Direction des études 2002-2003

COURSE OUTLINE / Competency based approach

Global Economics

Course title

Economics

Program title(s) or component of General Education

Business Administration DEC 410.12

Discipline

383-150-MV
3-0-3

Course code Weighting Credits

info@
Michel Beauregard N-145 www.michelbeauregard.com

Teacher Office number Telephone number and e-mail

MV MultiCultural Center Marie-Eve Morin

Department Department Coordinator

-2021 Fall

School Year Semester

Service des programmes et du développement pédagogique

  How and where the course fits into the student’s
program
 Targeted competency or competencies in the course
GENERAL COURSE DESCRIPTION  Links with other courses, i.e. courses contributing to
developing the same competencies
 Prerequisites for this course, if any
 Relevance of this course for the student

General course description:

This course is the study of aggregate(or total) effects on the national economy and the
global economy of the choices that individuals, businesses, and governments make.

Purpose of the course

Economics and Globalization, from the contributive field of economics, gives students the
opportunity to fully develop the skills and knowledge associated with the use of
macroeconomic information for management purposes, and to continue developing the
competency to acquire an overall view of a market economy in the context of globalization.

This course allows student to develop the following elements of the competency: search
and process information; identify the demands of globalization in a market economy;
manipulate key concepts in macroeconomics.

This course is part of the first term introductory courses in Business Administraion which
together will provide a foundation for further learning in this educational discipline. There
are no prerequisites for this course.

2
  Task to be completed by the student at the end of the
LEARNING TARGET course, as it is related to the competency or
competencies

LEARNING TARGET:

During their final examination, students will be able to perform an analysis of the economic
situation by presenting the national and international macroeconomics influences.

At the end of the term the student will be able to understand:

1. analytical tools for macroeconomics

2. macroeconomic analysis, repercussions of the economic situation on the economy of
countries
3. measurement of the economic situation of a country
4. economic effects of the budgetary and monetary policies of a country
5. international transactions, financial markets and interest rates
6. effects of globalization on the rules of trade.

3
  Progressive stages showing the logical learning sequence
for the student, in order to reach the course learning
target

STAGES OF LEARNING  For each stage of learning, specify the

 learning objectives
 essential course contents
 teaching and learning strategies
 relative length of the stage

STAGES OF LEARNING:

Course Content: The following represents some of the main economic subject areas to be discussed
during the semester. This material will primarily be taught in a lecture-based format combined with
in-class discussion of key topics. This subject area will be taught progressively during the course in
conjunction to the weekly reading requirements.

Part I

Goal

At the end of this stage, students will understand the self-organizing nature of a market economic
and why when individual consumers and producers act independently to pursue their own self-
interest, responding to prices determined in open markets, the collective outcome is coordinated
and relatively efficient.

Content

 self-organizing economy
 resources and scarcity
 economic theories and models

Teaching strategies

 lecture on basic concepts

 illustration of the subject matter through examples
 discussions
 case studies
 presentation of models on how to analyze a problem

4
Part II

Goal

At the end of this stage, students will understand that all economic problems arise from scarcity,
that scarcity forces us to make choices. In addition, students will know what determines the prices
of specific products and whether there will be a lot produced or a little.

Content

 Production possibilities
 Opportunity cost
 demand, supply, the determination of price
 Elasticities of demand and supply
 Specialization and exchange

Part III

Goal

Understand the meaning and importance of the key macroeconomic variables, including national
income, unemployment, inflation, interest rates exchange rates, and trade flows.

Content

 Circular flows in the Canadian economy

 Measuring the GDP
 Labour market indicators
 Sources and types of unemployment
 Consumer price index
 Nominal and real values

5
Part IV

Goal

Understand the forces that determine the key indicators of macroeconomic performance

Content

 The AS-AD model

 Potential GDP
 Natural unemployment rate
 Investment and saving
 Theories of economic growth
 Money creation and control
 AS-AD and the business cycle
 Fiscal and monetary effects

Part V

Goal

Explore the gains from trade, and how these gains are based on the important concept of
comparative advantage. Examine the foreign exchange market and why the balance of payments
accounts are always in balance.

