staff, for dealing with breaches of academic integrity and for accommodating students with disabilities.
8. Limitation on Activity
   1. From time to time, the Provost & Vice-President Academic may declare a limitation on activity in a particular area to protect degree programs under development. Such limitation will be reviewed with the Advisory Committee on Non-Degree Studies on a regular basis.

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^[1] Government of Canada, Innovation. Tri-Agency Open Access Policy on Publications - Science.Gc.Ca.. Accessed 17 Mar. 2019.

^[2] Budapest Open Access Initiative. . Accessed 17 Mar. 2019

^[3] Suber, Peter. Open Access. Cambridge, Mass.: MIT Press, 2012

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Honorary Governor is a titular status which may be conferred upon past governors in recognition of distinguished service or exceptional contribution to the Board of Governors or the mission of 91��ɫ.

II. ������ Criteria for Appointing Honorary Governors

Honorary Governor status may be conferred upon a member of the Board of Governors upon completion of their full term on the Board in recognition of distinguished service and exceptional contribution to the Board and / or the mission of 91��ɫ. An Honorary Governor will have demonstrated outstanding dedication and leadership and a strong commitment to advance the goals of the University.

III.���� Specific Criteria

Candidates for Honorary Governor will normally meet two or more of the following criteria:

• completed the maximum term on the Board as established by By-Law or Guidelines of the Board
• served as Chair of a committee of the Board, or has held the office of Chancellor of the University
• demonstrated exemplary commitment to the life and development of the University through personal leadership, responsibility or fund-raising
• supported major University initiatives that have demonstrably moved the institution forward

I��.������Nomination Procedure

In accordance with the criteria, the Governance and Human Resources Committee will propose to the Executive Committee candidates for Honorary Governor, normally appointed for an unlimited term. The Executive Committee will review and recommend the approval of candidates to the Board of Governors. Nominations may be brought forward coincident with the completion of a governor’s full-term on the Board, or thereafter.

��.�� Privileges of Honorary Governors

Honorary Governors are entitled to receive all materials related to meetings of the Board of Governors. When in attendance at Board meetings, Honorary Governors may participate in deliberations in an ex-officio capacity without vote.

While not members of the Board, Honorary Governors are eligible for appointment to committees of the Board of Governors as well as to represent the Board on other bodies.�� When appointed to a committee of the Board, Honorary Governors are full members of the committee with both voice and vote, and their presence is considered in determining quorum.

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1. Purpose

1. These guidelines and procedures are intended to assist students, faculty and staff in implementing the Senate Policy on Academic Accommodation for Students with Disabilities. They provide guidance on the process to be undertaken to ensure that students with disabilities receive reasonable accommodation necessary to participate in and complete academic activity.
2. The guidelines are not intended to address all matters that may affect students with disabilities in their university life and is not an exhaustive description of guidance available for faculty and staff. Other relevant resources include:

For Students:

Student Accessibility Services –

Accommodating Disability: A Guide for Students, Faculty and Staff –

For Faculty and Staff:

Teaching Commons resources:

2. Definitions

Academic Integrity: Academic integrity refers to the upholding of essential requirements of courses and programs: All courses and programs have core or essential requirements against which students are evaluated as to whether they are demonstrating the skills, knowledge or attributes at the designated level of the course.�� Learning outcomes involve learning tasks and objectives that must be undertaken successfully without compromising the standard required for success in a course or program.

Course: Includes all elements of a given course of study, including standalone courses, and other non-course degree requirements such as comprehensive exams, practica, field placements and thesis and dissertation exams.

Course Director: Includes Instructor and Supervisor.

Disability: For the purpose of this policy, disabilities may be permanent or recurrent, past or present, mental and/or physical conditions. They are defined by the Ontario Human Rights Code as follows:

1. any degree of physical disability, infirmity, malformation or disfigurement that is caused by bodily injury, birth defect or illness and, without limiting the generality of the foregoing, includes diabetes mellitus, epilepsy, a brain injury, any degree of paralysis, amputation, lack of physical co-ordination, blindness or visual impediment, deafness or hearing impediment, muteness or speech impediment, or physical reliance on a guide dog or other animal or on a wheelchair or other remedial appliance or device;
2. a condition of mental impairment or a developmental disability;
3. a learning disability, or a dysfunction in one or more of the processes involved in understanding or using symbols or spoken language;
4. a mental disorder; or
5. an injury or disability for which benefits were claimed or received under the insurance plan established under the Workplace Safety and Insurance Act,

Reasonable Academic Accommodations: These are planned and agreed-upon variations in the manner in which students may receive course instruction, participate in course activities, or be evaluated. Accommodations are designed to eliminate or reduce barriers to participation in academic life and to ensure students are treated with dignity and respect. The University has a duty to provide accommodations up to the point of undue hardship, which may be related to the following factors identified in the Ontario Human Rights Code:

1. Cost;
2. Availability of outside sources of funding; and/or
3. Health and safety requirements

Students: For the purposes of this Policy, “students” are those individuals who have been admitted to the University, including the School of Continuing Studies, and are eligible to enroll in courses.

