Bachelor of Applied Technology (Control Systems Technology)

Transcription

1 1. ORGANIZATION AND PROGRAM INFORMATION Appendix 1.1 Submission Title Page Full Legal Name of Organization: Seneca College of Applied Arts and Technology Operating Name of Organization: Seneca College Common Acronym of Organization (if applicable): Not Applicable URL for Organization Homepage (if applicable): Proposed Degree Nomenclature: Bachelor of Applied Technology (Control Systems Technology) Location (specify address) where program to be delivered (each location requires a location specific consent from the Minister): Newnham Campus 1750 Finch Avenue East, Toronto, Ontario M2J 2X5 Appendix Page 1

2 Contact Information: Person Responsible for this submission: Name/ Title: Ms. Laurel Schollen Dean, Faculty Of Technology Full Mailing Address: Seneca College 70 The Pond Road Toronto, Ontario M3J 3M6 Telephone: x3775 Fax: Site Visit Coordinator (if different from above): Name/ Title: Mr. Mario Boetto Chair, School Of Electronic/Computer Technology Full Mailing Address: Seneca College 1750 Finch Avenue East Toronto, Ontario M2J 2X5 Telephone: x2446 Fax: Anticipated Start Date: September 2006 Anticipated Enrolment for the first 4 years of the program: Cumulative Enrolment Full-time Part-time Year 1 40 N/A Year 2 70 N/A Year N/A Year N/A Appendix Page 2

3 Chair, Board of Governors: Name/ Title: Mr. David Cooke, B.S.W. (Hon.) Chair, Board of Governors Full Mailing Address: Seneca College 1750 Finch Avenue East Toronto, Ontario M2J 2X5 Telephone: x2002 Fax: Appendix Page 3

4 1. ORGANIZATION AND PROGRAM INFORMATION Appendix 1.2 Table of Contents Binder Tabs Quality Assessment Panel Nominees 1. Title Page 1.1. Submission Title Page Table of Contents Executive Summary 2.1. Executive Summary Program Abstract 3.1. Program Abstract Program Degree-Level Standard 4.1. Degree-Level Summary Samples of Student Work Admissions, Promotion, Graduation Standard 5.1. Direct Entry Admission Admissions Requirements Direct Entry Admissions Policies and Procedures for Mature Students Advanced Standing Credit Transfer/Recognition Policies and Procedures Advanced Placement Policies Degree Completion Arrangements Gap Analysis Bridging Courses Promotion and Graduation Requirements Program Content Standard 6.1. Program Advisory Committee Program Advisory Committee Membership Program Advisory Committee Minutes Professional/Accreditation or Other Organization Support Professional/Accreditation or Other Requirements Letters of Support: Professional/Accreditation or Other Requirements Program Content Summary Material Program Level Learning Outcomes Course Descriptions Academic Course Schedule Information Program Hour/Credit Conversion Justification Academic Course Schedule - Full-Time Studies Course Outlines Work Experience Required for Degree Completion Program Structure Requirement Support for Work Experience Work Experience Outcomes and Evaluation Program Delivery Standard 7.1. Quality Assurance for Program Delivery Quality Assurance Policies Policy on Student Feedback Student Feedback Instruments Appendix Page 1

5 7.2. On-line Delivery On-Line Learning Policies and Practices Academic Community Policies Capacity to Deliver Standard 8.1. Demonstrated Strength Learning and Information Resources Library Resources Computer Access Classroom Space Laboratories/Equipment Resource Renewal and Upgrading Support Services Policies on Faculty Curriculum Vitae of Current Faculty Assigned to This Degree Program Curriculum Vitae Release Curriculum Vitae for Faculty Assigned to This Degree A. Curriculum Vitae Exception Statements A B. Curriculum Vitae for Faculty Responsible for Teaching and Curriculum Development of DW Courses B C. Curriculum Vitae for Faculty Responsible for Teaching and Curriculum Development of DO and DL Courses C D E. Curriculum Vitae for Program Development Consultants D Curriculum Vitae for On-line Learning Professional and Technical Staff E 8.7. Enrolment Projections and Staffing Implications Credential Recognition Standard 9.1. Program Design and Credential Recognition Regulation and Accreditation Standard Regulatory /Licensing Requirements Current Regulatory or Licensing Requirements Letters of Support From Regulatory/Licensing Bodies Program Evaluation Standard 11.1 Periodic Review Policy and Schedule Academic Freedom and Integrity Standard Policy on Academic Freedom and Academic Honesty Academic Freedom Policy Academic Honesty Policy Academic Honesty Procedure Policy on Intellectual Products Policy on Ethical Research Practices Student Protection Standard Academic Calendar Information Student Protection Policies Dispute Resolution Fees and Charges Student Dismissal Withdrawals and Refunds Student Protection Information Economic Need Evidence of Economic Need Appendix Page 2

6 15. Non-Duplication of Programs Similar/Related College Programs Similar/Related University Programs Optional Material Other Relevant College Information Honorary Bachelor of Applied Studies Other Relevant School Information Appendix Page 3

7 2. EXECUTIVE SUMMARY Appendix 2.1 Executive Summary Proposed Credential Nomenclature: Anticipated Program Start Date: Bachelor of Applied Technology ( Control Systems Technology ) September 2006 The School of Electronics and Computer Engineering (ECET) is proposing to offer an Applied Degree program entitled Bachelor of Applied Technology - Control Systems Technology (CST). Academic semesters would be scheduled in the fall and winter semesters with the first intake in Fall It is anticipated that the initial program enrollment would be 40 students. ECET Capabilities and Strengths ECET currently has six undergraduate diploma programs, and two graduate certificate programs. There are three technician programs specializing in communications technology, computer technology and broadband technology and three technologist programs specializing in computer engineering technology, communications technology and automation and control technology. All of these programs offer students an extensive exposure to the basic foundations of applied electronics engineering technology, and make extensive use of engineering laboratories. The Applied Electronics Design (AED) Graduate Certificate Program presents contemporary engineering product development methodology as a framework to modern cellular wireless communications. Finally, the Electro Mechanical Design (EMD) Graduate Certificate Program incorporates some of the foundation technologies of AED together with advanced treatment of contemporary electro mechanical product development methodology. The breadth of the technologies presented in these programs, together with the Appendix Page 1

8 strength of the program faculty and the capabilities of its laboratories make ECET well positioned to offer the proposed Bachelor of Applied Technology (Control Systems Technology). Program Outcomes and Curriculum Design The School and its graduates face constant technological change as engineering science continues to apply the latest advances in the struggle to develop more functionality in a reduced space, at a lower cost and higher reliability. The economic recovery over the last few quarters has led to continued technological change and product life cycles continue to shorten, as new products are introduced. Technology convergence continues to drive development strategies as companies seek innovative new approaches to drive product development teams to embrace concurrent engineering strategies. Increasingly product support and development depends on team members who are cross trained in many disciplines. ECET continues to search for strategies to attract enabling technologies to Seneca that can act as platforms on which our students can develop. By exposing our students and our faculty to these technologies, we will continue to foster an environment which will not only give industry the technology professional it requires, but also attract additional technology to our school and create opportunities for applied research, consistent with the needs of our target industry, and the Seneca College Strategic Plan. The proposed Bachelor of Applied Technology (Control Systems Technology) program is designed to recognize the need for its graduates to have strong fundamental skills in each of the three disciplines, at both a theoretical and practical level. The CST program teaches students to incorporate each discipline into the cross functional field of distributed real time control systems. In addition, by focusing on extended practical lab and tutorial exercises, students also Appendix Page 2

9 develop instrumentation skills that are so fundamental to modern industry. Finally, CST recognizes the changing dynamic of the global electronics industry. Although the program includes leaning outcomes that support graduates entering a control systems career, CST is much broader and comprehensive in scope, giving its graduates the skills needed to enter careers in product or system development and design. CST has been designed to recognize the need in industry for cross functional technology team members. It consists of a group of platform technologies and skills that together define distributed control systems. These cross functional platform technologies are fundamental to a wide variety of contemporary electronics technology. The widespread use of distributing computing technology in everything from automotive applications to building systems highlights the convergence of modern electronics systems. By offering CST, the School will provide its graduates an opportunity to extend their education in these technologies beyond the scope of the program. The pedagogy used in CST will stress critical thinking, team building and generic skills throughout the program to ensure that CST graduates can integrate effectively into the technology teams so essential in our global economy. The curriculum will be supported by both tutorials and lab work, which will use both hardware and software products consistent with current industry practice, and the strategic philosophy of ECET and Seneca College. CST is a unique opportunity for students to enter the ever expanding field of distributed telecontrol. Remote telemetry and sensing, together with the distributed power of the internet and its protocols has led to many new interconnectivity technologies. Systems that were traditionally stand alone and passive are increasingly being made both capable of remote sensing and adaptive and remote control. CST presents students with both contemporary and traditional Appendix Page 3

10 control systems applied science, fundamentally routed in physics and mathematics. However, its courses also introduce the student to three fundamental platform technologies: Networking and Communications, Software Engineering, Control Systems digital and analog electronics. A key element in CST is the use of industry standard software and hardware tools in the courses being presented. This not only ensures that students are given the opportunity to learn current industry design methodology, it will foster an awareness of Seneca throughout the industrial community, and help ensure that graduates have the skills in the use the Engineering Design Automation (EDA) tools from companies such as Parametric Technologies Pro- Engineer, Mentor Graphics, Code Warrior and Cadence which have become industry standards. In addition students will learn about products such as MATLAB and Flotherm to allow them to apply the skills they develop in their mathematics and science courses. This will reduce the amount of additional training a student would need to undergo when being considered by a prospective employer. Opportunities for Graduates The strategy used by the ECET Applied Degree Team makes CST a unique opportunity. By coupling the traditional applied science theory and practice with distributed software and communications technologies students will develop a strong fundamental technology platform from which they can develop during their career as technology professionals. Graduates will join the technology team with a strong theoretical background coupled with significant practical experience that will make them better able to adapt to the needs of the global marketplace. Appendix Page 4

11 The National Association of Colleges and Employers (NACE) lists the top 10 degrees in demand by employers in their NACE Job Outlook Report 2005 in order of importance as: - Accounting, - Electrical Engineering, - Mechanical Engineering, - Business Admin/Management, - Economics/Finance, - Computer Science, - Computer Engineering, - Marketing/Marketing Management, - Chemical Engineering, - Information Sciences and Systems. The three foundation elements of the proposed program are all part of three of these top ten degrees. The NACE survey is consistent with the student employment placement upon graduation results as reported by The Ontario Student Assistance Program Performance Indicators for the Seneca College Automation and Control diploma program: Year Placement Rate % % % %. Appendix Page 5

12 3. PROGRAM ABSTRACT Appendix 3.1 Program Abstract The Control Systems Technology Applied Degree is designed for students interested in a career in modern electronics technology. The program presents students with the opportunity to enter the emerging tele-control distributed systems industry, industries from automotive electronics, wireless communications systems, networking, manufacturing mechatronics, to robotics automation and industrial control. The program unifies and explores networking, electronics and software development as enabling technologies of distributed control systems. Unlike diploma programs, the proposed program gives graduates a strong foundation in applied science and engineering principles which are critical to careers in design and development of contemporary convergent advanced complex systems. Appendix Page 1

13 4. PROGRAM DEGREE-LEVEL STANDARD Appendix 4.1 Degree-Level Summary This program is practical from the stand point of providing the skills relevant to the industrial environment, but simultaneously maintains a degree of academic rigor. Concepts are explained in depth from a theoretical approach at an engineering degree level and an intuitive approach adopted by industry. Depth and Breadth of Knowledge in the Field The proposed Bachelor of Applied Technology (Control Systems Technology) degree program will provide graduates with a strong foundation in the applied science, mathematics and laboratory skills during the first two years of the program. The final years of the program are spent developing the critical knowledge and advanced practical skills necessary for careers in distributed control systems, instrumentation or applied electronics design. The proposed Bachelor of Applied Technology (Control Systems Technology) degree program requires that graduates must demonstrate competences in the following areas: software development, information technology, applied mathematics, physics, chemistry, communications systems, automation and control systems, instrumentation, digital and analog electronics, microprocessor systems, and digital signal processing. These competences are to be taught and demonstrated in both a theoretical and a laboratory environment. The program ensures that graduates have strong fundamentals in applied science and mathematics so that they are able to understand the principal assumptions, methodologies and applications of distributed control systems and better appreciate the limitations of the current state of development of this emerging field of study. Students of the Bachelor of Applied Technology (Control Systems Technology) degree program will develop their analytical, critical thinking and problem solving abilities through extensive use of problem sets, laboratories and case studies. They are required to apply the theory and fundamentals presented in their program to design and troubleshoot solutions to problems reflecting the needs and expectations of industry. The theoretical concepts presented in the program will also allow Control Systems Technology graduates to analyze problems in conventional algorithms and techniques and also to develop new methodologies more suited to changing equipment needs and industrial requirements. Graduates are therefore capable of ensuring they will remain consistent with the evolving technology trends. Appendix Page 1

14 Distributed tele-control systems are an evolving technology dependant on many engineering disciplines and technologies. In order to meet the needs of graduates seeking careers in this field the proposed Bachelor of Applied Technology (Control Systems Technology) degree program brings together the key technologies of the current evolution of the field together with considerable study of fundamental applied science and practical techniques. This ensures that its graduates are able to evaluate future developments in this field and successfully integrate and apply them during their careers in academia, research and industry. During their final year of the program students must demonstrate their ability to synthesize and apply the program material successfully in a design project relating to a contemporary industrial problem or algorithm. By including a final semester course in ethics and the law the proposed Bachelor of Applied Technology (Control Systems Technology) degree program ensure that its graduates understand the relationship of this discipline to not only other technology disciplines but also to society in general. By understanding the role of technology in society the graduates will be better able to integrate with the teams of professionals that will be required to complete the complex projects in which they will participate. The curriculum plan for the proposed Bachelor of Applied Technology (Control Systems Technology) degree program builds progressively from the foundations established in the first four semesters. Students develop their understanding, skills and knowledge to match current industry expectations and the co-operative education work experience gives them the opportunity to put their educational background to use in a practical setting. The experience developed in these co-op postings translates into a better appreciation of the learning outcomes expected of graduates of the program, helping to focus students during their upper semesters. Depth and Breadth of Knowledge Outside the Field Communications and presentation skills are fundamental requirements of all technology graduates in order to ensure that they are successful members of technology teams. Graduates must be confident active participants with a strong appreciation for disciplines outside their field of study. Engaging in a variety of breadth subjects throughout their program of study gives students a comprehensive understanding of the world in which they live. Students will complete a minimum of seven Liberal Studies Options during the course of their studies. These courses will offer students a rich opportunity to develop knowledge, interest and expertise in the following areas outside their field of study such as: Canadian history, politics and government Economics Literature Communications (written, verbal and formal presentations) Career planning Management theory Leadership Entrepreneurship Humanities Marketing Appendix Page 2

15 Psychology Sociology. Conceptual and Methodological Awareness The structure of the proposed Bachelor of Applied Technology (Control Systems Technology) degree program allows students to build their critical thinking and problem solving skills. By using a combination of lectures, laboratories and tutorials, students learn and apply the ideas and concepts of control systems theory to solve practicerelated problems. Since many of the methods and techniques presented in the program are based on models derived from mathematical concepts the program maintains a strong foundation in applied science and mathematics during the first two years. The upper semesters focus on current research and professional practice. Students utilize the theories, ideas and concepts presented in the proposed Bachelor of Applied Technology (Control Systems Technology) degree program and apply them to solve contemporary issues faced by industry and engineering technology professionals. Since the program includes both a conceptual and a practical focus, students are given the opportunity to use their critical thinking skills to analyze problems from a first principles approach and then develop solutions that are beyond the level of direct technological application but are founded in the fundamental understanding of the underlying principles of applied science. Control Systems Technology professionals require the ability to analyze technology from various emerging disciplines and then synthesize processes or strategies to satisfy complex and often contradictory requirements of clients. For the implementation of these strategies, professionals require highly developed problem solving skills and well honed communication skills. Throughout the program students will be presented with projects and problems that will require them to analyze technical requirements, synthesize a plan to satisfy these requirements, make the necessary compromises, review and then reflect on the results, and finally communicate their findings to colleagues. This process would parallel the problem solving process undertaken in an industrial environment. Level of Analytical Skills With a breadth of training in several areas of technology, students of the proposed Bachelor of Applied Technology (Control Systems Technology) degree program will be able to critically evaluate qualitative and quantitative data by applying the learned underlying concepts, principles, and techniques of analysis, both within and outside the context in which they were first studied and practiced. These analytical skills include: 1. Mathematics and Physics at an advanced level which will be used for the following analytical skills development: Time and frequency domain analysis of dynamic and steady state conditions of open and closed loop systems. Appendix Page 3

16 Analysis of algorithm constants used in regulatory and advanced control strategies. Analysis of mass and energy balance of continuous processes. Analysis of discrete time systems with respect to signal processing. Advanced calculus Linear algebra matrix theory Fourier, Laplace, Z-Transforms differential equations Statistics and analysis of distributions Tutorials will be used to practice and apply mathematic skills to solving complex technical problems 2. Electronics at an advanced level which will be used for the following analytical skills development: Analysis, design and modeling of electronic circuits and systems Complex multivariate models 2 nd and 3 rd order effects Stability analysis (Bode, Young) 3. Software at an advanced level which will be used for the following analytical skills development: Implementation and analysis of software algorithm efficiency and development of optimal solutions Analysis, implementation, and evaluation of real time operating systems and event driven systems in embedded system design and development Object oriented design principles and structured programming 4. Digital Electronics, where our emphasis is on modern design methodology to illustrate how digital design is carried out in practice today Digital design mathematics Synthesis of complex digital circuits Understanding and evaluation of logic families and their inherent limitations Bus structures used in modern digital designs 5. Communications: Theorems and applications of discrete time systems Analysis of waves and flux densities using calculus Evaluation, analysis, and application of protocol stacks and communication systems as required The key learning outcome of the telecommunications courses is the students ability to take system performance requirements and come up with a working design. The student will be able to translate basic telecommunication and data networking parameters into real world hardware and software components. The system design is built and tested in modeling software to ensure a high level of confidence in the design. Software course for the proposed Bachelor of Applied Technology (Control Systems Technology) degree program endow the students with complex algorithm analysis techniques giving students the ability to analyze their software design approach for the Appendix Page 4

17 selection and implementation of appropriate software technologies required to deliver a suitably efficient and effective solution. Level of Application of Knowledge Application of knowledge will be consistent with that required in an industrial environment to do the following: Design regulatory and advanced control strategies Design and specify instrumentation measurement systems Design and configure industrial networks Program and configure PLCs and PCs for HMI, SCADA, continuous, and sequential control applications Courses for the proposed Bachelor of Applied Technology (Control Systems Technology) degree program will require an advanced level of mathematics and physics, not currently taught in the ELN diploma program. This level of mathematics and physics background is required in order to implement the following required analytical and design skills: Time and frequency domain analysis of dynamic and steady state conditions of open and closed loop systems. Analysis of algorithm constants used in regulatory and advanced control strategies. Analysis of mass and energy balance of continuous processes. Analysis of discrete time systems with respect to signal processing. Courses completely unique to the proposed Bachelor of Applied Technology (Control Systems Technology) degree program will include topics in advanced control and servo systems, digital signal processing, as well as signals and systems analysis. The industrial programming courses will be taught at a level requiring synthesis rather than analysis (as is done in the ELN program) of software concepts. Emphasis will be placed on structured design of software applications. In addition, programming concepts will include full exposure to object oriented programming (not currently taught in the ELN program) that will enable development of modern software applications used in current industrial environments. Communications: Laboratories using industry standards to evaluate QoS in communications networks such as VOIP, broadband, data and wireless Software: Algorithm development laboratories that develop and compare performance under differing stress parameters and criteria Digital Electronics Appendix Page 5

18 Laboratories to combine IP technologies to create SOPC designs which use modern technologies Mathematics Problem sets to exercise theoretical mathematical concepts of the applied Control Systems Technology Automation A fully networked automation lab where advanced control strategies (beyond PID) are implemented Project Final semester project course that integrates all of the breath of technology presented. An example of such a project would be the implementation from design requirements of a network embedded system that executes control system algorithms. Design requirements of the project are derived in collaboration with industry, faculty, and team members. Professional Capacity/Autonomy The proposed Bachelor of Applied Technology (Control Systems Technology) degree program will provide an applied professional education that includes fundamental principles of applied mathematics, applied science, networking, software development, electronics engineering technology, communications systems, digital systems, microprocessors, and embedded system design and control systems technology. These skills are presented in an environment that develops the students ability to analyze problems and develop solutions in the context of working in a team and utilizing their communications skills effectively. In addition the program s co-operative work experience provides students with a 14 week opportunity to practice these skills in an industry setting. Feedback from employers will focus on overall performance as well as the individual s ability to work effectively on their own and also as part of the team. The inclusion of professional ethics in the program ensure that graduates of the proposed Bachelor of Applied Technology (Control Systems Technology) degree program understand their role as technology professionals in society. Level of Communication Skills Developing communications skills is a significant initiative within the proposed Bachelor of Applied Technology (Control Systems Technology) degree program. In addition to the seven liberal studies options, the program also has specific courses in critical thinking and writing, laboratory practice, career planning and ethics and the law. Verbal skills are developed further during collaborative discussions, team projects, in class presentations and their final semester project. Written communication skills are Appendix Page 6

19 developed throughout the program in all of the written assignments, laboratories and project work. Awareness of Limits of Knowledge In the industrial environment currently facing graduates, new technology emerges so rapidly, it is often the case that the professional will have little or no background in implementing the new technology. In the project component of the proposed Bachelor of Applied Technology (Control Systems Technology) degree program, not only will students be faced with contradictory requirements but they will also be made aware of possible solutions for which they may not have all the required background knowledge. This will inevitably require consultation with colleagues, faculty, and industry experts. In working through this process, graduates of the program will have developed a sense that solving complex technical problems often involves the application of technologies for which they may have little or no knowledge. Furthermore, graduates will have developed the confidence to undertake these problems and use or find resources available outside their immediate environs. With such rapid changes in software technology, students appreciate that the best solution today may soon become obsolete. Fortunately, limitations and assumptions with regard to the application of the technology are within the scope of the students knowledge allowing the students to make decisions that are appropriate for the current requirements but which also look to the future. Appendix Page 7

20 5. ADMISSIONS, PROMOTION, GRADUATION STANDARD Appendix Program Admission Requirements Program Admission Requirements Academic Related work/ volunteer experience Other High School Graduates CST candidates must have the following secondary school credits or their equivalent: Ontario Secondary School Diploma with a majority of senior credits at the College Preparation (C), University Preparation (U) or University/College Preparation (M) level or Mature Student Status (age 19 or older). Six Grade 12 U or U/C courses with a minimum 65% cumulative grade average including: N/A N/A - Grade 12 English: ENG4 (U) - Grade 12 Mathematics: Advanced Functions and Introductory Calculus - MCB4 (U) - Grade 12 Mathematics: Geometry and Discrete Mathematics - MGA4 (U), - Grade 12 Physics: SPH4 (U), - Grade 12 Chemistry: SCH4 (U) - One additional course at the U or U/C level Mature Students Mature students (age 19 or older) will be considered for admission consistent with Ministry of Training, Colleges and Universities policies and upon demonstration of academic preparedness in prerequisite disciplines Mature students must submit proof of credits in the above courses or equivalent credits at the post-secondary level or an entrance examination Appendix Page 1

21 5. ADMISSIONS, PROMOTION, GRADUATION STANDARD Appendix Admission Policies and Procedures for Mature Students General Admission Requirements (Source: Academic Policy , 2.2, p. 1) The basic admission requirement to post-secondary programs is the Ontario Secondary School Diploma (Grade 12) or its equivalent, with the majority of senior credits at the college, university, college/university level or mature student status (age 19 or over). In addition, a minimum average of 65% is required for admission to the applied degree programs with 6 OAC s or 6 University or University/College credits at the grade 12 level. Any additional requirements will be published for the specific program. Subject Prerequisites (Source: Academic Policy , 2.3, p. 1) Several programs require specific subject and level prerequisites among the 30 credits in the Ontario Secondary School Diploma. These prerequisites will be published in the College Calendar. It is the responsibility of the student to ensure that his/her studies follow program requirements. Qualifications and Equivalencies (Source: Academic Policy , p. 3) 4.1 Academic Qualifications from Other Countries - Full-Time Students A Board of Admissions will consider applications for admission from students who have gained their educational qualifications abroad. International applicants must provide proof of academic standing equivalent to the Ontario Secondary School Graduation Diploma (OSSD). The following certificates are acceptable for admission to post-secondary certificate or diploma programs: Hong Kong Certificate of Education with credit standing in five academic subjects or pass standing in six academic subjects. Chinese University of Hong Kong Entrance Examination with a pass in five academic subjects. For England, Asian countries, the West Indies and African the General Certificate of Education with grades of A, B, C, or 1, 2, 3 in five academic subjects at the "O" or ordinary level; or the Caribbean Examination Council Certificate with grades A, B, C or 1, 2, 3 in five academic subjects at the general level. For some programs there may be selective admission requirements such as a high school credit in science or mathematics. The program information in the calendar will specify any special entrance standards. Only original documents will be considered. These should be sent by registered mail. For admission to the applied degree programs, the applicant will be assessed for equivalencies on an individual basis. Secondary school graduation certificates or diplomas should be at the higher or senior level. General Certificates of Education with subjects at the general or "0" level should include at least two subjects at the Advanced level. Appendix Page 1

22 4.2 English Proficiency - Full-Time Students (Academic Policy p.3) For direct admission, applicants are expected to have acceptable levels of English proficiency. For applicants whose education has taken place in a country where English is not the only language of common usage, English proficiency must be demonstrated by submitting successful test scores from a recognized English proficiency test: TOEFL; IELTS; MELAB; CAEL. For TOEFL, candidates who score a minimum of 550 (213 computer based), and who demonstrate strength in listening comprehension, will be considered for regular programs. For applied degree programs, a minimum total TOEFL score of 570 (230 computer based) is required, and for graduate certificate programs, a minimum total TOEFL score of 580 (237 computer based) is required. For information, contact: Test of English as a Foreign Language P.O. Box 6151 Princeton, New Jersey b) Policy for Mature Students: (Source: Academic Policy , p.2) Mature students, age 19 or over, who wish to resume their education in a course of study at Seneca College, will be evaluated by a Board of Admissions which may recommend an appropriate preparatory program of study offered at Seneca College, or direct entry into a program. Procedures for Mature Students: (Source: Academic Calendar , p. 3) MATURE APPLICANT STATUS Seneca College welcomes applications from adults who have made the decision to return to school. The requirement for using the Mature Applicant status as the basis for meeting the Ontario Secondary School Diploma admission requirement is that the applicant is nineteen years of age or older. As a Mature Applicant you do not require an Ontario Secondary School Diploma (or its equivalent). However, you do require academic credits in English, Mathematics, Biology, Physics, and Chemistry if any of these subjects are listed as a part of the program s admission requirements. In some instances, Mature Status applicants may be allowed to write the Mature Student Entrance Tests in English and/or Mathematics in lieu of having these Ontario Secondary schools credits or their equivalent. Applicants should confirm with the Admissions Office if writing the English and/or Mathematics entrance test is permitted for their desired program and should also confirm with the Admissions Office if upgrading courses are acceptable substitutions for Ontario Secondary School credits. For applied degree programs, mature students are considered on an individual basis for meeting non-subject specific credits, generally stated as a number of 4U or M or OAC subjects in addition to the subject specific courses that are required. Appendix Page 2

23 5. ADMISSIONS, PROMOTION, GRADUATION STANDARD Appendix Credit Transfer/ Recognition Policies and Procedures Seneca s Differentiated College Mandate Accountability Agreement (2003) with the Ministry of Training, Colleges and Universities commits Seneca to the pursuit of multiple entry/exit points and pathways to promote student success. Specifically, the Accountability Agreement (Paragraph 10, p.4) states: Consistent with the provincial goal of increasing accessibility to applied degree education for current and future college diploma graduates and consistent with the terms and condition of the Minister s consent for each applied degree, the College will undertake to articulate learning pathways for students within the college system and facilitate students accessing these pathways through appropriate prior learning assessment opportunities, bridging programs or other transfer agreements or arrangements. Access to Success is also one of the priority Goals identified in Seneca s Strategic Plan As such, Seneca has made a commitment to: become the Canadian model for the creation of access opportunities to higher education and training. This will be accomplished by (a) creating a national network of agreements for credit transfer; (b) establishing partnership agreements with schools, school boards, and agencies; (c) extending counseling, financial and other supports that promote access, retention and student success; (d) making available multiple entry and bridging opportunities from college prep through postgraduate programs; (e) engaging in research to identify the most effective/promising access and retention strategies in Canada; (f) assisting foreign-trained persons to readily attain appropriate credentials and experience, and (g) being proactive in facilitating access and success for students and employees with disabilities (Strategic Plan , p. 3). In order to achieve these goals, Seneca College has in place and continues to negotiate articulation agreements with other post-secondary institutions in this province, across Canada and Internationally. Articulation agreements Source: University Transfer Guide: Seneca College currently has 62 University Transfer Arrangements (both formal and informal) with 24 Universities from across Ontario, Canada, the United States, and Internationally. Currently Seneca is the only Ontario College with a dedicated University Transfer Office (located in Student Services) acting as a central resource of college and system wide information, and offering advisement and assistance for current and prospective students wishing to examine further education pathways. Beyond the standard undergraduate degree completion partnerships, collaborative program, joint delivery and concurrent models, Seneca has recently made steps to have its Ontario College Graduate Certificate programs recognized at the Masters level in a ground breaking agreement with Australia's University of Western Sydney. Tracking student success and uptake of these agreements is the next major focus of the University Transfer initiatives at Seneca. In a current Pilot Project with Athabasca University, select Seneca students have begun pursuing their degree while still at Seneca, completing a 3- Appendix Page 1

24 year diploma. It is the hope that these students will provide a sampling of the potential for future concurrent arrangements and follow up information beyond graduation. Transfer credits for entry into Seneca bachelor s degree programs: Many of the universities with which Seneca has transfer agreements currently award significant academic credit towards their baccalaureate programs to graduates of Seneca s diploma programs. We would anticipate that similar credits will be warranted for diploma graduates entering our college bachelor s degree programs. However, transfer credits will be based solely on an assessment of the equivalencies between the learning outcomes achieved by the applicant at the previous academic level (e.g., the diploma level) as compared with the learning outcomes expected at various points of entry into the degree program. In some instances the applicants will be required to do additional work or a bridging program as appropriate to address any gaps identified. Assessments for transfer credit are conducted by the Chair (or the chair s designate) in consultation with the faculty of the program to which entry is sought. Applications for transfer credit will be assessed on an individual student basis, except where a formalized degree completion pathway has been approved and published. In addition, block credits may be granted based on a careful assessment of programs with high affinity for the particular bachelor s degree program sought, as well as for those programs that are not closely related to the degree program. The College has on file and available upon request, samples of such assessments and any signed formalized block transfer agreements. Previously, Seneca policies for credit transfer were developed primarily for applicants seeking to enter diploma programs. Nevertheless, these policies and practices were consistent with the guidelines established by the Post Secondary Education Quality Assessment Board (PEQAB) for bachelor s degree programs. A revised policy was approved by the Senior College Executive on September 14, 2005 (see below) and will be included in the 2006/2007 Academic Policy handbook. Policy: Advanced Standing/Transfer Credit Approved: Academic Council, May 16, 2005 Applied Degree Implementation Committee, June 9, 2005 Deans, Chair and Directors, June 14, 2005 Senior College Executive, September 14, 2005 POLICY STATEMENT Many students who enter Seneca College will have earned academic credits in post-secondary educational institutions which they may be able to apply toward completion of a Seneca College program. Requests for Advanced Standing must be for a specific subject in a specific semester. It is the policy of Seneca College that all applications for Advanced Standing will be considered by the School responsible for the subject. Criteria for the granting of Advanced Standing are established and published by each School/Faculty. The criteria will ensure that a fair, reasonable, and consistent process is in place. Candidates must have official transcripts and detailed subject descriptions in order to be considered for Advanced Standing. A minimum grade of C (60%) is generally required for a subject to be considered for Advanced Standing. For applied degree programs, the minimum grade considered for Advanced Standing is C+ (65%). Appendix Page 2

25 Requests for Advanced Standing should be made as early as possible before the beginning of the semester to which they apply and no later than two weeks after the beginning of the semester. Granting of Advanced Standing/Transfer Credit Advanced Standing is granted or denied by the Chair or designate who may seek the advice of a promotion committee and the decision will be communicated to the student by means of a transcript. If a student transfers programs, any Advanced Standings will be reviewed by the Chair or designate. Any changes in Advanced Standings granted previously will be communicated to the student by means of a transcript. A student has the right to appeal the decision, consistent with Academic Policy. Advanced Standing/Transfer Credit from Diploma Programs to Degree Programs To ensure that the appropriate degree level standard has been met, a gap analysis of the program content and outcomes of the studies for which transfer credit is being awarded will be completed. Normally, no more than 65% of a degree level program may be awarded credit through Advanced Standing for credits from a 3-year diploma program, and no more than 40% for credits from a 2-year diploma program. Advanced Standing/Transfer Credit from Degree Programs to Degree Programs Credits recognized for Advanced Standing in a degree program must be earned at a postsecondary institution which is (i) a Canadian public university, (ii) an organization authorized to offer the degree program on the basis of an Ontario Ministerial Consent; or (iii) an organization that has the legal authority to grant degrees, is accredited by a recognized accrediting body where relevant, applies quality assurance policies to programs consistent with the program evaluation policy requirements of the Board, and is a member of a recognized association of degree-granting institutions, or (iv) another institution acceptable to the Postsecondary Education Quality Assessment Board. ADMINISTRATIVE GUIDELINES Advanced Standing decisions are monitored, reviewed and evaluated through Seneca s Program Review/Quality Assurance process to ensure that the process is fair, reasonable and consistent. Personnel responsible for determining advanced standing/transfer credit receive training and support as appropriate. Appendix Page 3

26 Limit on number of credits: Residency Requirement (Academic Policy , 5.9, p.5) A Faculty of Seneca College may recommend a student for a certificate, diploma only after the student has earned a minimum of twenty-five percent of the credit for that program under the authority of the recommending Faculty. The following amendment is proposed and is in the process of being approved: Normally, no more than 65% of a degree level program may be awarded credit through Advanced Standing for credits from a 3-year diploma program, and no more than 40% for credits from a 2-year diploma program. Duplicate Use of Credit & Subject Equivalency (Source: Academic Policy , 5.5, pp 4-5) Where Seneca subject credits (whether earned directly, granted as equivalent, or obtained through Advanced Standing) have been used toward the granting of a certificate, diploma or degree, these subjects may be used toward the granting of subsequent certificates, diplomas or degrees when: i. such a sequence of certificates/diplomas/degrees is approved by the College, or ii. a specific subject is common to both certificates, diplomas or degrees, or iii. a specific subject required in the subsequent program is deemed to be the equivalent of a subject completed in the first program. Notwithstanding the above, duplicate use of credit may be denied by the receiving College official(s) where competence in the current learning outcomes of the relevant subject(s) cannot be clearly demonstrated or documented. (see also 15.1 "Conditions for Graduation") Requests for credit towards an applied degree program will be assessed on an individual basis. Equivalent Admission Requirements (Source: Academic Calendar, , p.4) Academic standing from other provinces and other countries recognized by the College as equivalent to an OSSD/SSGD will be considered for admission. Generally, the standards are as follows: A valid Secondary School Graduation Diploma at the General Level, or equivalent, for the following provinces: Alberta, British Columbia, Manitoba, New Brunswick, Newfoundland, Nova Scotia, Prince Edward Island, Quebec and Saskatchewan. United States of America - Grade 12 (A minimum of 16 units of credit at the Secondary School level; at least four credits of which are in English). All other applicants will be considered on an individual basis. Applied degree programs may have additional requirements. Board of Admissions and Notice of Acceptance (Source: Academic Calendar, , p.4) All applications are assessed by our Board of Admissions which is empowered to accept, defer or reject the admission of any applicant to a program. You will be advised of your acceptance by an official letter from the Admissions Office. Except in the pursuit of an approved sequence of Appendix Page 4

27 certificates, diplomas or degree, you will be considered for admission to a second or subsequent diploma or certificate program at a lower level of priority and on receipt of documentation of work experience in the area of the first diploma or certificate. Academic Qualifications from Other Countries (Source: Academic Calendar, , p.4) In accordance with the policy on priority of admission the Board of Admissions will consider applications for admission from those of you who have gained your educational qualifications abroad. It will be necessary for you to provide an original and an official translation of your transcript, including both the grades and the interpretative information related to the institution's credit grading system. Appendix Page 5