Content

 Trade patterns and trends

 Gains from international trade
 International trade restrictions
 Financing international trade
 The exchange rate.

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  Evaluations during the course of the session to prepare
the student for the final examination
A. Formative evaluations
B. Final evaluations
 nature and description of the evaluations
EVALUATION OF ACQUIRED SKILLS AND
 date
KNOWLEDGE
 marks awarded
 evaluation criteria
 time required by the student
 Showing how the final examination relates to the learning
target

EVALUATION OF ACQUIRED SKILLS AND KNOWLEDGE:

Type of evaluation 100 % Due Date Criteria/standard

Approximately 3 series of practical 30,00% The week Use and interpretation of
exercises will be given during the after appropriate economic indicators.
semester. These exercises will cover given to
the material of the previous weeks the Use and application of key economic
and will be similar to the exam students concepts.
questions.
Two mid-term exam: these exams will 10% Week 5 Use and interpretation of
verify the overall comprehension of 20% Week 10 appropriate economic indicators.
the course content and the students’
ability to put in practice the concepts Use and application of key economic
learned in class. concepts.

Understanding of economic cycles.

Final exam 40,00% Last class Use and interpretation of
appropriate economic indicators.

Use and application of key economic

concepts.

Understanding of economic cycles.

Manipulation of economic theory and

economic tools.

7
 Week of Content
Pedagogical activities Readings and Preparatory work
teaching
Macroeconomic ideas Lecture Chapter 1
Canadian and global economies
Week 1
Circular flows
Macroeconomic performance
Production possibilities Lecture Chapter 2
Week 2 Opportunity cost Practical exercise
Specialization and exchange
Demand and supply Lecture Chapter 3,4
Week 3 Market equilibrium Discussion
Price rigidities Practical exercise First assignment
GDP and the standard of living Lecture Chapter 5, 6 and 7
Week 4 Nominal versus real GDP Case study
Jobs and unemployment Practical exercise
Consumer price index Mid-term
Week 5
Nominal and real values
AS-AD model Lecture Chapters 8, 9
Week 6 Natural unemployment rate Case study Second assigment
Economic growth Practical exercise
Money and the monetary system Lecture Chapter 13
Week 7
Money creation and control discussion
Money, interest and inflation Lecture
Week 8
Practical exercise
Aggregate expenditure Lecture Chapter 9 and 10
Week 9 class discussion
Practical exercise
Week 10 AS-AD and the business cycle mid-term
Fiscal and monetary policy effect Lecture C
Week 11
Practical exercise
Week 12 Fiscal and monetary policy debatesLecture
Case study

8
 Week of Content
Pedagogical activities Readings and Preparatory work
teaching
discussion
Trade patterns and trends Lecture Chapter13
Week 13 Gains from international trade Practical exercise Third assigment
International trade restrictions
Financing international trade Lecture Chapter 13
Exchange rate Practical exercise
Week 14
Class discussion
Review
Week 15 Final exam

9
  Application requirements of the PIEA; the following
components must be included in the course outline
 Class attendance (4.7.3)
 Submission of assignments (4.4.2)
 Evaluation of the English language (4.6.2)
SPECIFIC COURSE REQUIREMENTS  Presentation of assignments (4.4.4)

 Specific evaluation requirements approved by the

Commission des études, if any
 article 4.2.5, article 4.2.6, article 4.3.2 and article
4.6.2

SPECIFIC COURSE REQUIREMENTS:

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  Required readings
BIBLIOGRAPHY
 Recommended readings

BIBLIOGRAPHY:

Sexton, Fortuna and Kovacs, 2016 Exploring Macro Economics, Fourth Canadian
Edition. NELSON Publishing.

Arnold Roger A. Macroeconomics 2016, Thirteenth edition, Cengage Learning Inc.

Other suggested texts.

Lipsey G. Richard, Christopher T.S. Ragan, (2003) Macroeconomics. Tenth Edition. Addison Wesley
Longman.

Bade, Robin, Michael Parkin, Bryan Lyons, (2003) Foundations of macroeconomics. First Edition.
Addison Wesley Longman.