Support Office: Refers to the Student Accessibility Services Office on the Keele Campus and The Accessibility, Well-being and Counselling Centre on the Glendon Campus.

Universal Design for Learning – UDL: The principles of UDL (sometimes referred to as Universal Instructional Design or Inclusive Curriculum Design) emphasize:

1. multiple means of representation, to give learners various ways of acquiring information and knowledge;
2. multiple means of expression, to provide learners alternatives for demonstrating what they know; and
3. multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase

3. Accessibility, Accommodation and Course Design

1. 91��ɫ supports the development and implementation of fully accessible and inclusive curriculum for all students. Universal or inclusive course design helps prevent and eliminate barriers for students with disabilities by ensuring that they can participate fully and equitably in all aspects of academic life.
2. In the context of disability, inclusivity is achieved by the elimination of barriers. Development and implementation of a fully accessible and inclusive curriculum for all students in all programs is the ultimate goal. Recognizing the wide range of disabilities and accommodation needs students may have, course curriculum, delivery and evaluation methods should be designed as inclusively as possible from the outset to reduce the need for students to request individual accommodation.Examples of inclusive learning design include offering different options for students to demonstrate their knowledge of material (for example, preparing a paper instead of a presentation) and providing material in multiple formats (such as a digital version as well as a hard copy).
3. Even when the principles of inclusivity (or Universal Design for Learning – UDL) have been applied, accommodations may be required and requested.
4. Providing appropriate accommodation for students with disabilities is a legal requirement, not a favour. It is a means by which students with disabilities can complete their academic endeavours without being disadvantaged.
5. Not every type of accommodation will be appropriate for every student, even those with the same or similar disabilities. It is recognized that different forms of accommodation may be needed at different times and/or by different students.

4. Privacy and Confidentiality

1. ��All documents and communications concerning accommodations must be kept confidential and may not be disclosed without consent except to the extent that disclosure is necessary for the implementation of accommodations, resolution of a disagreement, or as required by law. Community members with records containing personal information must take reasonable steps to ensure the information is securely stored, that only those individuals needing the information have access to it and that access is provided only to the extent necessary to implement accommodation, resolve a disagreement or comply with the law.
2. The fact that a student has a disability and the nature of the disability constitute highly sensitive personal information. The information can be particularly sensitive in the case with mental health diagnoses. It is not necessary for a course director to know the precise nature of a student’s disability in order to provide appropriate accommodation. Course directors should not ask students to disclose details regarding their disability when requesting accommodation. What is most important is the nature and scope of the limitations requiring accommodation (for example, knowledge that a student is unable to sit for an extended period instead of knowledge of the disability that prevents the student from sitting for an extended period).
3. We respect a student’s right to self-disclose a disability. However, students are not required to disclose the nature or diagnosis of their disability. They are required to obtain medical documentation confirming that there is a disability with related functional limitations and to provide that to the appropriate support office (see 5.1).

5. Roles and Responsibilities

1. Support Offices: Student Accessibility Services (Keele Campus) and the Accessibility, Well-Being and Counselling Centre (Glendon Campus) are the primary offices for processing requests, working with students and faculty members to develop accommodation plans, and providing appropriate resources for the community. In particular, these offices assist with obtaining necessary documentation from healthcare practitioners to support a request for accommodation and to recommend options for appropriate accommodation. They are responsible for informing students about the Senate Policy on Academic Accommodation and these guidelines and procedures.
2. Students are responsible for communicating their needs for accommodation, assisting with obtaining documentation necessary to develop an accommodation plan, and for fulfilling the role assigned to them in their accommodation plan. Requests for accommodation should be made through the appropriate support office noted in 5.1. The information provided must be sufficient for the specialized staff in the support office to determine the appropriate accommodations. Students are expected to communicate their accommodation needs and changes in those needs in a timely manner although it is recognized that occasionally this is not possible.
3. Instructors are responsible for advising students seeking accommodation to contact the support office to help coordinate appropriate accommodation. They should not ask students for any details regarding their disability. Instructors must take reasonable steps to accommodate in a manner consistent with these Guidelines and the information provided through the support office. Reasonable accommodation options identified by the support office should be implemented except where the instructor reasonably believes that doing so would have a substantial adverse effect on the student’s learning outcomes or the academic integrity of the course.