28 5. ADMISSIONS, PROMOTION, GRADUATION STANDARD Appendix Advanced Placement Policies Policy: Prior Learning Assessment Approved: Academic Council, May 16, 2005 Applied Degree Implementation Committee, June 9, 2005 Deans, Chair and Directors, June 14, 2005 Senior College Executive, September 14, 2005 POLICY STATEMENT Seneca College recognizes that in many instances the learning outcomes defined for an individual semester subject can be achieved by a number of alternative means. These include relevant work/life experience. A student may apply for Prior Learning Assessment (PLA) at Seneca College, where mastery of the learning outcomes of a Seneca subject can be clearly demonstrated through the assessment of a portfolio and/or by means of a challenge process. A subject matter expert will select, administer and evaluate the prior learning assessment to determine if the outcomes of the desired subject have been met. The PLA Facilitator will provide information on the procedure for PLA. A fee will be charged for each subject where assessment is requested. PLA credits earned will be communicated to the student by means of a Seneca College transcript. Applicants obtaining credit through PLA shall proceed through the published admissions process to gain entry into a specific College program. The granting of prior learning credits does not guarantee entrance into any program of study. However, in keeping with the College's commitment to student access and student success, every effort will be made to facilitate a timely entrance into the candidate's program of choice. Credit earned through PLA shall be recorded on the transcript, where possible, using a letter grade, when that is the usual practice for that subject. When the assignment of a grade is not possible, the designation of SAT shall be used to signify that the essential learning outcomes of the subject have been achieved, as evaluated through PLA. A student has the right to appeal the decision, consistent with Academic Policy. If a student fails a subject, he/she may apply for PLA in that subject, only after one year has passed and he/she can offer a reasonable explanation of additional relevant learning. PLA Credits for Degree Programs PLA credit will only be awarded in a degree program for degree level learning. No more than 50% of a degree level program may be awarded credit through PLA. ADMINISTRATIVE GUIDELINES PLA decisions are monitored, reviewed and evaluated through Seneca s Program Review/Quality Assurance process to ensure that the process is fair, reasonable and consistent. Personnel responsible for determining prior learning credit receive training and support as appropriate. Appendix Page 1

29 Limit on number of credits: Residency Requirement (Academic Policy , 5.9, p.5) A Faculty of Seneca College may recommend a student for a certificate, diploma only after the student has earned a minimum of twenty-five percent of the credit for that program under the authority of the recommending Faculty. The following amendment is proposed and is in the process of being approved: Normally, no more than 65% of a degree level program may be awarded credit through Advanced Standing for credits from a 3-year diploma program, and no more than 40% for credits from a 2-year diploma program. Duplicate Use of Credit & Subject Equivalency (Source: Academic Policy , 5.5, pp 4-5) Where Seneca subject credits (whether earned directly, granted as equivalent, or obtained through Advanced Standing) have been used toward the granting of a certificate, diploma or degree, these subjects may be used toward the granting of subsequent certificates, diplomas or degrees when: i. such a sequence of certificates/diplomas/degrees is approved by the College, or ii. a specific subject is common to both certificates, diplomas or degrees, or iii. a specific subject required in the subsequent program is deemed to be the equivalent of a subject completed in the first program. Notwithstanding the above, duplicate use of credit may be denied by the receiving College official(s) where competence in the current learning outcomes of the relevant subject(s) cannot be clearly demonstrated or documented. (see also 15.1 "Conditions for Graduation") Requests for credit towards an applied degree program will be assessed on an individual basis. Appendix Page 2

30 5. ADMISSIONS, PROMOTION, GRADUATION STANDARD Appendix Degree Completion Arrangements Not applicable to this proposed program. Appendix Page 1

31 5. ADMISSIONS, PROMOTION, GRADUATION STANDARD Appendix Gap Analysis Not applicable to this proposed program. Appendix Page 1

32 5. ADMISSIONS, PROMOTION, GRADUATION STANDARD Appendix Bridging Courses Not applicable to this proposed program. Appendix Page 1

33 5. ADMISSIONS, PROMOTION, GRADUATION STANDARD Appendix 5.3 Promotion and Graduation Policies Policy: Promotion and Graduation Policy for Applied Degree Programs Source: Academic Policy, , 8.10, p. 7 and 11.1, p. 8 Approved: Academic Council, May 12, 2003 Board of Governors, June 26, Minimum Acceptable Performance for Graduation in applied degree programs For applied degree programs, the minimum requirement for graduation is an average of C+ (2.5) in subjects in the main field of study, and an average of C (2.0) in all other subjects Minimum Requirements for Promotion in applied degree programs For applied degree programs, the minimum requirement for promotion is an average of C+ (2.5) in subjects in the main field of study, and an average of C (2.0) in all other subjects. 8.1 Grading Policy (final grades and grade point averages) Effective September 1, 2000 all subjects offered by the College are graded or designated as follows: Final Grade Grade Point Percentage A+ 4 90% to 100% A 4 80% to 89% B % to 79% B 3 70% to 74% C % to 69% C 2 60% to 64% D 1 55% to 59% F 0 0 to 54% (not a pass) Or EXC SAT UNSAT Excellent Satisfactory Unsatisfactory Appendix Page 1

34 Appendix 5.3 Promotion and Graduation Policies Program Requirement Promotion Level of Achievement Graduation Course in disciplines outside the main field(s) of study C C Course in disciplines within the main field(s) of study C+ C+ Other - Work Placement SAT SAT Overall achievement C+ C+ Appendix Page 2

35 6. PROGRAM CONTENT STANDARD Appendix Professional/ Accreditation or Other Requirements Not applicable to this proposed program at this time. Appendix Page 1

36 6. PROGRAM CONTENT STANDARD Appendix Letters of Support: Professional/Accreditation or Other Requirements Not applicable to this proposed program at this time. Appendix Page 1

37 6. PROGRAM CONTENT STANDARD Appendix Program Level Learning Outcomes Graduates of the proposed Bachelor of Applied Technology - Control Systems Technology program will demonstrate the ability to: 1. analyze, support, maintain and extend the design capability of modern electronics products; 2. analyze and enhance 16 bit microprocessor based systems using the C Programming language; 3. analyze electrical problems and apply mathematical concepts to derive appropriate mathematical models and generate viable solutions; 4. design, develop and troubleshoot a printed circuit board (PCB) using industry standard software tools and an initial functional specification; 5. design, Implement and Troubleshoot Field Programmable Gate Arrays (FPGA) based electronics using both schematic entry and Very High Speed Integrated Circuit Hardware Description Language (VHDL); 6. create and implement software programs in the appropriate language in support of technical objectives; 7. design, analyze, implement and evaluate modern hardware and software to complex technical problems using industry compliant tools and methods; 8. apply the standards and guidelines consistent with international safety standards to design products that are electrically safe, and emissions compliant; 9. apply the guidelines consistent with industry standard Engineering Design Automation (EDA) tools to efficiently define and maintain database systems and information flow; 10. analyze a complex industrial process and design an appropriate control system; 11. create a functional, ergonomically satisfying Human Machine Interface (HMI); 12. analyze and configure the optimum network for the distributed control system (DCS); 13. analyze the hardware requirements and configure the software for various industrial drive systems; 14. design a servo position and / or velocity control system; 15. design instrumentation for the measurement of pressure, temperature, level, and flow; 16. program in the modern industrial programming languages; 17. specify modulating control valves; thermodynamics; Appendix Page 1

38 18. design implement and troubleshoot analogue and digital communications based electronics using industry standard simulation methods; 19. analyze and understand the performance characteristics and limitations of analog and digital telecommunication systems. Apply the correct telecommunication system to meet a required real world application; 20. analyze a data communications application from source to destination. Understand the flow of packets from source application down the communications protocol stack, out onto the network and up the stack to the receiving application; 21. communicate clearly, concisely, and correctly in the written, spoken, and visual form that fulfills the purpose and meets the needs of audiences; 22. reframe information, ideas, and concepts using the narrative, visual, numerical, and symbolic representations which demonstrate understanding; 23. apply a wide variety of mathematical techniques with the degree of accuracy required to solve problems and make decisions; 24. use a variety of computer hardware and software and other technological tools appropriate and necessary to the performance of tasks; 25. Interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals; 26. evaluate his/her own thinking throughout the steps and processes used in problem solving and decision making; 27. collect, analyze and organize relevant and necessary information from a variety of sources; 28. evaluate the validity of arguments based on qualitative and quantitative information in order to accept or challenge the findings of others; 29. create innovative strategies and/or products that meet identified needs; 30. manage the use of time and other resources to attain personal and/or project related goals; 31. take responsibility for his/her own actions and decisions; 32. adapt to new situations and demands by applying and/or updating his/her knowledge and skills; 33. represent his/her skills, knowledge and experience realistically for personal and employment purposes. Appendix Page 2

39 Table of Courses that Contribute to the Program Level Learning Outcomes: Graduates of the proposed Bachelor of Applied Technology (Control Systems Technology) will demonstrate the ability to: Courses that contribute to this outcome: 1. Analyze, support, maintain and extend the design capability of modern electronics products. CST152 Object Oriented Design CST301 Electronics Design I CST404 Electronics Design II CST454 Design Project/Thesis 2. Analyze and enhance 16 bit microprocessor based systems using the C Programming language; CST102 Structured Programming CST152 Object Oriented Design CST204 Structures and Algorithms CST352 Digital Electronic II - Microprocessors 3. Analyze electrical problems and apply mathematical concepts to derive appropriate mathematical models and generate viable solutions. CST103 Electrical Fundamentals CST104 Integration and Differentiation CST154 Linear Algebra CST204 Structures and Algorithms CST252 Signals and Systems CST303 Control Systems CST351 Data Acquisition and Digital Control CST401 Digital Signal Processing 4. Design, develop and troubleshoot a printed circuit board (PCB) using industry standard software tools and an initial functional specification. CST301 Electronics Design I CST404 Electronics Design II 5. Design, Implement and Troubleshoot Field Programmable Gate Arrays (FPGA) based electronics using both schematic entry and Very High Speed Integrated Circuit Hardware Description Language VHDL). CST202 Digital Electronics I CST352 Digital Electronic II - Microprocessors Appendix Page 3

40 6. Create and implement software programs in the appropriate language in support of technical objectives. CST102 Structured Programming CST152 Object Oriented Design CST204 Structures and Algorithms CST451 Advanced Topics in Automation CST454 Design Project/Thesis 7. Design, analyze, implement and evaluate modern hardware and software to complex technical problems using industry compliant tools and methods. CST152 Object Oriented Design CST155 Lab Practice CST153 Electronics and Devices CST201 Analog Electronics CST203 Applied Discreet Mathematics CST254 Instrumentation and Sensors CST301 Electronics Design I CST351 Data Acquisition and Digital Control CST354 Industrial Electronics CST404 Electronics Design II CST451 Advanced Topics in Automation CST452 Wireless Control Systems CST453 Network Controls CST454 Design Project/Thesis CST455 Process Control 8. Apply the standards and guidelines consistent with international safety standards to design products that are electrically safe, and emissions compliant. CST155 Lab Practice CST201 Analog Electronics CST202 Digital Electronics I CST301 Electronics Design I CST352 Digital Electronic II - Microprocessors CST456 Ethics and the Law 9. Apply the guidelines consistent with industry standard Engineering Design Automation (EDA) tools to efficiently define and maintain database systems and information flow. CST202 Digital Electronics I CST204 Structures and Algorithms CST352 Digital Electronic II - Microprocessors CST404 Electronics Design II 10. Analyze a complex industrial process and design an appropriate control system. CST254 Instrumentation and Sensors CST303 Control Systems CST304 AC and DC Motors and Controls CST351 Data Acquisition and Digital Control CST354 Industrial Electronics CST355 Servo Control Systems CST403 Power Electronics CST451 Advanced Topics in Automation Appendix Page 4

41 CST452 Wireless Control Systems CST453 Network Controls CST454 Design Project/Thesis CST455 Process Control 11. Create a functional, ergonomically satisfying Human Machine Interface (HMI). CST152 Object Oriented Design CST204 Structures and Algorithms CST454 Design Project/Thesis 12. Analyze and configure the optimum network for the distributed control system (DCS). CST451 Advanced Topics in Automation CST452 Wireless Control Systems CST453 Network Controls 13. Analyze the hardware requirements and configure the software for various industrial drive systems. CST102 Structured Programming CST254 Instrumentation and Sensors CST304 AC and DC Motors and Controls CST351 Data Acquisition and Digital Control CST354 Industrial Electronics CST403 Power Electronics 14. Design a servo position and / or velocity control system. CST254 Instrumentation and Sensors CST305 Communication Systems CST304 AC and DC Motors and Controls CST354 Industrial Electronics CST355 Servo Control Systems 15. Design instrumentation for the measurement of pressure, temperature, level, and flow. CST253 Thermodynamics CST254 Instrumentation and Sensors CST351 Data Acquisition and Digital Control CST354 Industrial Electronics CST451 Advanced Topics in Automation CST455 Process Control 16. Program in the modern industrial programming languages. CST353 Data Communications I CST354 Industrial Electronics CST402 Data Communications II CST451 Advanced Topics in Automation 17. Specify modulating control valves; thermodynamics. CST253 Thermodynamics CST254 Instrumentation and Sensors CST303 Control Systems Appendix Page 5

42 CST354 Industrial Electronics CST455 Process Control 18. Design implement and troubleshoot analogue and digital communications based electronics using industry standard simulation methods. CST252 Signals and Systems CST302 Fields and Waves CST305 Communication Systems CST353 Data Communications I CST401 Digital Signal Processing CST402 Data Communications II CST452 Wireless Control Systems 19. Analyze and understand the performance characteristics and limitations of analog and digital telecommunication systems. Apply the correct telecommunication system to meet a required real world application. CST252 Signals and Systems CST302 Fields and Waves CST305 Communication Systems CST353 Data Communications I CST401 Digital Signal Processing CST402 Data Communications II CST452 Wireless Control Systems 20. Analyze a data communications application from source to destination. Understand the flow of packets from source application down the communications protocol stack, out onto the network and up the stack to the receiving application. CST305 Communication Systems CST353 Data Communications I CST402 Data Communications II CST453 Network Controls 21. Communicate clearly concisely, and correctly in the written, spoken, and visual form that fulfills the purpose and meets the needs of audiences. All courses contribute to this outcome. 22. Reframe information, ideas and concepts using the narrative, visual, numerical, and symbolic representations which demonstrate understanding. All courses contribute to this outcome. Appendix Page 6

43 23. Apply a wide variety of mathematical techniques with the degree of accuracy required to solve problems and make decisions. CST101 - Mechanics CST104 - Integration and Differentiation CST154 - Linear Algebra CST203 - Applied Discrete Mathematics CST204 - Structures and Algorithms CST205 - Differential Equations CST251 - Kinematics CST252 - Signals and Systems CST253 - Thermodynamics CST255 - Partial Differential Equations CST304 - AC and DC Motors and Controls CST403 - Power Electronics All Electronics Design courses contribute to this outcome 24. Use a variety of computer hardware and software and other technological tools appropriate and necessary to the performance of tasks. All courses contribute to this outcome. 25. Interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals. CST105 - Technical Communications CST152 - Object Oriented Design CST155 - Lab Practice All Lab courses contribute to this outcome. 26. Evaluate his/her own thinking throughout the steps and processes used in problem solving and decision making CST155 - Lab Practice CST201 - Analog Electronics CST202 - Digital Electronics CST252 - Signals and Systems All Design courses contribute to this outcome 27. Collect, analyze and organize relevant and necessary information from a variety of sources. All Year 3 and Year 4 courses and Liberal Studies Electives contribute to this outcome 28. Evaluate the validity of arguments based on qualitative and quantitative information in order to accept CST105 - Technical Communications CST454 - Design Project Course All Design courses contribute to this outcome Appendix Page 7

44 or challenge the findings of others. 29. Create innovative strategies and/or products that meet identified needs. CST151 - Chemistry CST454 - Design Project Course All Design courses contribute to this outcome 30. Manage the use of time and other resources to attain personal and/or project related goals. All courses contribute to this outcome 31. Take responsibility for his/her own actions and decisions. All courses contribute to this outcome 32. Adapt to new situations and demands by applying and/or updating his/her knowledge and skills All course contribute to this outcome 33. Represent his/her skills, knowledge and experience realistically for personal and employment purposes. CST105 - Technical Communications CPP600 - Co-op Professional Practice CPP700 - Co-op Integration and Career Planning Appendix Page 8

45 6. PROGRAM CONTENT STANDARD Appendix Course Descriptions and Learning Outcomes Year 1 Semester 1 Course Title CST101 - Mechanics CST102 - Structured Programming CST Electrical Fundamentals CST104 - Calculus I - Integration and Differentiation BTC140 - Critical Thinking and Writing Calendar Course Description This course will provide a foundation in rudimentary mechanics, with a focus on the analysis of rigid bodies in a state of static equilibrium (both rotational and translational equilibrium). The concept of vector quantities and their application to Newton s Laws will be addressed. The work-energy relation and conservation of mechanical energy will be examined, as will the fundamentals of elastic deformation, stress, and strain. Major concepts will be explored through laboratory exercises. Structured programming will cover the multi-faceted skills that must be acquired in computer programming, with emphasis on the skills required for problem solving using a structured methodology. The structured/procedural methodology is applied to solve a series of typical problems in engineering and technology. Structured programming design techniques and concepts are implemented using the C programming language. The course focuses on the fundamentals of the ANSI C programming language and also covers advanced C tools and concepts such as storage classes, bitwise operators, arrays, structures, pointers and file I/O. Numerous laboratory exercises, assignments and at least one major design project will reinforce the lecture material presented. This course covers the basic concepts of DC and AC electricity, and linear circuit analysis including Kirchhoff s laws, the voltage and current divider rules, the superposition theorem, Thevenin and Norton equivalent circuits, mesh and nodal analysis. The fundamentals of capacitors and inductors are addressed as well as the responses of RC, RL and RLC circuits. AC concepts such as sinusoidal sources, frequency, maximum power transfer, reactance and impedance are also addressed. This course focuses on continuity, differentiation, maximum and minimum, definite and indefinite integrals; and, the application of integrations to geometry, mechanics, and other engineering problems. It also provides an introduction to Matlab and to first order differential equations. This course focuses on critical thinking and the rhetorical elements of both persuasive and evaluative forms of writing. Students will learn to differentiate between shades of fact and opinion, objectivity and bias, and to apply the techniques of sound argument for a variety of purposes. The main elements of effective communication and research techniques will also be examined. Techniques explored and skills developed in this course are applied throughout all courses during the four years of the program. Appendix Page 1

46 CST106 - Liberal Studies Elective Students may select from a number of Liberal Studies electives offered to applied degree program students. Year 1 Semester 2 Course Title CST151 - Chemistry CST152 - Object Oriented Design CST153 - Electronics and Devices CST154 - Linear Algebra CST155 - Lab Practice CST156 - Liberal Studies Elective Calendar Course Description This subject provides an overview of the basic chemical concepts, terminology and principles required by the student for their professional career. The course is divided into three main sections. The first section will provide a review of the periodic table, chemical reactions and the mole concept. Detailed discussions of gases, liquids, solids ph, buffers, and equilibrium concepts will follow. The second section will focus on analytical chemistry and methodology, with emphasis placed on ph measurements, titration, gravimetric analysis, spectroscopy and conductometric analysis. The third section will emphasize physical-chemical concepts including partitioning behaviour of chemicals, colligative properties, thermodynamics and chemical kinetics. Laboratory work will emphasis lecture material and introduce the student to basic lab procedures, with emphasis placed on analytical techniques. Object Oriented Design uses the Unified Modeling Language as the graphical representation scheme for modeling objectoriented systems. The fundamental object-oriented programming concepts and techniques such as encapsulation, inheritance, composition and polymorphism are discussed and used for building object-oriented systems. The course demonstrates an object-oriented approach in building graphical user interfaces. Object-oriented design techniques and concepts are implemented using the C++ and C# programming languages. Prerequisites: CST102, CST104. This subject is an introduction to electronic circuits based on electronic devices such as diodes, bipolar junction transistors, field-effect transistors, SCR s, UJT s, Mosfets and IGBJT s. The theory of each device is introduced and applications to the implementation of electronic circuits and systems are addressed. Class lectures are supplemented by extensive laboratory work. Prerequisites: CST103. This course covers systems of linear equations, matrices, determinants, vectors, lines and planes in three dimensions, vector spaces, eigenvalues and eigenvectors. Also covered is an introduction to products and applications of linear algebra to control systems. Prerequisites: CST104. Lab Practice will focus on electronics circuits and systems based on operational amplifiers and commonly used Linear Integrated Circuits, particularly those used in modern instrumentation and control system. The entire course is lab based. Students may select from a number of Liberal Studies electives offered to applied degree program students. Appendix Page 2

47 Year 2 Semester 3 Course Title CST201 Analog Electronics CST202 Digital Electronics I CST203 - Applied Discrete Mathematics CST204 - Structures and Algorithms CST205 - Calculus II -- Differential Equations CST206 - Liberal Studies Elective Calendar Course Description CST201 is a continuation of CST155, focusing on electronics circuits and systems based on operational amplifiers and commonly used Linear Integrated Circuits, particularly those used in modern instrumentation and control system. Class lectures are supplemented by extensive laboratory work. Prerequisites: CST153, CST154, CST155. This course focuses on digital logic design. Algebraic representation of logic and variables, truth tables, optimization of combinatorial logic, transistor level logic, propagation delay, and timing of gates and circuits are covered in this course. The Verilog and VHDL languages are also introduced. This course also covers synchronous and asynchronous design, design and implementation of finite state machines, binary number representation, hardware multiplication and addition. FPGA and Complex Programmable Logical Devices (CPLD) design are introduced. Class lectures are supplemented by extensive laboratory work where Electronic Design Automation (EDA) tools are used to design digital systems using Field Programmable Gate Arrays (FPGA s). Prerequisites: CST153, CST154. This course covers sets and set operations, proposition logic, predicate logic, rules of inference, methods of proof, induction, relations, functions, graphs, graph algorithms, trees, and discrete probability. This course also exposes the students to an introduction to statistical process control, pareto analysis and concepts of six sigma quality control methodology. Prerequisites: CST154. This course covers analysis of algorithms and complexity notation, recursion and recurrence relations, techniques for structured algorithm design, evaluation of algorithm efficiency, program development, top-down analysis, modular design, elementary data structures, dynamic data structures, abstract data types, stacks, queues, linked lists, trees, searching and sorting, and case studies. Students write assigned programs in the labs using C++. Prerequisites: CST154. This course focuses on techniques of integration, introduction to second order differential equations, sequences and series, vector valued functions, functions of several variables, partial differentiation, and the application of this theory to mechanics and electronics. Bessel s equation, Legendre s equation and Laplace s equation are covered. Prerequisites: CST104. Students may select from a number of Liberal Studies electives offered to applied degree program students. Appendix Page 3

48 Year 2 Semester 4 Course Title CST251 -Kinematics CST252 - Signals and Systems CST253 - Thermodynamics CST254 - Instrumentation and Sensors CST255 - Calculus III - Partial Differential Equations Calendar Course Description This course covers a wide range of topics relating to motion of particles and systems of particles. The kinematics of particles in three dimensions, including curvilinear motion, particle kinetics, and applications of Newton s laws to these situations is dealt with. Linear and angular momentum, work, energy, and impulse reactions (including impact) are investigated. The kinetics of systems with time-varying mass are studied. Motion under the influence of a central force is examined. The kinematics and kinetics of translation and plane rotation of rigid bodies is covered. An analysis of vibrations and forced oscillations is carried out. Finally, the application of Hamilton s equations and Hamilton s principle to particle systems is addressed. Prerequisites: CST101, CST205. This course begins with the time and frequency domain models of signal and system characteristics. The time domain analysis of continuous-time linear systems is presented, including convolution, impulse response and step response. Next introduced are Fourier series, Fourier transforms and applications. Laplace transforms and frequency domain analysis of continuous-time systems are then studied. Combined with the analysis of poles and zeros of continuoustime systems, the two most important stability criteria used in control system analysis are presented with application examples. Prerequisites: CST201, CST202, CST203, CST205. This is a basic course in applied thermodynamics, the science studying heat, work and properties of systems. The students will master concepts like temperature, pressure, energy and enthalpy, work, heat and entropy. They will understand the laws of thermodynamics and their manifestations in everyday life. Special emphasis will be placed on applying the theory to solving a variety of problems relevant to the instrumentation and control industry. Prerequisites: CST151, CST101. This is an introductory course in sensor and actuator technology currently used in automated processes, both in the wet or process industries and as well as the discrete parts industries. The emphasis will be on measurement of temperature, pressure, flow, level, position, velocity, and acceleration covering those process variables most often controlled in industrial processes. Prerequisites: CST155, CST153, CST101. Co-Requisite: CST253. This course focuses on first order partial differential equations, classification of equations and characteristics. We will also introduce initial and boundary value problems in bounded regions. There is also a focuses on integral transforms and integral relations. The course will expose students to Green s Appendix Page 4

49 CST256 - Liberal Studies Elective functions and variational and other methods. Prerequisites: CST205. Students may select from a number of Liberal Studies electives offered to applied degree program students. Year 2 Summer Semester N/A Course Title N/A Calendar Course Description Year 3 Semester 5 Course Title CST301 - Electronics Design I CST302 - Fields and Waves CST303 - Control Systems CST304 - AC and DC Motors and Controls Calendar Course Description An introduction to electronics and electronics design is given. Basic electronic circuits and components are presented and analyzed using EDA tools. Design and analysis of analog electronic circuits; current mirrors and gain stages, op amps design and compensation, noise, comparators, sample and hold circuits, voltage references, A/D and D/A converters and phase locked loops are covered. Prerequisites: CST201, CST202. This is a course in field theory, focusing on electromagnetic phenomena and applications. The course begins with an introduction to electromagnetism and the characteristics of electromagnetic waves, followed by an examination of vector fields and the electromagnetic field in particular. Electrostatics is covered, including a treatment of Coulomb s law, Gauss s law, and Maxwell s equations leading to Poisson s and Laplace s equations. Magnetostatics is covered with an emphasis on Ampere s law and the Biot-Savart law. A study of the electromagnetic field of accelerated charges leads to a more thorough understanding of electromagnetic waves. Transmission lines, antennas and wave propagation are covered. Finally, applications of electromagnetic theory, such as the prevention of electromagnetic interference in digital systems, are addressed. Prerequisites: CST251, CST252, CST255. In this course, open loop and closed loop continuous time systems are examined. This course explores in depth closed loop system performance and stability such as steady state error, tracking, rise time, settling time, gain margin and phase margin. Root Locus analysis and design, and Frequency Response Analysis and Design Techniques are covered as well as Control systems such as P, PI, PD, and PID controllers, and Lag-Lead Compensation. This course finishes with an introduction to modern control using state space representation. Prerequisites: CST252, CST254, CST255. Co-Requisite: CST304. This course is an introduction to transformers, 3 phase power as well as the various types of DC and AC motors that are used Appendix Page 5

50 CST305 - Communication Systems CST306 - Liberal Studies Elective in modern industrial applications. The motor topics emphasized are those most commonly used in industrial applications and include brushed and brushless DC motors as well as AC induction and synchronous motors. Prerequisites: CST251, CST201. Co-Requisite : CST303. This is an introductory course in analog and digital communications. Basic communications principles such as information representation, waveforms, bandwidth, centre frequency, waveform energy, noise and channel effects, receiver structures and performance criteria are examined. Labs that illustrate the practical application of each topic accompany the course. Each lab has a hardware component and a software simulation component. Prerequisites: CST252. Students may select from a number of Liberal Studies electives offered to applied degree program students. Year 3 Semester 6 Course Title CST351 - Data Acquisition and Digital Control CST352 - Digital Electronic II Microprocessors CST353 - Data Communications I CST354 - Industrial Electronics Calendar Course Description This Course reviews the techniques of acquiring and controlling real time data. Topics will include analog to digital and digital to analog conversion techniques, as well as, an introduction to Z transforms and difference equations. Prerequisites: CST303. This course examines the design of digital electronic circuits and systems with emphasis on microprocessors and interfacing to them. Several bus systems are studied including PowerPC and PCI. Circuit designs for interfacing to various memory devices (SDRAM, DDR DRAM, burst SRAM, etc) are examined. A system-on-a-programmable-chip (SOPC) will be designed, simulated and tested. The SOPC will use currently available intellectual property (IP) for the microprocessor and peripherals. The design will be implemented in VHDL or Verilog languages using EDA tools to simulate and test the design. Prerequisites: CST301, CST204. This is an introductory course in data communications. Basic data communications principles such as information representation, signal encoding, digital data communication techniques, protocols, data link control, packet and circuit switching are examined. Labs that illustrate the practical application of each topic accompany the course. Each lab has a hardware component and a software simulation component. Prerequisites: CST305. This course is an introduction to Programmable Logic Controllers (PLCs) and their use in industrial applications. The course will first introduce sequential logic design using electromechanical relays and timers. Design methodology using PLCs programmed in ladder logic will then be covered. The implementation differences between conventional Appendix Page 6

51 CST355 - Servo Control Systems CPP600 - Co-op Professional Practice CST356 - Liberal Studies Elective electromechanical relays and PLCs will be emphasized. Industrial applications including motor control centers (MCCs) pump protection, plastic injection machines and unloaders, and package sorting machines will be described. In addition an introduction to ladder logic based PID control and event driven communications will be given. Prerequisites: CST303, CST304. This course reviews fundamentals of velocity and position control using analog and digital techniques. DC and AC servomotors will be studied and the advantages and disadvantages of different industrial position transducers will be discussed. In addition modern multi axis motion controllers will be discussed. Prerequisites: CST303, CST304. Co-op education is meant to provide learners with the opportunity to integrate academic learning with relevant work experience. It also provides the opportunity to learn more about themselves and their chosen field of study. The purpose of this work term is to enable the learner to make a smooth transition from the academic setting to a work environment. In this course, learners will develop strategies to assist them in the job search process. Prerequisites: Semesters 1 to 5, inclusive. Students may select from a number of Liberal Studies electives offered to applied degree program students. Year 3 Summer Semester Course Title CWT699 Coop Work Term Calendar Course Description The primary goal of the work experience is to apply the concepts studied in an academic setting in the real world. A typical work term will touch upon elements from each of the streams (security arts, security principles, risk management, data communication and communication), and will require expertise in two or three of these areas. Every work term will emphasize the program outcomes and will reinforce the relevance of these outcomes to the student. In addition, the work experience will expose the student to measures of success that differ from those in an academic environment, giving the student an appreciation of what is important in the workplace. Year 4 Semester 7 Course Title CST401 - Digital Signal Processing Calendar Course Description This course covers discrete-time signals and systems, the Discrete Fourier Transform (DFT), the Fast Fourier Transform (FFT), as well as practical considerations and problems in DSP systems. Applications of DSP to instrumentation, communication, control, remote sensing and image processing are addressed. Appendix Page 7

52 CST402 - Data Communications II CST403 - Power Electronics CST404 - Electronics Design II CPP700 - Co-op Integration and Career Planning CST406 - Liberal Studies Elective Prerequisites: CST351, CST352. This course is a continuation of CST353 Data Communications I. More advanced topics of data communications are examined such as Wide Area Networks, Local Area Networks and Inter- Network operational protocols. Wired and wireless networks will be examined. Labs will make use of actual equipment and software to simulate or analyze the various protocols examined. Prerequisites: CST353. This is an introductory course in power electronics with an emphasis on AC and DC drives currently being implemented in a variety of industrial control applications that require precise speed and or position control. In addition, the various types of semiconductor switch technology used in implementing these drives will be reviewed. Prerequisites: CST303, CST304. Advanced electronic circuits and supporting concepts are presented and analyzed. Circuits include active filters, oscillator circuits, class A, B, C small signal, R.F. and power amplifiers. Extensive use is made of EDA tools in capturing, simulating and manufacturing these circuits. Prerequisites: CST301, CST305. The integration of classroom activities with work term experience is vital for the complete and successful learning and understanding of co-op work placement experiences. Structured integration and reflective learning with peers provides the opportunity to evaluate work experience into a broader context. Guest speakers from the industry will give students further employment exposure and an opportunity to network. Prerequisite: CPP600. Students may select from a number of Liberal Studies electives offered to applied degree program students. Year 4 Semester 8 Course Title CST451 - Advanced Topics in Automation CST452 - Wireless Control Systems Calendar Course Description CST451 is a final semester course that describes the current technology used to program, control, monitor, and acquire data from automated industrial processes. Topics will include modern industrial programming languages including ladder logic, function block diagram, structured text, instruction list, and sequential function chart programming. Prerequisites: CST152, CST353, CST354. Co-Requisite: CST454. This course begins with an overview of wireless networks. The principles of air interface design and wireless network operation are then presented. The students will study the access methods for wireless networks, advanced modulation techniques, network connectivity options. Security issues are addressed at the PHY and MAC level. Also presented are Wireless Geo-location, wireless wide area networks (WANs), Appendix Page 8

53 CST453 - Network Controls CST454 - Design Project/Thesis Course CST455 - Process Control CST456 - Ethics and the Law wireless local area networks (WLANs), and wireless personal area networks (WPANs). IEEE a/b/g WLAN, IEEE Bluetooth WPAN, and IEEE ZigBee WPAN specifications are examined. The operations of typical WLAN and WPANs are compared and interference between various wireless networks is analyzed. Prerequisites: CST401, CST402. This course is a survey of the various means of networking industrial automated equipment. Proprietary, non-proprietary PLC networks and fieldbuses will be discussed including industrial applications of Ethernet TCP/IP. The networks discussed will include the most popular fieldbuses such as Devicenet and Profibus. Prerequisite: CST152. The course will be laboratory based and will involve the application of control systems, programming, and networking to an industrial system. Prerequisites: CST401, CST404. Co-Requisite: CST451. This course is an introduction to process control systems. Control strategy designs will be analyzed for their performance with the most common processes found in petrochemical, power, and manufacturing industries. The laboratory will implement the control strategies either with an actual process or a simulated process. Prerequisite: CST303. The course defines professional engineering and discusses professional practice from three perspectives: the engineer as employee, the engineer as manager, and the engineer in private practice. It also investigates the structure, practice, and ethics of the engineering profession using Professional Engineers Act of Ontario as a guide. Professional Engineers Ontario Code of Ethics and Professional Misconduct, Sections 72 & 77 of the O. Reg. 941 are comprehensively covered. The course introduces the basic structure of Canadian legal system and basics of business organizations. Applications of tort liability and contract law are extensively discussed. Tendering process, limitation periods, arbitration, lien legislation, Competition Act issues and industrial property protection are covered as well. Sample Case Studies for Engineering Law Examination. Typical examination questions, taken from Ontario s previous Professional Practice Exams are presented. Prerequisites: English, BTC154. Appendix Page 9

54 Liberal Studies Options Course Title LSO113 - Canadian Autobiography Calendar Course Description Why do people write their stories? What can we learn from reading auto-biographies? What would we choose to write about ourselves? These are the main questions considered in this course. We will read two auto-biographies by "new" Canadians; two men who arrived to the safe shores of Canada after experiencing the horrors of war and without English. As adults, these authors retell their childhood stories. Their adult perspectives influence what and how they tell their stories. Can we discern it? Does it matter? What have they revealed about themselves, their families, their countries of origin? We will explore these questions through online discussions and individual autobiographical writing. This course introduces students to award winning writing, historical events, and political reality as well as giving them an opportunity to write part of their stories. The intent of the course is to increase their awareness of the impact of childhood events on adults and to make them more cognizant of the complexity of people around them in Canadian society. LSO119 Science Fiction LSO148 - Current Issues in Canada Science fiction (SF) is often a misunderstood form of writing, in part because Star Wars, Star Trek, and other Hollywood icons tend to dominate popular imagination. This course will move beyond the cowboys in outer space imagery of Hollywood sci-fi and demonstrate how SF is a serious form of writing that addresses serious contemporary issues, including such philosophical/social/historical concepts as: humanity s place in the universe; godly power and immortality; mechanization and dehumanization; gender construction; and, post/humanism. Through readings of canonical short stories and novels SF will be shown to possess its own history and cultural conventions that give its audience special access to the ways we make sense of our world. As an introduction to the history, theory, and key representative works of SF, the course will achieve its learning outcomes by working through the SF mode in a chronological manner; thus, students will encounter such key periods as the Golden Age, the New Wave, feminism, cyberpunk, and postcyberpunk, all the while having fun with (quite possibly) the most relevant form of writing for the 21 st century. Everyone is affected by economic, environmental and social circumstances: health care, education, housing, job opportunities, social services and social values, and the condition of the environment. The purpose of this course is to increase your understanding of current social and economic issues and your ability to analyze information about those issues, and to provide a basis for your participation in Canadian society. Appendix Page 10