697316481.doc 11
SPECIFIC COURSE REQUIREMENT:

4.7.1 Class attendance (see full text below)

It is the duty and responsibility of students to attend classes as the classroom is the starting point of the learning
process. Students also have a responsibility to behave in a way that promotes academic success. They respect
the schedule as well as the time allowed for breaks. [...]Teachers are encouraged to take student attendance in
their classes. In case of absence, students are responsible for catching up on the learning they missed in
accordance with the specific terms indicated in the course outline, as well as retrieving the documents or material
that were distributed during their absence.

For students in the Continuing Education sector, taking into account the requirements for certain funding
programs, the pedagogical support team reserves the right to convene students who are frequently absent in
order to analyze the situation and the need to apply sanctions in accordance with rules that have been set out at
the beginning of training.

4.4.2 Submission of assignments (see full text below)

In the case of an assignment, the teacher determines the terms of submission, namely the location and format
(electronic version, hard copy or original document). Any assignment that does not meet these terms may be
refused.

The teacher also determines the date and time of submission for the assignment. Students who submit their work
late will be, except in cases deemed exceptional by the teacher, penalised up to 10% of the grade for each
working day the assignment is late. [...]

4.6 Evaluation of the English language1 (see full text below)

The teacher shall indicate students’ English language mistakes in assignments and exams allowing the students
to understand their degree of mastery of the language. He or she shall propose ways to improve their writing
skills during the semester.

In written work (exams, assignments, projects), the correction of the English language is mandatory and leads to
a penalty of up to 10% of the grade. To establish that penalty, the department or the Continuing Education
sector may elect to measure the number of mistakes, or correct more globally using descriptive rubrics,
depending of the type of work assigned. […]

4.9 Plagiarism or Fraud 2 (see full text below)

[…]
4.9.1 Definitions
For the purposes of this policy, any act of plagiarism or fraud committed by a student, as well as any involvement
in these acts or attempt to commit, during a summative evaluation constitute an offense. These actions relate to
the use of different types of content or products (texts, images, illustrations, photos ...), regardless of the type of
media (print, online or digital).

Plagiarism is defined as the act of presenting as one’s own the content or production of others without identifying
the source. A student plagiarises when, for example:
• Mirroring an excerpt from a text without using the citation standards.
• Appropriating the idea or the text of an author by paraphrasing incorrectly or failing to use the citation
standards.
• Using a concept, an image or music without indicating the source.

Fraud is defined as the act of deceiving in order to gain a personal advantage. A student commits fraud when, for
example:
• Using special equipment other than what is authorized, including material produced by him or herself in an
evaluation for another course.
• Copying the answer to a test or the assignment of another person.
• Helping someone else to copy.

In the French sector, the same disposition applies on the evaluation of the French language as the language of teaching.
2
This article is based on the Regulation on Offenses of Academic Nature of UQAM and the IPESA from Ahuntsic and Montmorency
colleges.

697316481.doc 12
 • Participating in the theft, falsification of documents or materials related to evaluation or of the justification of
absence during an evaluation (e.g., a doctor’s note).
• Using forbidden help in an assignment.
[…]

4.9.3 Penalty following an offense

The penalty depends on the number of offenses by the student, regardless of the course:
1st offense: a grade of zero for the summative evaluation in question and a letter sent to the student informing
him or her of penalties associated with any subsequent offense.
2nd offense: a grade of zero for the course in question, no matter what course, semester or program, and a letter
sent to the student informing him or her of penalties associated with any subsequent offense.
3rd offense: a grade of zero for the course and suspension or dismissal by the decision of the Academic Dean or
the Continuing Education sector. The student will receive, with the decision of the Academic Dean or the
Continuing Education sector, a letter informing him or her of the penalty associated with any subsequent
offense.
4th offense: a decision of dismissal is taken by the Academic Dean or the Continuing Education sector. Where
appropriate, the student will therefore not be allowed to continue his or her studies in the program without a
new application. In the regular sector, this new application will be reviewed by a committee composed of the
coordinator of the department, a professor from a relevant discipline, an academic advisor, and a Dean. In the
Continuing Education sector, it will be analyzed by a committee composed of the pedagogical counsellor
responsible for the student's study program, an academic advisor and the coordinator of the appropriate sector.