6. Instruction-Related Accommodations

1. The range of instruction-related accommodations includes, but is not limited to:
   • timely provision of reading lists and other course materials to allow for alternate format transcription / conversion;
   • alternate format transcription / conversion;
   • alternate scheduling for the completion of course, project, thesis work or competency examinations;
   • reasonable, proportionate extensions to program completion time limits including to graduate program deliverables;
   • use of assistive devices or auxiliary aids in the classroom/laboratory/field (e.g., sound amplification systems worn by course instructors; computerized note takers in the classroom);
   • use of oral and visual language interpreters and/or notetakers in the classroom;
   • permission to audio-record or video-record instruction for accommodation purposes only;
   • special accessible seating, wheelchair accessible tables; and
   • adjustments to lighting.

7. Accommodation in Examinations and Evaluations

1. ��Whenever possible, the usual procedures for writing tests and examinations shall be followed.
2. Test and examination accommodations include, but are not limited to:
   • alternate scheduling of examinations and essays;
   • alternate forms of assessment (for example, oral assessments instead of written or vice versa);
   • extended time to complete tests/examinations;
   • use of special equipment (computer, assistive technology, etc.);
   • use of special facilities (alternate test/exam room and proctor) and/or examinations in alternate formats (e.g. Braille, audio-files, etc.).

8. Requesting Accommodations

1. ��Students with disabilities who require accommodations should contact the support office at the first available opportunity, ideally before or in the first week of classes and, once the office has determined the documentation necessary in the circumstances, provide all necessary documentation in a timely manner.
2. Support offices will help students to identify particular aspects of courses that might present barriers to them and will work with them to identify the appropriate accommodations, to obtain or provide supportive documentation, and to assist the students and instructors in developing accommodation plans.
3. From time to time, a student with a disability may choose to speak directly with an academic advisor or course director to request accommodation without first contacting the support office. In many instances, the academic advisor or course director will be unable to address the request without the assistance of the support office. For this reason, it is advised that students arrange their accommodation needs through the support office.
4. In some instances, more than one accommodation option may be available. In such cases, course directors may elect the accommodation option that best fits with the learning outcomes and requirements of the course.

9. Accommodation Agreements and Dispute Resolution

1. ��In rare cases where the instructor and the student cannot agree about the provision of accommodations, the instructor will first discuss the recommended accommodations with the specialized staff in the support office. If the disagreement cannot be resolved at that level, the student may pursue normal dispute resolution processes. Where possible, the program, department or Associate Dean/Associate Principal will seek to resolve the disagreement and will act as quickly as possible to do so. Other dispute resolution processes include faculty petitions processes and filing a complaint with the Centre for Human Rights, Equity and Inclusion (REI).

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Guidelines

Funding

Research and Teaching Chairs, Professorships and Distinguished Fellowships may be funded through:

• an endowment
• fixed term funding from external sources
• a combination of sources including eligible internal funds.

Funding for incumbents shall be commensurate with explicit academic goals and objectives, and shall be sufficient to cover 100 per cent of costs (which will vary with the nature of positions, expectations and areas of scholarship). Minimum amounts and financial terms shall be consistent with those promulgated by the University, which may be expected to be adjusted periodically.

Funding for fixed term Chairs and Professorships shall be for a minimum of five years. In the event that necessary additional funding is secured, a limited term Chair or Professorship may be converted to an Endowed Chair or Professorship without further review or approval. Similarly, should the necessary additional funding be realized, an endowed Professorship may be converted to an endowed Chair, without further review or approval.

Funding for limited term Distinguished Fellowships shall be for a minimum of 3 years. Distinguished Fellowships may only be converted to other Chairs or Professorships upon successful review and approval.

In addition to covering the salary and benefits of the holder, funding for Research and Teaching Chairs and Professorships shall include provide for an appropriate level of scholarly and research support that may include one or more of the following:

• unrestricted or restricted accounts in support of the research and teaching goals
• provisions for a stipend
• funding for the relief of teaching
• provisions for infrastructure requirements of an externally recruited appointee

Teaching Requirement

91��ɫ prides itself on being comprehensive in its approach to education and in the contact of all faculty members with undergraduate and graduate students. At the same time appointments may offer a number of means through which research intensity beyond normal expectations can be recognized through provision of teaching release time. Accordingly, Research Chairs and Professorships will be expected to include a teaching load that is not less than 50 per cent of the normal load for full time professors in the applicable discipline, and in any case not less than a course load of 1.0. Teaching Chairs and Professorships will be expected to maintain course teaching load equivalent to the norm for faculty members in their Faculties.

Leadership and Community Engagement

All appointees will be identified and recognized leaders of scholarship, research, creative activity, and teaching. As such, they are shall provide leadership in the overall development of the research and teaching mandate of the University and to be active mentors for their colleagues.

Research and Teaching Chairs

The establishment of a Research and Teaching Chair represents a major commitment by the University to the development of an area of research, scholarship and teaching. The holder of a Chair should be of great distinction and be an exceptionally productive well established scholar normally at the rank of Professor.