55 LSO250 - Cultural Trash: Waste, Excess and Repression LSO260 - Principles of Psychology LSO460 Social Psychology LSO478 - Movies and Meaning North America is populated by people who have rejected their origins in efforts to create new lives in America. This revolutionary mindset creates novelty, yet attempts to dispose of much that festers underground. In looking at the production and nature of waste in America, we will read literature as a tool to reconsider ecological systems. This course focuses on our culture s propensity for trash: producing waste upon the earth, and treating people as waste. In addition to reading literary representations of environmental mistreatment, we will look at archaeological studies of landfills to see how our waste defines us. Recent writers re-envision the human race by paying attention to indigenous and ecological connections. As we move through the world and interact with those around us, we all play the role of psychologist, trying to understand why we and others do what we do, feel what we feel, think what we think. This course is designed to introduce you to the scientific study of human behaviour and mental processes. By understanding how psychological research is conducted, by examining the evidence that has been accumulated in the field, and by using critical thinking and analysis, it is hoped that the assumptions and intuition you have gained through your own experience with the world will be re-examined and re-evaluated in a new and interesting light. A variety of areas within this broad and fascinating field will be examined. These may include learning, memory, social psychology, developmental psychology, stress and health, personality, and abnormal psychology. It is universally recognized in art, literature, history and individual experience that human beings are social beings. Who we are, how we think, how we feel, and how we behave are all subject to the influence of the situation in which we find ourselves. Social psychology is the science that attempts to examine, describe, and explain the impact of social situations on individuals and on groups. This course will examine topics within the field such as how we see ourselves and others in a social context, how attitudes are formed and changed, and the power of social situations to influence our behaviour. Building on the knowledge the learner has of psychological research methodology, this course aims to improve the students understanding of how psychologists study social influence and interaction. Both group and individual processes will be examined in depth to encourage critical analysis of a variety of theoretical viewpoints, and to develop the learner s ability to investigate and report on current perspectives in social psychology. This subject offers students opportunities to learn how the elements of film structure create meaning. Film is a complex collaborative art form with its own structural and syntactical patterns whose presence and operation often elude moviegoers. Audiences' subliminal and conscious absorption of Appendix Page 11

56 meaning, however, depends on elements of film structure. This subject will provide an introduction to how a technological art form functions and how movies work. It will present movies and film clips to help students grasp each production element and get a sense of film's one-hundred-year history. Students will follow a structured approach to understanding how meaning is relayed through light, sound, and motion. LSO 478 introduces students to the language and structure of visual media products. To 'see' and read a film, television production, website, or music video with critical awareness requires learning how film technology creates and shapes meaning. LSO 478 offers a structured approach to learning how visual media forms work, including elements of production formation of meaning modes of visual reality auteurs & creative signatures perception and product narrative modes in visual media genre art and marketing. LSOXXX - Globalization in the 20 th Century and Beyond The 20 th century has experienced great social upheaval and transformation. We fought two world wars, saw the rise and fall of the Soviet communist regime, experienced dramatic technological advances and witnessed the ascendancy of capitalism as the primary global economic model. This course will survey the historical context of the battle between state controlled economics and market driven globalization. We will look to the future and examine how these forces of globalization are creating political, economic, and social rifts in the global population. The course will also emphasize research and analysis to allow students to gain a critical perspective of today s international community. LSOXXX - Introduction to Political Science Political science is the study of power. How we share power and how power shapes society are central themes of this Introduction to Political Science course. Discover the value of being a good citizen. Find out why consumer advocate Ralph Nader said that you should turn on to politics before politics turn on you. Find out why Sir Winston Churchill felt that democracies were the worst form of government except for all the others. In today s complex world, politic scientists play a crucial role in understanding all levels of human interaction. Political science seeks to understand how the state, the structures of government and the political process impacts individuals. This course will examine the basic concepts and approaches of political science. A basic goal will be to enhance students research ability, critical thinking skills and communication skills. LSOXXX - Media and the Information Age The average person spends 2,600 hours per year watching TV or listening to the radio. That s 325 eight-hour days, a full-time job! We spend another 900 hours with other media, including newspapers, books, magazines, music, film, home video, video games, and the Internet. That s about 3,500 hours of media use, Appendix Page 12

57 more time than we spend on anything else, including working or sleeping. This consumption of information sustains our economy and most of the economic activity in North America now involves producing, processing or distributing information including the output of the mass media, Internet, telecommunications and computer industries. The goal of this course is to prepare students to thrive in this newly integrated communications and information environment. Appendix Page 13

58 6. PROGRAM CONTENT STANDARD Appendix Program Hour/Credit Conversion Justification 1. Does the program include laboratory components? Yes No 2. If yes, will the calculation of program breadth be based on a conversion of all program hours into program credits? Yes No 3. If yes, complete Table If no, proceed to Appendix Note: All program hours are led by Faculty, either in an E-classroom or an activity-based learning centre (see Appendix 6.4 for description of classrooms). Appendix Page 1

59 6. PROGRAM CONTENT STANDARD Academic Course Schedule - Full-Time Studies Year and Semester Course Code Course Title Total DW Course Semester Hours Total DO Course Semester Hours Total DL Course Semester Hours Course Prerequisites and Corequisites Proposed Instructor (or indicate if faculty to be recruited) Highest Qualification earned (or required of faculty to be hired) and, only where applicable, highest qualifications in progress Year 1 Semester 1 CST101 Mechanics CST102 Structured Programming CST103 Electrical Fundamentals CST104 Integration and Differentiation Bernie Beyer Kenneth Kirton Paul Minor Bill Pesme Roderick Turner Yang Yang Carmen Anghel Bernie Beyer Ronald Liang Douglas Martin Benjamin Shefler Goran Svenk, Jason Wang Yang Yang Bernie Beyer Itamar Gabor Kenneth Kirton Paul Minor Nayyer Begum Mario Boetto Vladimira Kosiba Douglas Martin Paul Minor Larisa Nudelman Bill Pesme M.Ed M.Sc Ph.D M.Sc Ph.D MBA M.ASc M.Ed Ph.D M.ASc (Ctrl Eng) M.Eng M.Sc Ph.D MBA M.Ed Ph.D (in progress) M.Sc Ph.D M.Phil, M.Sc MBA, M.ASc M.Eng M.ASc (Ctrl Eng) Ph.D Ph.D M.Sc Appendix Page 1

60 BTC140 CST106 English Liberal Studies Elective Gary Reid Sam Surendra TBD TBD M.Sc Ph.D TBD TBD Semester 2 CST151 Chemistry Year 2 CST152 CST153 CST154 CST155 Object Oriented Design Electronics and Devices Linear Algebra Lab Practice CST102 CST104 CST103 CST104 Carmen V. Anghel Paul Minor Bill Pesme Roderick Turner Carmen V. Anghel Bernie Beyer Douglas Martin Benjamin Shefler Goran Svenk Yang Yang Bernie Beyer Jeremy Clark Itamar Gabor Harold Kolimbiris Kenneth Kirton Paul Minor Nayyer Begum Mario Boetto Vladimira Kosiba Douglas Martin Paul Minor Larisa Nudelman Gary Reid Sam Surendra Bernie Beyer Itamar Gabor John Kawenka Ronald Liang Bill Pesme Benjamin Shefler 28 CST156 Liberal Studies Elective 42 TBD TBD Semester 1 CST201 Analog Electronics 84 CST153 CST154 CST155 Bernie Beyer Itamar Gabor Kenneth Kirton Ronald Liang Paul Minor M.ASc Ph.D M.Sc Ph.D M.ASc M.Ed M.ASc (Ctrl Eng) M.Eng M.Sc MBA M.Ed M.Eng Ph.D (in progress) M.Sc M.Sc Ph.D M.Phil, M.Sc MBA, M.ASc M.Eng M.ASc (Ctrl Eng) Ph.D Ph.D M.Sc Ph.D M.Ed Ph.D (in progress) M.Eng Ph.D M.Sc M.Eng M.Ed Ph.D (in progress) M.Sc Ph.D Ph.D Appendix Page 2

61 CST202 Digital Electronics I CST203 Applied Discrete Mathematics CST204 Structures and Algorithms CST205 Differential Equations CST206 Liberal Studies Elective CST153 CST154 CST154 CST152 CST154 CST104 Lamia Ben Jemaa Dennis Cecic John Kawenka Harold Kolimbiris Kenneth Kirton Ronald Liang Larisa Nudelman George VandeBelt Nayyer Begum Mario Boetto Vladimira Kosiba Douglas Martin Paul Minor Larisa Nudelman Bill Pesme Gary Reid Sam Surendra Carmen V. Anghel Bernie Beyer Benjamin Shefler Goran Svenk Jason Wang Yang Yang Nayyer Begum Mario Boetto Vladimira Kosiba Douglas Martin Paul Minor Larisa Nudelman Bill Pesme Gary Reid Sam Surendra TBD Ph.D B.Eng M.Eng M.Sc MSc Ph.D Ph.D B.Asc M.Phil, M.Sc MBA, M.ASc M.Eng M.ASc (Ctrl Eng) Ph.D Ph.D M.Sc M.Sc Ph.D M.ASc M.Ed M.Eng M.Sc Ph.D MBA M.Phil, M.Sc MBA, M.ASc M.Eng M.ASc (Ctrl Eng) Ph.D Ph.D M.Sc M.Sc Ph.D TBD Semester 2 CST251 Kinematics CST252 Signals and Systems CST101 CST201 CST201 CST202 CST203 CST205 Bernie Beyer Kenneth Kirton Bill Pesme Roderick Turner Yang Yang Jeremy Clark Itamar Gabor Harold Kolimbiris Ronald Liang Luis Tumialan Roderick Turner M.Ed M.Sc M.Sc Ph.D MBA M.Eng Ph.D (in progress) M.Sc Ph.D M.Sc Ph.D Appendix Page 3

62 Summer Year 3 CST253 Thermodynamics CST254 CST255 Instrumentation and Sensors Partial Diff Equations CST101 CST151 CST101 CST153 CST151 CST205 Carmen V. Anghel Paul Minor Roderick Turner Lamia Ben Jemaa Dennis Cecic Len Klochek Nayyer Begum Mario Boetto Vladimira Kosiba Douglas Martin Paul Minor Larisa Nudelman Bill Pesme Gary Reid Sam Surendra 56 CST256 Liberal Studies Elective 42 TBD TBD Semester 1 CST301 Electronics Design I CST302 CST303 CST304 CST305 Fields and Waves Control Systems AC and DC Motors and Controls Communication Systems CST252 CST251 CST252 CST255 CST252 CST254 CST255 CST304(Co-req) John Kawenka Itamar Gabor Harold Kolimbiris Kenneth Kirton Ronald Liang Luis Tumialan Roderick Turner Lamia Ben Jemaa Len Klochek Iakov Romanovski Jason Wang CST201 Lamia Ben Jemaa CST251 Len Klochek CST303(Co-req) Iakov Romanovski Jason Wang CST252 Jeremy Clark Chris Derventzis Harold Kolimbiris Ronald Liang Luis Tumialan Roderick Turner Jason Wang 70 CST306 Liberal Studies Elective 42 TBD TBD M.ASc Ph.D Ph.D Ph.D B.Eng M.ASc M.Phil, M.Sc MBA, M.ASc M.Eng M.ASc (Ctrl Eng) Ph.D Ph.D M.Sc M.Sc Ph.D M.Eng Ph.D (in progress) M.Sc M.Sc Ph.D M.Sc Ph.D Ph.D M.ASc Ph.D Ph.D Ph.D M.ASc Ph.D Ph.D M.Eng M.ASc M.Sc Ph.D M.Sc Ph.D Ph.D Appendix Page 4

63 Semester 2 CST351 Data Acquisition Digital Control CST352 CST353 CST354 CST355 Digital Electronics II Microprocessors Data Communications I Industrial Electronics Servo Controls Systems CST303 CST204 CST301 CST305 CST303 CST304 CST303 CST CPP600 Co-operative Education 28 Semester 1 Semester 2 Semester 3 Semester 4 Semester 5 CST356 Liberal Studies Elective 42 CWT699 Co-op Work Term Lamia Ben Jemaa Len Klochek Iakov Romanovski Jason Wang Dennis Cecic Len Klochek Larisa Nudelman George VandeBelt Jason Wang Jeremy Clark Chris Derventzis Itamar Gabor John Kawenka Harold Kolimbiris Luis Tumialan Roderick Turner Jason Wang Lamia Ben Jemaa Len Klochek Iakov Romanovski Jason Wang Lamia Ben Jemaa Len Klochek Iakov Romanovski Jason Wang Elaine Fenner TBD Ph.D M.ASc Ph.D Ph.D B.Eng M.ASc Ph.D B.ASc Ph.D M.Eng M.ASc Ph.D (in progress) M.Eng M.Sc M.Sc Ph.D Ph.D Ph.D M.ASc Ph.D Ph.D Ph.D M.ASc Ph.D Ph.D M.Ed (in progress) TBD Year 4 Semester 1 CST401 Digital Signal Processing CST402 Data Communications II CST351 CST352 CST353 Dennis Cecic Jeremy Clark Itamar Gabor Harold Kolimbiris Ronald Liang Jeremy Clark Chris Derventzis Itamar Gabor John Kawenka Harold Kolimbiris B.Eng M.Eng Ph.D (in progress) M.Sc Ph.D M.Eng M.ASc Ph.D (in progress) M.Eng M.Sc Appendix Page 5

64 CST403 Power Electronics CST303 CST304 CST355 Luis Tumialan Roderick Turner Jason Wang Lamia Ben Jemaa Len Klochek Iakov Romanovski Jason Wang John Kawenka 70 CST404 Electronics Design II CST CST305 CST406 Liberal Studies Elective 42 TBD TBD M.Sc Ph.D Ph.D Ph.D M.ASc Ph.D Ph.D M.Eng CPP700 Co-operative Education 28 CPP600 Elaine Fenner M.Ed (in progress) Semester 2 CST451 Advanced Topics in Automation 56 CST152 CST354 CST355 CST452 Wireless Control Systems 56 CST401 CST402 CST453 Network Controls 56 CST152 CST402 Lamia Ben Jemaa Len Klochek Iakov Romanovski CST454(Co-req) Jason Wang Jeremy Clark Chris Derventzis Itamar Gabor Harold Kolimbiris Ronald Liang Roderick Turner Lamia Ben Jemaa Chris Derventzis Len Klochek Iakov Romanovski Jason Wang CST454 Research Project 56CST401 CST404 Roderick Turner John Kawenka CST451(Co-req) Douglas Martin Benjamin Shefler CST455 Process Control 56 CST303 Lamia Ben Jemaa Len Klochek Iakov Romanovski Jason Wang CST456 Ethics and the Law 42 English BTC140 Subtotal Course Hours John Kawenka Dennis Cecic Douglas Martin George VandeBelt Ph.D M.ASc Ph.D Ph.D M.Eng M.ASc Ph.D (in progress) M.Sc Ph.D Ph.D Ph.D M.ASc M.ASc Ph.D Ph.D Ph.D M.Eng M.Eng M.Eng Ph.D M.ASc Ph.D Ph.D M.Eng B.Eng M.ASc (Ctrl Eng) B.ASc Appendix Page 6

65 Total Program Hours 2884 Calculate the percentage of the program offered in DO and DL courses 20% Calculate the percentage of the breadth courses offered in DO courses 76% Calculate the percentage of the breadth courses offered in DL courses 24% Appendix Page 7

66 6. PROGRAM CONTENT STANDARD Program Structure Requirement Year September January April Semester 1 Semester 2 Semester 3 Year One on-campus studies on-campus studies vacation Year Two on-campus studies on- campus studies vacation Year Three on-campus studies on campus studies paid full-time work term Year Four on-campus studies on-campus studies GRADUATION Paid full-time work term = 14 consecutive weeks Appendix Page 1

67 6. PROGRAM CONTENT STANDARD Support for Work Experience Suitable work experience placements for students (considering completion of their third year) might be employment in the following industries: 1) System integrator doing: SCADA or HMI configuration / development development data acquisition system configuration / design PLC Programming Servo and motion control specification / configuration 2) EPC (Engineer, Procurement, Construction) doing: instrumentation specification electrical and control drawings 3) Process manufacturing doing Control and instrumentation maintenance 4) Discrete Parts Manufacturing doing: maintenance of electromechanical, pneumatic equipment 5) Technical sales doing: in house customer liaison The Coop Technology Department, in conjunction with the School of Electronics and Computer Engineering Technology, are active members in associations such as the North York Chamber of Commerce/Toronto Board of Trade and the York Technology Association. Through this active participation, Seneca's Coop Technology Department develops and maintains positive relationships with industry representatives. Membership is also important in more specific organizations related to the field of study in particular programs. For example, ECET is a member of the Canadian Wireless Technology Association and is currently researching similar organizations in the area of control systems. In addition to job development, the Co-op Coordinator is available to help individual co-op students with their targetted job search. For example, if a student has researched a particular company that has not been approached by the Coop Technology department, the Coordinator is available to help the student with a job search at that company. Coop Technology and ECET are working together to host an on-campus reception for our current employers to educate them about our new CST Degree program. We look forward to exploring in more detail how we can expand the working relationship with these employers. In regards to the support offered to our students, in addition to the class time with students in the Co-op Prep Class, all students are encouraged to book 30 minute appointments for each of their resumes, cover letters and mock interviews to allow for a personal approach and individualization of their documents. The Coop Technology Department has purchased an online application where co-op students can store their cover letters, resumes, and grades, read the co-op job postings, apply to positions and sign up for interviews. Appendix Page 1

68 6. PROGRAM CONTENT STANDARD Support for Work Experience Employer Letters of Support Appendix Page 2

69 Subject: FW: Seneca College - Applied Degree proposal Date: Fri, 30 Sep :20: From: MATUSIAK Rose-Mary -HUMAN RES <[email protected]> To: Elaine Fenner <[email protected]> CC: ANGUS Lesley -HUMAN RES <[email protected]> Good afternoon Elaine. I am responding to the you sent to Lesley yesterday afternoon. I m delighted to hear Seneca s programs are expanding, and you may soon be in a position to offer an applied degree program in Control Systems Technology. As you know, we currently share our job postings with your Co-op office. We will continue to post our positions at Seneca, and invite your CST students to visit our website. Our selection process is based on merit, and I hope our Hiring Managers might find the talent they require in your students. Best wishes in obtaining the degree designation. Rose-Mary Matusiak HR Consultant Talent Management Appendix Page 3

70 Appendix Page 4

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74 Appendix Page 8

75 6. PROGRAM CONTENT STANDARD Appendix Work Experience Outcomes Work Experience Outcomes Tune a PID controller (Cognitive/ Synthesis, Cognitive/Application) Configure and initialize a cascade control system (Cognitive/Synthesis, Cognitive/Application) Calculate the feedforward gain and lead/lag time constants in a feedforward application(cognitive/ Application) Implement autotuning of a PID control controller (Cognitive/Application) Given an industrial application, specify the most appropriate industrial network (Cognitive/Application) Design sequential control of an industrial process using IEC Ladder Logic language (Cognitive/ Synthesis, Cognitve/ Application) Design sequential control of an industrial process using IEC Function Block Diagram language (Cognitive/ Synthesis, Cognitve/ Application) Design sequential control of an industrial process using IEC Instruction List language (Cognitive/ Synthesis, Cognitve/ Application) How work experience puts into practice the program outcomes The primary goal of the work experience is to apply the concepts studied in an academic setting in the real world. A typical work term will touch upon elements from each of the streams (continuous control systems, industrial programming, industrial networking) and will require expertise in two or three of these areas. Every work term will emphasize the program outcomes and will reinforce the relevance of these outcomes to the student. In addition, the work experience will expose the student to measures of success that differ from those in an academic environment, giving the student an appreciation of what is important in the workplace. Following the work term, the student will be required to take Co-op Integration and Career Planning Integration, a course which provides the opportunity to assess and evaluate the work experience. Method of evaluating student during placement Following the seventh week of a student s work term, the co-op coordinator will conduct a site visit. A midterm evaluation is conducted at this time to determine the student s performance to date and to identify any concerns. Both the student and employer are encouraged to maintain performance evaluations on a continuous basis. On completion of the work term, the employer will evaluate the student s performance. This assessment, in questionnaire format, will identify levels of communications skills, interest, initiatives taken, quality of work, major strengths and areas of improvement. On successful completion of the work term, the student will receive a grade of satisfactory. Appendix Page 1

76 Design sequential control of an industrial process using IEC Structured Text language (Cognitive/ Synthesis, Cognitve/ Application) Design sequential control of an industrial process using IEC Sequential Function Chart language (Cognitive/ Synthesis, Cognitve/Application) Design a Human Machine Interface (HMI) (Cognitive/ Synthesis, Cognitve/Application) Configure Supervisory Control and Data Acquisition (SCADA) software (Cognitive/ Application) Calibrate an RTD in a temperature application (Cognitive/Application) Calibrate an Thermocouple in a temperature application (Cognitive/Application) Calibrate a differential pressure transmitter in a flow, or level application (Cognitive/Application) Commision a modulating control valve application(cognitive/ Application) Configure a servo robot (Cognitive/Application) Appendix Page 2

77 7. PROGRAM DELIVERY STANDARD Appendix Quality Assurance Policies Policy: Quality Assurance Policy Approved: Senior Executive Committee, October 20, 2004 Board of Governors, November 24, 2004 POLICY STATEMENT It is the policy of Seneca College to ensure that all of its program and services regularly undergo Quality Assurance review. Quality Assurance relates to mechanisms and procedures used to assure or measure the level or existence of quality in a system or property (Quality Assurance in Ontario s Colleges of Applied Arts & Technology, MTCU/CCVPA Discussion Paper November 30, 2003, p. 4). This includes but is not limited to the following in scope: i) Academic Program review at all levels, (i.e., certificate, diploma and degree programs), both full time and part time and addresses vocational, general education/liberal studies and essential employability skills outcomes at the program level. ii) iii) iv) English, Liberal Studies and Essential Employability Skills curriculum content mapped across the college programs. The College s capacity to deliver college-wide services, such as: infrastructure and supporting services such as libraries, learning centers, computer labs, appropriately equipped classrooms, cafeterias, student services and student work areas, human resources policies and practices, donor accountabilities and stewardship, financial practices, marketing, and institutional communications. Seneca Residences which includes practices specific to that environment. Quality assurance review is mandatory for all programs and services. All programs and services will perform ongoing (formative) review. Subject to availability of resources, a full, formal (summative) review will normally be conducted every 7 to 10 years, or more frequently if indicated (i.e., consistent with evidence based practice). Specific policies and procedures for implementing quality assurance in the areas identified in the scope above will be developed by the faculty and administrative and support staff directly responsible for those programs and services and approved by the responsible Senior Executive. Where an appropriate external accreditation process is available, this may be used in lieu of the College's review process. The College will dedicate a reasonable amount of Quality Assurance funds in the budget for each fiscal year. These funds are to be used for the implementation of recommendations arising out of formal quality assurance processes, with distribution to be based on current college priorities. Appendix Page 1

78 ADMINISTRATIVE GUIDELINES The appropriate Senior Executive is responsible (in collaboration with the deans/ directors as appropriate) for identifying the programs/services to be reviewed each year as part of the local operational plan, (including budget allocations specifically for the review process) and for initiating the process. For the purposes of the full summative review, each area will establish a Review Team that reports to the appropriate chair/manager/supervisor. Membership in the Review Team must include external representation as appropriate. External representation means knowledgeable representatives external to the program/service from within the College, and/or external to the College, as appropriate. The appropriate Senior Executive in collaboration with the faculty and staff of the program/service assessed, will be responsible to make the final decisions and resource allocations (along with implementation timelines) in developing action plans as appropriate to respond to the recommendations made by the Review Team. The program/service chairs/managers will be responsible to report regularly to their immediate supervisor and appropriate Senior Executive on the progress of the implementation of the approved action plan(s). Regular reports of Quality Assurance initiatives will be made to the appropriate sub-committee of the Board of Governors by the Staff Resources person. PROCEDURES The Review Team shall be responsible for: collecting and analyzing the appropriate data communicating regularly with all relevant constituents developing and making recommendations for changes, including suggested implementation timelines preparing a formal written report to be submitted in a timely manner to the appropriate chair/dean/manager/director and Senior Executive. All members of the Review Team will receive orientation/training in the QA process provided collaboratively by the Centre for Professional Development (CPD), Institutional Research (IR), and the Office of Research & Innovation (ORI) as required. Throughout the review process, centralized support and guidance will be provided to Review Team through CPD, IR, and ORI. The findings of the Review Team shall be communicated to all stakeholders (e.g., faculty, staff, students, advisory committee members, executive) and will include an opportunity for response/feedback provided. In developing their final report, the Review Team will give due consideration to the feedback received. The final report of the Review Team will clearly identify the input received from external members of the Review Team. Appendix Page 2

79 7. PROGRAM DELIVERY STANDARD Appendix Policy on Student Feedback During the first 2 weeks in February each year, all students participate in the Key Performance Indicator (KPI) Student Satisfaction Survey mandated for the colleges by the Ontario government. In addition, individual professors and programs regularly invite students to provide feedback through surveys or focus groups regarding their learning experience and the course/program content. All graduating student are asked to complete a pre-graduation survey to again provide feedback on their learning experience in the program they are graduating from. An effort is also made to contact early leaving students to assess their reasons for leaving. In addition, the College Policy on Student Feedback is part of the Faculty Performance Review Policy (approved by the Board of Governors, March 1992; revised September 1997, March 1998 and February 12, 2002; revisions approved by the Board of Governors June 26, 2003). The full policy and working documents are available upon request. 1. Purpose of Faculty Performance Review Performance Review provides explicit and systematic feedback on all relevant aspects of performance. It supports and actively encourages the development of the individual professor and his/her teaching. Performance Review enhances and ensures teaching excellence, program quality and student success. 2. Components Performance Review involves four components. Student feedback is an annual and required component. Peer review and self-evaluation are optional elements but are strongly encouraged to ensure that the review is based on multiple perspectives. Performance evaluation is a required component and is conducted on a cyclical basis. 3. Scope Performance Review is not restricted to classroom teaching; it addresses the elements in the Class Definition for Professor as stated in the Collective Agreement. These include (a) design, revision and updating of subjects and programs; (b) teaching of assigned subjects, and (c) academic leadership and ancillary responsibilities. 4. The Performance Evaluation Cycle In the probationary period, written Faculty Performance Evaluations are provided every four months. After the probationary period, faculty are provided with Performance Evaluation at least once every four years. Appendix Page 1

80 Process There are two phases in Faculty Performance Review. The first consists of the collection of data and comments from a variety of sources. This feedback is helpful to faculty as they prepare their individual professional development plans each year. The second is the periodic formal Performance Evaluation with the chair, based on the data presented and reviewed. The table below identifies the elements of the Performance Review cycle. Responsibility for performance review and for relevant professional development rests with both the professor and the College. Student Feedback Required every academic year. Normally done in November. Results go to professor and chair in January. Normally the students in three classes taught by each professor are asked to provide their feedback. Most surveys are done in the fall semester; selected surveys are done in other semesters as needed. With consultation, the chair selects classes to be surveyed to include first, second and third year students and to minimize survey fatigue. The Seneca College Student Feedback Form is used to maximize validity and reliability. The professor and the chair receive a computer-generated analysis of the students responses following completion of the semester. To ensure anonymity, students written comments are keyed into a computer file before forwarding to the professor and chair. Self-Evaluation - Optional Four processes are recommended for this activity Peer Review - Optional The Alliances for Change process is recommended; further resources are available from the Centre for Teaching and Learning Performance Evaluation by the Chair Required at least once every four years In addition to the formal evaluation cycle, the chair provides the professor with ongoing and timely feedback related to student surveys, student concerns or any other matters relevant to performance. At the beginning of the academic semester the chair notifies each professor to be evaluated. Performance evaluation begins with a meeting in which the professor and chair discuss the context (previous evaluations and development plans), the current assignment and relevant survey and other information. The process normally includes a classroom/lab visit by the chair or designate. At the second meeting, discussion focuses on the Faculty Performance Evaluation Form and leads to the professor s professional development plan. The chair forwards copies of the completed Faculty Performance Evaluation Form to the professor and to the professor s personnel file. In Applied Degree programs, the performance evaluation will include a review of faculty participation in applied research where applicable See Appendix for the Student Feedback forms used. Appendix Page 2

81 7. PROGRAM DELIVERY STANDARD Appendix Student Feedback: Criteria and Instruments See Student Feedback Questionnaire attached Student Feedback is a required component of the Faculty Performance Review Process. The students of all faculties, full-time and part-time, are formally surveyed in November and/or March of each year. Student responses are tabulated by an external consultant and means reported for individual professors, by program, by faculty, and across the college and compared to means generated in previous years. Student Feedback Instruments The computer-scored questionnaire (7 point scale ranging from very poor to outstanding) that is used as part of the formal Faculty Performance Review process is an adaptation (with the consent of the originator of the tool, Dr. Harry Murray) of a similar questionnaire used by professors at Western University. This tool requests students feedback on the performance of the professor, the subject and the physical environment: Evaluation of the Professor Students are asked to evaluate the professor on a 7 point scale ranging from very-poor to outstanding: Displays enthusiasm and energy in conducting class session Conducts class sessions in an organized, well planned manner Explains concepts clearly and understandably Encourages student participation and independent thinking through class activities Responds to student questions clearly and thoroughly Presents subject materials in an interesting way Shows concern for student progress and offers to help students with problems Is available for individual consultation with students Communicates subject outcomes and requirements clearly and explicitly Maintains close agreement between stated subject outcomes and what is actually taught Makes it clear how each topic fits into the subject as a whole Uses methods of evaluation (e.g., quizzes, assignments, exams) that reflect important aspects of the subject matter and provides a fair evaluation of student learning Grades student work promptly, and provides helpful comments and feedback where appropriate Has motivated me to increase my knowledge and competence in the area of study of this subject All things considered, is effective as a college teacher Appendix Page 1

82 Evaluation of Subject Students are asked to evaluate the subject on a 7 point scale ranging from very poor to outstanding: Overall, how would you rate this subject as a learning experience? Physical Environment Students are asked to evaluate the learning environment on a 7 point scale ranging from very-poor to outstanding: My impression of the physical environment (e.g., class/lab) is that is (very-poor to outstanding) An external consultant does the statistical analysis of the students responses and reports individual professor s means to the professor and to the chair, benchmarked against the program, school, Faculty and college means. In addition, faculty are strongly encouraged to request on an ongoing basis and annually, openended qualitative feedback using one or more of suggested formats such as: Supplementary Comments sheets, One-Minute Papers, Start-Stop-Continue forms. Appendix Page 2

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85 7. PROGRAM DELIVERY STANDARD Appendix On-line Learning Policies and Practices Seneca College has on file and available upon request, copies of current software, hardware, and systems agreements that pertain to the delivery of electronic/on-line learning. All diploma students are required to successfully complete an Introduction to Computer Applications (ICA001) course. Policy: Orientation of Probationary Faculty Approved by: Executive Committee, 2003 As part of the professional development requirements of faculty during their 2 year probationary period, they are expected to demonstrate the learning outcomes of a 40 hour course on Technology Enhanced Learning. Policy: Approved by: e-learning Strategic Plan College Executive, , currently under review "Our mission is to contribute to Canadian society by being a transformational leader in providing students with career-related education and training." (Strategic Plan) The College will lead in learning by providing excellence in education and lead in innovation by creating a dynamic state-of-art learning and working environment. e-learning Goals Seneca College will use technology to enhance teaching and learning -- both in and beyond the classroom. Our goals are to improve students' learning and to develop our graduates' abilities to learn and work independently and collaboratively using electronic resources. Seneca's focus on technology in education is also part of the College's commitment to be a leader in innovation. The Scope of e-learning e-learning involves three components: 1. technology-based learning resources that enhance teaching and learning in the classroom, the laboratory and the Library and Computing Commons; 2. web-based resources that faculty and students use for reference, communication, collaboration and research; and 3. on-line learning, either as a course component (i.e. "mixed mode") or for an entire course. The College will make classroom and web-based resources available to support all full- and part-time courses. Faculties will develop on-line learning for selected courses, permitting the professor and his/her students to work in a non-traditional environment instead of solely in the classroom. Appendix Page 1

86 e-learning is customized to reflect the nature and objectives of individual programs. Customization of programs and courses also responds to student background and expectations and to faculty strengths. Requirements Academic Sound pedagogy, including a progression of expectations from first to senior semesters Realistic activity level targets and implementation plans Faculty input at every stage from planning to development to delivery Appropriate combination of College-developed and purchased or licensed learning materials Valid means for evaluating student performance in on-line learning courses Fair means for dealing with intellectual property and workload Means for students and faculty to provide feedback on e-learning resources and materials Service Provision of high quality infrastructure, hardware and software Comprehensive, readily-available and timely service and support for faculty and students Training to develop faculty and staff expertise Appropriate combination of College-developed and purchased or licensed services Means for students and faculty to provide feedback on e-learning environments and resources Clear roles and responsibilities, incorporating a new leadership role through the Technology Enhanced Learning Institute (TELi) Collaborative decision-making on infrastructure, service, support and training involving academic representatives and technical experts Local project teams to provide technical support at each campus In addition to the Academic and Service requirements listed above, a sound administrative structure is needed. An Academic IT Council liaises with existing IT Councils. Likewise, the College must regularly and consistently measure its e-learning systems and products against demands for access, ease-of-use and effectiveness. Current Status of e-learning The list below reflects an overview of some of the e-learning projects, creations, developments and initiatives that are currently ongoing at the College. This has been achieved through the participation within the College of constituents in several committees and other collaborative mechanisms dedicated to the implementation and creation of e-learning initiatives. Appendix Page 2

87 Academic Faculty use of a variety of e-learning options in course delivery, communication and course management supported by the Blackboard system. The development and offering of the award winning Designing Curriculum using Instructional Technology (CTC) Program and the related e-learning: Teaching and Training with Technology (elt800) Program. "e-"training available to all faculty through the Centre for Professional Development (CPD) and the Centre for Distributed Learning. Almost one hundred Seneca courses available on-line, with thousands of students enrolled annually. Participation and leadership in provincial e-learning consortia such as Ontario Learn. The creation of many well-designed on-line courses supported by the technical and design expertise offered through the elearning Seneca (elc) Continued investigation and acquisition of high quality on-line materials. The development and implementation of Introduction to Computer Applications (ICA 001) for all diploma students. Service Direct ongoing technical, tutorial and general inquiry supports provided through ITT, Help Centres, the Centre for Distributed Learning and various School-based initiatives. Continued development of infrastructure and ongoing support for e-learning activities. Since the mid 1990's, all full-time students have had Seneca and Internet access and as of the Fall 2001, the same service has been provided for all Continuing Education students and faculty. The Learning Resource Centres' development of ELVIS (Electronic Library Virtual Information System) and the continued addition of general databases research resources, as well as many databases dedicated to specific program areas. Seneca has provided e-learning expertise to various organizations not only in Ontario, but globally through elc and CPD projects. Actions to Implement e-learning The College has identified the following steps toward the achievement of these requirements. These steps are not listed in order of priority. 1. Resolve outstanding issues re: current and future responsibilities to support e-learning. 2. Develop and introduce an annual training plan so that by 2003 all newly hired full-time faculty have completed an introductory-level training program and 15% of faculty will have had training re the design and delivery of on-line courses. 3. Support all Seneca courses, full-time and part-time by making Blackboard available as a teaching/learning support tool. 4. Implement an intellectual property (IP) policy (approved in November 2003) relevant to e- learning. 5. Implement costing analysis and review of cost and benefits of on-line learning for the Faculty of Continuing Education and Training. 6. Assess issues and resources with respect to timetabling, SIRIS and on-line learning. Appendix Page 3

88 7. Update program review guidelines to include e-learning. 8. Develop e-learning operational plans for 2002/2003, so that an average of 10% of all students' learning will be on-line learning by 2003/ Establish updated guidelines for recognition of e-learning responsibilities on the standard workload form. 10. Develop and adopt service standards for the support of e-learning. 11. Implement instruments for student & faculty evaluation of e-learning, and related services, particularly for on-line learning. 12. Publish guidelines and provide support systems to ensure the validity of evaluation and student performance in on-line courses. 13. Review full-time programs to ensure that graduates have e-learning skills consistent with the College goal. 14. Provide electronic resources in 80% of classrooms and laboratories at each campus. 15. Open the TEL Institute, providing expanded capability in the design, development and evaluation of technology enhanced learning environments, resources and processes. 16. Review part-time programs to ensure that graduates have e-learning skills consistent with the College goal. Information Technology Acceptable Use Policy (ITAUP) Revised January 2002 (i) Policy Statement "It is the Policy of Seneca College that all members of the Seneca Community are responsible for obeying Provincial and Federal laws/regulations and College Policy concerning the use of information technology services, facilities and equipment. The College's Information Technology resources remain the sole property of Seneca College. Seneca College grants students, clients and employees the privilege to use its information technology services, facilities and equipment to further learning, teaching and working. Further, any materials which may violate a person's right to work and study in an environment free from discrimination/ harassment are not to be stored, displayed, transmitted or otherwise linked to Seneca College information technology services, facilities and equipment. However, Seneca College recognizes the individual right to access information. As a user of the College information technology services, facilities and equipment, you are responsible for abiding by the Information Technology Acceptable Use Policy and the Protocol for Dealing with Information Technology Abuse." (ii) Prevention, Education and Enforcement Seneca College is committed to preventing behaviour which results in the inappropriate use of the College's Information Technology Services and Facilities. The College is responsible for communicating to all employees, students, clients, the public, and/or contractors that the inappropriate use of the College's IT services, facilities and equipment is prohibited. This includes ongoing proactive education/prevention campaigns such as staff and student training, regular communication of the ITAUP through internal media, and the articulation of the ITAUP Appendix Page 4