Any student who feels unfairly accused of plagiarism or fraud is entitled to use the mechanisms provided in
Article 6. […]

697316481.doc 13
 I.P.E.S.A.
INSTITUTIONAL POLICY ON THE EVALUATION OF STUDENT ACHIEVEMENT

We present certain articles of the Institutional Policy on the Evaluation of Student Achievement (IPESA) from Cégep Marie-Victorin that have a direct impact on the
organization and teaching of this course. We invite you to view the full text on the college Website.

3. DIVISION OF RESPONSIBILITIES
The division of responsibilities lies with various stakeholders and is distributed as follows:

THE STUDENT
 To attend class, to fully engage in class activities and adopt a behaviour that promotes the learning process.
 To learn about the policies and regulations that concern him or her first and foremost, particularly the Regulations on living conditions at Cégep Marie-Victorin
(Regulation No. 9) and the Institutional Policy on the Evaluation of Student Achievement (Policy No. 12).
 To read the course outline carefully and to refer to it throughout the learning process.
 To invest the required amount of personal study and preparation time required for homework, assignments and learning activities.
 To use resources offered by the CEGEP in the case of learning difficulties.
 To be present at all evaluations (diagnostic, formative and summative) according to requirement and determined deadlines.
 To recognize the importance of intellectual integrity and apply methodological standards that respect copyrights.

4.2 THE MEASUREMENT OF STUDENT ACHIEVEMENT

4.2.1 Identification of the evaluation components
In each course, the teacher shall identify what will be evaluated in the summative evaluation, namely, the objects of learning to be evaluated. For each object, he or
she shall specify a relative percentage value. In evaluating each object, the teacher shall specify the evaluation criteria and establish the marking scheme (value
assigned to each of the criterion). Students must be informed well in advance of the terms and evaluation criteria to properly prepare. The evaluation criteria of final
examinations are presented in the course outline. In the regular sector, the criteria for the other evaluations during the semester are presented with assignment
instructions while in the Continuing Education sector, they are indicated in the course outline.

4.2.2 Communication of learning progress

In support of student achievement, students shall receive from each teacher at mid-semester or its equivalent, an evaluation result allowing them to assess their
degree of learning achievement and their chances of success. This evaluation result may be in the form of a grade or be based on other appreciation criteria.
However, even before the last quarter of the course starts, students must have received grades representing at least 30% of the final grade.

4.2.3 Grade allotment

Students’ grade shall express their degree of mastery of the competency associated with the course. Accordingly, no grade may be accorded for class attendance
alone or the effort made by individual students.
Some courses require a reflexive approach by students as part of teamwork ensuring that self-assessment or peer assessment is given consideration in the
assessment of competence. The fact remains that it is the teacher who is solely responsible for the allotment of the grade.
 4.2.5 Individual basis for evaluation
Summative evaluations shall always be based on individual performance as it is the individual student’s mastery of the competency that must be demonstrated, not that
of a group of students. This means that, when students are given an assignment to complete as a team, the teacher must provide means to attest the individual
student’s mastery of the competency. If the ability to work as a member of a team figures as one of these competencies, this dimension shall be accorded a separate
grade in order to certify the ability of each student to work as a team member.

4.2.5 Weighting of the final evaluation

Every course ends with a summative evaluation activity that counts for 30% to 50% of the final grade depending on the nature of the evaluation. In case the
evaluation is composed of a single component, it must have a minimum weighting of 30% of the final grade. In case the evaluation is spread over more than one
assessment in the final stage of the course (several components), the final evaluation must total minimally 40% of the final grade. The final evaluation comprised of
more than one component should attest the achievement of the course learning target. The adoption of a final evaluation performed within a single assessment that
accounts for over 50% of the grade shall be submitted to the departmental committee or pedagogical counsellor in the Continuing Education sector and approved by
the Academic Council.