The normal appointment as Chair is for a fixed term of five years, renewable up to two times (for a total maximum appointment time of 15 years), contingent upon successful performance review. Upon approval of the Provost, there may also be provision to extend an outgoing appointee by one additional year to facilitate the completion of a body of work or to provide for a smooth transition to a new Chair holder.

Professorships

The establishment of a Research and Teaching Professorship represents a commitment by the University to the development of an area of research, scholarship and teaching. The holder of a Professorship should be of distinction and be a highly productive scholar normally at the rank of Assistant Professor or Associate Professor.

The normal appointment to a Professorship is for a fixed term of five years. A term may be renewed not more than once and renewal is contingent upon a successful performance review. Upon approval of the Provost, there may also be provision to extend an outgoing appointee by one additional year to facilitate completion of a body of work or to provide for a smooth transition to a new Professorship holder.

Distinguished Fellowships

Distinguished Fellowships may be established to assist the University in the development of new academic initiatives or in the further development of established areas of scholarship. They may be awarded to visitors from outside the University as well as to internal faculty members.

The appointment for Distinguished Fellowships shall be for a term of up to three years, and may be extended by up to two additional years upon approval of the Provost.

Reporting and other Expectations

All incumbents shall give a lecture to the University community in the first year of their appointment, and if renewed, the first year of subsequent re-appointments. They also will be expected to participate in activities that promote the University’s research and teaching or recognize its donors.

Incumbents will also submit an annual report of their activities to their Department Chairs and Dean/Principal that may be made available to the University Executive and to the donor(s) or their representatives. The format of reports will be determined by the Vice President Advancement in consultation with the Faculties.

Duration of Terms

Individual appointees shall hold their positions

• for the term specified unless renewed according to the specified process
• for the term specified unless it has been determined that they are not fulfilling the general criteria of this Policy and / or the explicit expectations associated with a position must relinquish the position
• until such time as they retire or depart from the University, at which point they shall automatically relinquish the position

Procedures

Establishment of a Research of Teaching Chair or Professorship

��In accordance with the 91��ɫ Act, individual and program-based Research and Teaching Chairs and Professorships are formally established by the Board of Governors after consultation with Senate, normally through its Academic Policy, Planning and Research Committee.

The following are the legislative steps to the formal establishment of a new designation:

• The Vice-President Academic and Provost, having determined that a proposal is consistent with 91��ɫ’s academic interests and all relevant policies and agreements, shall make a recommendation to the Academic Policy, Planning and Research Committee of Senate seeking its concurrence.
• Upon concurring with a recommendation, the Academic Policy, Planning and Research shall inform Senate of its decision and transmit a record of its action to the Board of Governors.
• The Academic Resources Committee of the Board shall be responsible for making recommendations to approve proposals to the Board.

A change in the name of a Chair or Professorship fellowship shall follow the same pathway.

Establishment of a Distinguished Fellowship

The establishment of a Distinguished Fellowship is approved by the Provost, who must be satisfied that a proposal is wholly consistent with the aims of this Policy, articulates appropriate expectations, and has a sufficiency of resources to ensure its sustainability for the term specified. Senate and the Board of Governors shall be informed of the establishment or disestablishment of Distinguished Fellowships.

Proposals

The Deans/Principal or academic Vice Presidents may propose the establishment of a Research and Teaching Chair, Professorship or Distinguished Fellowship through the Office of the Provost and Vice President Academic.

Proposals shall include:

• a rationale for the Chair or Professorship
• a description of the scope of the proposed position
• a description of its alignment with all relevant University and Faculty academic plans

Proposals shall also be accompanied by detailed terms of reference for the position that will include the Faculty / unit of appointment, general requirements and specific expectations, and guidelines for the use of funds.

Proposals must also include a funding plan that demonstrates the presence of funding sufficient to cover 100 per cent of all costs.

Confidentiality Provision

If the University or benefactor(s) wish to maintain the confidentiality of a proposal until a public announcement, the Academic Policy, Planning and Research Committee shall exclude any identifying information from its reports to Senate, and the Board of Governors shall consider proposals under its confidentiality procedures.

Selection, Review and Renewal: Principles

Positions that are fully funded through external sources are expected to be primarily oriented towards external recruitment to enhance 91��ɫ’s research and teaching capacity, although highly qualified internal candidates will also be eligible in all instances.

Selection processes must be open, transparent, and respectful of all normal hiring processes for the University when external recruitment is sought. Specific qualifications and expectations must be approved by the Provost prior to engaging in a selection process.

Similarly, review of incumbents in cases where renewal is permitted, must follow a clear, transparent, and collegial process led by the Dean/Principal of the Faculty(ies) in which the position resides.