89 into the ICA 001 curriculum. The College maintains its responsibility for communicating, monitoring, implementing and enforcing, where necessary, all aspects of the ITAUP. Official College is available to all employees and students. Faculty, staff and students are reminded that College correspondence should only be disseminated electronically through official College-provided . Alternate addresses, such as Yahoo mail or Hotmail mail, are not authenticable through Seneca. (iii) Policy Regulations and Responsibilities Seneca College Provides Information Technology services, facilities and equipment to meet your learning, teaching or working needs. However, it is a violation of College Policy to: 1. enter, without authorization, into equipment, facilities, networks or accounts to use, read, transfer or change the contents, or for any other purpose; 2. use another individual's information technology account; 3. grant another individual access to your information technology account; 4. use any College information technology facilities to interfere with the work of other students, faculty members or college officials; 5. use information technology facilities to send obscene, abusive, derogatory or harassing messages; 6. display, transmit, distribute or make available information that expresses or implies discrimination or an intention to discriminate; 7. use information technology facilities to interfere with the normal operation of College information technology systems and connecting networks; this list would include such things as flooding the network with messages or sending chain letters or pyramid solicitations. Unauthorized use of information technology facilities and accounts and removing or altering data is a criminal offense in Canada; 8. use Seneca College's computer facilities for profit or commercial gain; 9. create and/or use world-wide web information pages or links to point to offending materials that do not comply with the Ontario Human Rights Code or the Criminal Code of Canada; 10. use Seneca College's computer facilities for any purpose that could be seen as a violation of the Criminal Code of Canada. (iv) Consequences of Policy violations Employees, students and clients are responsible for reporting all real, or perceived infractions of the Information Technology Acceptable Use Policy to the Information Technology Security Officer (CSO). The CSO can be reached electronically at [email protected]. Documented and substantiated complaints shall be handled through the Protocol for Dealing with Information Technology Abuse. Overall, the Information Technology Acceptable Use Policy asks that you obey the law and be considerate of others' needs. Failure to adhere to the Information Technology Acceptable Use Policy could result in suspension of usage privileges or other discipline as appropriate. Appendix Page 5

90 When there is a suspected violation of the Policy, the College has the authority to conduct appropriate search and seizure procedures of all College owned and operated Information Technology services, facilities and equipment. The College also reserves the right to review and/or restrict services and programs that are deemed potential violations of College Policy. ALLEGED VIOLATIONS OF THE ABOVE POLICY ARE HANDLED BY THE RESOLUTION, EQUITY AND DIVERSITY CENTRE (REDC), IN CONJUNCTION WITH INFORMATION TECHNOLOGY AND TELECOMMUNICATION SERVICES. FOR FURTHER INFORMATION CONTACT THE CSO at [email protected], the Resolution, Equity and Diversity Centre at [email protected], or visit our Website at Information Technology Acceptable Use Policy (Source: Revised January 2002 Protocol All employees, students and clients are expected to abide by the Information Technology Acceptable Use Policy and accompanying Protocols. All employees and students are also expected to comply with the directions given to them by staff when they are performing their regular or delegated duties regarding this Policy. (i) Preamble Seneca College has developed standards of behaviour when using information technology services, facilities and equipment. All members of the Seneca Community are responsible for obeying the law and College policy with regards to the use of information technology services, facilities and equipment. Legislation and College policy which affects the use of information technology services, facilities and equipment include, but are not limited to: the Ontario Human Rights Code the Criminal Code of Canada Internet Service Provider Acceptable Use Policy Seneca's Information Technology Acceptable Use Policy Seneca's Discrimination & Harassment Policy Seneca's Student Rights and Responsibilities Policy Seneca's Personal Safety/Security Threats Policy It is the policy of Seneca College that any materials which may violate a person's right to work and study in an environment free from discrimination/harassment are not to be stored, displayed, transmitted or otherwise linked to Seneca College information technology services, facilities and/or equipment. However, Seneca College recognizes the individual right of access to information. As such, it is not considered an offense to seek out information that may be considered offensive or sexually explicit, providing it is done for specific academic purposes. This Policy follows the College's Discrimination and Harassment Policy and as such is intended to foster a balance between academic freedom and the freedom from Discrimination and/or Harassment. The College strives for a learning, teaching and work environment which promotes Appendix Page 6

91 inclusion, understanding and respect for all students and employees. It is the College's objective to ensure that curriculum, teaching and promotional materials reflect our college community. Where teaching and/or promotional materials are being developed and/or utilized, every effort shall be made to portray and acknowledge the diversity of Canadian society. Materials that may contain discriminatory bias and stereotypes must be used exclusively for the purpose of ensuring that members of the College community become open-minded, discerning, critical and analytical thinkers, aware of historical and current values, attitudes and behaviours. (ii) Process Seneca College has a process in place for filing individual complaints of Discrimination and/or Harassment. In addition, where the College does not receive an individual complaint but is aware of activity which violates the law or College policy and impairs the objectives of the College, a College complaint will be initiated. In these instances, the College is obliged to take action. Violations of the Information Technology Acceptable Use Policy will be processed using the following procedures. A. Reporting of Alleged Violations 1) Employees, students and clients are responsible for reporting all believed to be or perceived infractions of the Information Technology Acceptable Use Policy to the CSO or the Resolution, Equity and Diversity Centre. The CSO can be reached electronically at [email protected] 2) Reports can be made to a local technician or administrator who is then responsible to report to the CSO. B. Local Technician/Administrator Responsibilities - Immediate Response 1) The Local Technician/Administrator is responsible for ensuring that login logs, login failures and usage logs are preserved wherever possible. 2) All non-required services and daemons should be turned off (i.e., mail turned off on servers where it is not required for learning or teaching purposes). 3) Warnings may be issued for minor infractions of the Information Technology Acceptable Use Policy or local policies. Discretion must be used when issuing a warning. A sample wording has been developed and should be used. All warnings will be copied to the Resolution, Equity and Diversity Centre and the CSO for central record keeping. 4) No actions will be taken resulting in severe discipline for an infraction without a proper investigation and the involvement of the Resolution, Equity and Diversity Centre unless notification to the individual and/or group would cause the College to violate specific legal obligations with regards to the dignity, safety or security of its constituent(s). C. Security Officer - Technical Investigation 1) Upon receipt of a report, the CSO or College designate will conduct a preliminary investigation to collect information about the report and determine if the incident could possibly be a breach of any applicable College policy, provincial code or federal law. 2) Where the CSO and/or College designate has sufficient information that the incident could be a breach, he/she will report it immediately to the Resolution, Equity and Diversity Centre. The College may also assign the responsibility of collecting pre-investigation material to a local technician. Appendix Page 7

92 3) If the material in question resides on College computer equipment, facilities or networks (for example a web page on Seneca's server), the material may be removed pending an investigation. If the incident involves abuse of or other information technology activities, account privileges for the alleged offender may be suspended pending an investigation. This decision will be made by either the CSO or Resolution, Equity and Diversity Centre, depending upon circumstances. D. Resolution, Equity and Diversity Centre Responsibilities - Formal Investigation and Resolution 1) Upon receipt of the CSO's report, Resolution, Equity and Diversity Centre will conduct an investigation which will include, but is not limited to, the following: review of the CSO's report, inspection of any materials or evidence presented, and interviews with any parties who were involved or may have knowledge of the incident. 2) Where the incident breaches the College's Policy on Discrimination and Harassment or the Ontario Human Rights Code, Resolution, Equity and Diversity Centre will initiate proceedings under the College's Procedures on Discrimination and Harassment. 3) Where the incident breaches the Criminal Code of Canada or Provincial laws/regulations, the Resolution, Equity and Diversity Centre will notify the appropriate Police Force. 4) Where the incident breaches the Information Technology Acceptable Use Policy, Resolution, Equity and Diversity Centre will discuss the investigative findings with the CSO and appropriate disciplinary action will be initiated. (iii) Disciplinary Action Where incidents are found to be in violation of College policy, the College will exercise its rights to take appropriate disciplinary action, including, but not limited to, verbal/written warnings, rescinding of or Internet accounts, removal of materials from College computer equipment facilities and networks, disciplinary directives, behavioural contracts, suspension and/or expulsion/dismissal from the College. In addition to internal College sanctions that can impact on a student's academic performance or employee's employment, the College will cooperate with all local, national and international law agencies whenever necessary. The College will not be responsible for sanctions taken by these agencies for violations of the College's ITAUP that are against local and international laws and/or criminal codes. Appendix Page 8

93 7. PROGRAM DELIVERY STANDARD Appendix Academic Community Policies "Our mission is to contribute to Canadian society by being a transformational leader in providing students with career-related education and training." (Strategic Plan) The College will lead in learning by providing excellence in education and lead in innovation by creating a dynamic state-of-art learning and working environment. e-learning Goals Seneca College will use technology to enhance teaching and learning -- both in and beyond the classroom. Our goals are to improve students' learning and to develop our graduates' abilities to learn and work independently and collaboratively using electronic resources. Seneca's focus on technology in education is also part of the College's commitment to be a leader in innovation. The Scope of e-learning e-learning involves three components: 1. technology-based learning resources that enhance teaching and learning in the classroom, the laboratory and the Library and Computing Commons; 2. web-based resources that faculty and students use for reference, communication, collaboration and research; and 3. on-line learning, either as a course component (i.e. "mixed mode") or for an entire course. The College will make classroom and web-based resources available to support all full- and part-time courses. Faculties will develop on-line learning for selected courses, permitting the professor and his/her students to work in a non-traditional environment instead of solely in the classroom. e-learning is customized to reflect the nature and objectives of individual programs. Customization of programs and courses also responds to student background and expectations and to faculty strengths. On-line learning methods that contribute to and enhance the creation of academic community among students and between students and faculty The synchronous and asynchronous discussion tools promote enhanced discussion among learners and between the teachers and the learners. Before students respond to an instructor's discussion question or to classmates' posted comments, they can refer to their course materials and think through their answers. As a result, students have the opportunity to post well-considered comments without the demands of the immediate, anxiety-producing face to face (F2F) discussion. Shy students are also more likely to participate in a discussion in an online environment. Discussion boards/forums provide opportunity for Appendix Page 1

94 teachers/learners tackle topics in more depth at a higher level (i.e., Bloom's); students with physical disabilities say they feel they are participating more as equals in the on-line environment than in face to face discussions. Blackboard (CMS) tools allow the creation of sub-groupings of learners who have their own online space for small group learning activities and group project collaboration. The MySeneca portal facilitates personalized access to relevant on-line tools for teaching, learning, collaborative projects and ongoing discussions The collaboration tools used for live chat help to build community and extend learning by creating a structure whereby learners can learn from formal as well as "informal" interactions. Synchronous chat/conferencing provides access for a wide range of learners (local, national, international) to interact and build community. In asynchronous class discussions, students can attend class from anywhere and they can do so at anytime that fits their schedule, which is ideal for a geographically dispersed group. provides a means for enhanced and timely feedback. Course Management Systems (CMS) localizes and organizes course material creating a virtual learning environment (safe and invitational). The Classroom is open 24/7. Learners can share ideas with one another through listserves, newsgroups, and document exchange. Web quests and online research assignments promote interactive, active, creative and independent learning as well as collaboration among students. Appendix Page 2

95 8. CAPACITY TO DELIVER STANDARD Appendix 8.1 Demonstrated Strength in the Program Area The proposed Bachelor of Applied Technology (Control Systems Technology) program is consistent with the overall Seneca commitment to excellence in technology education since the college s creation in In addition the program remains consistent with the current and future direction of Seneca College as outlined in its strategic plan: MISSION STATEMENT To contribute to Canadian society by being a transformational leader in providing students with career-related education and training. OUR VISION IS TO LEAD In Student Success by preparing today s learners for tomorrow s communities and workplaces, In Access to Higher Education by developing comprehensive programming, multiple pathways and supports for students to achieve their educational goals, In Learning by providing excellence in education and skills development, and by encouraging all Senecans and others in the community to be lifelong learners, In Applied Research by contributing economically and socially with solutionfocused research activities in collaboration with business, industry, social agencies, other institutions of higher learning, and government, In Innovation by developing a culture that encourages risk-taking, entrepreneurship, flexibility, and by embracing change in the interest of organizational effectiveness, In Our Commitment to People by creating dynamic working and learning communities that value people and support inclusion, initiative, personal development and mutual well-being, In Our Commitment to Diversity and Equity in Employment by enhancing a diverse workforce that promotes, reflects, and supports our diverse college community. GOALS Through this plan, the Seneca College Board of Governors moves forward with its expanded legislative responsibilities, and sets Seneca upon a path that allows Seneca to contribute to society through capacity-building, differentiation, innovation, and continuous improvement. Appendix Page 1

96 1. SUPERIOR QUALITY EDUCATION EXPERIENCE Students are the central focus of Seneca s purpose and mission. Student success and satisfaction at Seneca will be ensured through expert faculty and staff, relevant curricula, increased access opportunities to lifelong quality learning experiences, informed course and program choices, varied delivery options, and appropriate supports that are timely and targeted to individual student needs. One of the strengths of Seneca is that we work and learn in an atmosphere of cooperation and mutual respect. Employees model the values and behaviours we expect of our students and graduates. 2. ACCESS TO SUCCESS Seneca will become the Canadian model for the creation of access opportunities to higher education and training. This will be accomplished by (a) creating a national network of agreements for credit transfer; (b) establishing partnership agreements with schools, school boards, and agencies; (c) extending counseling, financial and other supports that promote access, retention and student success; (d) making available multiple entry and bridging opportunities from college prep through postgraduate programs; (e) engaging in research to identify the most effective/promising access and retention strategies in Canada; (f) assisting foreign-trained persons to readily attain appropriate credentials and experience; and (g) being proactive in facilitating access and success for students and employees with disabilities. 3. OUR PEOPLE: BUILDING ORGANIZATIONAL CAPACITY At Seneca we will continue to demonstrate our valuing of and respect for employees by adopting practices that support employee development and satisfaction. Seneca s ability to anticipate and respond to the changing learner needs of our diverse student body depends on the capacity of our employees to learn and adapt and support each other in moving towards the Seneca vision. To the extent that Seneca offers applied degrees, engages in applied research, develops Centres of Excellence, and plans for growth, we create more opportunities for all employees. That is, we increase their opportunity to work and learn in a culture that rewards collaboration, innovation and risk-taking. And, to maximize their effectiveness, we will help them to continuously upgrade their skills to meet changing learner needs. 4. FINANCIAL HEALTH Given that a sound financial position is the foundation for achieving our mission and vision, the College will continue to be fiscally responsible by maintaining a balanced budget and a reasonable level of reserves, as well as by aggressively pursuing alternate sources and creative generation of revenue. At the same time, Seneca will encourage each faculty, school and department to improve its business practices, accountability, and entrepreneurship. Seneca will increase opportunities for student financial assistance, maintain a balance between student needs and its financial health while assuring quality programs and services. Appendix Page 2

97 5. NATIONAL STATUS Seneca will achieve national status through the quality of its faculty, staff and programs, as well as through the success of its alumni and students. The development of innovative projects, Centres of Excellence and the pursuit of applied research will allow Seneca to address issues of national interest. Recognition of its programs, academic linkages, expanded learning/accreditation opportunities, showcasing achievements, and its pan-canadian partnerships will contribute to Seneca s national profile and appeal. 6. EXPANSION OF INTERNATIONAL EDUCATION & SERVICES Seneca will enhance its leadership in the international arena by (a) developing educational and strategic links with additional countries, (b) engaging in effective marketing, and (c) pursuing initiatives that support/align with Seneca s goals. 7. DIVERSITY AND EQUITY IN EMPLOYMENT Equity means that employees and those seeking employment at and within the College, receive fair treatment in recruitment, selection, conditions of employment, and career development, regardless of cultural and linguistic background, religion, gender, sexual preference, marital status, pregnancy, age, disability or political affiliation. Senceca s Faculty of Applied Science and Engineering (FASET) has consistently offered students pertinent education in preparation for careers in science and engineering technology at the diploma, advanced diploma, graduate certificate and applied degrees levels. The faculty has a educated technicians, technologists and offered specialized training to graduate engineers in preparation for successful careers. The proposed Bachelor of Applied Technology (Control Systems Technology) complies with the strategic direction of the College, FASET and the School of Electronics and Computer Engineering Technology. This new program continues Seneca s commitment and capability to Control Systems education demonstrated by the placement rates of its existing Automation and Control diploma program as reported by The Ontario Student Assistance Program Performance Indicators: Year Placement Rate % % % % Appendix Page 3

98 8. CAPACITY TO DELIVER STANDARD Appendix Library Resources Bachelor of Applied Technology Control Systems Technology On-Site Library Resources relevant to Degree Program area (for students/faculty) Other Library Access (e.g. Web-based, inter-library arrangements) Number of Holdings (print) relevant to the field of study Core curriculum: 3092 Liberal Studies options: 9093 CAAT Interlibrary Loan agreement with 24 Ontario Community Colleges Universities Interlibrary Loan Agreements Online Intercampus loan with other Seneca Libraries Number of holdings (electronic) (include program specific databases) Core curriculum: 11 Liberal Studies options: 15 (of 66 available databases) Learning Commons Online Research by Subject pages Research by Course pages Ask Us Now live chat reference service It is the policy of the Seneca College Libraries to collect current, curriculum-supported resources. Currently, over 78% of the relevant core curriculum print collection has been added since PROGRAM SPECIFIC DATABASES: Academic Search Premier CISTI (Canadian Institute for Safari Tech Books Online Scientific & Technical Information/NRC Research Press) Access Science (McGraw-Hill CRC Handbook of Chemistry & Science Direct Encyclopedia of Science & Technology Online Physics ACM Digital Library ProQuest Science Journals Wilson Applied Science & Technology Abstracts Books 24x7 Research Library ADDITIONAL DATABASES (to support Liberal Studies options) Britannica Online Current Biography Magill on Literature Canadian Encyclopedia Dictionary of Canadian Biography netlibrary Online Canadian Newstand GaleNet Literary Database Oxford Reference Centre Canadian Reference Centre Globe & Mail Canada s Heritage Research Library from 1844 CBCA Reference International Encyclopedia of the Social & Behavioral Sciences Toronto Star Pages of the Past Appendix Page 1

99 Library Support for Applied Degrees Library Overview The Seneca College Library is vital to the success of our students. The acquisition of current print, electronic and multimedia resources has been the focus of our collection development policies, with the Library s holdings now at over 85,000 print resources. A broad array of electronic resources, including e-books and e-journals, Research by Subject web pages, Quick Reference tools and Online Course-specific Research Guides are accessible on site or remotely from outside the College. This virtual library is open 24 hours a day, 7 days a week at our web site: To further support the expanding world of online learning, the Seneca Libraries also offer a virtual reference service called Ask Us Now, which provides reference support through online chat, , telephone and an online self-guided research tutorial. In addition, the Library is committed to providing our users with the skills necessary to best utilize our resources, through tours, instructional classes and workshops, and online tutorials. Library Collections The Library has developed a unique approach for the acquisition and renewal of library print, electronic and audiovisual resources for all program areas. The creation of Collection Profiles is an on-going and comprehensive plan for curriculum driven library collection development. The profile process enables the development of up-to-date, relevant and faculty supported collections. Based on established library standards, library staff work with faculty to develop a snapshot of the collection, and collaborate to ensure library purchases are directed in areas that best support the curriculum. The College has committed to funding of approximately $600,000 annually in support of the development and renewal of print learning resources in all subject areas. As well, another $275,000 is committed for the acquisition of electronic resources. Computers-Research Access Stations for Students Student access to the Library s online resources is available from most computers on campus. Specifically, the Library and Computing Commons at the Newnham Campus has 343 student computers supporting the research and courseware needs of students. The York Library and Computing Commons has 307 student computers. The Library at King has 30 student computers and an additional 100 are located in the open microcomputer lab. Research by Subject Appendix Page 2

100 The Library is committed to supporting Applied Degree Programs by ensuring registered students have adequate, relevant and current resources available to them. We direct them to available resources by providing a comprehensive starting point - a Research by Subject page on our web site. This page directs students to electronic resources, the Library catalogue (for listings of book, periodical and Audio Visual materials), and to reliable and authoritative sites on the Internet. There is a Research by Subject page for every program offered at the College. Innovation New initiatives have established Seneca Library as a leader in adoption of technological advances in the delivery of library services. The establishment of a multi-college collaborative virtual reference service Ask Us Now, was spearheaded by Seneca College, and was one of the first in the province. The Library is also the first college in Canada to successfully implement federated searching, allowing users to search multiple electronic databases from a single search screen. Appendix Page 3

101 8. CAPACITY TO DELIVER STANDARD LC Code range Subject Area BF441-BF454 Holdings - Newnham Holdings - All campuses Courses Thought & thinking, decision-making, Reasoning BTC140 - Critical Thinking & Writing HA1-35 Statistics - General CST203 - Applied Discrete Mathematics KE444 Canada: Legal System CST456 - Ethics and Law KE1232 Canada: Contracts & Torts CST456 - Ethics and Law KE1639 Competition Act CST456 - Ethics and Law 6 6 KE Law of engineering CST456 - Ethics and Law 2 2 KE Canada: Employment Law CST456 - Ethics and Law KEO299 Ontario: Contracts & Torts CST456 - Ethics and Law 2 2 KEO482 Ontario: Construction Law CST456 - Ethics and Law 1 1 KEO Ontario: Employment Law CST456 - Ethics and Law PE English language - Rhetoric BTC140 - Critical Thinking & Writing QA36-39 Mathematics: General works CST104 - Calculus 1 - Integration & Differentation QA51-59 Logarithms, Factor tables, Trigonometry tables CST104 - Calculus 1 - Integration & Differentation 0 0 QA QA QA Mathematics: Computer Science, C programming, including C# and C++, software, computer languages, objectoriented programming; logic programming CST102 - Structured Programming CST104 - Calculus 1 - Integration & Differentation CST152 - Object Oriented Design CST204 - Structures and Algorithms CST354 - Industrial Electronics CST402 - Data Communications II CST453 - Network Controls Linear algebra, including matrices, vector analysis, numerical analysis, equations CST154 - Linear Algebra Mathematical analysis; Differential equations, System analysis, Discrete-time systems, Laplace Transformation, Fourier analysis, control theory CST104 - Calculus 1 - Integration & Differentation CST204 - Structures and Algorithms CST205 - Differential Equations CST205 - Differential Equations CST252 - Signal & Systems Appendix Page 4

102 QA QC5-133 Analytic Mechanics; Kinematics; Particle dynamics, wave motion Physics; Motion, Measuring instruments CST255 - Partial Differential Equations CST303 - Control Systems CST305 - Communications Systems CST351 - Data Acquisition & Digital Control CST101 - Mechanics CST251 - Kinematics CST255 - Partial Differential Equations CST101 - Mechanics CST251 - Kinematics CST254 - Instrumentation and Sensors QC G68 Green's functions CST255 - Partial Differential Equations 0 0 QC Heat: Thermodynamics; expansion, transmission; temperature measurements THE300 - Thermodynamics CST254 - Instrumentation and Sensors CHM300 - Chemistry (CST151) QC Electricity and Magnetism CST302 - Fields and Waves CST103 - Electrical Fundamentals QC Electromagnetism CST302 - Fields and Waves 0 0 QD1-65 Chemistry - General (Periodicals, dictionaries, etc.), Basic chemistry CHM300 - Chemistry (CST151) QD Analytical Chemistry CHM300 - Chemistry (CST151) TA157 Engineering ethics CST456 - Ethics and Law 2 2 TA165 Automatic control CST451 - Advanced Topics in Automation 1 2 TA169 Reliability - Engineering CST203 - Applied Discrete Mathematics 3 3 TA226 Engineering law CST456 - Ethics and Law 0 0 TA Engineering Mathematics, Statistical methods - Engineering CST104 - Calculus 1 - Integration & Differentation CST251 - Kinematics CST203 - Applied Discrete Mathematics TA Mechanics of engineering; applied mechanics CST101 - Mechanics TA Materials; Materials science; Properties of materials; Strength of materials CST101 - Mechanics Appendix Page 5

103 TJ1-13 Mechanical engineering periodicals, directories CST101 - Mechanics 0 0 TJ Machinery - Kinematics of, Vibration CST251 - Kinematics 0 0 TJ TJ265 TK Control theory; programmable controllers; servomechanisms; Automatic machinery;pid controllers; Automation Mechanical engineering - thermodynamics Electrical Engineering, including circuits, current, transmission; Electrical Machinery, including motors; Telecommunications; Analog & Digital communications; Signal processing; Wireless networks; Multiplexing; CST201 - Analog Electronics TCP/IP; ATM; Electric controllers; Computer networks, including protocols, security, routing, switching. CST303 - Control Systems CST354 - Industrial Electronics CST355 - Servo Control Systems CST451 - Advanced Topics in Automation CST455 - Process Control CHM300 - Chemistry (CST151) THE300 - Thermodynamics CST153 - Electronics & Devices CST103 - Electrical Fundamentals CST304 - AC DC Motor Controls CST155 - Laboratory Practice CST252 - Signal & Systems CST301 - Electronic Design CST305 - Communications Systems CST351 - Data Acquisition & Digital Control CST252 - Signal & Systems CST353 - Data Communications I CST355 - Servo Control Systems CST401- Digital Signal Processing CST402 - Data Communications II CST403 - Power Electronics CST404 - Electronic Design!! CST452 - Wireless Control Systems CST453 - Network Controls TK Electroacoustics CST252 - Signal & Systems 0 0 TK6397 Telephone switching systems, Electronic CST305 - Communications Systems 0 0 TK Radio - Transmitters and transmission CST305 - Communications Systems 1 1 TK6565.A55- TK6565.A6 Amplifiers (Electronics), Radio-Antennas CST301 - Electronic Design 1 1 Appendix Page 6

104 TK TS Electronics, Electronic circuits, transistors, logic circuits; Analog to digital converters; programmable logic devices Production management, Quality control, Process control - statistical methods; Six sigma CST103 - Electrical Fundamentals CST153 - Electronics & Devices CST155 - Laboratory Practice CST201 - Analog Electronics CST202 - Digital Electronics CST301 - Electronic Design CST302 - Fields and Waves CST303 - Control Systems CST351 - Data Acquisition & Digital Control CST352 - Digital Electronics II - Microprocessors CST353 - Data Communications I CST354 - Industrial Electronics CST355 - Servo Control Systems CST401- Digital Signal Processing CST402 - Data Communications II CST403 - Power Electronics CST404 - Electronic Design!! CST203 - Applied Discrete Mathematics CST254 - Instrumentation and Sensors CST451 - Advanced Topics in Automation CST453 - Network Controls CST455 - Process Control Total Core Liberal Studies options A-AZ General Works: Almanac's, dictionaries, etc. Modern Social & Political Thought B1-905 Philosophy Modern Social & Political Thought BF1-BF990 Psychology Intro Psych 1106 E US History Canadians & Americans F Canada - History Themes in Canadian History Appendix Page 7

105 FC Canada - History Canadians & Americans Modern Social & Political Thought FC Canada: History, Provinces & Territories Themes in Canadian History HN30-110; Social History Canadians & Americans HT Urban Groups, Urban Sociology, The City Cities & Civilizations HX1-917 Socialism, Communism, Utopias, Anarchism Modern Social & Political Thought JS Local Government, Municipal Government: US & Canada Cities & Civilizations ML Folk music Canadian Popular Music: the Folk-Rock Tradition, 1960 to the Present ML Rock music Canadian Popular Music: the Folk-Rock Tradition, 1960 to the Present 5 11 PC2001-PC3761 French language Introductory French PC4001-PC4977 Spanish language Introductory Spanish PN Literary History & Collections PR English Literature PS Canadian Literature PS Canadian Literature - French Total LSO: Appendix Page 8

106 8. CAPACITY TO DELIVER STANDARD Appendix Computer Access Year Number of Students (Control Systems Technology) Number of Computers Available to Students in Proposed Program Number of Computers with Internet Access Available to Students in Proposed Program Location of Computers On Site ( ) Other (specify) 2006/ includes Open areas And Learning Commons: 713 Activity-based Learning Centers: includes Open areas And Learning Commons: 713 Activity-based Learning Centers: 438 On site at Newnham Learning Commons facilities are also available at Seneca@York and King campuses. ** See note below 2007/ Upgrades + Upgrades + As above As above 2008/ Upgrades + Upgrades + As above As above 2009/ Upgrades + Upgrades + As above As above + indicates maintainance, replacement, and increase numbers as required Student Help Desk services are available in Open Areas and Learning Commons. ** Note: Seneca students, staff, and faculty have complete 24/7 ISP service. Appendix Page 1

107 8. CAPACITY TO DELIVER STANDARD Appendix Classroom Space Year Number of Students (cumulative) Number of Classrooms (including seating capacity) On Site ( ) 2006/ (40) 42(20) 2007/ (40) 86(20) 2008/ (40) 140 (20) 2009/ (40) 184(20) Location of Classes Other (specify) Appendix Page 1

108 8. CAPACITY TO DELIVER STANDARD Appendix Laboratories/Equipment Laboratories and Equipment Ref Room# Description Quantity Spec Upgrade Newnham Electronic Labs Existing Academic Year A4056 Communication Lab 20 P4-Lab Volt Equipment A4058 Bell Lab Motors Lab 22 P4-Lab Volt Equipment A4060 Cable/Microcomputer 24 P4-Rogers Cable Equip. Lab A4066 Bel Lab 22 P4-Basic Instrumentation A4067 Data Communication Lab 22 P4-Agilent Instrumentation A4068 Bel Lab 22 P4-Basic Instrumentation A4069 Bel Lab 24 P4-Basic Instrumentation A4070 Bel Lab 22 P4-Agilent Instrumentation A4071 Bel Lab 22 P4-Basic Instrumentation A7072 Post Diploma Lab 22 P4-Agilent Instrumentation A7073 Bel Lab 24 P4-Basic Instrumentation Ref Room# Description Quantity Spec Upgrade Newham Specialized Labs Existing Academic Year PCB/Prototyping Lab On-line Electronic P4-LPKF, ZPrint Equipment A4059 Research Facility Access A4061 SMT Lab 12 Surface Mount Technology A4089 Expedition/Mentor Graphics Design Lab 31 Dual Xeon with dual 19 inch monitors A4091 Advanced Wireless Lab Research Facility n/a Advanced Wireless Agilent Equipment B1028 Control/Automation Lab 20 Schnider, Allen Bradley, Omron, Lab Volt Equipment B1030 Halt & Stress Lab 10 Screening System, Advanced Halt Chamber Ref Room# Description Quantity Spec Upgrade Newham Computer Labs Existing A4080 Computer Lab 25 P4 A4082 Computer Lab 20 P4 A4083 Computer Lab 40 P4 A4085 Computer Lab 41 P4 A4086 Plotter Room 10 P4-HP Plotters A4092 Computer Lab 25 P4 Academic Year Appendix Page 1

109 8. CAPACITY TO DELIVER STANDARD Appendix 8.3 Resource Renewal and Upgrading Plans Library Resources Library The Seneca College Library and Computing Commons, which incorporates the Library, the Learning Centre, Audio Visual Services, and the Computing Commons, is vital to the success of our students. The acquisition of up-to-date print and multi-media resources, supplemented by an extensive collection of electronic books, electronic journals and electronic databases has been the focus of our collection development policies. Electronic resources can be accessed on site or remotely from home. The Virtual Library is always open 24x7 at our web site: Library Collections and Collections Budget The Library has a unique plan for the acquisition and renewal of library print and audio visual resources. The development of what is called Collection Profiles is a five-year plan of collection renewal. Over the course of five years we develop up-to-date, relevant, curriculum driven collections. The number of items collected is proportionate to the number of students in the program and is based on library standards. We are systematically working our way through the entire collection, targeting subject areas coinciding with curriculum, reviewing the materials in these areas in concert with faculty, and with faculty input, removing old material and replacing and adding new material. The College has committed fiscally to this initiative, now in its fourth year, by providing additional required funds ($400,000.00) to the Library annually to renew and grow the collections. The College has also made a commitment to the Library to provide annual funding for electronic resources through its Academic IT Plan fund. Research by Subject The library is committed to supporting Applied Degree Programs by ensuring that registered students have adequate, relevant and current resources available to them. We insure that they know how to find all relevant resources by providing a starting point, a Research by Subject page on our website. This page directs students to all our electronic resources, our book, periodical and AV catalogue, and to valued and reviewed sites on the Internet. There is a Research by Subject page for every program in the curriculum. The subject index is located at: Appendix Page 1

110 Computers and Computer Access Computers Research Access Stations for Students Seneca College makes available a large number of computers with access to the library s resources for student use. The Newnham Campus Computing Commons has over 280 open access student computers. Seneca@York s Computing Commons has over 300 student computers. The Computing Commons at King Campus has 30 student computers and an additional 80 computers are located in the King Campus Open Computing Lab. Computer access is available to students in our newly opened Markham Campus as well. Seneca College Academic IT Plan Seneca College introduced a College-wide Academic IT Plan in This plan was based on the principle that all students should have access to computing and information technology resources and the cost of these resources should not become a barrier to a Seneca College education. As well, the College considered that a high level of technological literacy should be a requirement of college graduates. Accordingly, Seneca's plan supports use of information technology by students in all programs as well as supporting resource requirement in programs requiring a high level of computing. In general, the College developed the following goals : Provide consistent improvements in computing hardware (with annual upgrades to follow according to a long-term plan) Provide a generic hardware "platform" common to every laboratory Ensure full familiarity with the Windows environment; easy learning of new applications in that environment and up-to-date operating systems Provide site-licenses for industry-leading software Use industry-leading software, with opportunities for students to learn additional applications beyond those used in their programs Provide centralized services enabling all students to communicate within Seneca and around the world Provide internet access in all labs Use and develop Internet based learning resources Provide increased technical support Provide increased access from home From these general goals, the College developed a set of strategies to ensure that an entire range of support was made available. These areas include: OPERATING SYSTEMS Upgrades o Current Standard is Windows XP, but ranges because of program Requirements (e.g. 2003, Linux, MAC OS 10 [Panther], etc.) Appendix Page 2

111 INFRASTRUCTURE o Backbone and lab upgrades o 100mbps in all labs FACULTY SUPPORT o Project development o Centre for New Technologies in Teaching and Learning o Centre for Professional Development DIAL-UP FACILITIES o 250 dial-in lines HARDWARE UPGRADES ELECTRONIC CLASSROOMS STUDENT HELPDESK & COMPUTING COMMONS o Technical Support (in-person) at King, Newnham and Seneca@York campuses o Telephone, Web, support to all students o Visit: OPERATIONAL COSTS o Equipment repairs and maintenance o Internet costs LIBRARY AND LEARNING CENTRES o Electronic Resources STRATEGIC INVESTMENTS o Servers and special purpose Equipment Start 2002/ / / /2006 7% increase Superbuild Increase 7% increase Newnham King S@York & TEL Markham 200 Satellite Campuses Totals Notes: - Figures are based on the current IT Plan ( ) - All workstations are networked - A 7% increase estimate was used for the years where fewer workstation purchases are scheduled Appendix Page 3