4.3 SUCCESS OR FAILURE OF A COURSE

4.3.1 Success threshold
At the end of the course, students’ grade shall express their degree of mastery of the targeted competency or competencies. As specified in the Règlement sur le régime
des études collégiales (RREC), the minimum pass grade for a course is 60%. Students who succeed in a course shall obtain the unit or units attached to that course.

The department committee or the pedagogical counsellor in the Continuing Education sector may define the success terms and passing conditions for a course in which
the student, despite inadequate past grades, demonstrates adequate mastery of the learning target of the course during a final summative evaluation. These success
terms and passing conditions shall be approved by the Academic Council.

4.3.2 Particulars of the dual threshold

Exceptionally, certain knowledge, abilities and attitudes or elements of competency are so important that, on their own, can result in a failing grade if they are not
mastered to a certain level. When applicable, a failure shall be expressed by a grade of 50%. The department or the pedagogical counsellor of the Continuing Education
sector shall be responsible for determining these dual thresholds. However, the Academic Council shall approve this departmental provision. Students shall be informed in
advance, via the course outline, of the exceptional weight accorded these knowledge, abilities, attitudes or competencies.

4.3.3 Particulars of failure in clinical teaching and internships

In any problematic situation regarding professional ethics, refer to the Internship Policy (Policy No. 32), more specifically Article 5, which details measures related to
professional conduct required in all internships.

Following a failure in clinical teaching or internships, if this failure is due to a serious breach of professional ethics, students will not be authorised to continue their
studies in the program.

Following a dismissal from the practical training community for serious reasons, students shall be prohibited from continuing studies in the program without first
submitting a new application for admission. This new application for admission shall be studied by a committee composed of the Internship Coordinator, the Department
Coordinator or the Pedagogical Counsellor associated with the program in the Continuing Education sector, the teacher-supervisor of the internship, the Academic Advisor
and the Dean or a representative from the Direction of Continuing Education.

4.4 ATTENDANCE AT FINAL EVALUATIONS AND SUBMISSION OF CLASS ASSIGNMENTS

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 4.4.1 Attendance at final summative evaluations
Attendance at final summative evaluations is mandatory. Students who are absent without serious justification shall receive a grade of zero. It is the students’
responsibility to notify their teacher as soon as possible, to justify their absence and to present the teacher with a supporting document, if applicable. Only very serious
reasons (such as death in the family, an accident or illness) shall be accepted as valid by the teacher. In such cases, the teacher shall propose a make-up evaluation
based on the kind of evaluation activity.

Students are required to present themselves for an exam at the prescribed time and place. If a student arrives late, depending on the nature of the exam, the student
may be refused entry to the examination hall by the supervisor if another student has already handed in his or her exam paper and left.

4.4.2 Submission of class assignments

In the case of an assignment, the teacher determines the terms of submission, namely the location and format (electronic version or hard copy or original
document). Any assignment that does not meet these terms may be refused.
The teacher also determines the date and time of submission for the assignment. Students who submit their work late, except in cases deemed exceptional by the
teacher, shall be penalised up to 10% of the grade for each working day the assignment is late. In addition, an assignment that is not submitted on time may be
refused if the teacher uses the content of this assignment as part of his or her course, or if the content is required for team work. Such an educational requirement
must be specified in advance to students within the assignment instructions.
Assignments that are handed in after the teacher has returned corrected assignments to the rest of the class shall not be accepted. The decision to propose another
assignment and grant an extension shall be entirely at the teacher’s discretion.
In all cases where the type of assignment allows it, the student must keep a draft, an electronic copy or a hardcopy of their assignments.
4.5 Correction of evaluations and communication of results
Corrections must be made within a reasonable period of time after the date of submission of the assignments and exams so that students can use the correction to
enhance their learning and improve their results.
The feedback given through the correction shall be done in such a way that students can understand the results obtained. All annotations, comments and
observations by the teacher shall be designed to help the students recognise their mistakes and understand what they must do in order to progress in their studies.
Students shall have access to the information relating to their diagnostic, formative and summative evaluations. Assignments corrected during the semester shall be
returned to the students. Copies of exams given during the semester may be kept by the teacher, provided that students have access to their results, as well as
comments and annotations made on their copy. Furthermore, the teacher shall be required to keep copies of final summative evaluations for one additional semester
in order to allow students who so desire, to consult their copies so they can understand their mistake and improve their academic performance.
In the case of bulky work (models, cartons, drawings, portfolio, computer work involving a storage problem), students are informed in advance that they have a
responsibility to get their work early in the following semester. However, the teacher shall retain those of students who fail (or of students who have applied for a
grade revision) at least until the end of the grade revision period. Once this period is over, the students are responsible for recovering their work within a reasonable
time.
For each course, the teacher shall keep a copy of the instruments used for the summative evaluation of his or her students as well as the rubrics for an additional
semester. Teachers in the Continuing Education sector must submit, at the same time they submit their final grades, a copy of the final evaluation and the associated
evaluation criteria.