If at any time during the period, incumbents are not meeting objectives, the Dean/Principal, in consultation with the Provost and unit head, may make a recommendation to the Provost and President to terminate the term of the holder.

Appointment of Research and Teaching Chairs and Professorships

The Dean(s)/Principal shall appoint an appropriate selection committee. In instances where an interdisciplinary focus extends across Faculties, the selection committee will be formed in consultation with the relevant Deans/Principal, and the Provost. For external hires, the Dean/Principal must submit a detailed description of the qualifications and expectations of the individual to be sought as part of the normal complement planning process. The enhanced expectations for the position also must be clearly articulated in advertising, and throughout the selection process, with approval of all advertisement by the Provost.

Nominations to the Provost by the Dean/Principal must respect in full the criteria of this Policy and the expectations of the position, and shall include a clear and detailed rationale for the recommendation.

Appointment of Distinguished Fellows

The Faculty Dean/Principal will ensure the appointment of an appropriate selection committee.

Nominations to the Provost by the selection committee must respect in full the criteria of this Policy and the expectations of position and shall include a clear and detailed rationale for the recommendation.

��Selection of Incumbents: Eligibility and Authorization

Positions that are fully funded through external sources shall be primarily oriented towards external recruitment to enhance 91��ɫ’s research and teaching capacity, although highly qualified internal candidates will also be eligible in all instances.

Processes for the selection of honorees must be open, transparent, and fully respect all applicable hiring protocols and procedures for the University when external recruitment is sought. Prior to a search, specific qualifications and expectations for candidates must be approved by the Provost.

The Provost shall be responsible for recommending individuals for the awarding of a designation by the President of the University.

Renewal of Incumbents

If incumbents occupy a position for which renewal is provided for, the process of review and renewal must be clear, transparent, and collegial. Such processes are normally led by the Dean or Principal of the Faculty(ies) to which the position is attached.

Review of Chairs and Professorships

Where the terms of reference allow for renewal of incumbents, the review process for consideration of renewal will commence one year prior to the end of the current appointment.

The Dean(s)/Principal establish an appropriate review committee of the incumbent. In instances where the interdisciplinarity extends across Faculties, the review committee will be formed in consultation with the relevant Deans/Principals and the Provost. For Research Chairs and Professors, the review committee shall include a representative of the Vice President Research and Innovation. The review process shall be open and transparent and shall allow for a response by the incumbent to the findings of the review before a recommendation is finalized.

Recommendations to the Provost based on the outcome of the review must be received at least eight months prior to the expiry of the term of the incumbent

Request for an Extension

Requests for extensions of an appointment must be made in writing to the Provost and Vice President Academic by the holder and must be supported by the relevant Dean(s)/Principal

Termination of an Appointment

The applicable Dean(s) / Principal, finding that an appointee has manifestly not fulfilled the terms of the appointment, the may recommend that the Provost terminate incumbency at any time prior to the end of a term or the normal review.

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91��ɫ is committed to promoting the mobility of students among Ontario’s postsecondary institutions. It shall be the policy of the University to offer co-registration options jointly with accredited post-secondary institutions, when the initiative supports 91��ɫ’s academic objectives.

2.�� Guidelines

2.1 Characteristics of Co-Registration Options

Co-registration allows 91��ɫ students to concurrently enrol in courses at another post-secondary institution for credit towards their degree programs at 91��ɫ, and students from the other institution to enrol in courses at 91��ɫ for credits towards their degree program.��^[1] Co-registration options provide for:

a. Inclusion of grades earned through the option on transcripts issued by 91��ɫ (including failing grades)

b. academic unit approval of the courses included in the co-registration option

c. a streamlined administrative process for students

2.2 Academic Regulations Governing Co-registration Options for 91��ɫ Students

a. Students must have Honours standing to be eligible for a co-registration option. Students on academic warning, debarment warning, academic probation, or who have committed a breach of academic honesty will not be eligible. Similarly, students who are no longer in good standing or become ineligible to proceed will have their enrolment in courses at the partner institution revoked.

b. Students must have earned the equivalent of at least 24 credits at 91��ɫ towards their undergraduate degree program to be eligible for a co-registration option.

c. A maximum of 24 credits can be taken over their degree through a co-registration option. The number of co-registration courses permitted per session will be determined by the relevant Memorandum of Understanding. Individual degree programs may establish a lower number of credits available to students in that program.

d. Where necessary, final grades achieved in courses taken at the partner institution will be converted to the 91��ɫ 9.0 grade scale according to established correlations used by the 91��ɫ Registrar’s Office.

e. All co-registration courses and the 91��ɫ equivalent grade achieved will be included on 91��ɫ students’ transcripts. Consistent with the Senate Common Grading Scheme for Undergraduate Faculties, credit will be awarded for courses in which a 91��ɫ-equivalent grade of D or above is achieved.