112 Classroom Classroom Renewal and Upgrading Seneca and York University received $46.99 million to create the new Technology Enhanced Learning (TEL) Building. This project enabled Seneca College and York University to create space for 4,000 additional students. Technology Enhanced Learning (TEL) Building The Technology Enhanced Learning (TEL) Building pairs the strengths of York's theoretical teachings with Seneca's hands-on approach to applied Education and is home to over 4000 Seneca and York students. The government granted Seneca and York $46.99 million (the largest single allocation provided to educational institutions) to build TEL, a facility that provides opportunities for enhanced partnerships and the use of technology in education. The TEL Building has all the networking ability people have come to expect of modern educational institutions including the latest in wireless network connections. Even the phone system is Internet-based. The ground floor of the building is the home of the TEL Institute, a research and learning centre, devoted to finding new ways of blending educational needs with the technological advances of the 21st century. Newnham SuperBuild Project Originally planned as a $16.5 million expansion/renovation of a more than 30- year-old campus, the Newnham SuperBuild Project has grown in scope. At an estimated cost of $36 million, the project has now been completed and has increased the capacity for the College to accept at least 2,000 additional students at the Newnham Campus. The Newnham SuperBuild project has made the campus a better place to learn and to work. The $10.4 million provided by the provincial government was used in conjunction with financing arranged by Seneca to construct a new building, a new Library and Computing Commons, specialized business education centres, and the revitalization of existing teaching and learning space. In order to accommodate more students, more space was required. This has been accomplished through the construction of a new building, and the reconfiguration and reallocation of space in phases one and two and by using space currently occupied by the Minkler Auditorium. SuperBuild funding has created classrooms and labs that are wired and designed with technology that is flexible and can easily meet the demands of tomorrow. They are learner-focused and provide greater opportunities for collaborative learning (computer-based projection systems, Internet hookups, chat room discussions). The additional classrooms and labs will allow for the anticipated growth expected in our existing programs, as well as new postdiploma programs that are being planned. Appendix Page 4

113 These new teaching spaces help drive our stated goal of being a leader in advanced applied education. The new building houses a showcase centre for Financial Services as well as specialized business education training centres. The Library and Computing Commons, based on the successful model at Seneca@York, includes study rooms, a Learning Centre and a Computing Commons with access to over 300 microcomputers. It boasts the strengths of a traditional library combined with a computing facility in a totally wired environment. When not in the classroom or studying, students now have additional lounges located throughout the campus, as well, a larger cafeteria space will be created for an increased student population. Appendix Page 5

114 8. CAPACITY TO DELIVER STANDARD Appendix 8.4 Support Services Seneca s size and diversity means that students have an unparalleled selection of services and resources to support them in their chosen field of study. Support Service Academic Advising Career Counselling Personal Counselling Brief Description of Service Academic advisement is routinely provided by co-ordinators and advisement staff in each school. In addition, the Learning Commons provides both academic and technical services and resources at each of the campuses. The academic support includes one-on-one tutoring, skills development workshops, computer help desks, and special needs services. The information and technical resources include microcomputer stations, access, books, magazines and periodicals, audio-visual materials and equipment, online reference service, and online access to research databases Career Services are responsive to student needs by providing co-operative education opportunities, career and vocational counselling, and job placement advice and resources Personal, Academic and Vocational counseling is provided by Counseling, Disability and Health Services. Personal concerns, relationship and gender issues as well as support in clarifying interests, aptitudes, needs and values as one makes vocational and academic decisions are addressed by professional counselors. Psycho educational and Vocational Assessments are also provided. Counseling and Special Needs Services available and how to access these is articulated on page 21 of the Seneca Full-time Calendar. Placement/Career Services Assistance is provided to students through classes, workshops, special events, resources and individual consultation. Student advisement includes clarification of interests and skills, job search strategies, resume and interview preparation. Students can access resources in the Career Centre at each campus or on-line through the career services website - CareerLink - is Seneca 's exclusive job posting web site, providing students and recent grads access to on-campus, part-time, summer and full-time job openings. See also Full-time Calendar p.21. Appendix Page 1

115 Services for Students with Disabilities Tutoring Students with disabilities are accommodated through a variety of services and resources provided by the Counselling and Disability Services Department at Seneca. The Learning Centres provide tutoring to all Seneca students. Faculty provide the academic leadership and direction that have made the Learning Centres key resources that enhance student success and retention. The Centres offer both one-on-one and small group tutoring in English, Math and specific subject areas. The Centres also offer workshops and individual sessions in Time Management, Study Skills and Oral Fluency. Although most tutors are from Seneca, students from other post-secondary institutions complement the academic support the Centres deliver. The Seneca Learning Centres provide one on one and small group tutoring for Applied Degree, Diploma and Certificate programs. We assist students with their English, Math, General Education and program specific subjects. Students can analyze their learning styles, get specific help in their specific field of study or other related subjects, and learn how to get the most out of their Seneca Applied Degree. See also Other(s): Financial Aid services Residence Financial Aid services assist students to manage the financial aspects of their education through government loans, scholarships, bursaries and a work-study program. In addition to the residences at the Newnham and King Campuses that accommodate over 1,300 Seneca students, there is an Internet-based off-campus housing registry to assist students who are commuting to Seneca. See Full-time Calendar p. 23. Student Government Services Students have the opportunity to develop leadership and teambuilding skills by participating in the Seneca Student Federation Inc. and the Seneca Student Athletics Association. The athletic, social and cultural programming organized by the student organizations provide students with a holistic educational experience. The cultural diversity at Seneca provides rich experiences for students to learn about many different cultures and to develop awareness and tolerance of differences. Appendix Page 2

116 Student Life Services University Transfer Office Health and Safety Child Care The Student Life Centre at each campus provides a full range of services and resources, including advocacy and advisement, student insurance, legal aid clinic, student success initiatives, etc. Numerous opportunities exist for Seneca grads to transfer credits to Canadian and international universities. The services of the University Transfer Office include coordination of the university transfer guide - student advisement, and on-campus university fairs. Seneca has a comprehensive set of policies and procedures to ensure the safety and security of its students and staff. Given the size and complexity of the organization, the potential for serious incidents is significant, but in reality there are few incidents because of the proactive and highly effective manner in which issues are addressed. Professional and dedicated staff provide high quality child care to infants, toddlers, preschool and kindergarten aged children of students and graduates. Child care Centres are located on the Newnham and King Campuses. See Full-time Calendar p. 22. Appendix Page 3

117 8. CAPACITY TO DELIVER STANDARD Appendix 8.5 Policies on Faculty A. Academic/professional credentials required of present and future faculty teaching courses in the program Seneca College Recruitment, Selection and Hiring Policy Policy approved by: Date: Updated: Executive Committee and Board of Governors May 26, 1999, Item 33 (1) BOG Minutes February 6, 2002, approved May 14, 2003 College Executive Committee and May 28, 2003 by the Board of Governors Seneca College's mission is to provide career-related education and training that enable our students to succeed in the global economy. In order to achieve this objective, Seneca College's Strategic Plan acknowledges that, "The ability of the College to respond to a diverse student population and changing learner needs depends upon the capacity of its employees to continue to learn and to adapt." The College is committed to creating a quality and equitable work environment for all employees. This includes establishing effective procedures for assessing appropriate candidates during the recruitment, selection and hiring process. Seneca College's recruitment, selection and hiring procedures are designed to attract, place and promote the best-qualified candidates to complement the College's mission and vision statements. The procedures shall ensure that consistent steps are taken to eliminate, redress and prevent disadvantages in employment for under represented groups and establish a workforce that is representative of the College's diverse community. The full Recruitment, Selection and Hiring Policy and Procedures are available upon request. As required by MTCU (7.3.5 PEQAB Handbook April 2004, p. 21), faculty teaching in a degree program must hold the appropriate academic qualifications and expertise, and where relevant, have the required professional credentials and related work experience. Furthermore, the minimum requirement of MTCU for faculty teaching in a degree program is at least one degree higher than a baccalaureate in a field of study related or closely related to the subject to be taught and at least 50% of the faculty hold the terminal academic credential in the related field or in a closely related field/discipline. All exceptions must be (a) justified in writing, (b) based on the absence of a related program credential in a university or other extraordinary circumstances, and (c) approved by the President. Appendix Page 1

118 B. Academic/professional credential required of faculty acting as research /clinical/ exhibition supervisors Academic and professional as well as expertise and relevant work experience requirements for faculty participating in research in the degree programs are the same as the requirements for teaching in these programs. ( See A above) C. Requirement to have on file evidence supplied direct to the organization from the granting agency of the highest academic credential and any required professional credential claimed by faculty members Seneca College Recruitment, Selection and Hiring Policy Policy approved by: Executive Committee and Board of Governors Date: May 26, 1999, Item 33 (1) BOG Minutes Updated: February 6, 2002 May 14, 2003 College Executive Committee; approved May 28, 2003 by the Board of Governors Faculty hired to teach in Applied Degree Programs are required to provide an official transcript of their academic and professional credentials directly to the College from the granting University or Agency (including any Equivalency Assessments, if required) prior to any confirmation of employment. It is the consistent practice of the Employee Relations Department to require that a confirmed copy of the academic and professional credentials of any faculty member being hired has been received and is on file. The chair of the selection committee is required to sign a confirmation that he/she has seen the original credential(s) and that the copies placed on file are exact duplicates of those credentials. D. Regular review of faculty performance, including student evaluation of teaching and supervision Policy: Faculty Performance Review Policy Policy Approved by: Board of Governors Date: March 1992; Revised: September 1997, March 1998 and February 12, 2002 Approved by : Board of Governors June 26, Purpose of Faculty Performance Review Performance Review provides explicit and systematic feedback on all relevant aspects of performance. It supports and actively encourages the development of the individual professor and his/her teaching. Performance Review enhances and ensures teaching excellence, program quality and student success. Appendix Page 2

119 2. Components Performance Review involves four components. Student feedback is an annual and required component. Peer review and self-evaluation are optional elements but are strongly encouraged to ensure that the review is based on multiple perspectives. Performance evaluation is a required component and is conducted on a cyclical basis. 3. Scope Performance Review is not restricted to classroom teaching; it addresses the elements in the Class Definition for Professor as stated in the Collective Agreement. These include (a) design, revision and updating of subjects and programs; (b) teaching of assigned subjects, and (c) academic leadership and ancillary responsibilities. 4. The Performance Evaluation Cycle In the probationary period, written Faculty Performance Evaluations are provided every four months. After the probationary period, faculty are provided with Performance Evaluation at least once every four years. (This is also reflected under the provisions of the Academic Employees Collective Agreement, Sept. 1, 2003 to Aug. 31, 2005) Process There are two phases in Faculty Performance Review. The first consists of the collection of data and comments from a variety of sources. This feedback is helpful to faculty as they prepare their individual professional development plans each year. The second is the periodic formal Performance Evaluation with the chair, based on the data presented and reviewed. The table below identifies the elements of the Performance Review cycle. Responsibility for performance review and for relevant professional development rests with both the professor and the College. Student Feedback Required every academic year. Normally done in November. Results go to professor and chair in January. Normally the students in three classes taught by each professor are asked to provide their feedback. Most surveys are done in the fall semester; selected surveys are done in other semesters as needed. With consultation, the chair selects classes to be surveyed to include first, second and third year students and to minimize survey fatigue. The Seneca College Student Feedback Form is used to maximize validity and reliability. The professor and the chair receive a computer-generated analysis of the students responses following completion of the semester. To ensure anonymity, students written comments are keyed into a computer file before forwarding to the professor and chair. Self-Evaluation - Optional Four processes are recommended for this activity Appendix Page 3

120 Peer Review - Optional The Alliances for Change process is recommended; further resources are available from the Centre for Professional Development. Performance Evaluation by the Chair Required at least once every four years In addition to the formal evaluation cycle, the chair provides the professor with ongoing and timely feedback related to student surveys, student concerns or any other matters relevant to performance. At the beginning of the academic semester the chair notifies each professor to be evaluated. Performance evaluation begins with a meeting in which the professor and chair discuss the context (previous evaluations and development plans), the current assignment and relevant survey and other information. The process normally includes a classroom/lab visit by the chair or designate. At the second meeting, discussion focuses on the Faculty Performance Evaluation Form and leads to the professor s professional development plan. The chair forwards copies of the completed Faculty Performance Evaluation Form to the professor and to the professor s personnel file. In Applied Degree programs, the performance evaluation will include a review of faculty participation in applied research where applicable See Appendix for Policy on Student Feedback and Appendix for Student Feedback Instruments Definition of Professor (Source: Academic Employees Collective Agreement, September 1, 2003 to August 31, 2005, p. 117). Under the direction of the senior academic officer of the College or Designate, a Professor is responsible for providing academic leadership and for developing an effective learning environment for students. This includes: a) The design/revision/updating of courses, including: - consulting with program and course directors and other faculty members, advisory committees, accrediting agencies, potential employers and students; - defining course objectives and evaluating and validating these objectives; - specifying or approving learning approaches, necessary resources, etc.; - developing individualized instruction and multi-media presentations where applicable; - selecting or approving textbooks and learning materials. b) The teaching of assigned courses, including: - ensuring student awareness of course objectives, approach and evaluation techniques; - carrying out regularly scheduled instruction; - tutoring and academic counselling of students; - providing a learning environment which makes effective use of available resources, work experience and field trips; - evaluating student progress/achievement and assuming Appendix Page 4

121 responsibility for the overall assessment of the student s work within assigned courses. c) The provision of academic leadership, including: - providing guidance to Instructors relative to the Instructors teaching assignments; - participating in the work of curriculum and other consultative committees as requested. In addition, the Professor may, from time to time, be called upon to contribute to other areas ancillary to the role of Professor, such as student recruitment and selection, time-tabling, facility design, professional development, student employment, and control of supplies and equipment. * The Full Faculty Performance Review Policy including assessment options and forms are available upon request E. Means for ensuring the currency of faculty knowledge in the field AND Professional development of faculty including the promotion of curricular and instructional innovation as well as technological skills, where appropriate (i) Professional Development Policy: Strategic Plan Approved by: Board of Governors Date: December 9, 2003 Seneca s Strategic Plan states as Goal #3: At Seneca we will continue to demonstrate our valuing of and respect for employees by adopting practices that support employee development and satisfaction. Seneca s ability to anticipate and respond to the changing learner needs of our diverse student body depends on the capacity of our employees to learn and adapt and support each other in moving towards the Seneca vision. To the extent that Seneca offers applied degrees, engages in applied research, develops Centres of Excellence, and plans for growth, we create more opportunities for all employees. That is, we increase their opportunity to work and learn in a culture that rewards collaboration, innovation and risk-taking. And, to maximize their effectiveness, we will help them to continuously upgrade their skills to meet changing learner needs. The college provides significant institutional resources and support, such as the Centre for Professional Development and the e-learning Seneca dedicated to enabling our faculty to stay current in their fields and enhancing their teaching skills. Seneca College formally began committing college resources for professional development for faculty and staff in July of 1974 by establishing a funded professional development initiative under the direction of Dr. Klaus Schwartzkopf and Dr. Doug Campbell. In subsequent years this commitment has only increased as is evident in the current Strategic Plan ( ), which identifies the focus on Human Resources Development as one of three Strategic Directions for the College. Appendix Page 5

122 The Centre for Professional Development (CPD) is mandated to facilitate lifelong learning and provide training and professional development to Seneca College's faculty, support and administrative staff. To fulfill its mandate, the Centre develops, designs and implements policies and programs which contribute to our employees' individual growth, initial and ongoing training, development and renewal. The Centre is responsible for developing training and development programs which respond to educational objectives, the College's Strategic Plan and College priorities. The Centre provides a broad range of educational programs, workshops and resources; reference materials relevant to post-secondary education; equipment and expertise needed to produce creative teaching materials; funding support to enable faculty and staff to participate in professional development conferences and workshops, and opportunities for informal or interest-focused discussions. Through the Centre for Professional Development, the College provides a variety of services, including confidential consultation by highly qualified academic staff in CPD, on a broad range of academic issues such as: curriculum design and development (for both traditional and electronic environments), teaching/learning strategies (e.g., problem based learning, cooperative groups, enhancing critical thinking, experiential learning), authentic assessment of learning outcomes, and technology enhanced learning. Several faculty in the e-learning Seneca also assist faculty in integrating on-line curriculum delivery and learning activities into their course development/delivery. In collaboration with Brock University CPD has been offering a jointly developed B.Ed. in Adult Education (ADED) program as well as M.Ed. courses on our main campus since As an Adjunct Professor for Brock University, The Associate Director Research & Innovation acts as advisor and thesis chair to many of the faculty who engage in graduate studies. In addition M.Ed. courses are offered on the King Campus by Nipissing University. Workshops and seminars related to a broad range of educational topics and computer skills training are offered regularly. In the year 2003, there were: 412 faculty registrations in these workshops 81 admin staff registrations, and 455 support staff registrations Ref. CPD Website for specific details regarding Professional Development Opportunities for faculty, particularly This Semester and Resources Professional Staff in the Centre for Professional Development (CPD) The staff of CPD are well qualified to assist faculty on an individual basis or in groups/schools in all areas related to andragogy. Dominique Giguère, B.Sc., M.Ed., Ph.D. (Andragogy) in progress Dominique is the Director, Centre for Professional Development and as such is responsible for all the programming and services provided by CPD. She also provides ongoing consultation and assistance to faculty and staff in the areas of program and personal development. She coordinates the three courses for probationary faculty. Recruitment for several staff positions is currently in progress. Appendix Page 6

123 (ii) Financial support for ongoing faculty development is provided through the following: a. The Centre for Professional Development provides funding support to enable faculty and staff to attend and present workshops and conferences. b. Professional Development (Sabbatical) Leave Program Policy: OPSEU Agreement (Academic Employees. Local 560) Article 20 April Each year 2% (approximately 14) of the faculty are granted a paid Professional Development (Sabbatical) leave. In faculty applied for the leave 14 were granted In faculty applied for the leave 14 were granted In faculty applied for the leave - 14 were granted Frequently faculty requesting a PD Leave are seeking to continue their studies at the undergraduate, graduate and post graduate level in their field or in education. Some seek current work experience in the professional field. In addition, the college grants unpaid Leaves of Absences some of which are taken for the purpose of upgrading education and/or experience. c. Ten Days of Paid Professional Development Time each academic year The college allows each teacher at least ten working days of professional development in each academic year with at least 5 of these days consecutively. Policy: Academic Employees Collective Agreement, Sept.1, 2003 to Aug. 31, 2005, Article H 2 and H 3, p. 12 d. Tuition Assistance: Policy: Tuition Assistance Approved by: Board of Governors Updated: April 2004 All full time faculty and staff are eligible to receive Tuition Assistance in the amount of 50% of tuition fees and 50% of the costs of required texts and instructional materials, reimbursed upon successful completion of an evaluated and transcripted course taken from a fully recognized educational institution. e. Tuition Subsidy for Ministry approved programs or courses Faculty and staff may take any Ministry approved programs or courses which the college offers for a tuition fee of not more than $20.00 per course. (as per OPSEU Agreement - Academic Faculty Article 12.) f. Interest-free Payroll Deduction Plans i. Tuition Payment Appendix Page 7

124 Policy: Interest Free Tuition Loan Plan Approved by: College Executive Date: October 2000 Faculty and staff are eligible for an interest free loan for payment of tuition, which is then re-paid over the semester under a payroll deduction plan. ii. Computer and Software Purchase Plan Policy: Employee Computer Purchase Assistance Plan Approved by: College Executive Date: December 1, 1993; revised June 15, An interest free loan of up to the amount of $2, repayable through payroll deductions over a period of up to 24 months (52 pay periods) is available to faculty and staff for the purchase of computer hardware or software, which enables faculty to be current in the use of technology in education. g. Faculty Exchanges, secondments and International Programs and opportunities Seneca has over 1,300 visa students supported actively by International Student Development/Seneca International CPD facilitates international exchange opportunities for faculty and staff. Seneca faculty and students have participated in exchanges in China, Mexico and Singapore Contract Training programs have been delivered to clients from China, Cuba, Czechoslovakia, El Salvador, Estonia, Hungary, Jamaica, Latvia, Malaysia, Mexico, Russia, Singapore, Thailand and Korea Seneca currently has active partnerships with institutions in Singapore, Thailand, China, Taiwan, Chile and Mexico Over the years a number of faculty have engaged in industry based secondments within the Greater Toronto Area as well. h. Promotion of curricular innovation and instructional innovation our Designing Curriculum Using Instructional Technology (CTC) program developed by Centre for Professional Development and launched in 1997, was one of the earliest Internet based teacher training initiatives to help teachers learn how to develop academically sound learning objects and courses for use in an electronic environment. The program won 2 excellence and innovation awards: the McGraw-Hill Ryerson Excellence in Innovation Award - May 29, 1998, and The CONNY Award for exemplary approaches to Continuing Education also awarded in May, 1998 by the Ontario Colleges Continuing Education Faculties Committee. In collaboration with Brock University our Centre for Professional Development has offered since 1993 a jointly developed B.Ed. in Adult Education (ADED) program as well as M.Ed. courses on our main campus (Newnham) since Since 2003, M.Ed. courses are also offered at our King Campus through Nipissing University. Appendix Page 8

125 The college has been innovative and a leader in post-secondary education in the development of courses and programs for the electronic environment. There are currently one hundred Seneca courses available on-line, with thousands of students enrolled annually. Seneca is providing leadership in e-learning consortia such as Ontario Learn. i. Promotion of technological skills Within their 2 year probationary period newly hired faculty are expected to demonstrate the learning outcomes of a 40 hour course on Technology Enhanced Learning. The College s e-learning Strategic plan commits the College to develop and introduce an annual training plan to assist faculty to facilitate technologically enhanced learning THE SCOPE OF e-learning e-learning at Seneca involves three components: 1. technology-based learning resources that enhance teaching and learning in the classroom, the laboratory and the Learning Commons; 2. web-based resources that faculty and students use for reference, communication, collaboration and research; and 3. on-line learning, either as a course component (i.e., "blended learning") or for an entire course. The College makes classroom and web-based resources available to support all full and parttime courses. Faculties are developing on-line learning for selected courses, permitting the professor and his/her students to work in a non-traditional environment instead of solely in the classroom. e-learning is customized to reflect the nature and objectives of individual programs. Customization of programs and courses also responds to the students backgrounds and expectations and to faculty strengths. Ref: e-learning Strategic Plan j. The Technology Enhanced Learning Institute The Institute for Technology Enhanced Learning (TEL) is a unique partnership of York University and Seneca College. The York and Seneca staff of the TEL Institute facilitate joint projects of York and Seneca faculty teams to research, develop and help to implement a new generation of technologies and applications that enable faculty and staff to create, teach and learn in new and more effective ways. These teams explore non-traditional teaching methods and broaden their scope to embrace technology enhanced instruction. k. Applied Research - a professional development strategy Policy: Goal #3 Strategic Plan Approved by: Board of Governors Date: December 9, To the extent that Seneca offers applied degrees, engages in applied research, develops Centres of Excellence, and plans for growth, we create more opportunities for all employees. That is, we increase their opportunity to work and learn in a culture that rewards collaboration, innovation and risk-taking. And, to maximize their effectiveness, we will help them to continuously upgrade their skills to meet changing learner needs. Appendix Page 9

126 Seneca demonstrated its strong commitment to facilitating faculty participation in applied research by the establishment in January 2003 of the Office of Research & Innovation under the director of an Associate Vice President Research and Innovation. Faculty are involved in several ongoing research projects (e.g., Open Source Project, Banking and Financial Services Project) and a number of proposals are currently being developed in response to funding opportunities. Seneca College was among the first of the colleges in Canada to receive funding for applied research from Industry Canada under the Canada Foundation for Innovation (CFI) Fund. Matching grants were provided by the Ontario Innovation Trust (OIT) Fund. Two 4 year projects were funded in 1999: (Project #1739 Applications in Bioinformatics The Research and Development of Human Disease Markers for Diagnostic Assays and Project #1784 Interactive, Internet-based secondary school teacher Training in Broad Based Technology Curricula). Since the establishment of the Office of Research and Innovation in January 2003, a growing number of research projects have been launched by faculty and applications for external funding are increasing steadily. Policy Employee Initiated Research Fund Approved by: Senior Executive Committee Date: June 16, 2005 It is the policy of Seneca College to support research initiated by full time Seneca employees from all employee groups (Support Staff, Administration and Faculty) that will enable them to complete the research component of graduate studies, to conduct research for publication or conference presentations, and/or to explore best practices. 1. Purpose Consistent with the goals of Seneca s Strategic Plan ( ) the purpose of this policy is to build organizational capacity, to contribute to its national status and to support the applied degree programs by assisting current employees to achieve the required degree program academic qualifications, to develop the skills needed to conduct applied research, and to conduct, publish and present original research. 2. Commitment The College is making a significant commitment of resources to develop baccalaureate degree programs in applied studies and to foster applied research this includes developing an infrastructure and capacity for sustaining applied research and attracting and developing highly qualified personnel who have the knowledge and skills needed to conduct and foster worthwhile applied research. 3. Funding Criteria a) The research conducted by the faculty or staff and supported with resources by the College, must be consistent with the College's current strategic goals and directions and must have the support of the chair/dean/director. Appendix Page 10

127 b) The amount of funding available will be determined through the budget planning exercise each year but would normally provide an amount of up to $6,000 per semester per approved candidate. c) Funding for all projects will be granted solely on the merits of the proposal and priority will be given to applicants whose projects meet the funding criteria and who are not currently and have not previously received any College funding for the identified research project. Support will be provided for participation in only one research project at a time which is subject to renewal annually based on deliverables, for up to three years. d) The funding will support the research process in all its forms including, but not limited to, release time, survey development, and data analysis. e) There will be a sharing of resources needed (i.e. faculty to contribute some of their time and college to support some release time). f) The process for allocating funds must be transparent and fair. g) Researchers need to stay part of their current work team during the project and will NOT be released totally from all responsibilities while they are conducting the research. Release time is to be mutually agreed upon, (e.g., to do research on days when the students are in the clinical area). Supervisors will make every effort to time table in a manner that will facilitate the needs of the students and/or the department, as well as the research needs of the applicant. Written agreements will specify agreed upon release time, expectations of each party and deliverables for the research. h) Research is not necessarily tied to an applied degree. i) Collaborative projects are welcome. For collaborative projects involving external partners, a letter of understanding about responsibilities, deliverables, and intellectual property rights must accompany application for research funds. j) This Policy is meant to support both large and smaller research projects. k) The College's Intellectual Property policy will apply l) All research involving the College's name, resources, students or employees are subject to review and approval by Seneca's Research Ethics Board. ADMINISTRATIVE GUIDELINES The Office of Research & Innovation will issue the call for proposals to the college community as appropriate. Appendix Page 11

128 The required application forms, progress reports and final reports must be submitted to the Associate Vice President Research & Innovation. The Research & Ethics Review Council will review all applications and make recommendations to the Associate Vice President Research & Innovation based on the funding criteria identified above. Applicants and their immediate supervisor will be notified simultaneously of the outcome and funding available for their proposals. F. Faculty teaching and supervision loads Policy: Workload Source: Academic Employees Collective Agreement, Sept. 1, 2003 to Aug. 31, 2005, Class Definition - Professor, p.141 and Article 11, pp Class Definition of Professor (p. 117) Under the direction of the senior academic officer of the College of designate, a Professor is responsible for providing academic leadership and for developing an effective learning environment for students. This includes: a) The design/revision/updating of courses, including: - consulting with program and course directors and other faculty members, advisory committees, accrediting agencies, potential employers and students: - defining course objectives and evaluating and validating these objectives: - specifying or approving learning approaches, necessary resources, etc.; - developing individualized instruction and multi-media presentations where applicable; - selecting or approving textbooks and learning materials. b) The teaching of assigned courses, including: - ensuring student awareness of course objectives, approach and evaluation techniques; - carrying out regularly scheduled instruction; - tutoring and academic counseling of students; - providing a learning environment which makes effective use of available resources, work experiences and field trips; - evaluating student progress/achievement and assuming responsibility for the overall assessment of the student s work within assigned courses. c) The provision of academic leadership, including: - providing guidance to Instructors relative to the Instructors teaching assignments; - participating in the work of curriculum and other consultative committees as requested. In addition, the Professor may, from time to time, be called upon to contribute to other areas ancillary to the role of Professor, such as student recruitment and selection, time-tabling, facility design, professional development, student employment and control of supplies and equipment. Appendix Page 12

129 Workload Article 11 Article A (p. 11) Each teacher shall have a workload that adheres to the provisions of this Article. Article B 1 (pp ) Total workload assigned and attributed by the College to a teacher shall not exceed 44 hours in any week for up to 36 weeks in which there are teaching contact hours for teachers in postsecondary programs and for up to 38 weeks in which there are teaching contact hours in the case of teachers not in post-secondary programs. The balance of the academic year shall be reserved for complementary functions and professional development. Workload factors to be considered are: i) teaching contact hours ii) attributed hours for preparation iii) attributed hours for evaluation and feedback iv) attributed hours for complementary functions Article D 2 (p. 13) No more than four different course preparations of six different sections shall be assigned to a teacher in a given week except by voluntary agreement which shall not be unreasonably withheld. Article F (p.16) Complementary functions appropriate to the professional role of the teacher may be assigned to a teacher by the College. Hours for such functions shall be attributed on an hour for hour basis. Article I (p.16 ) Teaching contact hours for teachers in post-secondary programs shall not exceed 18 in any week. Teaching contact hours for a teacher not in post-secondary programs shall not exceed 20 in any week. Faculty assigned to teach in the degree programs have a reduced teaching workload of 12 TCH per week on average, as compared to 18 TCH/wk for faculty teaching in non-degree programs Under the terms of the Academic Employees collective Agreement, faculty do not supervise any other faculty or staff but they do provide guidance to Instructors/s relative to the Instructors teaching assignments (Class Definition (c), p. 141) G. Faculty availability to students Policy: Academic Employees Collective Agreement Date: : September 1, 2003 to August 31, 2005 Article 11.01F (p.16) provides for 3 hours per week of complementary functions attributed for out-of class assistance to individual students Appendix Page 13

130 The Definition of Professor (Source: Academic Employees Collective Agreement, September 1, 2003 to August 31, 2005, p. 141) includes: - ensuring student awareness of course objects, approach and evaluation techniques; - carrying out regularly scheduled instruction; - tutoring and academic counselling of students; - providing a learning environment which makes effective use of available resources, work experience and field trips; - evaluating student progress/achievement and assuming responsibility for the overall assessment of the student s work within assigned courses. Appendix Page 14

131 8. CAPACITY TO DELIVER STANDARD 8.7 Enrolment Projections and Staffing Implications Staffing Requirements Projected Cumulative Enrolment Cumulative Full-time Faculty Equivalents (F.T.E.) Cumulative Part-time Faculty Equivalents (F.T.E.) Ratio of Full-time Students/ Full-time faculty Full Time Part time Year 1 40 N/a 4 N/a 10 Year 2 70 N/a 8 N/a 8.75 Year N/a 13 N/a 10.4 Year N/a 18 N/a 7.5 Appendix Page 1

132 9. CREDENTIAL RECOGNITION STANDARD Appendix 9.1 Program Design and Credential Recognition Articulation and Transfer Agreements Seneca College currently has 117 University Transfer Arrangements (both formal and informal) with 36 Universities from across Ontario, Canada, the United States, and Internationally. Currently Seneca is the only Ontario College with a dedicated University Transfer Office (located in Student Services) acting as a central resource of college and system wide information, and offering advisement and assistance for current and prospective students wishing to examine further education pathways. Beyond the standard undergraduate degree completion partnerships, Seneca has recently made steps to have its Post-Graduate programs recognized at the Masters level in a groundbreaking agreement with Australia's University of Western Sydney. The Post-Graduate Corporate Communications Diploma has also been recognized for Masters level credit at Central Lancashire and Cape Technikon in South Africa. The Post-Graduate programs presented by the School of Electronics and Computer Engineering Technology regularly attract graduate electrical and mechanical engineers from North America and around the world. Currently the School of Electronics and Computer Engineering Technology participates in articulation and transfer arrangements, on behalf of its diploma students, with various institutions, both nationally and internationally. These include: British Columbia Institute of Technology Guelph University State University of New York at Buffalo Athabasca University Griffith University, Australia Lakehead University York University (Atkinson College). The proposed Bachelor of Applied Technology (Control Systems Technology) program will offer even more opportunities to graduates, as the program learning outcomes reflect a breadth of knowledge and skills. The balance of theoretical, laboratory and practical experience provides a skills passport that students may use to gain entry into a number of opportunities, including additional postsecondary education (full-time or part-time, undergraduate, or graduate), and professional development courses and seminars. Graduate Study Upon completion of the Bachelor of Applied Technology (Control Systems Technology), graduating students will be eligible for admittance to university post graduate engineering programs at the masters level, subject to standard assessment criteria. To date, letters of credential recognition for the proposed applied degree have been received from the following engineering programs: Appendix Page 1

133 University at Alberta Concordia University University of Michigan Copies of the above letters are located at the end of this appendix. Appendix Page 2

134 STUDENT PROTECTION FORM: INFORMATION FOR TRANSFER STUDENTS AT SENECA COLLEGE The institutional requirements related to transfer agreements between post secondary institutions are summarized in the Seneca College transfer guide which is published annually. However, each institution has particular requirements and practices relating to admission of students and the awarding of transfer credits. Students who are planning to transfer are advised to refer to the appropriate institutional calendar and to consult with the registrar s office at the receiving institution. The minimum requirements for the awarding of transfer credits are summarized in the transfer guide. However, receiving institutions may limit admission to programs based upon availability of resources and may grant admission based on other criteria besides academic performance. Thus, while possession of academic prerequisites makes an applicant eligible for admission, it does not guarantee admission to an institution or a particular program of study. The final decision on the awarding of transfer credits rests with the board or senate of the institution concerned. Although most transfer is governed by formal agreements between institutions, a number of students are successful in negotiating transfer to programs and/or institutions on an individual basis. Students seeking special consideration are advised to consult with the registrar at the receiving institution. Changes to the transfer guide will occur over time as additional transfer agreements are made, and existing arrangements are reviewed and revised. For definitive and up-to-date information on any transfer arrangement, students should check the Seneca College web site at Seneca College agrees to inform its applied degree students of any provisions for credential recognition and credential transfer. ************************************************************************************** I hereby verify that I have been duly informed by Seneca College of provisions for credential recognition and credential transfer and attest to that fact by means of my signature on this document. Appendix Page 3

135 Student Name (please print): Student ID Number: Seneca College Program Name: Date: (Student s Signature) Office Use Only: 1 copy to student. 1 copy to student s file. SENECA COLLEGE OF APPLIED ARTS AND TECHNOLOGY Policy Title/Subject: Authorizing Body: Student Protection Form College Executive Committee Policy # or Code: N/A Contact: Eileen Burns College Registrar Approved by: Date Approved: November, 2001 Signature: Eileen Burns Updated: May 1, 2002 College Executive Committee Appendix Page 4

136 Appendix Page 5

137 Appendix Page 6

138 Appendix Page 7

139 10. REGULATION AND ACCREDITATION STANDARD Appendix Current Regulatory or Licensing Requirements There are currently no regulatory or licensing requirements for Applied Degrees in Technology in Ontario. Degrees such as the proposed Bachelor s of Applied Technology (Control Systems Technology) potentially fall into either the licensing jurisdiction of the Canadian Council of Technicians and Technologists (CCTT) through the Canadian Technology Accreditation Board (CTAB), or the Canadian Council of Professional Engineers through the Canadian Engineering Accreditation Board (CEAB). The corresponding licensing bodies that actually monitor and organize licensing are the Ontario Association of Certified Engineering Technicians and Technologists (OACETT) and the Professional Engineers of Ontario (PEO). Both the CEAB and CTAB have confirmed that Applied Degrees in this area of study are programs that may fall within their accreditation and licensing mandates. The differentiation would stem from the programs goals to graduate professionals with limited licensure or to graduate potential engineers. The diploma programs offered by the School of Electronics and Computer Engineering Technology (ECET) are designed to meet the Ontario Ministry Standards for engineering technicians and technologists, and also the CTAB requirements for these professionals. BCIT has recently announced its intention of applying for CEAB accreditation of two applied degree programs, while UOIT has proposed the introduction of a technology degree that while not meeting CEAB standards offers graduates the ability to meet most of the CEAB leaning outcomes and potentially writing a reduced set of PEO administered qualifying exams for licensure as an engineer. Given the expectations of students and the regulatory status of existing technology programs being presented by ECET the curriculum of the proposed Bachelor s of Applied Technology (Control Systems Technology) has been designed to meet CEAB requirements. This approach is also consistent with the current lack of specific applied degree standards from CTAB, although we understand that standards are potentially under development. Letters from both OACETT and the PEO are included in Appendix Potential CEAB assessment and potential accreditation will not be possible under the fourth year of the program (also consistent with CTAB accreditation policy). It is anticipated that this program will benefit from the lessons learned by institutions such as BCIT as they submit their applied degrees for CEAB accreditation in the coming years. Appendix Page 1