4.6 EVALUATION OF THE ENGLISH LANGUAGE3

In the French sector, the same disposition applies on the evaluation of the French language as the language of teaching.

16
 4.6.1 In order to give students every opportunity to improve their English language skills, in particular, their writing skills, and also to prepare them to pass the
Ministerial Examination of College English, teachers of all academic disciplines shall assign frequent written assignments during learning activities.

4.6.2 The teacher shall indicate students’ English language mistakes in assignments and exams allowing the students to understand their degree of mastery of the
language. He or she shall propose ways to improve their writing skills during the semester.

In written work (exams, assignments, projects), the correction of the English language is mandatory and leads to a penalty of up to 10% of the grade. To establish
that penalty, the department or the Continuing Education sector may elect to measure the number of mistakes, or correct more globally using descriptive rubrics,
depending of the type of work assigned.

4.6.3 Furthermore, in courses where language accuracy is required by the competency or competencies and is part of the learning content, the IPESA allows a
positive grading scheme for the English language instead of a penalty. That means that the evaluation of the English language may be integrated into the evaluation
criteria of the work. Moreover, the maximum number of points associated with language mastery, be it through a positive evaluation or through a penalty, may
exceed 10% of a grade but must be submitted for approval to the Academic Council.

4.6.4 The terms of the evaluation of the English language shall be determined by the department or by the Continuing Education sector and shall appear in the
course outline.

4.6.5 The teacher shall be vigilant concerning the quality of language in the documents distributed to students.

4.7 CLASS ATTENDANCE AND ATTENDANCE AT LEARNING ACTIVITIES

4.7.1 Class attendance
It is the duty and responsibility of students to attend classes as the classroom is the starting point of the learning process. Students also have a responsibility to
behave in a way that promotes academic success. They respect the schedule as well as the time allowed for breaks. Students who do not meet these requirements
may suffer the penalties provided in the Regulation on living conditions at CEGEP Marie-Victorin (Regulation No. 9). Teachers are encouraged to take student
attendance in their classes. In case of absence, students are responsible for catching up on the learning they missed in accordance with the specific terms indicated
in the course outline, as well as retrieving the documents or material that were distributed during their absence.
For students in the Continuing Education sector, taking into account the requirements for certain funding programs, the pedagogical support team reserves the right
to convene students who are frequently absent in order to analyze the situation and the need to apply sanctions in accordance with rules that have been set out at
the beginning of training.

4.7.2 Internship or clinical training attendance

Internship or clinical training requires individualized support, the organization of the training environment and services to individuals or clients, which means that the
absence of a student causes a significant impact on the organizational level. According to the Internship Policy (Policy No. 32), students must be present and
punctual and should respect the agreements related to the implementation modalities of the internship.

4.7.3 Attendance in the context of the co-development of a competency

In courses where the absence of a student jeopardizes the development of the competence of another student, attendance may constitute a condition for success.
Situations that lend themselves to the activation of this article are:
The competency of the course aims to develop the ability to work in a team and this is prescribed in the ministerial specifications.
The competency of the course is to interpret works produced in groups.
The course provides services for students, such as tutoring, and repeated absences may affect the monitoring of the students assigned.
The department or pedagogical counsellor of the Continuing Education sector shall be responsible for approving this practice for each course, and for obtaining the
approbation for its application by the Academic Council and for ensuring that these parameters are clearly explained within each course outline so that students are
well informed.