f. All co-registration courses and the 91��ɫ equivalent grade achieved will be included in the calculation of a student’s cumulative grade point average (GPA), including failing grades.

g. Credits earned at partner institutions will not count towards meeting 91��ɫ's residency requirement.

h. The Pass / Fail grading option cannot be used for courses taken through a co-registration option.

i. The Senate policy on Repeating Passed or Failed Courses for Academic Credit applies to courses taken through a co-registration option.

j. The Senate Policy and Guidelines on Academic Honesty applies to courses taken through a co-registration option at the partner institution. Allegations of a breach of academic honesty in courses taken through a co-registration option shall be dealt with by the student’s home Faculty at 91��ɫ.

k. Petitions for waiver of academic regulations or deadlines for courses taken through a co-registration option shall be considered by the student’s home Faculty at 91��ɫ through the existing petitions process.

l. Requests for grade reappraisals in courses taken through a co-registration option shall follow the process available to students at the partner institution offering the course.

Co-registration options may not be available for students in professional programs that are externally accredited. Individual co-registration programs will identify degree programs to which the option is not applicable.

3.�� Approval Authority

Co-Registration Options are established by Senate on recommendation from its Senate Committee on Academic Standards, Curriculum and Pedagogy (ASCP), which oversees the application and evolution of this policy and guidelines. ASCP also approves any new course rubrics established to support Co-Registration agreements.

Co-Registration Memoranda of Understanding (MOU) are established and signed by the Vice-President Academic and Provost on behalf of the University. Such agreements shall ensure that the partner institution requires its students to be in good academic standing to be eligible for co-registration in courses at 91��ɫ.

4.����Implementation

4.1 List of Co-registration Courses

A list of courses available for a Co-Registration Option will be established by the respective Registrar’s Office in consultation with programs and departments at 91��ɫ prior to each term or session.

Course credit exclusions already established through the transfer credit assessment process will apply; any new course credit exclusions will be established by the department.

Courses at the partner institution without a 91��ɫ course credit exclusion may count as an elective course towards meeting degree requirements.

4.2����Co-registration Courses on 91��ɫ Transcripts

Course titles and grades for courses taken by 91��ɫ students through a co-registration program will appear on the 91��ɫ transcript in the session during which they were completed, using the rubric specified for the particular co-registration agreement.

4.3����Sessional Dates

The sessional dates (i.e., start and end of term, examination period, drop deadlines, etc.) of the institution offering courses for co-registration shall apply to 91��ɫ students.

[1] The policy and guidelines are enabling legislation for the development and approval of Co-registration Options with Ontario post-secondary institutions. Students in good standing may continue to enroll in courses elsewhere for credit towards a degree at 91��ɫ through the Letter of Permission (LOP) process.

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1.1 Bridging Program

A bridging program has one of two purposes; it provides either:

• academic preparation and support, language skills and/or experiential knowledge�� necessary to enter and succeed in a post-secondary education program;
• a mode of career-path education for students who hold degrees from abroad and require professional experience in the Canadian context.

Bridging programs contain courses for academic credit and may be supplemented by non-credit activities. Such programs are normally housed in an academic unit at the University.

1.2��Bridging Course

A bridging course is a university-preparation course with an academic curriculum that is offered to mature students as a means of preparing for the intellectual challenges of a university education, successful completion of which is recognized as a basis of admission to a degree program at the University. See the Senate Policy on Bridging Courses.

1.3��Courses for Academic Credit

Courses for academic credit in a bridging program are courses which have been otherwise approved for academic credit. Each Bridging Program is responsible for determining which courses are acceptable and satisfy the program requirements.

1.4��Non-credit Activities

Non-credit activities are designed to supplement the courses for academic credit in a bridging program or provide instruction for students to help meet the necessary level of performance. Each bridging program is responsible for determining its non-credit content.

2. Policy Statement

91��ɫ is a socially responsive university committed to accessible education and social justice. It shall be the policy of the University to offer bridging programs (i) as a means of providing access to, or furthering prior, post-secondary studies; and (ii) providing program supports for internationally educated professionals.

3. Approval Authority

Bridging programs as defined in Section 1 above and categorized in Section 4.1 below are established upon approval by Senate on recommendations from its Committee on Academic Standards, Curriculum and Pedagogy (ASCP), which oversees the application and evolution of this policy. Consistent with the 91��ɫ Quality Assurance Protocols and Procedures (YUQAP), proposals for new bridging programs fall under the category of Major Modifications and require the submission of a Proposal Brief as outlined in the YUQAP.