140 10. REGULATION AND ACCREDITATION STANDARD Appendix Letters of Support from Regulatory / Licensing Bodies 10 Four Seasons Place, Suite 404, Etobicoke, ON, M9B 6H7, tel. (416) , fax. (416) May 12, 2004 Mr. M. Boetto, MBA, P.Eng. Chair, School of Electronics & Computer Engineering Seneca College of Applied Arts & Technology 1750 Finch Avenue East Toronto ON M2J 2X5 Dear Mr. Boetto, We are pleased to offer our support and encouragement to Seneca College in its efforts to mount a new Applied Degree program Control System Technology. As you are aware, the Ontario Association of Certified Engineering Technicians and Technologists (OACETT) is very supportive of the Ontario government s initiative to improve the opportunities of Ontarians to obtain degrees. The establishment of this program would greatly assist prospective students in achieving this goal. Seneca College has maintained high standards of excellence in technical training and, therefore, we believe that the College would provide outstanding leadership in establishing these new applied degree opportunities for our future post-secondary students. OACETT wishes Seneca College much success in this endeavour. Sincerely, Sam DiGiandomenico Director, IETO and Registrar Appendix Page 1

141 Subject: RE: Electro Mechanical Design Program Date: Wed, 25 Feb :35: From: Michael Price To: "'Mario Boetto'" Mario, Subsequent to our conversation last week, I have checked with other staff at PEO and have determined that we do not critique the contents of specific Diploma Programs. Therefore, I will not be providing comments regarding the proposed "Electro Mechanical Design" Program at Seneca College. The Ontario Society of Professional Engineers (OSPE) may be able to provide comments regarding the potential level of interest in your program from professional engineers. With regards to accreditation of programs for PEO licensure purposes, the PEO's Academic Requirements Committee (ARC) would review and provide feedback after you have developed a draft curriculum for your Applied Degree Program. A similar service was provided to McMaster University when it established its Bachelor of Technology program. Regards, Michael R. Price, MBA, P.Eng. Deputy Registrar, Licensing and Registration Professional Engineers Ontario Sheppard Avenue West Toronto,ON M2N 6S9 T. (416) ext 440 (800) ext 440 F. (416) Appendix Page 2

142 11. PROGRAM EVALUATION STANDARD Appendix 11.1 Periodic Review Policy and Schedule Policy: Program Review Policy and Procedures Approved: Revised and approved by the Senior Executive Committee, October 20, 2004 Board of Governors, November 24, 2004 POLICY STATEMENT Subject to availability of resources, all academic programs will be reviewed formally at least once every 7 to 10 years or more frequently if indicated in the ongoing formative review process. The comprehensiveness of program review for certificate, diploma and degree programs may vary to be aligned with relevant standards (such as, the Post Secondary Education Quality Assessment Board (PEQAB) requirements for applied degree programs and provincial standards for diploma programs). Where an appropriate external accreditation or program recognition process is available, this may be used in lieu of the College's program review process. ADMINISTRATIVE GUIDELINES The review will consist of self-assessment overseen by an internal review team that includes at least one external member as appropriate. The review will consist of both quantitative and qualitative data collected from all stakeholders, including the program advisory committee. In addition and as appropriate (e.g., for degree programs), the program review process will include an external review panel (i.e., peers external to the college and free of conflict of interest) and site visit. To facilitate ongoing formal monitoring of program performance (formative review), Institutional Research staff will regularly provide to the chair and dean, program specific and college based data. If areas of concern arise in the ongoing formative review, corrective action or more formal review procedures will be initiated as appropriate, and before the normal 7 years to 10 years are up. The review team will ensure that the review achieves the purpose and intent of the College s Quality Assurance policies. The review team is responsible for preparing a final report of the findings, including recommendations and timelines for implementation. The VP Academic will present regular reports of program review results to the Academic Planning and Student Affairs sub-committee of the Board of Governors (BOG). The VP Academic in collaboration with the faculty and staff of the program assessed, will be responsible to make the final decisions and resource allocations (along with implementation timelines) in developing action plans as appropriate to respond to the recommendations made by the Review Team. Appendix Page 1

143 The program chair is responsible for providing to the dean, the VP Academic, and the advisory committee regular reports on the progress of the implementation of the approved local operational/action plan(s) Members of the review team will receive orientation/training in the Quality Assurance process to be provided collaboratively with the Centre for Professional Development (CPD), Institutional Research (IR), and the Office of Research & Innovation (ORI) as required. Throughout the review process, centralized support, and guidance will be provided to the review team through CPD, IR and ORI. The program review team will report regularly on their progress to their faculty and staff, to the appropriate chair(s), and to the program advisory committee. PROCEDURES The program review process will include the following 3 Tier process of ongoing formative assessment and intervention as appropriate: Tier 1 Early Identification System this includes ongoing and at least annually, reports on performance indicators (primarily quantitative data) provided by the staff of Institutional Research to the program chair Tier 2 Probing of indicators identified at Tier 1 - this includes: i) exploration of factors influencing the drop in performance indicators ii) iii) examination of both quantitative and qualitative data as appropriate appropriate and timely response to address the issue(s) identified Tier 3 - Full Program Review: i) Program Review Teams a) Every academic program will establish a review team(s) responsible for overseeing the program review and writing the final report of their findings and recommendations. b) The membership and committee size will vary according to program nature, needs, locations and delivery modes. c) The review team will ensure that the review achieves the purpose and intent of the College s Quality Assurance policies. Appendix Page 2

144 Academic Program Review Procedures (Approved by the Senior Executive, October 20, 2004) 1. DEFINITIONS Program Review Regular review and evaluation of academic programs to evaluate the quality of the curriculum and learning experience against established MTCU program and quality assurance standards, and make recommendations for future program modifications. 2. Scope Subject to availability of resources, each program will normally be reviewed fully and formally every 7 to 10 years as outlined below. The comprehensiveness of program review for certificate, diploma and degree programs may vary to be consistent with relevant standards (such as, the Post Secondary Education Quality Assessment Board (PEQAB) requirements for applied degree programs and diploma program standards). 3. PROCESS The program review process will include ongoing formative assessment and intervention as appropriate and as described in the 3 Tier process below (see Chart 1, on page 8 of Appendix 11.1). Tier 1 Early Identification System this includes: i) ongoing and at least annually, reports on performance indicators (primarily quantitative data) provided by the staff of Institutional Research to the program chair ii) iii) iv) if the performance indicators remain above or at acceptable levels, no further action is taken until the next Tier 1 review any performance indicators that drop below acceptable ranges will be flagged by the chair and the review process will be moved to Tier 2 or Tier 3 review as appropriate the chair will report a summary of the findings of the Tier 1 review to the dean and faculty (each Fall) Tier 2 Probing of indicators identified at Tier 1 - this includes: i) exploration of factors influencing the drop in performance indicators ii) examination of both quantitative and qualitative data as appropriate iii) appropriate and timely response to address the issue(s) identified Appendix Page 3

145 iv) if the performance indicators in subsequent Tier 1 reviews remain at or above acceptable levels, no further action is required v) the chair will report a summary of the findings of the Tier 2 review to the dean and faculty (each Fall) vi) if the program appears sustainable and it is deemed appropriate by the chair and dean in collaboration with faculty, the review process may be moved immediately to a Tier 3 full program review (i.e., not wait until the normal 7 year review) Tier 3 - Full Program Review: i) Program Review Teams a) Every academic program will establish a review team(s) responsible for overseeing the program review and writing the final report of their findings and recommendations. b) The membership and committee size will vary according to program nature, needs, locations and delivery modes. c) The review team will ensure that the review achieves the purpose and intent of the College s Quality Assurance policies. d) Internal Review Team for Program Self-Assessment The internal review team will typically include:! the School's chair or designate! one or two professors from the program under review! one professor from the School of English and Liberal Studies! at least one member external to the program or the college as appropriate (e.g., a professor or chair from another school or a relevant expert from outside the college who has no conflict of interest)! one graduated student,if feasible! one representative of Professional Development (CPD), Institutional Research (IR), and the Office of Research & Innovation (ORI) if feasible one member of the team will be chosen to be the team leader In addition, a Learning Resources Subcommittee will review and assess the quality of program specific learning resources available through the Library and Learning Commons and provide feedback to the Internal Review Committee: Membership consists of: One faculty librarian from the Library and Learning Commons One professor who is a member of the internal review team e) All members of the review team will receive training in the Quality Assurance process to be provided collaboratively with the Centre for Professional Development (CPD), Institutional Research (IR), and the Office of Research & Innovation (ORI). Appendix Page 4

146 f) Throughout the review process, centralized support, guidance collection tools will be provided to the review team through CPD, IR and ORI. g) The program review team will report regularly on their progress to their faculty and staff, to the appropriate chair(s), and to the program advisory committee. h) The program review team will establish a communication plan and ensure that all stakeholders, including the program advisory committee are informed on an ongoing basis i) External Review Team In addition and as appropriate (e.g., for degree programs) the program review process will include an external review panel consisting of at least 3 external academic peers with relevant expertise and free of any conflict of interest. Academic peers may be peers from similar programs outside the College or representatives from relevant accrediting associations and related industries. The external review will include a site visit. j) Where an appropriate external accreditation or program recognition process is available, this may be used in lieu of the College's program review process. ii) Data Collection The Data Collection Template/Worksheet (Appendix A) lists the Elements and Key Questions to be addressed by the data collected. The program review will include, but will not be limited to the following sources of data collected by the review team: Note: Appendix A is available upon request. a) comments and recommendations from faculty teaching in the program, from relevant staff, and from advisory committee members b) annual performance indicators c) focus group sessions, interviews or other means as identified by the review team to ensure effective input from students and graduates. d) consultations with library services staff and others as appropriate e) as appropriate: comments solicited from employers in addition to input from the program advisory committee professional organizations partners such as universities or colleges participating in collaborative programs with Seneca and/or other groups or individuals able to provide perspective and valued advice on program reputation and direction Appendix Page 5

147 f) data collected using tools to be provided by Institutional Research and the Office of Research & Innovation g) with the written approval of the students involved, blinded samples of student work that are representative of the various levels of quality of student work. For summative courses, these samples are particularly important. iii) Program Review Report The Project Team is responsible for authoring the final public report. The report will include Title Page including: o the name of the program and school o the names of review team o identification of external review panel member(s) if appropriate o the date of the report An Executive Summary - one to two pages, providing an overview of the program's key strengths and areas for improvement Responses to Key Questions - this is the main body of the report and includes: o the main body of the report should be a summary of the findings related to the Key Questions o Appendix A is a template is to be completed and attached to the report o perspectives of employers, partners, graduates, students, faculty and staff The Program Profile - each element identified in Appendix A rated according to strengths and areas for improvement as follows: A - significant strength B - strength C - needs some improvement D - needs significant improvement N/A not applicable Recommended Action Plan summarizes:! 5-10 specific recommended actions ordered by priority! supporting narrative (if required)! proposed timelines for implementation of the recommendations! budget implications Appendices: - available upon request! Appendix A Completed Data Collection Template/Worksheet! Appendix B Samples of additional survey tools used! Appendix C Supporting data! Appendix D Other material as appropriate Appendix Page 6

148 i) The Program Review team shall present to the chair/dean and VP Academic (within a reasonable time as negotiated with the program chair), the final written Program Review Report (described above). This may include a verbal presentation. ii) iv) The VP Academic will present the review team s public report to the Academic Planning and Student Affairs sub-committee of the Board of Governors (BOG). Follow-up to the review and the report i) The Vice President Academic (in collaboration with the faculty and administrative and support staff of the program assessed), will make the decisions and resource allocations (along with implementation timelines) in developing local operational/action plans to respond to the recommendations made by the review team. ii) iii) The program chair is responsible for providing to the dean and the VP Academic, regular reports on the progress of the implementation of the approved local operational/action plan(s) Suggested Timeframe (may be adapted as appropriate to the specific program) a) September to May focus is building a portfolio of relevant data using data and tools provided and collected centrally through Institutional Research b) January to May Review Team is formed and trained c) May-June (8 weeks) Review Team reviews the cumulative data, completes Appendix A (web based so that the team can work on this collaboratively), assesses the findings and make recommendations. Some reassignment of May-June/July-Aug vacations may need to be negotiated to free faculty for participation in the review team d) September presentation of the report to the VP Academic and BOG Appendix Page 7

149 Chart # 1 Program Review Flowchart Start No Has it been 7 years since the last formal review (Tier 3)? Yes Tier 1 Review (Annual) Tier 3 Review (Every 7 years or more frequently as required) No Obtain Performance Indicators Report from IR Assemble program review team Yes Have performance indicators passed acceptable range? No Tier 2 Review No Receive training and support from CPD, IR and ORI Collect data - refer to Data Collection/ Template Worksheet Address issues Yes Evaluate issues Submit Program Review Report to Chair/Dean & VPA Submit Summary Report to Dean & Faculty Can issues be Immediately addressed? Implement Recommendation Plan Has program been terminated? Follow up on Recommendation Plan Yes End Appendix Page 8

150 12. ACADEMIC FREEDOM AND INTEGRITY STANDARD Appendix Academic Freedom Policy Policy: Policy on Academic Freedom Approved: Board of Governors, March 30, 2005 POLICY STATEMENT Seneca College is committed to providing a learning, teaching and service environment that nurtures mutual respect, diversity and inclusiveness for all. The College recognizes the right of faculty and staff to carry out their teaching/learning activities; to pursue research and publish the results within areas of one's expertise, and to criticize policies and actions of the College and society at large within the parameters established by the Colleges of Applied Arts and Technology Act (2002), College policies, ethical guidelines and human rights legislation. Academic freedom incorporates the evaluation, development, and delivery of teaching and learning materials that are consistent with approved learning outcomes and curricula. Seneca College recognizes that faculty and staff are free to examine, question, and express their views on scholarly issues. Academic freedom carries with it the duty to use that freedom in a manner consistent with the scholarly obligation to base research on an honest search for knowledge while adhering to college policies, ethical guidelines and the law. The rights and responsibilities included in this policy include the right to express, distribute or publish one's views, free from censorship or reprisal, except where the exercise of such rights contravene the Canadian Charter of Rights and Freedoms. ADMINISTRATIVE GUIDELINES All members of the Seneca community are individually accountable for compliance with this policy. Appendix Page 1

151 12. ACADEMIC FREEDOM AND INTEGRITY STANDARD Appendix Academic Honesty Policy Policy: Cheating and Plagiarism Source: Academic Policy , 9-9.3, p. 7, and Appendix E pp POLICY STATEMENT To continue to graduate high quality students and to sustain our reputation as a leading institution, Seneca must have the highest standards of academic honesty. Academic honesty means that all Seneca College persons will conduct themselves in an honest and trustworthy manner in all aspects of their academic career. Cheating and Plagiarism are offences that will not be tolerated by the College. 9.1 Cheating Cheating is a form of academic dishonesty that involves using deception or dishonest methods to complete any form of evaluation. For specific examples of activities viewed as cheating see Appendix E in Academic Policy (see excerpt on next page). 9.2 Plagiarism Plagiarism is another form of cheating: intellectual theft. Plagiarism is using someone else's work (words, images, ideas, phrases, signatures, or computations) and presenting it as one's own, instead of properly documenting every source. For specific examples of plagiarism see Appendix E in Academic Policy (see excerpt on next page). 9.3 Penalties The penalty for a first offence of cheating or plagiarism is a grade of "0" on the work in which the offence occurred, and will result in a comment being placed on the transcript by the Academic Honesty Committee. The penalty for the second offence of cheating or plagiarism is an "F" in the course where the offence occurred, a second comment on the transcript and suspension from the College for a time period determined by the Academic Honesty Committee. When a student returns to the College, he/she will be placed on Academic Honesty Probation. Any further violation of the Academic Honesty policy will result in College initiated mandatory withdrawal for academic purposes. The student has the right to appeal the decision of the Academic Honesty Committee, consistent with Academic Policy. Evidence will be kept on file. The procedure for dealing with both Cheating and Plagiarism is found in Appendix E in the Academic Policy (see excerpt on next page). It is every student s responsibility to familiarize him/herself with the proper procedure for avoiding cheating and plagiarism through various resources beyond the Academic Policy such as the Student Handbook, the Academic Honesty website at and the Learning Commons website at Appendix Page 1

152 Students may seek assistance from Student Services in understanding the policy and procedures for Academic Honesty. Appendix E (extracted from 2005/2006 Academic Policy) Cheating can be further defined as, but not limited to: 1. Taking a test or examination for another student, or having a student take a test or examination for you. 2. Giving students answers to exam questions during the exam or while leaving the examination room, or telling other students in a later sitting, of the questions that appear on the exam. 3. Possessing unauthorized material or electronic devices during a test or exam. 4. Knowingly helping another student to commit an act of cheating by letting him/her view your answers, by lending your work, or by working together on a project not specifically deemed a group effort. All students involved will receive the same penalties under the Academic Honesty policy. 5. Obtaining an exam or test, in whole or in part, in advance of its administration, without the permission of the professor. 6. Changing grades or answers on an assignment for the purpose of regrading. 7. Forging a signature or altering an assessment or report. 8. Deliberately damaging an academic work of another student. 9. Submitting course work from another course, even if the student was the original author, without the prior permission of the professor. Plagiarism can be further defined as, but not limited to: 1. Submitting as your own any material done, in whole or in part, by someone else. 2. Submitting any work copied, in whole or in part, from another source, such as the Internet, journal articles or textbooks, without reference to the original author or source. 3. Allowing your essay, report, assignment or computer files to be copied by another student. 4. Allowing another student to do your laboratory or field work for you. 5. Submitting as your own, in whole or in part, any work that is currently or has been previously graded in another course, without the prior permission of the professor. 6. Submitting work with misleading references that do not reflect the sources you actually used. 7. In group work, failing to take responsibility to ensure all members of the group avoid plagiarism. Cheating/Plagiarism Each School/Faculty will maintain a standing Academic Honesty Committee which will hear all allegations of Cheating and Plagiarism. When cheating or plagiarism is suspected, the professor/coordinator will meet with the student or students. If it is concluded that no occurrence of cheating or plagiarism took place, no further action is required and no record is kept. If the professor is not satisfied with the student's(s') explanation, the professor/coordinator will record the incident, with evidence attached, on an "Academic Honesty Report". The student will also have the opportunity to record his or her version of the incident on the "Student Response to the Academic Honesty Report". Both forms Appendix Page 2

153 are available on the website of the Office of the Registrar under Academic Policy, at Completed forms will be forwarded to the chair of the Academic Honesty Committee, who will convene a meeting of the Committee to review the circumstances of the incident. The Academic Honesty Committee will provide its decision in writing to the student, with copies to the professor, Program Co-ordinator/Student Advisor and to the student's(s') file(s). In order to track the number of offences, the offence will be recorded as a comment on the student's academic record. Cheating in Tests/Examinations If a student is observed by one or more invigilators to be attempting to copy from another student, the invigilator will take the student aside, and inform the student that he/she cannot be permitted to continue writing the exam. The incomplete exam is then kept by the invigilator, who escorts the student from the room, once he/she has signed out. An "Academic Honesty Report" outlining the offence, and a "Student Response to the Academic Honesty Report", outlining the student s account of the incident, should he/she choose to complete it, is forwarded to the Academic Honesty Committee. If a student is observed by one or more invigilators to be in possession of materials not listed as permissible aids, then an invigilator will take the student aside, explain what has been observed, and request to see the materials. If there is any suspicion in the invigilator's mind that these materials are not permissible, or if the student refuses to allow the invigilator to examine the materials, then the student will be told that these materials are not in conformance with the permissible aids established for that examination. The invigilator will then inform the student that he/she cannot be permitted to continue writing the exam. The evidence of alleged cheating and the student's incomplete exam are then kept by the invigilator who escorts the student from the room, once he/she has signed out. An "Academic Honesty Report" will then be completed and the process outlined above will be followed. The "Student Response to the Academic Honesty Report" may also be completed. Note: Both forms are available at Appendix Page 3

154 12. ACADEMIC FREEDOM AND INTEGRITY STANDARD Appendix Academic Honesty Procedure The College s policy related to cheating and plagiarism, as well as procedures and penalties, are included in the Academic Policies handbook which all faculty and students receive at the beginning of the academic year. Guidelines for Academic Honesty Committees were approved at Academic Council in May The guidelines are printed on the back of the Academic Honesty Report (at and are included below. Policy: Guidelines for Academic Honesty Committees Approved: Academic Council, May 17, 2004 Mandate The role of the Academic Honesty Committee is to hear and make decisions on allegations of cheating and plagiarism, and to ensure documentation of each offence is kept (including letters and appropriate transcript comments). Membership Each School/Faculty will maintain a roster of committee members who can be called upon to serve for a specific hearing. One member is selected to act as the Chair of the Committee. The Chair is responsible for receiving the documents, organizing the meetings, and doing the followup documentation (including letters to the student and appropriate transcript comments). Procedures (revised from Seneca Academic Policy Appendix E) For definitions of cheating and plagiarism see Seneca's online Academic Policy (Appendix E) at: When cheating or plagiarism is suspected, the professor (or designate) will communicate with the student(s). If it is concluded that no occurrence of cheating or plagiarism took place, no further action is required and no record is kept. If it is concluded that a violation of academic policy has occurred, the professor (or designate) will document the incident on an "Academic Honesty Report". It is recommended that the student be given an opportunity to respond to the allegations. The professor (or designate) may elect to fill out the "Student Response to the Academic Honesty Report" based on the student's input. This report includes: space for a description of the incident in the student's own words, a signature area where the student can confirm that they have had an opportunity to give their account of the incident (if applicable) a signature area where the student can acknowledge violating academic policy (if applicable) a description of college penalties for first, second and third offences The report is then forwarded to the Academic Honesty Committee, along with all supporting documentation (see documentation checklist below). The Academic Honesty Committee will determine in each case whether it is necessary to hear from the faculty/invigilator and/or the student Appendix Page 1

155 (in some cases a determination may be made from the documentation alone). The Chair will convene a meeting of the Academic Honesty Committee to review the circumstances of the incident. Documentation Checklist! Academic Honesty Report (and Supplement to the Academic Honesty Report when used)! Copy of the work submitted! Copy of the assignment description or test paper! Copy of unauthorized aids (if applicable)! Copy of (or links to) materials used without proper references (if applicable)! Copy of Student Honesty Declaration (if applicable)! Copy of student transcript Note: The members of the Academic Honesty Committee selected to review an alleged instance of cheating and plagiarism should not have had any direct involvement in the incident. The Academic Honesty Committee will provide its decision in writing to the student, with copies to the Professor, Program Co-ordinator/Student Advisor, and to the student's file. In order to track the number of offences, the offence will be recorded as a comment on the student's transcript (see canned comment codes and descriptions below). Minutes and notes from the meetings should be collected and stored in a central location. Faculties/Schools may wish to establish an distribution list (or designate a person) to handle questions and issues relating to cheating and plagiarism. Canned Comments (as of August 2004) CODE COMMENTS TO APPEAR ON TRANSCRIPT APPLICATION #440 STUDENT HAS RECEIVED ADVISEMENT REGARDING ACADEMIC POLICY. The penalty for a first offence of cheating or plagiarism is a grade of "0" on the work. Based on the facts, the Academic Honesty Committee will determine whether comment #440 or comment #441 will be added to the #441 VIOLATION OF ACADEMIC POLICY, SECTION 9, CHEATING AND PLAGIARISM. #442 VIOLATION OF ACADEMIC POLICY, SECTION 9, CHEATING AND PLAGIARISM, RESULTING IN SUSPENSION FROM THE COLLEGE UNTIL (INSERT ONE OF SEPT; JAN; OR MAY, FOLLOWED BY THE APPROPRIATE YEAR, I.E. 2005). MUST SEE A COORDINATOR/STUDENT ADVISOR FOR REINSTATEMENT. student's transcript. The penalty for a first offence of cheating or plagiarism is a grade of "0" on the work. Based on the facts, the Academic Honesty Committee will determine whether comment #440 or comment #441 will be added to the student's transcript. The penalty for committing a second offence of cheating and plagiarism is a grade of "F" in the subject and a minimum suspension period of three (3) semesters. Comment #422 follows comment #440 or #441 on the student s transcript. Appendix Page 2

156 #443 STUDENT HAS BEEN PLACED ON ACADEMIC HONESTY PROBATION. #525 COLLEGE INITIATED MANDATORY WITHDRAWAL FOR ACADEMIC REASONS. Follows comment #442, when the student returns to the college after suspension for a second cheating or plagiarism offence. Note that any further violation of the Academic Honesty policy (i.e. a third offence) will result in a #525 comment, which states College Initiated Mandatory Withdrawal for Academic Reasons. To be used for academic reasons, including cheating. The comment requires Dean approval. Appendix Page 3

157 12. ACADEMIC FREEDOM AND INTEGRITY STANDARD Appendix 12.2 Policy on Intellectual Products Policy: Intellectual Property Policy Approved: Academic Council, April 7, 2003 College Executive Committe, April 18, 2003 Board of Governors, November 26, 2003 POLICY STATEMENT 1. Purpose The purpose of this Intellectual Property Policy is to outline the College's position on the creation and development of works within the College system, and the ownership of intellectual property rights in those works. Specific relationships will be clearly identified in any detailed agreements and supplementary documents that are developed within this policy framework. 2. Commitment One of the primary goals of the College is to encourage, promote and foster innovation and discovery, in all fields of endeavour in which the College is engaged, by its employees, associates and students. In situations where it is the College s position that it is the owner of the intellectual property rights in a work that is worthy of commercial exploitation, the College will promote a revenue sharing relationship with the creator or creators of that work. 3. Definitions (i) Copyright Copyright means the right to copy. In Canada, all original creative works are protected by copyright. Only the copyright owner has the right to decide when and how the work is copied. Under Canada's Copyright Act, the person who owns the copyright is most often the creator of the work. If the work is created in the course of employment, the employer holds the copyright. Copyright protection is automatic upon the creation of a work, and applies whether or not a copyright statement appears on the material. In general copyright expires 50 years after the death of the author. For the purposes of this policy, copyright means, in relation to a work, the sole right to produce or reproduce the work or any substantial part of the work in any material form, including without limitation, in electronic form and to communicate electronic copies of the work. (ii) Intellectual Property For the purposes of this policy, intellectual property includes all of the interests and rights to all Canadian and foreign registered, pending and common law, trade names Appendix Page 1

158 and trade marks; all Canadian and foreign issued patents and pending applications therefore; all Canadian and foreign copyrights, whether or not registered; rights of publicity; franchises and all technology rights and licences, including computer software and all proprietary know-how, trade secrets, inventions, discoveries, developments, research and formulae, whether or not patentable; and all other proprietary information or property relating to works created at or in conjunction or in partnership with the College, and any improvements, updates, enhancements or modifications related to any of the foregoing. (iii) Licensing Agreements Licensing Agreements relate to written agreements between the College and third parties, in which the College grants the third parties the right to use materials proprietary to the College (or proprietary to others, and in which the College has licensing rights) upon terms and conditions set out in the written agreements. (iv) Moral Rights Whether or not the College owns the intellectual property rights of a work, and in particular the copyright therein (pursuant to the Copyright Act, 1985), it will take steps to respect the moral rights of the authors or creators of the work. Specifically, it is understood that the author or creator has the right to request, where reasonable in the circumstances, to be given recognition of the work by name or by pseudonym; to remain anonymous; or to choose not to be associated with any modification of the work that is perceived to be prejudicial to his/her honour or reputation. The author or creator s moral right to the integrity of the work is infringed only if the work is distorted, modified or mutilated, or used in association with a product service, cause or institution, to the prejudice of the author or creator s honour or reputation. Moral rights may be waived in whole or in part, but they cannot be transferred to others. (v) Product Licences Product licences relate to licensing agreements between suppliers of proprietary products and materials, and the College, in which the College is granted the right to use those proprietary products and materials upon the terms and conditions set out in the product licences. 4. Employee Work (a) (b) In the absence of any written agreement to the contrary between the College and an employee, the College shall be the owner of all intellectual property rights in a work created by the employee in the course of employment with the College. In determining whether a work has been created by an employee in the course of employment, the College may have regard to the following factors (which are not exhaustive): Appendix Page 2

159 (i) (ii) (iii) whether the employee created the work during prescribed working hours at the College; whether the employee created the work on College premises, or using College resources and property to do so; whether the College has remunerated or compensated the employee for the work (c) (d) (e) (f) (g) Where the College owns the intellectual property rights in a work, either by agreement with its author or creator, or pursuant to paragraphs 3(a) and 3(b), the creator or author, as the case may be, shall have a non-exclusive right to use the work, provided the creator or author exploits the work only in the course of employment with the College, where the creator or author is an employee, and only in the course of contractual relationship with the College, where the creator or author is an associate of the College and not an employee. Where an employee creates a work outside the course of employment with the College, without using the College s resources in doing so, the employee shall be the owner of the intellectual property rights in the work. Where an employee creates a work during the leave year of a prepaid leave program, without using the College's resources in doing so, the work shall belong to the employee unless otherwise agreed by the parties. Where an employee wishes to use College resources to create a work outside the course of employment, the employee shall first be required to inform the College of the creation of the work, so that a mutually satisfactory written agreement covering, among other things, ownership, use and revenue sharing, can be negotiated before the work is developed. In the absence of such a written agreement, the College shall own the intellectual property rights in the work created. Every application by an employee for a professional development leave shall contain a full description of the proposed professional development activity. It is the College s intention to encourage employees to create works of innovation and discovery. Accordingly the application for professional development leave shall also contain a statement, signed by the employee and their supervisor, which sets out how any net profit from revenue generated by the commercial exploitation of such professional development activity, shall be shared between the College and the employee. Where a professional development leave is approved, the College shall own the intellectual property rights in any work created and for which work the leave was granted. Any application or request for a professional development leave shall be accompanied with, or contain, a statement in the following form: Appendix Page 3

160 "In compliance with the College Intellectual Property policy, the College shall be the sole owner of the intellectual property in any work described in this document and created by the applicant. If the work is exploited and generates revenue, the applicant and the College shall share the net profit on revenue generated as follows: (insert agreed-upon formula) 5. Non-Employee Work Any agreement between the College and a person who is not an employee of the College, to develop or create a work, shall be in writing and be executed by the parties. The agreement shall provide that the College shall be the owner of the intellectual property in any work developed or created by the person. This policy may be adapted by written contract between the parties. 6. Joint Initiatives with Outside Parties Where the College enters into an agreement with a person or persons, that provides for or contemplates the development of a work in which intellectual property subsists, the parties will ensure that a written agreement sets out their respective rights in the intellectual property in the work, and any terms relating to the sharing of risk and revenue from the exploitation of the work. 7. Licensing Arrangements (a) Product Licenses Where the College acquires a licence to use a supplier s product, ownership of the intellectual property in the product being licensed shall be determined according to the provisions of the licence. Where the licence does not contain any provisions relating to intellectual property ownership, it shall be presumed that the supplier is the owner thereof. Any variations to the licence shall be made in writing. (b) Licensing Agreements Where the College enters into a licence agreement with a third party to permit that third party to use materials or property developed or acquired by the College, the licence agreement shall be in a form approved by the Associate Vice President Research & Innovation and a copy shall be deposited with the Office of Research & Innovation. 8. Student Work Students shall be the owners of the intellectual property rights in works they create, except in the following situations: (a) where the College pays the students for the works they create, in which case the College shall own the intellectual property rights therein; (b) where the students use College resources and facilities to create the works, outside of their course requirements, in which case the students shall be required to obtain the College s consent to the use of its resources and facilities. It shall be a condition to the giving of such consent, that the College and the students enter into an agreement for Appendix Page 4

161 the creation of the works, which agreement shall provide for, among other things, the ownership of any intellectual property rights in the works to be created, the exploitation of the works by the students and the College, and the sharing of any revenue by the students and the College from such exploitation. 9. Classroom Recordings Permission to make audio or video recordings of academic related activities for educational purposes should be sought from the appropriate professor(s) and students as a matter of courtesy before making such recordings, and permission shall not be unreasonably withheld. Such recordings shall only be used for defined educational purpose(s) pursuant to the Freedom of Information and the Protection of Privacy Act, or where required to accommodate persons pursuant to the Ontario Human Rights Code. If the College wishes to use such recordings for any other purpose, it will obtain written consent from all persons who are seen or heard in the recording. The College shall own the content of the intellectual property recorded on audio or video tapes/discs developed or created in classroom activities by College employees, except material obtained for approved research projects that are part of a program of academic studies. The College acknowledges and respects the performing rights of all performers and participants in classroom activities, and agrees to obtain their consent to the recording of their performances and activities. The College will use such audio and video recordings solely for educational purposes. 10. Research Materials A person wishing to gather research materials other than those specified in section 9, must first obtain the prior approval of the College. Where the person has obtained the College s approval, that person shall be the owner of any intellectual property rights in the research materials. Otherwise, the College shall be the owner of the intellectual property rights. 11. Copyright Notice Where the College is the owner of copyright in any works created pursuant to this policy, or otherwise, it shall place the following copyright notice in a conspicuous place in the works: [year of publication] Seneca College of Applied Arts and Technology Notwithstanding the above, consistent with the provisions of the Copyright Act (1985), the College shall remain the owner of the copyright in all works created in the course of employment with the College pursuant to this policy, or otherwise, whether or not the work is marked with the copyright notice as described above. Appendix Page 5

162 12. Employee-Owned Work The adoption and inclusion of employee-owned works in College course materials will be made only with the prior approval of the appropriate College administrator in accordance with the College Conflict of Interest Policy. 13. Commercialization of Intellectual Property Where the College owns intellectual property rights in a work which it wishes to commercialize, it may consult with the creator(s) on the best means for commercialization. The author or creator of a work in which the College owns the intellectual property rights may, with the College s prior approval, pursue opportunities to exploit the work, and negotiate with third parties on behalf of the College. The College shall always be a party to any agreement resulting there from. The agreement may provide that the author or creator of the exploited work is entitled to share in the revenues contemplated under the agreement, upon the terms set out therein. 14. The Office of Research & Innovation The Office of Research & Innovation is established to assist staff to deal effectively and efficiently with intellectual property issues and to ensure that there is consistency in the manner in which such issues are approached, and decisions resulting there from are made. To maximize the benefits to the College from the creation of works in which intellectual property rights may subsist, the Office of Research & Innovation will also serve as a resource centre for intellectual property precedents, including license agreements, technology development agreements, and revenue sharing agreements. The College shall ensure that a copy of any agreements to which it is a party shall be deposited with the Office of Research & Innovation. 15. Use of Seneca name on Created Works The College has the right to be recognized or acknowledged in, or in association with, any work created in the course of employment/studies, by a Seneca employee, student, or person with whom the College is otherwise dealing, or to be disassociated from the work, and for work not created in the course of employment/studies as mutually agreed upon. Appendix Page 6

163 12. ACADEMIC FREEDOM AND INTEGRITY STANDARD Appendix 12.3 Policy on Ethical Research Practices Policy: Ethical Conduct for Research involving Human Subjects Approved: Board of Governors, March 30, 2005 Context Consistent with the Mission of Seneca College, research conducted by the College is primarily applied research (Strategic Plan ). Seneca College has a responsibility to safeguard the rights and well-being of students, faculty and staff, and other members of the Seneca community and ensure that research projects associated with the College adhere to accepted ethical, legal and integrity standards, consistent with the Tri-Council Guidelines. The College assumes responsibility for professional development opportunities specifically related to ethical conduct for research involving human subjects for all Seneca faculty and staff. The primary responsibility for ensuring that the rights and interests of all human subjects involved in research are respected rests with the individuals involved in these research activities. Seneca faculty and staff and all other persons conducting research associated with the College are responsible for the integrity of their work and upholding the principles and responsibilities as stated in the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans Definition Research involving human subjects in this context refers to research conducted within the Seneca College community or associated with Seneca College, where human beings participate in research studies, or where databases of information about them will be used as part of a research study. Data collection that is part of the core mandate and normal operations of the college is normally not considered to be research studies. Underlying Principles The College is committed to ensuring that the rights of all participants in research involving individuals associated with Seneca College are safeguarded. In general, this includes but is not limited to employees, students, parents/guardians of minors, alumni and clients etc. This includes, but is not limited to, the following rights: Respect for Human Dignity is the cardinal principle of research ethics. This includes protection of the multiple and interdependent interest of the person (Tri-Council Policy Statement, p. 1.5), protecting their integrity and safeguarding them from physical, psychological or cultural harm. Appendix Page 1