17
 4.7.4 The observation of the learning progress
In courses where the summative evaluation of the student’s mastery of the competency is based on the teacher’s regular observation of the student, attendance may
constitute a condition for success. It should be noted that this assessment should stem from the guidelines present in the ministerial specifications. Situations that
lend themselves to the activation of this article are:
 The course includes hours of lab work in which the student must safely operate different types of equipment, repeated observations is required to ensure the safety of the
student on all devices.
 The course includes hours of lab work in which the student must demonstrate the progressive development of abilities leading to a final production.
 The ministerial specifications explicitly require the regular practice of an activity during the contact hours.
 The teacher is not in a position to evaluate, ensuring the security of the students, their practice of a physical activity. Students must have demonstrated, for certain
physical activities and on a regular basis during the contact hours, their capacity to practise the activity in a safe way. Students who are absent on a regular basis shall be
refused access to the summative evaluations of this physical activity to ensure their safety. They shall receive a grade of 0% for this exam.
The department or pedagogical counsellor of the Continuing Education sector shall be responsible for approving this practice for each course, and for obtaining the
approbation for its application by the Academic Council and for ensuring that these parameters are clearly explained within each course outline so that students are
well informed.

4.8 GRADE REVISION

Students who feel they have been unfairly treated in receiving a grade as a result of a summative evaluation may request a grade revision. A request for a grade revision
implies that the grade may be increased, maintained or decreased.

4.8.1 Revision during the semester

Students shall address their request for revision directly to their teacher, explaining their reasons, not later than five working days after receiving the grade. Students
who feel they have been unfairly treated may exercise their right of appeal under the mechanisms provided for in article 6.

4.8.2 Revision of a final summative evaluation

Students fill out the revision form from the Academic Systems Department no later than two weeks before the beginning of classes in each semester. Students must
explain the grounds for the request of a grade revision in the form. A request for a grade revision that does not refer to the final evaluation or that is not about the
teacher’s correction, the content of the evaluation, the evaluation criteria or the weighting of the criteria shall be rejected by the Coordinator of the department or the
pedagogical counsellor of the Continuing Education sector. In the event that the request is admissible, the Coordinator of the department or the pedagogical counsellor of
the Continuing Education sector shall form a Grade Revision Committee composed of three people, including the teacher involved. Students shall receive a response to
their request before the beginning of the first week of class of the next semester.

The grade revision process does not apply where a simple technical error (faulty mark calculation, transcription error, etc.) has been made. Requests of this kind shall be
made directly to the teacher.

4
4.9 PLAGIARISM OR FRAUD
The entire College community recognizes the importance of intellectual integrity and takes the necessary steps to prevent any form of plagiarism or fraud.

4.9.1 Definitions
For the purposes of this policy, any act of plagiarism or fraud committed by a student, as well as any involvement in these acts or attempt to commit them, during a
summative evaluation, constitute an offense. These actions relate to the use of different types of content or products (texts, images, illustrations, photos ...),
regardless of the type of media (print, online or digital).

4
This article is based on the Regulation on Offenses of Academic Nature of UQAM and the IPESA from Ahuntsic and Montmorency colleges.

18
Plagiarism is defined as the act of presenting as one’s own the content or production of others without identifying the source. A student plagiarises when, for
example:
• Mirroring an excerpt from a text without using the citation standards.
• Appropriating the idea or the text of an author by paraphrasing incorrectly or failing to use the citation standards.
• Using a concept, an image or music without indicating the source.

Fraud is defined as the act of deceiving in order to gain a personal advantage. A student commits fraud when, for example:
• Using special equipment other than what is authorized, including material produced by him or herself in an evaluation for another course.
• Copying the answer to a test or the assignment of another person.
• Helping someone else to copy.
• Participating in the theft, falsification of documents or materials related to evaluation or of the justification of absence during an evaluation (e.g., a doctor’s note).
• Using forbidden help in an assignment.