4. Guidelines

4.1 Role of Bridging Programs

Bridging programs at 91��ɫ provide access to University degree and certificate programs for various cohorts of students. Specifically, programs may be structured to provide one of the following specific outcomes:

i. a basis of admission to a university degree program by bridging the gap between prior education and requirements for admission to the degree program;

ii. a pathway for admission to a university degree program for CAAT diploma graduates with academic credits granted toward the completion of a degree program;

iii. an opportunity for internationally educated professionals seeking to augment their prior education in the Canadian context.

The programs may be designed as either a combination of courses for academic credit and non- academic activities, or consist solely of academic credits. The academic credits will be counted towards a degree upon students’ admission / confirmation of admission to a degree program. They may be offered as either full or part-time programs.

The structure and academic standards of individual programs shall be established in accordance with the Categories and Criteria of Bridging Programs, Section 4.2 below.

4.2 Categories and Criteria of Bridging Programs

The four categories of bridging programs currently offered by 91��ɫ are the following:

4.2.1 Bridging Program to University Degree Studies

Definition: Normally a one-year (two-term) program that provides access to degree programs for mature students who do not otherwise have the academic qualifications required for admission. Typically such programs are offered as a Certificate of Completion program (see Senate Certificate Legislation).

Criteria: Programs include a combination of courses for academic credit and non-credit activities. There shall be a minimum of 12.0 and a maximum of 18 academic credits. Students must achieve a minimum cumulative grade point average of C (4.0) in the academic credit courses and a “pass” in the non-credit activities to be eligible for admission to a degree program at 91��ɫ, and to have the academic credits counted towards a degree program.

4.2.2 Provisional Admission Bridging Program to Enhance Language Proficiency

Definition: Normally a one-year (two-term) program that provides provisional admission to degree programs for direct-entry students who require further language instruction to achieve the level of English required for the University’s admission requirements. Students are admitted to the University with the condition of satisfying the English language requirements within the next 12 months.

Criteria: Programs include a combination of courses for academic credit and non-credit language instruction. Applicants must achieve a minimum score of 5.0 on the IELTS (or equivalent) to be eligible for the bridging program. A maximum of 9 academic credits may be taken during the program. Upon satisfaction of the language proficiency requirements, students’ admission to the degree program is confirmed. The courses for academic credits will be counted towards degree program requirements.

4.2.3 Pathway Programs into University Degree Programs

Definition: A program consisting of academic credits for qualified graduates of a college (or equivalent) offering a pathway for admission to the second or third year of an undergraduate degree program at 91��ɫ with transfer credits. The focus of Pathway Bridging programs is to address the gap between the program learning outcomes of the college diploma and the university degree program to ensure students meet the degree level expectations of the degree program. In such programs, students are granted academic credits toward the completion of a degree at 91��ɫ in recognition of the earned College diploma, completion of the academic credits at 91��ɫ, and the satisfaction of the learning outcomes gap between the diploma and the degree. Typically such programs are offered as a Certificate of Completion program (see Senate Certificate Legislation).

Criteria: Individual programs define:

i. The number of academic course credits necessary to address the gap between the learning outcomes of the college transfer credits and the university degree program, with a minimum of 12 academic credits required;

ii.��The total number of academic credits granted towards the completion of the degree upon successful completion of the bridge program. University Residency Requirements for degree programs must be met.

The minimum grade point average (GPA) required in the bridging program for admission to the degree program at 91��ɫ shall normally be the GPA required for eligibility to continue in the specific degree program.

4.2.4 Bridging Programs for Internationally Educated Professionals

Definition: A program consisting of courses for academic credits for internationally educated professionals (IEP) to gain foundation skills and an orientation to the Canadian context to help obtain employment commensurate with their qualifications. Typically they will be offered as an undergraduate stand-alone Professional Certificate program.

Criteria: Programs consist of a minimum of 24 academic credits, 18 of which must be at the 3000-level or above. Variations to the minimum standards may be approved for programs designed to meet specialized needs or requirements of particular professions. Candidates for admission will hold a degree from a recognized non-Canadian university. Students must achieve a cumulative GPA of 4.0 or greater for successful completion of the bridging program.

Note: Other kinds of bridging programs may be subject to Senate approval. The University Secretariat, in consultation with the Senate Academic Standards Curriculum & Pedagogy Committee, will advise on the application of this policy.

4.3 General Regulations

4.3.1 Academic Regulations Applicable to Bridging Programs

With the exception of the Provisional Admission Bridging Program, the University’s bridging programs are offered as non-degree certificate programs. As non-degree programs, they fall outside of the academic rules which govern degree programs. Thus, the following academic regulations apply to bridging programs, with the exception of the Provisional Admission Bridging Program which is governed by the students’ degree program rules and regulations.

4.3.1 (i) Enrolling in Additional Courses for Academic Credit to Meet GPA Requirements

Upon conclusion of a bridging program, students whose grade point average is below the standard required will be permitted to enrol in a maximum of 9 additional credits to meet the program’s required GPA. New courses, repeated courses, passed courses and failed courses will count towards the total maximum number of attempted course credits. These courses must be taken at 91��ɫ.