164 Respect for Free and Informed Consent. This includes a clear disclosure of the nature of the research study, its potential impact on the participant, voluntary participation, and the right to withdraw from participation or refrain from answering any question(s) that are deemed by the participant to be intrusive, without explanation or penalty. Respect for Vulnerable Persons. This refers to a high ethical obligation towards vulnerable persons, (such as children and persons who are developmentally challenged) that is, those whose capacity to make informed decisions is diminished makes them vulnerable. This may require special procedures to protect these individuals interests. Respect for Privacy and Confidentiality. This includes the protection of access to, control of and dissemination of personal information. It means that participants are assured of confidentiality, anonymity and/or non-identifiability, unless they consent to disclosure in an informed, written authorization. Respect of Justice and Inclusiveness. This means the ethics review process has fair methods, standards and procedures for reviewing research proposals, and that no segment of the population should be unfairly burdened with the harms of research (Tri-Council Policy p. 1.5) Balancing Harms and Benefits. This means that the foreseeable harms should not outweigh anticipated benefits (Tri-Council Policy, p. 1.6) Minimizing Harm. This involves the duty to avoid, prevent or minimize harm to research subjects. Participants should not be subjected to unnecessary risks of harm. Maximizing Benefit. This involved maximizing the benefit to the study participants and others or society. It includes providing access to the findings of the research. Policies 1. Any individual(s) wishing to conduct research within the context of, or associated with, Seneca College is required to submit to the Office of Research and Innovation, the fully completed Application for Ethics Review form. 2. All applications for approval to conduct research involving human subjects must be reviewed by the Research Ethics Board (REB) whose membership consists of: minimum of 5 members per REB, 2 of whom have broad expertise in research, at least one knowledgeable in ethics and at least one external member and none of whom are administrators selected for their expertise in the research process and in ethics some members of the Research and Ethics Review Committee (RERC) and others as needed, based on expertise needed 3. The Research Ethics Board will review the research application to ensure that all of the rights of human subjects identified above have been fully safeguarded. 4. No research activities are to begin until the applicant receives written approval from the Research Ethics Board. Appendix Page 2

165 5. The applicant will be notified (normally within 2 weeks) of any issues that need to be addressed, deny or grant approval to proceed. 6. The decision of the REB may be appealed by the principal investigator(s) through the standing Research Ethics Appeals Committee (REAPC), whose membership consists of: minimum of 5 members who are NOT members of the REB; 2 of whom have broad expertise in research, at least one knowledgeable in ethics, and at least one external member and none of whom are administrators selected for their expertise in the research process and in ethics some members of the RERC and others as needed, based on expertise needed 7. The principal investigator is responsible for notifying the REB immediately if any major changes in the research methodology and procedures are anticipated and explanation of how the rights of human subjects will be safeguarded. The research many not continue until approval to do so is again granted by the REB. 8. Where the research is supported financially from external sources (e.g., CIF, OIT, Tri-Council granting agencies), the principal investigator is responsible for the approved use of these funds and for meeting all the reporting requirements of the granting agency. Note: the College is not engaged in any research involving animals. Appendix Page 3

166 Policy: Integrity in Research & Scholarship Approved: Board of Governors, March 30, 2005 It is the responsibility of Seneca College to ensure that all scholarly and research activities associated with the College adhere to accepted ethical, legal and integrity standards. All individuals conducting research associated with Seneca College are responsible for upholding the following principles as stated in the Tri-Council Policy statement (August 8, 2004). a. recognizing the substantive contributions of collaborators and students; using unpublished work of other researchers and scholars only with permission and with due acknowledgement; and using archival material in accordance with the rules of the archival source; b. obtaining the permission of the author before using new information, concepts or data originally obtained through access to confidential manuscripts or applications for funds for research or training that may have been seen as a result of processes such as peer review; c. using scholarly and scientific rigour and integrity in obtaining, recording and analysing data, and in reporting and publishing results; d. ensuring that authorship of published work includes all those who have materially contributed to, and share responsibility for, the contents of the publication, and only those people; and e. revealing to sponsors, universities, colleges, funding agencies, any material conflict of interest, financial or other, that might influence their decisions on whether the individual should be asked to review manuscripts or applications, test products or be permitted to undertake work sponsored from outside sources. Administrative Guidelines The primary responsibility for ensuring the integrity of scholarly and research work rests with the individuals involved in these activities. Seneca faculty and staff and all other persons conducting research associated with the College are responsible for the integrity of their work and upholding the principles and responsibilities as stated in the Tri-Council Policy Statement: Integrity in Research and Scholarship. The College will provide and/or promote professional development opportunities specifically related to integrity in scholarly and research work for Seneca faculty and staff. Allegations of failure to demonstrate integrity in research and scholarly work will be investigated by the Associate Vice President Research & Innovation in consultation with an academic integrity investigation committee. Appendix Page 4

167 13. STUDENT PROTECTION STANDARD Appendix 13.1 Academic Calendar Information The College Calendar Mission Statement: Strategic Plan pg 2 Student Handbook pg 2 Goals: Strategic Plan pg /2006 Academic Calendar is accessible on college Web site: Full-time Calendar pg 34 Financial Services Management pg 28 Flight Program pg 30 Integrated Environmental Site Remediation pg 32 Software Development pg 34 Newly approved (2005): International Accounting and Finance Human Resources Strategies and Technology Informatics and Security Not applicable Academic Credential of the Board of Governors in Full-time Calendar , page 296. Academic credential of all Seneca faculty and administrators are documented and on file with Seneca s Employee Relations Department. The College Calendar is currently being updated to include qualifications of the administrators and all faculty teaching in the degree programs. Subjects descriptions are listed in alphabetical order on pp of the Full-Time Calendar Information The organization s mission and goal A history of the organization and its governance and academic structure If the organization currently offers degree programs, a general description (e.g. purpose, outcomes, length) of each degree program publication on website in progress publication on website in progress publication on website in progress If the organization does not currently offer degree programs, a general description (e.g. purpose, outcomes, length) of each diploma program The academic credentials of faculty and senior administrators (Dean and above) Individual descriptions of all subjects in these programs, and their credit value Not applicable as this program as not been approved as of yet. View the Seneca College Calendar book included at the end of the binder. In addition the College calendar can be viewed at this web site: Appendix Page 1

168 13. STUDENT PROTECTION STANDARD Appendix Dispute Resolution Source: Academic Policy , pp. 8-9 and Appendix C, p. 13 A student enrolled in a Seneca College program may appeal any final grade in a subject or any decision by the College, following the recommendation of a Promotion Committee, with respect to the student s academic standing, continuation or status in a program, School, Faculty or the College. It is the policy of the College that a student who invokes this appeal process will be given a fair hearing. Informal Appeal It is best for both students and the College to resolve differences of opinion quickly and informally. Therefore, a student who is dissatisfied with his/her final grade(s), program status or College status, should discuss the matter with the faculty member(s) who recommended the grade(s) and/or his/her faculty advisor, program coordinator or Chair as soon as possible to see if a mutually satisfactory solution can be reached. Formal Appeal If the student ahs been unable to resolve the matter under appeal to his/her satisfaction through the informal appeal process, he/she may file a formal appeal with the College. Assistance may be south from Counselling or from the Student Services Office. Procedure for Making Formal Academic Appeals (Academic Policy: Appendix C 12.2, 12.3, 12.4 ) This procedure is to be followed when making a formal academic appeal and should be used only if the student has been unable to resolve the problem informally. If you have not yet discussed the matter with your Professor, faculty advisor, program coordinator, or Chair, please do this first. At all stages of the formal appeal procedure, you have the right to address the Committee to present your reasons for making the appeal. You should be prepared to address the contents of your letter of appeal as well as any other information you believe is relevant. The Chair of the Appeal Committee will also call the faculty member(s) who recommended the grade(s) under appeal where applicable, and anyone else with information relevant to the appeal. First Level Appeal 1. Complete a First Level Academic Appeal Request Form and submit it to the Chair of your School or Dean of your Faculty. Under Detail of the Request for Academic Appeal include the nature of your appeal; the reasons for making the appeal, and any factors which you believe would be helpful in considering your appeal. You may, if you wish, contact Counselling/Disability Services or the Student Services Office for assistance. In accordance with the Freedom of Information and Protection of Privacy Act, you must fill out the section of the Form authorizing the use of your academic records and any relevant documentation, assignments, tests or examination. Your records and other Appendix Page 1

169 documents to be referenced in the appeal will be distributed to the Appeal Committee members, the faculty member(s) who assigned the grade, and to yourself. You must attach an appeal fee of $25.00 in cash or a receipt from the Cash Office. This fee is a non-refundable administrative fee and covers all matters under appeal. 2. You must submit the First Level Academic Appeal Request Form within one month after final grades are made available. 3. Your appeal will be considered as soon as possible by a committee made up of the Chair/Dean, or designate, and three faculty members who were not involved in the original decision. At least one member of the Committee will be from another School. You will be notified of the date, time, and place of the meeting and invited to confirm your participation at the meeting. Please notify the Chair of the Appeal Committee if you intend to address the Committee. The Chair of the Committee will ask the faculty member(s) who recommended the grade(s) under appeal to participate in the meeting. As well, the Chair may ask anyone else with information or expertise relevant to the appeal, to participate in the meeting. You may, if you wish, have one person present, who will attend as an observer only. The same opportunity is extended to the faculty member(s) who assigned the grade(s). 4. The First Level Appeal Committee will issue a written decision with reasons within two weeks of the appeal meeting. You have the option of discussing the decision with the Chair of the Committee within a period of one week following the communication of the decision. Second Level Appeal 1. Complete a Second Level Academic Appeal Request Form and submit it to the Vice President, Academic, along with a copy of your First Level Academic Appeal Request Form and a copy of the letter with the decision which you received from the Appeal Committee Chair. You may, if you wish, contact Counselling/Disability Services or the Student Services Office for assistance. You should be prepared to discuss the written reasons given by the First Level Appeal Committee. Also include any information you believe the Second Level Appeal Committee should consider. In accordance with the Freedom of Information and Protection of Privacy Act, you must fill out the section of the form authorizing the use of your academic record and any relevant documentation, assignments, tests or examination. Your records and other documents to be referenced in the appeal will be distributed to the Appeal Committee members, the faculty member(s) who assigned the grade(s), and to yourself. 2. The Second Level Appeal Request Form must be submitted within one month after you have received the decision of the First Level Appeal Committee. 3. Your must attach an additional $25.00 fee or receipt from the Cash Office. Again, this fee is non-refundable. Appendix Page 2

170 4. Your appeal will be considered by a Committee made up of the Vice-President or designate and three faculty members selected from a roster from other Schools/Departments, none of who was involved in the Promotion Committee or First Level appeal decision. You will be notified of the date, time and place of this meeting. Please advise the Committee Chair if you intend to address the group. The Committee Chair will ask the faculty member(s) who recommended the grade(s) under appeal as applicable to participate in the meeting. As well, the Chair may ask anyone else with information relevant to the appeal to participate in the meeting. 5. The decision of the Second Level Appeal Committee will be final and will be communicated to you, in writing, with reasons, within two weeks of the meeting. Appendix Page 3

171 13. STUDENT PROTECTION STANDARD Appendix Fees and Charges Source: Tuition Fee Policy, Academic Policy , , p.3; Tuition Schedule, Academic Calendar , pp Fees must be paid according to the schedule set by the Registrar s Office in order to reserve the space in class and to avoid payment of late fees. The due dates for 2005/06 academic year fees are: Fall Semester (new students) on June 15, 2005 Fall semester (returning students) on July 11, 2005 Winter semester (new students) on October 12, 2005 Winter semester (returning students) on October 28, 2005 Summer semester (new students) on March 10, 2006 Summer semester (returning students) on March 22, 2006 New students who do not pay fees will have their place in class cancelled automatically and without further notice. Students whose fees are received by the College after the specified date will be placed on a Waiting List, pending availability of space in the program. Returning students who do not pay full fees by the date specified will be charged the applicable late fees. Timetables will not be released to students who have not paid or made arrangements to pay fees. Full fees should be paid before the semester begins. For students with financial difficulty, a partial payment will be accepted in certain circumstances. Those students must sign a Promissory Note contract for the balance of fees. A $50 late payment fee will be assessed for each infraction. The fees must be paid in full not later than six weeks from the semester start date. Appendix Page 1

172 13. STUDENT PROTECTION STANDARD Appendix Sudent Dismissal Mandatory Withdrawal from the College (Academic Policy, Section 13.2) A Promotion Meeting, regularly or specially convened, may recommend to the Dean, or designate, that a student be required to withdraw from the College. Such a College-initiated requirement may be made before the normal completion date of a subject or program. The basis of mandatory withdrawal may be a student s behaviour; and/or attendance; and/or performance; where one or all of these is detrimental to the learning process, or disruptive to the aims and objectives of the College. The unexpended portion of fees may be rebated. Minimum Acceptable Performance (Academic Policy, Section 8.10) Students who are not successful in two or more subjects during a regular day semester may be required, on the recommendation of a Promotion Committee, to withdraw from full-time and/or part-time studies for at least one semester. Part-time or partial load students will be assessed in terms of minimum acceptable performance relative to the number of subjects carried. Cheating and Plagiarism Penalties (Academic Policy, Section 9.3) The penalty for the second offence of cheating or plagiarism is an "F" in the course where the offence occurred, a second comment on the transcript and suspension from the College for a time period determined by the Academic Honesty Committee. When a student returns to the College, he/she will be placed on Academic Honesty Probation. Any further violation of the Academic Honesty policy will result in College initiated mandatory withdrawal for academic purposes. Violation of Student Rights and Responsibilities (Student Handbook, Student Rights and Responsibilities, , page 151) Upon the determination that a violation of the Student Rights and Responsibilities has occurred, the College shall take disciplinary action. This does not preclude the initiation of criminal or other legal charges. The disciplinary actions include, but are not limited to: warning, restitution, behavioural contract, probation, suspension and expulsion. Warning A written notification that continuation or repetition of conduct found to be in violation of Students Rights and Responsibilities will be cause for further disciplinary action up to and including dismissal. Upon graduation, a student may request that the Director of Resolution, Equity and Diversity Centre remove the warning letter from his or her student file; Restitution Reimbursement for defacement, damage to, or misappropriation of property; Behavioural Contract An agreement between the College and the student, which specifies certain conditions for the student to continue his or her studies. If the contract is broken, further disciplinary action will be taken. The contract may be for a specific period of time or for the full duration of the individual s program. Upon graduation, a student may request that the Director of Resolution, Equity and Diversity Centre remove the behavioural contract from his or her student file; Suspension A written notification of exclusion from classes and/or other activities for a specific period of time. Suspension may include exclusion from a campus and property belonging to the College; Expulsion Termination of student status. Appendix Page 1

173 13. STUDENT PROTECTION STANDARD Appendix Withdrawals and Refunds Source: new Charter Policy and Seneca Fee Policy, Academic Policy , Appendix A, p.11; Academic Calendar , pp Students who submit formal notification of withdrawal from a full-time program of instruction are entitled to a refund of tuition and ancillary fees as follows: For Canadian and other students exempt from international student fees: within 10 th day of scheduled classes, a refund of the full tuition and ancillary fees for the semester less $100; and a refund in full of any tuition and ancillary fees paid in advance for the sequent semester. For new students paying Semester 1 international student fees: semester one fees for new students are non-refundable. If immigration authorities at a Canadian Embassy or High Commission Office issue a letter denying the request for a study permit and this letter of denial is submitted to the International Admission Office, then semester one fees, less $200 will be refunded. Fees paid in advance for sequent semesters will be refunded in full For returning students paying international student fees: within 10 th day of scheduled classes, a refund of the full tuition and ancillary fees for the semester less $500; and a refund in full of any tuition and ancillary fees paid in advance for the sequent semester. A full-time student reduces the course load in the program of study to part-time status within the first 10 th day of scheduled classes, the refund and the part-time fee rates apply only if the Office of the Registrar is notified in writing of the change. Student withdraws after the 10 th day of scheduled classes, there is no refund of any kind for the semester Appendix Page 1

174 13. STUDENT PROTECTION STANDARD Appendix 13.3 Student Protection Information Information on all matters related to College policies and their program of study (i.e., 13.3 a to r in Guidelines, April 2004, p. 29) is made available to students through several publications: The College Web site: Academic Policies Book Students Rights and Responsibilities Handbook distributed by Student Services The College Calendar (see Appendix 13.1) Subject Outlines available in hard copy and/or on-line to all students enrolled in each subject Upon receipt of their tuition fees, the following form will be sent to potential students along with a request that they return the signed form to the College when they register in the degree program. Appendix Page 1

175 CONFIRMATION OF STUDENT S AWARENESS OF COLLEGE POLICIES Element How Students are informed a method of course delivery Subject outlines b academic honesty Academic Policy Book c admissions The College Calendar and the College Web site d credit transfer arrangements with and recognition by other The College Calendar and the College Web site institutions e credit transfer arrangements for incoming students The College Calendar and the College Web site f prior learning assessment The College Calendar and the College Web site g entrance examinations The College Calendar and the College Web site h dispute resolution The College Calendar and the College Web site i grading The College Calendar and the College Web site j intellectual property rights The College Calendar and the College Web site and the Academic Policies Book k ability of international students admitted to the program to meet program requirements for degree completion The College Calendar and the College Web site l payment of fees and charges The College Calendar and the College Web site m scholarships and other financial assistance The College Calendar and the College Web site n student complaints and grievances The College Calendar and the College Web site and the Academic Policy Book o student dismissal The College Calendar and the College Web site and the Academic Policy Book p student support and services The College Calendar and the College Web site q tuition The College Calendar and the College Web site and the Academic Policy Book r withdrawal and refunds The College Calendar and the College Web site and the Academic Policy Book Appendix Page 2

176 STUDENT PROTECTION FORM: INFORMATION FOR TRANSFER STUDENTS AT SENECA COLLEGE The institutional requirements related to transfer agreements between post secondary institutions are summarized in the Seneca College transfer guide which is published annually. However, each institution has particular requirements and practices relating to admission of students and the awarding of transfer credits. Students who are planning to transfer are advised to refer to the appropriate institutional calendar and to consult with the registrar s office at the receiving institution. The minimum requirements for the awarding of transfer credits are summarized in the transfer guide. However, receiving institutions may limit admission to programs based upon availability of resources and may grant admission based on other criteria besides academic performance. Thus, while possession of academic prerequisites makes an applicant eligible for admission, it does not guarantee admission to an institution or a particular program of study. The final decision on the awarding of transfer credits rests with the board or senate of the institution concerned. Although most transfer is governed by formal agreements between institutions, a number of students are successful in negotiating transfer to programs and/or institutions on an individual basis. Students seeking special consideration are advised to consult with the registrar at the receiving institution. Changes to the transfer guide will occur over time as additional transfer agreements are made, and existing arrangements are reviewed and revised. For definitive and up-to-date information on any transfer arrangement, students should check the Seneca College web site at Seneca College agrees to inform its applied degree students of any provisions for credential recognition and credential transfer. Appendix Page 3

177 I hereby confirm that I am aware of the policies of Seneca College pertaining to the matters listed above as stated in the resource documents indicated and verify that I have been duly informed by Seneca College of provisions for credential recognition and credential transfer and attest to that fact by means of my signature on this document. Student Name (please print): Student ID Number: Seneca College Program Name: Date: Student s Signature Office use: 1 copy to student 1 copy in student s file Appendix Page 4

178 14. ECONOMIC NEED Appendix 14.1 Evidence of Economic Need The 2004 Canadian Electricity Human Resource Sector Study held engineering focus groups. Among the findings in the subsequent report, engineers agreed that training in control systems was abstract, and did not include sufficient application training. The report also highlights that the average age of workers in this field is 44.2 years and that 17% of the workforce will be eligible for retirement in the next five years, and that 34% will be retired by Based on retirement estimates, the report indicates that the sector will need 9,000 people in technical positions in the next five years and more than 17,000 over the next 10 years. The continuing use of new and changing technologies such as Supervisory Control and Data Acquisition (SCADA) systems and power line networking, as well as the introduction of more green technologies, and increased distributed generation, will require the re-skilling of the existing and future labour force to incorporate these new technologies. Writing for the Toronto Star (October 31, 2005), Tyler Hamilton highlighted the impact of the technologies of the proposed Bachelor of Applied Technology (Control Systems Technology) will have on the Ontario power grid. The convergence of intelligent sensors, wired and wireless communications systems, distributed self healing software platforms and secure IP platforms is expected as North America updates its power distribution system. The North American power industry, comprised of more than 3,000 utilities and 2,000 independent powere producers, is twice the market size of the telecommunications sector and 30 per cent larger than the auto sector. The National Association of Colleges and Employers (NACE) lists the top 10 degrees in demand by employers in their NACE Job Outlook Report 2005 in order of importance as: - Accounting, - Electrical Engineering, - Mechanical Engineering, - Business Admin/Management, - Economics/Finance, - Computer Science, - Computer Engineering, - Marketing/Marketing Management, - Chemical Engineering, - Information Sciences and Systems. The three foundation elements of the proposed program are all part of three of these top ten degrees. Appendix Page 1

179 Innovation is the foundation of today s global economy. Governments have recognized the need for strong technology infrastructures to drive and support innovation. In Canada our economy continues to grow and strengthen with GDP growth over the last year averaging 0.5% per month (Statistics Canada). Largely driven by the automotive sector Statistics Canada predicted continued growth in Canada s GDP. The automotive sector, its supply chain and the distribution systems that support it are major drivers of automation and control systems --- both in manufacturing and on-vehicle. The School of Electronics and Computer Engineering Technology at Seneca College has determined a growing demand for graduates in the field of distributed control systems through consultation with the program advisory committee, and discussions with industry professionals. The following section contains sample positions in the field of study of the proposed program. Appendix Page 2

180 14. ECONOMIC NEED Appendix 14.1 Evidence of Economic Need Employer Letters of Support Appendix Page 3

181 Subject: FW: Seneca College - Applied Degree proposal Date: Fri, 30 Sep :20: From: MATUSIAK Rose-Mary -HUMAN RES <[email protected]> To: Elaine Fenner <[email protected]> CC: ANGUS Lesley -HUMAN RES <[email protected]> Good afternoon Elaine. I am responding to the you sent to Lesley yesterday afternoon. I m delighted to hear Seneca s programs are expanding, and you may soon be in a position to offer an applied degree program in Control Systems Technology. As you know, we currently share our job postings with your Co-op office. We will continue to post our positions at Seneca, and invite your CST students to visit our website. Our selection process is based on merit, and I hope our Hiring Managers might find the talent they require in your students. Best wishes in obtaining the degree designation. Rose-Mary Matusiak HR Consultant Talent Management Appendix Page 4

182 May 20, 2004 Dr. Mario Boetto Seneca College 1750 Finch Ave. North York, Ontario M2J 2X5 Attn: Dr. Mario Boetto Subject: Applied Degree for Instrumentation Engineer Dear Mario; Lamia Ben Jemaa recently approached me and asked me to contact you. She has sent me information on your Applied Degree curriculum and asked me to comment on your proposal for an Applied Degree in Instrumentation Engineering. First off I want to mention that I think it would be great if Ontario could graduate Instrumentation Engineers. I graduated from the University of Waterloo in 1982 as an Electrical Engineer. While I did take some control theory courses at Waterloo I did not find the information useful upon graduation. I was forced to learn the subjects you want to teach from others in the instrumentation field or by myself. The instrumentation field is a very important to the modernization of Ontario's industry. Presently there are only a few engineers working in the field. The majority of workers are Technicians or Technologists. When I hire new graduates for my company I only look at people with Instrumentation Diplomas. As much as I would like to hire an engineer I cannot afford the time to train them. I was very fortunate to be hired out of Waterloo by a company that could take to time to teach me instrumentation and control theory. Very few companies have the time or the money to do this now. The best workers in the Industrial Instrumentation that I work in are for the most part Engineers that have learned instrumentation once they graduated. As good as the curriculum is that you are purposing I would add one more year of Calculus. I took four years of Calculus and find that I still use parts of it. What I mean by that is that I learned how to read and understand formulas and equations. I rarely see the equations I actually used especially in forth year, but I feel very comfortable looking at mathematical equations and deciding if they are apply or not. Many people in my field are intimidated by long mathematical formulas, I was taught not to be. In my mind this ability to work with mathematical equations is one of the useful skills that separates the Engineers from Technicians or Technologists. Good luck getting approval for an Instrumentation Degree. There is a great need for Instrumentation Engineers. Respectfully yours, Blair Finlayson, P.Eng. Appendix Page 5

183 Subject: CST Applied Degree Date: Mon, 24 May :38: From: "Jerry Sand" To: "Mario Boetto" Hi Mario, I apologize for responding so late. I did review the course outline for the new CST Applied degree. I was pleased to read that the applied degree will cover instruments and sensors, industrial controls and process control. The courses describe the use of techniques. I trust that the courses will offer a Workshop format (experiments etc). All and all I would endorse your program. I feel it would benefit the Canadian Process Control Industries. Best Regards Jerry Sand President Alpha Controls and Instrumentation An ISO 9001 and ISO Company PS: I did speak to Ken Burnett of ABB about the program He can be reached at His address is [email protected] Appendix Page 6

184 Subject: Applied Degree Program on Control Systems Technology Date: Wed, 26 May :20: From: "Yasser Elbaz" To: Dear Mario, Professor Lamia forwarded the curriculum for the new program on Control Systems Technology and I want to thank all the team for their trust. I think it is a great program and the industry need qualified engineers to do programming of industrial control. Let me share a concern with you, PLC programming education programs in colleges (for 3 month) teach students how to program without any engineering background, so you will meet many unqualified individuals working in PLC programming for serious machines. The other point I like to introduce in the course " Introduction to codes and standards " related to industry such as CSA, DIN and so on. Best Regards, Yasser Ahmed Project Manager Metal form Products Co. Inc. (905) Appendix Page 7

185 Subject: Letter Of Recommendation. Date: Wed, 26 May :09: From: "Ian" To: "Lamia BenJemaa" Dear Lamia, I reviewed your , and I am not sure if I can be of much assistance on this subject. My company is specifically involved with automated valves for the process industry, and I found only CST455 & CST453 to be directly related to my field of work. However, I can state that it is difficult to find people who are trained in this area. ( Automated Process Valves & Related Controls) and if this course would provide training in this area it will obviously help the industry in general, and I would hope, assist graduates in finding work in this area. I have found that much of the training in this area, is done by the manufacturers and distributors, after the person is hired, and the Collages have not covered a lot regarding Valves & Controls. Most of the additional listings would be used in other areas, and not directly related to my field of work. Best Regards Ian Callaghan Innovation Process Control Inc North Service Rd. E. Bldg F1 Oakville, Ontario, Canada L6H 1A7 Ph Fx [email protected] Website : ipc-inc-ca Appendix Page 8

186 Subject: Re: support letter Date: Fri, 4 Jun :17: From: [email protected] To: [email protected] DALSA Inc. 605 McMurray Rd. Waterloo, ON, N2E 2V9 Attn.: Mario Boetto, Chair, School of Electronics and Computer Engineering Technologies Seneca College 1750 Finch Ave. E North York, M2J 2X5 Dear Prof. Boetto, I have reviewed the Curriculum for Applied Degree in Control Systems Technology, and I am happy to emphasize that it is well balanced and is going to give both good fundamental training and wide spectrum of practical knowledge in cutting edge digital engineering. I worked with many engineers and specialists graduated from various Ontario and foreign universities, and more often than not I noticed that there is some misbalance between theoretical and practical training of graduates. I am more than positive that the Curriculum presented addresses this problem. ============================ Leonid Lazovsky, ASC, DALSA Inc. Phone (519) ext [email protected] ********************************************************************** This and any files transmitted with it are confidential and intended solely for the use of the individual or entity to whom they are addressed. If you have received this in error please notify the system manager. This message has also been swept for the presence of computer viruses ********************************************************************** Appendix Page 9

187 Appendix Page 10

188 USA Headquarters: 31 Walnut St, Suite 15 Somerville, MA Phone: Fax: June 8, 2004 Mario Boetto School of Electronics and Computer Engineering Technology Seneca College 1750 Finch Ave East North York M2J 2X5 Dear Prof. Boetto, We have reviewed the curriculum of your proposed Applied Degree Program on Control Systems Technology and enthusiastically support its inception. We are particularly enthused about the program s practical bend, with its pronounced emphasis on hands-on approach to engineering and design. As an employer in high-technology enterprises, we perceive a strong need for engineering graduates with solid practical education to match their theoretical background and programs like yours are well focused to provide that kind of training. We wish you best of luck in your initiative and look forward to receiving your graduates in the future! Sincerely, Sergei Lubensky President Appendix Page 11

189 Hussein El-Hennawy P.Eng. 370 Huntington Ridge Dr. Mississauga, ON. L5R 1P1 Tele: Fax: Date: June 13, 2004 Prof. Mario Boetto School of Electronics and Computer Engineering Technology Seneca College 1750 Finch Ave. East. North York M2J 2X5 Subject: Course Recommendation Dear Prof. Boetto I had the opportunity to review the outlines of the proposed Control Systems Technology Applied Degree. I was impressed by the emphasis the proposal puts on the practical aspects of the Control Systems especially in the 3rd and 4th year courses. I am a professional Engineer who has been practicing for the past thirty two years, twenty nine of which were with Hydro One formally Ontario Hydro. I have worked in Europe, the Middle East and North America and I have trained a score of new graduates especially from Canadian universities. From my experience I see the proposed program as a major step forward to fill in a much needed gap between theory and application. I am hopeful that your new program will address this need. Truly Yours, Hussein El-Hennawy P.Eng B. Sc., DBA, MBA Appendix Page 12

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195 Appendix Page 18

196 14. ECONOMIC NEED Appendix 14.1 Evidence of Economic Need Employment Ads Appendix Page 19

197 AB492 Controls Engineer Job Type: Full Time Location: Tucson, AZ, USA; Job Category: Automotive, Engineering, Manufacturing Industry: Recruitment/Staffing Company URL: Year(s) of Experience: 5 Number Of Positions: 1 Date Posted: Jun 7, 2004 Contact [email protected] At Waterford Staffing Group Inc., we are quickly being recognized as a leading source for Engineering, Manufacturing, Sales, Senior Management, and Skilled Trades candidates. We represent leading companies, and top performers looking to make a difference in their field throughout North America. As a candidate, you can expect to be treated in a respectful and professional manner. We place the utmost importance in confidentiality. Your resume will never be presented to a company unless we discuss the opportunity in detail with you and have your consent. Thank you for your interest in this posting. If you re interested and feel that you re qualified for this position please apply today. If your experience is a direct match with this posting you will be contacted, others will be kept in our database for future consideration. Waterford Staffing Group - People Going Places Our client a leading automation maufacturer is currently looking for a Controls Engineer for their facility in Tucson, AZ Position Title : Controls Engineer Department : Engineering Reports To : Engineering Manager Appendix Page 20

198 MAJOR DUTIES: Produces complete controls solutions, electrical design packages, and custom software based on customer specifications, and standardized design practices. SPECIFIC RESPONSIBILITIES: Works with the project team to design a control system that will enable the machine to perform its intended function safely and reliably. Formulates and produces complete software designs, which includes documentation, code, and HMI graphics, based on standard specifications, and the customer s requirements. Works with other members of the control systems design department and other groups to continuously improve methods of software development. Formulates and produces a complete electrical design package which includes detailed schematics, cable routing diagrams, panel layouts, bills of materials, and material requisition forms, based on standard specifications, and the customers requirements. Works with other members of the control systems design department and other groups to continuously improve methods of integrating controls technology, with the goals being enhanced safety, enhanced functionality, and reduced cost. Works toward ensuring that Labor, and material budgets are adhered to or improved upon. Specifies electrical and controls hardware and software, and requisitions material purchases. Integrates electronic equipment and components into electrical design package. Examples include serial communications, hardware handshaking, opto isolation, electrical and ultrasonic welding applications, vision systems, motion control products, transducers, and signal conditioners. Verifies that electrical design package is complete, accurate, and safe, based on sound design practices and accepted standards. Works with customers, project managers, designers, toolmakers, and electricians to solve problems, both in-house and at the customers site, in order to provide the customer with a complete functional system. Provides customers with training specific to their current project. Ie: Electrical hardware, Machine operation, Programming principles, Program functionality, and Program Structure. Adhere to all health and safety rules and procedures. QUALIFICATIONS: Education: A post-secondary engineering degree or equivalent, specializing in controls engineering, software development, or electrical engineering. Experience: 5-7 years experience in object-oriented PC (Visual Basic, C++) and/or PLC (Allen- Bradley) software development. Experience in electrical control systems design, preferably in the industrial automation field. A working knowledge of AutoCad. Ability to keep abreast of leading-edge technology. Please apply directly to [email protected] Appendix Page 21

199 AB485 Controls Engineer Job Type: Full Time Location: Woodbridge, ON, CANADA; Job Category: Engineering-Electrical, Automotive, Engineering Industry: Recruitment/Staffing Company URL: Year(s) of Experience: 4 Number Of Positions: 1 Date Posted: Jun 7, 2004 Contact [email protected] At Waterford Staffing Group Inc., we are quickly being recognized as a leading source for Engineering, Manufacturing, Sales, Senior Management, and Skilled Trades candidates. We represent leading companies, and top performers looking to make a difference in their field throughout North America. As a candidate, you can expect to be treated in a respectful and professional manner. We place the utmost importance in confidentiality. Your resume will never be presented to a company unless we discuss the opportunity in detail with you and have your consent. Thank you for your interest in this posting. If you re interested and feel that you re qualified for this position please apply today. If your experience is a direct match with this posting you will be contacted, others will be kept in our database for future consideration. Waterford Staffing Group - People Going Places JOB DESCRIPTION Position Title : TEST SYSTEMS ELECTRICAL DESIGNER (intermediate): CONTROLS SPECIALIST Department : ELECTRICAL DESIGN DEPARTMENT Reports to : ELECTRICAL DESIGN MANAGER MAJOR DUTIES: Appendix Page 22

200 Designs and implements software control programs specific to customer and project requirements. These assignments involve multiple projects. Programming assignments may involve PLC s, PC s, Robotics, and other controllers, separately or in combination. Responsible for successful completion of entire projects as part of an assigned project team. SPECIFIC RESPONSIBILITIES: Design and develop software programs (PLC and/or PC based) specific to customer and project requirements based on standard programming methods. Debug and commissions software programs on the shop floor, during systems integration stage and then at the customers site during installation. Selects, tests and integrates hardware and software components such as robots, grippers, load cells, motion controllers, sensors, vision systems and lasers. Provide thorough testing of machine functionality to verify software program completeness. Provide accurate documentation for each project. Works with customers, project managers, designers, toolmakers, and technicians to solve problems in order to provide the customer with a complete functional system. Works with other members of the electrical design department and other groups to continuously improve methods of integrating technology. Provides customers with training specific to their current project. Ie: Electrical hardware, Machine operation, Programming principles, Program functionality, and Program Structure. Where required, produce electrical Test Systems designs under the guidance of a senior test systems designer or department manager. (as described in the TEST SYSTEMS ELECTRICAL DESIGNER (intermediate): job description) Adhere to all health and safety policies and procedures. QUALIFICATIONS: Education: A post-secondary technology diploma or engineering degree or equivalent, specializing in electronics, electrical or controls technology. Experience: Must have Control Logix or RSlogics Two to five years experience in systems development and integration of factory automation projects. Thorough understanding of robotics, control systems and machine operation is required. Good PLC programming skills; above-average written and verbal communication skills; and an ability to work as a part of a multi-disciplinary project team are essential. A working knowledge of AutoCAD. Able to deal with customers and other personnel. Able to complete tasks with minimal supervision. Excellent problem solving skills. Willing to work overtime and like to travel. Please apply directly to [email protected] Appendix Page 23

201 Controls Engineer Location: Ingersoll, ON Job Category: Engineering Industry: Recruitment/Staffing Company URL: Date Posted: Jun 7, 2004 Listing Source: Our Client, a major manufacturer of automobiles, requires controls engineers to support rapid expansion in their body shop. ****This is a 2-4 month Contract opportunity.**** In addition to relavent automotive body shop experience, the succesful candidate will be responsible for the following: v Job Duties: Ø New Model launch activities in the Body Shop. Ø Controls trouble-shooting Ø Jigs and fixtures problem resolution. Ø Design and modification to equipment automation Ø PLC programming upgrades and modifications v Job Knowledge and Skills: Ø WTC Resistance Welding Controllers. Ø Servo Spot Weld Guns. Ø AB Control Logix 5000 Ø Device Net Ø AB RS View Ø AB Powerflex 70 VFD Ø AB Ultra 3000 servo drives Ø Robotic Automation preferably Fanuc. Ø Industrial Process Engineering trouble-shooting and problem resolution Ø Ability to manage multiple projects. Ø Ability to guide and work with Maintenance and Engineering groups. v Experience Ø Trades/Technical background Ø Engineering/College Technical background Ø Previous shop floor model launch experience Ø AutoCAD experience an asset. Ø Robotic Welding Appendix Page 24