4.9.2 Procedures
A teacher who detects plagiarism or fraud in a summative evaluation must:
Notify the student of the detection of fraud or plagiarism.
Notify the Academic Systems and Academic Advising of the case of fraud or plagiarism, in accordance with the institutional mechanism prescribed.
Keep a copy of the plagiarized work. If it is a situation where the teacher witnesses the attempted plagiarism or where the teacher found material for fraud or
plagiarism, the teacher must prepare and keep a report of the incident.

The Academic Systems and Academic Advising Service must:

Upon reception of a notice of plagiarism or fraud, formally inform the student concerned by sending a copy to the teacher and the coordinator of the department
of the student's program and - in cases where it differs - the coordinator of the department that offered the course in which the offense took place. In the
Continuing Education sector, the copy is sent to the pedagogical counsellor responsible for this program.
Archive the notices of plagiarism and fraud.
Follow-up on penalties.

4.9.3 Penalty following an offense

The penalty depends on the number of offenses by the student, regardless of the course:

1st offense: a grade of zero for the summative evaluation in question and a letter sent to the student informing him or her of penalties associated with any subsequent
offense.
2nd offense: a grade of zero for the course in question, no matter what course, semester or program, and a letter sent to the student informing him or her of penalties
associated with any subsequent offense.
3rd offense: a grade of zero for the course and suspension or dismissal by the decision of the Academic Dean or the Continuing Education sector. The student will
receive, with the decision of the Academic Dean or the Continuing Education sector, a letter informing him or her of the penalty associated with any subsequent offense.
4th offense: a decision of dismissal is taken by the Academic Dean or the Continuing Education sector. Where appropriate, the student will therefore not be allowed to
continue his or her studies in the program without a new application. In the regular sector, this new application will be reviewed by a committee composed of the
coordinator of the department, a professor from a relevant discipline, an academic advisor, and a Dean. In the Continuing Education sector, it will be analyzed by a
committee composed of the pedagogical counsellor responsible for the student's study program, an academic advisor and the coordinator of the appropriate sector.

Any student who feels unfairly accused of plagiarism or fraud is entitled to use the mechanisms provided in Article 6.

The Academic Dean or the Director of Continuing Education informs the department or the pedagogical counsellor of the Continuing Education sector of the follow-up
given to the report of the cases of plagiarism.

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 LANGUAGE SKILLS ASSESSMENT
CONTINUING EDUCATION (DCS AND ACS)
Linguistic correction key:

A or ACC Error in agreement

C or CONJ Error in verb conjugation, tense agreement
S or SPEL Spelling mistake
P or PUNCT Error in punctuation or absence of punctuation
SS or STR Wrong sentence structure
V or VOC Improper use of a word, wrong vocabulary

Average
Number of Number of Number of Number of Number of index of
mistakes mistakes mistakes mistakes mistakes mistakes Penalty
in 500 in 250 in 200 in 150 in 100 frequency on 10
words words * words words words (1 mistake for
… words)

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 0 to 3 0 or 1 0 or 1 0 0 … 0
4 to 5 2 2 1 or 2 1 1/125 -1
6 to 11 3 to 5 3 or 4 3 2 1/65 -2
12 to 17 6 to 8 5 to 7 4 or 5 3 1/35 -3
18 to 23 9 to 11 8 to 9 6 4 1/25 -4
24 to 29 12 to 14 10 or 11 7 or 8 5 1/19 -5
30 to 35 15 to 17 12 or 13 9 or 10 6 1/16 -6
36 to 42 18 to 20 14 to 16 11 or 12 7 or 8 1/13 -7
43 to 47 21 to 23 17 to 19 13 or 14 9 1/11 -8
48 to 52 24 to 26 20 or 21 15 10 1/10 -9
53 and more 27 and more 22 and more 16 and more 11 and more 1/9 -10

* 250 words approximately represent a handwritten page.

To know the total number of words in Word: in the Tools tab select Statistics.

In Word 2007, the total number of words is permanently in the status bar below the text.

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