4.3.1 (ii)���� Senate Pass / Fail Policy

The Senate Pass / Fail Policy is not applicable to courses for academic credit in a University bridging program.

4.3.1 (iii)��Senate Policy on Repeating Passed or Failed Courses for Academic Credit

The Senate Policy on Repeating Passed or Failed Courses for Academic Credit is applicable to courses for academic credit in a University bridging program.

4.3.1 (iv)��Deferred Standing

Students in bridging programs are eligible to apply for deferred standing in courses for academic credit when they are unable to write their final examination at the scheduled time or to submit their��outstanding course work on the last day of classes. In such cases, students complete a Final��Exam/Assignment Deferred Standing Agreement form and reach an agreement directly with the course director for an alternate final examination date or for an extension to the deadline.

4.3.1 (v) Academic Petitions

Students in bridging programs are eligible to submit petitions pertaining to a course for academic credit (e.g., for late withdrawal / late enrolment) to the Faculty offering the course in question.

4.3.3 (vi) Grade Reappraisals

Students in bridging programs may with sufficient academic grounds request to the relevant department that a final grade in a course be reappraised. The Senate Principles Regarding Grade��Reappraisals shall apply.

4.3.1 (vii) Religious Observance and Accommodation

The Senate Policy on Religious Observance and the companion Accommodation Guidelines apply to University bridging programs.

4.3.1 (viii) Residency Requirements

Students will complete all courses for academic credit and non-credit activities for bridging programs at 91��ɫ.

4.4 Admissions Applications

Students seeking admission to a bridging program must submit a written application to the University’s Office of Admissions.

4.5 Transcript Notation

The successful completion of a bridging program certificates will be noted on a student’s transcript.

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1. ��The graduate diploma is awarded to students who satisfy the specified requirements at a specified minimum standard. The minimum requirements for the graduate diploma will normally be the equivalent of two full graduate courses.

2. ��There are four types of graduate diplomas:

i. Type 1 Graduate Diploma:

This graduate diploma is awarded when a Candidate admitted to a Master's program leaves the program after completing a predetermined proportion of the requirements (for example, 50% of the course requirements). Students are not admitted directly to these graduate diploma programs.

ii. Type 2 Graduate Diploma:

This is a graduate diploma that is offered in conjunction with a Master's (or Doctoral) degree, registration for which requires that the Candidate be already admitted to the Master's (or Doctoral) program. Candidates for this graduate diploma must first be admitted to the Faculty of Graduate Studies as Candidates for a Master's or Ph.D. degree in an existing Graduate Program. They will normally register for the graduate diploma after their program of studies for the Master's or Ph.D. degree has been clearly defined. Courses taken in fulfilment of degree requirements may count towards the graduate diploma, but some part of the graduate diploma requirements shall be additional to degree requirements. All the requirements for the degree as well as for the graduate diploma must be fulfilled before the graduate diploma is awarded. Normally, the graduate diploma will be awarded at the convocation at which the degree is awarded. However, students may be permitted by Graduate Diploma Coordinators to complete requirements in one additional term following the award of the degree, and receive the graduate diploma at the next convocation.

Graduate Diploma Coordinators will inform the Faculty of Graduate Studies of all those enrolled and of any subsequent withdrawals. Graduate Diploma Coordinators must notify the Registrar's Office, either prior to the award of the degree or in the term following the award of the degree, of all those students who expect to receive the diploma. The Registrar must also be informed of any subsequent withdrawals.

iii. Type 3 Graduate Diploma:

This is a stand-alone graduate diploma program to which students are admitted directly, which is not additional to a Master's or Doctoral degree, and is usually offered by an academic unit that does not offer other graduate degree programs.

iv. Type 4 Graduate Diploma:

This is a sub-specialization within an existing program. These programs are stand-alone, direct-entry graduate diplomas (i.e., not additional to the Master's or Ph.D. program) developed by a unit already offering a Master's (and sometimes a Ph.D.) program, to suit the needs of a particular clientele or market.

3. ��Proposals for a graduate diploma program should include a statement on the academic rationale for the diploma, and a detailed outline of its administrative organization, curricular and other requirements, available resources, and any additional resources which may be required. Proposals will be submitted through the FGS Academic Planning & Policy Committee to the Council of the Faculty of Graduate Studies and through Senate CCAS and Senate APPC to Senate.

4. ��Graduate diploma programs will be subject to appraisal by the Ontario Council of Graduate Studies and regular review by the Academic Planning & Policy Committee of the Faculty of Graduate Studies. The results of the review will be reported to the Faculty Council, to Senate CCAS and to Senate APPC. Normally, the initial review will take place three years after the diploma is approved, and subsequently at five year intervals.

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