202 We thank all candidates for their interest however only those selcted for an interview will be contacted. To apply for this position click here. Plant Control Engineering Specialist JH Job Type: Full Time Location: Southwestern, ON, CANADA; Job Category: Engineering-Electrical, Manufacturing Industry: Manufacturing Company URL: Number Of Positions: 1 Date Posted: Jun 7, 2004 Contact [email protected] Plant Control Specialist Southwestern, ON $70,000 - $80,000 Our client is a division of a major manufacturer located in the Southwestern Ontario, and requires a technical automation specialist to take a leadership role in a busy process industry. You will take responsibility for supporting, programming and troubleshooting plant PLC/automation functions and initiatives through effective project management and supervision of control technicians, contractors and consultants. An excellent communicator, you will manage network capacity, implement our national operations/it direction and standards, and liaise with the plant's electrical and IT departments. Additionally, you will oversee relevant staff training programs and initiatives. An Electrical Engineering degree is preferable, but we will consider a diploma graduate in control technology and/or automation engineering. You have at least three year's experience working with automation hardware (Rockwell and Schneider), RSView, RSLogix, and in-plant server architecture, and databases. You have excellent comprehension of programming Allen Bradley and Modicon logic controllers, HMI/MMI configuration and electrical control designs. You are also able to deliver start-up and ongoing support to leading PLC, HMI or SCADA systems. Must be comfortable working in a unionized environment, and have the communication skills and interpersonal skills necessary to deal with issues and develop a strong working relationship with staff. submissions are preferred and should be sent in MSWord or text format. Appendix Page 25

203 You may also click here to apply using our on-line form. Appendix Page 26

204 Sr. Controls Engineer 1628KH Job Type: Full Time Location: Southern, ON, CANADA; Job Category: Pharmaceutical, Engineering, Project Management Industry: Manufacturing Company URL: Number Of Positions: 1 Date Posted: Jun 7, 2004 Contact [email protected] Sr. Controls Engineer Southern, ON $70,000 Range Our client is seeking a Sr. Controls Engineer / Project Leader who will play a lead role on automation projects for their clients in the food and pharmaceutical sectors and has the ability to effectively manage projects of varying scope and complexity, involving PLC and SCADA control. This will include the development of functional specifications and establishing the control philosophy. In addition this individual will be required to supervise small teams on specific projects. Candidates will hold an Engineering Degree and have several years of related automation project experience at the Lead Engineer level. submissions are preferred and should be sent in MSWord or text format. You may also click here to apply using our on-line form. Appendix Page 27

205 ZIRCATEC PRECISION INDUSTRIES INC Controls Engineer/Technologist Location: Port Hope, On, ON Job Category: other Industry: Other Services Company URL: Date Posted: Jun 6, 2004 Contact Listing Source: Located in beautiful, historic Port Hope, Zircatec has been an industry leader in the manufacture of nuclear fuel for over 45 years. We are pleased to offer the following opportunities. Controls Engineer/Technologist You are an electrical engineer or technologist with 5 years plus experience in a manufacturing environment. You are organized, self motivated and have a demonstrated ability to work with a diversified group of professionals to take projects from conception to completion. You have a thorough knowledge of Allen Bradley PLC's, Rockwell Software products and FANUC Robotics. You also should have a working knowledge of the Ontario Electrical Code. This is an excellent opportunity for an individual with superior people skills to make a significant contribution to our engineering team. Quality Verification Inspector (Contract) You are a high school graduate with some post secondary education with at least 2 years experience working as a quality verification inspector. You have successfully completed courses in Quality Assurance, metrology or CMM and have used this knowledge to enhance your skills on the job. You are a detail oriented individual who is organized, and self-motivated with excellent written and verbal communication skills. This is an excellent opportunity for an individual with superior people skills to make a significant contribution to our inspection team. This position will require shift work which may include weekends. Qualified applicants may forward their resume before June 18, 2004 to: Director, Human Resources Zircatec Precision Industries Inc. 200 Dorset Street East Port Hope, On L1A 3V4 [email protected] Fax # (905) We thank all applicants for their interest, however, only those selected for an interview will be contacted. Appendix Page 28

206 Senior Instrumentation Controls Engineer Job Type: Contract Location: Edmonton, AB, CANADA; Job Category: Engineering, Engineering-Electrical, Consulting Industry: Recruitment/Staffing Year(s) of Experience: 10+ Number Of Positions: 2 Date Posted: Jun 6, 2004 Contact [email protected] TECHNICAL SUPPORT GROUP requires SENIOR INSTRUMENTATION CONTROLS ENGINEER to join our client s team to work in their Instrumentation / Controls group. The successful candidate will have Industrial Experience in Petroleum & Petrochemical industry. REQUIRED EXPERIENCE AND COMPETENCIES: - Controls and Automation knowledge - Instrumentation & Controls Design - Familiarity with Field Instruments - Familiarity with Specialty Instruments - Configuration & Programming - PLC / DCS - Analysis - Project Deliverables This contract position will start immediately. Its estimated length is approximately 6 months (plus) and it is located in Edmonton, Alberta. ONLY resumes of qualified candidates with minimum 2 years of Canadian Experience will be considered and selected candidates will be contacted. Please forward - your resume to [email protected] and quote on subject line: INST.CONTR. ENG - TSG04011 Appendix Page 29

207 Controls Engineer Location: Richmond Hill Job Category: Engineering Industry: Recruitment/Staffing Company URL: Year(s) of Experience: 3 Date Posted: Jun 4, 2004 Contact [email protected] Listing Source: Job ID: Job Type: Job Title: Job Description: Duration: Pay Rate: Experience: bt1 Engineering, Design and Development Controls Engineer Must be proficient with AB PLC programs. Experienced in the onsite commissioning of automated equipment. Contract-Perm. doe 3 Years+ Date Posted: June 4, 2004 Job Location Richmond Hill Contact: [email protected] Appendix Page 30

208 IMW INDUSTRIES LTD Experienced Design Engineer - Electrical, Controls and Programming Job Type: Full Time Location: Chilliwack, BC, CANADA; Job Category: Engineering-Electrical, Engineering-Mechanical, Engineering-Oil & Gas Industry: Manufacturing Company URL: Year(s) of Experience: 5 Number Of Positions: 1 Date Posted: May 21, 2004 Contact [email protected] Experienced Design Engineer - Electrical, Controls and Programming IMW Industries Ltd. (IMW) is a dynamic and progressive 100 year old company with international markets. We are located on the west coast in British Columbia close to Vancouver. IMW designs and manufactures refuelling systems under ISO 9001:2000 quality standards for Natural Gas and Hydrogen operated vehicles. IMW also designs and manufactures sub-components and other industrial equipments for export into 20 countries around the world. IMW is looking for a qualified and experienced electrical engineer (or senior designer) who is used to a team environment and has experience with the generation of concepts, detailed electrical design work, equipment specifications/manuals, preparation of proper drawings and bills of material. The successful candidate will be expected to co-ordinate and manage projects and the required resources in order to deliver timely results. Responsible directly to the Engineering Manager, this individual will have hands on ability, understand overall systems operation in order to develop PLC code for the control and operation of equipment. Having a sound working knowledge and experience with Allen Bradley, Toshiba and/or Siemens PLC controls is essential. Assistance will be provided during equipment run-in and troubleshooting of electrical and PLC problems in field conditions. Qualifications and Skills An Engineering Degree in electrical; or 5-10 years experience as an electrical technologist with strong PLC training Good working knowledge of codes/standards for electrical hazardous classification areas Trained in the application of national electrical standards Knowledge and experience with high pressure compressor applications a plus Appendix Page 31

209 Ability to travel, having a valid drivers license and the ability to have/obtain a valid passport Eligibility for registration as a professional engineer in BC Hands on panel experience with installation, panel building, and commissioning. IMW has an excellent compensation and benefits package. We have an immediate requirement for the qualified and successful candidate. You may submit your resume with qualifications and experience, complete with references to: HUMAN RESOURCES IMW INDUSTRIES LTD HOCKING AVE. CHILLIWACK, BC CANADA, V2P 1B5 Please apply electronically to: [email protected] For more information on IMW click on to our web site at Appendix Page 32

210 ELECTRICAL CONTROLS ENGINEER Job Type: Full Time Location: Gta, ON, CANADA; Industry: Recruitment/Staffing Company URL: Year(s) of Experience: 5 Number Of Positions: 1 Date Posted: May 17, 2004 Contact [email protected] HEC Group: a dynamic team of experienced recruitment professionals, providing innovative recruiting solutions tailored to our client s needs. We are proud of our long standing track record as a leader in talent sourcing for Manufacturing, Automation, Engineering, Technology and Management. Since 1976 we have been building strong relationships with both our clients and our candidates to ensure the absolute best fit for long term success. Our clients recognize us for identifying, qualifying, and delivering candidates who will fit their culture, contribute to growth, and maximize ROI. Our candidates know us for being an integral part of their long term career planning. REF# 6091 Company is looking for a Candidate with a P.Eng and 5-10 years experience in a manufacturing environment with exposure to film and paper rolling equipment being an asset. Design PLC programs capable to support Data Acquisition software, design programs for control systems with Allen-Bradley SLC 500 and PLC 5 family logic controllers, Variable Speed Drives and Controls, develop programs and prepare set-ups of multiaxis servo systems. Salary: 80k Appendix Page 33

211 Senior Instrumentations and Controls Engineer Job Type: Contract Location: Calgary, AB, CANADA; Job Category: Engineering, Engineering-Oil & Gas Industry: Recruitment/Staffing Company URL: Year(s) of Experience: 10+ Number Of Positions: 2 Date Posted: May 14, 2004 Contact [email protected] GSA Search Consultants Inc. A Noramtec company successfully recruiting in the Engineering and IT Industries since We have the networks, industry experience and the connections it takes to offer a wealth of career opportunities and resources in any industry, across Canada and the US. Our client s Instrumentation/Controls group requires two (2) individuals with a minimum of 15 years diversified experience in Process Control Engineering, I & C Project Management and Engineering Management. The successful candidates will be expected to provide extensive leadership and management experience in the I&CS applications as team builders and motivator of professional staff. Our client will ideally be looking for a proven track record with strong technical expertise in Process Measurement, Process Control, DCS, Digital Networks. This position is located in Calgary at our client s office. As our client currently uses a wide range of control systems it should be anticipated that the successful candidates would have strong experience with Honeywell, Allen-Bradley and Foxboro DCS systems. Level: Senior Education: BSc Engineering (a Technical Diploma with a suitable combination of further education and experiences may be considered). These people will be self starters and able to take responsibility for assignments with minimum supervision. All interested applicants should send their resumes in Microsoft word or rich text format to the attention of Chris Callan, [email protected] please quote job # -CC We thank all candidates for responding. Only those candidates chosen for an interview will be contacted. All other resumes will be retained for future consideration. Appendix Page 34

212 INTERMEDIATE CONTROLS ENGINEER Job Type: Full Time Location: Southwestern, ON, CANADA; Job Category: Engineering-Electrical, Manufacturing, Project Management Industry: Recruitment/Staffing Company URL: Year(s) of Experience: 5 Number Of Positions: 1 Date Posted: Apr 29, 2004 Contact [email protected] ATS Reliance is a leading North American Staffing Services company. From our inception in 1975 our focus has been the successful provision of Contract and Permanent, Engineering and Technical Personnel to meet the diverse placement needs of our North American and Overseas clients. For over 28 years ATS Reliance has effectively offered Staffing Solutions to the: Manufacturing, Automotive, Aircraft, Aerospace, Electronics, Transportation, Architectural, Construction, Engineering, Process, Oil and Gas, and Mining industries in addition to a variety of Government Agencies including the Military. ATS Reliance is able to match the right applicant to the opportunity. ATS Reliance can deliver skilled and qualified personnel to fill a wide variety of positions in all fields. Our Southwestern Ontario client requires 1 candidate for the Permanent position of SR. CONTROLS ENGINEER for their Manufacturing facility. Required Qualifications For This Position: 5+ years of Controls Design, Programming, Start-up & Site Commissioning experience University Degree or College Diploma in Electrical Engineering Strong Pneumatic knowledge and experience Strong CAD skills and experience (producing Electrical Schematics, Control Panel Layouts and Wire/Conduit Layout & Schedules) Experience with Robotics / Automated Welding applications Candidate must demonstrate a high level of Problem-Solving / Analytical skills If you possess the necessary qualifications to excel in this position, please forward your updated resume to [email protected] or fax (Attention to: C. Weth) to (519) While we at ATS Reliance appreciate all applicants who apply, only those Appendix Page 35

213 selected for a preliminary interview will be contacted. ELECTRICAL ENGINEER (AUTOMATION & CONTROLS) Job Type: Full Time Location: Halton, ON, CANADA; Job Category: Engineering, Engineering-Electrical Industry: Recruitment/Staffing Company URL: Year(s) of Experience: 5 Number Of Positions: 1 Date Posted: Apr 17, 2004 Contact [email protected] GSA Search Consultants Inc. A Noramtec company successfully recruiting in the Engineering and IT Industries since We have the networks, industry experience and the connections it takes to offer a wealth of career opportunities and resources in any industry, across Canada and the US. ELECTRICAL ENGINEER Electrical Engineer with Instrumentation & Automation experience. Must be a licensed Professional Engineer in Ontario. Experience in Low Voltage (600V and less) Electrical design plus a knowledge of various PLC based Control systems including SCADA/HMI products. The successful candidate will be proficient in project management, contract administration, construction and design specifications, site supervision, proposal preparation, scheduling and cost estimation, and standards preparation. Appendix Page 36

214 Electrical / Controls Engineer Location: Mississauga, ON Job Category: Engineering, Engineering-Electrical Industry: Consulting Engineers Company URL: Date Posted: Apr 14, 2004 Listing Source: Electrical / Controls Engineer Apr 14, 2004 Mississauga, ON Requirements POSITION SUMMARY Responsible for working as part of the manufacturing division in the product and design team for electrical and controls design of automated equipment and systems. RESPONSIBILITIES As an Electrical / Controls Engineer or Designer the candidate will be responsible to * Complete designs from rough design concepts up to detail / final drawings * Carry out the design and development required to achieve project objective within budget, customer requirements and industry standards * Responsible for program management * Prepare a work schedule with interim and end target estimates for all projects within his/her responsibility * Maintain proper filing system to ensure all information is properly stored and easily retrieved * Undertake other duties and responsibilities within the engineering department as required * Initiate plans and ideas for cost cutting and/or quality improvement measures * Comply with the designated ISO responsibilities * Comply with FMEA and R & M requirements Appendix Page 37

215 QUALIFICATIONS * University degree in Mechanical Engineering and hold a P. Eng. in the province of Ontario or a relevant college degree with applicable experience * Must have a minimum of 4-6 years design experience in the field of robotics and automation * Practical experience in Allen Bradley and Siemens Step 7 PLC Programming * Practical experience in SCADA systems "RS-View", "WonderWare", "WEB". * Practical experience in communication protocolas DH+, Device net, Profibus, MPI, Ethernet, RS232, RS485, Robotics and Vision Systems * Experience with AutoCAD R14 and R2000 for 2D schematic design * Experience in coordinating design, build, installation and commissioning of manufacturing systems * Proficient in the use of Microsoft Office * Exceptional organizational and communication skills, both verbal and written (client relations, team project communications, proposal and KEY SKILLS * Communicates clearly with customer focused vision * Assigns the highest priority to customer satisfaction while meeting commitments to achieve business objectives * Exceptional client liaison and business communication skills * Capable of excelling in independent and team work environments * Flexibility and a demonstrated ability to thrive in a project management environment * Able to manage multiple projects and deadlines * Available to travel to customer sites within Canada and the USA for equipment installation/commissioning THERE ARE SEVERAL OF THESE POSITIONS CURRENTLY AVAILABLE AND ADDITIONAL CANDIDATES WILL BE RECRUITED AS ADDITIONAL ONGOING CLIENT NEEDS ARISE Apply Online Appendix Page 38

216 Sr./ Int. Instrumentation and Controls Engineer Location: NF Job Category: Engineering Industry: Recruitment/Staffing Company URL: Year(s) of Experience: 1 Date Posted: Mar 10, 2004 Contact [email protected] Listing Source: Job Description Our client, conducting an Eastern Canadian mining project requires a minimum of 6 (six) Senior and interm and East coast area. These are contract positions of one year or more in duration, with compensation commensurate with expe Job Details Job ID # Job Stream Job Title Job Type Duration Salary/Rate Location Additional Location Details Date Posted Start Date Number of Positions Open Appendix Page 39

217 Senior Controls Engineer Job Type: Contract Location: ON, CANADA; Industry: Consulting Engineers Company URL: Year(s) of Experience: 5 Number Of Positions: 2 Date Posted: Feb 27, 2004 Contact [email protected] Thinkpath is a global provider of engineering services, design, build, drafting, technical publishing & documentation and on-site engineering support. Thinkpath enables corporations to reinvent themselves structurally; drive strategies of innovation, speed to market, globalization and focus in new and bold ways. We are experts in the aerospace, automotive, defence, manufacturing and health care industries. As a candidate, you can expect to be treated in a respectful and professional manner. We place the utmost importance in confidentiality. Thank you for your interest in applying to Thinkpath. We will contact you back as soon as possible if your experience is a direct match with this posting, others will be kept in our database for future consideration. Thinkpath - Securing the Foundation for Your Success Thinkpath is currently seeking : Senior Controls Engineer - Automotive The successful candidate must have the following: Must be proficient with Allen Bradley/Controllogix and Siemens Step 7. Must be proficient in designing the controls, panels, distributed control system and control interface. Devicenet and Internet experience Software: Allen Bradley PLC5 controls software, Siemens S7, Control logix RSView, Devicenet, Ethernet, essential. Knowledge of S4C controller Microsoft Office Appendix Page 40

218 Qualifications: University or College degree and/or Post Secondary in Electrical Engineering or Technology. Significant experience in the field of Automation controls Knowledge of ISO 9000 standards Some knowledge in FMEA and R&M requirements Extra qualifications: Team Player Eager to Learn Able to work independently Excellent communication skills both written & verbal. Experience in coordinating design, build, installation and commissioning of manufacturing systems. Please send your resume ASAP to Appendix Page 41

219 Electrical Engineer - Motion Control Job Type: Full Time Location: Oakville, ON, CANADA; Industry: Recruitment/Staffing Company URL: Number Of Positions: 1 Date Posted: Jan 21, 2004 Contact [email protected] ATS Reliance is a leading North American Staffing Services company. From our inception in 1975 our focus has been the successful provision of Contract and Permanent, Engineering and Technical Personnel to meet the diverse placement needs of our North American and Overseas clients. For over 28 years ATS Reliance has effectively offered Staffing Solutions to the: Manufacturing, Automotive, Aircraft, Aerospace, Electronics, Transportation, Architectural, Construction, Engineering, Process, Oil and Gas, and Mining industries in addition to a variety of Government Agencies including the Military. ATS Reliance is able to match the right applicant to the opportunity. ATS Reliance can deliver skilled and qualified personnel to fill a wide variety of positions in all fields. Company involved in the design and manufacturing of automation systems is looking for an Electrical / Electronics Engineer. Candidate should have ability to generate, modify and test FPGA and PLD designs. Will have experience in prototyping for quick evaluation. Design of electrical subsystems, write small test programs and simple firmware for micro-processor-controlled hardware. Ideal person has the ability to work along with a team to bring a product through the development process, will have a vision in regard to commercial success, and produce an effective development plan with respect to cost, timelines, and product performance. Knowledge of embedded controls and power electronics is essential. P.Eng preferred. Position is full time permanent. Rate dependent upon qualifications. To apply, resume to [email protected] or fax attn Brian Roach. Please include job title in Subject heading. Appendix Page 42

220 14. ECONOMIC NEED Appendix 14.1 Evidence of Economic Need Student Survey Appendix Page 43

221 Student Interest Survey This exhibit contains a summary of the survey that was done of fourth semester students. Most of the students surveyed were in the Computer Engineering Technology option of the School. The exhibit contains a summary of the results, the survey form and notice of the survey that was sent to students. Individual survey returns are not included, but are available for review if required. Appendix Page 44

222 Control Systems Technology Applied Degree Survey Results Classroom visits: MCO455AB MCO455BC MCO455DF MCO455FH *common subject for CET/ELM/ELN Number of Surveys Distributed: 85 Number of Surveys Returned: 40 Results: Question #1 Yes - 35 No - 5 Question #2 Yes - 31 No - 9 Only 2 surveys were received with No answers to both questions. Appendix Page 45

223 Control Systems Technology Applied Degree Program Survey If this program had existed when you were planning your SECONDARY school career, would you have considered making the Control Systems Technology Applied Degree Program a target program? YES ( ) NO ( ) If a transitional path existed from your 3 year technology diploma to the Control Systems Technology Applied Degree Program, would you consider making the CST a target program? YES ( ) NO ( ) Program: Semester: Anticipated Graduation Date: Please return this survey to Sue Taylor in Room A4043 by Thursday, April 15 th /04. Thank you for your participation in this survey. Additional Comments: Appendix Page 46

224 15. NON-DUPLICATION OF PROGRAMS Similar/Related College Programs All colleges in Ontario offering a diploma in Control Systems must meet the same Ministry Standard. Therefore the approach used in Appendix 15.1 was to compare the proposed degree to this standard. 1. Institution : Seneca College Program Name & Credential: Electronics Engineering Technology Control Systems (ELN) Program Description: This program is designed to provide students with a broad background in analog/digital electronics, software development, automation and process control. The core portion of the program includes a comprehensive investigation of such areas: electronic circuitry, diagnostic techniques, applied mathematics, process control, and computer systems/networks. During the final year of the program special emphasis is placed on applying learned principles to projects demonstrating computerized control of manufacturing processes and the optimization of the control parameters. Electrical power systems are examined from both a theoretical and a practical point of view. Programmable logic controller applications will also be studied. This program includes a high proportion of relevant hands-on laboratory work to ensure that the graduate appreciates the practical aspects of industrial/factory automated systems. Analysis of Similarities and Differences: Differences: The proposed degree emphasizes all areas of automation and control including continuous control (both servo control and process control) as well as sequential control. The level of control taught in all the courses will be at an advanced level compared to the ELN program utilizing the advanced mathematics tools the proposed program will develop. The ELN program does not include a course on process control. In ELN, the control courses use a minimum amount of mathematics with almost no modeling and simulation development concepts. The mathematics level for the proposed degree includes dedicated courses in differential and partial differential equations. The ELN course teaches only differential equations of 1 st order. The circuit theory, electromagnetics digital, and analog electronics courses in the Appendix Page 1

225 proposed degree will be taught using advanced mathematics tools developed in the proposed degree program, whereas in the ELN program, mathematics used in these courses are at a much lower level (minimize use of differential equations, LaPlace, and no Z transforms). In the proposed degree, there are courses in signals and digital signal processing whereas in the ELN program there are no such courses. In the proposed degree there are three courses in physics emphasizing mechanics, kinematics and thermodynamics while in the ELN program there are two courses in physics. In the proposed degree there are three courses covering networking and data communications while in the ELN course there is a single course. In the communications area, the proposed degree includes a course on wireless control. There is no such course in the ELN program In the proposed degree there is a course on sensors and instrumentation while in the ELN program there is no such course. In computer programming and data structures, the proposed degree includes courses in object oriented design as well as data structures. In the ELN program there are only courses in C programming and Visual Basic. There are no courses in object oriented design and data structures. The college has on file and available upon request the research undertaken to complete Appendix Appendix Page 2

226 Existing Diploma Programs offered by Seneca College of Applied Arts and Technology Computer Engineering Technology (Optional Co-op) (CET) (3 year program) Students in the Computer Engineering Technology Program will acquire an excellent set of interdisciplinary skills related to computer applications in business and manufacturing environments. The program develops a sound fundamental understanding in electronics, computer hardware, computer programming, and computing networks. Upon graduation, their knowledge of both relevant equipment and its use will enhance career opportunities in the computer and information processing fields. Electronics Engineering Technician - Broadband Cable (ELCB) - (2 year program) Students are given a good foundation in fundamental electronics, as well as a broad background in general communications including both analog and digital techniques. In addition, special emphasis is placed on providing extensive hands-on experience with actual cable system hardware, tools, and instrumentation. A minimum of two days working with experienced field technicians is required for completion of the final year in this program. Electronics Engineering Technician - Communications (Optional Co-op) (ELCM) (2 year program) This program will provide students with strong training in the fundamentals of modern electronics, with particular emphasis on the communications systems and circuits. The program includes a high proportion of relevant hands-on laboratory work to ensure that the graduate appreciates the practical aspects of the global telecommunications system, and electronic communications in general. Electronics Engineering Technician - Computers (Optional Co-op) (ELCC) (2 year program) This diploma program prepares students to work in the expanding field of digital electronics with applications to computer-based equipment in the electronic data processing and communications areas. Electronics Engineering Technology - Communications (Optional Co-op) (ELM) (3 year program) This program is designed to provide students with a broad background in analog/digital electronics, software development, and modern communications. The core portion of the program includes a comprehensive investigation of such areas as electronic circuitry, diagnostic techniques, applied mathematics, process control, and computer systems/networks. During the final year of the program, special emphasis is placed on applying learned principles to the design and testing of projects in electronic communications. Advanced communication topics include digital and data communications, the characteristics of signals and transmission media, HDTV, satellite, microwave, PCS and cellular wireless systems, as well as broadband to the home. This program includes a high proportion of relevant hands-on laboratory work to ensure that the graduate appreciates the practical aspects of the global telecommunications system, and of electronic communications in general. Appendix Page 3

227 Existing Diploma Programs offered by the Seneca College of Applied Arts and Technology (continued) Electronics Engineering Technology - Control Systems (Optional Co-op) (ELN) (3 year program) This program is designed to provide students with a broad background in analog/digital electronics, software development, automation and process control. The core portion of the program includes a comprehensive investigation of such areas as: electronic circuitry, diagnostic techniques, applied mathematics, process control, and computer systems/networks. During the final year of the program, special emphasis is placed on applying learned principles to projects demonstrating computerized control of manufacturing processes and the optimization of the control parameters. Electrical power systems are examined from both a theoretical and a practical point of view. Programmable logic controller applications will also be studied. This program includes a high proportion of relevant hands-on laboratory work to ensure that the graduate appreciates the practical aspects of industrial/factory automated systems. Existing Graduate Certificate Programs Applied Electronics Design (Optional Co-op) (AED) (8 months) The program is intended for both new graduates of courses in electronics technology, and those with industry experience in engineering or technology. The syllabus of the program includes the fundamental design and product development concepts necessary for participants to enhance their understanding of product design, or facilitate a transition from one area of engineering technology to another. The courseware has been developed to build on the student's understanding of both analog and digital engineering principles as applied in modern product engineering technology. Centered around the application of Wireless Communications, the Program includes treatment of the following design fundamentals: Printed Circuit Board (PCB); Applications Specific Integrated Circuits (ASIC); Statistics and Quality Management; Field Programmable Gate Arrays (FPGA); Advanced Real Time Microprocessors; Digital Signal Processing (DSP); and Safety Certification and Approvals. A key element in the AED Program is the use of industry standard software and hardware tools in the courses being presented. This not only ensures that students are given the opportunity to learn current industry design methodology, but it will also foster an awareness of Seneca throughout the industrial community, and help ensure that graduates have the skills in the use of Electronics Design Automation (EDA) tools such as Mentor Graphics and Cadence, which have become industry standards. This will reduce the amount of additional training a student would need to undergo when being considered by a prospective employer. Appendix Page 4

228 Existing Diploma Programs offered by the Seneca College of Applied Arts and Technology (continued) Electro Mechanical Design (Optional Co-op) (EMD) (8 months) The program is targeted to be attractive to both graduates of courses in electronics technology, or to people with industry experience in engineering or technology. The syllabus of the program includes the fundamental design and product development concepts necessary for students who wish to transition from one area of engineering technology to another, or who wish to enhance their understanding of product design. The courseware has been developed to build on the student's understanding of both electrical and mechanical packaging engineering principles as applied in modern product engineering technology. A key element in the EMD program is the use of industry standard software and hardware tools in the courses being presented. This not only ensures that students are given the opportunity to learn current industry design methodology, it will foster an awareness of Seneca throughout the industrial community, and help ensure that graduates have the necessary skills in the use the Electronics Design Automation (EDA) tools such as Mentor Graphics, Pro-Engineer and Cadence which have become industry standards. This will reduce the amount of additional training a student would need to undergo when being considered by a prospective employer. EMD also makes extensive use of dedicated lab facilities, including a mechanical rapid prototyping lab and a Highly Accelerated Life Testing (HALT) chamber. Appendix Page 5

229 15. NON-DUPLICATION OF PROGRAMS Similar/Related University Programs 1. Institution : McMaster University Program Name & Credential: Bachelor of Engineering (Computer Engineering) Four Year Program Program Description: Computer Engineering is a branch of engineering that draws on subjects typically identified with both Electrical Engineering and Computer Science. Computer Engineering focuses on the design and organization of computer systems with emphasis on function, performance, reliability, safety and ethical considerations, and the impact on society. Computer Engineers concentrate heavily on the theoretical how how to design the hardware, how to design the software with much consideration given to design principles and processes. The curriculum supports basic engineering disciplines such as mathematics and physics as well as the more specialized disciplines of electricity, electronics, programming, and networks. Analysis of Similarities and Differences: Similarities: - Some similarities in basic engineering science, physics, and mathematics. - Some similarities in basic principles of electricity, electronics, and design of computer hardware and software. Differences: - The McMaster University Degree emphasizes design principles and processes for electrical, electronic, and computer systems with no courses towards industrial control systems. - The proposed Seneca College program focuses on industrial control systems covering such areas as industrial networks, process control, wireless control systems, and automation. - The proposed Seneca College program places much greater emphasis on hands-on laboratory study than the McMaster University Degree. - The proposed Seneca College program readies students for immediate employment and a career in industrial control systems. Appendix Page 1

230 2. Institution : Ryerson University Program Name & Credential: Bachelor of Engineering (Electrical Engineering) Four Year Program Program Description: The first-year courses of the Electrical Engineering program will provide the students with grounding in engineering science fundamentals such as mathematics, physics, chemistry, computer science and the theory of electric circuits. The second year of the program introduces discrete mathematics, data structures and engineering algorithms, and electrical engineering core subjects such as analog and digital electronic circuits and systems. In the third year of the Electrical Engineering program, the emphasis will shift to advanced subjects such as communication systems, electromagnetics, microcomputer systems, electrical devices and systems, and control theory. The fourth year curriculum provides a wide range of technical elective courses. Students can further specialize in Digital Hardware Design, Communication Systems, Control Systems and Power Systems by selecting appropriate courses in the fourth year of the program. During this final year of the program, all students complete a mandatory group design project. Analysis of Similarities and Differences: Similarities: - Similarities in fundamental electrical/electronics engineering and computer engineering courses (some first-year courses and some second-year courses) Differences: - The Ryerson Bachelor of Engineering (Electrical Engineering) is a typical electrical engineering degree program with broad coverage of electrical systems in its elective courses in the last two years. There is a Computer Engineering Option for the Ryerson electrical engineering degree program. - The Control System Technology Applied Degree is an electrical/electronics engineering degree program specialized in control and automation engineering with emphases on industrial applications. - The CST program focuses on applied concepts, analytical tools, and engineering methods used in control systems. - The CST program offers over ten specially designed courses on control system engineering. The Ryerson electrical engineering program offers one regular course on control theory and a few elective courses on control systems. - The CST program unifies networking, electronics and software development as the essential skills required in modern distributed control systems. Appendix Page 2

231 - The CST students will graduate with good knowledge in electrical systems, control theory, instrumentation, software development, as well as some knowledge about the industrial processes to be controlled. - The CST program has a mandatory Cooperative Education component. The Ryerson electrical engineering program offers an Industrial Internship Program (IIP) option. Appendix Page 3

232 3. Institution : University of Guelph Program Name & Credential: Bachelor of Engineering Systems and Computing (Mechatronics) Four Year Program Program Description: In the last quarter century, computers have become ubiquitous in science, business and industry. That growth has prompted the need for specialists who can incorporate computers and information into complex industrial processes, business enterprises, and engineered systems and products. Graduates of Guelph's Engineering Systems and Computing program have considerable background and expertise in engineering design, computer hardware and software development. In Engineering Systems & Computing, you will learn to use and apply the latest technology to the development of systems and processes. Computer specialists must understand th strengths and limitations of the hardware, software and control system to be capable of developing efficient, reliable systems - and Guelph gives you this multi-disciplinary background. Additionally, students are able to direct their course of study to a particular area of interest within the computer field - Mechatronics (robotics combined with mechanical and electrical engineering principles), Computing (software programming focus), and Biomedical applications. Analysis of Similarities and Differences: Similarities: - Fundamental Engineering in Year 1 and 2 - Limited, restricted electives, a narrow field of focus similar to proposed degree - Applied computing component strong, similar to proposed degree Differences: - Focus is more or general foundation theory over broad range of software-based engineering systems than the proposed degree. - The proposed degree has greater coverage of control systems and industrial electronics systems. - There is a greater emphasis in system design than the proposed degree. Appendix Page 4

233 4. Institution : University of Toronto Program Name & Credential: Bachelor of Engineering (Electrical Engineering) (Specialization in Control, Communication and Signal Processing; 3 rd and 4 th year) Four Year Program Program Description: The program is designed to prepare students for the challenges of a fast changing field. In the first three years, the electrical engineering program is structured to provide a firm foundation in mathematics, physics, computer software and hardware, analog circuit theory, digital logic, electromagnetics and the fundamentals of communications. In their final year, students are free to select from a wide range of electives, allowing them to focus on areas such as communications, biomedical engineering, photonics, computers, microelectronics, and more. In addition, students carry out a design project, completing a program structured to provide students with an excellent balance of breadth and depth. Analysis of Similarities and Differences: Similarities: - Very similar 1 st and 2 nd year engineering foundation. - Possible specialization courses with a similar mix to that of the proposed degree. Differences: - The University of Toronto program provides many options and breadth; the proposed degree is more specialized and focused. - The University of Toronto program and courses contain greater theoretical emphasis and reduced applied content on a course by course basis. - There is more opportunity for applied programming and distributed control applications in the proposed degree. Appendix Page 5

234 5. Institution : University of Toronto Program Name & Credential: Bachelor of Engineering Science (Infrastructure Engineering) (Specialization in years 3 and 4) Four Year Program Program Description: The Engineering Science Program is designed for students; primarily interested in the application of science to modern technology, and who wish to prepare themselves for careers in applied research, advanced engineering design or teaching. The program provides excellent preparation for post-graduate studies in a wide range of specialties in engineering, science and mathematics, and as many as one half of the graduates proceed to graduate study. Students who graduate from the program are also well qualified to enter into professional engineering careers. Analysis of Similarities and Differences: Similarities: - First two year offer similar fundamentals background for engineering and science. - The program is intended for learning the application of science to modern technology. Differences: - Focus in specialization years more on civil engineering related fields than the proposed degree. - Greater breadth of subject tareas covered in the specialization than the proposed degree. - Emphasis on research and design rather than implementation as in the proposed degree. Appendix Page 6

235 6. Institution : University of Toronto Program Name & Credential: Bachelor of Applied Science (Mechatronics) Four Year Program Program Description: Mechatronics is the integration of mechanical engineering with electronics and intelligent systems. In addition to integrating the interfacing of mechanical, electronic and software systems, mechatronics includes the design of mechanical systems utilizing the flexibility of analog and digital electronics technology. The Mechatronics program develops Mechanical Engineers with skills in Mechanical Design, Electronics and Computer technologies. Analysis of Similarities and Differences: Similarities: Both programs provide a background in science and mathematics required for engineering. Both programs provide a background in control theory. Both programs provide students with a background in analog and digital design principles Differences: CST: Provides students with extensive background in telecommunication theory including networking and data communications. Provides students with extensive laboratory activities related to the integration and distribution of data to networked control systems. Emphasizes data acquisition. Emphasizes software development of distributed control applications. Emphasizes control related to discrete parts manufacturing and continuous processes Emphasizes networked programmable logic controllers utilizing advanced industrial programming languages. Above program material develops students with a background highly sought after by modern industrial manufacturing and processing enterprises U of T Mechatronics Emphasis on theoretical design principles of controls for electromechanical systems leading to possible research oriented activities at the postgraduate level. - Appendix Page 7

236 7. Institution : University of Windsor Program Name & Credential: Bachelor of Industrial and Manufacturing Systems Engineering Four Year Program Program Description: The Industrial and manufacturing Systems Engineering (IMSE) program is unique and innovative. It provides students with a broad based curriculum of practical real world material that develops engineering skill for which demand exceeds supply in industry, manufacturing and the business world wide. Manufacturing assignments held by our IMSE alumni all over the world include the areas of Product Engineering, Process Engineering, Plan/Facility Engineering, Tool Engineering, Industrial Engineering and Human Factors. Business organizations such as banks, railroads, petroleum, airlines, insurance companies, and hospitals are also employing our graduates to manage and improve performance of their operations. Analysis of Similarities and Differences: Similarities: - Engineering fundamentals year 1 and 2 are similar to the proposed degree. - The program is directed at the industrial engineering field, as for the proposed degree. Differences: - More focus on automotive and manufacturing areas than the proposed degree. - The program contains less applied control systems than the proposed degree. - This program has greater coverage of business and management than the proposed degree. The college has on file and available upon request, the research undertaken to complete Appendix The college found that there are more than seven similar or related existing programs offered at Ontario Universities that could have been listed. Appendix Page 8